Developing Visual Language Enhanced Learning Materials for Tvl Garde 12 Students in Earth and Life Science

Abstract

INTRODUCTION

Science is perceived as difficult by most students in both primary and secondary education. Students feel that they have to learn a lot of theories without ever considering how these theories would apply to the real world they are living in. Effective Science teaching needs to embrace knowledge, science processes and practices as well as to provide multiple opportunities for students to use these processes and apply them. Teachers opt to meet the needs of the learners in every way possible regardless of any circumstances that hinder the processes and they must be open for changes and challenges.

METHODS

The respondents of the study are the students at risk from the regular classes of TVL grade 12 taking up the core subject Earth and Life Science under the K to 12 Curriculum of Cuenca Senior High School in this school year 2018-2019. The grades of the first quarter were gathered and selected, students are classified as at risk if they got 74 and below in Earth and Life Science and served as the respondents of the study. A pre-test was given to the students covering the topics of the second quarter. Learning materials integrated with visual language were given to these students as their intervention activities. At the end of the quarter, a post-test was given to the students. Together with their second quarter grades, the results have been compared and interpreted.

RESULTS

After the intervention, a significant difference between the scores and grades of the respondents was observed. The t-values of3.492 from the pre-test and post-test and 3.782 from the grades were greater than the critical t-values of 1.771 at 0.05 and 2.650 at 0.01 levels of significance with 14 degrees of freedom, thus rejecting the null hypothesis. This simply implies that the intervention given to the respondents improved their academic performance.

DISCUSSIONS

It may conclude that the intervention utilizing visual language enhanced learning materials has been effective. The researcher recommends the continued use of the visual language enhanced learning material and these can serve as modules for students who are always absent in the class. Moreover, visual language can be used to enhance laboratory procedures and activities and other performance tasks aimed to increase the achievement of students who needed remediation.