Improved Instructional Materials in Science 6 through Monitoring and Evaluation

Abstract

INTRODUCTION

Instructional materials can range from traditional resources (reference books, handouts, chalk and board, models) and modern resources (video, PowerPoint presentations, other software tools). Science is one of the lowest learning areas among elementary students. Enhancing students' performance in Science is directly linked to the quality, adequacy, choice, and use of learning aids that are aligned with the curriculum. With the advent of K-12 in the Philippines, teachers were challenged to create instructional materials that would fit the BEC curriculum. It was their first time to create instructional materials so they faced many difficulties. Another block is the lack of manipulative instruction materials in the classroom. In Science, experiments are vital to the students can experience the phenomenon through their senses and ultimately, enhance their learning process.

METHODS

The research design adopted for the study was descriptive research. The pre-test and post-test randomized control group design were carried out in selected elementary schools in Calamba West District 3. The sample consisted of 60 students of Grade 6 who were randomly selected through simple random sampling.

RESULTS

The diagnostic pre-test showed that the mean percentage score of Grade 6 pupils is 42.62 which is far below the standard of 75. After the diagnostic post-test, their scores improved to 79.62. Upon statistical analysis using the paired z-test, the computed z value of 1.99 was higher than the critical value of 1.96 indicating that a significant difference exists between the pre-test and post-test.

DISCUSSIONS

The improvised instructional material was evaluated in terms of the following criteria: the content of the improved instructional materials in Science; usability of the materials, structuring, sequencing, appropriateness, availability, and comprehensiveness. After the implementation of two grading periods, the mean percentage scores of Grade 6 students increased by 37 or 86.81%. The study recommends that District Learning Action Cell in improving instructional materials in Grade Six be done for the third and fourth grading period. Focused Group Discussion among Grade 6 Science teachers and school heads should be done regularly on a monthly basis to evaluate the effectiveness of the useof improved instructional materials.