Improving the Science Performance among Grade Five Pupils of BCEES through inquiry Based instruction

Abstract

INTRODUCTION

Teaching strategies is one of the components of teaching in the K to 12 curricula that can affect learning outcomes. Several strategies have been tried and tested by Science teachers but there is still a need for innovation. One of the greatest problems of teachers in teaching Science among grade five pupils is the lack of a science laboratory and other apparatus for pupils to work on their experiment and other activities for the day. Sometimes pupils find it boring especially when their lesson requires manipulations of materials and real objects. Several teaching strategies have been tried by teachers in Science and among them, Inquiry-Based Instruction has been proven effective for over more than two decades and it is commonly applied in the classroom nowadays.

METHODS

The researcher used the experimental approach. It is a systematic and scientific approach to research in which the researcher manipulates one or more variables, and controls and measures any change in other variables. Experimental research is often used when there is a time priority in a causal relationship. There is consistency in a causal relationship (a cause will always lead to the same effect). The magnitude of the correlation is great.

RESULTS

In utilizing Inquiry-Based Instruction, item number one is the problem very often met by the researcher. It is ranked first with a weighted mean of five (5). The next problem is item number 2-children have difficulties conducting systematic scientific investigations. It has a weighted mean of 4.83 with a verbal interpretation of “Very Often.” It can be noted that in item number 10, where teachers used to take a long time to monitor pupils' activities, is rarely a problem if the Inquiry-Based Instruction (IBI) is utilized.

DISCUSSIONS

Among the problems met in the implementation of Inquiry-Based Instructions is the diversity of learners –where there is a need to deal with differentiated instruction rather than Inquiry-Based Instruction. Children also have difficulties conducting systematic scientific investigations. There are challenges in making investigation techniques accessible and there is likewise a need for background knowledge on the part of teachers.