Improving Grade 9 High School Students’ Performance in Science through Intervention

Abstract

INTRODUCTION

Early experiences in science help learners develop problem-solving skills to motivate them toward a lifelong interest in the natural world. In which, continuous reinforcement would be a great advantage for learners to improve their academic performance in school. In this study, we selected a set of interventions that helped for the improvement of our learners' performance. We believed that a good reinforcement leads to lifelong learning.

METHODS

Sampling and Descriptive methods were used in the study. The researchers' selected the ten grade nine students (6 males and 4 females) according to the result of the initial assessment. Pre-test and post-test were analyzed and the difficulty/discrimination indices were taken to discard or reject the item. Also, the descriptive method was conducted to obtain data specifically with the help of strategic intervention such as activity card, assessment card, and enrichment card. Based on the data collected interventions were implemented.

RESULTS

The level of academic performance of the students is monitored according to a set of drills, board work, and exercise intervention. Based on the conducted activities, it showed that from 65.00% to 81.50% MPS, an increase between the pre-test and post-test resulted in 16.50 difference.

DISCUSSIONS

The result indicated that the students achieved the mastery level. In the end, we can conclude that intervention materials served as a contributory factor for better learning of concepts among the students. In reference with Hogan (2000) and Woodward (2004) study, students learn best when they can build on experience, relate what they are learning to things that are relevant to them, have direct "Hands-on" experience, construct their knowledge in collaboration with other students and teachers and community their result effectively.