Teacher-Made Science Integrated Story Book: A Tool to increase Performance Level in Science Lessons of Grade Five Pupils

Abstract

INTRODUCTION

Science is a subject that is fun and exciting to learn for it enables us to explore the world and discover its beauty. However, most fifth graders find it difficult to fully understand science lessons for they can't relate to it or they can't find it emotionally satisfying, resulting to a poor academic performance. Being able to relate to science lessons is important for it lowers passivity among pupils and it offers them the opportunity to appreciate science. Hence, teachers are challenged to identify an effective strategy or tool to help pupils easily understand science lessons.

METHODS

This action research examined whether grade five pupils of Southville IV Elementary School increased their performance level in summative test after the teacher's use of Science Integrated Story Book in teaching science lessons. The procedure of the research consists of identifying the problem, planning the action, implementing the action, gathering the results of the action, and reflecting the results of the research. The quantitative data collected through survey checklist and test was analyzed through descriptive statistic.

RESULTS

Findings revealed that the usage of Science Integrated Story Book increased the performance level of the pupils in summative tests. Previously struggling pupils comprehend better the lesson and passed the test.

DISCUSSIONS

Findings of the study offers significant knowledge for teachers of science to use Science Integrated Story Book in helping struggling pupils to easily learn the lesson, master the least-learned competencies in science, and increase their performance in tests.