Technology-based Instructional Materials in Teaching Science Grade IV: its Acceptability

Abstract

INTRODUCTION

The Periodical Test results of the grade 4 pupils in 2016 had shown low scores in Science and Health and displayed an alarming status of the subject. Because of this, designing varied technology-based instructional materials in teaching Science and Health Grade 4 and testing its effectiveness and acceptability in the teaching-learning environment is the aim of this study. The result and findings revealed that technology-based instructional materials are effective in improving Science skills but choosing suited materials for every unique group of learners must also be considered in further studies.

METHODS

The persons involved in the study were the Science Teacher and the forty Grade IV pupils of Isidro Cuadra Elementary School. To evaluate the effectiveness of the implementation, quantitative (achievement tests) and qualitative (interviews, observations, and documents) data were collected and analyzed. The MPS was compared after the given period to know if there is a significant difference between the results of the examination.

RESULTS

The results obtained to examine the acceptability of technology-based materials for students in learning. It showed that it promotes an active and engaging lesson for students' best learning experience with a record of the lowest mean score of 1.67. In the previous section, most teachers agreed that the use of technology-based materials enables students to be more active and engaging in the lesson. This shows that both teachers and students agreed that the use of technology-based materials provide the chances for students to be active and take more parts or roles for their best learning experience.

DISCUSSIONS

The survey suggested that when the teacher had integrated technology effectively into the curriculum, students’ attendance increased. Teachers gain a perspective on how profoundly they can change the learning experience; students have highly evolved technology skills and can learn on their own, and student work patterns and communication become collaborative rather than competitive.

Despite its many advantages, using technology tools does have its drawbacks and obstacles. Primarily, the teachers' knowledge of information technology is the most crucial factor in determining the success of such technology in the classroom. The student and teacher survey suggested thedegree of comfort the teacher had with the use of technology and the students’ benefits from its use.