The Acceptability of Handeesheetsâ© as Instructional Material in Science 6

Abstract

INTRODUCTION

As a Science teacher, the proponent has always encountered problems in the past with regards to the knowledge of content words that have been defined in Science books. The proponent has used the strips way back in 2016. The pupils were made to write down science terms and their meaning or definitions on strips of paper. These strips of paper had been used as a drill every beginning of science subject period. Pupils later made paper strips covered with plastic with typewritten/computerized science terms. The HandeeSheets© at first has no name.

METHODS

The researcher used quantitative research design. Using a researcher-made questionnaire as the main data gathering instrument, fifty-three (53) Grade Six pupils under the advisory of the proponent were administered the questionnaire. There were twenty-nine (29) male and twenty -four (24) female respondents; twenty-eight (28) of them were aged 11 years old, twenty-three (23) were aged 12 years old and one each for 15 and 13 age bracket. A letter of permission was forwarded to the parents of the Grade Six pupils since all of them were minors, assuring them of the confidentiality of the responses and of their identities.

RESULTS

Results revealed that the HandeeSheets© as instructional materials in Science 6 was accepted by the Grade Six pupils with regards to all the criteria. According to the pupils, they were able to benefit from the effects of the use of Handeesheets© since these materials motivated them to strive harder and practice more in teaching not only themselves but also their classmates.

DISCUSSIONS

The HandeeSheets© was usable since they are easily found inside the classroom any time of the day and are handy for use over and over again. The material was durable since it was made of durable materials that could withstand constant handling and by the pupils. For its contents, the material had both easy and difficult science terms which were defined clearly and was written in a language that was understood by all. The science terms in the material were presented in an easy to grasp manner. With regards to evaluation, since the pupils wrote, presented and answered all the questions by themselves, the competencies were easily discerned if known by them or not. Moreover, since the material is available anytime, the material helped the pupils practice more for mastery of science terms, thereby making pupils proud of their achievement.