The Effectivity of Poolavex-Powerpoint, on-Line, Laboratory, Videoand Experimentation as Millenial Learning Stylesand Practices in Teaching Science for Grade III to VI Pupils of Bucal Elementary School

Abstract

INTRODUCTION

A best practice or style is a method or technique that has been generally accepted as superior to any alternatives because it produces results that are superior to those achieved by other means or because it has become a standard way of doing things, e.g., a standard way of complying with legal or ethical requirements. Science is a very complex subject for elementary level. Pupils don't come to school as "tabula rasa" meaning they are not blank sheets to be written on. Each pupil comes into the classroom with ideas that often limit what he/she can learn. It is critical that the pupil's preconceptions be identified, confronted and resolved.

METHODS

The research will accurately list and describe each of the authentic school best practices of science teaching and distinguished between best practices-called and authentic best practices. Using the questionnaires and survey, we focus on the Grade III, IV, V and VI pupils with data collected through quantitative analysis of results gathered.

RESULTS

The researchers analyzed and gathered information's about the different practices used by teachers teaching Science from Grade Three to Grade Six pupils with a total enrolment of 162. The Science teacher is ensuring district standards; benchmarks and specific academic goals drive instruction which manifested that the teacher adopted different millennial styles and practices such as power point presentation, online tutorial, and online submission of assignment, video presentation, laboratory group activities and experimentation and traditional styles in teaching. The teacher distributed questionnaires and instructed them to check what teaching styles in Science they were referred to.

DISCUSSIONS

Based from the findings of the study 162 pupils from Grades III-VI preferred to utilize power point, 100 pupils wanted on-line tutorial while 62 pupils preferred traditional due to poor connection and no internet connections;100 pupils liked the online submission of assignments and 62 pupils contented in traditional lecture;162 pupils opted to group laboratory activities, video presentation, and experimentation; 62 pupils preferred the chalk and chart method