Utilization of Science Equipment on the Pupils' Performance in Doña Susana Madrigal Elementary School

Abstract

INTRODUCTION

Problems in teaching science and technology are encountered in the curriculum, learning materials, teachers and student performance. Learning materials such as books and science equipment are either unavailable or inadequate in many schools. Also, very few schools have science laboratories. Concern has also been expressed that teachers' reference, intended to help them teach more effectively, are inadequate. The researcher believes that if pupils will be provided with appropriate and relevant instructional materials such as science equipment to utilize, they will acquire more knowledge and a better understanding of the lesson therefore quality education will be attained easily and with sustainability.

METHODS

A descriptive research design utilizing questionnaire checklist was employed to determine the impact and frequency of utilization of Science equipment on pupils' performance with respect to study habits, acquisition of knowledge, acquisition of skills and behavior. Documentary analysis was also used since the average grades of the pupils in Science in the first and second quarter were obtained. The respondents of the study were 50% of the grade four pupils in DSMES during the school year 2016-2017.

RESULTS

The results of this study showed the impact of teachers' utilization of science equipment on pupils' learning with respect to the different aspects understudy had an overall mean of 3.93, interpreted as High Impact was noted, with acquisition of behavior as the first in rank, acquisition of skills as the second, study habits placed third, and the last is acquisition of knowledge. All these items were expressed as high impact, meaning the respondents are gaining a lot from the teachers as they employ the different science equipment. However, with regards to frequency of its utilization, a slight relationship was found. Minimal exposure to science equipment showed that academic performance did not improve much from the first and second quarter of the said school year.

DISCUSSIONS

This implied that constant usage and exposure of pupils to various science materials were necessary and vital to develop a scientific mind and improve their performance in school. Teachers and parents may continuously work together to achieve better performance among the pupils and help in the improvisation of instructional materials for their use. School authorities may request for allotment of budget to purchase science equipment not found in the school.