Utilizing Reflective Approach to Enhance the Performance in Science among Grade Six Pupils in Pinamukan Elementary School

Abstract

INTRODUCTION

The most desirable literacy in Science and technology must start from the basic. Consequently, it is in the elementary when this basic literacy coupled with values integration could be realized and that of the pupils' performance in it must be enhanced to the maximum extent possible. Teachers always look for better ideas in meeting many challenges they face in school, especially in teaching this subject which most pupils consider difficult. Critical thinking regarding our pupils' learning process is always noticed as a point of discussion. The teaching process must also be taken into consideration. The researcher is searching for quality science education attempts; hence, the reflective approach as one of the pedagogical approaches is utilized to enhance performance in Science among Grade Six pupils in Pinamukan Elementary School.

METHODS

This study used the descriptive method of research. Seventy-five (75) pupils in Grade Six were the respondents of the study. It utilized the results of the periodical test for the four grading periods, lesson plans, and the strategies in a reflective approach. The statistical tools applied in the study were the mean percentage and standard deviation.

RESULTS

The reflective approach is a way of allowing pupils to step back from their learning experience to help them develop critical thinking skills and improve future performance by analyzing their experience. Among the strategies applied were the peer observation, written accounts of experiences, journal writing, sketch, brainstorming, jig sawing, and collage. It is strongly evident that the performance in Science was enhanced as it showed in the results of periodical tests from first to fourth grading periods which are MPS-63.63% & SD-6.56, MPS-64.77 & SD-7.83, MPS-76.66 & SD-7.09, and MPS-81.98 & SD-7.69, respectively. The proposed supplementary activities were indoor labs and gallery walk. Indoor labs allow pupils and teachers to work together less formally than in many classrooms. Gallery Walk technique encourages pupils to speak and write the language of science rather than just hearing it from the teacher; it has the additional advantage of promoting cooperation, listening skills, and team building.

DISCUSSIONS

The results demonstrate that both teachers and pupils must reflect, analyze their practice and its underlying basis to consider alternative means for achieving their ends, Reflective approach is systematic; it requires patience, and careful observation to transform experience into genuine learning about individual values and goals. Improvement of teaching and pupils' performance may be achieved through reflection.