Outcomes-Based Instructional Models in Physics for Grade 7

Abstract

INTRODUCTION

Outcomes-Based Education emphasis on outputs rather than inputs. This study focuses on how the learners transfer their learning by developing instructional models and used them during experiments. This is to address the needs of the students to use their own understanding about the lesson discussed and used it to develop and produce manipulative instructional models that allow students to think and work collaboratively where a high understanding of the lesson was expected. These instructional models provide an opportunity to the students to "experience" the learned concepts through hands-on experimentation.

METHODS

The descriptive developmental and experimental method of the design was used with the purpose of evaluating, validating, and determining the level of performance of students in the experimental and control group through pre-test and post-test. The lessons were based on the least mastered skills in which the students were found to have difficulty. Rubrics were given to ten Science teacher-respondents to evaluate the outcomes of the students' developed instructional models.

RESULTS

The teacher-respondents evaluated the different developed instructional models as "Excellent" in general. In connection with the findings of Hunter (2008), one way to assess the understanding of the students is to produce different products that cater to their understanding of the concepts. The use of the developed outcome-based instructional models made by the students in experimental group enhance the learners' performance better than the instructional materials used commonly in teaching Physics for Grade 7 since all computed mean for the post-test are higher in the experimental group than in the control group in all lessons. Miranda (2012) states that the developed materials were found to be useful in enhancing the students' performance with the concepts students find difficult to master.

DISCUSSIONS

The developed Outcomes-Based Instructional Models were designed to help improve the academic performance of the students by using manipulative instructional models that enhance the skills of the students in developing materials and promotes a better understanding of the different concepts in Physics. The materials used in the development of the instructional models were locally available in the community thus, another set of materials can be used in the development of instructional models in teaching Physics to strengthen the manipulative skills of the students.