Effects of Discovery Learning Approach in Teaching Physical Science in San Juan National High School

Abstract

INTRODUCTION

Nowadays, students in the Senior High School find it hard to respond to the critical questions in Science subjects, particularly in Physical Science. Discovery Learning is a student-centered approach that focuses on student potential to react to various stimuli and respond to a given situation. The approach opens opportunities for students to perform, demonstrate, and discover experiences on their own using necessary prior knowledge. In this study, the researcher explores the significant effects of using discovery approach in teaching Physical Science to the Senior High School students in San Juan National High School.

METHODS

This study used quasi-experimental research wherein the researcher treated two classes identified through cluster random sampling. One experimental class employed Discovery Approach and the control class employed the Conventional Learning Approach. The data is determined through results from pre-tests and post-tests.

RESULTS

Based on the results of pre-tests and post-tests, the researcher found out that there is a significant effect in teaching Physical Science of the Senior High School Students using the Discovery Learning Approach as compared to the conventional approach. Furthermore, the educational outcomes of the Senior High School students belonging in the experimental class have also increased by 28.73%.

DISCUSSIONS

The studies contribute to the needs of the Science teachers in developing critical thinking skills among Senior High School students through the use of the Discovery Learning Approach. It serves as an instrument to elevate the teaching approaches and methodologies to effectively deliver lessons in Physical Science, thus, improve the academic performance of the students. Finally, the researcher recommends the conduct of Division-wide training on Discovery Learning Approach to instill its relevance among Science teachers.