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TRANSCRIPT
CATHERINE T. FUSILERO
Master of Science in Teaching Chemistry
Agusan National High School
Division of Butuan City – Caraga Region
AN ASSESSMENT ON THE
EFFECTIVENESS
OF THE INQUIRY APPROACH IN
TEACHING K TO 12
GRADE 7 SCIENCE MODULE - UNIT I
Introduction
Inquiry Approach of teaching
science was not a 21st century
teaching strategy because this
already existed in the late 70’s
(Asuncion, et al., 2013).
The K to 12 science curriculum
emphasized that teaching science
should go through the inquiry
process (UPNISMED, 2013).
Introduction
The K to 12 Grade 7 Science
Modules – Unit I were developed
using the inquiry approach where the
laboratory activities’ title is in a
question form so the students will
seek to answer the question as they
perform the activity (UPNISMED,
2013).
Introduction
•Research studies were conducted to
determine the effectiveness of
different teaching strategies.
•These studies showed positive results
because the conduct of the post test
was given immediately right after the
strategy was implemented to the
students.
Introduction
•The effectiveness of the Inquiry
Approach compared to other teaching
strategies in science learning and
teaching had been the focus of several
studies.
Introduction
•Results showing teaching
effectiveness were based on a pre-post
test only with no or less emphasis on
what concepts were mastered and
what concepts were not mastered.
Introduction
•This led to a study on what concepts
in G7 Science Unit I - Matter:
Diversity of Materials in the
Environment, were learned- retained
in the minds of the learners after one
year.
Introduction
•A student may be able to
memorize facts in the short-term, but
how well was the retention of those
facts over the long-term, is the focus
of this study.
Conceptual Framework
Figure 1.1 Diagram of the Conceptual Framework of the Study
Independent Variable
•Inquiry Approach
Dependent Variable
•Concepts Learned
After one year in the teaching – learning
process of K to 12 Grade 7 Science
Module on Unit I: Matter: Diversity of
Materials in the Environment:
was the inquiry approach effective in
the mastery of concepts?
Objectives
Objectives of the Study
how many percent of the concepts were
mastered?
how many percent of the concepts were not mastered?
Objectives
Research Design
The Descriptive Design was used as a
preliminary study on the effect of
inquiry approach on the retention of
concepts in science. It was used to
answer how many concepts were
retained and how many concepts were
not retained.
Research Locale and Respondents
Grade 8 - Section 1 students of:
Agusan National High School
Libertad National High School
Butuan City School of Arts and
Trades
Research Instrument
Thirty six (36) multiple choice type
of test questions with four choices
only.
Data Gathering Procedure
conduct of test.
% mastery level number of correct
responses by the total number of
items 100.
items > = 50% mastered
items < 50 % not mastered
Result and Discussion
SCHOOL NO. OF
ITEMS
NO. OF ITEMS
MASTERED
% MASTERED
ITEMS
ITEM NUMBER OF
QUESTIONS
MASTERED
NO. OF ITEMS
NOT
MASTERED
% NOT
MASTERED
ITEMS
ITEM NUMBER OF
QUESTIONS NOT
MASTERED
LNHS 36 20 56 % 1, 3, 4, 5, 6, 8, 9, 11,
13, 18, 19, 21, 22, 23,
24, 25, 26, 29, 31, 36
16 44 % 2, 7, 10, 12, 14, 15, 16,
17, 20, 27, 28, 30, 32,
33, 34, 35
BCSAT 36 13 36 % 5, 6, 9, 11, 13, 19, 21,
22, 24, 25, 26, 32, 36
23 64 % 1, 2, 3, 4, 7, 8, 10, 12,
14, 15, 16, 17, 18, 20,
23, 27, 28, 29, 30, 31,
33, 34, 35
AN HS 36 23 64 % 1, 3, 4, 5, 6, 8, 9, 11,
12, 13, 17, 18, 23, 24,
25, 26, 29, 31, 32, 36
13 36 % 2, 7, 10, 14, 15, 16, 20,
27, 28, 30, 33, 34, 35
Table 4.1 Summary of the Items Mastered and Not Mastered by LNHS, BCSAT and ANHS
Result and Discussion Table 4.3 Not Mastered Items with Corresponding Learning Competencies
Result and Discussion Table 4.3 Not Mastered Items with Corresponding Learning Competencies
Result and Discussion Table 4.3 Not Mastered Items with Corresponding Learning Competencies
Summary of Findings
In the teaching – learning process
using the Inquiry Approach:
69 % or out of 36, 25 concepts
were mastered and retained over the
long term of one year.
31 % or 11 out of 36 concepts, were
not mastered.
Summary of Findings
Out of the 11 unmastered items, four
(4) items were on scientific
investigation:
not able to identify which one is an
observation and which one is not.
Summary of Findings
do not know that in a scientificexperiment, only one independentvariable should be tested at a time.
do not know that conclusionsshould be based on the data fromrepeated trial of the experiment.
cannot tell the purpose of a studygiven an investigative scenario.
Summary of Findings
For the other 7 unmastered items, the
students:
cannot explain why and when solutes
dissolve in a solvent and what happened
in the solution process.
cannot differentiate between substances
and mixtures.
Summary of Findings
cannot tell when a solution is saturated,
unsaturated and supersaturated.
do not know the properties of mixtures
and substances and distinguish one from
the other.
Summary of Findings
cannot differentiate a metal from a nonmetal given the names only of theseelements.
cannot describe some properties ofmetals and nonmetals such as luster,malleability, ductility, andconductivity.
Conclusions
The inquiry approach used in
developing the K to 12 Grade 7
Science Modules – Unit I was 69
% effective or out of 36, 25
concepts were mastered and
retained over a term of one year
and the remaining 31 % were not
mastered.
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