difficulties encountered by the grade 8 students of fdmnhs in biology subject

Difficulties Encountered by the Grade 8-Earth Students of Fe Del Mundo National

High School in Biology Subject

AN UDERGRADUATE THESIS

Presented to:

DR. MARIETTA P. CANTOS

Dean of College

JOHN PAUL COLLGE

MG Andaya Compound

Odiong, Roxas. Oriental Mindoro

In Partial Fulfillment of the Requirements

Leading to the course

Bachelor of Science in Secondary Education

Major in Biological Science

By:

Princess Ann F. Salibio

March, 2014

TABLE OF CONTENTS

TITTLE PAGEDEDICATIONACKNOWLEDGMENT LIST OF TABLESCHAPTER I: THE PROBLEM AND ITS SETTING

IntroductionResearch localeTheoretical frameworkScope and Delimitation of the studySignificance of the studyConceptual frameworkStatement of the ProblemDefinition of terms

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIESRelated literatureRelated studies

CHAPTER III: RESEARCH METHODOLOGYResearch designRespondents of the studyResearch instrumentationData gathering procedureReliability of the QuestionnaireStatistical treatment of data

CHAPTER IV:AnalysisInterpretation of dataImplications

CHAPTER V:FindingsConclusionsRecommendationBibliographyAppendix

LetterQuestionnairesStatistical ConsumptionPictorialsCurriculum Vitae

DEDICATION

First of all she will dedicate this study to our Almighty God, who gave his strength and knowledge for her everyday life.

To her grandfather Mr. Manuel Fradejas who inspired her to be strong despite of many obstacles in life.

To her parents Mr. and Mrs. Anthony D. Salibio for their understanding and for their overwhelming, support morally and

financially.

To her loving husband and son, Mark Jerome and Mark Prince Anthony, my eternal gratitude.

To her brothers and sister, Anginette,BheBing,Bunso and Glenn for their eternal love.

- cezkie -

ACKNOWLEDGMENT

The researcher would like to acknowledge the following persons who contributed so much in the completion of this proposal.

To her parents: Mr. Anthony D. Salibio and Mrs. Virginia F. Salibio

To her husband: Mr. Mark Jerome RamatTo her son: Mark Prince Anthony F. Ramat

To her brothers and sisterTo her Circle of friends

To her mentors

To her adviser and mentor, Dr. Marietta P. Cantos for the continuously inspiring her to study harder.

To Sir, Kitz, Sir Jovan, Sir Flores, Sir Louie thanks for the good times and the advices

To her Circle of friends and classmates for being there always, when she need help and companion during the mid of my study.

Thank you Very Much

- cezkie_

LIST OF TABLES

TABLE I- The Factors Affecting the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Teacher Factors.

TABLE II- The Factors Affecting the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Student Factors.

TABLE III- The Factors Affecting the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Financial Factors.

TABLE IV- The Factors Affecting the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Laboratory Factors.

TABLE V- The Factors Affecting the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Knowledge Acquisition.

TABLE VI- Effects of the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Performance.

TABLE VII- Effects of the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Personal Attitude and behavior.

TABLE VIII- Effects of the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Student’s Interest.

TABLE IX- Effects of the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Examination.

TABLE X- Effects of the Difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of Comprehension.

CHAPTER I

The Problem and Its Setting

INTRODUCTION

On the simplest level, Science is knowledge of the world of nature. Long ago people had no idea of the meaning of Science. They explain natural phenomena based on their belief in natural power myths and legends on the movement of heavenly bodies. There are many popular myths and legends. Most of them attempt to explain or answer questions about circumstances that surround people lives.

There are many regularities in nature that mankind has had to recognize for survival since the emergence of Homo sapiens as a species. The sun and the moon periodically repeat their movement. Some motions, like the daily motion of the sun, are simple to observe; others, like the annual motion of the sun, are far more difficult. Both motions correlate with important terrestrial events. Day and night provide the basic rhythm of human existence; the seasons determine the migration of animal upon which human depend for survival. With the invention of agriculture, the seasons became even more crucial, because failure to recognize the proper time for planting could lead to starvation. Science is a knowledge of natural processes, and it has existed since the drawn of human existence. (Obra, 2004)

Biology is a process of inquiry which attempt to find answer about many living things. Biology, therefore is tied up with our lives our very existence. Living things form part of our surroundings. As we go about our daily lives, we come across them and interact with them. We see plants in the school garden, in ponds, in fields and in forests. We see people, relatives, friends, and classmates and talk, laugh or work with them. We see animals such as birds, butterflies and dragonflies flying around and fish in ponds and in aquaria. Of course, there are microorganisms or microbes, or living things we do not see. Microbes like everywhere. They live in soil, rocks, air in other living things, in ponds, canal and in other bodies of water.

Living things play an important role in our lives. Our food comes from plants and animals. The materials we use for housing, furniture, utensils and clothing may also come from plants and animals. Vitamins and medicines which are essential for our health mostly came from plant sources. Because of their importance, we try to find out how to make our crops produce and better yield. We try to understand how the human body works so that we can prevent and cure diseases. (DepEd, 2006)

Biology as a Science is deeply rooted in Physics and chemistry and many of its interpretation are made in terms of these sciences and mathematics. It is closely bound with geology and meteorology and application of its principle are found in anthropology, psychology, sociology, medicine, industry and indeed everyday life. In 1802, Trevianus and Lamarck independently coined the French word “biologie” from the Greek word “bios” which means life and “logos” meaning study. Biology which deals with living organisms is connected with nature functions, reproduction and environment.

Although modern biology is a relatively recent development sciences related to and included within it have been studied since ancient times. Natural philosophy was studied as early as the ancient civilizations of Mesopotamia, Egypt the Indian subcontinent, and china. However, the origins of modern biology and its approach to the study of nature are most often traced back to the Ancient Greece. While the formal study of medicine dates back to Hippocrates (460BC-370BC), it was Aristotle (384BC-322BC) who contributed most extensively to the development of biology. Especially important are his history of animal and other works where he showed naturalist leanings, and later more empirical works that focused on biological causation and the diversity of life. Aristotle success at the Lyceum, Theophrastus, wrote a series of books on botany that survived as the most important contribution of antiquity to the plant sciences even into the middle Ages.

Advances in microscopy also had a profound impact on biological thinking. In the early 19th century, a number of biologists pointed to the central importance of the cell. In 1838 and 1839, Schleiden and Schwann began promoting the ideas that the basic unit of organism is the cell and the individual cells have all the characteristics of life, although they opposed the idea that all cells come from the division of other cells. However, by the 1860 most biologists accepted all three tenets of what came to be known as cell theory. Meanwhile, taxonomy and classification became a focus of natural historians. Carolus Linnaeus published a basic taxonomy for the natural world in 1735 and in the 1750s introduced scientific names for all his species. Serious evolutionary thinking originated with the work of Jean Baptiste Lamarck, the discovery of the physical representation of heredity came along with evolutionary principles and population genetics. In the 1940s

and early 1950s, experiments pointed to DNA as the component of chromosomes that held genes.

A central organizing concept in biology is that life changes and develops through evolution, and that all life forms known have a common origin. The evolutionary history of the species which describes the characteristics of the various species from which it descended together with its genealogical relationship to every other species is known as its phylogeny. Widely varied approaches to biology generate information about phylogeny. These include the comparisons of DNA sequences conducted within molecular biology or genomics and comparison of fossils or other records of ancient organism in paleontology. Biologists organize and analyze evolutionary relationship through various methods including phonetics.

The educational system of the Philippines was patterned both from the educational system of Spain and the United States. However, after the liberation of the Philippines in 1946, the system changed radically. The Department of Education (DepEd) administers the entire educational system, especially the curriculum along with the utilizations of given funds for school services, equipment, recruitment of teachers etc.

During the Pre-Spanish Period, education was still decentralized children were provided more vocational training but lesser academic, which were headed by their parents or by their tribal tutors when the Spanish first arrived in Manila, they were surprised to find a population with a literacy rate higher than the literacy rate of Madrid. During the early Spanish Period, most education was carried out by the religious order. The friars recognizing the value of the literate indigenous population built printing presses to produce material in baybayin. Missionaries studied the local languages and the baybayin to communicate better with the locals and teach the Christian faith easily. The church and the school both work together. All Christian villages had schools and students to attend.

In 1947, the virtue of Executive Order No.94, the Department of Instruction was changed the Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. In 1972, the Department of Education became the Department of Education and Culture and Sports by the virtue of Proclamation 1081 which was signed by President Ferdinand Marcos.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education,

Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices. In January 2009, DepEd signed a memorandum of agreement with the United States Agency for International Development to seal $86 million assistance to the Philippines Education. (Arcilla, 1998)

In June 4, 2012 DepEd started to implement the new k-12 education system, which includes the new curricula for all schools. In this system, education is now compulsory. The high school from the former system will now be called junior high school, while Senior high School will be the 11th and 12th year of the new educational system. It will serve as a specialized upper Secondary. Currently in high school, Biology is taught in 2nd

year but with the effect of the k-12 program this subject are connected and integrated from Grade 7 to 10, meaning it will be taught a year earlier than it was previously taught. This will also be implemented in studying mathematics. (Tulio, 2008)

In the district of Mansalay, Oriental Mindoro there are so many schools that are offering secondary education. However, there is only one secondary institution that is given permit to offer Special Science Curriculum the Fe Del Mundo National High School. In the Special Science Curriculum biology is taken together with General Science on first year level. Thus, students find difficulties in learning both subjects. In the light of the given situation the researcher deems it wise to undertake a study of the difficulties encountered by Grade 8 students of FDMNHS in biology subject. Therefore, this study.

RESEARCH LOCALE

Barangay B. del Mundo, which has the old name San Antonio one of the oldest barangay of the Municipality of Mansalay, is located five kilometres from the town proper, seventeen (17) kilometres south of its neighbouring town of Roxas and one hundred forty nine (149) kilometres south of capital city of Calapan. The national highway passes through this barangay going to Bulalacao, the last town in the south eastern part of Mindoro.

The major sources of livelihood are fishing, business and employment. Some residents venture of livelihood/fish pens culture, hog raising, vegetable gardening and micro-scale business of the employed population, the greatest percentage are fishermen, next are fixed income groups like teachers, office employees, a smaller groups are farmers and businesswoman and the certain group composed of government officials.

At this barangay stands Fe Del Mundo National High School. It was created in 1992. Within its 16 years of operations, the school catered to the academic and technical needs of students from this barangay and other feeder barangays and town proper of Mansalay. Students flock to this school to avail of the free secondary education and the opportunity to be included in the Special Science Class offered by the school.

It is located along the national highway and is surrounded by neighbouring barangays, thus making its location strategic, attractive and practical for students and parents. At present, it is one of the highly populated schools in the South with one thousand two hundred sixty seven (1267) students in Main and three hundred eighty two (382) students in Don Pedro Extension, one thousand six hundred forty nine (1649) over all total enrolment.

Fe del Mundo National High School operates smoothly under the management, supervision and leadership of a Secondary School Principal II, one (1) head teacher III, one Master Teacher II, one (1) teacher III, two (2) teacher II, thirty nine (39) teacher 1, one Guidance Counselor, one (1) Disbursing Officer, one (1) Sr. Bookkeeper, one (1) Clerk, one (1) Utility, one (1) Security Guard.

The school is tasked to offer the best educational services which will property equip the students with quality education in order to deal or cope with the present and the future demands of society. It is doing its best to promote the welfare of the youth and to implement DepEd varied programs and projects to attain qualitative and quantitative results. Its educational activities are aimed at upgrading professional competencies among teachers, improving physical facilities and classroom management, developing infrastructures and instructional materials and delivering effective instructional supervision in order to ensure quality educational output with well-developed, life-long skills, desirable attitudes and habits and proper sense of values among its students.

Guiding Principles

To achieve the goals and objectives of Fe del Mundo National High School, the School Planning Committee has identified Core Values as foundation of its Vision and Mission.

Core Values

Core Values are the fundamental virtues, values, beliefs or priorities that emanate in the school. The following Core Values define/describe what Fe del Mundo National High School stands for and what it’s want to uphold as an organization, hence values reflect

how the school will act as lead provider of educational services in dealing with its clientele, education personnel and stakeholders in the pursuit of excellent academic learning

and holistic development as its students.

Vision

The Fe del Mundo National High School a center of academic excellence with accountable knowledge professional and fair leader’s competent effective and

empowered teachers. God-loving, respectfully and academically competent and globally competitive learners and cooperative and supportive stakeholders inspired by Godly

values shared commitment and responsibility to achieve quality learning and to produce valuable human resource.

Mission

The Fe del Mundo National High School affirm our commitment

To provide quality, relevant and free basic education to our clientele

To provide quality and life-long learning essence in the full/total development of the students. To improve students efficiency and productivity by having competent and effective, empowered and professional teachers. To equip students with knowledge, skills and competencies through programs and activities that are sensitive to the changing needs of the community/society and is responsive to the challenges of the competitive world. To develop and produce academicals competent and globally competitive. Graduates through effective and quality teaching-learning process. To enhance or develop a good sense of values and morality among students. To instill in the minds and heart of school leaders, teachers and students the value having pertinent and accurate information needed for decision making. To establish harmonious and strongest relationship with stakeholders. To practice honesty and transparency with regard to school transaction with parents and stakeholders environment. To provide learning environment which is goal oriented, innovative, inspiring, democratic and conductive which will empower the learners to develop their potentials in facing life’s challenges and complexities.

School Goals and Objectives

Goals- Improve learning achievement and performance of the school.

Objectives:

Improve the academic performances of the learners. Improve MPS in all learning areas. Increase the number of students in the independent level of reading. Provide students with life skills to be globally competitive. Enhance the delivery of quality education. Strengthen instructional supervision to ensure quality learning. Empower the teachers. Develop the capability, self-esteem and self-confidence of the school leaders and staff. Improve data management. Improve the condition of the school plant and other learning facilities. Acquire additional relevant learning resource materials. Set-up plans to promote access to ICT.

Ensure the provision of health and nutrition services. Implement and enforce DepEd, regulations and issuance in the school level. Strengthen and sustain linkages with stakeholders including LGU’s, NGO’s and Private Sector.

Total EnrollmentYear/SectionTotal

Male Female

SSC 1-NEWTON 10 23 33GRADE7-ORILE 23 29 52GRADE7-HAWK 27 28 55GRADE7-SWIFT 23 29 52GRADE7-HERON 24 30 54GRADE7-EAGLE 21 32 53GRADE7-DOVE 29 24 53GRADE7-open high school 5 4 9Over all Total 162 199 361

GRADE8- MERCURY 17 31 48GRADE8- VENUS 29 17 46GRADE8- EARTH 26 21 47GRADE8- MARS 28 19 47GRADE8- JUPITER 27 19 46GRADE8- NEPTUNE 27 19 46GRADE8- open high school 6 1 7Over all Total 175 141 136

SSC III-DALTON 2 29 22II-NARRA 9 45 54II-MOLAVE 26 31 57III-MAHOGANY 25 32 57III-MULAWIN 29 30 59III-GMELINA 29 31 60III-open high school 9 1 10Over all Total 129 190 319

SSC IV-EINSTEIN 6 24 30IV-GOLD 12 35 47

IV-JADE 23 24 47IV-SAPPHIRE 27 22 49

IV-PEARL 23 22 45IV-RUBY 22 25 47IV-open high school 4 2 6Over all Total 117 154 271Grand Total 583 684 1267

DON PEDRO EXTENSION

GRADE 7 50 48 98GRADE 8 64 52 116Third Year 48 43 91Fourth Year 35 42 77Over all Total 197 185 382

Teachers/Staff DesignationSanque, Winona E. PrincipalPalacio, Imelda G. HT-IIILedda, Bonifacio B. MT-IIMiraples, Miraflor Y. SST-IIIAlba, Corazon G. SST-IIMarte, Dina G SST-IIAdvincula, Esperanza K. SST-IFajutagana, Erlinda F. SST-IGacilo, Blessie F. SST-IGadon, Meynardo C. SST-ILedda, Marcia L. SST-IMarte, Syrelus R. SST-IPalecpec, Mildred SST-IRemegio, Patricia M. SST-IRepique, Janilyn R. SST-ISamulde, Hermie I. SST-IRico, Ailyn G. SST-IAdvincula, Chanda M. SST-ISolanoy, Marivic R. SST-IAquino, Joseph Anthony A. SST-IGacilo, Cherrie Lynne F. SST-IMilitar, Jonalie S. SST-ICayat, Annie F. SST-IGado, Mary Joy M. SST-IMorada, Allan M. SST-I

Saulong, Knor harryl Khaye F. SST-IAron, Ana Katrina B. SST-IDuque, Eloisa D. SST-IGallano, Mark Anthony F. SST-IPunzalan, Anabeth F. SST-IMascariñas, Melody H. SST-IDesamparado, Orlenia SST-IAnastacio,Baby Glen SST-IDadulla, Mary Grace V. SST-IFernando, Romeo Jr. SST-IFetalco, Meriam T. SST-IMongcawe, Sharmaine F. SST-IMoten, Eijay M. SST-IRimon, Sharon Q. SST-ISalivio, Peter M. SST-IBalmores, Grachelle SST-ICustodio, Abigail SST-IMasangcay, Aireen N. Guidance CounselorCastillo, Mary Lacel C. Disbursing OfficerDiana Larnie F. Sr. BookkeeperDelos Angeles, Imelda D. ClerkCabrera, Estrella D. UtilityBerondo, Joseph Security Guard

Theoretical Framework

The study which focused on the Difficulties Encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject was anchored on the following theories.

Bandura’s Cognitive Social Learning Theory

According to Albert Bandura children can learn novel-response by merely observing the behaviour of a model, making mental representation to produce model behaviour at some future time. He believes that human development are the best describe on continues reciprocal interaction between children and their environment. The environment clearly affects the child as stated but the child behaviour is brought to affect the environment as well. The implication is that the children are actively in creating the very environments that will influence their growth

and development.

Piaget Genetic Epistemology

According to Piaget, he was interested in how knowledge developed in human organisms. Piaget was initially into biology and he also had a background in philosophy. Knowledge from both these disciplines influenced his theories and research of child development. Out of his researches, Piaget came up with the stages of cognitive development. Piaget examined the implication of his theory not only to aspects of cognition but also to intelligence and moral

development. His theory has been applied widely to teaching and curriculum design especially in the preschool and elementary curricula.

Skinner’s Trial and Error Theory

According to B.F. Skinner, trial and error theory is a series of responses conducted with correct response is achieved. In scientific method, a solution is derived with available information until the right solution is achieved.Trial and Error theory is like experimentation. In relation to this research the students have different learning capacity. Sometimes, the strategy that you have used in one individual is not effective to the other individual to learn. So, you can change your strategy for the effective. And one of those concept fall under the trial and error theory.

Gene Theory by Gregor Mendel

According to Mendel, Gene theory is one of the basic principles of biology. The main concept of this theory is that traits are passed from parents to offspring trough gene transmission. Genes are located on chromosomes and consist of DNA. They are passed from parents to offspring through reproduction. Cells transcribe a DNA gene into a RNA version of the gene, and a ribosome then translates the RNA into a protein sequence of amino acids.

CONCEPTUAL FRAMEWORK

Based upon the foregoing theoretical discussion the researcher hereby presents the conceptual framework of the proposed study.

CONCEPTUAL FRAMEWORK

Based upon the foregoing theoretical discussion the researcher hereby presents the conceptual framework of the given study.

IV DV

Factors affecting the difficulties encountered by Grade 8- Earth Students of FDMNHS in Biology subject in terms of:1.1 Teacher Factors1.2 Student Factors1.3 Financial Factors1.4 Laboratory Factors1.5Knowledge Acquisition

Effects of the difficulties encountered by Grade 8 –Earth Students of FDMNHS in Biology subject in terms of:2.1 Performance2.2 Personal Attitude and behavior2.3 Student’s Interest2.4 Examination2.5 Comprehension

IMPLICATIONS

The conceptual paradigm shows the variable of the given study. The independent variable is consist of the factors affecting the difficulties encountered by Grade 8- Earth Students of FDMNHS in biology subject in terms of teacher factors, student factors, financial factors, laboratory factors and knowledge acquisition.

On the other hand the dependent variable includes the effects of the difficulties encountered by Grade 8-Earth Students of FDMNHS in biology subject in terms of performance, personal attitude and behavior, student’s interest, examination and comprehension.

The broken lines/arrow represents the implications of the finding of the given study.

STATEMENT OF ASSUMPTIONS

The given study was based on the following assumptions:

1. That the factors affecting the difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of teacher factors, student factors, financial factors, laboratory factors and knowledge acquisition were moderate.2. That the effect of the difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of performance, personal attitude and behavior, student’s interest, examination and comprehension were also moderate.

STATEMENT OF THE PROBLEM

The research would like to study the difficulties encountered by Grade 8 –Earth Students of FDMNHS in Biology subject.

Specifically, it tried to answer the following questions.

1. What are the factors affecting the difficulties encountered by Grade 8 – Earth Students of FDMNHS in Biology subject in terms of:

1.1 Teacher Factors

1.2 Student Factors

1.3 Financial Factors

1.4 Laboratory Factors

1.5 Knowledge Acquisition

2. What are the effects of the difficulties encountered by Grade 8-Earth Students of FDMNHS in Biology subject in terms of:

2.1 Performance

2.2 Personal Attitude and behavior

2.3 Student’s Interest

2.4 Examination

2.5 Comprehension

3. What are the implications of the findings of the given study?

SIGNIFICANCE OF THE STUDY

The researcher believed the study was significant to the following reasons.

1. The results of the study will be giving an insight among the school administrators concerning the difficulties encountered by Grade 8-Earth Students of FDMNHS in Biology subject and thereby be an important source of information in decision making.2. Through this study, teachers can acquire knowledge of what they can affectively do in their teaching and in dealing with the students. They will be able to provide the students with proper motivation, appropriate techniques and elicit proper attitude to arouse student’s interest in their studies, thus, making the teaching of biology worthwhile and enjoying.3. Parents would also benefit from this study since they will be guided and inspired to be more supportive to the needs of their children.4. This study will help the students to develop their interest towards biology and appreciate the importance of biology in their daily lives.5. The result of this study will help the curriculum planner appraise the existing programs in terms of the student’s needs and abilities of the students.6. Lastly, the study may serve as a springboard for future researches may undertake similar studies.

SCOPE AND DELIMITATION OF THE STUDY

The research was limited to the study of the difficulties encountered by Grade 8-Earth Students of FDMNHS in Biology subject. It covered the period from June to February 2014.

DEFINITION OF TERMS

For purposes of clarity and full understanding of the proposed study, the researcher used the following terms operationally.

1. Acquisition- the development of a new skill, practice, or way of doing something.2. Attitudes- a mental position or feeling with regards to a fact or state.3. Behavior- refers to a way of behaving with the objective evidence of behavior

without reference to conscious experience.4. Biology- a science that deals with the study of life.5. Comprehension- the ability to grasp the meaning of something.6. DNA- transmits hereditary and control cellular activities.7. Examination- a testing of knowledge or capabilities.8. Experiment- a process that is used to test a hypothesis.9. Financial- relating to or involving money or fiancé.10. Genetics- branch of biology that deals with the study of inheritance and variations.11. Interest- refers to the amount of the student’s like or dislike of particular things.12. Knowledge- refers to the understanding gained by actual experience.13. Laboratory- a place equipped for making scientific experiments or test.14. Observing- to make methodical observation of as for scientific purposes.15. Science – is disciplines that asks and answer about physical world.16. Skills- refer to the ability to use ones knowledge effectively in doing something.17. Student- somebody who studies at a school, college or university.18. Teacher- somebody who teaches, especially a profession.19. Theory- a set of propositions describing the operation and causes of natural

phenomena.20. Variable- the factor that can be changed in an experiment.

CHAPTER IIThis chapter presents the literature and studies that bear some significance to the

proposed study.

RELATED LITERATURE

Corbett and Smith (1990) states that learning style is a complex construct involving the interaction of numerous elements; thus, at the outset the experimenter is faced with the difficult task of having to decide which dimensions of a learning style to elucidate and which interactions might be meaningful, in a practical sense, in understanding their contribution to achievement.

Gregorc and Ward (1991) stated that learning style consists of distinctive and observable behavior that provide clues about the mediation abilities of the students. In operational terms, students through their characteristics set of behavior tell us how their minds relate to the world, and therefor they learn.

Glavin (2002) states that the behavioral problems may appear as a result of inappropriate time for learning and the restricted learning opportunities offered to students. Variety in teaching activities revitalizes student’s involvement in the course and their motivation.

Cimer (2004) said that teacher styles of biology teaching and teaching methods and techniques may also be factors that affect student’s learning in biology. If students are not happy with the way that biology is taught, they may show disinterest in and negative attitudes towards biology and its teaching.

Lanier and Little (1990) claim that traditional lessons are likely to promote conceptual understanding or to facilitate conceptual change and thus are less likely to promote the development of technical skills. Therefore teacher’s competencies and knowledge in both biology as a discipline and its teaching are crucial for enhancing student’s learning. If

teachers show weaknesses in their knowledge of the subject, this might create distrust in students of the teacher’s abilities and knowledge.

Rosenshine (1997) emphasize that for students to comprehend new ideas or concepts and construct their own knowledge, they need to see clear example of what the new ideas or skills represent. Because biology includes many abstract concepts and phenomena that require observation, students need to see what they are learning or to experiment with what is being taught. Practical work may help their learning through convincing them what they are being taught really exists or happens in the real world.

On the other hand, Joyce ((2000) strongly emphasize that in learning new materials or skills, students should be given extensive opportunities to manipulate the environment because, according to Piaget (1978), students cognitive structures will grow only when they initiate their own learning experiences. Teaching through practical work in biology lessons might make biology teaching and their learning more effective.

Tangco (1997) indicates that if the concepts taught at school are not related to student’s everyday lives, they may fail to use them adequately outside the school, their knowledge may remain in the form of acquired isolated knowledge packages. Effective learning requires students to apply newly acquired concepts or skills to different context.

Dillon (2008) stated that student’s learning and studying habit were one of the reasons they had difficulties in learning biology. Many of them did not study biology regularly, review previously taught materials, or work on biology questions on a regular basis. As a result, in such a context, students cannot learn biology.

Phoenix (2000) states that students views of teaching may reflect the ways that they had learn best. Indeed, schools that acknowledge the significance of student views have found that these views can make a substantial contribution to classroom management, to learning and teaching, and to the school as a social and learning place.

Lardizabal (1999) said that the transmission of subject matter from the teacher to the child is done through method. By means of method, the child is guided as to what parts subject matter to appreciate and what attitudes to develop. Also through teaching styles, the child acquires habits rote associations, and skills.

Bustos (1990) cited that teaching strategies includes everything the teacher does or neglects to do which causes behavioral changes in students. A teacher’s kindly facial expression and friendly manner may encourage shy students to take part in the

participation. These qualities of the teacher form part of his methods. What a teacher refrains from doing, if this influences behavior also forms of his teaching methods.

RELATED STUDIES

Charkins, O’Toole and Wetzel (1987) conducted study at Purdue University to determine if there was a link between teaching styles and learning styles and the effect of any link on student learning. This study included 600 students, 20 instructors and 3 teaching/learning styles. The Grasha- Reichmann learning style questionnaire was used to determine the types of learning styles. It was an export facto design prior to data collection no control were instituted. Their findings indicated that the larger the divergence between teaching style and learning style the lower the students gain in achievement. Implications for education as a result of their study are that student’s achievement should improve by matching students and instructors who possess similar learning and teaching styles. Because students react variously to different methods of teaching as a result of their varied learning style some students may gain but other may loose from using a new teaching method.

Sencar and Erylmaz (2001) conducted study to determine the biological topics that students have difficulties learning, the reasons students have difficulties learning biology and the ways student could learn biology more effectively. Each student chose five biological topics that were matter cycles, endocrine system and hormone, aerobic respiration, cell division and genes and chromosomes. The students listed several reasons for having difficulties learning biology. ‘s Among these the nature of the topic, teacher styles of teaching biology, student’s learning and study habits, student’s negative feelings and attitudes towards the topic and lack of resources predominated. To overcome these difficulties and make their biology learning effective, the students suggested that teachers teach biology through the use of visual materials, conducting practical experiments, connecting the topics with daily life, and making biology teaching interesting. They also proposed that the content of biology curricula be reduced and that the number of biology questions in the university entrance examination be increased. Finally, they also suggested that students use various study techniques in order to be successful in biology.

The student’s views reported here seem to contain valuable information for those interested in biology teaching process, such as teachers, schools, policy makers and researchers. They should consider these views in designing the curricula, textbooks, teaching activities and materials and teachers educational processes. Otherwise their reform attempts may not be successful.

On the other hand Tonog (2003) conducted study at the University of Eastern Philippines (UEP) in Catarman, Northern Samar focused on the general chemistry 1 teachers teaching styles, student-learning style and how they affect students-academic achievement. A course guide is proposed to apply the findings in this study with the hope that students may find meaning in the application of chemistry to real life situation. There were 13 teachers in general chemistry 1 and 123 students who were administered the teaching style instrument and the learning style inventory, respectively. Final grades of students were taken as evidence of their academic achievement. The average of UEP general chemistry 1 teacher was transitional and somewhat traditional. They were transitional in the areas of teaching methods, students grouping, room design, teaching environment, teaching characteristics and educational philosophy. They were somewhat traditional in instructional planning and evaluation techniques. From the learning style inventory, it was noted that UEP students had strong preferences for a cool temperature and an early morning time of day. Most students w styles, particularly on the following teaching methods, were cautious on their other learning style preferences were found between teaching and learning studying either alone or with peer; student growing and room design with late morning; and educational philosophy with motivation. As to the effect of teaching and learning styles on students’ academic achievement, emotional preference was highly significant in all of the eight areas of teaching styles studied. This result indicated that emotional preference greatly affected academic achievement. Other significant relationship were found on the following teaching methods with physiological preference, teaching environment with environmental and physiological preference, teaching techniques, teacher characteristics and educational philosophy with environment preference. This study concluded that teaching and learning styles affect student’s academic achievement.

Abella (1985) made a study on the teacher’s styles of the faculty and high school students of Colegio dela Immaculda Conception. It revealed that teachers preferred traditional education where the teachers are the ultimate authority, conducting lessons and assessment of discipline. The type of students preferred quickly achieving, active, independent type of students as well as the peer oriented one. Huynh (1993) discussed teaching strategies used in the ecology course in selected colleges/universities I Cebu

City. She employed checklist adapted from Peterson. Then, she found out that the effectiveness/utilization of listening speaking method lecture is effective in auditory learning. Debate was the least effective and rarely used. In terms of reading writing method, note taking and writing assignment were the most effective.

CHAPTER IIIRESEARCH METHODOLOGY

This chapter presents the research methodology that will be employed by the researcher in this study.

RESEARCH DESIGN

The researcher made use of descriptive research design since, it will try to dwell on a particular situation about present condition. The main objective of the study is to describe the nature of situation as it exists at the time of the study and explore the causes of particular phenomena.

According to Glass and Hopkins (1984), descriptive research can be either quantitative or qualitative. It can involves collections of quantitative information that can be tabulated along a continuum in numerical form, such as scores on a text or the number of times a person chooses the use a certain feature of a multimedia program, or it can describe categories of information such as gender or patterns of interaction when using technology in a group situation. Descriptive research involves gathering data that describes events and then recognized, tabulates, depicts and describes the data collection. It often uses visual aids such as graphs and charts to aid the reader in understanding the data distribution.

Krathwohl (1993) stated that descriptive research have three main purposes to describe, explain and validate findings. Descriptive following creative exploration and score, to organize the findings in order to fir them with exploration and then test or validate those explorations.

Sevilla (1990) says that descriptive method is designed to gather information about the present existing conclusion. The main objective of the study is to describe the nature of a situation as it exists at the time of the study and to explore the causes of particular phenomena.

Adanza (1995) states that the descriptive method of research aims to describe the nature of situation, as it exist at the time of the study to explore the causes of particular phenomena.

Martinez (1998) explains that the descriptive research approach is used mainly to describe happenings existing at same time or contemporary events and that the research questions and problems are based on appreciation of the present state of personal concern they are suited in the past and may effect the future.

RESPONDENTS OF THE STUDY

The respondents of the study were the Grade 8-Earth of Fe del Mundo National High School who was enrolled during the school year 2013-2014. They were randomly selected from among the given population consisting of 316 students.

INSTRUMENTATION

The given study made use of a set of questionnaire that dealt with the difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject.

The questionnaire was divided into two parts. The first part discussed about the factors affecting the difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of teacher factors, student factors, financial factors, laboratory factors and knowledge acquisition. On the other hand, the second part dealt with the effects of the difficulties encountered by the Grade 8- Earth Students of FDMNHS in Biology Subject in terms of performance, personal attitude and behavior, student’s interest, examination and comprehension.

DATA GATHERING PROCEDURE

The researcher used the John Paul College library together with internet café to gather information. He also tried to interview the concerned individuals for other information not contained in the questions.

The researcher also asked permission from the principal to be able to gather information through the given questionnaire.

RELIABILITY OF THE QUESTIONNAIRE

To determine the reliability of the research instrument, the researcher made up the Spearman Rho Coefficient of Correlation formula as follows

Rho= 1-6 ∑ D 2 N3-N

Where:

P= Spearman Rho ∑D2= square of the sum

1= Constant n= no. of variables

6= Constant

The researcher administered the questionnaire for a pretest of ten (10) fourth year high school students of JPC. After three days the questionnaire was again administered to the same set of respondents.

Result of the pretest and posttest were tallied and tabulated substituting the results to the given formula the researcher came up with

Rho= 1-6 ∑ D 2 N3-N =1-6(43.5) 103-10

= 0.74 High

The interprets Rho the following table of interpretation was used.

±0.00 - ± 0.20 negligible correlation

± 0.21 - ±0.40 low/slight correlation

±0.41 - ± 0.70 marked moderate correlation

±0.71 - ±0.90 high relationship correlation

± 0.91 - ± 0.99 very high relationship correlation

± 1.00 perfect correlation

Since Rho was over all sum, the result implied that the given instrument was reliable to a high extent.

STATISTICAL TREATMENT OF DATA

The data gathered through the research instrument were tallied and tabulated through the use of statistical tools such as frequency and mean. These data were interpreted by the researcher. He also sought to the help of a statistician or her adviser on said task.

CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter present analyses and interprets the data gathered by the researcher. It also presents the answer to the specific questions in chapter 1.

1. What are the factors affecting the difficulties encountered by Grade 8 – Earth Students of FDMNHS in Biology subject in terms of:

1.1 Teacher Factors

1.2 Student Factors

1.3 Financial Factors

1.4 Laboratory Factors

1.5 Knowledge Acquisition

To answer this question the researcher made use of the following interpretation table where:

1- Very little 3-Moderate 5- Very high2- Little 4- High

Table – I

Factors Affecting the Difficulties Encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Teacher Factors.

Items Mean Description1. My teacher does not explain the objectives of the lesson clearly at the start of each period.

1.85 Little

2. My teacher has no mastery of the subject matter. 2.28 Little

3. My teacher is not updated with present trends, relevant to the subject matter.

2.18 Little

4. My teacher does not use various techniques and strategies in presenting the lesson.

1.93 Little

5. My teacher is not open to suggestion/opinion and not motivates us all.

1.88 Little

OVER ALL MEAN2.02 Little

Table I shows the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Teacher Factors.

It can be gleaned from Table I that in terms of the item that their teacher does not explain the objectives of the lesson clearly at the start of each period., a mean of 1.85 described as little was obtained; in the item that their teacher has no mastery of the subject matter; a mean of 2.28 described as little was computed; regarding the item that their teacher is not updated with present trends, relevant to the subject matter; a mean of 2.18 described as little was derived; moreover, the item that their teacher does not use various techniques and strategies in presenting the lesson, a mean of 1.93 described as little was shown; and in the item that their teacher is not open to suggestion/opinion and not motivates them all, a mean of 1.88 described as little was obtained.

The overall mean computed was 2.02 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Teacher Factors was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their teachers. It further implied that their teachers had a good foundation in teaching Biology.

Table – II

Factors Affecting the Difficulties Encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Student Factors.

Items Mean Description1. I am lazy to study my lessons. 2.18 Little2. I don’t have specific place of study at home. 2.05 Little3. I’m not talking English during discussion. 2.38 Little4. I violate the rules and regulations of my school. 2.05 Little5. I am lazy to go in the library during my vacant time. 2.45 Little


Table II shows the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Student Factors.

It can be gleaned from Table I that in terms of the item that they are lazy to study their lessons., a mean of 2.18 described as little was obtained; in the item that they don’t have specific place of study at home; a mean of 2.05 described as little was computed; regarding the item that they are not talking English during discussion; a mean of 2.38 described as little was derived; moreover, the item that they violate the rules and regulations of their school, a mean of 2.05 described as little was shown; and in the item that they are lazy to go in the library during their vacant time, a mean of 2.45 described as little was obtained.

The overall mean computed was 2.22 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Student Factors was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their biology

subject. It further implied that the students had a good interest in learning Biology Subject.

Table – III

Factors Affecting the Difficulties Encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Financial Factors.

Items Mean Description1. My parents do not provide my needs. 1.95 Little2. My parents don’t have an alternative source of income to support my studies.

2 Little

3. My parents don’t give me money for my projects. 1.78 Little4. My parents don’t give me daily allowance. 1.85 Little5. My parents have no stable job to support my studies. 2.23 Little


Table III shows the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Financial Factors.

It can be gleaned from Table I that in terms of the item that their parents do not provide their needs., a mean of 1.95 described as little was obtained; in the item that their parents don’t have an alternative source of income to support their studies; a mean of 2 described as little was computed; regarding the item that their parents don’t give them money for their projects; a mean of 1.78 described as little was derived; moreover, the item that their parents don’t give them daily allowance, a mean of 1.85 described as little was shown; and in the item that their parents have no stable job to support their studies, a mean of 2.23 described as little was obtained.

The overall mean computed was 1.96 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Financial Factors was little. It further showed

that the Grade 8- Earth Students of FDMNHS had little problems financial factors. It further implied that their parents supported them in all academic and other school activities.

Table – IV

Factors Affecting the Difficulties Encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Laboratory Factors.

Items Mean Description1. I can’t manipulate new device in our laboratory room. 2 Little2. I am not familiar in using all laboratory materials. 2.2 Little3. I don’t participate in our laboratory activities. 2.13 Little4. Our laboratory room is not clean and orderly. 2.3 Little5. Our laboratory room does not provide safety measures and procedures.

2.3 Little


Table IV shows the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Laboratory Factors.

It can be gleaned from Table I that in terms of the item that can’t manipulate new device in their laboratory room., a mean of 2 described as little was obtained; in the item that they are not familiar in using all laboratory materials; a mean of 2.2 described as little was computed; regarding the item that they don’t participate in their laboratory activities; a mean of 2.13 described as little was derived; moreover, the item that their laboratory room is not clean and orderly, a mean of 2.3 described as little was shown; and in the item that their laboratory room does not provide safety measures and procedures, a mean of 2.3 described as little was obtained.

The overall mean computed was 2.19 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of

FDMNHS in Biology Subject in terms of Laboratory Factors was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their laboratory. It further implied that their laboratory was conducive place for the learning process of the students. It has laboratory tools and equipment.

Table –V

Factors Affecting the Difficulties Encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Knowledge Acquisition.

Items Mean Description1. I’m not listening to our teachers. 1.7 Little2. I can’t learn through experiment. 2.1 Little3. I don’t participate in the class discussion. 1.95 Little4. I am not using website to gather more information. 2.33 Little5. I can’t talk to some resource persons to gather knowledge/information.

1.93 Little

OVER ALL MEAN2 Little

Table V shows the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Knowledge Acquisition.

It can be gleaned from Table I that in terms of the item that they are not listening to their teachers; a mean of 1.7 described as little was obtained; in the item that they can’t learn through experiment; a mean of 2.1 described as little was computed; regarding the item that they don’t participate in the class discussion; a mean of 1.95 described as little was derived; moreover, the item that they not using website to gather more information, a mean of 2.33 described as little was shown; and in the item that they can’t talk to some resource persons to gather knowledge/information, a mean of 1.93 described as little was obtained.

The overall mean computed was 2 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of knowledge acquisition was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their Knowledge Acquisition. It further implied that the students had a sufficient intellectual in acquiring knowledge.

2. What are the effects of the difficulties encountered by Grade 8-Earth Students of FDMNHS in Biology subject in terms of:

2.1 Performance

2.2 Personal Attitude and behavior

2.3 Student’s Interest

2.4 Examination

2.5 Comprehension

To answer this question the researcher made use of the following interpretation table where:

1- Very little 3-Moderate 5- Very high2- Little 4- High

Table – VI

Effects of the Difficulties Encountered by Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Performance.

Items Mean Description1. I hesitate to perform my task in school. 1.78 Little2. I don’t participate in our school activities/programs. 1.8 Little3. I can’t answer the questions given by the teacher. 2 Little4. I refrain from joining school organization. 2.05 Little5. I can’t report in front of the class. 2.1 Little


Table I shows the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Performance.

It can be gleaned from Table I that in terms of the item that they are hesitate to perform their task in school; a mean of 1.78 described as little was obtained; in the item that they don’t participate in their school activities/programs; a mean of 1.8 described as little was computed; regarding the item that they can’t answer the questions given by the teacher; a mean of 2 described as little was derived; moreover, the item that they refrain from joining school organization, a mean of 2.05 described as little was shown; and in the item that they can’t report in front of the class., a mean of 2.1 described as little was obtained.

The overall mean computed was 1.96 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Performance was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their Performance. It further implied that the students had been performing well in Biology Subject.

Table – VII

Effects of the Difficulties Encountered by Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Personal Attitude and Behavior

Items Mean Description1. I can’t initiate the cleaning of our classroom. 1.98 Little2. I don’t attending our science class. 2 Little3. I don’t have a good relationship with my teacher and classmates.

1.8 Little

4. I don’t impose proper discipline and right conduct. 1.93 Little5. I don’t have any sense of humor. 2.13 Little


Table I shows the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Personal Attitude and Behavior.

It can be gleaned from Table I that in terms of the item that they can’t initiate the cleaning of their classroom; a mean of 1.98 described as little was obtained; in the item that they don’t attend their science class; a mean of 2 described as little was computed; regarding the item that they don’t have a good relationship with their teacher and classmates; a mean of 1.8 described as little was derived; moreover, the item that they don’t impose proper discipline and right conduct, a mean of 1.93 described as little was shown; and in the item that don’t have any sense of humor., a mean of 2.13 described as little was obtained.

The overall mean computed was 1.97 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Personal Attitude and Behavior was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their Personal Attitude and Behavior. It further implied that the students had a proper attitude and behavior inside the classroom.

Table – VIII

Effects of the Difficulties Encountered by Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Student’s Interest.

Items Mean Description1. I don’t want to listen to the lecture of my teacher. 1.95 Little2. I can’t get good grades on test, quizzes, assignments and projects.

2.1 Little

3. I don’t like reading books. 2.2 Little4. Science is not my favorite subject. 2.08 Little5. I am happy when my teacher is late or absent. 2 Little


Table I shows the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Student’s Interest.

It can be gleaned from Table I that in terms of the item that they don’t want to listen to the lecture of their teacher; a mean of 1.95 described as little was obtained; in the item that they can’t get good grades on test, quizzes, assignments and projects; a mean of 2.1 described as little was computed; regarding the item that they don’t like reading books; a mean of 2.2 described as little was derived; moreover, the item that Science is not their favorite subject, a mean of 2.08 described as little was shown; and in the item that are happy when their teacher is late or absent., a mean of 2 described as little was obtained.

The overall mean computed was 2.07 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Student’s Interest was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their interest in studying biology. It further implied that the students were highly motivated to study hard. They had good interest to learn in Biology.

Table – IX

Effects of the Difficulties Encountered by Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Examination.

Items Mean Description1. I can’t understand the test question well. 1.93 Little2. I don’t study our lesson before examination. 1.98 Little3. .I can’t pass my examinations. 2.1 Little4. I don’t understand the directions during our examinations.2.25 Little5. I am not prepared for the examination. 1.98 Little


Table I shows the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Examination.

It can be gleaned from Table I that in terms of the item that they can’t understand the test question well; a mean of 1.93 described as little was obtained; in the item that they don’t study their lesson before examination; a mean of 1.98 described as little was computed; regarding the item that they can’t pass their examinations; a mean of 2.1 described as little was derived; moreover, the item that they don’t understand the directions during their examinations, a mean of 2.25 described as little was shown; and in the item that they are not prepared for the examination; a mean of 1.98 described as little was obtained.

The overall mean computed was 2.05 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Examination was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their Examination. It further implied that their teachers gave the students clear instructions and procedures during their examination.

Table – X

Effects of the Difficulties Encountered by Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Comprehension.

Items Mean Description1. I can’t easily understand the lesson. 1.88 Little2. I can’t give my own insight/opinion about the lessons. 1.98 Little3. I don’t share my knowledge to my classmates. 2.23 Little4. I don’t gather factual information. 2.03 Little5. I can’t apply new knowledge to my studies. 2 Little

OVER ALL MEAN 2 Little

Table I shows the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Comprehension.

It can be gleaned from Table I that in terms of the item that they can’t easily understand the lesson; a mean of 1.88 described as little was obtained; in the item that they can’t give their own insight/opinion about the lessons; a mean of 1.98 described as little was computed; regarding the item that they don’t share their knowledge to their classmates; a mean of 2.23 described as little was derived; moreover, the item that they don’t gather factual information, a mean of 2.03 described as little was shown; and in the item that they can’t apply new knowledge to their studies; a mean of 2 described as little was obtained.

The overall mean computed was 2 described to be little. This result implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of Comprehension was little. It further showed that the Grade 8- Earth Students of FDMNHS had little problems regarding their Comprehension. It further implied that the teachers gave the students good exercises and drills to enrich their comprehension skills.

3. What are the implications of the finding of the study?

Based from the result of the study, the researcher had drawn the following implications.

1. The factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of teacher factors was little.

2. The factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of student factors was little.

3. The factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of financial factors was little.

4. The factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of laboratory factors was little.

5. The factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of knowledge acquisition was little.

6. The effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of performance was little.

7. The effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of personal attitude and behaviour was little.

8. The effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of student’s interest was little.

9. The effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of examination was little.

10. The effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of comprehension was little.

CHAPTER V

This chapter presents the findings, conclusions and recommendations of the study.

SUMMARY OF FINDINGS:

In the light of the foregoing discussion the findings of the study are the following.

1. That regarding the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of teacher factors, the over-all mean computed was 2.02 and described as little. This implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of teacher factors was also little.

2. That regarding the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of student factors, the over-all mean computed was 2.22 and described as little. This implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of student factors was also little.

3. That regarding the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of financial factors, the over-all mean computed was 1.96 and described as little. This implied that the factors affecting the

difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of financial factors was also little.

4. That regarding the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of laboratory factors, the over-all mean computed was 2.19 and described as little. This implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of laboratory factors was also little.5. That regarding the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of knowledge acquisition, the over-all mean computed was 2 and described as little. This implied that the factors affecting the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of knowledge acquisition was also little.6. That regarding the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of performance, the over-all mean computed was 1.96 and described as little. This implied that the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of performance was also little.7. That regarding the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of personal attitude and behaviour , the over-all mean computed was 1.97 and described as little. This implied that the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of personal attitude and behaviour was also little.8. That regarding the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of student’s interest, the over-all mean computed was 2.07 and described as little. This implied that the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of student’s interest was also little.9. That regarding the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of examination, the over-all mean computed was 2.05 and described as little. This implied that the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of examination was also little.10. That regarding the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of comprehension, the over-all mean computed was 2 and described as little. This implied that the effects of the difficulties encountered by the Grade 8-Earth Students of FDMNHS in Biology Subject in terms of comprehension was also little.

CONCLUSIONS

In the view of the results of this study, the researcher has drawn the following:

1. Teachers had been a little source of the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that their teachers had a good foundation in teaching Biology.2. Students had been a little source of the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that the students. 3. Financial factors had been a little source of the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that their parents supported them in all academic and other school activities.4. Laboratory factors had been a little source of the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that their laboratory was conducive place for the learning process of the students. It has laboratory tools and equipment.5. Knowledge Acquisition had been a little source of the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that the students had a sufficient intellectual in acquiring knowledge.6. Student’s performance had been affected to a little extent by the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that the students had been performing well in Biology Subject.7. Student’s personal attitude and behaviour had been affected to a little extent by the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that the students had a proper attitude and behaviour inside the classroom.8. Student’s interest had been affected to a little extent by the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the

fact that the students were highly motivated to study hard. They had good interest to learn in Biology.9. Student’s examination had been affected to a little extent by the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that their teachers gave the students clear instructions and procedures during their examination.10. Student’s comprehension had been affected to a little extent by the difficulties encountered in biology subject by the Grade 8- Earth Students of FDMNHS. This could be attributed to the fact that the teachers gave the students good exercises and drills to enrich their comprehension skills.

RECOMMENDATIONS

The researcher hereby formulates the following recommendations:

1. Although the teachers had been a little source of difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should continue and improve what they had been doing in teaching Biology. Teachers should try using more strategies in teaching so that the students can easily understand the lesson.

2. Although the students had been a little source of difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that students should continue their good performance in school and they should also improve their study habits to get higher grades. Teacher must provide different instructional materials so that the process of learning could be more interesting.

3. Although the financial factors had been a little source of difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should look in a way on how to help his/her students and in still among student’s mind that poverty is not a hindrances to success. Parents should keep and continue supporting their children in all academic and other school activities.

4. Although the laboratory factors had been a little source of difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should require the students to study all the materials in their activities. Teacher should continue giving extra time to know or observe some improvements on his/her students. School Administrators should also try to improve their science laboratory.

5. Although the knowledge acquisition had been a little source of difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should keep and continue making clear and organized procedures in teaching their lessons.

6. Although the performance had been affected to a little extent by the difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that parents and teachers should continue monitoring student’s performance to be able the good grades.

7. Although the personal attitude and behaviour had been affected to a little extent by the difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should try to ask student’s condition and encourage them to continue and improve their interest in studying.

8. Although the student’s interest had been affected to a little extent by the difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should improve the process of motivation inside the classroom because without motivation no learning at all will take place. Parents should continue assisting their children so that they’ll be inspired to study well.

9. Although the examination had been affected to a little extent by the difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should still encourage the students to have an extra time to study their lesson. Parents should also guide their children to achieve best result in examinations.

10. Although the comprehension had been affected to a little extent by the difficulties encountered in Biology Subject by the Grade 8- Earth Students of FDMNHS, it is recommended that teachers should still engaged and improve educational activities so that student’s comprehension are improve further.

BIBLIOGRAPHY

Books

Beckett, B.S. Beginning Science Biology. Oxford, United Kingdom. : Oxford University Press, 1991

Corpuz, Brenda B., Ph.D.; Lucas, Ma. Rita D., Ph.D.; Borabo, Heide Grace L., MA, ED; Lucido, Paz I., Ph.D. Child and Adolescent. Cubao, Quezon City. : Lorimar Publishing Inc., 2010

Lucas, Ma. Rita D., Ph.D.; Corpus, Brenda B., Ph.D. Facilitating Learning ( A Metacognitive Process). Cubao, Quezon City. : Lorimar Publishing Inc., 2011

Maehr, Martin L., and Midgely Carol; Enhancing Student Motivation a School Wide Approach Educational Psychology. 1991

Obra, Reny C., and Obra, Leodencio T., Basic Biology. Quezon City. : St. Bernadette Publications Inc., 2004

Sanchez, Custodiosa A., Abad, Paz F., Ph. D., Jao, Loreto V., General Psychology, Manila Philippines. : Rex Bookstore Inc., 2008

INTERNET

http:// www.google.com

http://www.google.com/

http:// www.wikianswer.com

http:// www.wikipedia.com

John Paul College MG Andaya Compound

Odiong, Roxas Oriental Mindoro

January 14, 2013

Madam Winona E. SanqueFe Del Mundo National High SchoolB. Del Mundo, Mansalay, Oriental Mindoro

Dear Madam:

Greetings!

May I respectfully request to your office to permit me to conduct my questionnaire to the whole class of Grade 8- Earth of your school in relation to my research entitled “Difficulties Encountered by Grade 8- Earth Students of FDMNHS in Biology Subject”.

We hope for your favorable approval of this request.

Thank you very much. God’s blessing!

Very respectfully yours,Princess Ann F. Salibio

http://www.wikipedia.com/

http://www.wikianswer.com/

Noted by:

Dr. Marietta P. CantosEVP/Dean

Curriculum Vitae

Name: Princess Ann F. SalibioBirthday: February 10, 1993Address: Cawayan, Bongabong. Oriental Mindoro

Educational background:Elementary: Camantigue Elementary School Camantigue, Bong. Or. Mdo

The most precious gift we can offer anyone is our attention. When

mindfulness embraces those we love, they will bloom like flowers.

High School: Cawayan National High School Cawayan Bong.Or. MdoTertiary: John Paul College (Bachelor of Science in Secondary Education)

STATISTICAL COMPUTATION

FINAL RESULT

NO. OF QUESTIONS

VARIABLESPart I

TeacherFACTORS

Student Factors

Financial Factors

LaboratoryFactors

Knowledge Acquisition

1 1.85 - little 2.18 - little 1.95 - little 2 - little 1.7 - little

2 2.28 - little 2.05 - little 2 - little 2.2 - little 2.1 - little3 2.18 - little 2.38 - little 1.78 - little 2.13 - little 1.95 - little4 1.93 - little 2.05 - little 1.85 - little 2.3 - little 2.33 - little5 1.88 - little 2.45 - little 2.23 - little 2.3 - little 1.93 - little

TOTAL: 2.02 - little 2.22 - little 1.96 - little 2.19 - little 2 - little

TOTAL:

NO. OFQUESTIONS

VARIABLESPart II

PerformancePersonal Attitude and Behaviors

Student’s Interest Examination Comprehension

1 1.78 - little 1.98 - little 1.95 – little 1.93 – little 1.88 – little2 1.88 - little 2 - little 2.1 – little 1.98 – little 1.98 – little3 2 - little 1.8 - little 2.2 – little 2.1 – little 2.23 – little4 2.05 - little 1.93 - little 2.08 – little 2.25 – little 2.03 – little5 2.1 - little 2.13 - little 2 – little 1.98 – little 2 – little

TOTAL: 1.96 - little 1.97 - little 2.07 - little 2.05 - little 2 - little

NO. OF VARIABLES TOTAL1 2.022 2.223 1.964 2.195 26 1.967 1.978 2.079 2.0510 2

20.44 ÷ 10 =

PICTORIALS