Effects of Explicit Instruction in Selected Lessons in Grade Five Science | Back
June 05, 2026 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2017 |
| Year Completed: | 2017 |
| Funding Type: | Funded |
| Research Scope: | Division |
| Division: | Jonathan Salazar |
| Locale of the Study: | Mangin-Tebeneg Elementary School |
| Research Status: | Completed |
| Research Type: | Action Research |
| Fund Source: | BERF |
| Grant Amount: | Php 0.00 |
| Year Completed: | 2017 |
| Cite Research (APA): |
Abstract:
Science is considered one of the most challenging subjects in class. This isrnevident by the results of the periodic tests where learners did not meet the passing rate.rnThis study investigated the effect of explicit instruction plus in selected lessons of Sciencernsubject of Grade Five pupils of Mangin-Tebeng Elementary School during the school yearrn2017-2018. All 75 Grade Five students were involved in the study. The experimentalrndesign was used with a validated teacher-made test as an instrument. The statistical toolsrnused were mean and t-test. The performance of the students in Science had improvedrnboth in controlled and experimental groups with a mean of 13.74 and 17.63 respectivelyrnafter the intervention was implemented. Meanwhile, there is no significant differencernbetween the pretest scores of the controlled and experimental groups as indicated by thernp-value of .887 at 5% level of significance. Further, there is a significant differencernbetween the post-test scores of the two groups (p=.000) at 5% level of significance. Thernresults implied that explicit instruction plus improved the performance of the learners inrnScience. Therefore, it is recommended that teachers who teach the same subject usernexplicit instruction because learners positively responded to it.
Keywords: Action Research, Explicit Instruction, Science 5, Teaching Strategies, Teaching and Learning, Experimental Design
Science is considered one of the most challenging subjects in class. This isrnevident by the results of the periodic tests where learners did not meet the passing rate.rnThis study investigated the effect of explicit instruction plus in selected lessons of Sciencernsubject of Grade Five pupils of Mangin-Tebeng Elementary School during the school yearrn2017-2018. All 75 Grade Five students were involved in the study. The experimentalrndesign was used with a validated teacher-made test as an instrument. The statistical toolsrnused were mean and t-test. The performance of the students in Science had improvedrnboth in controlled and experimental groups with a mean of 13.74 and 17.63 respectivelyrnafter the intervention was implemented. Meanwhile, there is no significant differencernbetween the pretest scores of the controlled and experimental groups as indicated by thernp-value of .887 at 5% level of significance. Further, there is a significant differencernbetween the post-test scores of the two groups (p=.000) at 5% level of significance. Thernresults implied that explicit instruction plus improved the performance of the learners inrnScience. Therefore, it is recommended that teachers who teach the same subject usernexplicit instruction because learners positively responded to it.
Keywords: Action Research, Explicit Instruction, Science 5, Teaching Strategies, Teaching and Learning, Experimental Design
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