Enhancing Quarter-Four Learning Competencies of Grade 6 Pupils in Selected Lessons in Science through Technology-Assisted InquiryBased Learning | Back
December 01, 2020 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2017 |
| Year Completed: | 2017 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Benedict Maramba |
| Locale of the Study: | East Central Integrated School |
| Research Status: | Published |
| Publish Date: | December 01, 2020 |
| Research Type: | Action Research |
| Year Completed: | 2017 |
| Cite Research (APA): |
Abstract:
Teachers are constantly searching for teaching strategies which would berneffective for their learners. Thus, this study sought to analyze the effectiveness of thernproposed technology-assisted inquiry-based instruction in improving the performance ofrnselected Grade 6 pupils of East Central Integrated School for the school year 2017-rn2018. The experimental design was utilized with validated teacher-made test as datarngathering tools. The quantitative data were treated using mean and paired andrnindependent sample t-test. The research subjects were from Grade 6-Mabinirnrn(experimental group) and Grade 6-Jacinto (control group) both with 39 learners. The t-rntest revealed that these two groups were of equal abilities at the beginning of the studyrnrnwith a p-value of 0.170 at 5% level of significance. After applying the intervention, bothrngroups showed increased performance based on their post-test results; however, thernexperimental group attained higher improvement compared to the control group whornused the traditional method as evident by the p-value of 0.000 at 5% level ofrnsignificance. Hence, the Inquiry-Based Learning Model, assisted by technology, used inrnthis action research was a suitable strategy in teaching Science that can be utilized inrnmost topics and is adaptable to different types of learners.
Keywords: Action Research, Teaching and Learning, Inquiry-Based Learning, Science 6, Experimental Design, Technology-Assisted
Teachers are constantly searching for teaching strategies which would berneffective for their learners. Thus, this study sought to analyze the effectiveness of thernproposed technology-assisted inquiry-based instruction in improving the performance ofrnselected Grade 6 pupils of East Central Integrated School for the school year 2017-rn2018. The experimental design was utilized with validated teacher-made test as datarngathering tools. The quantitative data were treated using mean and paired andrnindependent sample t-test. The research subjects were from Grade 6-Mabinirnrn(experimental group) and Grade 6-Jacinto (control group) both with 39 learners. The t-rntest revealed that these two groups were of equal abilities at the beginning of the studyrnrnwith a p-value of 0.170 at 5% level of significance. After applying the intervention, bothrngroups showed increased performance based on their post-test results; however, thernexperimental group attained higher improvement compared to the control group whornused the traditional method as evident by the p-value of 0.000 at 5% level ofrnsignificance. Hence, the Inquiry-Based Learning Model, assisted by technology, used inrnthis action research was a suitable strategy in teaching Science that can be utilized inrnmost topics and is adaptable to different types of learners.
Keywords: Action Research, Teaching and Learning, Inquiry-Based Learning, Science 6, Experimental Design, Technology-Assisted
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