Effectiveness of ALERT Strategy in the Conceptual Understanding in Teaching Science 6 | Back
June 05, 2026 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2023 |
| Year Completed: | 2023 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Dagupan City |
| Locale of the Study: | Dagupan City |
| Research Status: | Completed |
| Research Type: | Action Research |
| Year Completed: | 2023 |
| Cite Research (APA): |
Abstract:
The purpose of this study was to assess the effectiveness of the ALERT Strategy in improving the understanding of Science concepts among Grade 6 learners at Juan P. Guadiz Elementary School during fourth quarter of the academic year 2022-2023. The research adopted a quasi-experimental design, involving a total twenty (20) learners.rnEmploying a quasi-experimental research design, the researcher engages a total of twenty Grade 6 learners, deviating from the conventional pre-test and post-test model. Instead, the study adopts a comparative analysis of learners\' 2nd and 3rd Quarter grades, as well as their 3rd and 4th Quarter grades. Statistical tools such as mean and t-test contribute to a robust quantitative framework for evaluating the ALERT Strategy\'s effectiveness.\r\nUsing Mean and t-test as statistical tools, initial assessments reveal that Grade 6 learners\' Science proficiency levels exhibit consistency in the 2nd and 3rd Quarters, both approaching proficiency with the 3rd Quarter Intriguingly manifesting greater variability than the 2nd Quarter. However, with the integration of the ALERT Strategy, a discernible improvement emerges. The 4th Quarter grades ascend to a proficient level, signifying a noteworthy increase in the average performance of learners. Remarkably, minimal variability in grades persists in both quarters, with a significant shift towards more learners performing above the mean in the 4th Quarter.\r\nThis research not only fulfills its primary objective of evaluating the ALERT Strategy\'s effectiveness but also provides insightful observations into nuanced changes in Grade 6 learners\' Science proficiency across quarters. The quasi-experimental design, coupled with meticulous selection of comparative analysis and statistical tools, enhances the study\'s credibility, contributing meaningfully to the broader discourse on effective pedagogical strategies in Science education.\r\n-W.S. Benitez
Keywords: ALERT (Attend, Learn and ReTeach), Conceptual Understanding, Quasi- Experimental, Proficiency Level, Comparative Analysis, Remedial Session
The purpose of this study was to assess the effectiveness of the ALERT Strategy in improving the understanding of Science concepts among Grade 6 learners at Juan P. Guadiz Elementary School during fourth quarter of the academic year 2022-2023. The research adopted a quasi-experimental design, involving a total twenty (20) learners.rnEmploying a quasi-experimental research design, the researcher engages a total of twenty Grade 6 learners, deviating from the conventional pre-test and post-test model. Instead, the study adopts a comparative analysis of learners\' 2nd and 3rd Quarter grades, as well as their 3rd and 4th Quarter grades. Statistical tools such as mean and t-test contribute to a robust quantitative framework for evaluating the ALERT Strategy\'s effectiveness.\r\nUsing Mean and t-test as statistical tools, initial assessments reveal that Grade 6 learners\' Science proficiency levels exhibit consistency in the 2nd and 3rd Quarters, both approaching proficiency with the 3rd Quarter Intriguingly manifesting greater variability than the 2nd Quarter. However, with the integration of the ALERT Strategy, a discernible improvement emerges. The 4th Quarter grades ascend to a proficient level, signifying a noteworthy increase in the average performance of learners. Remarkably, minimal variability in grades persists in both quarters, with a significant shift towards more learners performing above the mean in the 4th Quarter.\r\nThis research not only fulfills its primary objective of evaluating the ALERT Strategy\'s effectiveness but also provides insightful observations into nuanced changes in Grade 6 learners\' Science proficiency across quarters. The quasi-experimental design, coupled with meticulous selection of comparative analysis and statistical tools, enhances the study\'s credibility, contributing meaningfully to the broader discourse on effective pedagogical strategies in Science education.\r\n-W.S. Benitez
Keywords: ALERT (Attend, Learn and ReTeach), Conceptual Understanding, Quasi- Experimental, Proficiency Level, Comparative Analysis, Remedial Session
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