Lesson Study: Active Learning Using Typhoon for Grade 8 Science Students
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This document describes an action research study that implemented an active learning strategy in teaching typhoon concepts to 8th grade students in the Philippines. The study aimed to improve student performance and involved three cycles of lesson planning, implementation, and evaluation. Key findings included that student participation and test scores increased after using active learning activities such as role plays. The researchers concluded active learning was effective for teaching science and recommended its continued use by teachers.
Lesson Study: Active Learning Using Typhoon for Grade 8 Science Students
- 1. ACTIVE LEARNING STRATEGY IN TEACHING TYPHOON TO 8TH GRADE STUDENTS: A LESSON STUDY L L I D O , P A U L A M A R I E M A D E L O , B R I X T A B O R A D A , U N Y C I E M S . J O Y C . V E L A S C O M S . K A T H L E E N M . M O R A L E S
- 2. BACKGROUND is a process in which the learners assume a dynamic, energetic, and involved role in his or her own learning process ( Brown, 2008; Candela et al., 2006; Popkess and Mc Daniel, 2011; Salamonsom et al., 2009) ACTIVE LEARNING
- 3. BACKGROUND • (through activities) to promote learning and enhance collaboration among students. It keeps learning active and student-centered. • Advantage –Teacher-student feedbacks and learning became a two-way process (Glendon and Ulrich, 2005 ) ACTIVE LEARNING STRATEGY
- 4. RESEARCH GAPS Research on teaching with the use of active learning strategy in public high school particularly from the Cagayan de Oro, is almost nonexistent in the local and international literature.
- 5. RESEARCH GAPS P.N ROA HIGH SCHOOL Low performance in their National Achievement Test (NAT) especially on major subjects such as Mathematics and Science last school year 2015-2016.
- 6. RESEARCH OBJECTIVES To integrate Active Learning Strategy in the given lesson.
- 7. RESEARCH OBJECTIVES To design an effective lesson with all the revision and improvement of the action research.
- 8. THEORETICAL FRAMEWORK THEORY OF CONSTRUCTIVISM BY JEAN PIAGET Constructivism emphasizes understanding and meaning, and students construct knowledge through their experiences with the concepts and their environment based on their prior knowledge and experiences (Posner, 2004).
- 9. RESPONDENTS Grade 8 level students in Pedro “Oloy” N. Roa High School = 104 students 39- Bonifacio 29 - Aguinaldo 37 - Del Pilar RESPONDENTS
- 10. METHODOLOGY INSTRUMENTS Participation Tally Sheet Pre-test and Post test Evaluation Form Facilitating Rubric Student Profile Learning Styles Test Role Play Rubric Output Rubric
- 11. METHODOLOGY METHOD Qualitative Method Action Research Lesson Study 1st, 2nd, 3rd run METHOD OF GATHERING DATA Question and Answer Form Rating Scale Form Observation Activities
- 12. RESULTS & DISCUSSION Problem 1. What is the rate and interpretation of participation with applied Lesson Study? Table 1. Distribution of Students Rate and Interpretation of Participation with Applied Lesson Study Behavior Indicator GRADE 8 SECTIONS Mean Description Bonifacio Aguinaldo Del Pilar 1. Do the students participate in the activity? 3 3 3 3.00 Most of the time 2. Do the students ask questions to the teacher? 1 1 2 1.33 Never 3. Do the students follow the given instructions by the teacher? 3 3 3 3.00 Most of the time 4. Do the students answer the teacher’s questions? 2 3 3 2.67 Sometimes 5. Do the students take down notes? 2 2 2 2.00 Sometimes 6. Do the students attentively listen to the teacher? 3 3 2 2.67 Sometimes LEGEND Rating Descripti on 3 Most of the time 2.00-2.99 Sometim es 1.00 -1.99 Never • Students participate “most of the time” as well as follow the instructions given by the teacher. • Students “never” ask questions to the teacher.
- 13. Problem 2. What is the rate of the pre-test and post-test performance of students before and after the lesson study? Table 2.1. Frequency distribution of the Scores in the Pre-test and Post-test of the Bonifacio Class Class Interval Scores Frequency DescriptionPre-test (n=39) Percentage Post-test (n=39) Percentage 9-10 0 0.00% 3 7.69% Advanced 7-8 0 0.00% 7 17.95% Proficient 5-6 5 12.82% 16 41.03% Approaching Proficiency 3-4 17 43.59% 7 25.64% Developing 1-2 17 43.59% 3 7.69% Beginning TOTAL 39 100% 39 100% Approaching Proficiency LEVEL OF PROFICIENCY CLASS INTERVAL SCORE Advanced 9-10 Proficient 7-8 Approaching Proficiency 5-6 Developing 3-4 Beginning 1-2 • 43.59 % of the population got scores ranging from 1-2 and 3-4 during the Pre-test. • In the Post-test, the scores increase by 41.03% with the range of 5-6. • “Approaching proficiency”
- 14. Table 2.2. Frequency distribution of the Scores in the Pre-test and Post-test of the Aguinaldo Class Class Interval Scores Frequency Description Pre-test (n=28) Percentage Post-test (n=28) Percentage 9-10 0 0.00% 8 28.57% Advanced 7-8 1 3.57% 7 25% Proficient 5-6 1 3.57% 10 35.71% Approaching Proficiency 3-4 18 64.29% 2 7.14% Developing 1-2 8 28.57% 1 3.57% Beginning TOTAL 28 100% 28 100% Approaching Proficiency • Pre-test - 64.29 % of the population got scores ranging from 3-4 • Post-test - the scores increase by 35.71% with the range of 5-6. • “Approaching proficiency”
- 15. Table 2.3. Frequency distribution of the Scores in the Pre-test and Post-test of the Del Pilar Class Class Interval Scores Frequency Description Pre-test (n=37) Percentage Post-test (n=37) Percentage 9-10 1 2.70% 7 18.92% Advanced 7-8 1 2.70% 11 29.73% Proficient 5-6 7 18.92% 10 27.03% Approaching Proficiency 3-4 15 40.54% 8 21.62% Developing 1-2 13 35.14% 1 2.70% Beginning TOTAL 37 100% 37 100% Proficient • Pre-test - 40.54 % of the population got scores ranging from 3-4 • Post-test – the scores increase by 29.73% with the range of 7-8 • “Proficient”
- 16. GRAPH 2.1TREND OF THE PRE-TEST AND POST-TEST OF THE BONIFACIO, AGUINALDO, AND DEL PILAR CLASS Class Section Pre-test (n=10) Post-test (n=10) Difference Percentage Bonifacio 1.34 3.30 1.96 19.60% Aguinaldo 1.59 4.82 3.23 32.30% Del Pilar 3.15 6.46 3.31 33.10%
- 17. RESULTS & DISCUSSION Problem 3. What is the rate of evaluation form score in the given classroom activities? Table 3.1 Frequency Distribution of the Evaluation Form Score in the Bonifacio Class CLASS INTERVAL SCORE FREQUENCY (n=39) PERCENTAGE Description 28-33 1 2.56% Fair 34-39 3 7.69% Fair 40-45 11 28.21% Good 46-51 3 7.69% Very Good 52-56 11 28.21% Very Good 57-60 10 25.64% Very Good TOTAL 39 100% Very Good • 28.21% of the population with a range of 40-45 and 52-56 score • “very good”
- 18. RESULTS & DISCUSSION Table 3. 2 Frequency Distribution of the Evaluation Form Score in the Aguinaldo Class CLASS INTERVAL SCORE FREQUENCY (n=28) PERCENTAGE Description 25-30 1 3.56% Poor 31-35 0 0% Fair 36-40 4 14.29% Fair 41-45 4 14.29% Good 46-50 4 14.29% Good 51-55 15 53.57% Very Good 56-60 0 0% Very Good • 53. 57% of the population with a range of 51-55 score • “Very good”
- 19. RESULTS & DISCUSSION Table 3. 3 Frequency Distribution of the Evaluation Form Score in the Del Pilar Class CLASS INTERVAL SCORE FREQUENCY (n=37) PERCENTAGE Description 34-39 3 8.11% Fair 40-45 5 13.51% Good 46-51 10 27.03% Good 52-57 11 29.73% Very Good 58-60 8 21.62% Very Good TOTAL 37 100% Very Good • 29. 73% of the population with a range of 52-57 score • “Very good”
- 20. LESSONPLAN
- 21. CONCLUSION • Active Learning Strategy has been a factor that increased the student’s performance wherein there was a development of lesson crafted after every run in the class. Through active learning strategy, activities were integrated which makes the lesson more meaningful to the students. • With the results, an improved lesson plan was crafted with the confidence that in this study, active learning strategy is effective in teaching science concepts to Grade 8 students
- 22. RECOMMENDATIONS FOR THE TEACHERS: Active Learning must be used as a teaching strategy to enable students be engaged in the Teaching Learning Process rather than using the Traditional way. FOR THE INSTITUTION: Seminars/workshops about using of Active Learning Strategy must be conducted so that teachers will able to know the limitation in utilizing this strategy.
- 23. RECOMMENDATIONS FOR THE FUTURE RESEARCHER: Since this is an active learning (using different activities), a small number of participants is best in utilizing this research.
- 24. BIBLIOGRAPHY• Boomer, G. (1988).Teachers learning: Improving Australian schools through inservice teacher training and development. Canberra: AGPS. • Chester, M., & Fox, R. (1966).Role playing methods in the classroom. Chicago: Science Research Association. • Ching-Huei Chen, & Bruce Howard. (2010). Effect of Live Simulation on Middle School Students' Attitudes and Learning toward Science. Journal of Educational Technology & Society, 13(1), 133-139. Retrieved from http://www.jstor.org/stable/jeductechsoci.13.1.133 • Cobern, W. W. (1993). Contextual constructivism: The impact of culture on the learning and teaching of science. In K. Tobin (Ed.),The practice of constructivism in science education. Washington, DC: American Association for the Advancement of Science. • Cole, A. (1989). Researcher and teacher: Partners in theory building.Journal of Education for Teaching, 15, 225–237. • Erickson, G. (1991). Collaborative inquiry and the professional development of science teachers.The Journal of Educational Thought, 25, 228–245. • Hiotis, H. (1993). Using creative writing and drama to learn science.Australian Science Teachers Journal, 39, 37–40. • Hildebrand, G. M. (1989). Creating a gender inclusive science education.Australian Science Teachers Journal, 35, 7–16. • Ladrousse, G. P. (1989).Role play. Oxford: Oxford University Press.