Hands on Minds on Activity Materials For The Early Grades
Type
Thesis
Authors
Category
Publication Year
2019
Pages
111
Abstract
he value of hands-on learning has been understood for millennia. In collection of philosophical writings, Xunzi, the Confucian scholar Xun Kuang wrote, "Not having heard something is not as good as having heard it; having heard it is not as good as having seen it; having seen it is not as good as knowing it; knowing it is not as good as putting it into practice."
When learning is hands-on, it's also "minds-on." Consider these words accredited to Dr. Herb True: "Tell me, and I'll forget. Show me, and I may remember. But involve me, and I'll understand."
Hands-on/ minds-on activity materials were perceived as an enjoyable and effective form of learning. Several studies in the literature showed that hands-on activities help students to outperform students who follow traditional, text-based programs.Children learn better when they can touch, feel, measure, manipulate, draw, make charts, record data and when they find answers for themselves, rather than being given the answer in a textbook or lecture.
Experiencing and participating in an activity also changes the way you process the information. Hands-on lessons engage learners with real-world applications for classroom concepts, helping them to make meaning of these concepts and make connections with their own life. Actively engaging in educational activities, therefore promotes critical thinking, problem solving, creativity and team building.
During hands-on minds-on activities, learning occurs on multiple levels including visual, auditory, tactile, kinesthetic, and social. Each person may learn better in certain ways than others. By providing experiences that utilize multiple modes of learning, one can be more effectively engage as many learners as possible; creating a learning experience that is more inclusive for learners of all types.
This study covered the lessons on the third quarter competencies in kindergarten. This included concepts which focused on the seven developmental domains. The study was limited to fifty (50) kindergarten students at Camarin D Elementary Schools Unit II, Division of Caloocan City
for the school year 2018-2019. Also, the researcher included the test result of the respondent in terms of the level of effectiveness of hands-on minds-on activity materials in enhancing performance based on the pre-test and post- test mean score. In addition, the challenges encountered in using the materials were also presented in this study.
As reflected in the result of seven developmental domains, the computed mean score for pre-test were mostly with verbal interpretation of Nearing Mastery except for the Receptive Domain with both Mastered in pre-test and post-test. On the other hand, in the post-test, the computed mean score was interpreted to have Mastery.
This study, henceforth, claims that hands-on and mind-on activities without requiring specific expensive materials can be one of the interactive engagement methods. Therefore, the main purpose of this study is to develop hands-on minds-on activities and to investigate the relative effectiveness of instruction with those activities and traditional methods on early grade achievement. The results of this study are very important, especially for developing materials that need not use expensive materials to make students mentally and physically active.
When learning is hands-on, it's also "minds-on." Consider these words accredited to Dr. Herb True: "Tell me, and I'll forget. Show me, and I may remember. But involve me, and I'll understand."
Hands-on/ minds-on activity materials were perceived as an enjoyable and effective form of learning. Several studies in the literature showed that hands-on activities help students to outperform students who follow traditional, text-based programs.Children learn better when they can touch, feel, measure, manipulate, draw, make charts, record data and when they find answers for themselves, rather than being given the answer in a textbook or lecture.
Experiencing and participating in an activity also changes the way you process the information. Hands-on lessons engage learners with real-world applications for classroom concepts, helping them to make meaning of these concepts and make connections with their own life. Actively engaging in educational activities, therefore promotes critical thinking, problem solving, creativity and team building.
During hands-on minds-on activities, learning occurs on multiple levels including visual, auditory, tactile, kinesthetic, and social. Each person may learn better in certain ways than others. By providing experiences that utilize multiple modes of learning, one can be more effectively engage as many learners as possible; creating a learning experience that is more inclusive for learners of all types.
This study covered the lessons on the third quarter competencies in kindergarten. This included concepts which focused on the seven developmental domains. The study was limited to fifty (50) kindergarten students at Camarin D Elementary Schools Unit II, Division of Caloocan City
for the school year 2018-2019. Also, the researcher included the test result of the respondent in terms of the level of effectiveness of hands-on minds-on activity materials in enhancing performance based on the pre-test and post- test mean score. In addition, the challenges encountered in using the materials were also presented in this study.
As reflected in the result of seven developmental domains, the computed mean score for pre-test were mostly with verbal interpretation of Nearing Mastery except for the Receptive Domain with both Mastered in pre-test and post-test. On the other hand, in the post-test, the computed mean score was interpreted to have Mastery.
This study, henceforth, claims that hands-on and mind-on activities without requiring specific expensive materials can be one of the interactive engagement methods. Therefore, the main purpose of this study is to develop hands-on minds-on activities and to investigate the relative effectiveness of instruction with those activities and traditional methods on early grade achievement. The results of this study are very important, especially for developing materials that need not use expensive materials to make students mentally and physically active.
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