Development and evaluation of hands on minds on activities in teaching grade 7 physics
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Thesis
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Category
Pages
63
Abstract
Malone once said that the reason for intrinsically motivational appeal and fascination that provoked young people is by encompassing elements of curiosity, challenge, and fantasy and characterized by deep and full involvement and enjoyment in the activity.
Furthermore, studies show that the best way to introduce or reinforce abstract scientific concept is by using manipulative. It is small object that can be touched and move about by students in ways that enable textbook descriptions to come alive. Manipulative, according to Hartshorn and Borren,
(2010), is recommended in order to link experiential learning in classroom. The theory of experiential education revolves around the idea that learning is enhanced when students acquire knowledge through active process that engaged them. Manipulative can be the key in providing effective, active and engaging lessons in teaching science subject specifically about the abstract concepts in Physics 7 such as motion, speed and velocity.
The study covered the lesson on the third quarter competencies in Science Grade 7 physics. This includes concepts focused on Motion, involving Distance, Time and Speed. The study is limited to forty five (45) Grade 7 students at Bagumbong High School- Annex, Division of Caloocan City for the schoolyear 2017-2018. Also, the researcher included the perception and view of student respondents in terms of the level of effectiveness of Hands-On Minds-On activities in enhancing performance based on the pre-test and post-test mean score. In addition, perception of Science teachers, specifically. Master teachers and Department Head were taken into consideration in the assessment of the developed Manipulative as well as the challenges encountered in the implementation of developed Hands-On Minds-On activities.
The least mastered topics in school year 2015-2017 based on third quarter test item analysis were Distance, Time and Speed with No Mastery. For the result of the pre-test No mastery was posted and an increment was computed for the post-test. With this, the difference on the Levels of Computational Performance on the pre-test and post-test of Grade 7 students demonstrated a significant difference on the critical value (t-critical) thus. rejecting the null hypothesis. This implies an improvement on the learner's performance upon the intervention of the developed manipulative.
More so, on the assessment of the developed material based on the LRMDS assessment tool, the material has passes all the three criterion that is, content, other findings and design set forth, thus the material is Accepted. However, in the development and implementation of the developed manipulative, it shows that it is not durable and difficult to store. Such challenges were taken into consideration by the researcher.
Furthermore, studies show that the best way to introduce or reinforce abstract scientific concept is by using manipulative. It is small object that can be touched and move about by students in ways that enable textbook descriptions to come alive. Manipulative, according to Hartshorn and Borren,
(2010), is recommended in order to link experiential learning in classroom. The theory of experiential education revolves around the idea that learning is enhanced when students acquire knowledge through active process that engaged them. Manipulative can be the key in providing effective, active and engaging lessons in teaching science subject specifically about the abstract concepts in Physics 7 such as motion, speed and velocity.
The study covered the lesson on the third quarter competencies in Science Grade 7 physics. This includes concepts focused on Motion, involving Distance, Time and Speed. The study is limited to forty five (45) Grade 7 students at Bagumbong High School- Annex, Division of Caloocan City for the schoolyear 2017-2018. Also, the researcher included the perception and view of student respondents in terms of the level of effectiveness of Hands-On Minds-On activities in enhancing performance based on the pre-test and post-test mean score. In addition, perception of Science teachers, specifically. Master teachers and Department Head were taken into consideration in the assessment of the developed Manipulative as well as the challenges encountered in the implementation of developed Hands-On Minds-On activities.
The least mastered topics in school year 2015-2017 based on third quarter test item analysis were Distance, Time and Speed with No Mastery. For the result of the pre-test No mastery was posted and an increment was computed for the post-test. With this, the difference on the Levels of Computational Performance on the pre-test and post-test of Grade 7 students demonstrated a significant difference on the critical value (t-critical) thus. rejecting the null hypothesis. This implies an improvement on the learner's performance upon the intervention of the developed manipulative.
More so, on the assessment of the developed material based on the LRMDS assessment tool, the material has passes all the three criterion that is, content, other findings and design set forth, thus the material is Accepted. However, in the development and implementation of the developed manipulative, it shows that it is not durable and difficult to store. Such challenges were taken into consideration by the researcher.
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