Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is an essential ingredient to an individuals life. It may be regarded that

education as a very treasurable tool a person can possess. It is priceless as nobody can

take it away from us (Colo, et al., 2010). Without education, we can say that people

would not have their advanced knowledge and aptitude which would be of help to them

to become successful not only in their careers but also as part of the society. It would help

them in making the right decisions in life and it would give them awareness of the

environment (Colo, et al., 2010). Thus, education is the key to ones progress and at the

same time is the very foundation of an economically stable nation (Lapus, 2006).

Education to the youths should open doors for new opportunities in various fields.

It should enable them venture into new fields and explore new areas. Education must help

the youths realize their goals (Oak, 2011).

Without education, man is as though in a closed room and with education he finds

himself in a room with all its windows open towards outside world (Colo, et al., 2010).

But, in the Philippine setting, being a third world country, although education is

free and compulsory for elementary and secondary levels of public institutions (Article

XIV Section 2 of the Philippine Constitution) most students decide on or are forced to

drop out of school for various reasons such as financial instability, family problem, lack

of interest, lack of parents encouragement, prior academic failure, teachers attitude,

Page | 1
child laboring and bullying of classmates (APIS, 2004). Worse, most of out-of-school-

youth have not even experienced attending in a school.

In a survey conducted by National Statistics Office (NSO) last November 3, 2011,

there are about 6.24 million out-of-school-youth in 2010 whose age range from 6-24

years old. This survey also identified that high cost of education and lack of interest in

learning are the main reasons.

Despite the efforts of the government specifically the Department of Education

(DepEd) to bring all school-aged children to school, the number of out-of-school-youth

still upsurge.

In a study conducted by Bishnu Prasad Shrestha in 2007, he said that out-of-

school youth are a vulnerable population with complex needs. Many face dim

employment prospects and uncertain futures.

Out-of-school youth are at a much higher risk for HIV/AIDS (Hibret, 2004). This

was the result of his research conducted in Bahir Dar town.

These are the risks that OSYs are facing if they will not be educated.

Page | 2
Statement of the Problem

The general problem of the study is to determine the effectiveness of Mobile

Science Center to the Out-of-School Youth (OSY) of Orani:

Specifically, the study sought answers t the following questions:

1. What is the profile of the OSY in terms of:

1.1 Age
1.2 Level of Intelligence
1.3 Educational Attainment
2. What is the perception of the respondents to the Mobile Science Center?
3. What is the effect of the Mobile Science Center (instructional materials and

appearance of mobile science center) to the OSY in terms of:

3.1 knowledge
3.2 comprehension

Hypothesis (Null)

The Mobile Science Center specifically its instructional materials, learning

materials and appearance have no significant difference on the knowledge and

comprehension of the respondents.

Significance of the Problem

The study on the Effectiveness of Mobile Science Center to the learning of OSY

of Orani will be of great help to the following in various ways:

Page | 3
OSY.This study will facilitate the learning of out-of-school youth in Orani about certain

subject matters within the area of Science. This would help them gain knowledge and

understanding of the facts taught in public and private elementary schools.

Parents. With this study, parents will have the guarantee that their child learns practical

knowledge in the course of teaching session with the researchers. At the same time, they

will be assured that their youths propensity to engage in various vices would be reduced

as OSYs time and attention will be diverted to the Mobile Science Center.

Researchers. This study will serve as an early training for the researchers future

profession. They will be able to share their knowledge to the respondents as well as to

apply the skills they have acquired from school. It will be an opportunity for them to

meet different kinds of pupils and to use varied teaching strategies. This way, the

researchers skills can be developed.

University. The results of this study will be beneficial to the university for it can be used

as one of the extension projects of BPSU. With this, Bachelor in Elementary Education

students can be of help. It is comparable to the Summer Remedial Teaching program of

the school which was not sustained.

Future Researchers. The findings of this research study may support further researches

of similar studies that may obtain significant data here.

Department of Education. This study will also benefit the said government agency the

fact that they are concern with the rate of out-of-school youth. Since they cannot compel

these people to attend to school, they would be guaranteed that OSY will not remain

illiterate throughout their lives.

Page | 4
Scope and Delimitation

Page | 5
 This study focused on the Effectiveness of Mobile Science Center to the OSY of

Orani. It also covers how the instructional materials and the appearance of Mobile

Science Center affect the learning of the OSY.

The age of the respondents is demarcated from 7 to 9 years old. It also looked on

to selected factors that may affect the learning of out-of-school youth which are their age,

level of intelligence and educational attainment.

The list of respondents is consists of children who dropped out from school. The

researchers included only five (5) Barangays which have the most number of OSY in the

Municipality of Orani as the source of samples, based on the preliminary survey that was

conducted. The teaching time is only for fifteen minutes every lesson.

The respondents are chosen through purposive sampling----is a type of non-

probability sampling technique, where the respondents are chosen based on the criteria

set for the study.

Chapter II

Page | 6
 THEORETICAL FRAMEWORK

Review of Related Literature and Studies

Learning today takes place in many ways and it is common to think that learning

happens in school but much of human learning occurs outside the classroom, and that it is

continuous throughout our lives.

Learning is commonly defined as a process that brings together cognitive,

emotional, and environmental influences and experiences for acquiring, enhancing, or

making changes in one's knowledge, skills, values, and world views (Illeris, 2004;

Ormrod, 1995).

Even before children enter school, they learn how to walk, to talk and to use their

senses. They learn how to interact with their parents, siblings, playmates and other people

important to their world (Erikson, 1950). But certainly, much of the academic skills are

acquired inside a school through a formal education.

Learning skills can also be attained through listening and reading because it

allows children to learn not simply from their own experiences but also from the

experiences of others since people communicate via language (Piaget, 1964).

On the other hand, Vygotsky believed in his Sociocultural Theory of Child

Development, children learn better through hands-on activities than passive listening. He

stated that learning by doing is even more fruitful when children interact with

knowledgeable adults and peers.

Another way of learning is through imitation which was proposed by Albert

Bandura in his Influential Theory of Imitation where a child learns through imitation and

Page | 7
it includes four stages: attention, retention, reproduction and motivation which means

paying attention in the details, retaining all information in memory, having physical skills

and coordination, and having the enthusiasm to imitate respectively.

Nevertheless, as mentioned above, school and other institutions contribute to great

learning. Education, the system of educating people in a community or society in a

formal or informal setting and instruction has been defined in various ways.

At the age of 6-12, children must moderate their imagination and dedicate

themselves to education and to learning social skills (Erikson, 1950), indicating that this

ages are crucial for the children as it is the period where the foundation of learning

initiates.

Article XIV Section 2 of the Philippine Constitution stipulates that the state shall

establish and maintain a system of free public education in the elementary and high

school levels. Without limiting the natural right of parents to rear their children,

elementary education is compulsory for all children of school age.

Nonetheless, not all Filipinos are enjoying this privilege provided by the

government. 2002 Annual Poverty Indicators Survey (APIS) showed that the total

number of out-of-school Filipino youth were 14.7 percent or 4.84 million out of 32.96

million population aged 6 to 24 years.

In the recent survey conducted by National Statistics Office (NSO) last November

3, 2011, there are about 6.24 million out-of-school-youth in 2010 whose age range from

6-24 years old, merely eight years in a gap, it is quite alarming. The increasing number of

out-of-school youth (including the dropouts) negates government claims that education is

accessible and affordable to majority of Filipinos (Ramota, 2001).

Page | 8
 This problem is accounted to various reasons. Children dropped out of school

because of loss of interest in going to school (31%) and because they cannot afford to go

to school due to high cost of education (28%), (NSO, 2004). In 2001, the Philippine

census showed that four million or 16.2 percent of children aged 5-17 years old were

already economically active, thus leave schooling.

In the United States, research proved that dropping out is caused by low

socioeconomic status of the family, lack of books and other reading materials in the

home, level of schooling of the parent of the same gender, low grades in school, teen

pregnancy, prior academic failure (Cross, Darby, & D' Alonzo, 1990). Absenteeism,

course failure, and peer influences (Scanlon &Mellard, 2002) are also included.

Many students are discouraged to study also because of the condition of schools

(De Vera, 2001). Data from the Alliance of Concerned Teachers (ACT) showed that in the

last school year, the country was short of 39,383 classrooms, 4,125,413 seats, 9.88

million textbooks and some 49,212 teachers. A study (NYC, 1997) revealed that one in

four barangays has no elementary schools, depriving some 1.6 million children of basic

education. The ability to improve basic education rests on the ability to create strong and

capable schools (Lapus, 2010).

Dropout raises the cost of achieving a targeted proportion of the population

having some level of schooling (Hanushek, Lavy, and Hitomi 2006) yet education is the

greatest equalizer as most of the children who are left behind live in poverty and in

remote areas (Escudero, 2009).

Page | 9
 Thus, in is required in Article XIV Section 5 of the Philippine Constitution that

the state shall provide adult citizens, the disabled and out-of-school youth with training in

civics, vocational efficiency, and other skills.

At the present, technology which has reached its zenith has been playing a big role to

work out these problems.

In a research conducted by Tak Cheung Chan on the Impact of Portable

Classroom to Teaching and Learning, it was found out that portable classrooms have no

significant impact on teacher perception, teacher morale, teacher job satisfaction, student

achievement, and behavior is detected. Analysis of current studies indicates that the

impact of portable classrooms on teaching and learning is not as negative as assumed.

In 1999, 36% of schools reported that they used portable classrooms and 20%

reported that they created temporary instructional spaces, according to the National

Center for Education Statistics. Portable classrooms will most certainly continue to be

used temporarily to bridge the gap between immediate need and availability of

construction funding (Patterson, et al., 2009).

In the United States, there are approximately 300,000 portable classrooms in use.

About half of those are school owned and of unknown age. The other half are owned by

modular leasing companies and are between 5 and 6 years old on average.

Lastly, the Department of Education (DepEd, 2010)through its Palengskwela

project, continues to strengthen its Alternative Learning System (ALS) by reaching out to

out-of-school youths working as vendors in public markets where the classes usually start

at 8 a.m. and end at 4:30 p.m. at least once or twice a week.

Page | 10
Conceptual Framework

The aim of this study is to determine the effects of the mobile science center to

the learning of out-school-youth (OSY) of Orani.

Figure 1 shows the research paradigm of the study. It represents the Independent

Variables (IV) consist of the respondents profile including his age, gender and

educational attainment. IV also contains the mobile science center and its features:

instructional materials and its appearance. Dependent Variables (DV) are also presented

in the research paradigm. It includes the knowledge gain and comprehension of the

respondent.

This is anchored in use of survey questionnaire and examinations.

Paradigm of the Study

Independent Variables (IV) Dependent Variables (DV)

Respondents Profile Academic Performance of

-Age
-Level of Intelligence Grade IV-1 pupils in
-Educational Attainment
Mobile Science Center Kaparangan Elementary
-Instructional Materials
School
-Appearance of the

Mobile Science Center

Perception of

Respondents to Mobile

Science Center

Figure 1

Page | 11
Definition of Terms

Mobile Science Center. As used in this study, it refers to an innovative education

concept which is consisted of a mobile cart filled with educational materials for Science.

Out-of-School-Youth. According to www.education.com, it refers to the children of

compulsory school age who have been excused from attending school.

Age. This refers to the chronological age of the respondents at the time of study.

Educational Attainment. This indicates the highest degree obtained by the out-of-school

youth from a recognized learning institution.

Knowledge. It is defined as familiarity with something which can include information,

facts, descriptions or skills acquired through education or experience. As applied to this

study, it refers to the first level of the cognitive domain in Blooms Taxonomy.

Comprehension. This means the act of grasping the meaning or understanding. In its

operational definition, the word refers to the second level of the cognitive domain in

Blooms Taxonomy.

Appearance of the Mobile Science Center. In its operational definition, it is the outward

(physical) appearance of the mobile science center as a whole.

Learning Materials. In the field of education, it refers to a spectrum of educational

materials that teachers use in the classroom to support specific learning objectives. In the

course of this study, it covers the mobile cart and books in Science used by the

researchers in teaching the out-of-school youth.

Lesson. Is defined as a structural period of time where learning is intended to occur. As

used in this study, it refers to the subject matter taught.

Teaching strategy. This refers to the methods teachers are using to allow learners to

access information being taught by instructors. For the purpose of this study, it pertains to

Page | 12
the setting of clear and specific instructional objectives, delivery of course content suited

to the students needs. It is also the organization of lesson/topics, in a way that is suited to

students.

Page | 13
 CHAPTER III

RESEARCH METHODOLOGY

This chapter of the study presents the methods and techniques used by the

researchers in determining the effectiveness of mobile science center to out-of-school-

youth in Orani. It also discusses the population and sample, the research instrument used,

the data collection and the data processing and statistical treatment.

Research Design

The researchers used the descriptive method of research in finding the

Effectiveness of Mobile Science Center to the learning of OSY from the Municipality of

Orani. It is purposive for gathering the profile of the respondents.

Travers, as cited by Sevilla et. al. (1992) stated that the descriptive method

describes the nature of a situation as it exists at the time of the study and explore the

causes of particular phenomenon. It describes what it is and gives emphasis on what

actually exists in such as current conditions, practices, situations or any phenomena.

Likewise, Leary (2000) stated that the descriptive research is designed to describe

the characteristics or behaviors of a particular population in a systematic and accurate

fashion.

Page | 14
Research Instrument

Several instruments for gathering data were developed and utilized in this study as

follows.

Questionnaire. A locally structured questionnaire consisting of eight (8) parts

was developed by the researchers. One dealt with the independent variables of the study

which are the profile of the respondents: age, gender, address, birthday, guardians name,

number of siblings, educational attainment, learning style and reasons of dropping out

from school. The profile of the respondents will be the basis of the researchers in

choosing the topics to be taught to the respondent. The second instrument was the self-

constructed intelligence test administered to select the sample. Third is a questionnaire to

measure the perception of the respondents on the Mobile Science Center. And last is the

evaluation material used to measure the knowledge and comprehension gained after the

teaching process was applied.

Population and Sampling

The researchers used purposive sampling in which the respondents are chosen

based on the criteria set for the study.

Martinez (1994) speaks of the purposive or judgment sample as also a deliberate

sampling technique where the researcher selects a particular group or group based on

certain criteria or purposes or variables.

In this type of sample, definitely the researcher cannot infer the characteristics of

the population but may interpret data only for the sample.

Page | 15
Criteria:

(a) 7-9 years old

(b) had reached the first grade level

(c) must be an average learner

Fifty (50) out-of-school youth qualified the first and second criteria. The

researchers considered the level of intelligence of the population. In this manner, they

administered a self-constructed intelligence test which adopted the Stanford-Binnet

Intelligence Test. Thirty-one (31) out-of-school youths got the scores which fall to the

average and above average bracket, making them the sample of the study.

This self-constructed intelligence test was validated (face and content) by a

professional psychologist. It contains items which are based on the three (3)

subcategories of the Stanford-Binnet Intelligence Test: (1) picture identification, (2)

naming objects and (3) similarities.

Computation of Mean by Midpoint Method

Class Intervals
Tallies Frequency Midpoint TMidpoint
(Class Limits)
11-13 IIII 4 12 48
IIIII-IIIII-IIIII-IIIII-
8-10 27 9 243
II
5-7 IIIII-IIIII-III 13 6 78
2-4 IIIII-I 6 3 18
Total TMP=387
Table 1

Scale:

11-13- Above Average

Page | 16
8-10 - Average

5-7 - Below Average

2-4 - Poor

The researchers decided to limit the number of classes into four (4), in accordance

to the Stanford-Binnet Intelligence Test, to determine the norm or the average of scores

(which will be used to set the scale).The researchers applied the computation of mean by

midpoint method in which the obtained mean is 7.74 or 8.

Data Gathering and Procedures

To achieve the necessary data needed to complete this study, the researchers

conducted a preliminary survey to determine the barangays with the most number of

dropouts by requesting records from the District School Office and Municipal Social

Welfare and Development of Orani. Subsequently, the researchers surveyed the target

barangays and found out that most of the OSY are of ages 7-9, thus, making it the first

criterion. Then, researchers made a draft of questionnaire and presented it to the thesis

adviser for checking, revision and approval of the questionnaire. When the questionnaire

was revised and approved, the researchers went to the five (5) barangays for the profiling

of the population. The first two criteria were evaluated through this questionnaire.

An intelligence test (in adoption to Stanford-Binnet Intelligence Testing) was

administered in order to select the sample. Those who qualified as respondents were

given a pretest which will serve as the baseline of the study.

After the pretest was conducted, the researchers gave the perception questionnaire

to the out-of-school youth to see how they perceive the Mobile Science Center. After

which, researchers started to discuss the first topic with the aid of the Mobile Science
Page | 17
Center. (There is a separate session/discussion for each barangay). Every end of the

lesson, the researchers gives a formative evaluation to assess the progress in learning of

the respondents on the certain topic. A total of five (5) modules were taught by the

researchers during the course of study, before the post test was given to the respondents.

The difference on the knowledge and comprehension of the respondents after the

teaching sessions were conducted (which can be measured using the data from the pretest

and posttest) determines the effectiveness of Mobile Science Center.

Construction of the Mobile Science Center

The materials used in the construction of mobile science center were secondhand

and mostly recycled. The researchers also used lightweight materials in making the

mobile science center for its transportability. The researchers chose to make the mobile

science center spacious(5x3x2) enough to carry the teaching and learning materials

that are used in the discussions. They decided to paint the mobile science center to be

more attractive to the eyes of the OSY so it may serve as a driving force for the OSY to

attend the class.

Statistical Treatment of Data

Page | 18
 The data gathered were collated and tabulated using the format required. Specific

statistical measures were used by the researcher to ensure a reliable assessment and

interpretation of data.

Frequency count and percentage were utilized in describing the profile of the out-

of-school youth respondents in terms of age and educational attainment.

And to determine the intelligence level of the population, the mean was computed

through midpoint method. This was performed in order to get the norm of the scores and

set the scale in identifying the qualified sample.

On the other hand, the perception of the respondents on the Mobile Science

Center was measured by solving the weighted mean.

Numerical Weight Verbal Interpretation

4 3.01 4.00 Strongly Agree

3 2.01 3.00 Agree

2 1.01 2.00 Disagree

1 0.00 - 1.00 Strongly Disagree

Formula:

WM = (W) (F) / N

Where:

Page | 19
 WM = Weighted Mean

W = Weight or scale of the response

F = Number of responses within the given weight

N = Number of responses within or utilized

Determination of the effectiveness of mobile science center was carried out using

the t-test (two-tailed or dependent) since the study is about the effectiveness of mobile

science center on the knowledge and comprehension of out-of-school youths based on the

difference on the scores for pretest and post test conducted.

Chapter IV

Page | 20
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter analyzes and interprets the data gathered from the instruments in

accordance with the specific problems posted in the first chapter. The data collected, its

analysis and interpretations are presented following the sequence of the specific problems

of the study.

On the Respondents Profile

Age

As gleaned from Table 2, 14 respondents or 45.16% are seven (7) years of age and

9 or 29.03% are eight (8) years old and 25.81% or eight (8) respondents are nine (9) years

old. This revealed that there was a greater number of respondents who are seven (7) years

old. It may be deduced that these out-of-school youth lacked of intrinsic motivation to

learn.

Frequency Distribution of the Respondents According to Age

Age Frequency Percentage

7 14 45.16
8 9 29.03
9 8 25.81
Total 31 100.00
Table 2

Educational Attainment

Page | 21
 As may be observed in Table 3, in terms of educational attainment of the

respondents, 19 out of 31 or 61.29% had achieved first grade level, eight (8) or 25.81

reached second grade level and the remaining 4 respondents or 12.90% were able to

attain the third grade level.

These findings could be associated to the financial instability of the respondents

family since in the survey conducted by the researchers, it was found out that majority of

the respondents dropped out of school due to financial problems.

Frequency Distribution of Respondents According Educational Attainment

Educational Attainment Frequency Percentage

Grade I 19 61.29
Grade II 8 25.81
Grade III 4 12.90
Grade IV 0 0.00
Grade V 0 0.00
Grade VI 0 0.00
Total 31 100.00
Table 3

Perception of the Respondents to Mobile Science Center

Page | 22
 Item No. Weight Frequency N Weighted Mean
1 0 31 0
2 2 31 0.13
3 14 31 1.35
1 4 15 31 1.94

TF = 31 Total WM = 3.42

Table 4

Item No. Weight Frequency N Weighted Mean Table 5

1 0Table 5 31 0
Item No. 2 Weight 0 Frequency 31 N 0Weighted Mean
3 1 12 0 31 31 1.16 0
2 2 3 31 0.19
4 19 31 2.45
3 13 31 1.26
3 4 TF = 31 15 31 Total WM = 3.61
1.94

TF = 31 Total WM = 3.39

Table 6

Item No. Weight Frequency N Weighted Mean

1 0 31 0
2 0 31 0
3 13 31 1.26
4 4 18 31 2.32

TF = 31 Total WM = 3.58

Table 7

Item No. Weight Frequency N Weighted Mean

1 0 31 0
2 1 31 0.06
3 14 31 1.35
5 4 16 31 2.06

TF = 31 Total WM =Page
3.47 | 23
 Table 8

Item No. Weight Frequency N Weighted Mean

1 0 31 0
2 0 31 0
3 9 31 0.87
6 4 22 31 2.84

TF = 31 Total WM = 3.71

Table 9

Item No. Weight Frequency N Weighted Mean

1 0 31 0
2 1 31 0.06
3 13 31 1.26
7 4 17 31 2.19

TF = 31 Total WM = 3.51

Table 10

Item No. Weight Frequency N Weighted Mean

1 0 31 0
2 0 31 0
3 17 31 1.65
8 4 14 31 1.81

TF = 31 Total WM = 3.46

Table 11

Table 12
Item No. Weight Frequency N Weighted Mean
1 0 31 0
Item No. Weight
2 Frequency
1 31 N Weighted
0.06 Mean
1 0 31 0
3 17 31 1.65
2 0 31 0
9 4 3 13 12 31 31 1.681.16
Page | 24
9 4 19 31
TF = 31 Total WM2.45= 3.39

TF = 31 Total WM = 3.61
 Table 13

Based on the computation and result of the survey conducted, it was found out

that most of the respondents agree to the items in the perception questionnaire. The

weighted means that were obtained were all above 2.00 which imply that out-of-school

youth in Orani have a positive response towards Mobile Science Center.

Pretest and Posttest

Computation of the Difference of the Pretest and Posttest Scores

Pretest Scores Post test Scores Difference (Difference)2

27 25 -2 4
26 28 2 4
23 24 1 1
18 20 2 4
17 18 1 1
15 14 -1 1
19 21 2 4

Page | 25
16 19 3 9
12 18 6 36
21 22 1 1
22 24 2 4
25 26 1 1
20 22 2 4
13 15 2 4
11 14 3 9
13 15 2 4
14 16 2 4
14 16 2 4
15 17 2 4
19 21 2 4
21 20 -1 1
25 26 1 1
26 28 2 4
22 25 3 9
22 24 2 4
19 20 1 1
18 19 1 1
15 17 2 4
14 16 2 4
21 25 4 16
20 29 9 81
D=61 D2=261
Table 14

Solution:

Page | 26
 D
2



t = N
D2

1.967741935

61 2

31
=

261

1.967741935

= 261120.0322581
930

1.967741935

.1515782171
=

1.967741935

= .3893304729

t = 5.05

Page | 27
 p< 0.001

T.V. = 6.859

The obtained value of 5.05 is significant on the 0.001 level with the tabular value

of 3.646, df = 30. This significant difference between the pretest and posttest indicates

that the Mobile Science Center (instructional materials and appearance) is effective to the

Out-of-School Youth (OSY) in Orani in terms of knowledge and comprehension gain.

Page | 28
Documentation

The Mobile Science

Center after it was
painted.

Weslly, one of
the out-of-school
youth is doing
his task in their
discussion about
the parts of the
body.

Page | 29
 The respondents are listening for the instructions given by
the researchers before the motivation part of the lesson.

The researchers as they posed with the out-of-school youth of

Brgy. Palihan, Orani during the last session of teaching.
Page | 30
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings of the study, the conclusion that

were arrived at based on the research output, as well as the recommendations forwarded

in the light of the conclusion drawn.

The present study focused on the determining the effects of mobile science center

(instructional materials and its appearance) to the Out-of-School Youth (OSY) in Orani.

Specifically, the study sought answers to the following questions:

1. What is the profile of the OSY in terms of:

1.1 Age

1.2Level of Intelligence

1.3 Educational Attainment

2. What is perception of the respondents to the Mobile Science Center?
3. What is the effect of the Mobile Science Center (instructional materials and

appearance of mobile science center) to the OSY in terms of:

2.1 knowledge

2.2 comprehension

The sample of the study was composed of 31 respondents purposively selected

from the out-of-school youths in Orani.

Page | 31
 For data gathering purposes, the study utilized the researcher-made questionnaire

and self-constructed intelligence test in adoption to Stanford-Binnet Intelligence Test

validated (face and content) by a professional psychologist. For the pretest and post test, a

researcher-made examination was given to measure the difference. This was administered

by the researchers.

Determination of the effectiveness of mobile science center (instructional

materials and its appearance) to its out-of-school youth in Orani was carried out using t-

test (two-tailed or dependent).

Summary of Findings

Using the abovementioned statistical procedures, the major findings of this study

can be summarized as follows:

1. The profile of the respondents in terms of:

Age
Majority of the respondents are of seven (7) years of age.
Level of Intelligence
In terms of level of intelligence, 87.10% of the out-of-school youth are

average learners.
Educational Attainment
The results of the study revealed that the highest educational attainment of

the majority of the sample is first grade level.

2. Perception of the Respondents on the Mobile Science Center:

The respondents have a positive response on the Mobile Science Center

Conclusions

Page | 32
 In the light of the findings of this study, it was found out that Mobile Science

Center (instructional materials and its appearance) is effective to the Out-of-School Youth

(OSY) in Orani in terms of knowledge and comprehension gain.

This was measured through the pretest and posttest given by the researchers. The

test has items which measures the knowledge and comprehension which are the first two

levels of cognitive domain by Blooms Taxonomy.

The obtained value of 5.05 is significant on the .01 level with the tabular value of

3.646, df = 30. This significant difference between the pretest and posttest indicates that

the Mobile Science Center (instructional materials and appearance) is effective to the

Out-of-School Youth (OSY) in Orani in terms of knowledge and comprehension gain.

In conclusion, based on the findings of this study, the null hypothesis presented

was accepted.

Page | 33
Recommendations

Based on the findings and conclusions, the following recommendations are

suggested:

(1) Since the researchers had a limited time in conducting this study, it suggested that

future students to dwell with this topic find an ample time in testing the

effectiveness of this approach in learning.

(2) It is also recommended to test this program in more target areas i.e. 12 barangays

of Orani or in the entire province of Bataan, to gauge its effectiveness in various

strata of learners.
(3) Due to lack of funds, researchers were able to produce a simple type of Mobile

Science Center, thereby lack technological advancement which can be of great

help to the learning of the Out-of-School Youth especially in building motivation

upon them. Thus, providing audio and video devices is also suggested.
(4) Since the first trial of this program is relatively successful, it is proposed that

Teacher students devote at least two hours per week in teaching Out-of-School

Youth through the Mobile Science Center to help the Philippine government in

persuading the student drop-outs to go back to formal schooling.

(5) In can also be promoted that teaching Out-of-School Youth through the Mobile

Science Center be an elective course in National Service and Training Program in

tertiary school. Investing in human capital can be a better option in nation

building and economic progress.

Page | 34
Name:______________________________________Date:__________Score:_____

1. Alin dito ang ginagamit upang bumaon ang pako?

2. Alin sa mga larawan ang pinaglalagyan ng kape?

Page | 35
3. Alin sa mga larawan ang pinakamagaan?

4. Alin sa mga ito ang pinakamalambot?

5. Alin sa mga larawan ang kailangan ng mga sanggol para lumakas?

Page | 36
 6-10 Bilugan ang mga bagay na ipinakita ng mga guro.

11-15 Lagyan ng Tsek ang mga nakakain at Ekis ang hindi.

Page | 37
 ________1

_______2.

________3.

________4.

_________5.

Respondents Perception on the Features of Mobile Science Center

Name:______________________________________

Numerical Weight Verbal Interpretation

Page | 38
 4 Strongly Agree (LubhangSumasang-ayon)

3 Agree (Sumasang-ayon)

2 Disagree (Hindi Sumasang-ayon)

1 Strongly Disagree (LubhangHindi Sumasang-ayon)

SD D A SA
1. Is the color of the Mobile Science Center attractive? 1 2 3 4
(Nakaaakit ba ang kulay ng Mobile Science Center?)
2. Do you like the color of the Mobile Science Center? 1 2 3 4
(Gusto mo ba ang kulay ng Mobile Science Center?)
3. Are you fascinated with the design of the Mobile 1 2 3 4
Science Center?
(Namangha ka ba sa disenyo ng Mobile Science Center?)
4. Is the design of learning materials appealing? 1 2 3 4
(Maganda ba ang disenyo ng mga gamit sa pag-aaral?)
5. Do the learning materials in the Mobile Science 1 2 3 4
Center helps you understand the lessons?
(Naka tutulong ba ang mga gamit pang-aral na nasa Mobile
Science Center upang maunawaan mo ang mga aralin?)
6. Is the Mobile Science Center fun to look at? 1 2 3 4
(Masaya bang tingnanang Mobile Science Center?)
7. Does the Mobile Science Center encourages you to 1 2 3 4
study?
(Na-e-engganyo ka bang mag-aral dahil sa Mobile Science
Center?)
8. Have you learned a lesson from the design of the Mobile 1 2 3 4
Science Center?
(May natutuhan ka ba mula sa disenyo ng Mobile Science
Center?)
9. Are you able to utilize to learning materials? 1 2 3 4
(Nagagamit mo ba ang mga gamit pang-aral na ito?)
10. Are the school supplies provided in the Mobile Science 1 2 3 4
Center?
(Ibinibigay ba ang mga gamit pang-eskwela?)

Page | 39
Name: ______________________________________ Date:____________
Score:__________

I.Encirle the picture of a living thing and box the non-living thing.

(Bilugan ang larawan ng bagay na may buhay at ikahon ang bagay na walang buhay.)

1. 6.

2. 7.

3. 8.

4. 9.

Page | 40
5.
10.

II. Put a on the SOLID, on the LIQUID and on the GAS. Write your answer
on the space provided.

(Gumuhit ng puso kung ang larawan ay SOLID, bituin kung LIQUID at tatsulok kung
GAS. Isulat ang sagot sa patlang.)

_______11. ________16.

________12. __________17.

________13. __________18.

________14. __________19.

Page | 41
_________15. __________20.

III. Match the picture to the corresponding senses.

(Pagtapat- tapatin ang mga larawan ayon sa gamit.)

21. A. smell

22. B. touch

23. C. taste

24. D. sight

Page | 42
25. E. hearing

26. F. sight

27. G. hearing

28. H. touch

29. I. smell

Page | 43
30. J. taste

Page | 44