ASSESSING THE ABILITY TO CONDUCT SCIENCE ACTIVITIES OF GRADE 9

REMEDIAL STUDENTS OF PALAWAN NATIONAL SCHOOL FOR SY. 2017-2018

By:

Alviancee C. Josol
Palawan National School
February 2018

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 ABSTRACT

Title ASSESSING THE ABILITY TO CONDUCT SCIENCE

ACTIVITIES OF GRADE 9 REMEDIAL STUDENTS OF
PALAWAN NATIONAL SCHOOL FOR SY. 2017-2018
Research Design: A Quantitative and Qualitative Research Utilizing Descriptive Cross-
Sectional Study Design
Sampling: Convenience Sampling
Data Collection: Structured interviews and direct observation
Data Analysis: Descriptive Statistics

EXECUTIVE SUMMARY:
This research study aimed to evaluate the ability of grade 9 students in conducting science
activities from different modules of different grade levels by observing each respondent’s
( )
¹ Concept Familiarity, (² ) Following Procedure, and ( ³ ) Ability to answer Questions.
For this study, a quantitative and qualitative research utilizing a descriptive cross-sectional study
design was applied. Five (5) respondents were conveniently selected that are under the science
remedial program for grade 9 students of PNS A.Y. 2017-2018. In order to perform activities in six
different grade levels, the respondents were given activity sheets for their profiles and materials
needed. Scientific activities from grade levels 4 to 9, were given ratings based on a rubric for the
respective categories. Mean ratings gathered were translated into their verbal interpretations.
As revealed in the study, the mean values gathered for the three categories during the science
activities, resulted to Good verbal interpretations. It also reflected that there is no significant
relationships between the current grade level and former grade levels for the categories namely,
Concept familiarity, Ability to answer Questions and following the procedure. The respondents also
showed interest for the subject of Science and the activities held. Although majority of them find
these activities from grades 4 to 9, moderately difficult and moderately easy yet they claimed to
understand every concept behind the activities.
The researcher therefore recommend the involvement of other grade level respondents that
undergo remedial classes for Science. Further study about the demographic features of the
respondents should be utilized and use of other abstraction tools in order to obtain other specific
information.

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INTRODUCTION
During the ancient times, the Philippines was well-known for its accumulated

knowledge and development of science and technology. Numerous experts have contributed in

different fields of science. The discoveries made by our countrymen left a significant mark that

lead to the nation’s recognition as one of the pioneers along with Mexico, India and the United

States. The rise of the Philippines represents the wide scientific and technological improvement

the country has made.

The rapid advancement of science and technology poses a significant challenge to the

entire humanity to keep up with the fast societal development rhythmically, most especially in

the third world and developing countries like the Philippines. Being in rhythmic motion does not

merely imply acquiring advance facilities and technologies but rather, the acquisition and

enhancement of knowledge and skills essential in meeting the demands of the highly competitive

and scientifically-inclined society must be given with more attention. The secret to which lies

primarily on the quality of science education is one of the fundamental concerns. Among all the

subjects being taught in elementary and high school, science is the most logical anchor for

environmental education. And in this larger area, Philippine education has suffered. This is the

reason why environmental education is deficient – its very anchor which is science is weak.

Experts from the University of Philippines argued that students from Philippines

performed poorly in mathematics and science compared to students from other nations in the

world. According to the report by abs-cbnnews.com on June 15, 2011, The Philippines ranks a

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poor seventh among nine Southeast Asian nations in the area of education and innovation,

Guillermo M. Luz, co-chairman of the National Competitiveness Council (NCC), said.

At a forum on Innovation and Entrepreneurship for a Globally Competitive Philippines,

Luz presented the disturbing results of the 2010-2011 Global Competitiveness Report of the

World Economic Forum, which showed that the Philippines only fared better than Cambodia,

among the eight Southeast Asian countries that were surveyed in the fields of education, science

and technology and innovation. In all categories, the Philippines was falling behind Singapore,

Brunei, Malaysia, Indonesia, Thailand and Vietnam.

Also, on the blog site entitled “Inspire and Fascinate with Science,” our National

Achievement Tests show that, science continues to be the most difficult field of study in basic

education in the Philippines. In the 1999-2000 National Elementary Achievement Test (NEAT),

Filipino pupils gave correct answers to less than 50% of the questions in Science (48.61%). This

score has not improved in recent years. In comparison to our science syllabus, there are fewer

topics in the science syllabi of other countries with high achievement scores in the Third

International Mathematics and Science Study (TIMSS). Here, the country have ranked

consistently among the lowest in the past years.

Tracing the date back on 2003, the Math and Science scores/ranks in the Trends in

International Mathematics and Science Study (TIMSS) of selected countries revealed that among

the 45 countries that participated in the TIMSS for eighth-grade students, the Philippines ranked

41st in Math and 42nd in Science. The nation’s score was more than 100 points lower than

Malaysia, and more than 200 points lower than Singapore, which ranked first. Among 25

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countries that joined the study among fourth-grade students, the Philippines ranked 23rd in both

Math and Science, again with scores more than 200 points lower than the first ranked Singapore.

Though some of the data being presented were dated a few years back, still, the findings

show us that Philippines was really behind in terms of science education, though we could

confidently say that our Science education is greatly improving nowadays, the fact that we still

remain poor and behind in this field is a slap in our face.

From the golden ages, the country regressed and ranked poor in terms of science and

mathematics and the state of development in the republic is quite alarming. So in order to regain

the quality of our scientific progression, we have to address the situation to its inmost roots. It

can be clearly seen that the academic performance in science of the Filipino students is the idea

being jeopardized.

Failure rates are high and deficient learning in science is commonplace at both the middle

and the secondary school levels. These shortcomings in science achievement are evident in spite

of successive reforms in science education-a frequent phenomenon consistent with what has been

observed in other international studies. The poor results in science achievement reflect a general

panorama of poor academic performance.

The findings of research studies focused that student performance is affected by different

factors, primarily, learning ability or the capacity of taking up information. According to

statistics, it also show that the lack of basic knowledge about a specified subject causes

inappropriate relation with a student’s grade level.

This observation underscores the urgent need for such a study to be conducted to find out

if indeed students’ cognitive skills is the main contributing factor for low achievement in

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science. In addition, if other factors are held responsible for academic incompetence of students

or is it mainly the insufficiency of prior knowledge about the subject, science.

RESEARCH QUESTIONS

This study aims to answer the following questions:

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

a. Age

b. Sex

c. Science final rating

d. Grade level failed

2. How did the respondents exhibit in the categories, namely, a) following procedure, b)

ability to answer questions, and c) concept familiarity, during the simulation activity?

3. Does the interest of the respondents towards science affect how they conducted the

activities?

4. Can progression of scientific knowledge throughout the grade levels observed within the

respondents?

5. Did the respondents find the activities easy to perform?

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SIGNIFICANCE OF THE STUDY

This research study helps assess the Science knowledge and capabilities of the students

who are taking up back subject classes in Science. It identifies if their understanding about the

subject is the real problem behind their failing grade or if other factors are held responsible. First,

the student respondents can personally apprehend their abilities and limitations in order to

develop their knowledge for science. Then, parents will have a better understanding about the

probability of every children's situation and could construct tactics to support their education.

The teachers can also have a better comprehension behind some of the reason and possibilities

that failing students may have, and could come up with new styles and methods that could help

their teaching. The Science department along with the Palawan National School administration

will be able to identify the areas that need further attention and create plans, in order to improve

the academic performance of students who are failing Science. Also, the Science club

organization could generate campaigns and activities that ignites the interest, engages

participation and instills appreciation for the subject of Science. This study could function as a

measurement of evaluation for the state and capabilities of the school system for reflection and

as a reference for future researchers.

SCOPE AND LIMITATION OF THE STUDY

This research will only cover selected students of the Palawan National School who

undergo Science remedial classes for Grade 9, Academic Year 2017-2018, who are taking up a

back subject in Science considering it as an inconclusive study.

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 REVIEW OF RELATED LITERATURE

In recognition of science as the fundamental force behind social and economic

development as well as a major contributor to citizenship and public understanding of scientific

issues, the country responded by giving more emphasis to science education. The importance of

scientific literacy is evident and highlighted in the learning outcome for science which, among

others, to enable students, to reason, think creatively, make logical and responsible decisions and

solve problems; and to understand the impact of science on the phenomenal technological

changes that have accompanied it and its effects on medicine and to improve the quality of life,

on industry and business and on the environment.

In analyzing student-generated solutions to enhance the academic success found that both

academic preparation of students and positive peer influences would enhance academic success

and that praise and encouragement by teachers and parents is needed to facilitate student school

work and achievement. They further affirm that student achievement seems to be associated with

occupational aspirations. Similarly, Wong, Wiest and Cusick (2002) state that student

perceptions of teacher behaviors that promote the development of student autonomy, parent

involvement, competence and self-worth were predictors of motivation and achievement. Factors

such as age and gender may also be related to attitudes concerning factors of achievement.

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 Age plays an important role in explaining cognitive achievement. King (1955) measured

the achievement of 104 pupils at the end of sixth grade, some of whom started school before and

others after reaching the age of six. Educational achievement of older pupils proved to be

significantly higher. According to the author, this is explained by greater ability of older children

to cope with the stress that school inevitably causes. Similar results were obtained by other

researchers.

Many studies show that relatively younger children encounter more obstacles to learning

and adapting to school life, e.g. they are more likely to need to repeat a year. Diamond (1983)

and Maddux (1980) found that younger children are more often placed in therapeutic or remedial

classes and are less popular with others in the class. Gredler (1980), a school psychologist, found

that some teachers stereotypically believed that the youngest pupils in a class, especially boys,

would cause problems and therefore referred them to psychologists for reasons that they would

have ignored in older children, especially girls. It seems that his claim was right, as subsequent

studies revealed that the youngest children are more often erroneously diagnosed with learning

difficulties

Science allows students to explore their world and discover new things. It is also an

active subject, containing activities such as hands-on labs and experiments. The knowledge tests

used in most of the stimulation studies reviewed consisted of items involving “definitions”,

“recognitions”, “recall”, and “direct application”. The authors continue that effects of stimulation

can instead be detected by “tests of transfer and application and concluded that it is best served

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as “experiencing programs” which give students the opportunity “to gain an intuitive

understanding of the learning goal”.

In simulation environments, the explanations consists of explanations of variables of the

domain. Students can at own will, choose to look up an explanation in which case a description

of the variable is given. Assignments are small exercises that aim to help students structure their

learning and to direct them to important phenomena in the domain. Among these are

investigations assignments which ask the student to investigate the relation between two

variables of the domain by manipulating the variables in the simulation, and prediction

assignments in which the student is asked to predict the relation between two variables in the

domain by choosing the predicted value of a variable in the simulation. Model progression

means that with every step, adding new variables to the model in the domain.

A similar type of knowledge is tacit knowledge as it is used by Wagner and Sternberg

(1985; 1986). These authors considered tacit knowledge to be “(1) practical rather than

academic, (2) informal rather than formal, and (3) usually not directly taught”. To assess tacit

knowledge, the authors, constructed a measure of work-related situations that is rated with a

scale by either its quality (value judgment) or importance.

Concepts enable us to make sense of new experiences by linking them to what we already

know. Scientific concepts are those which help to make sense of aspects of the natural and made

worlds. Scientific concepts are expressed at many different levels, from the very broad labels of

biological, physical, earth science, etc., under which they are presented in schools, to the long

lists of generalisations such as often appear in statements of standards or curricula.

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 The importance of using the correct measure of inputs “…schools are quite

heterogeneous institutions offering a diversity of inputs to specific students, and the exact

provision for individuals is often not recorded or available”. While students within the same

school theoretically face the same set of learning inputs, students have varying usage levels of

these inputs and therefore, varying performance levels. Which heightens the potential of

estimation bias.

The education production function likewise includes home learning inputs – variables

whose importance has been recognized by microeconomists but often overlooked as a result of

data limitations. The notion that family background is an important determinant of student

performance can be traced to the Coleman Report [1966], a study which reports found that the

differences in student performance has less to do with school differences and more with family

background and personal characteristics.

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 METHODOLOGY

Research Design

The study spans both qualitative and quantitative research, engaging a mixed method

approach. A descriptive cross-sectional study design was executed.

Study Site and Population

The study was conducted on students (N=5) that were selected from a population of 9th

grade pupils who had previously failed science in their former years and had to take remedial

classes for it. All of these students are under the supervision of the same mentor and considered

as 62.5% of the whole populace.

Data Collection

Direct observations were made while the respondents were under simulation exercise that

required active participation via science activities for grades 4 through 9 (six grade levels). The

said procedure involved utilization of data abstraction tools to guide the respondents and to

adhere questions to be answered in every task. The performance and answers of the respondents

were analyzed with corresponding rubric and was given a descriptive meaning. Structured

interviews with research participants and teachers were also conducted to further crosscheck the

data collected. A review of existing records from the adviser and questionnaires were also

administrated. Sessions with the respondents were also tape recorded. On the other hand, direct

measurements were governed for the remaining research questions.

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Data Analysis

The mean ratings and percentages of the observations made were assessed by the

researcher. Numerical values were given their own corresponding descriptive meanings.

In order to analyze the respondents in terms of their performance, answers and concept

familiarity, equivalent descriptive ratings were adapted. The ratings category were given their

parallel codes. The categories and respective codes are presented below:

Category Code
Excellent 5
Good 4
Acceptable 3
Questionable 2
Poor 1

Computed mean ratings for the different components were given their verbal

interpretations using the scale below:

Mean Verbal
Rating range Interpretation
4.2-4.9 Excellent
3.4-4.1 Good
2.6-3.3 Acceptable
1.8-2.5 Questionable
1.0-1.7 Poor

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 RESULTS AND DISCUSSIONS

Profile of the respondents

Table 1 presents the distribution of respondents by background characteristics, including

current age, gender, age when entered elementary, science final rating and which grade level

they failed.

Based on the table, students who participated in this study, majorly were aged 15 and two

of them are overaged for their grade level. It is quite clear that out of the total respondents in this

study, all of them are males. While for the science final rating, the respondents who obtained a

percentile value of 69, failed during their 8th grade.

Table 1. Demographic features of the respondents who are taking up remedial

classes in Science, Palawan National School, Grade 9, SY. 2017-2018 (n=5)

Demographic Feature No (%)

Age
15 3 (60.0)
16 1 (20.0)
17 1 (20.0)
Sex
Female - (-)
Male 5 (100.0)
Science Final rating
67 1 (20.0)
68 - (-)
69 2 (40.0)
70 - (-)

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 73 2 (40.0)
Grade level they failed in
7 3 (60.0)
8 2 (40.0)

Assessing the ability of the respondents to conduct Science Activities

Table 2. Distribution of following the procedure ratings under the simulation activity of

the respondents who are taking up remedial classes in Science,

Palawan National School, Grade 9, SY. 2017-2018 (n=5)

Grade Rating
Verbal
level Excellent Good Acceptable Questionable Poor Mean
Interpretation
activity No. % No. % No. % No. % No. %
4 2 (40.0) 1 (20.0) 1 (20.0) 1 (20.0) - (-) 3.8 Good
5 3 (60.0) 1 (20.0) - (-) 1 (20.0) - (-) 4.2 Excellent
6 2 (40.0) 2 (40.0) 1 (20.0) - (-) - (-) 4.2 Excellent
7 3 (60.0) 1 (20.0) 1 (20.0) - (-) - (-) 4.4 Excellent
8 - (-) - (-) 3 (60.0) 2 (40.0) - (-) 2.6 Acceptable
9 - (-) 2 (40.0) 3 (60.0) - (-) - (-) 3.4 Good

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 Table 2 shows the evaluations acquired by the students for the following procedure

category of the science simulation held. Overall, the procedures were done well, garnering a

verbal interpretation of Good. It can be observed that the lower grade level activities have higher

means, indicating that the respondents were able to comprehend the instructions better than the

higher grade level activities. This reflects that the level of understanding required for these

activities were lower in these areas so they were able to assess it properly. Although the lowest

activity level, grade 4, also earned a low mean value. As the means were poor, it progressed

earning a merely constant high value which dropped and rose again. The results for their

previous year was noticeably the lowest, indicating that the respondents were not able to recall

their former lessons.

Table 3. Distribution of concept familiarization ratings under the simulation

activity of science remedial students participating the study, Grade 9,

Palawan National School, SY. 2017-2018 (n=5)

Grade Rating
Verbal
level Excellent Good Acceptable Questionable Poor Mean
Interpretation
activity No. % No. % No. % No. % No. %
4 - (-) 3 (60.0) 2 (40.0) - (-) - (-) 3.6 Good
5 1 (20.0) 1 (20.0) 3 (60.0) - (-) - (-) 4 Good
6 - (-) 1 (20.0) 4 (80.0) - (-) - (-) 3.2 Acceptable
7 - (-) 2 (40.0) 3 (60.0) - (-) - (-) 3.4 Good
8 - (-) 1 (20.0) 4 (80.0) - (-) - (-) 3.2 Acceptable
9 - (-) 1 (20.0) 4 (80.0) - (-) - (-) 3.2 Acceptable

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 Table 3 shows the assessment obtained by the students for the concept familiarization

classification of the science simulation held. As observed, the lower grade level activities have

higher means, this shows that the respondents were able to remember the concepts behind the

Grade Rating
Verbal
level Excellent Good Acceptable Questionable Poor Mean
Interpretation
activity No. % No. % No. % No. % No. %
4 - (-) 3 (60.0) 2 (40.0) - (-) - (-) 3.6 Good
5 1 (20.0) 3 (60.0) 1 (20.0) - (-) - (-) 4 Good
6 - (-) 2 (40.0) 3 (60.0) - (-) - (-) 3.4 Good
7 - (-) 3 (60.0) 2 (40.0) - (-) - (-) 3.6 Good
8 - (-) 2 (40.0) 1 (20.0) 2 (40.0) - (-) 3 Acceptable
9 - (-) - (-) 3 (60.0) 2 (40.0) - (-) 2.6 Acceptable
activities better than those on the higher grade level activities. This means that the level of

comprehension needed for these ranges were lower so the respondents were able to give off

pleasing results. As the results became higher at the start, the mean value fell, rose, and dropped

once again. It can also be seen that the respondents performed poorly on their present years,

which indicates that there is a deficiency on the ability to recall recent lessons. All in all, the

general average obtained earned a verbal interpretation of Good, which reflects that even with

low mean value obtained, their familiarization are still considered well.

Table 4. Distribution of ability to answer ratings under the simulation activity of the

respondents who are taking up remedial classes in Science, Palawan National School,

Grade 9, SY. 2017-2018 (n=5)

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 Table 4 shows the evaluations attained by the students for the response category of the

science activities held. The respondents exhibited a performance that translated into an

interpretation of Good, generally. The mean values earned by the study participants gradually

rose, dropped, increased and progressively fell along with the grade level’s movement upwards.

It can be observed that the previously tackled levels earned decreased ratings compared to the

lower grade levels.

Progression of the respondents within the grade levels in the simulation activity

Table 5. Significant relationships between the current grade level

of the respondents and their former years within the science activities

T-test within grade level

Category
G4:G9 G5:G9 G6:G9 G7:G9 G8:G9

Performance 2.18 2.22 2.2 2.26 2.14

Concept Familiarization 2.16 2.2 2.14 2.14 2.14
Response 2.14 2.16 2.16 2.14 2.16

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 Table 5 provides the presence of significant relationships between the current grade the

respondents are in, grade 9, and various former grade levels. The t-values was compared with the

critical value of 2.14 and 2.98 both 0.05 and 0.01 level of significance, respectively.

Relationships obtained between the students’ performance, concept familiarization and response

categories with the said variables were low but significant which individually reflected the

acceptance of the null hypothesis. Therefore, there is no significant difference between the

attainment of respondents with current and previous grade levels in the simulation activity. These

result suggests that there might be no intellectual development during the grade advancements

made by the respondents, that the information contained remained stagnant within their years of

learning.

Attitude of the respondents towards science

Table 6. Distribution of attitude toward science responses of the remedial students

participating the study, Grade 9, Palawan National School, SY. 2017-2018 (n=5)

Response No (%)
Interested in Science
Yes 5 (100.0)
No - (-)
Interested in the Science activity
Yes 5 (100.0)
No - (-)

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 Table 6 shows the responses obtained reflects that the respondents were indeed interested

with both the subject of Science and the Science activities made. The participants also responded

that they find the subject interesting, informative and helpful, some even considered it as their

favorite subject. While majority of the respondents, reasoned out that they are interested

regarding the activities because they discovered new things that are useful and because they got

to mix different chemicals. The interest rate provided by the students earned a positive value

whereas no contradictions can be seen.

Personal views of the respondents regarding the activity

Table 7. Distribution of personal view regarding the activity of the remedial students

participating the study, Grade 9, Palawan National School, SY. 2017-2018 (n=5)

Response No (%)
Difficulty of the activity
Easy - (-)
Moderate 4 (80.0)
Difficult 1 (20.0)
Understands the concept
Yes 5 (100.0)
No - (-)

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 Table 7 shows that majority of the respondents find the activity moderately difficult and

easy yet most of them understands the concept behind every activity. According to the

respondents, they consider the activities moderate because some of it were easy if the procedures

were understood and followed yet some of it were difficult to understand. All of them responded

that they understood the concepts behind it before they proceed to perform the activities.

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 SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of findings

As revealed in the study, the mean values gathered for the three categories during the

science activities, resulted to Good verbal interpretations. It also reflected that there is no

significant relationships between the current grade level and former grade levels for the

categories namely, Concept familiarity, Ability to answer Questions and following the

procedure. The respondents also showed interest for the subject of Science and the activities

held. Although majority of them find these activities from grades 4 to 9, moderately difficult and

moderately easy yet they claimed to understand every concept behind the activities.

Conclusions

The researcher therefore concluded that the respondents possesses a high interest

regarding the subject of Science and the activities conducted yet there results were relatively

low. The following of the procedure shown by the respondents contained higher values than the

ability to answer the questions next to the concept familiarity. These indicates that they are able

to perform but has a hard time conveying the proper message contained by the lessons. It also

concluded that there might be no progression of scientific knowledge throughout the years.

Recommendations

The researcher therefore recommend the involvement of other grade level respondents

that undergo remedial classes for Science. Further study about the demographic features of the

respondents should be utilized and use of other abstraction tools in order to obtain other specific

information.

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 BIBLIOGRAPHY

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Hammond, L. (2001 ). Notes from California: An anthropological approach to urban science

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Harbison, Ralph and E. Hanushek [1992] Educational performance of the poor: lessons from
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 APPENDIX 1

Questionnaire Date: _____________________

Name:________________________________________________________________

Section: _______________________________ Gender: ________ Age: ________

1. Are you interested in Science? (Interesado ka ba sa asignturang “Science”?)

2. Were you interested with the activity done? ( Naging interesado ka ba sa iyong ginawang
aktibidad? )

3. Do you find the activities easy to perform? ( Naging madali ba para sayo ang mga
ipinagawang siyentipikal? )

4. Do you understand the concept behind the activities? ( Naintindihan mob a ang konsepto na
nais ipaliwanag ng mga gawain? )

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