MOVEMENT BASED INSTRUCTION IN IMPROVING BASIC SCIENCE

PROCESS SKILLS OF GRADE 6 PUPILS

EDUC 201, Advanced Methods of Research

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus

In Partial fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Science and Technology

LEONARDO F. ZULUETA
July 2019
 Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Science is a compulsory subject in school that aims to equip students with

knowledge about nature. Thus, students are expected to have the ability to

observe, explore, and manage natural resources well and wisely. Therefore, the

success of science learning in schools can be measured from two important

aspects of the process of science and science products (Supriyatman and Sukarno

2014).

As stated in in K to 12 Science curriculum, it aims to develop scientific

literacy among students that will prepare them to be informed and participative

citizens who are able to make judgements and decisions regarding applications of

scientific knowledge that may have social, health, or environmental impacts.

Moreover, this curriculum is designed around the three domains of learning

science: understanding and applying scientific knowledge in local setting as well

as global, context whenever possible, performing scientific processes and skills,

and developing and demonstrating scientific attitudes and values.

Science process skills (SPS) as one of three mentioned domains of learning

science focuses on developing student’s skills in understanding the knowledge or

concepts, independently discovering and developing necessary facts, concepts,

and values. These skills are defined as a set of broadly transferable abilities,

appropriate to many science disciplines and reflective of the behavior of scientists.

Thus, science process skills can equip students' thinking skills. According

Karamustafaoglu (2011), as cited in the study of Supriyatman and Sukarno (2014),

SPS is divided into two groups, the basic SPS that includes observing, asking

questions, classifying, measuring, and predicting. Similarly, as stated in

NARST.org, Basic Science Process Skills include observing, inferring, measuring,

communicating, classifying and predicting. While the second group is the

integrated SPS include: identifying and defining variables, collect and transform

data, create tables, graphs, and so on. Therefore, it is a very important method in

teaching science lessons and concepts. Ostlund (1992) stated that, SPS are the

building-blocks of critical thinking and inquiry in science, cited in the study of

ERGÜL et.al, (2011).

Science content and science processes are intertwined in the K to 12

curriculum. Without the content, learners will have difficulty utilizing science

process skills since these processes are best learned in context. For this reason,

educators are encouraged to provide opportunities for the learners where they can

learn the concepts and apply the skills. Through varied hands-on, minds-on and

hearts-on activities which could develop student’s interests and intensify

motivation to actively participate in the teaching and learning process. So, the

learning approach is not solely relying on the textbooks or transferring knowledge

verbally or in written form, but also emphasizing on the process of scientific inquiry.

In this learning approach, the teacher acts as a facilitator who guides and manages

students’ learning activities so that students are able to construct necessary facts,

concepts, and new values in their lives independently (Siahaan et. al., 2017).
 As facilitators of learning, Martin (2012), cited that for effective teaching to

take place, a good method must be adopted by the teacher. A teacher has many

options when choosing a style to teach. But most importantly, teacher needs to

consider students’ prior knowledge, needs, interests, and behavior about the topic

presented. This factors will give the teacher the idea of what pedagogy will be used

in teaching a certain topic, specifically in science.

Deviating from the traditional approach in teaching science, where students

is seen sitting at a desk and listening to a teacher expound on a topic with a certain

amount of dialogue, questions, and answers which give them less physical activity

and less brain activity is being generated, is different technique of instruction

through incorporating body movement in the teaching and learning process. As

cited in the article of Susan Griss (2013) “Movement is an indispensable part of

learning and thinking,” according to neurophysiologist Dr. Carla Hannaford. This

approach is focus on providing physical activities to learners in connection to the

topics rather than listening to a lecture or just sitting in the chair.

In light to this premise, the researcher would like to study the impact of

movement based instruction approach on the scientific process skills of the

learners. In the article made by Jennifer Gonzales entitled “To Boost Learning, Just

Ass Movement,” she discussed the importance of using movement to enhance

learning and explore different ways to add movement as an instruction, including

the Total Physical Response (TPR), Tableau/Snapshot, Simulations, Songs with

Movement, Virtual and Augmented Reality, and Brain Breaks. Gonzales also give

emphasis on the tips on the application of movement in teaching. Educators should

remember not to overdo it, ask input from students, use movements for retrieval

practice and meaningful gestures matter more for young learners.

Background of the Study

The Philippines’ Grades 1-10 Science Curriculum envisions the

development of scientifically, technologically, and environmentally literate and

productive members of society (DOST). Additionally, according to the k to 12 Basic

Science Education Curriculum as stated from its conceptual framework, “Science

education aims to develop scientific literacy among learners that will prepare them

to be informed and participative citizens who are able to make judgments and

decisions regarding applications of scientific knowledge that may have social,

health, or environmental impacts.

In lined with these objectives, the science curriculum in the elementary

grades, like that for other subject areas, should be designed for all students to

develop critical basic knowledge and basic skills, interests, and habits of mind that

will lead to productive efforts to learn and understand the subject more deeply in

later grades. (Duschl et. al., 2007).

However, these goals are not reflecting on the performance of learners

because of the consistently poor performance of Filipino students in international

assessment studies and national assessment studies. According to UP NISMED

(2004), as cited in the SCIENCE FRAMEWORK FOR PHILIPPINE BASIC

EDUCATION made by DOST, studies reveal that Filipino students have low
retention of concepts, have limited reasoning and analytical skills, and poor

communication skills (they cannot express ideas or explanations of events and

phenomena in their own words). Moreover, many educators and graduate student

researchers have identified several factors behind the low performance in science

of Filipino students. These are: quality of teachers, the teaching-learning process,

the school curriculum, instructional materials, and administrative support (DOST-

SEI, 2006).

As mentioned, the teaching-learning process as cited in IGI Global, defined

as combined processes where an educator assesses learning needs, establishes

specific learning objectives, develops teaching and learning strategies,

implements plan of work and evaluates the outcomes of the instruction. Setting

standards has always been a part of the teaching-learning process in the

classroom. One of the standards that most of the educators is imposing before the

actual teaching-learning process is to sit still and behave quietly. Where most of

the times, learners have “short” attention span and easily distracted. Some

psychologists claim the typical student’s attention span is about 10 to 15 minutes

long, yet most university classes last 50 to 90 minutes. It’s natural for student

attention levels to vary according to motivation, mood, perceived relevance of the

material, and other factors (Briggs, 2014).

For this reason, the Department of Education continuously implements

innovation in science. The focus of the science Education Program of K to 12 is to

make learning meaningful to students and to improve their achievement. One

innovative way is to incorporate movement in the teaching science. As experts

says, keeping the body active promotes mental clarity by increasing blood flow to

the brain, making activity vital to both learning and physical and neurological health

(Abdelbary, 2017).

Theoretical Framework

This study focuses on movement-based instruction and developing basic

science process skills. The following theories are included to support the needed

information on the topic presented. These theories are Gardner’s Multiple

Intelligences and Kolb’s Experiential Learning.

Gardner’s Theory as cited in the article of Kendra Cherry (2019) entitled

“Gardner’s Multiple Intelligences,” was first outlined in his 1983 book "Frames of

Mind: The Theory of Multiple Intelligences," where he suggested that all people

have different kinds of "intelligences." Gardner proposed that there are eight

intelligences, and has suggested the possible addition of a ninth known as

"existentialist intelligence. These intelligences are namely; Visual-Spatial

Intelligence, Linguistic-Verbal Intelligence, Logical-Mathematical Intelligence,

Bodily-Kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence,

Intrapersonal Intelligence, and Naturalistic Intelligence.

This theory of Gardner has a foundational idea to support the study of

integrating movements in learning. As one of the eight intelligences, movements

place under Bodily-Kinesthetic, they are those who have high bodily-

kinesthetic intelligence are said to be good at body movement, performing actions,

and physical control. People who are strong in this area tend to have excellent

hand-eye coordination and dexterity. Additionally, they enjoy creating things with

his/her hands and tends to remember things by doing. Which supports that most

of the students are bodily-kinesthetic learners.

David Kolb’s Experiential Learning Theory as stated in the article of Saul

McLeod (2017) entitled “Kolb's Learning Styles and Experiential Learning

Cycle”, involves the acquisition of abstract concepts that can be applied flexibly in

a range of situations. In Kolb’s theory, the impetus for the development of new

concepts is provided by new experiences. He stated that, “learning is the process

whereby knowledge is created through the transformation of experience.” Kolb's

experiential learning style theory is typically represented by a four-stage learning

cycle namely; concrete experience, reflective observation, abstract

conceptualization, and active experimentation. He believed that effective learning

only occurs when a learner can execute all four stages of the model.

Experience in learning as given emphasis by Kolb will greatly contribute to

meaningful learning. Through various learning opportunities and educational

experiences provided by the teachers which most often requires movement will

help learners to develop learning and transform these learning to a more effective

way.
Conceptual Framework

This is the backbone of the study and it includes the presentation of the

research paradigm. The independent and dependent variable are stated in the

paradigm.

Independent Variable Dependent Variable

Basic Science Process Skills

Movement-Based Instruction

Total Physical Response 1. Observing

Songs with Movements 2. Inferring

Simulations 3. Measuring

4. Communicating

5. Classifying

6. Predicting

Figure 1. Research Paradigm

The paradigm shows the independent and dependent variable of the study.

Independent variable includes the Movement Based Instruction which is the

approach to be applied in the teaching science, specifically the three strategies to

be used in the teaching-learning process, namely; total physical response, songs

with movements and simulations. While the dependent variable includes the basic

science process skills, these are observing, inferring, measuring, communicating,

classifying and predicting. This study aims to determine the effectiveness of the

strategies in developing science process skills.

Statement of the Problem

This study aims to determine if the Movement Based Instruction will have a

significant effect to the development of Basic Science Process Skills of the Grade

6 pupils of San Isidro Elementary School through different learning ways, namely:

TPR (Total Physical Response), Simulation, and Songs with Movement.

Specifically, it seeks to answers the following questions:

1. What is the level of basic science process skills of the students in the pretest

in terms of:

1.1 Observing

1.2 Inferring

1.3 Measuring

1.4 Communicating

1.5 Classifying

1.6 Predicting

2. What is the level of basic science process skills of the students in the

posttest in terms of:

2.1 Observing

2.2 Inferring

2.3 Measuring
 2.4 Communicating

2.5 Classifying

2.6 Predicting

3. Is there significant difference among students’ level of science process skills

in the pretest and in terms of:

3.1 Observing

3.2 `Inferring

3.3 Measuring

3.4 Communicating

3.5 Classifying

3.6 Predicting

4. Is there significant difference among students’ level of science process skills

of the students in the posttest in terms of:

4.1 Observing

4.2 Inferring

4.3 Measuring

4.4 Communicating

4.5 Classifying

4.6 Predicting

5. Is there significant difference between level of science process skills of the

students in the pretest and posttest in terms of:

5.1 Observing

5.2 Inferring
 5.3 Measuring

5.4 Communicating

5.5 Classifying

5.6 Predicting

Hypothesis

There is no significant difference in the pretest scores of the three groups

students.

There is no significant difference in the posttest scores of the three groups

students.

There is no significant difference between the pretest and the posttest scores

of the students.

Significance of the Study

This research study will provide vital data about the movement-based

learning and its impact on the developing basic science process skills.

To the Students. The students will generate information about the

importance of the movement in learning. They will be aware of their strengths and

weaknesses and enjoy learning through various learning experiences integrated

with movements.
 To the Teachers. The teacher will be informed about how movement can

affect student’s learning, specifically its effect on the science process skills of the

learners. Teaching will be more effective if they know the benefits integrating

movements into the teaching-learning process.

To the Curriculum Planers/Writers. This study will give them insights on

the significance of considering movements in planning or writing curriculum.

Taking into consideration the factors affecting learning, and reviewing how

curriculum should be planned and written will benefit the learners.

To the Researchers. This study will be beneficial to the researchers in their

endeavors. It can be their source of information for their own study and can be

used f as their reference. Its result will enlighten them and come up with more

concepts and pedagogies for best learning approach.

Scope and Limitation of the Study

This study will focus on the movement-based instruction, specifically the

three strategies in relation to movement, namely; total physical response, songs

with movement, and simulations and its effectivity on the development of basic

science process skills.

This study is limited since the respondents will be the grade 6 pupils of San

Isidro Elementary School. It consists of three homogeneous section handled by

the researcher as science teacher.

Definition of Terms

Movement Based Instruction is a teaching method based on the concept

that humans learn better through movement.

Science process skills are defined as a set of broadly transferable

abilities, appropriate to many science disciplines and reflective of the behavior of

scientists.

Bodily-Kinesthetic is one the Multiple intelligences introduced by Howard

Gardner. Those who have high bodily-kinesthetic intelligence are said to be good

at body movement, performing actions, and physical control.

Total Physical Response is a method of teaching language or vocabulary

concepts by using physical movement to react to verbal input.

Songs with Movement is one of the strategies in movement based

learning. It is the combination of song and movement applied in the learning

process.

Simulation is an approximate imitation of the operation of a process or

system; the act of simulating first requires a model is developed.

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