ENHANCING SCIENCE COMPETENCIES OF GRADE 7 STUDENTS OF

BALUYOT NATIONAL HIGH SCHOOL VIA

WHOLE-BRAIN TEACHING

Cayabyab, Vic M.

Institute of Professional Studies

Colegio de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

March 2019

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 COLEGIO DE DAGUPAN

Approval Form

In partial fulfillment of the requirements for the degree Master in Education, the
completed practicum paper entitled “Enhancing Science Competencies of Grade 7
Students of Baluyot National High School Via Whole-Brain Teaching, prepared and
submitted by Vic M. Cayabyab and is hereby endorsed for approval.

RITCHIE G. MACALANDA, PhD

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by Vic M. Cayabyab has been approved and accepted on March 5, 2019 by the Oral
Examination Committee.

FELIZA ARZADON-SUA, EdD

Chairman

REYNALD JAY F. HIDALGO, PhD

Member

APPPROVED and CERTIFIED as a partial fulfillment of the requirements for

the degree of Master in Education- Major in Educational Leadership on March 5, 2019
with a grade of ___________.

FELIZA ARZADON-SUA, Ed.D.

Dean

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 Abstract

Vic M. Cayabyab, “Enhancing Science Competencies of Grade 7 Students of

Baluyot National High School Via Whole-Brain Teaching”, Master in Education,
Institute of Professional Studies, Colegio de Dagupan, Arellano Street, Dagupan City,
Pangasinan, Philippines, March 2019.

Adviser: RITCHIE G. MACALANDA, PhD

This study was focused on determining the effectiveness of whole-brain teaching

in enhancing the science competencies of Garde 7 students of Baluyot National High
School during the School Year 2018-2019. The study used the experimental method of
research with the achievement test as the tools in data gathering which was content
validated. The data and findings were presented in terms of percentages, frequency
counts and weighted mean scores, mean, and standard deviation. The t-test was used on
determining the significance of the difference between the post experimental achievement
of the two groups.
The post-test only control group design of the experimental method of research
was used in the study. The two groups are subjected to six weeks treatment period. The
achievement test in the form of multiple choices was the data-gathering instrument in this
study. The involved two groups: the control group and the experimental group. The
control group was taught using the conventional way of teaching while the experimental
group was exposed to the whole-brain teaching. The study revealed that the control group
scored 34.87 in the achievement test and the experimental group scored 38.53 in the
achievement test. This indicated that the experimental group performed well than the
control group. Using further statistical test, it was found that experimental group
performed better than the control group. There was significant difference between the
mean scores in the posttests of the experimental and control groups. The proposed
strategy was effective in teaching lessons in science.

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 Acknowledgment

There are a number of people without whom this thesis might not have been

written, and to whom the researcher is greatly indebted.

Dr. Ritchie G. Macalanda, researcher’s adviser, for his excellent guidance,

caring, patience, and providing me with an excellent atmosphere for doing research;

Panel: Dr. Feliza Arzadon-Sua, and Dr. Reynald Jay F. Hidalgo for their

encouragement, insightful comments, and hard questions;

Mrs. Herminigilda G. Mangisel, the researcher’s principal for extending her

support, guidance and understanding to the researcher while conducting the study;

Grade 7 students of Baluyot National High School, his respondents for their

full cooperation and active involvement in the conduct of the action research;

Researcher’s family for providing with unfailing support and continuous

encouragement throughout the years of study and through the process of researching.

This accomplishment would not have been possible without them. Thank you.

Above all, to Almighty FATHER, the researcher’s ultimate source of wisdom

and strength, for giving him the guidance and the power to fulfill this dream.

Vic Mabanglo Cayabyab

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 Dedication

I dedicate my research to my family, relatives and friends.

My sister, Kristine who always there for me

throughout my masteral studies.

Friends,

My School head,

My Colleagues,

My Students,

Above all, to our Almighty FATHER,

The Giver and source of LIFE ...

THANK YOU!

Vic Mabanglo Cayabyab

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 Table of Contents

Page
Title Page ……………………………………………………………….……. i
Approval Form ………………………………………………………………. ii
Abstract ………………………………………………………………...……. iii
Acknowledgement …………………………………………………………… iv
Dedication …………………………………………………………………… v
Table of Contents ……………………………………………………………. vi
List of Tables ………………………………………………………………… viii
List of Figures ……………………………………………………………….. ix

Chapter
1 INTRODUCTION ………………………………………….. 1
Background of the Study …………………………………….. 1
Conceptual Framework ……………………………….……… 12
Statement of the Problem …………………………….……… 13
Hypotheses …………………………………………………... 14
Significance of the Study ……………………………………. 14
2 METHODOLOGY ………………………………….….…. 16
Research Design ……………………………………..………. 16
Sources of Data ……………………………………………… 17
Instrumentation and Data Collection ………………………… 17
Tools for Data Analysis ……………………………………… 20
3 RESULTS AND DISCUSSION ……………………….…… 21
Achievement Test Scores of Students………………...……… 21
Significant Difference Between the Pre-test Mean Scores
of the Two Groups…………………………………….. 25
Significant Difference Between Pre-test and Posttest
Mean of the Two Groups……………………………… 26
Significant Difference Between the Posttest Mean Scores
of the Two Groups…………………………………….. 27
4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 29
Summary ……………………………………………………… 29
Conclusions ………………………………………….………... 31

Recommendations …………………………………………….. 32
Bibliography …………………………………………………………………. 33
Appendices …………………………………………………………………… 35
A. Letter to the Principal to Conduct a Study…………………….. 35
B. Pre-test Questions ……………………………….……………. 36
C. Posttest Questions …………………………….……………… 41
D. Table of Specifications………………………………………… 46
E. Pre-Test and Posttest Results …………………………………. 47

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 F. Computation of the Reliability Coefficient of the Teacher-
Made Achievement Test Using the Split-half Method… 49
G. Item Analysis………………………………………………........ 51
H. Documentation…………………………………………..……… 53
I. Self-Reflection…………………………………………..……… 56
Curriculum Vitae……………………………………………………………… 57

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 List of Tables

Table Title
Page
3.1 Achievement Test Scores of Control Group ………………. 21
3.2 Achievement Test Scores of Experimental Group ………… 22
3.3 Pre-test and Post-test Mean, and Gain Score of Control
Group and Experimental Group……………………. 22
3.4 Result of the T-test of the pre-test mean scores of the
two groups ………………………………………… 25
3.5 T-Test of the pretest and posttest mean of the two
groups ……………………………………………... 26

3.6 Result of the T-test of the post-test mean scores of the

two groups ………………………………………… 27

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 List of Figures

Figure Title Page

1 Paradigm of the Study ………………………………………….. 13
2 Achievement Test Scores of the Control Group ………………… 24

3 Achievement Test Scores of theExperimental Group…………… 24

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