AN ANALYSIS OF THE GRADE SIX - NATIONAL ACHIEVEMENT TEST

(NAT) PERFORMANCE IN SCIENCE OF SELECTED PUBLIC SCHOOLS

IN THE DIVISION OF CAVITE: BASIS FOR INSTRUCTIONAL
ENHANCEMENT TRAINING PROGRAM

CHAPTER 1

The Problem and Its Background

Introduction

The success of all students in science has become a priority in countries

throughout the world, as governments have increasingly realized that their economic

futures depend on a workforce that is capable in science, mathematics, and engineering

(Kilpatrick & Quinn, 2009; Duschl, Schweingruber, & Shouse, 2007). A particular focus

in policy discussions is on science in the elementary grades, where childrens early

attitudes and orientations are formed. Yet science education is particularly problematic in

elementary schools. Numerous surveys have found that elementary teachers are often

unsure of themselves in science, with little confidence in their science knowledge or

pedagogy (Harlen & Qualter, 2008).

According to the Department of Education (2012) the science curriculum

recognizes the place of science and technology in everyday human affairs. It integrates

science and technology in the civic, personal, social, economic, and the values and ethical

aspects of life. The science curriculum promotes a strong link between science and

technology, including indigenous technology, keeping our countrys cultural uniqueness

and peculiarities intact.

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DepEd (2012) emphasized that whether or not students pursue careers that

involve science and technology, the K to 12 science curriculum will provide students

with a range of competencies important in the world of work and in a knowledge-based

society. The vision of the K to 12 science curriculum is the development of scientifically,

technologically, and environmentally literate and productive members of society who

manifest skills as a critical problem solvers, responsible stewards of nature, innovative

and creative citizens, informed decision makers, and effective communicators. 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 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. Organizing the curriculum around situations

and problems that challenge and arouse students curiosity motivates them to learn and

appreciate science as relevant and useful. Rather than relying solely on textbooks, varied

hands-on, minds-on, and hearts-on activities will be used to develop students interest and

let them become active learners.

As a whole, the K to 12 science curriculum is learner-centered and inquiry-based,

emphasizing the use of evidence in constructing explanations. Concepts and skills in Life

Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of

complexity from one grade level to another (spiral progression), thus paving the way to

deeper understanding of a few concepts. These concepts and skills are integrated rather
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than discipline-based, stressing the connections across science topics and other

disciplines as well as applications of concepts and thinking skills to real life.

The National Achievement Test (NAT) is a Philippine-made standardized test

designed to determine pupils/students achievement level, strengths and weaknesses in

five key curricular subject areas at the end of the school year. The NAT was developed to

measure what pupils/students in Grade Three, Grade Six and Fourth Year know and can

do in five subject areas: Science, Mathematics, English, Filipino, and HeKaSi

(Heograpiya, Kasaysayan at Sibika) in elementary and Araling Panlipunan in secondary

level (Department of Education - National Education Testing and Research Center,

2013).

The NAT is a system-based assessment specifically designed to gauge learning

outcomes across target levels in identified periods of basic education. The NAT-Grade

Six serves as terminal exit assessment of elementary education and as measurement of

incoming first year students readiness for high school pursuant to DepED Order No. 5, s.

2005.

Students performance in the NAT shows that Science continues to be the most

difficult field of study in basic education (Barredo, 2014). Previous studies have shown

that one of the primary reasons students fail in science is because of the instructional or

teaching strategies employed by Science teachers. Studies prove the importance of

designing effective learning environments and using teaching strategies that will enhance

students improvement in science and technology classes. Creating a student-centered,

creative, and effective learning environment allows students to express themselves better
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and gives them the opportunity to understand themselves in terms of strengths and

weaknesses when they study science and technology (Gmleksiz, 2012).

Therefore, the results of this study are intended to guide the Department of

Education, science teachers and master teachers in their efforts toward the improvement

of Grade VI pupils performance in NAT Science and the quality of education in public

schools and to recommend appropriate instructional strategies for the teachers to adopt in

teaching Science.

With the current study, this aims to determine how sixth-grade elementary school

pupils in the Division of Cavite perceived science and technology courses. This study

outlines a framework to describe the variations in the perceptions of learning science,

consisting of the following features: the differences in the NAT performance of Grade VI

pupils in Science in selected public elementary schools in the Division of Cavite, and the

differences in the instructional strategies employed by Grade VI Science teachers

between high-performing schools and low-performing schools in terms of NAT

performance in Science. How to construct and conduct science course effectively and

sufficiently at the Grade VI level will also be discussed.

Theoretical Framework

The two theories that formed the framework for this study are the social

development theory and the theory of constructivism. Ojoko (2001) defined teaching as

the art and science of directing the learning process. According to him, teaching is often

viewed narrowly as a process of imparting knowledge and skills in developing attitudes.

It also entails managing instructional facilities and equipment, providing and organizing
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learning materials and resources and meeting students needs. However, Gbamanja

(2001) stated certain principles of teaching to include: planned teaching results in more

teaching; students tend to achieve in ways they are tested; students learn more effectively

if they know the objectives and are shown how to gain the ends; the teachers function in

the learning process is that of guidance to reach an objective and that pupils learn from

one another. He pointed out that the problem of stimulating students to be thrilled with

learning and gaining the zest for education that will continue for life is an elaborate task.

Furthermore, Gbamanja (2001) pointed out that the teaching profession is concerned

fundamentally with the attainment of maximum beneficial learning for the individual. It

is the teachers task to ensure that learning is efficient and effective in order for students

to discover their human potential. Having examined the basic principles of teaching, we

proceed to establish the relevance of the teachers method of teaching on student

achievement with reference to mathematics teaching.

Etukudo (2002) had pointed out that the inadequacy or otherwise of a facilitator,

instructor or a teacher as the case may be definitely produces a conspicuous effect on

both the learner and what is learned. Furthermore, two teachers can teach the same group

but the average learning outcome may vary. This shows that what is learned is a function

of what is taught. In the same vein, Manouchechri (2002) pointed out that good subject

matter knowledge alone is not enough for a teacher to teach well; they (teachers) need

adequate knowledge of how to teach to enable them perform well and give out a rich

harvest.

Invariably, methods of teaching are derived from four modes of teaching as

postulated by Gbamanja (2001). These four modes of teaching are didactic mode,
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heuristic mode, philetic mode and the guristic mode. He further explained that the

didactic is the telling mode of teaching. Activities of this mode include: lectures,

assignments, recitations and examinations. The content of this mode of teaching is

traditional subject matter. The heuristic mode involves the inquiry and discovery

methods. Here, the teacher acts as an arranger, organizing inquiry/discovery activities to

facilitate meaningful learning. Activities of this mode include organizing learners, giving

criteria, holding conferences and checking progress of students. However, the philetic

mode of teaching is the affective style and it involves the arousal of students feelings or

opinions. A philetic teacher is a friend, counselor and a parent. The teacher who

operates in this mode creates moods and a performer of things for the enjoyment of

students. All these activities are focused on the ego of the learner.

The guristic mode of instruction involves the teacher explaining his experiences

or feelings. There is no motive to teach per se; no desire to impart any of the above three

modes. From the teachers information about his own view of life, students pick out what

their lines of interest are. The guristic teacher is a good interpreter of the future. He sees

the future and imagines for the learner. His major activity involves reflective thinking.

Various methods of teaching include lecture method, discussion method,

demonstration method, project method, field trips, discovery/inquiry method, laboratory

methods, the process approach, individualized learning methods and questioning

methods. These methods of teaching are embedded in the mode of teaching enumerated

above. While method is a way of doing something or an approach adopted by a teacher to

explain a subject matter to a group of students or learners; methodology means the study

and practice of various methods of teaching and it involves all the things a teacher would
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do to enhance teaching and learning. These include different teaching methods, clear

statements of instructional objectives; learning resources, presentation skills, writing and

following a good lesson plan.

Furthermore, Aina (1982) had earlier demonstrated the importance of appropriate

method in teaching and learning when she referred to the triangle of teaching.

Constituting the triangle are the teacher, the learner and the subject matter with the

method in the middle of the triangle as the determinant factor in teaching and learning.

Each of the factors at the apexes of the triangle is very important to the selection and

development of a method. Therefore, there is no one method that could be referred as the

most effective. Rather, a good teacher considers the age of the learners and their

assimilation potentials/objective of the lesson in the selection of his method.

Ojoko (2001) identified several methods that science teachers could use in

presenting scientific information, principles and skills to the learners. These include,

discovery or inquiry method, field trip, discussion method, demonstration method and the

laboratory method. He opined that the success of these methods of teaching depends

largely on two factors the use of teaching aids by the teacher and the use of motivation

by the teacher. Alamina (2001) had defined teaching aids as all materials and devices that

a teacher would need for optimum teaching. She emphasized that teaching aids are

materials and devices that enhance teaching and learning; in some cases serve as

substitutes to reality. However, teaching aids should fit into the work of the class in a

logical and sequential manner. The use of teaching aids for a particular topic is generally

determined at the lesson planning stage.

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Instructional strategies are categorized into three approaches as stated by

Ganyaupfu (2013). These are the teacher-centered approach, student-centered approach

and teacher-student interactive approach. Each teaching approaches have a significant

impact on the students academic achievement.

Under the teacher-centered instructional strategies, students simply obtain

information from the teacher without building their engagement level with the subject

being taught. The approach is least practical, more theoretical and memorizing (Teo &

Wong, 2000). It does not apply activity based learning to encourage students to learn real

life problems based on applied knowledge. Since the teacher controls the transmission

and sharing of knowledge, the lecturer may attempt to maximize the delivery of

information while minimizing time and effort. As a result, both interest and

understanding of students may get lost. To address such shortfalls, Zakaria et al. (2010)

specified that teaching should not merely focus on dispensing rules, definitions and

procedures for students to memorize, but should also actively engage students as primary

participants.

With the advent of the concept of discovery learning, many scholars today widely

adopt more supple student-centered instructional strategies to enhance active learning

(Greitzer, 2002). Most teachers today apply the student-centered approach to promote

interest, analytical research, critical thinking and enjoyment among students. The

instructional strategy is regarded more effective since it does not centralize the flow of

knowledge from the lecturer to the student. The strategy also motivates goal-orientated

behaviour among students, hence the method is very effective in improving student

achievement (Hesson & Shad, 2007).

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This teacher-student interactive approach applies the strategies used by both

teacher-centered and student-centered approaches. The subject information produced by

the learners is remembered better than the same information presented to the learners by

the lecturer. The method encourages the students to search for relevant knowledge rather

than the lecturer monopolizing the transmission of information to the learners. As such,

research evidence on teaching approaches maintains that this teaching method is effective

in improving students academic performance (Ganyaupfu, 2013).

Ganyaupfu (2013) also emphasized that combining both teacher-centered and

student-centered instructional strategy in teaching learners is the most effective approach

that produces best student results. Interaction between the teacher and students during the

teaching and learning process encourages the students to search for knowledge rather

than the lecturer monopolizing the transmission of information to the learners. Student-

centered approach also considered as effective instructional strategy because it promotes

greater mastery of the subject than centralizing the flow of knowledge as a one way

channel from the lecturer to the student. However, compared to the two above mentioned

instructional strategies, application of teacher-centered instructional strategies produced

less significant effect in improving the students academic achievement because of the

passive role of students in the learning process. Students little or no active involvement

in the learning process could lead them score poor academic achievement results.

In light of the fact that learning is a process that involves investigating,

formulating, reasoning and using appropriate strategies to solve problems, teachers

should realize that it becomes more effective if the students are tasked to perform rather

than just asked to remember some information. A typical learning environment with a
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presentation from the course teacher accompanied by a lecture neither promotes learners

participation nor build the required level of reasoning among students. Students build a

better understanding of the main concepts more effectively when they are engaged to

solve problems during class activities (Ganyaupfu, 2013).

Conceptual Framework

This study is designed to determine the relationship between Grade VI - NAT

performance in Science and teachers self-reported instructional practices in teaching

Science to sixth grade pupils and compare the difference in the self-reported instructional

practices of teachers in teaching Science between top performing and low performing

schools in NAT.

To provide a clear conceptual understanding of the variables that will be used in

this study, the framework is translated into input-process-output model shown in Figure

1. The conceptual framework that will be used in the study is the Input-Process-Output

Model. In the IPO model, a process is viewed as a series of boxes (processing elements)

connected by inputs and outputs. The IPO model will provide the general structure and

guide for the direction of the study. Substituting the variables of this study on the IPO

model, the researcher came up with the following:

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INPUTS PROCESS OUTPUT

A. NAT performance A. Gathering of

of Grade VI secondary data on
pupils in Science NAT performance
during SY 2012- of Grade VI pupils
2013, 2013-2014, in Science Proposed
and 2014- 2015
Instructional
B. Test of significant Intervention
B. Problems difference in the SFA Scheme in
encountered by of the proposed Teaching Science
teachers in intervention scheme
teaching science in teaching science
to grade six pupils
C. Test of significant
difference in the
effectiveness
evaluation of the
proposed
intervention scheme
in teaching science

FEEDBACK

Figure 1. The Conceptual Paradigm

As shown in Figure 1, the INPUTS that will be considered for this study includes:

1) the most recent NAT performance of Grade VI pupils in Science; and 2) the

instructional practices of Science teachers in terms of: cooperative learning,

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communication and study skills, technology aided instruction, problem-based learning,

and direct instruction.

The PROCESS refers to the methods that will be used to answer the problems

posed in this study which involves the conduct of surveys with target respondents; the

gathering of secondary data on NAT performance of Grade VI pupils in Science; the test

of significant relationship between Grade VI - NAT performance in Science and teachers

self-reported instructional practices in teaching Science; and the test of significant

difference in the self-reported instructional practices of teachers in teaching Science

between high performing and low performing schools in NAT.

The OUTPUT of the study is the desired end-goal of the research work itself to

propose an Instructional Enhancement Training Program for Science Teachers and

Master Teachers.

Statement of the Problem

The main research question of this study is whether the teaching practices or

methods employed by teachers in teaching Science affect the NAT performance of Grade

VI pupils in Science. It is timely to examine the teaching methods within the context of

Science teaching in order to make applicable recommendations to Science teachers and

master teachers to improve Grade VI pupils Science learning and ultimately their NAT

performance in Science.

Specifically, this study will seek answers to the following research questions:
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1. What is the Grade VI NAT performance in Science of ten selected public

elementary schools in the Division of Cavite grouped according to high

performing and low performing schools?

2. What are the teachers self-reported instructional practices in teaching Science

to sixth grade pupils in selected public elementary schools in the Division of

Cavite grouped into:

3.1 cooperative learning,

3.2 communication and study skills,

3.3 technology aided instruction,

3.4 problem-based learning, and

3.5 direct instruction?

3. Is there a significant relationship between Grade VI - NAT performance in

Science and teachers self-reported instructional practices in teaching Science

to sixth grade pupils?

4. Is there a significant difference that exists in the self-reported instructional

practices in teaching Science between teachers belonging to top performing

and low performing schools in NAT?

5. Based on the findings, what instructional enhancement training program for

Science teachers and master teachers can be proposed to improve the NAT

performance of Grade VI pupils in Science?

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Hypotheses

The hypotheses that will be raised and tested are:

Ho1. There is no significant relationship between Grade VI - NAT performance in

Science and teachers self-reported instructional practices in teaching Science to sixth

grade pupils?

Ho2. There is no significant difference that that exists in the self-reported

instructional practices in teaching Science between teachers belonging to top performing

and low performing schools in NAT.

Scope and Limitations of the Study

The scope of this investigation will focus on the relationship between Grade VI -

NAT performance in Science and teachers self-reported instructional practices in

teaching Science to sixth grade pupils and the difference that exists in in the self-reported

instructional practices of teachers in teaching Science belonging to top performing and

low performing schools in NAT.

The study areas will cover ten public elementary schools in the Division of Cavite

composed of five public elementary schools with the highest Grade VI - NAT

performance in Science and five public elementary schools with the lowest Grade VI

NAT performance in Science The participants of this study will include randomly

selected Grade VI Science teachers in ten selected public elementary schools in the

Division of Cavite. Data will be gathered with the use of self-report survey questionnaire.

The choice of research design is based on an attempt to explain variance in

Grade VI pupils performance in NAT through instructional methods or practices of

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teachers. Within the classroom setting, the methodology of the teacher plays a crucial

role in Grade VI pupils achievement in NAT Science; however, as Walberg (1984)

explains, there are many other factors that affect NAT achievement that are beyond the

control of the teacher and the researcher. Factors such as pupils prior ability level in

Science may be intervening variables that affect the external validity of this study. Each

teaching method produced varied effects, depending on prior ability level of the pupils.

Moreover, uncontrolled circumstances, such as students intellectual capacity and

effort, family background and school facilities also may have affect students

performance in NAT Science.

Significance of the Study

The current trend in science education is to adopt instructional practices that

follow research on how students learn and achieve. Given the emphasis placed on

Science instruction, the identification of effective instructional practices in teaching

Science is important to a successful reform in science education. The study presented in

this study is important for developing a deeper understanding of how the instructional or

teaching practices used by Science teachers influence Grade VI pupils NAT

performance in Science. \

In particular, the study is important to the following:

DepEd Division of Cavite. Determining the instructional practices of teachers in

teaching science to sixth grade pupils will provide a direction for DepEd Division of

Cavite on future professional development programs with a possible emphasis on content

and instructional methods. Through this study, the Department of Education, Division of
 15

Cavite may able to devise the programs and policies to strengthen the NAT performance

of Grade VI pupils in Science to achieve quality education.

School Administration. The findings of the study may help the school

administration in planning appropriate interventions to fit Grade VI pupils needs and

provide necessary instructional aids to improve NAT performance in Science.

Science Supervisors. The result of the study may serve as the catalyst in improving

instructional methods and identify the needs that caused the weakness in achieving high

NAT performance in Science. Implementation of successful teaching strategies and other

measures necessary to obtain quality education in Science could be devised by Science

supervisors.

Master Teachers and Science Teachers. Comparing the current instructional

methods used in science classrooms by master teachers and Science teachers to student

achievement in NAT-Science will lead to an understanding of where educators align

themselves in relationship to science education reform and will provide increased

knowledge of the direction in which science educators are headed. Master teachers and

Grade VI Science teachers may find the results of the study helpful in planning and

initiating appropriate teaching strategies and intervention materials in teaching Science

inside the classroom and encourage other teachers to upgrade their methods and

techniques in the teaching-learning process so as to ensure that their pupils will received

quality science education.

Parents. The findings of the study may enhance parents active participation in

supporting the needs of their child and improve their relationship as supporters and
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partners of the school in achieving high NAT performance of their children particularly

in science.

Grade VI Pupils. This study may be a great help to Grade VI pupils. It could

give them motivation on how to cope with their difficulty and motivate them to study

hard to overcome their weakness in Science.

Future Researchers. This study may serve as reference material to students and

other researchers conducting similar study.

Definition of Terms

For the purposes of readers to have a common understanding of terms that are

used in the study, the following word or phrases are defined operationally based on how

these terms are used in this study:

Communication and study skills. A method of instruction characterized by

teaching pupils to read and study scientific information effectively and providing

opportunities for pupils to communicate scientific ideas verbally or in writing (thinking

aloud).

Cooperative learning. A method of instruction characterized by pupils working

together to reach a common goal.

Direct instruction. A method of instruction characterized by teaching through

establishing a direction and rationale for learning by relating new concepts to previous

learning, leading pupils through a specified sequence of instructions based on

predetermined steps that introduce and reinforce a concept, and providing pupils with

feedback relative to how well they are doing.

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Instructional practices. These are specific teaching methods that guide

interaction in the classroom. For this study, this refers to clusters of specific teaching

methods used in teaching Science.

Problem-based learning. Teaching through problem solving where pupils apply

a general rule (deduction) or draw new conclusions or rules (induction) based on

information presented in the problem.

Pupils / Students refer to Grade VI pupils of selected public elementary schools

enrolled for the school year (SY) 2014-2015 who took the most recent National

Achievement Test for Grade VI.

Science teachers refer to Grade VI Science teachers including master teachers

from the ten selected public elementary schools in the Division of Cavite.

School profile. This refers to the basic characteristics of the public elementary

school which includes type of school, school location, total school enrollment and

teacher-pupil ratio.

Technology aided instruction. A method of instruction characterized by using

computer software applications and/or hand-held calculators to enhance instruction.

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CHAPTER 2

Review of Related Literature and Studies

The following literatures and studies discuss the importance of instructional

practices of Science teachers and the impact it make in the performance of students in

achievement tests such as NAT, NEAP, FCAT. It also discusses the influence of the

school profile to the students achievement in achievement tests. The applicable

instructional practices, teaching strategies and instructional materials needed in the

promotion of science is also discussed. Finally, the synthesis of the literature and studies

is presented.

Local Literature

National Achievement Test - Grade 6

The National Achievement Test (NAT) is a Philippinemade standardized test

designed to determine pupils/students achievement level, strengths and weaknesses in

five key curricular subject areas at the end of the school year. In particular, it spans from

mid assessment of elementary education which falls on the third grade, and then to a

terminal exit assessment which falls on the sixth grade. The test results in NATGrade

Six can likewise serve as measurement of incoming first year students readiness for high

school (Benito, 2010).

The NAT has no passing grade or score. It uses the Mean Percentage Score

(MPS) to indicate the percentage of correctly answered items in a test. For instance, a 50

MPS would mean that an examinee correctly answered 20 of a 40item subject area test.

The computation of grades in school, however, is done very differently from the NAT
 19

(Refer to DepED Order No. 70, s. 2003, Revised Grading System for Elementary and

Secondary Schools; www.deped.gov.ph). An MPS below 75 does not mean that

pupils/students who took the test failed it. For instance, a 66 MPS in the total test would

mean that the examinees were moving towards mastery. The NAT uses a seven

descriptive equivalent of Achievement Level based on the normal curve where in an MPS

of 75 and above is a national target.

Instructional Practices in Teaching Science

Employment of teaching strategy is one of the factors involved in the learning

process of students (Aquino, 2008). In a special school that provides science and

mathematics curriculum, non-traditional instructional practices are required since the

primary aim of science curriculum is to help Filipino learners gain a functional

understanding of scientific concepts and principles linked with real life situations, and

acquire scientific skills, attitudes and values necessary to analyze and solve daily

problems (Castillo, 2006). Apart from this, development of critical thinking and problem

solving skills among students is also one of the major objectives of a special science

curriculum (Padul, 2003).

Teachers competency in using variety of instructional techniques/strategies in

teaching is the key factor to come-up with a successful implementation of a special

science curriculum (Tindugan, 2006). This is since development of order higher thinking

skills is one of the objectives of this curriculum. It is further added that in attaining the

objectives of educational experience greater attention must be given to higher-level

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knowledge outcomes such as understanding of concepts and principles, problem solving,

interpreting data and the ability to use tools of inquiry (Bauzon, 2009).

Thus, it is important that schools using science and mathematics curriculum have

teachers who are equipped and well trained to execute teaching using variety of

instructional strategies effectively used in these kind of curriculum (Castillo, 2006;

Tindugan, 2006). Furthermore, in-service training should be conducted among science

teachers to better execute effective cooperative learning in the classroom to ensure that

scientific process skills are enhanced among students (Padul, 2003).

Foreign Literature

In our 21st century world, understanding science is imperative in order for

citizens to make informed decisions about themselves and the world in which they live.

The rate of new discoveries and the development of increasingly sophisticated tools to

study our world make science a very rapidly changing subject. Since the 1930s, the

teaching of science has undergone many changes because of political, economic, social,

energy, technological, and environmental concerns. New goals for science teaching are

continuously being developed to help produce scientifically literate citizens (Martin,

2010).

A well-designed learning environment aimed at providing effective instruction

enriches learning experiences as well student performance in achievement tests. Students

should be aware of what they really need and what they should know. Therefore, students

should be provided a rich and supportive learning environment. Effective teaching

requires a combination of many factors, including aspects of the teachers background,

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and ways of interacting with others, as well as specific teaching practices. Effective

teachers care about their students and demonstrate this care in such a way that their

students are aware of it. This care creates a warm and supportive classroom environment

(Allan & Powell, 2007; Stronge, 2002). Teachers have a profound effect on student

learning. They can bring the real world to students through technology and can facilitate

teaching (Schroder, Scott, Tolson, Huang, & Lee, 2007).

Science educators are working to improve science education. Given that science is

a dynamic process and not just a body of knowledge, leading science organizations, such

as the American Association for Advancement of Science (AAAS) and the National

Research Council (NRC), stress the inclusion of inquiry-based science instruction into

school science programs and curriculum. Inquiry-based instruction helps students achieve

science understanding by combining scientific knowledge with reasoning and thinking

skills (National Research Council, 2000). Inquiry-based teaching represents a departure

from didactic or traditional methods of teaching science in which science is merely a

body of facts to be memorized (Golde, McCreary & Koeske, 2006).

Inquiry-based teaching has a persistent history as the central method of good

science pedagogy. A continuous body of evidence correlates inquiry-based science

instruction with an increase in achievement (Johnson, Kahle, & Fargo, 2006; Oliver-

Hoyo & Allen, 2005).

Local Studies

Only few studies have been conducted on the relationship between instructional

practices of Science teachers and students performance in National Achievement Test.

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In a study conducted by Castillo (2006) on the determinants of the performance of

the students in science and technology, she revealed that Science teacher should use

cooperative learning to develop and enhance both the basic and integrated scientific

process skills among students. Nonetheless, the most commonly used methods in

teaching science as revealed by her study were experimenting, reporting, demonstrations,

discussion, field trip, constructing project and using audio-visual materials.

In a more recent study of Pascual (2014) who examined if the curriculum and

instructional practices employed by a school which serves as a clinical experience and

practice sites for pre-service teachers and experimental teaching activities, known as a

laboratory school, affect the career choice of laboratory school graduates and its senior

students course preference. The findings revealed that instructional practices that engage

students to actively participate in their own learning, the teaching practices that enhance

the development of complex cognitive skills, processes used by the teachers together with

a school curriculum that emphasizes the development of Science and Mathematics, affect

the career choice of its graduates who mostly took Scientific and Professional courses.

Based on student perceptions, Science teachers are rated highest by both graduates and

students on their use of logical evidences to verify scientific problems rather than relying

on ones procedure or judgment on answers. Both Mathematics and Science teachers are

believe that they are using different teaching strategies that promote higher order thinking

skills among students.

Pascual (2014) likewise revealed that the combination of the design of the

curriculum, school activities, offered subjects and the teaching strategies employed could

be the reason why the performance of the students increased in the national achievement
 23

test (NAT). Although increased performance of students is seen, it is important to note

that as the performance of students in Math increases, their performance in Science is

decreasing. It is important to consider the interest of students are more into math subjects

than in science. Focus on the development of students interest in science should be done.

In one study about the factors affecting the NAT performance of selected second

year high school students in Santa Maria, Bulacan, Nicolas-Victorino (2011) technology,

media, and study habits are said to have a direct causal relationship to the performance of

the students in the National Achievement Test. It means that the more a value of the

independent variable increase, the more it is likely to cause favorable results. On the

other hand, there is an inverse causal relationship between the existing motivational

practices of the students family. There has been a pattern on the preferences and the

attitudes of the students of the four high schools in Santa Maria, Bulacan. Most of the

students of these four public high schools are a picture of a typical medium-sized family

from the lower to middle-lower income levels of the economic hierarchy. The

participants schools did not perform well in the 2010-2011 National Achievement

Test.for second year. Most of them are placed in the bottom half of the rankings.

Ogena, Laa, and Sasota (2010) assessed the performance of Filipino students of

Science High Schools (SHS) that participated in the 2008 TIMSS-Advanced, an

international study conducted by the International Association for the Evaluation of

Educational Achievement (IEA). TIMSS-Advanced assessed the performance of students

with special preparation in advanced mathematics and physics, who are in the final year

of secondary schooling, across countries. The advanced mathematics assessment, in

which the Philippines participated, covered the content areas of Algebra, Calculus, and
 24

Geometry. In this study, data for the Philippines was culled-out from the international

database and the performance of SHS students in advanced mathematics, as a whole and

disaggregated according to type of SHS (Philippine Science High School, S&T-Oriented

HS, Regional Science High School and Other Science High School) was compared with

that of students from other participating countries. TIMSS advanced results showed that,

in general, Philippines performed least among ten (10) participating countries in

mathematics overall and as well as in specific content areas and cognitive domains in

terms of average scale score and percent correct responses. Comparing the scale scores of

the students with the benchmark levels, only 1% of the Filipino students reached the

Advanced level. Compared to other countries, performance of students from the

Philippines in general is relatively less well, be it in general or in specific content area or

domain. However, looking at the types of Philippine HS vis-a-vis other participating

countries, PSHS seems to be competitive internationally, demonstrating higher

achievement rating in terms of average percent correct responses than other countries,

namely, Armenia, Iran, Italy, Norway, Slovenia, and Sweden in overall advanced

mathematics rating. PSHS had consistent performance across content areas. In the

cognitive domains, PSHS also seemingly outperformed other countries particularly in the

Applying and Reasoning domains, in which its performance rating surpasses almost all

countries except Russian Federation and the Netherlands.

 25

Foreign Studies

The studies have often investigated associations between student achievement and

the nature of the classroom environment and showed that the conditions of learning

environment affect students beliefs and success in science and technology classes.

The concept on the relationship between the teachers instructional strategies and

students academic achievement in Science and Mathematics were derived from the study

conducted by Akinfe, Olofinniyi and Fashiku (2012) and Daso (2013). In the study

conducted by Akinfe et al. (2012), the findings revealed that teachers instructional

strategies affect students academic performance in Biology. On the other hand, in the

study conducted by Daso (2013) on students academic achievement in Mathematics,

results revealed that there is significant relationship between the teachers method of

teaching and students performance in Mathematics.

Martin (2010) examined the relationship between teachers self-reported

preparedness for teaching science content and their instructional practices to the science

achievement of eighth grade science students in the United States as demonstrated by

TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States

representing 7,377 students responded to the TIMSS 2007 questionnaire about their

instructional preparedness and their instructional practices. The Trends in International

Mathematics and Science Study (TIMSS) is a series of international assessments of the

mathematics and science knowledge of students around the world. The correlation

analysis found a statistically significant negative relationship existed between teachers

self-reported use of inquiry-based instruction and preparedness to teach chemistry,

physics and earth science. Another correlation analysis discovered a statistically

 26

significant positive relationship existed between physics preparedness and student

science achievement. Finally, a correlation analysis found a statistically significant

positive relationship existed between science teachers self-reported implementation of

inquiry-based instructional practices and student achievement.

The data findings support the conclusion that teachers who have feelings of

preparedness to teach science content and implement more inquiry-based instruction and

less didactic instruction produce high achieving science students. As science teachers

obtain the appropriate knowledge in science content and pedagogy, science teachers will

feel prepared and will implement inquiry-based instruction in science classrooms

(Martin, 2010).

In a study of Gmleksiz (2012), he explored sixth-grade elementary school

students opinions about science and technology courses implemented at 20 elementary

schools in Elazig, Turkey. It aimed to see whether there were any statistically significant

differences among elementary students views toward importance, necessity, learning

environment of science and technology classes and teaching strategies of their science

teachers in terms of the gender variable. The results of the study showed that sixth

graders perceptions of science and technology classes differed significantly by gender.

One of the most significant conclusions to be drawn from the findings was that male

students were interested in science and technology classes more than female students

were. Male students considered science and technology classes more important and had a

more positive tendency toward learning science and technology than the female students

did.
 27

Moreover, Gmleksiz (2012) found out a significant difference was found

between the gender groups in terms of teaching strategy used in science and technology

classes. Male students found teaching strategies more effective and sufficient while

female students found them insufficient. Teaching strategy used in the classroom has a

direct influence on how a teacher manages the classroom. Teachers must design teaching

and learning strategies around students interest to improve the quality of the learning

environment. For instance, the use of inquiry-based approaches in a science classroom

leads students to understand the way science is authentically carried out. Many studies

have proved that inquiry-based science activities have positive effects on student

achievement, cognitive development, laboratory skills, and the understanding of science

content when compared with traditional approaches. It was concluded that the teachers

should implement learning strategies that will encourage female students to engage in

science and technology classes and to narrow the gap between male and female students

for participating in teaching-learning activities. The teaching-learning activities in science

and technology classes should be purposeful and meaningful. Students should be given

convincing reasons for doing the activity, and they should know what they would have

achieved upon completion of the activity. Students should not only be physically active

but also mentally active in the learning process.

Mant, Wilson and Coates (2007) evaluated a professional development program

in 32 mostly rural and village schools in Oxfordshire, England. Teachers of Year 6 (ages

10-11) in 16 schools were provided with extensive professional development intended to

increase engagement and conceptual challenge in science lessons. Sixteen control schools

were matched on prior scores on the national science exam (number of students receiving
 28

scores of 5, the top score), number of children in Year 6, and percent of students with

special needs. In each experimental school, the science coordinator and a Year 6 class

teacher participated in an extensive series of professional development sessions. The

sessions emphasized cognitively challenging, practical, whole-class science lessons.

Teachers learned to use thinking skills strategies such as regular bright ideas time

opportunities for focused discussion, positive, minus, and interesting (PMI) features of

phenomena, and big questions. Teachers were encouraged to emphasize higher-order

thinking, practical work, investigations, and purposeful, focused recording. The content

and materials used in experimental and control schools was the same, as dictated by the

National Curriculum for England. The evaluation compared Key Stage 2 science tests

routinely administered to all students in England at the end of elementary school (Year

6). The year before the experiment, experimental and control schools were nearly

identical in percent of students attaining Level 5 (E=39.6%, C=39.4%). At the end of the

study year, however, 51.4% of experimental students and 41.6% of control students

reached level 5. This difference was statistically significant at the school level (p<.05),

and was equivalent to an individual-level effect size of +0.33, with estimated Ns for each

condition of E=560, C=560.

A study by Baines, Blatchford and Chowne (2007) evaluated a cooperative

learning intervention in 21 classes in 12 London elementary schools (N=560). Students

were in Years 4-5 (8-10 years old). Control students were in 40 classes in 19 schools

(N=1027) in a different area of London. The cooperative intervention, called Social

Pedagogical Research in Group Work (SPRinG), involved students working in groups of

2-4 on a regular basis over the course of a year. Teachers participated in 7 half-day
 29

meetings, and were given manuals and lesson plans to provide a structure and examples

of cooperative work. Students were trained in cooperative skills such as listening,

explaining, and sharing ideas, and these skills were reinforced during implementation.

Pre- and posttests were constructed from items adapted from standardized tests for Year

6, simplified for younger children. They included both multiple choice and open-ended

items and emphasized interpretation of diagrams, tables, and graphs. Controlling for

pretests, the overall effect size was +0.21 (p<.01) indicating an improvement in student

achievement in Science.

Jang (2010) reported an evaluation of a collaborative concept-mapping technique

in fourth-grade science classes in Taiwan. In the experimental classes, two teachers

worked together as a team. Students (N=58) worked in small groups on activities that

emphasized creating concept maps to organize information and ideas. Students discussed

together, but then made their own learning journals and concept maps. The experiment

compared two experimental to two control classes in an 8-week study focusing on

electricity and rainbows. The matched control classes (N=56) received whole-class

instruction using the same materials and activities, but without team teaching or team

learning. The outcome measure was a school wide uniform science test ordinarily given

by the schools. Adjusting for pretests, posttest scores significantly favored the

experimental group (ES=+0.54, p<.05).

Synthesis of Related Literature and Studies

The purpose of this study is to determine if there is a relationship between

teachers instructional practices and student achievement on the sixth grade Science
 30

NAT. In this chapter, the literature regarding science teaching and instructional practices

of teachers are briefly reviewed. This also outlines some previous studies about different

instructional practices used in Science classrooms and how it impacts students learning

and student achievement. Previous findings showed the role of different instructional

practices of Science teachers in promoting students success in achievement tests.

The researcher will examine the findings of these scholars to lend empirical

support to the findings of the current study.

 31

CHAPTER 3

Methodology

Research Design

A descriptive correlational research design utilizing a quantitative method shall be

used in this study. According to Creswell (2008), a descriptive study is consists of a set of

gathered data or information, which were analyzed, summarized and interpreted along

certain lines of thought for the pursuit of a specific purpose or study. The purpose of

correlational research is to determine the relations among two or more variables. Data are

gathered from multiple variables and correlational statistical techniques are then applied

to the data. In this study, this design is chosen as it would provide the relationship

between Grade VI NAT Performance in Science and teachers instructional practices in

teaching science.

Population and Sampling

The population from which the respondents will be selected is comprised of

Grade VI Science teachers from ten selected public elementary schools in the Division of

Cavite.

The public elementary schools and the participants will be identified from the

records of the Department of Education in the Division of Cavite. The study areas will be

five high performing and five low performing public elementary schools in the Division

of Cavite which will be selected based on National Achievement Test (NAT) ranking in
 32

Science of sixth grade pupils for SY 2014-2015. The identified schools are located

different areas of Cavite under DepEd Division of Cavite.

The participating Grade VI Science teachers will come from the ten selected

schools both from high performing and low performing schools. Purposive sampling

technique will be employed in the selection of the respondents.

Respondents of the Study

The study respondents will consist of Science teachers from ten selected public

elementary schools in the Division of Cavite. In this study, respondents will be selected

using the following inclusion criteria:

1. A teacher of the selected public elementary school in the Division of Cavite

who teach Science to Grade VI pupils,

2. A teacher who have been teaching Science to sixth grade pupils since SY

2013-2014 up to present; and

3. Willing to participate and answer the questionnaire.

Research Instrument

A survey questionnaires prepared by the researcher will be used to gather the

necessary data. The instrument is intended for the Grade VI Science teachers.

The survey instrument contains two parts Part 1 Demographic Information; and

Part 2 Instructional Practices of Teachers in Teaching Science.

Demographic Information Demographic information will be gathered from self-

reported information. Respondents will be asked to indicate their age, gender, years of

teaching experience, years of teaching Science to Grade VI pupils, and rank.

 33

Instructional Practices Questionnaire. The survey on the instructional practices

of teachers in teaching Science is based on literature and studies gathered about

instructional practices used in elementary Science teaching. This section of the

questionnaire consists of 40 items which is a self-report survey about the extent to which

each instructional practice is used by the respondents. A 5-point Likert-type rating scale

will be used to indicate frequency to which each instructional practice is performed by

the respondents in teaching Science to sixth grade pupils. The responses include: (5)

always; (4) very frequently; (3) occasionally; (2) rarely; and (1) very rarely. An option of

(0) never is also provided for each item if he/she never used the practice in teaching

Science.

Validation of the Instrument

A pilot testing of the survey instrument will be conducted among science teachers

who are not included in the sample to check the reliability of the questionnaire. The main

purpose of pilot testing is to identify potential problems with the methods and to identify

and amend problematic questions and refine the questionnaire. This is to ensure that the

questions are understood by the respondents and there are no problems with the wording

or measurement.

Face and content validity will be secured via a panel of experts who will judge the

survey instruments appearance, relevance and representativeness of its elements based

on the problems posed in the study. The panel of experts will be composed of the thesis

panel members from EARIST with expertise in the area in which the instrument will be

used for measurement.

 34

Data Gathering Procedure

Prior to gathering of data, permission to conduct the study will be secured from

the Schools Division Supervisor and Superintendents in the Division of Cavite of the

schools the will be covered in this study. Thereafter, the researcher will secure

permission to conduct the study from the principals of the selected public elementary

schools. Once permission is granted, the target teachers teaching Science to Grade VI

pupils will be notified of the study.

The questionnaires will be administered to the respondents from February to

March 2016. Respondents will complete the questionnaire in approximately 10-15

minutes. Prior to completing the questionnaire, participating teachers will be given a brief

summary of the purpose of the study and will then be asked to complete the

questionnaire. The teachers will be informed that by completing the questionnaire, they

are providing their consent to participate.

Secondary data about the school profile will be obtained from the records of the

principals of the ten selected public elementary schools in the Division of Cavite. The

profile data that will be obtained include type school, school location, total school

enrollment and teacher-pupil ratio.

Statistical Treatment of Data

Data that will be collected from the demographic portion of the survey, the

Instructional Practices questionnaire will be scored and categorized. Descriptive

statistical analysis will be used to gain a better understanding of the data gathered.
 35

Firstly, descriptive statistics in the analysis of research questions 1 and 2, such as:

Grade VI NAT performance in Science and teachers self-reported instructional practices

in teaching Science.

Secondly, correlation analysis using Pearson Product Moment Correlation will be

performed to determine the relationship between Grade VI - NAT performance in

Science and teachers self-reported instructional practices in teaching Science to sixth

grade pupils as per research question 3. The confidence level of 0.05 will be the basis for

determining the significant outcomes.

Thirdly, one-way Analysis of Variance or F-test will be performed to verify the

research hypothesis as per research question 4. The F-test will assess whether there is a

significant difference that exists in the self-reported instructional practices in teaching

Science between teachers belonging to top performing and teachers belonging to low

performing schools in NAT.

Finally, interpretation and discussion will be conducted based on the results of the

analysis which will highlight the critical relationships concerning this study.
 36

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 40

Appendix 1

SURVEY QUESTIONNAIRE FOR GRADE VI SCIENCE TEACHERS

Part I DEMOGRAPHIC PROFILE

1. Name: (optional)__________________________________________________

2. Age: ___________

3. Gender: ( ) Male ( ) Female

4. Years of teaching experience in the present school: ___________________

5. Number of years of teaching Science to Grade VI pupils: _________________
6. Rank: ( ) Teacher 1 ( ) Master Teacher 1
( ) Teacher 2 ( ) Master Teacher 2
( ) Teacher 3 ( ) Master Teacher 3
 41

Part II INSTRUCTIONAL PRACTICES

Instruction: For each of the following statements, please select the choice that best
indicates the number of times you use this teaching method, given ten typical class
periods. For example, if you use this teaching method during every period, please select 5
from the scale. If you never use this method, please select 0. Place a check () on the
corresponding column that most describes your actual practice using the rating scale
below:

5 = Always
4 = Very Frequently
3 = Occasionally
2 = Rarely
1 = Very Rarely
0 = Never

INSTRUCTIONAL PRACTICE 5 4 3 2 1 0

Cooperative Learning
1. I collaborate with the whole class in finding a solution to
a science problem.
2. I allow students to engage in cooperative problem
solving.
3. I allow students to discuss solutions to scientific
problems with peers.
4. I allow students to begin homework in class with peer
assistance.
5. I pair students to work as peer tutors.
6. I reward group performance in the cooperative setting.
7. I assign students to work in homogeneous groups.
8. I assign students to work in heterogeneous groups.

Communication and Study Skills

9. I encourage students to use science vocabulary terms in
class discussions.
10. I have students describe their thought processes orally or
in writing during problem solving.
11. I require students to share their thinking by conjecturing,
arguing, and justifying ideas.
12. I give students opportunities to make oral and written
presentations in class.
 42

INSTRUCTIONAL PRACTICE 5 4 3 2 1 0
13. I encourage students to ask questions when difficulties or
misunderstandings arise.
14. I encourage students to explain the reasoning behind
their ideas.
15. I use reading instructional strategies to help students with
comprehension.
16. I provide reading guides for students to improve their
science problem comprehension.

Technology Aided Instruction

17. I have students use calculators during tests or quizzes
(given five typical test or quiz administrations).
18. I have students use computers for problem solving
instruction and experimental activities.
19. I use computers in science classes as part of their
preparation for living and working in a technological
world.
20. I use computer simulations to replace laboratory work
when laboratory work cannot be done in schools
21. I use PowerPoint presentations or computer simulations
so that students understand invisible conceptual worlds
of science through animation, which can lead to more
abstract understanding of scientific concepts.
22. I have students use computer spreadsheets, such as
Microsoft Excel, for problem solving instruction.
23. I allow students to use computers for class presentation.
24. I use computer software to provide practice
opportunities.

Problem-based Learning
25. I have students create their own rules in new problem
solving situations.
26. I draw scientific concepts from "real-life" situations.
27. I have students pursue open-ended and extended problem
solving projects.
28. I create problems from the interests of individual
students.
29. I recognize many alternative problem-solving practices.
30. I emphasize the problem solving process, rather than the
solution.
31. I anchor problem solving skills instruction within
situations meaningful to the students.
32. I encourage students to experiment with alternative
methods for problem solving.
 43

Direct Instruction 5 4 3 2 1 0
33. I grade homework to provide feedback.
34. I relate new scientific concepts to previously learned
concepts.
35. When providing feedback, I target incorrect responses
and error patterns.
36. I identify a new skill or concept at the beginning of
instruction and provide a rationale for learning it.
37. I provide a graduated sequence of instruction, moving
students from concrete to abstract concepts in defined
steps.
38. I require students to indicate a one-step-at-a-time process
in solving scientific problems.
39. I use pre-worked examples to introduce or reinforce
topics.
40. When assigning scientific work, I ensure that the
majority of the problems review previously covered
material.

Thank you very much for your participation.