INTEGRATIVE TEACHING STRATEGY IN GRADE 7 SCIENCE AND STUDENTS’ LEARNING AND INNOVATION SKILLS
Journal Title: IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL - Year 2020, Vol 2, Issue 4
Abstract
The study attempted to determine the effect of integrative teaching strategy on the learning and innovation skills of Grade 7 students of Dolores Macasaet National High School during the School Year 2018-2019.The study sought to determine the mean pre-assessment and post assessment scores, and the mean gain scores of the students in terms of learning and innovation skills; the significant difference in the mean pre-assessment and post assessment scores in learning and innovation skills of students; the significant difference in the mean post assessment scores in learning and innovation skills of students; and the significant difference in the mean gain scores of students who were exposed to integrative teaching strategies as to their learning and innovation skills. The study used an experimental design where four comparable groups were utilized as experimental groups. The following statistical tools e.g., mean, standard deviation, paired sample t-test and Analysis of Variance were employed to answer the problems raised in the study. The salient findings of the study were: the mean pre-assessment scores of the four groups of students revealed that they were in the developing and approaching proficiency stages, while the post assessment scores were in the approaching proficiency and proficient stages. The mean gain scores of students exposed to the four integrative teaching strategies revealed that there was an increase in their learning and innovation skills. There was a significant difference in the mean pre-assessment and post assessment scores in the learning and innovation skills of the students who were exposed to the four integrative teaching strategies. There was a significant difference in the mean post-assessment scores in the learning and innovation skills of the students exposed to each integrative teaching strategies. There was no significant difference in the mean gain scores of students exposed to integrative teaching strategies in terms of critical thinking, collaborating, and communicating skills, whereas there was a significant difference in the mean gain scores of students in terms of creative thinking.
Authors and Affiliations
EDELBERTO A. VERGARA, ELISA N. CHUA, Ph. D.
Keywords
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- EP ID EP691269
- DOI 10.5281/zenodo.4429495
- Views 116
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