Improving the teaching of science 4 through integration of inquiry oriented materials and blended approach

Date of Publication

4-2024

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Socorro E. Aguja
Analyn N. Tolentino

Abstract/Summary

The COVID-19 pandemic has impacted educational institutions, prompting a shift in instructional delivery. Over two consecutive school years (2020-2022), schools and universities implemented online distance learning supported by learning applications. However, studies indicate low student engagement and compliance with school activities in this set-up, which has affected their learning outcomes. To address these challenges and facilitate the transition to onsite learning, modifications in teaching strategies are necessary.

This study integrates Inquiry-Oriented Materials (IOM) and a Blended Approach (BA) in Grade 4 science classes to recapture student interest and participation while enhancing their scientific inquiry skills. The study employed a mixed-method approach, incorporating both quantitative and qualitative data. Results showed that students’ engagement, scientific inquiry skills, and conceptual understanding in science significantly improved after the intervention. Moreover, students expressed positive feedback regarding IOM and BA, as these approaches supplements their learning and understanding of the lessons. The findings of the study can serve as a reference for improving science teaching to support students’ engagement, and development of their scientific inquiry skills.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Blended learning; Science—Study and teaching (Elementary); Inquiry-based learning

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