Chapter 1

The Problem

Introduction
The repertoire of strategies of a teacher in delivering daily lessons in
school matters most. Teachers sometimes fail to consider learners way of
learning and allowing to be trapped on conventional ways of teaching things.
In dealing about strategies in teaching, the philosophy of the teacher which he
believes to be effective serves as a framework of doing his part inside the
classroom. Anyways, all our efforts in teaching can be mirrored from the
performance of our pupils and the way they use their learnings in day to day
life.
Science as a subject in school is a factual discipline which includes
terminologies and activities that require deeper understanding and meaningful
introduction for the matter of retention. It is very impossible for teachers to
teach science concepts by just having a chalk and talk teaching strategy. There
are a lot of available teaching strategies that would involve not just pupils
sense of hearing but also their sense of sight, taste, smell and touch. Using of
available technology may also do. However, in the levels of cognitive
development presented by BloomUPDATE, filling the mind of the pupils by

knowledge is not enough. One should lead them to evaluate and create a model
based on what is in the mind. This would possibly give a railway for teachers
and pupils to create meaningful experiences that are not drastic and could be
easily remembered on the part of the pupils.
It is too much in a science class that we only allow pupils to imagine
everything that we are saying. You have heard perhaps on teaching science
through the use of models. The teacher might use the model for the good of
classroom discussions or a model is later be developed by the learners after the
introduction if a certain concept. The modeling method of instruction fixes
many weaknesses of the traditional lecture-demonstration method, including
the division of knowledge, pupil inactiveness, and the persistence of
inexperienced beliefs about knowledge of the world. From its inception,
modeling instruction program has been concerned with reforming elementary
science teaching to make it more clear and student-centered, and to
incorporate the computer as an essential scientific tool. Models would help
learners remember things easily since the models will allow them to learn
through their own experiences.
The researcher found out that there is really a need to conduct a study
on the way science lessons is introduced inside the classroom. For how many
years of looking and making professional interpretations at the results of

National Achievement Test, it is noticeable that the majority of the mean

percentage scores of schools all over the Philippines are below national
standards, specifically in Science. For the past three years, records shows that
Malaybalay City Division scored ..The researcher made a purposive root
cause analysis and found out that the flagging mean percentage score of
Philippine schools in Science is somewhat caused by the way teachers teach
the subject (Data support). Teachers also noticed that pupils are performing
low on science periodical tests, quizzes, and even in recitations especially on
science lessons in which technical terms are plenty. Topics like human body
systems, environmental science, and some introductory topics on physics and
chemistry were included in the least mastered skills based on the assessment
of National Achievement Test.
Because of these emerging problems, the present study is conducted in
order to give aid to teachers in teaching science lessons in their classrooms
more meaningful, worth remembering, and challenging with the use of modelbased science teaching and learning. This study would give teachers the
upshots of teaching science with the use of model or having the model as the
output of the pupils.

Framework of the Study

This study is anchored from the point of view of constructivist theory

which states that children construct new knowledge and interpretations of
things learned by applying their current knowledge structures to new
experiences and modifying them accordingly and teachers serve as facilitators
of learning with knowledge on inquiry-based teaching and construction of
models and aids of teaching (Piaget, 1960). The concept was also strengthened
by Gage & Berliner (1992) who emphasized that the use of models as learning
aides has two key benefits. First, models provide "correct and useful

Model-based
Science Teaching
(Teaching Science

Pupils

using models and

Performance

motivating pupils
to construct
models)

Figure1. The conceptual model of the study.

representations of knowledge that is needed when solving problems in some

particular domain and in understanding ideas". Second, a model makes the
process of understanding a domain of knowledge easier because it is a visual
expression of the topic.
Figure 1 illustrates the parameters of the study. It presents first the
introduced strategy in tackling science lessons which is the model-based
science teaching. With the lagging performance of pupils in the National
Achievement Test and even in their performance in science as one of the

schools main discipline, an academic intervention is important to patch these

loop holes. Looking at the least mastered competencies of pupils, majority falls
on concepts with a lot of processes and terminologies such as body systems
ecological and environmental processes.
Model-based science teaching is one of the strategies in introducing
science lessons. Models are very powerful bridges that make unfamiliar
phenomena seem more relevant in science education and it is necessary to
argue the degree of their usefulness rather than whether they are right or
wrong. Models are powerful teaching and learning tools. Adequate pedagogical
content knowledge by teachers is very important. Teachers always need some
tools particularly in science. Many scientific concepts are difficult to explain,
and sometimes impossible to demonstrate. Teachers who have adequate
pedagogical content knowledge use certain models in their explanations
depending on the childrens cognitive levels.
Model-based science teaching is the same with other teaching strategies
in which quality of teaching and learning is the main concern. Teaching with
models and allowing pupils construct models as facilitated by the teacher may
boost pupils interest towards science and may improve their performance in
schools and even on their performance in the National Achievement Test.

Statement of the Problem

This study assessed the impact of using model-based science teaching
which focuses on teaching science with the use of models and motivating
learners to create models in improving performance of pupils in taking in
science concepts and skills in school. This was conducted in the Division
Malaybalay City specifically at San Roque Elementary School of Malaybalay
City District VIII during the school year 2016-2017.
Specifically, this study answered the following questions:
1. What is the performance of pupils employed with model-based Science
teaching?
2. What is the performance of pupils without employing model-based
science teaching?
3. Is there a significant difference of pupils learning outcome using a
model-based science teaching?

Significance of the study

The findings from this study would be very significant to the teachers,
pupils, school administrators, the Department of Education, and to the
parents.
The teachers could use the findings of this study as their basis of
enriching teaching and deliberation of science lessons using model-based
science teaching. This would give ideas to teachers on how to design, construct,
and to use appropriate models for a certain concept.
The pupils who are the direct beneficiaries of teaching success would be
benefitted because they will be given the chance to improve their performance
through meaningful experiences as perceived by their senses and able to
construct a model that would reinforce their learning.
The school administrators would have research-based information on the
teaching of Science. This would serve as basis for planning in-service trainings
for teachers to improve the proficiency in teaching science and able to raise
performance of pupils in Science and even raising mean percentage score of
Science in National Achievement Test.
The Department of Education could use the findings of this study as
basis for planning and strengthening programs of the department in honing
teachers capability in teaching science through the use of models.

The parents would be benefitted especially when their children are really
learning triggered by the use of model-based science teaching and are able to
construct their own interpretation of what they have learned through
constructing

their

own

models

in

mind.

..
Delimitation of the Study
This study was delimited on the impact of model-based Science teaching
on the performance of pupils on Science in San Roque Elementary School of
Malaybalay City District VIII specifically grade six pupils for the school year
2016-2017.
It focused on the effect of model-based science teaching on the
performance of pupils in Science. The researcher gathered data through
triangulation. This was done in order to acquire the exact voice of the
customers, impressions and the actual changes of performance of pupils upon
employing model-based Science teaching if there are.

Definition of Terms
To achieve better understanding of the terms used in this study, the
following are defined theoretically and operationally as used in this study.

Model-Based Science Teaching. Model-based science teaching refers as a

strategy of using models in teaching science lessons more comprehensible to
learners (Huddle, White and Rogers, 2000). As used in the study, it refers to
making models as teaching aids and motivating children build models based on
learned facts.
Pupils Performance. Pupils Performance is defined as an output of In
As used in the study, It refers to pupils ability after an instruction is done.

Chapter 2

Review of Related Literature and Studies

This chapter presents the review of literature and related studies on the
use and of model-based Science teaching and its impact on the improvement of
performance of pupils in school on the said subject.
Science education is regarded as the progress of childrens science. It
does not mean that science education aims to develop childrens views
excellently almost the same as scientists views. Somewhat, it aims to acquire a
clear scientific perspective which he understands, appreciated, and can relate
to the environment in which he lives and works (Gilbert, Osborne and
Fensham, 1982). In the constructivist perspective, using models in teaching

and creation of models by pupils are the key points. Teachers require that we
turn our attention by 180 degrees and we must turn our back on any idea of
all-encompassing models which may describe nature. Every learner has the
capacity to create his or her own model to explain nature. If we accept the
constructivist position, we are inevitably required to follow a pedagogy which
argues that we must provide learners with the opportunity to: a) interact with
sensory data, and b) construct their own world (Hein, 1991).
Science models serve as representations of scientific concepts that could
possibly make scientific ideas more comprehensible to learners (Huddle, White
and Rogers, 2000). Furthermore, modeling requires the teacher or pupils to
create associations between the model and the reality that is being modelled.
Previous research has indicated that students appreciation of models is limited
and nave (Grosslight, Unger, Jay and Smith, 1991). However, to understand
why models are advantageous to learning science, it is necessary to look at how
models are used and how students perceive the models.
Using models in classrooms for scientific instruction brings a new and
interesting way of introducing science ideas. Pupils tend to be more active when
their senses are able to perceive the concepts that you are trying to convey on
them (Gilbert, 2004). He further added that scientific models as simplified
depictions of a reality as observed, produced for specific purposes, to which the

abstractions of theory are then applied. Likewise, models serve as explanatory

tools or for us teachers; technically we call them instructional materials or
teaching aids. Treagust, Chittleborough and Mamiala (2004) emphasized that
the use of models includes being a descriptive or explanatory tool; using the
model to discuss and test ideas, make predictions, formulate hypotheses and
increases the percentage of pupils ability to remember things discussed by the
teacher. Additionally, models can be used to encourage students to analyse and
evaluate scientific ideas. However, using a model may not be enough to ensure
that the students have an appreciation of their role, purpose and limitations.
When using model-based teaching, students need to have a good knowledge of
the model itself, and also be familiar with the connections between the model
and the academic target. In addition, models have been described in a variety
of ways, but consistent among them is that science models are representations
that serve to describe, explain, or predict (Driel & Verloop, 1999).
Gilbert (2004) described four different categories of models: a consensus
model- a recognized model which tested by scientists and socially approved
upon; a teaching model- a model utilized in explaining something; an expressed
model - the personal interpretation of pupils understanding of the phenomena
in words, actions or writing and a mental model- the personal internal
understanding of the phenomena being discussed.

Other research has indicated that teachers recognise the importance of

models in learning (Savec, Vrtacnik, Gilbert and Peklaj, 2006; Van Driel and
Verloop, 2002). Students representational competence is a necessary skill that
is developed through modelling and practice (Kozma and Russell, 2005) and
teachers can play a significant role.
Models

can

represent

countless

occurrences

including:

objects,

abstractions, systems and parts of systems, entities, and relationships among

entities, an event, a behavior, and a process (Gilbert, 2004). Further, models
are used in science as results of investigations, frameworks for investigations,
and tools for predictions and testing. In the study by Schwartz & Lederman
(2005, 2008), knowledgeable scientists described models as mathematical,
physical, analogical, or mental constructs that explain or organize observations
that then enable prediction and testing through further observation; simplify a
complex phenomenon or renders an abstract concept visible; and provide a
framework for guiding further investigation.
One study of middle and high school students conceptions of models
indicates that students have limited exposure to scientific models in their
schooling, and they have a difficult time relating to science concepts since
teachers use imagination strategy in teaching science. This would cause low
retention on the part of pupils (Grosslight et al., 1991).

Models have been used extensively in educational psychology to help

clarify some of the answers researchers have found that might shed light on
some questions in life. Gage and Berliner (1992) found out that students who
study models rather than a lecture may recall as much as 57% more on
questions concerning conceptual information than students who receive
instruction without the advantage of seeing and discussing models. Alesandrini
(1981) came to similar conclusions when he studied different pictorial-verbal
strategies for learning.
Dewey (1950) also stressed up that educators have to accept the idea
that learners need to be active, that in order to participate in learning we need
to engage the learner in doing something, in hands-on involvement, in
participatory exhibits and programs. But the more important point is the idea
that the actions which we develop for our audience engage the mind as well as
the hand. Not all experiences are educative, this does not mean that they
necessarily have to be complex but they do need to allow the participants to
think as they act. Dewey also included his observation on children cutting
cardboards and constructed an inclined plane. The mind is moving and the
hands are creating their own perspective of what is the thing as they perceived.
Chapter 3

Methodolgy

This chapter presents the research procedure to be used in

collecting the necessary data for the study. It describes the research design,
research

locale,

subject-respondents,

sampling

procedure,

research

instrument, data gathering procedure, administration of the instrument, and

treatment of data. This study used the descriptive method. The primary data
was obtained with the use of two sets of researcher-made evaluation tools
which would assess performance of pupils in science. Evaluation tools were
supplemented by a focus group discussion to obtain the voice of the customers
and observations as means of drawing inferences and conclusions.
Research Locale
This study was conducted at San Roque Elementary School of
Malalaybalay City District VIII in the Division of Malaybalay City. The
population of the school is one hundred sixty-seven. It is located at Barangay
Sinanglanan, Malaybalay City. The school has 7 teachers who are ready to fulfil
the needs of pupils in school.

Participants of the Study

The participants of the study were 26 grade six pupils of San Roque
Elementary School for the school year 2016-2017. It is noted that 14 of them
were boys and 12 were girls. Based on their academic records from the
previous year, all of them are able to read and understand, but many are not
performing well in the class.

Sampling Procedure
Since there are only 26 grade pupils in the school a hrough a simple
random sampling the respondents were identified. Through a lottery, the class
of fifty (50) respondents was divided into two. Then each of the group has an
equal number of male and female students. The first group of respondents was
marked as experimental group and the other half of the class was marked as
controlled group.

Respondents of the Study

The respondents of the study were the fifty (50) grade 10 students of
Ipil-Ipil. The students were under the Revised Basic education Program of Dep
Ed which is heterogeneous in type and identified as low performing students
among the sections being handled by the researcher.

Research Procedure
The respondents of the study were identified, purposefully since the
quizzes and MPS of these students are quite low from the passing rate. The
voice of the respondents was gathered and affinities to come up with a data
base decision making on how the study was done.(see appendices,step 2)

Statistical Technique
The data gathered is analyzed using Paired t-test to find out if
there is a significant difference of students learning outcome when using
icebreakers and without an ice breaker in the teaching learning process.
The Research Instruments
The voice of the respondents was gathered through a survey form to
identify the baseline data of the study. Then a self made questionnaire was
validated by the panel of experts. The questionnaire is tested in the select grade
10 students of section Einstein of Bukidnon National High school main
campus. To validate further the data, ocular observation was done by the
researcher.

Administration of the Instrument

With the letter of the researcher, a permit to conduct the study was
secured from the Schools Division Superintendent. The letter was endorsed to
the School Principal/officer in-Charge. When the permit was granted, the
researcher personally administered the questionnaire to the respondents of the
study.
The questionnaire was composed of ten questions about marriage, which
was administered to the students as pre test and post test. The questionnaire
was launched as pre test and post test to find out the significant difference of
students scores employed with icebreakers and without icebreaker. To validate
further the data gathered, focus group interview guide questions was
administered to select of the same group.

Scoring Procedure
The scoring procedure used Likerts five point scale 9-10 is considered
superior and 0-2 is considered very poor.

Table 1 Description of Scores

9-10

Superior

7-8

Upper average

5-6

Lower average

3-4

Poor

0-2

Very poor