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Ocampo, Ma. Melodia Joaquin. |
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Bodily- kinesthetic approach in learning : an experimental approach / |
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Ma. Melodia Joaquin-Ocampo |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 1998.;A thesis presented to the faculty of Graduate School of Arts, Sciences, Education, and Nursing, Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree of Master of Arts in Nursing. |
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ABSTRACT. Modern education requires modern techniques in educating students. Techniques must be valuable, appreciative and as much as possible, deeply motivates and involves learners. The concept of the Theory of Multiple Intelligences by Dr. Howard Gardener inspires members of the academe to discover new ways in teaching. The theory posited seven intelligence by which a learner can experience and be a help to his/her learning abilities. One of the intelligence in the theory is the BODILY-KINESTHETIC style. Bodily-kinesthetic style is a new way of liberating learning by involving the learners. This is moving to learn which involves the learner's bodies as they try to imitate or creatively dramatize what was being conceptualized during the learning process. Therefore, this study seeks to evaluate the use of bodily-kinesthetic learning style in teaching Pathophysiology subject in Nursing and its effects on the learning process. It attempts to answer questions about the demographic profile of the respondents in terms of age, sex, school graduated and general weighted average obtained when graduated in high school and will try to find out if there is a significant difference between the demographic profile of the control and experimental group. The answer to the question of the existence of significant differences between the post-tests and evaluation checklists of the control and experimental groups will also be considered. A quasi-experimental method of research was used in this study. Students from the College of Nursing of MDC, Inc. and PLM (School year 1997-1998) and are currently enrolled in Pathophysiology subject were the respondents. Therefore, incidental or accidental sampling technique was used in choosing the respondents - 32 students from MDC, Inc. and 32 from PLM. There will be a control group (adapting the lecture-discussion method and experimental group (adapting the lecture discussion with bodily-kinesthetic style). The members of each group were chosen on the basis of simple random sampling. Similar post - tests given after the session was the principal instrument used and the evaluation checklist for the students to critique the learning process. Among the major findings of the study were the following: 1. That there is no significant difference between the ages of the respondents in the control and experimental groups in MDC, Inc. 2. That there is no significant difference between the general weighted average obtained when graduated in high school of the control and experimental groups in MDC, Inc. 3. That there is no significant difference between the ages of the control and experimental groups in PLM. 4. That there is no significant difference between the general weighted average obtained when graduated in high school of the control and experimental groups in PLM. 5. That there is a significant difference of 4 in the post-test results of the controlled and experimental groups in MDC, Inc. 6. That there is a significant difference of 4 in the post-test results of the controlled and experimental groups in PLM. 7. That there are significant differences in the results of the evaluation checklist of the control and experimental groups especially in the criteria under skills and attitude towards learning process favoring bodily-kinesthetic style. Therefore, the following were the conclusions formulated based on the finding of the study. 1. There is no significant difference in the demographic profile of the control and the experimental groups in Manila Doctors College, Inc. and Pamantasan ng Lungsod ng Maynila. 2. There is a significant difference in the post-test results of the control and the experimental groups in Manila Doctors College, Inc. and Pamantasan ng Lungsod ng Maynila. a. The experimental group in Manila Doctors College, Inc. exceeded the scores of the control group at a difference of 4. b. The experimental group in Pamantasan ng Lungsod ng Maynila exceeded the scores of the control group at a difference of 0.528 3. There is a significant difference in the results of the evaluation checklist answered by the control and the experimental groups in Manila Doctors College, Inc. and Pamantasan ng Lungsod ng Maynila. a. In the criteria of skills and attitude, the bodily-kinesthetic style was very effective. 4. The use of bodily-kinesthetic style in learning liberates social learning, therefore, a way in enhancing learning from others' point of views and experiences. This is very evident in the checklist results. 5. The bodily-kinesthetic learning style emphasized learning by doing as seen when students tried conceptualize the topic presented and release the learning through creative movements, drama and dance. 6. The use of bodily-kinesthetic learning style in teaching improves memory retention of the students since learning involves physiological creativity, thus, what students feel and sensed, be externalized by doing. This is very evident when the experimental groups got high scores in the post-tests. 7. The bodily-kinesthetic learning style, involves the learners' holistic being, as students tried to give meaningful action to the concept presented. 8. Bodily-kinesthetic style in learning stimulates creativity among students by way of their thinking critically on how they are going to present the concept. 9. Bodily-kinesthetic learning style offers the three most commonly recognized types of learning: sensory-motor, cognitive and affective as manifested in the results of the evaluation of the students as this B-K style scored 5 in the rating process. 10. Bodily-kinesthetic style poses wide use of learners' imagination which will serve as a power in using mind to see and recognize events, as students think of something new and productive in presenting the concept. The following are the recommendations made for a better enhancement of the study: 1. Teachers must be encouraged to use bodily-kinesthetic style as a strategy in the learning process. 2. A collaborative efforts among deans and faculty members of the different colleges of Nursing in enriching the nursing curriculum must also be encouraged in the line of educating students with creativity. 3. Support enhancement from school administrators to the faculty members in integrating bodily-kinesthetic approach in lesson planning, more in the area of skills and attitudes. 4. Reinforce teachers to provide several activities that will promote creativity and critical thinking. 5. School administrators and deans of the different colleges of Nursing must be encouraged to organize in-service training and seminars about bodily-kinesthetic approach and creativity and its effects on the learning process. 6. The Mary Vita Jackson Creative Learning Contest in PLM is a good motive for enhancing creativity among students and therefore, must be encouraged to continue the competition by which other schools of nursing could join and experience the joy of learning using their bodies. 7. Motivate textbook authors and resource material writers to document facts and ideas bodily-kinesthetic style and its effects in the learning process. |
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| International Standard Serial Number |
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| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |