Performance assessment in selected science activities among Grade 6 pupils as basis in the development of learning modules in force and motion / 6
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Rosalyn Abelido dela Cruz.
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- xii, 74 pages 28 cm.
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2015.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree of Master of Arts in Education, Biological Science.
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Sixty pupils from Grade 6 of Central Methodist Educational Center located in 649 T.M. Kalaw, Ermita, Manila purposively sampled participated in the descriptive-survey method research. The intention was to determine the level of performance of the respondents in assessing their performance in terms of the four (4) variables: test measuring the expected outcome and concepts, activity / experiment, projects (foldables and clippings, story board), achievement test and the extent of implementation of the teacher in assessing their performance in terms of the above-mentioned four (4) variables. A researcher-made questionnaire was used for the study. Aside from the researcher-made instrument the thirty item achievement test was used to gather their performance in Science. Based on the following findings and results the following conclusions were drawn: The level of performance of the two (2) sections was very well performed based on the four dimensions; The extent of implementation of the two sections was very well implemented in terms of the four dimensions; Only one variable which was activities and experiments registered significant difference in the performance. All other three dimensions were evaluated not significant. This implied that the activities and experiments employed cooperative learning. The extent of implementation revealed no significant difference in the four dimensions, which means that the performance of the learners were not affected by the four dimensions; The list of activities on force and motion were used as basis towards the implementation of learning modules. The activities on force and motion were utilized as basis in the towards the development of learning modules. In the light of the findings and results, the following recommendations were hereby offered: The Differentiated Activity Approach can be used in developing modules in selected topics for the learners as enrichment, reinforcement and remedial of concepts in Science; The use of Modular Instruction Approach (MIA) can be employed to learners as a contingency resource material for learners who cannot make it in school as a result of healthy as an athlete on the school, active leader or official of an interest club/ organization or help needed at home. This approach is way to develop independent learning and sense of responsibility on his own pace. This MIA is curriculum development, a skill to be developed by teachers; The Science teacher can utilize the four dimensions as an instructional phase approach in teaching-learning process because it is systematic and organized way of instructional method; The Science teacher may use the different authentic assessment tools like rubrics, portfolio, observation checklist and questionnaire to evaluate performance of the learners; For Concept Development, the teacher as facilitator of learning may assist the learners to conceptualize by using foldables, concept maps, concept strip writing, graphic organizer, oral concept discourse, note taking and creative techniques; Seminar workshops for Science teacher on the following may be conducted to enhance their teaching competencies in Module Writing, Instructional Methodologies, Creative assessment, Action research in classroom manuscript and art of questioning; Based on the study, two (2) modules on force and motion were developed by the researcher as her significant contribution in Science.