PARTICIPATION OF GRADE 8 STUDENTS IN PERFORMING

SCIENCE INVESTIGATORY PROJECT OF

MAABUD NATIONAL HIGH SCHOOL

BY

CATHERINE D. COMIA

I. Rationale

Science investigatory project uses the scientific method to study and test an idea

about how something works. It involves researching, formulating a working theory that

can be tested, conducting the experiment and recording and reporting the results.

The advent of new and up-to-date curriculum has brought into focus the need to match

the new science programs with the appropriate teaching method. The cognitive ability of creating

meaning and structure from new information and experience, are referred as science process

skills. These skills are important and necessary means by which the learner engages with the

world and gain intellectual control of it through the formation of concepts and development of

scientific thinking (Jugar, 2013). Science investigatory project emphasizes the use of the scientific

method in performing investigation by experimentation (inquiry-based learning) to develop critical

thinking and science process skills of the student. Thus, the science investigatory project gives

students an opportunity to undergo the process of conducting an investigation using the scientific

method making them gain a considerable understanding of the nature of obtaining solutions to

problems or answers to questions in a systematic and scientific ways.

Having science investigatory project develop the student ‘s science process skills. Science

programs that emphasize hands-on manipulative experiences such as conducting science

investigatory project or researches, enhance the development of process skills in young children.

Dela Cruz (2014) stated that science process skills can be learned if taught formally in the

classroom with the use of proven teaching methods. Doing science investigatory project develops

students ‘natural curiosity. They acquire the skills necessary to conduct inquiry and research and

show independence in learning. Furthermore, these skills can be retained for future use if lessons

are based on science investigations and practiced over a long period of time.
Purpose of the Study

The researcher decided to conduct this study to determine the performance

of learners at Maabud National High School in participating Science Investigatory

Project. This research intends to assessed the learners with the end view of

formulating a comprehensive plan of action that would address the performance of

the learners in Science Investigatory Project.

Reason of the Study

The researcher observed that the students are not aware of the important

contribution of the research to man’s life. They tend to ignore it as a subject, which

is manifested by their negative attitude towards it and low performance in the

Research subject.

The researcher believes that through this study, students will discover ways

and means for a more intelligent understanding of the Science Investigatory Project

that directly or indirectly affect the students’ performance, also hoped that through

this study, teaching of the various science, will become more effective thereby

producing competent and productive citizenry.

III. Statement of the Problems

This action research intends to determine the participation of Grade 8 students in

performing Science Investigatory Project of Maabud National High School during the school

year 2017-2018.

Specifically, the researcher sought answers to the following questions:

1. What is the level of performance of the students in Science Investigatory Project using :

1.1 Experiment

1.2 Attitudes and

1.3 Laboratory Apparatuses

2. Were the use of science investigatory project affect the performance of the students

based on the students gain performance?

3. Is there significant difference in the level of performance of the students in Science

Investigatory Project based on the results of the actual experimentation?

 4. What are the plan of action may have proposed to enhance the performance of Grade 8

students in Science Investigatory Project.

II. Review of Related Literature and Studies

This parts present a review of literature and studies which provided significant information

and insights that served as basis for the researcher to establish the framework of this study.

Related Literature

According to the Office of the Prime Minister’s Science Advisory Committee, 2011, this

21st century purpose of science must be relevant to the interests of students, providing them with

opportunities to explore the connections between science and everyday life. Students are

encouraged to be interested in and engaged with the role of science in the world. Through the

investigation of real examples of the application of science, students gain insight into the tensions

and dependencies between science and societal, environmental and ethical factors.

Science education is concerned with standards that provide expectations for the

development of students ‘understanding through the entire course of study

(http://everything.explained.to day/Science education/). This includes the development of

scientific literacy to enable understanding of the nature of science and its relationship to society,

rather than a focus that is heavily weighted in content knowledge. (Office of the Prime Minister ‘s

Science Advisory Committee,2011; International Baccalaureate Organization, 2014).

Learning research skills at a young age will give students a skill that will serve them over

a lifetime. This skill will not only be useful in school, but in their everyday lives as they attempt to

absorb ever increasing amounts of information (Retrieved from: http://education.cu-portland.edu.

2013)

A just and sustainable global society is built not on fact-finding but on research and

development skills—the skills of critical thinking. To respond to these challenges, a need to train

global citizens as early as elementary who can question assumptions, evaluate potential solutions

and think creatively (Retrieved from: http://access-socialstudies.cappelendam.no)

Science investigatory project (SIP) is an educational activity for students. It involves

experiments or construction of models. SIP provides a framework for students to conduct original

investigations on compelling questions of interest, collaborate with other students and share their

investigation results through public presentation and publication (Science Project, 2008)
 To increase the learning, the Massachusetts Department of Higher Education (2011)

suggested that a need of programs design activities that would ―improve student and teacher

content knowledge and teacher pedagogical skill. Activities such as conducting science projects

are encouraged to use innovative strategies both in and out of the classroom, including small

group settings and the use of hands-on activities and experiments to promote inquiry and

curiosity.

In the Philippines, basic research is taught more particularly in high school whereby

students are geared toward conducting Science Investigatory Project or SIP as one of their major

achievements in Science. Through science investigatory projects, students develop their

scientific investigation and acquire knowledge of the different scientific concepts, theories,

principles and laws of nature. They use their higher-order process or thinking skills in conducting

research (Retrieved from: https://masmeronproductions.wordpress.com)

Related Studies

Only few studies have been conducted and have been found to bear significant relations

with the present study.

Foreign

Cobern (2011) asserted that for the pupils to actively construct a meaningful science

knowledge, they should widely be advocated by science researches particularly doing

investigatory projects. In a real classroom, pupils experience a curriculum that requires them to

memorize facts without ever being exposed to the big ideas of science. However, pupils could still

appreciate the wonder of science as the big idea if they will be exposed in the way they do

investigations of their own.

According to Froschauer (2010) teaching science investigation and experiment skills are

very important aspects of science instructions, that allows the pupils to manipulate, making

measurements, observations, analyzing data and following safe procedures on the activity.

According to Jugar, R., (2013) The cognitive ability of creating meaning and structure from

new information and experience are referred as science process skills. These skills are an

important and necessary means by which the learner engages with the world and gains

intellectual control of it through the formation of concepts and development of scientific thinking.
 The studies were related to the present study in the sense that each study dealt on

performing Science investigatory project. However, each study bears differences in terms of

respondents and place of focus.

Local

Dela Cruz (2014) stated that science process skills can be learned if taught formally in the

classroom with the use of proven teaching methods. Doing science investigatory project develops

students ‘natural curiosity. They acquire the skills necessary to conduct inquiry and research and

show independence in learning. Furthermore, these skills can be retained for future use if lessons

are based on science investigations and practiced over a long period of time.

IV. Scope and Delimitation of the Study

This study focus on participation of learners at Maabud National High School in performing

Science investigatory project, which serve as basis in proposed plan of action.

This study made use of the responses of selected 50 high school learners from Grade 8

of Maabud National High School during the School year 2017-2018.

The researcher employed quantitative method of research and utilized the questionnaire

as the main instrument in gathering the data of the study.

Conceptual Framework

Figure 1 illustrated the paradigm showing relevant component of this study. It focuses on

performance of learners in participating Science investigatory Project. It served as a unit of

analysis to enhance the learners’ performance for a reason that it may help learners to maintain

their academic status in achieving progress afterward.

The researcher focused on the performance of learners in participating Science

investigatory project. In this study, factors such as experiment, attitude and use of laboratory

apparatuses were given emphasis. Intensive investigation was conducted regarding these

concepts in order to determine which factors directly affect the performance of the learners. As

a consequence, the researcher was able to come up with an plan of action that would hopefully

present a solution that will aid common problems that affect the learners’ performance in

Science investigatory.

Factors affecting the
level of performance
of the students in
Science
Investigatory Project
 Experiment
 Attitude
 Laboratory
Apparatuses
Conceptual Paradigm of the Study
1.Assessment were in
the use of science
investigatory project Proposed the plan
affect the of action to
performance of the enhance the
students based on the performance of
students mean gain
Grade 8 students in
performance.
Science
2.Determine if there’s investigatory
significant difference
Project.
in the level of
performance of the
students in Science
Investigatory Project
based on the results of
Figure 1.
 QUESTIONNAIRE

Survey Questionnaire for Actual Data Gathering

Respondent’s Name (optional): ___________________________________

Direction: Listed below are the possible factors that measures the performance in participating

Science Investigatory Project. Please check [ √ ] the column to indicate to which measure

affected by the afore mentioned factors.

5 Agree to a very great extent

4 Agree to a great extent

3 Fair agree to a moderate extent

2 Uncertain

1 Disagree to great extent

Experiment 5 4 3 2 1

1. Enables to get information about an object or event by

using five senses. ( Observing )
2. Allows to identify differences and similarities of the
object. ( Comparing ).
3. Enables to group objects, events or activities
according to their characteristics. ( Classifying )
4. Enables me to recognize and read scales, diagrams
and groups.( Measuring)
5. Develops to practice note taking, outlining making,
recording and writing observation. (Gathering
information)
6.Enables to predict solution to a problem.
( Predicting)
7. Helps to conduct or formulate my own generalization
and conclusion of the experiment.
( Inferring)
8. Helps to explain the meaning of the result gather.
(Evaluating)
9. Enables to identify the steps to follow in solving a
scientific problem. (Synthesizing)
10. Enables to formulate a tentative answer to a problem,
(Interpreting data)
 Attitude 5 4 3 2 1

1. Help to be persistent to find ideas and solution to a

problem.
2. Help to handle scientific investigation.

3. Develops to become cooperative and participative in

group work.
4. Develops to become a young scientist with scientific
attitudes and habits.
5. Felt confident in carrying out the experiments.

6. Curiosity on how things in the natural world behave.

7. Develops their creativity in producing hypothesis.

8. Develop their patient in the outcome.

9. Make Science investigatory fun.

10.They can work independently in making a research.

Laboratory 5 4 3 2 1

1. Gives a chance to use laboratory equipment/

apparatuses.
2. Allows to practice safety in the laboratory.

3. Perform Laboratory Experiment.

4. Accuracy of Laboratory equipment.

5. Availability of laboratory apparatus and equipment.

6. Skills in using laboratory apparatuses/equipment

7. Demonstrate how apparatuses work properly.

8. Better/clearer instructions how equipment works.

9. There is a sufficient number of apparatuses defends of

the needs in performing experiment.
10. They allow to use all apparatuses needed.
References:

Office of the Prime Minister ‘s Science Advisory Committee,2011; International Baccalaureate

Organization, 2014.

Beehive Digital Concepts (2007). Science Process Skills: A theoretical overview cochin for
Mahatma Gandhi University Kotlayam. Retrieved from: shodhganga.inflibnet.ac.in/
bitstream/10603/417/7/07_chapter01.

Carin, A. and Sand R. (1995). Teaching Science through Discovery. Bill and Howell Co, 167 p.

Cobern, W., et. al.(2011).―Active Learning in Science: An Experimental Study of the Efficacy of
Two Contrasting Modes of Instruction ―Retrieved from:

Coffia, W.J. 1971. The effects of an inquiry-centered curriculum in science on a child's

achievement in school academic areas. Doctoral Dissertation, University of Oklahoma.

Dela Cruz, JP C. (2014). Experiencing science in a 21st century middle school classroom.
Sekolah Tiara Bangsa-ACS (International), Jakarta Timur, Indonesia.

Froschauer, L. (2010). ―The frugal science teacher, 6-9: Strategies and Activities‖. Accessed
from: https://books.google.com.ph/books?isbn=1936137771.

Harry, L. (1999). Children‘s Digest. Retrieved from http://www.springerlink.com.

Howard, G. (2007). ‖What does Poverty is not a hindrance to succeed means?‖ Retrieved from
http://wiki.answers.com/Q/What_does_Poverty_is_not_a_hindrance_to_succ eed_means.

Jugar, R. (2013). ―Teacher-coaches‘ perspectives on the validity and acceptability of

commercial laboratory testing and analysis of high school investigatory projects‖. Procedia-
social and behavioral sciences, pp. 2516-2521, 2013.

Office of the Prime Minister‘s Science Advisory Committee (2011). Looking Ahead: Science
Education for the Twenty First Century. A report from the Prime Minister‘s Chief Science Advisor.
New Zealand.
http://everything.explained.today/Science_education/.Accessed:December2014.
http://education.cu-portland.edu/blog/reference-material/five-ways-to-teach-research-skills-to -
elementary-school-children/. Five Ways to Teach Research Skills to Elementary School Children.
Accessed: April 2013.

http://accesssocialstudies.cappelendamm.no/binfil/download.php?did=72537. April2014.

http://education.cu-portland.edu. 2013

http://everything.explained.to day/Science education/

https://masmeronproductions.wordpress.com

http://www.depedbataan.com/resources/33/division_intervention_plan_cy2017.pdf

http://www.dlsu.edu.ph/conferences/dlsu_research_congress/2015/proceedings/LLI/018LLI_Del
aCruz_JP.pdf

ttps://documents.tips/documents/science-investigatory-project-5584576663a11.htm

https://www.researchgate.net/publication/313896372

http://www.wmich.edu/way2go/docs/Article-way2goWEBSITE.pdf.
PARTICIPATION OF GRADE 8 STUDENTS IN PERFORMING

SCIENCE INVESTIGATORY PROJECT OF

MAABUD NATIONAL HIGH SCHOOL

Action Research Proposal to

The District of San Nicolas

San Nicolas, Batangas

BY:

CATHERINE D. COMIA

TEACHER I