SCIENCE COMPETENCY- BASED (NAT) INTERVENTION

PROGRAM OF GRADE SIX UNION ELEMENTARY

SCHOOL PUPILS
LYNARD BOBBY L. ASIRIT , MABE MATH
Researcher
“Nang gumamit na kami ng module, mas naintindihan ko
ang mga tinuturo ng aking guro, mabilis at eksakto lang
talaga ang mga eksplenasyon”
(IDI06)
Introduction
For six years….
UNION ES SCIENCE- NAT PERFORMANCE
70.00%
66.11%
63.14%
60.00% 58.86% 60.35%
57.90%

50.00% 51.58%

40.00%

SCIENCE
30.00%

20.00%

10.00%

0.00%
SY2006-2007 SY 2007-2008 SY 2008-2009 SY 2009-2010 SY 2010-2011 SY 2011-2012
 As pointed out by Lapuz (Philippine Star, 2009), “A lot of
research focused on the factors affecting why the (NAT)
performances turn out so poor, however most of the research
conducted failed to address the needs on how to increase and
maintained high MPS results”, (italics mine).
Literature Review

The Philippines ranked 112th in science out of 138 economies, De Leon (Business Mirror,
2013).

“The Philippines ranks a poor seventh among nine Southeast Asian nations in the area of
science”, as stated by Guillermo M. Luz, co-chairman of the National Competitiveness Council (NCC).

“The ever deteriorating quality of education in the Philippines has been the major and a
continuing concern of the government, Cailao (Bicolmail, 2013).
Literature Review

A study conducted by Udquim (2009) recommends, “to ensure greater student performance,
the school should create a committee composed of Master Teachers (MTs) and Subject Coordinators
on the NAT -related subjects who will yearly conduct an assessment of the skills test basing on the
identified competencies”.

Various research to address the flagging and critical performance in the National
Achievement Test for Grade VI specially in Science were conducted, however, most of which only
focused on the factors resulting within. Without effective intervention programs and procedures, the
said factors are likely to continue and retard the achievement of the school, (De Dios, 2013).
On Modular Instruction

Modular teaching is concerned for each pupil as an individual with his own special aptitude
and interest, goal of helping each student to think for himself and allowing the individuality to each
learner. The individual learning may help in developing many notable and self-reliant characters, and
in much more modern ways pupils enjoy periods in which they pursue their interests and satisfy their
curiosities (Manlove and David, 2014).
On Modular Instruction
According to Brown et al. (2011) module has following advantages in the administration:

(a) Users can study modules within their own environment.

(b) Users can study modules with minimum disruption to their normal duties and responsibilities.

(c) Modules may be administered to a single user, small groups or large groups according to need.

(d) Modules programs can be easily revised and upgraded.

(e) Module programs are flexible in the sense that they can be implemented through a variety of
scheduling patterns.

(f) Modules are economical to use.

Objectives

This study will be deemed important to increase and maintain high science

MPS of the test scores of the Grade VI pupils of Union Elementary School, through

the use of Competency- Based NAT Intervention Program.

Research Questions
Quantitative:

1. What are the test scores of the respondents in the Science Competency- Based (NAT)
Intervention Program when group according to; Age and Family Income?

2. Is there a significant difference in the test scores of the respondents during the Pre-
test and Post-test in the Science Competency- Based (NAT) Intervention Program when
grouped according to; Age and Family Income?

3. Is there a significant difference between the pre – test and post - test scores of the
respondents in the science competency based NAT intervention program?

4. Does the actual Science Grade VI (NAT) mean percentage score for SY 2013 – 2014
Increased than the previous school year?
Research Questions

Qualitative

1. How does the Science Competency- Based (NAT) Intervention Program motivates

you in taking the actual Science (NAT)?

2. Which part of the Science Competency- Based (NAT) Intervention Program

stimulates your habits in the preparation of the actual (NAT)?

3. Is there any suggestions or recommendations you could refer to enhance Science

Competency- Based (NAT) Intervention Program?

Theoretical Framework
▪ Carroll’s Minimalist Theory (1994)
Conceptualizing
▪ focuses on the instructional design
based upon specific learning
competencies
▪ learning activities should be Testing
meaningful and self-contained
▪ activities should exploit the
learner's prior experience and Processing
knowledge
▪ realistic worksheets should be
prepared
Conceptual Framework
Review of Related Literature

Quantitative Phase
Identification of the Problem

Phase 1 Pre-Test

Science Competency – Based

(NAT) Intervention Program

Post - Test

QUANTITATIVE DATA ANALYSIS

Conceptual Framework

Qualitative Phase
Identification of the Key
Informants

In-depth Semi- Phase 2

structured Interview

QUALITATIVE DATA
ANALYSIS

Writing the Report

RESEARCH DESIGN

• One Group Pre- test - Post-test Experimental Design

• The excess of the results of the post – test over the results of the pre –
 Sequential explanatory mix method
consisting two phases (Quantitative and Phase 1 test is considered caused by the experimental factor, (Calderon, 2011).

Qualitative Phase) , (Creswell, 2002;

Creswell et al., 2003). • QUALITATIVE PHASE
• Phenomenological Research Design
- useful when developing and testing new
• examines human experiences through the descriptions
strategies, (Biddix, 2000). provided by the people involved, (Donalek, 2004), (Leedy &
Phase 2 Ormrod, 2001).
• Streubert and Carpenter (2002) contended that this research
method is rigorous, critical, and systematic.
 QUANTITATIVE PHASE

Participants
• One Group Pre- • Mean & MPS
test - Posttest • T – test
• 172 Grade VI
experimental • Anova
pupils
design
• Age/ Family • Paired Sample Test
Income
Research Statistical
Design Design
 QUALITATIVE PHASE

• Thematizing
Participants • Designing
• Phenomenological
Research Design • interviewing
• 6 Key Informants
• Transcribing
• Analyzing
• Verifying
Research • reporting
Design Statistical
Design
 Recommend Identifying the
and collaborate. problem.

Developing
the action
research
Reporting
Action
Action
plan.

Research
Research
Process
Cycle Deliberation of
the action plan
Data Analysis with the SBM
board.

Instrumentation
Intervention Program
QUANTITATIVE DATA FINDINGS
Summary of Findings
I. Mean of the Test Scores of the Respondents in the Science Competency- Based (NAT) Intervention
Program According to Age

AGE PRE-TEST MPS AGE POST – TEST MPS

11 years old 13.70 34.24% 11 years old 32.88 82.20%

12 years old 13.23 33.70% 12 years old 32.49 81.24%

13 years old 12.35 30.88% 13 years old 30.41 76.03%

14 years old 10.17 25.42% 14 years old 31.61 79.03%

15 years old 15 years old

14.50 36.25% 28.88 72.19%
and above and above

total 12.88 32.21% total 31.90 79.74%

 According to Cascio (2008) in her study entitled, “Race to the top? Relative age and student
achievement”, “children assigned to classrooms where they were relatively old – or where their
classmates were on average young – performed worse on tests than children of the same age
assigned to classrooms where they were relatively young”.

Consistent with this idea, Elder and Lubotsky (2005), “recently found that having older peers
in the same grade because of a higher minimum age at school entry increases the likelihood of
being retained or diagnosed with a learning disability, and while it raises test scores, it does so by
less than we find. A higher minimum age at school entry might be associated with higher
expectations of students, as the maturity of the average child in all classrooms rises.
Summary of Findings
I. Mean of the Test Scores of the Respondents in the Science Competency- Based (NAT) Intervention
Program According Family Income

Family Income PRE-TEST MPS Family Income POST-TEST MPS

P1, 000 and below 12.70 31.75% P1, 000 and below 26.67 66.66%

P1, 000 to P5, 000 14.23 35.56% P1, 000 to P5, 000 25.49 63.73%

P5, 000 to P10, 000 11.35 28.38% P5, 000 to P10, 000 35.56 88.90%

P10, 000 to P15, 000 15.17 42.93% P10, 000 to P15, 000 38.90 97.25%

P15,000 and above 10.95 27.38% P15,000 and above 31.88 79.70%

total 12.88 32.21% total 31.90 79.74%

 In the correlation study of Neathery (1997) on family income and science achievement,
“those family who earned in the minimum wage, rated science as a subject more exciting among
the other family earnings”, conversely, the findings of other researchers,

Pupils who belong to an average family earner demonstrate more positive attitudes toward
science than family with meagre income (Schibeci & Riley, 1986).
Summary of Findings
II. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science Competency-
Based (NAT) Intervention Program When Grouped According to Age

DATA PRE-TEST POST-TEST

F (4, 167) = .927 (4, 167) = 1.421
p .449 .229
No Significance * 0.05 level of significance

Taken together, these results suggest that different age brackets will not affect the test scores.
Specifically, the results suggest that the age of the respondents in the Science Competency- Based (NAT)
Intervention Program has nothing to do with the efficacy of the program
Summary of Findings
II. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science Competency-
Based (NAT) Intervention Program When Grouped According to Family Income

DATA PRE-TEST POST-TEST

F (4, 167) = .933 (4, 167) = 1.871
p .509 .296
No Significance * 0.05 level of significance

Since data revealed that the family income of the respondents did not significantly differ, these results
suggest that the different family income range does not have an effect on the test scores of the respondents in the
Science Competency- Based (NAT) Intervention Program.
Summary of Findings
III. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science Competency-
Based (NAT) Intervention Program

Paired Samples Test

Paired Differences

Std. Std. Error Sig.

Science Test Scores Mean Deviation Mean t df (2-tailed)
Pair 1 Pre Test - Post Test 19.01 8.25 .63 30.22 171 .001

The result from the paired sample dependent t-test indicates that the difference of the test scores of the
respondents were significant.

This could only mean that the significant paired t-test p-value indicates that the change in mean score is
due to the efficacy of the treatment.
Summary of Findings
IV. Comparative Analysis of the Actual Science Grade VI (NAT) Mean Percentage Score for SY 2012 – 2013 and SY 2013 - 2014

Data SY 2012 -2013 SY 2013 – 2014

Mean Percentage Score 67.13% 76.14%
9 % increase

This suggest that pupils during the later SY who participated in the Science Competency- Based (NAT)
Intervention Program tremendously increase their Science (NAT) performance, affirming the efficacy of the
intervention program.
Summary of Findings
IV. Comparative Analysis of the Actual Science Grade VI (NAT) Mean Percentage Score for SY 2012 – 2013 and SY 2013 - 2014

Data SY 2012 -2013 SY 2013 – 2014

Mean Percentage Score 67.13% 76.14%
9 % increase

This suggest that pupils during the later SY who participated in the Science Competency- Based (NAT)
Intervention Program tremendously increase their Science (NAT) performance, affirming the efficacy of the
intervention program.
QUALITATIVE DATA FINDINGS
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

The quantitative part of the study revealed an affirmation that the Science Competency- Based
(NAT) Intervention Program really influence the motivation of the pupils the preparation of the actual
Science (NAT). Despite the existence of the significant difference between the test scores of the respondents
who participated in the intervention, the result of the qualitative part of the study revealed positive responses
among the six (6) informants. It has been described as an avenue to enhance the motivation of students
towards Science (NAT) preparations. Informants remarked
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

“Participating in Science Competency- Based (NAT) Intervention Program motivates me to study more
science. I hate science a little bit. But when I learned science using the module, it gave me interest to
cooperate more in science. The intervention program is fun, and I can understand faster the topic because it
is an actual activity (IDI02).”

“Nowadays, lulong sa computer games ang mga kabataan, especially me. Kaya sa pag-aaral, medyo
nahihirapan ang nakararami. When I participated in the Science Competency- Based (NAT) Intervention
Program, nagkaroon ako ng motivation to learn more science lesson. Dahil module ang gamit, lalong na-
motivate ang mga students to learn more lessons (IDI05).”
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

The Science Competency- Based (NAT) Intervention Program benefits the informants of this study
a lot. The module presented aid students understanding of science concepts. Demonstration through vivid
diagrams and graphics explains unclear ideas.

Results of the study confirm the literature written by Okolo & Ferrette (1998) that pupil
composition representing ideas simultaneously through text and graphical illustration, diagrams and
pictures increased the likelihood that pupils will acquire an understanding of complex information.
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

“Mas malinaw ang pag-explain ng teacher. Madali lang siyang i-analyze kasi without
demonstration and visual aid, hindi agad naiintindihan ng mga students ang lesson (IDI05).”

“It motivates me to learn science kasi habang nag-iilustrate ang aming guro, mas madali akong
nakakaintindi kasi may pagbabasehan ako. Mayroon kasing akong nakikita, at hindi imahinasyon lang
(IDI04).”
Summary of Findings
Challenges in the Science Competency- Based (NAT) Intervention Program

Informants mentioned about the challenges they face upon participating in the Science
Competency- Based (NAT) Intervention Program.

• They shared that lack of knowledge in the use of modules which hinders their participation in the
activity.
• Limited time
• Language used in simulations was perceived by some informants as a problem.
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

“Iyong una, problema ko iyong pag-sagot sa mga task questions sa module kasi nga bago pa sa
akin…(IDI03).”

“There is a big problem on the time schedule. As what I’ve experienced, not all students were able to finish
the task questions since natagalan sila sa sharing (IDI03).”

“Nagiging problema ang language na ginamit sa module kasi sometimes, malalim ang ginagamit
kaya hindi naiintindihan (IDI06).”
Summary of Findings
Is there any suggestions or recommendations you could refer to enhance Science Competency- Based (NAT) Intervention
Program?

“Teachers must expound all the unfamiliar words so that the students can clearly understand the
concepts of science (IDI003).”

“Mas mabuting gumamit ng mga common na language na madaling maintindihan para mas
maintindihan (IDI06).”

“Kung pwede po sanang magamit ang ating module sa iba pang mga bata, palaga ko
makaktulong din ito sa kanila, kay nindot man gyud siya kayo, (IDI001).
Conclusions
1
• The intervention was not influenced by the Age and Family Income of the respondents.

•(MPS) in both post - tests and actual Science (NAT) surpassed the 75% targeted baseline
2

•Science Competency- Based (NAT) Intervention Program really made a remarkable increase in the
3 actual Science (NAT) among the participants.
• The participation of the respondents in the intervention program is really effective in raising the
4 science motivation of pupils

5
• The Key informants stressed that it made understanding science concepts easier.

• All informants affirmed to continue participating in the intervention program in the preparation of
6 the actual Science (NAT) with some reforms to cater their needs and interests.
Recommendations

• Formulation of competency based modules is also highly recommended to

other subjects included in National Achievement Tests.
1
• School – based training program, particularly on how to use the competency
based module should be provided by the school management to refresh the
seasoned teachers or mentor the new teachers assigned in implementing
2 the intervention program.

• Considerations on the language used and time allotment of the intervention

program must be reconstructed.
3
References

Cailao, Ronnie T. (April 19, 2013).“National achievement test: Also a

Teacher’s Methodology of their Competence and Performance”.
Retrieved from http://www.bicolmail.com/2012/?p=8018.
Retrieved Date: November 7, 2013

_____. (1982) Self-efficacy mechanism in human agency. American Psychologist,

_____. (1997) Self-efficacy: The exercise of control. New York: W.H. Freeman

De Dios, Angel C. (July 20, 2013) “The National Achievement Test in the
Philippines”.
Retrieved from http://philbasiceducation.blogspot.com.
Retrieved Date: November 8, 2013

Luz , Juan Miguel (2009) “The Challenge of Governance in a Large Bureaucracy

(department of education):Linking Governance to Performance in an Under-performing Sector.

Okolo, C. & Ferretti, R. (1998). Multimedia design projects in an inclusive social studies
classroom teaching Spanish colonization: “Sometimes people argue with words
instead of fists.” Teaching Exceptional Children, 31(1), 50 – 57.

Udquim, Dancel A. (2010). “BOES Research”.

Retrieved from slideshare.net/readerquim/the-national-achievement-test.
Retrieved Date: November 7, 2013