Enhancement Activities in Grade 9 Science Utilizing Collaborative Approach

Mary Rose  Pasion,

Enhancement Activities in Grade 9 Science Utilizing Collaborative Approach

Discipline: Education

Abstract:

This study aimed to develop, validate, and determine the performance of the students using the enhancement activities based on the 2nd quarter most essential learning competencies (MELCS) in Science for grade 9 learners utilizing the collaborative approach at Teresa National High School (TNHS) in the School Year 2020-2021. This study used developmental, descriptive and experimental research design. The total enumeration or forty (45) Grade 9 students who were the respondents of this study were exposed to the developed enhancement activities. Fifteen (15) Science teachers who are teaching Chemistry subjects were asked to evaluate the developed enhancement activities. Based on the analyses and interpretation of data gathered, the developed enhancement activities in Science 9 utilizing the collaborative approach found out that the content, format and presentation and organization were very satisfactory. While present but very minimal minor errors must be fixed in terms of accuracy and up-to-datedness of information gathered. It was also found out that before the exposure to the developed enhancement activities in Science 9, a fair performance of the learners was seen while after the exposure to the materials, the performance of the learners becomes very satisfactory and outstanding. The data also revealed that there is significant difference on the level of performance of the grade 9 learners before and after exposure to the developed enhancement activities utilizing the collaborative approach since the computed probability values among all the competencies are lesser than 0.05 level of significance, thus the null hypothesis is rejected. Likewise, the developed enhancement activities for Science 9 utilizing collaborative approach met the criteria outlined in the LRMDS guidelines and received high praise from Science teachers, and may be beneficial for teaching. The learner-respondents performed well in the six competencies as reflected on the improvements showed between the pretest and posttest. Mastery can be seen on those improvements.

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