IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V

SCIENCE AT MAPAGA ELEMENTARY SCHOOL

PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Impact of Hands-on Activities on Pupil’s Achievement in Grade V

Science at Mapaga Elementary School

A Mini Research
In Partial Fulfillment
of the
Requirements of the Course
P-MSCI 04

Lorr Angel Almanzor

Jessa Mae Ayawon

Alexander Robin Capito

Sheila Mae Lagutom

Ronnalie Reponte

September 4, 2018
IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Introduction

Science begins for children when they realize that they can learn about

the world and construct their own interpretations of events through their

actions and experience. Over the years, there has been a continuing reform

effort for improvement in the quality of science education in different

countries. It is suggested that quality science instruction requires the active

participation of learner.

Descriptions of science education have shifted from vocabulary and

text materials to activities. Teachers are now seeking to recognize what

students are learning as a consequence of busy hands. The term hands-on is

used commonly in science education. It means that teacher should do more

than lecturing about science. It allows the students to experience science by

doing it involving using the hands.

Dewey highlighted the proposals about activity-based learning and

child-centered instruction and after that science curriculum studies has been

emphasizing and giving importance to science learning with hands-on

activities (Hodson, 2015). Experiences specifically hands-on activities interact

are vital in educational process. Physical operations provide feedback of

learning that allows learners to see it happen.

Hands-on science is defined mainly as any instructional approach

involving activity and direct experience with natural phenomena or any

educational experience that actively involve students in manipulating objects

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

to gain knowledge or understanding (Haury & Rillero, 2014). Some terms

such as materials-centered science and activity-centered science are used

synonymous with hands-on science or terms such as materials-centered

activities, manipulative activities and practical activities are used synonymous

with hands-on activities (Doran, 2016; Hein, 2017). Unlike the laboratory

works, hands-on activities do not necessarily need some special equipment

and special medium.

Hands-on science is important to enhance learners’ success because

students actively involve the learning process by manipulating objects or

materials to gain knowledge; so that they can construct their own

understanding of scientific concepts. By working with materials or objects,

students become more motivated and excited to join the lesson. It enables

them to become critical thinkers, active learner, and researcher. Hands-on

activities also enhance students’ interest and curiosity to follow and

understand environmental problems or scientific phenomena in real life

(Poudel, Vincent, Anzalone, Huner, Wollard, Clement, DeRamus &

Blakewood, 2015).

This study claims to investigate the impact of hands-on activities on

Grade V pupils’ science achievement and attitudes toward science. This study

compared the effectiveness of the hands-on activities enriched instruction and

with traditionally designed science instruction on fifth grade pupils’

achievement and attitudes toward science.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Review of Related Literature

Within higher education, there is an increasing trend toward

transcending from traditional didactic, teacher-focused teaching to more

student-centered methodologies that actively engage students in the learning

process. Classroom interaction is considered a potential area for focus in

attempting to improve the learning environment.

Before the world of ‘information abundance’ and the Internet,

information was expensive, so listening to a lecturer was one of the best ways

to learn new facts and concepts. It was the traditional way of learning, and it

was the only teaching method that was used by most teacher before the

curriculum change. The back-to-basics traditional education method, also

known as conventional education, is still widely used in schools. The old-

fashioned way of teaching was all about recitation, for example students

would sit in silence, while one student after another would take it in turns to

recite the lesson, until each one had been called upon. The teacher would

listen to each student’s recitation, and they were expected to study and

memorize the assignments.

But the teaching styles have changed significantly over the years. The

traditional way that education was delivered was through recitation and

memorization techniques, now, the modern way of doing things involves

interactive methods; a more effective way for students to learn.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Providing children with the breadth of skills they need to become

healthy and active members of society requires the kind of learning that

cultivates empathy, fosters resilience, encourages creativity, and promotes

cognitive processing (Winthrop et.al., 2016). Because traditional techniques

used repetition and memorization of information to educate students, it meant

that they were not developing their critical thinking, problem solving and

decision-making skills. Modern learning encourages students to collaborate

and therefore be more productive. Hands-on experiences significantly advance

learning at all levels of science education when appropriately designed and

guided by qualified educators (Barrow, 2012).

Science is a natural subject for hands-on kinesthetic learning

experiences that appeal to the visual and auditory senses (Dhanapal and Shan,

2014). Science is an important subject for students at all levels. The main

reason is because the knowledge, understanding and skills that learners obtain

in this subject encourages them to utilize and contribute their ideas in

technological change to provide a better future (Jones and Wyse, 2004).

Hands-on experiment is an active process of student centered learning

whereby it encourages children to discover and develop new concepts or ideas

followed by spurring children’s mind to be critical and creative (Jones and

Wyse, 2004; Wilson, 2008).

As children independently think critically and work through a subject

matter, they develop a sense of independence and autonomy which will

‘enhance their desire and ability to be self-motivated’ (Blandford and

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Knowles, 2009: 147). Many researchers have successfully proven that this

method of learning develops the students’ interest in learning Science as well

as other subjects (Norman, 2005). During hands-on chemistry activities,

students directly and safely investigate chemical properties and reactions,

utilizing laboratory apparatus and instruments. These activities are essential

for learning chemistry and improving science literacy. It is often hard to

properly understand something you have never experienced (Dalton, 2017).

Hands-on learning allows students to directly take on board and understand

what is happening, or how to do something. This is a particularly successful

way to teach kinesthetic learners, who learn best by example.

Student–teacher interaction is considered important in creating a

fruitful learning environment. It is helpful for the learner’s development. A

range of activities can be helpful in focusing the student’s attention to a given

topic as effective teaching is closely related to effective learning (Meguid and

Collins, 2017). The traditional method may not be very effective than the

hands-on; for children have different ways of learning, and not all have the

ability to understand something just by listening. Effective teaching is

important because teaching is based on helping children progress from one

level to another in a more sociable interactive environment and to get the

approach right to get students to be independent learners (Muijus and

Reynolds, 2005).
IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Research Design

This study is a quantitative research design which aimed to investigate

the effect of intervention program integrating experiential and active learning

strategy to the performance of the Grade V pupils in Science at Mapaga

Elementary School. It involved the analysis of the scores of the pupils on the

pre-test and post-test administered to the pupils.

Respondents of the Study

The respondents of this study are the forty- two (42) Grade V pupils of

Mapaga Elementary School. These pupils were selected as respondents as

suggested by the course instructor.

Setting of the Study

This study was conducted at Mapaga Elementary School in Mapaga,

Prosperidad, Agusan del Sur. The school was selected as the setting of the

study because the researchers had convenient access to it.

Research Instrument

The researchers constructed a diagnostic test as an instrument of the

study that was validated and approved by Professor Rose D. Arquion—an

expert in the field of Science, particularly, in assessment and evaluation. The

specific topic covered in the diagnostic test was the 5R’s (Reduce, Re-use,

Recycle, Recover, and Repair) Techniques. The topic was chosen by the

researchers as suggested in the Curriculum Guide in Science.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Data Gathering Procedure

The researchers administered a diagnostic test to forty-two (42)

respondents regarding with the 5Rs Techniques. The first administration was

considered as the pre-test. This was done in order to measure the stock

knowledge of the pupils about the topic. After the pre-test, the scores of the

pupils were recorded and the difficult subtopics were determined based on the

scores of the respondents and were made as basis for the intervention program

designed. The scores of the pupils during the pre-test revealed that all

subtopics related to the 5Rs Techniques were difficult to them. Based on this

result, the researchers planned, designed, and implemented an intervention

program.

The researchers chose to design an intervention program that integrates

experiential and active learning. The implementation of the intervention

program involved demonstration teachings of the researchers. The researchers

conducted two (2) demonstration teachings only due to time constraint. Two

lesson plans were crafted by the researchers because the allotted time for

Science teaching and the grade level of the pupils was considered. The 3Rs

(Reduce, Re-use, & Recyle) was discussed during the first demonstration

teaching and the remaining 2Rs (Recover & Repair) was discussed during the

second demonstration teaching.

As the focus of the intervention program, the researchers applied

strategies involving experiential and active learning in crafting the lesson plan.
IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

The strategies applied were namely 5E’s (Engage, Explore, Explain,

Elaborate, and Evaluate) Strategy and 4A’s (Activity, Analysis, Abstraction,

and Application Strategy. These strategies provided experiential and active

learning activities for the respondents. The activities given to the pupils during

the demonstration teachings were composed of activities with clear directions

that required them to read and perform the given task. Specifically, the

activities were brainstorming and crafting activities. The researchers divided

the class into groups and each group was given tasks or scenarios to be

analyzed or crafted. Each group was also given time to present their output.

The pupils also crafted a wallet made from plastic bottles.

During the demonstration teachings, the demonstrators helped and

guided the pupils regarding their questions and clarifications about the

activities. The researchers ensured that the pupils were engaged and involved

in every activity.

Each technique was discussed clearly and comprehensively by the

demonstration teachers. The researchers gave localized and contextualized

examples, materials, and activities for the attainment of comprehensive

learning of the respondents. Localized and contextualized examples,

materials, and activities allowed the pupils to relate on the lesson immediately

because these were familiar to them.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Results and Discussion

The scores of the pupils in the pre-test and post-test were calculated

and tabulated for analysis. The researchers obtained the average scores of the

male and female respondents during the pre-test and post-test. The average

scores of the male and female respondents during the pre-test and post-test are

shown in Figure 1.

Figure 1.
The Average Scores of Grade 5
Pupils in Pre-test11.83
and Post-test
%
12 9.58%
7.74%
8 6.13%
4
0

The graph clearly shows that there is an increase of the scores of the

pupils based on the mean scores obtained. The mean of the male respondents

increased from 7.74% on pre-test up to 9.58% on post-test.

The scores of the female respondents also increased from 6.13% during the

pre-test up to 11.83% on the post-test.

The data show that the scores of the respondents on post-test

administered were higher than the pre-test. This implies that the intervention

program affected the scores of the respondents.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Conclusion and Recommendations

Based on the result, the researchers arrived into a conclusion that the

intervention program integrating experiential and active learning was

effective. Even if it was implemented for just a short period of time, it

revealed a fact that experiential and active learning enable the learners to

perform comprehensively. Bell (2014) stated that pedagogical interventions

that provide teaching and learning strategies by allowing pupils to engage

pupils in active and experiential learning could possibly improve their skills,

knowledge and conceptual understanding.

The researchers recommend that the intervention program used in this

study must also be tried by subject teachers or class advisers, especially,

Science teachers at Mapaga Elementary School in order to test the reliability

and validity of the result of this study. The researchers also suggest that

intervention program integrating experiential and active learning strategies

must be applied in delivering lessons in Science.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

References

Doran, R. L. (2016). What research says … about assessment? Science and

Children, 27(8), 26-27

Haury, D. L. & Rillero, P. (2014). Perspectives of hands-on science teaching.

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-

toc.htm

Hein, G. E. (2017). The right test for hands-on learning. Science and Children,

25(2), 8-12

Hodson, D. (2015). A critical look at practical work in school science. School

Science Review, 71(256), 33-43.

Poudel, D. D., Vincent, L. M., Anzalone, C., Huner, J., Wollard, D., Clement

T., DeRamus, A., & Blakewood, G. (2015). Hands-on activities and challenge

tests in agricultural and environmental education. The Journal of

Environmental Education, 36(4), 10-14.

IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Documentation

Hands-on Activities
IMPACT OF HANDS-ON ACTIVITIES ON PUPIL’S ACHIEVEMENT IN GRADE V
SCIENCE AT MAPAGA ELEMENTARY SCHOOL
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Traditional