1.

INTRODUCTION

1.1 Background and rationale

Science education plays a vital role in adjudicating scientific and technological advancement

for every individual. It helps us to adapt the trend of the 21 st century. The major goal of science is

to develop scientifically literate and personally concerned individuals with high competence for

rational thought and action (Alebiosu, 1998). Science educations engage on individuals thinking

and skills ability.

The utmost bourne of every teacher is to impact knowledge where the needs of every

student. The best way by which student could be assisted is to make the learning-teaching

process a pleasurable activity through the use of appropriate instruction materials and teaching

strategies (Adeboyeje and Afolabi, 1991). Teaching strategies is one way to catch the student

attention and meet their needs. It has a great impact on student achievement in school.

Teaching strategy is a teaching approach that is used in improving instruction. It is all that

teachers do in planning, implementing and evaluating instruction and the act of providing

activities that can facilitate learning of the students. It is important for students to learn not only

the subject matter, but also how to think through experiences. They do not only become familiar

with the strategies of the teacher in delivering the lesson but also they develop ways to think and

work within a specific field (Ornstein, 1990).

Cooperative learning is an instructional strategy where students work together on a common

task. It is a student-centered approach where students can learn interaction and improved social

skills. It can help students know their responsibility in doing things and can accelerate students’

academic performance. It can build up student relationship to other ethnic group.

Think Pair Share Strategy is one cooperative learning strategy that requires students to

interact with their partners by sharing individual ideas in solution after a period of individual think

time. The think pair share strategy is designed to differentiate instruction by providing students

time and structure for thinking on a given worksheets, enabling them to formulate individual ideas

and share these ideas with a partner (Kagan, 1998). This learning strategy stimulates classroom

1
interaction by encouraging of students’ response, rather than using a traditional method in which

a teacher poses a question and one student offers a response, additionally, this strategy provides

an opportunity for all students to share their thinking with at least one other. In this method, a

problem is posed, students have time to think about it individually, and then they work in pairs to

solve the problem and share ideas with class (Baumeister, 1992).

The think pair share strategy increases the kinds of personal communication that are

necessary for student to internally process, organize and retain ideas (Pimm, 1987). This study

would like to determine the effectiveness of think pair share strategy on the student’s

performance in science.

1.2. Statement of the problem

This study will find out the effectiveness of Think Pair Share Strategy on the performance in

Science of grade 8 students.

Specifically, this study aims to answer the following questions

1. What is the pretest score in Science of the students when grouped to:

a. Think Pair Share Strategy

b. Lecture method?

2. What is the posttest score in Science of the students when exposed to:

a. Think Pair Share Strategy

b. Lecture method?

3. Is there a significant difference between the pretest scores in Science of the students

grouped to Think Pair Share Strategy and Lecture method?

4. Is there a significant difference between the posttest scores in Science of the students

exposed to Think Pair Share Strategy and Lecture method?

5. Is there a significant difference between the pretest and posttest scores in Science of the

students exposed to Think Pair Share Strategy and Lecture method?

2
Null hypotheses:

H01: There is no significant difference between the pretest scores in Science of the students when

grouped to Think Pair Share Strategy and Lecture method.

H02: There is no significant difference between the posttest scores in Science of the students

when exposed to Think Pair Share Strategy and Lecture method.

H03: There is no significant difference between the pretest and posttest scores in Science of the

students when exposed to Think Pair Share Strategy and Lecture method.

1.3. Objectives of the study

1.3.1. General objective

The study will determine the effectiveness of Think Pair Share Strategy on the performance

in Science of Grade 8 students.

1.3.2. Specific Objectives

Specifically, this study aims to:

1. Determine the pretest score in Science of students when grouped to:

a. Think Pair Share Strategy

b. Lecture method

2. Determine the posttest score in Science of students when exposed to:

a. Think Pair Share Strategy

b. Lecture method

3. Find out the significant difference between the pretest scores in Science of the students

when grouped to Think Pair Share Strategy and lecture method.

4. Find out the significant difference between the posttest scores in Science of the students

when exposed to Think Pair Share Strategy and lecture method.

5. Find out the significant difference between the pretest and posttest scores in Science of

the students when exposed to Think Pair Share Strategy and lecture method.

3
1.4. Significance of the study

The result of the study will benefit the following stakeholders:

For the students, they will be benefited from the use of think pair share strategy. By this, they will

be able to adapt the use of think pair share strategy to compensate their weaknesses in science

subject. For the teachers, it is helpful for them to use the think pair share strategy in improving

the ability of students in science. For the parents, this study is relevant for them to be aware of

the performance of their children in terms of communication skill and participation with the use of

think pair share strategy they can also teach their children to improve their performance in

science. For the school administrators, they see the need to provide for performance

development and for other researchers, they will be able to modify or use the think pair share

strategy.

1.5. Scope and limitations of the study

This study will focus on the use of Think Pair Share Strategy in teaching Science and its

effectiveness on the performance in Science of Grade 8 students at Cabalantian National High

School SY 2016-2017. The Grade eighth section Blooming and Cheerful students will be the

subject of the study. The conduct of study will have three consecutive, once with three main

topics entitled digestive system ( parts of digestive system, how enzymes affect digestion and

how pH affect enzyme activity).

1.6. Definition of terms

To facilitate better understanding of this study, the following terms are defined through
context.

Constructivism students construct their own understanding and knowledge through experiences
and reflecting those experiences.

Experimental group refers to the students using the Think Pair Strategy.

Lecture Method refers to the teaching method that is more student centered discussion.

Performance refers to the pretest and posttest scores of the students in Science.

Posttest is a test will be given to the students after the implementation of the study.

Pretest a preliminary test conducted to the study.

4
Rubric is a scoring tool that explicitly represents the performance expectations for an assignment
or piece of work

Thinking is the highest mental activity present in every individual

Think Pair Share Strategy refers to the strategy used in the study. A tool to elevate students’
performance. A strategy where the students work in pair to produce a discussion.

5
 REVIEW OF RELATED LITERATURE

Active learning engages students in the process of learning through activities and discussion

in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and

often involves groupwork (Freeman, et.al, 2014).

Using active learning strategies can lead to successful learning and teaching. Teachers are

not sensitive to student or more incorrect assumption concerning strategy use (Arabsolghar and

Elkins, 2001; Griffiths and Parr, 2001). To provide a strategy instruction that is beneficial to

students from diverse backgrounds, teachers should know the use of active learning strategies by

learners (Protheroe, 2002).

Active learning has greater impact on student mastery of higher-versus lower-level cognitive

skills and the recognition in contrast to course examination that emphasize content mastery or the

ability to solve qualitative problems (Freeman, et.al, 2014).

Cooperative learning has been well documented in the educational research as a successful

pedagogy to improve students’ academic achievement. It is a fundamental principle of

cooperative learning that group members are linked together in such a way that they cannot

succeed unless everyone succeed, they will actively assist each other to make sure that the

assignment is done and the purpose of the group achieved (Deutsch, 1949). They acquire this by

providing help and cooperation to each other, sharing resources, and encouraging each other’s

efforts. As a result, group members who work in cooperative groups outperform students who

work by themselves or in competition with each other (as seen in competitive conventional

classrooms) (Johnson & Johnson, 2004). Cooperative learning is one of the two ways of

organizing the learning environment of a classroom, the other being competitive. In cooperative

learning environment, the goals of separate individuals become so linked that there is a positive

correlation between them; on the contrary, in a competitive conventional environment, the goals

of the students are so linked that there is a negative correlation between their goal attainments

6
(Johnson & Johnson, 1994). Cooperative learning establishes a community in which students can

get help and support from other group members

Cooperative learning structures are methods of organizing the interaction of individuals in a

classroom (Murie, 2004). It is comprises instructional methods in which teachers organize

students into small group, which then work together to help one another learn academic content

(Slavin, 2011). Cooperative learning is a valuable tool for learning in academic institution today

(Johnson, Johnson and Smith, 2007), as it provides benefits for both students and instructor

(Shimazoe and Aldrich, 2010). One that illustrate as an instructional method is the Think Pair

Share.

The instructional method Think Pair Share is a simple and quick technique to help warm up

the class (Barkley, Cross and Major, 2014). It is an easily acceptable form of discussion as it

allows students to rehearse in low-risk situation (Barkley, Cross and Major, 2014), clarifying their

answers through a non-threatening discussion with a fellow classmate before communicating in

front of a group (Millis, 1990). This helps improve the quality of discussion and increase students

willingness and readiness to speak up (Barkley, Cross and Major, 2014).

The Think Pair Share activity (Lyman, 1981, 1987) is a learner- centered and highly effective

collaborative teaching strategy that is used widely in higher education. The TPS activity promotes

student learning through a sequence of three phases. First , student individually reflect on the

subject matter, then pair with a partner in class to discuss the information, and finally share ideas

from their discussions with the class as a whole. TPS is believed to not only enhance student

learning but it also engages all students in discussion, including those who may be more reserved

and less likely to share unprompted class (Karge, Philips, Jesse, McCabe, 2011)

Sharing in pairs, students get a chance to hear the knowledge restated from peers, rather

than the instructor (Gray and Madson, 2007). This enables student to interact more with each

other even in a large classroom (Rao and DiCarlo, 2000). Active discussion helps students learn

more effectively with more independent thinking (Crouch and Mazur, 2001), thus potentially

increasing students attention span and appealing to a greater number of learners (Rao and

DiCarlo, 2000).

7
 Research has shown that peer discussion enhances understanding even when none of the

students in a discussion group originally knows the correct answer (Smith, et.al, 2009). The Think

Pair Share technique has been found to help increase students participation, generate more long

explanation to question, while instilling more confidence and comfort in students when

contributing to class discussion (Sampsel, 2013).

Engaging in active and analytical discussions, students can have increased mastery of both

conceptual reasoning and quantitative problem solving skills (Crouch and Mazur, 2001).

Teaching strategies shape the learning environment. As part of the lesson design, an

effective teacher selects a particular teaching strategy or set of strategies to engage in learning.

There are teaching strategies that can be transferred from one subject to the next. There are also

strategies that are more specific to subject area. The high impact-teaching for science include

teachers enthusiasm, targeting misconception, excursion, usable and practical science, group

work, hands-on experience and interactivity with life (UNESCO, 1993)

8
 3. THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1. Theoretical framework

This study will anchor on the theory of constructivist learning theory, cognitive development

theory and theory of multiple intelligence.

Constructivist teaching is based on the belief that learning occurs as learners are actively

involved in a process of meaning and knowledge construction as opposed to inactively receiving

information. Through dealing with concrete objects, a child’s physical experience accelerate and

he is able conceptualize, think innovatively and logically. According to this theory, learners are the

makers of knowledge and meaning.

Constructivist teaching fosters critical thinking and creates independent learners.

Constructivists suggest that learning is more efficient when a student is engaged in the learning

process rather than trying to receive knowledge inactively. Children learn best when they are

allowed to construct a personal understanding based on experiencing things and reflecting on

those experiences.

Piaget`s work led to cognitive development theory. He believed that cognitive development

appears through sequential qualitative changes in cognitive structures. The theory suggested that

human are incapable to automatically understand and use information that they have been given

because they need to construct their prior knowledge trough prior personal experiences to enable

them to create mental images. He says that humans learn by constructing their own knowledge.

The main role of teacher should be motivating the children to create their own knowledge through

personal experiences.

Teachers are merely facilitator who encourages learners in the learning process. Learners

should take control in making decision in line with their needs. Piaget advocated nonintervention

saying that everything one teaches a child prevents him from discovering.

9
 Piaget’s theory focuses on how learners interact with their environment to evolve complex

reasoning and knowledge. According to Piaget, understanding comes from the actions performed

by an individual in response to his or her environment. These actions change in time from very

physical actions to partly internalized actions that can be accomplished through the use of

symbols. . According to Piaget’s theory, this is a continuous process of accommodation to and

assimilation of the individual environment.

The theory of multiple intelligence states that there are multiple forms of intelligence that exist

in every individual (Gardner, 1983). This theory aids teachers in easily creating more

personalized and diversified instructional experiences (Wilson, 1998). It helps teachers explicate

and promote understanding at intrapersonal, interpersonal and cultural events. The student`s

intrinsic levels of motivation helps teacher construct self-motivating educational experiences and

help promote the concept in the classroom. Provides teachers and students with more expansive

and egalitarian conceptualization of giftedness.

3.2. Conceptual framework

Figure 1 shows the relationship of the independent variable (Think Pair Strategy) to the

dependence variable (Students performance in Science).

Independent Variable Dependent Variable

Think Pair Share Strategy Student’s performance in

Science

Figure 1.Conceptual framework of the study

10
 4. MATERIALS AND METHODS

4.1. Research design

The study will use the true experimental design, the randomized pretest-posttest control

group design. Two sections are used, with one group will be exposed to Think Pair Share

Strategy and other group with lecture method.

Random assignment is used to form the groupings. The performance of students is measured

through giving of pretest and posttest before and after implementation of the topics chosen by the

researcher. A diagram of this design follows.

Experimental group R O(1) X O(2)

Control group R O(3) C O(4)

where:

R refers to the random assignment of the group

O (1) refers to the experimental pretest

O (2) refers to the experimental posttest

O (3) refers to the control pretest

O (4) refers to the control posttest

X refers to the treatment group

C refers to the control group

4.2. Subject of the study

The subject of the study will be the Grade 8 students section Blooming and Cheerful of

Cabalantian National High School consisting of 89 students. The institution is located in

Cabalantian, one of the barangay of Manticao, Misamis Oriental. The school has thirty

teachers;some of them are master teacher. The students are mostly from the hinterlands and the

11
rest come from the nearby barangays. The school is (6 km) away from the National highway.

(fig.2)

4.3. Data gathering procedure

Prior to the conduct of the study, the author will ask permission Letters of request to conduct

the study will give to the school Principal of Cabalantian National High School to conduct a

pretest and after the school Principal sign the letter of permission the author will consult the

science teacher about the topic to be handled and will start the pretesting. For the gathering of

data, the author will asks permission from the school Principal of Cabalantian National High

School to conduct the study in their school. The student will group according to control and

experimental group then take their pretest. Pretest will be used to determine the initial level of the

students’ performance in science. After conducting the pretest, the author will conduct the study

and implement the strategy in class. According to Lyman (1981-1987) Think Pair Share Strategy

is implemented using the following steps. First, student individually reflects on the subject matter.

Second, students will pair with a partner in class to discuss the information. Third, students share

ideas from their discussions with the class as a whole. During the discussion of ideas, the teacher

will rate the student through the use of scoring rubric. The rubrics have different category that

have a corresponding points and can be seen on the Appendix 8. On the other hand, in the

control group, the students will not exposed to think pair share strategy in teaching Science. After

several sessions on the covered topics, the students of control and experimental group will take

their posttest. The author will gather the data to analyze the results of the study. (Figure 3).

12
Figure 2.Map showing the location of Cabalantian National High School (CNHS), Cabalantian,
Manticao, Misamis Oriental

13
 Identification of Cabalantian National High School

Grade 10 Students
Grade 8 section Grade 8 section
N=89
Blooming Cheerful

Think Pair Share Lecture method

Strategy
(Control group)
(Experimental group) Conduct of pretest
N = 44
N = 45
Determine of the Pre-test
scores

Implementation of the study

Conduct of posttest

Determine of Post-test scores

Organization of data

Data analysis

 Percentage
 T-test
 Paired t-test

Concept development

Figure 3. Flow chart of the methods used in the study

14
4.4. Instrument used in the study

For the experimental group the researcher will use Think Pair Share Strategy. The researcher

will be use chalkboards and printed materials. Student will be work in pair to produce a

discussion. In the other group which is the control group, lesson will be taught purely using

lecture method and writing on the chalkboard during class discussion.

A pretest questionnaire is given before the implementation of the study and posttest

questionnaire is given after the implementation of the study. Both pretest and posttest are

composed of 20 items mostly taken from the internet.

The students’ performance in Science will be determined based on the grading system

designed by the Department of Education (2015). The minimum competency, which will be

considered as passing score in this study, is 50%. The grading system of the students’

performance in Science can be seen in the following table.

Table 1: Descriptors and Scores

SCORE DESCRIPTOR

19-20 Outstanding
18 Very satisfactory
16-17 Satisfactory
15 fairly satisfactory
1-14 did not meet expectation

The criteria above mean: Outstanding – the performance of the students who are able to

answer 90% -100% correctly. Very Satisfactory – the performance level of the students who are

able to answer 85% -89% correctly. Satisfactory – the performance level of the students who are

able to answer 80% -84% correctly. Fairly Satisfactory – the performance level of the students

who are able to answer 75%-79% correctly. Did Not Meet Expectation– the performance level of

the students who are able to answer less than 75% correctly?

15
4.5. Data Analysis

The gathered data will be analyzed using percentage, t-test, and paired t-test.

1. Percentage will be used to determine the percentage distribution of the considered

respondent.

fi
%=
n

Where:

f iis the frequency of the ith response.

n is the total number of responses.

2. T-test will be used to test the significant difference between the pretest and posttest

score in the control and experimental group.

x1 −x2

√
2 2
t= s1 s 2
+
n1 n2

where:

x 1the first sample

x 2the second sample

s12the first sample variance

2
s2 the second sample variance

n1 the first sample size

n2 the second sample size

16
3. Paired t-test

d
t = √ s 2/ n

where:

d is the mean difference

s2 is the sample variance

n is the sample size

t is a student’s quantile with n-1 degree of freedom

17
 LITERATURE CITED

Adeboyeje, R.A. &Afolabi, F. O. 1991. Classroom Management Ife Olwuwa Enterprises Nig. Ltd

Alebiosu, K.A. .1998. Effects of Two Co-operative Learning Models on Senior Secondary School
Student Learning Outcomes in Chemistry, University of Thadan Nigeria.

Arabsolghar, F., & Elkins, J. 2001. Teachers’ expectations about students’ use of reading
strategies knowledge and behavior in grades 3, 5 and 7. Journal of Research in
Reading, 24(2), 154-162.

Aquino,M.D.,Valdoz,M.P.,Mariano,J.M.,Bascara,M.T.2013. Science Link 8 (K-12) First Edition.

Rex Book Store Inc.

Barkley, E. F., Cross, K. P., & Major, C. H. 2014. Collaborative learning techniques: A handbook
for college faculty. John Wiley & Sons.

Baumeister, M.1992. Think Pair Share: Effects on oral Language, Reading Comprehension and
Attitudes.

Crouch, C. H., & Mazur, E. 2001. Peer instruction: Ten years of experience and
results. American Journal of Physics, 69(9), 970-977.

DepEd Order No.8.s. 2015. Policy Guidelines on Classroom Assessment for the K to 12.
Basic Education Program. Pasig City

Deutsch. M, 1949. A theory of cooperative and completion. Human Relation, 2 (1949),

pp. 129–152

Freeman, S, Eddy, S. L, McDonough, M., Smith, M. K, Okoroafor, N. Jordt, H., &Wenderoth, M.

P. 2014. Active learning increases student performance in science, engineering, and
mathematics. Proceedings of the National Academy of Sciences

Gray, T., &Madson, L. 2007.Ten easy ways to engage your students. College Teaching, 55(2),
83-87.

Gardner, H.1983. Frame of Mind; The Theory of Multiple Intelligence, Basic Book, New York.

Griffiths, C. & M. Parr.2001. Language-learning strategies: theory and perception. ELT Journal
55.3, 247-254

Johnson D.W. and Johnson. R.T, 1994. Learning together and alone. Allyn and Bacon, London

Johnson D.W. and Johnson. R.T., 2004  Assessing students in group Crown Press, California

Johnson, D. W., Johnson, R.T. and Smith, K.2007. The state of cooperative learning in post
secondary and professional settings. Educational Psychology Review, 19, 15-29.

Kagan, S.1998. Dr. Spencer Kagan`s New Cooperative Learning Smart Card. San Clemente:
Kagan Cooperative Learning.

18
Lucas, M.R., Corpuz, B.2014. Facilitating Learning 4th Edition: A Metacognitive Process pg.1
53-157.

Karge, B. D., Phillips, K. M., Jessee, T., McCabe, M. (2011). Effective strategies for engaging
adult learners. Journal of College Teaching & Learning, 8, 53-56.

Lyman, F. (1981). The responsive classroom discussion. In Anderson, A. S. (Ed.),

Mainstreaming digest. College Park, MD: University of Maryland College of Education.

Lyman, F. (1987). Think-Pair-Share: An expanding teaching technique: MAA-CIE. Cooperative

News, 1, 1-2.

Lucido, P. 2012. Educational Technology 2 2nd Edition; Lorimar Publishing, Inc.

Millis, B. J.1990. Helping Faculty Build Learning Communities Through Cooperative Groups: To
Improve the Academy.
Murie.R.C. 2004. Effects of Communication Learning. San Clemente, CA. Kagan Publishing

Ornstein, A.1990. Strategies for Effective Teaching, Haper Collins Publisher, Inc. Navotas Metro
Manila pg. 542.
Piaget, J.P. 1952. The Origins of Intelligence in Children. International University Press, New
York.

Pimm, D.1987. Speaking Mathematically: Communication in mathemathics Classrooms, New

York, Routledge and Kegan Paul.

Rao, S. P. and DiCarlo, S.E.2000. “Peer Instruction Improves Performance on

Quizzes.” Advances in Physiology Education, 24(1), 51-55.

Sampsel, A.2013. “Finding the Effects of Think-Pair-Share on Student Confidence and

Participation”. Honors Undergraduate Student Research.

Shimazoe, J., and Aldrich, H.2010. Group work can be gratifying: Understanding and
overcoming resistance to cooperative learning. College Teaching, 58, 52-57.

Slavin, R. E. 2011. Instruction Based on Cooperative Learning. In R. E. Mayer & P. A.

Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 344-360). New
York: Taylor & Francis.

Smith, M. K., W. B. Wood, W. K. Adams, C. Wieman, J. K. Knight, N. Guild, and T. T. Su. 2009.
“Why Peer Discussion Improves Student Performance on In-Class Concept
Questions.” Science, 323, 122-24.

UNESCO. 1993. Strategies and Methods for Teaching Values in the Context of Science and
Technology

Wilson, L.O.1996. Why teacher are drawn to using multiple intelligence: Theory in their
classroom. New Horizon for learning.

19
 GANNT CHART

ACTIVITY AUG. SEPT. OCT. NOV. DEC. JAN. FEB. MAR.

Formulation of the title

√
Title defense
√
Research and related
studies √
Preparation of proposal
editing √
Proposal defense and
editing √
Submission of final
proposal copies √
Implementation of the
study and data √
gathering
Data analysis
√
Thesis final manuscript
√
Revision
√

20
 LINE ITEM BUDGET

ITEMS PRICE BUDGET TOTAL AMOUNT

INTERNET FEE Php. 12.00/Hr. 10hrs/day (3x) Php. 360.00

PRINTING FEE Php. 1.00 51 pages (4x) Php. 153.00

SLIDING FOLDERS Php. 10.00 4 pieces Php. 40.00

BINDER CLIPS Php. 5.00 4 pieces Php. 20.00

PANEL AND Php. 60.00 4 person Php. 240.00

ADVISER SNACKS

Php. 813.00

21
Appendix 1. Letter of request to the principal of Cabalantian National High School to
conduct the study
Mindanao State University at Naawan
College of Education and Social Sciences
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

January 2017

EDNA B. NABUA
Principal I
Cabalantian National High School
Cabalantian, Manticao,Misamis Oriental

Dear Sir:
Greetings of peace!
I am a third year BSE General Science student of MSU at Naawan and will be conducting
a study entitled “THINK PAIR SHARE STRATEGY ON THE PERFORMANCE IN
SCIENCE OF GRADE 8 STUDENTS” in partial fulfillment of the subject EdSc 199
(Undergraduate Thesis).
In connection with this, I would like to ask permission from your good office to let me
conduct the said study in your school wherein the participants will be the Grade 10
Loyalty students.

I hope this request meets your favorable consideration and approval.

Thank you and more power

Respectfully yours,

JENELYN T. PANSACALA

Noted by:

MERRIAM DANIELLE GOMEZ

Adviser

Approved by:

BELLA S. AMARGA
Chairperson, DSEE

22
Appendix 2. Letter of request to the Grade 8 Blooming Science Teacher
Mindanao State University at Naawan
College of Education and Social Sciences
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

January 2017

SHIELA MARIE A. JACALAN

Science 8 Teacher
Cabanlatian National High School
Cabalantian, Manticao, Misamis Oriental

Dear Madam:
Greetings of peace!
I am a third year BSE General Science student of MSU at Naawan and will be conducting
a study entitled “THINK PAIR SHARE STRATEGY ON THE PERFORMANCE IN
SCIENCE OF GRADE 8 STUDENTS” in partial fulfillment of the subject EdSc 198
(Methods of Research).
In connection with this, I would like to ask permission to conduct my study in your Physics
class. Your students in Section Blooming will be the participants of my study.

Your approval for this matter is highly appreciated.

Thank you and more power!

Respectfully you,

JENELYN T. PANSACALA

Noted by:

MERRIAM DANIELLE GOMEZ

Adviser

Approved by:

BELLA S. AMARGA
Chairperson, DSEE

23
Appendix 3. Letter of request to the Grade 8 Cheerful Science Teacher
Mindanao State University at Naawan
College of Education and Social Sciences
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

January 2017

REY JOHNSON V. RATUNIL

Science 8 Teacher
Cabalantian National High School
Cabalantian, Manticao, Misamis Oriental

Dear Madam:
Greetings of peace!
I am a third year BSE General Science student of MSU at Naawan and will be conducting
a study entitled “THINK PAIR SHARE STRATEGY ON THE PERFORMANCE IN
SCIENCE OF GRADE 8 STUDENTS” in partial fulfillment of the subject EdSc 198
(Methods of Research).
In connection with this, I would like to ask permission to conduct my study in your Physics
class. Your students in Section Cheerful will be the participants of my study.

Your approval for this matter is highly appreciated.

Thank you and more power!

Respectfully yours,

JENELYN T. PANSACALA

Noted by:

MERRIAM DANIELLE GOMEZ

Adviser

Approved by:

BELLA S. AMARGA
Chairperson, DSEE

24
25
Appendix 5: Pretest questionnaire
I. Multiple choice
Direction: Encircle the letter of the correct answer.
1.Enzymes in the gastric juices breaks proteins down into:
A. lipids
B. amino acids
C. amylase
D: simple sugar

2. What type of food begins the digestion process in the small intestine?
A: starches
B. proteins
C: sugars
D: fats

3. What happens in the duodenum?

A: food is mixed with pancreatic juice and bile
B. vitamin and mineral absorbed
C. food is crushed by strong muscles and mixed with digestive juices
D. a large amount of water is absorbed from the food.

4.Blood vessel in the intestine absorbs:

A: protein
B. mineral and water
C. bile
D. starches

5. The liver function to:

A. store vitamin D
B. form glucose from noncarbohydrates
C: destroy damaged red blood cells
D. all of the choices are correct

6. The salivary enzymes amylase function to digest:

A. fats
B: carbohydrates
C. proteins
D. all of the choices are correct

7.Peristalsis occurs in the digestive tract:

A. in the stomach, small intestine and large intestine
B. in the small and large intestine only
C. in the stomach and small intestine only
D. from the pharynx to the anus

8. One of the major function of large intestine is to:

A: secrete digestive enzymes
B. break down hemoglobin
C. regulate the release of bile
D. reabsorb water and chyme

26
9. What break
Appendix 5. food into smaller
Pretest pieces to (continued)
questionnaire begin mechanical digestion?
A. stomach
B: esophagus
C. amylase
D. teeth

10. Gastric glands increase their secretory activity in response to a hormone released from
the:
A: pancreas
B. stomach
C. liver
D. duodenum

11.The physical and chemical breakdown of food is completed primarily in the:

A. large intestine
B. small intestine
C: stomach
D. esophagus

12. The accessory digestive organs include the following EXCEPT:

A. tongue
B. liver
C. pancreas
D. stomach

13.Mechanical digestion begins in the:

A. mouth
B. stomach
C: small intestine
D. large intestine

14. Chemical digestion of protein begins in the:

A. mouth
B. stomach
C. small intestine
D. large intestine

15.The muscles of the esophagus squeeze the food downward using the process of:
A. gravity
B. peristalsis
C. rugae
D. chime

16. Gastric juices in the stomach.

A. kill bacteria
B. work together to digest food
C. include hydrochloric acid
D. all of the above

17. Chemical digestion of starch food begin:

A: mouth
B. stomach
C. small intestine
D. large intestine

27
Appendix 6: Posttest questionnaire

I. Multiple choice
Direction: Encircle the letter of the correct answer.

1.The liver function to:

A. store vitamin D
B. form glucose from noncarbohydrates
C: destroy damaged red blood cells
D. all of the choices are correct

2. What happens in the duodenum?

A: food is mixed with pancreatic juice and bile
B. vitamin and mineral absorbed
C. food is crushed by strong muscles and mixed with digestive juices
D. a large amount of water is absorbed from the food.

3. Enzymes in the gastric juices breaks proteins down into:

A:lipids
B. amino acids
C. amylase
D. simple sugar

4.One of the major function of large intestine is to:

A: secrete digestive enzymes
B. break down hemoglobin
C. regulate the release of bile
D. reabsorb water and chyme

5. How does saliva digest food?

A. by breaking down starches
B. by using bile to break down sugars
C: by breaking down proteins
D. by using peptides to breakdown fats

6. The physical and chemical breakdown of food is completed primarily in the:

A. large intestine
B. small intestine
C: stomach
D. esophagus

7.Mechanical digestion begins in the:

A. mouth
B. stomach
C: small intestine

28
D. large intestine

8.The muscles of the esophagus squeeze the food downward using the process of:
A. gravity
B. peristalsis
C. rugae
D. chime

Appendix 6. Posttest questionnaire (continued)

9.Gastric glands increase their secretory activity in response to a hormone released from
the:
A: pancreas
B. stomach
C. liver
D. duodenum

10.The accessory digestive organs include the following EXCEPT:

A. tongue
B. liver
C:pancreas
D. stomach

11.Chemical digestion of protein begins in the:

A. mouth
B. stomach
C: small intestine
D. large intestine

12. What break food into smaller pieces to begin mechanical digestion?
A. stomach
B: esophagus
C. amylase
D. teeth

13. What type of food begins the digestion process in the small intestine?
A. starches
B. proteins
C: sugars
D. fats

14.The salivary enzymes amylase function to digest:

A. fats
B. carbohydrates
C: proteins
D. all of the choices are correct

15. Blood vessels in the intestine absorb:

A. protein
B. mineral and water
C: bile
D. starches

16.Peristalsis occurs in the digestive tract:

29
 Appendix 6. Posttest questionnaire (continued)

A. in the stomach, small intestine and large intestine

B. in the small and large intestine only
C. in the stomach and small intestine only
D. from the pharynx to the anus

17. The volume of the human stomach is approximately:

A. one liter
B: two liters
C. one-half of liter
D. four liters

18. Chemical digestion of starch food begin:

A: mouth
B. stomach
C. small intestine
D. large intestine

19. _____ produces no secretion that helps the digestion of lipids.

A: liver
B. small intestine
C. pancreas
D. mouth

20. Gastric juices in the stomach.

A. kill bacteria
B. work together to digest food
C: include hydrochloric acid
D. all of the above

Matthew 19:26 With GOD all things are possible.

GOD BLESS!!!!!
Thank You……. 

Appendix 7. Answer key

Pretest answer key: Posttest answer key:

30
 1. B 1. D
2. D 2. A
3. A 3. B
4. B 4. D
5. D 5. A
6. B 6. B
7. D 7. A
8. D 8. B
9. D 9. B
10. B 10. D
11. B 11. B
12. D 12. D
13. A 13. D
14. B 14. B
15. B 15. B
16. D 16. D
17. A 17. B
18. B 18. A
19. B 19. B
20. A 20. D

Appendix 8. Scoring Rubric

31
 CATEGORY EXEMPLARY GOOD MARGINAL UNACCEPTABLE

Information clearly Information Information Information has little

relates to the main clearly relates to clearly relates or nothing to do with
topic and adds new the main topic. It to the main the main topic or
Quality of concepts, provides at least topic. No simply restates the
Information information. It 1 supporting details and/ or main concept. It
includes several details and examples does not advance
supporting details examples given given. the discussion.
and examples given.

Critical Thinking Enhances the critical Some critical Responds to Does not respond to
thinking process thinking and question but question pose by the
consistently through reflection is not engage in facilitator
reflection and demonstrated in premise
questioning of self discussion by the reflection
and others; is a responder
quality response that
advances thoughts
forward; adds to the
discussion/ is critical
response.
Encourages and Responds to Limited Responds to the
facilitates interaction other members of interaction or discussion facilitator
among members of the group. responses to only. No interaction
the group. Reflects Reflects own other with peers.
and evaluates own practices and members of
practice and experiences. the group.
experiences.
Collaboration Encourages
colleagues to
evaluate their
teaching.
Professional Professional Professional Professional
Professional vocabulary are used vocabulary are vocabulary are vocabulary are not
Language consistently used frequently used
used.
throughout the throughout the occasionally
discussion. discussion. throughout the
discussion.
One thread and two One thread and Thread of two Thread and
Timeliness responses posted one response on responses responses late.
within time frame. time. One late.
response late.
Total Score

Appendix 9. Lesson Plan in Science day 1: (Experimental group)

I. Learning objectives

32
At the end of the lesson students will be able to:
a. describe what is digestive system
b. illustrate the parts of digestive system
c. appreciate the importance of digestive system

II. Subject matter

Topic: Parts of Digestive System
Materials: Chalk and chalkboard, multimedia presentation
Skills: describing, analyzing
Reference: Science Link 8 (K-12) First Edition by Aquino, M.D., Valdoz, M.P, Mariano,
J.M., Bascara, M.T. pg. 95-107

III. Learning procedure

A. Preliminary activity
1. Prayer
2. Review of the last lesson
B. Developmental activity
1. Motivation
- Video presentation
2. Presentation
- Introducing the Digestive System
3. Lesson Proper
Teacher’s activity Student’s activity

T: Good day class! How are S(all): Were fine maam and you?
you today?
T: I’m fine too.
T: So, today we will talk about
Digestive System

The teacher will give a certain

problem to the class and
let the students think for a
possible answer in 2-5
minutes then, they will pair
with their classmates and
exchange ideas about the
problem given and share it
in class.

The will facilitate and guide the Digestive System is defined as series of organs
student in accomplishing that convert food into nutrients that can be
the task. used up by the body

33
Appendix 9. Lesson Plan in Science day 1: (Experimental group) continued

Mouth is where the process of digestion begins. The

smell of food itself triggers the secretion of saliva by the
salivary glands in the mouth. Saliva contains the
salivary amylase enzyme which helps in the breakdown
of starch. In the mouth lies the tongue, which is vital for
mixing and tasting food. Teeth help in the grinding of
food.

Pharynx (Throat) is a funnel shaped tube that is

connected to the mouth. It is charged with passing
chewed food into the esophagus from the mouth.

Stomach food is coated with a mixture of digestive

enzymes and acid. This helps break down food. After
food has been broken down in the stomach, it is then
passed on to the small intestine.
Small Intestine is divided into 3 parts: the duodenum,
the jejunum and the ileum. The walls of the small
intestine have finger-like projections called villi. They
facilitate the absorption of nutrients into the
bloodstream.
Accessory Organs
In the duodenum (the first part of the small intestines),
carbohydrates, protein and fats are broken down with
the help of enzymes from the pancreas. Bile juice is
released from the gall bladder to further break down
fats into a form that the body can use.
Large Intestine (Colon) which is charged with
absorbing water and breaking down waste. It contains
bacteria that help with the breakdown of waste that is
passed on from the small intestine.
Rectum and Anus
The rectum receives stool from the large intestine.
When this happens, your body lets you know that you
need to pass stool. It is the rectum’s job to hold the
stool until it is evacuated. The stool is passed on from
34
Appendix 9. Lesson Plan in Science day 1: (Experimental group) continued

GENERALIZATION:
Digestive System is defined as series of organs that convert food into nutrients that can
be used up by the body. It is made up of the mouth, esophagus, stomach, small
intestine, large intestine, rectum and anus that have different functions.

IV. Evaluation
Direction: Label the parts of human digestive system projected in the board

V. Assignment

Study in advance about how enzymes affect digestion

Appendix 10. Lesson Plan in Science day 1: (control group)

I. Learning objectives
At the end of the lesson students will be able to:
a. describe what is digestive system
b. illustrate the parts of digestive system
c. appreciate the importance of digestive system

II. Subject matter

35
 Topic: Parts of Digestive System
Materials: Chalk and Board, Multimedia presentation
Skills: describing, analyzing
Reference: Science Link 8 (K-12) First Edition by Aquino, M.D., Valdoz, M.P, Mariano,
J.M., Bascara, M.T. pg. 95-107

III. Learning procedure

A. Preliminary activity
1. Prayer
2. Review of the last lesson
B. Developmental activities
1. Motivation
- Video presentation
2. Presentation
- Introducing the Digestive System
3. Lesson Proper
Teacher’s activity Students’ activity

T: Good day class! How are you today? S: (all) Were fine maam and you?
T: okay class our topic for today is all
about Digestive System.
Anyone from the class knew what is
digestive system?
( calling names and read )
S1: Digestive System is defined as
Digestive System is defined as series of series of organs that convert food
organs that convert food into into nutrients that can be used up
nutrients that can be used up by the by the body.
body.

Okay!! Very good…

So, class at this moment lets tour the
human digestive system.
Let us identify the different parts of
digestive system.

So, the first part is the mouth followed by

the esophagus, stomach, small
intestines, large intestine, rectum and
anus.

So class, what is the function of mouth?

(calling names and read)
S2: Mouth is where the process of
Mouth is where the process of digestion digestion begins
begins
Appendix 10. Lesson Plan in Science day 1: (Control group) continued

Very Good!!
( Elaborate more the ideas)

36
Next is the pharynx
(calling names and read)

Pharynx is a funnel shaped tube that is S3: Pharynx is a funnel shaped tube
connected to the mouth. It is charged that is connected to the mouth. It is
with passing chewed food into the charged with passing chewed food
esophagus from the mouth into the esophagus from the mouth

Okay!! Thank you. Very Good!

It is followed by the esophagus where

food is passed through the hypo
pharynx and the oropharynx.

There is a process called peristalsis, what

is it?
(calling names and read)

Peristalsis is the process where food is S4: Peristalsis is the process where
converted into a small round mass food is converted into a small round
and transferred into stomach. mass and transferred into stomach.

Very good!! Thank you. Very Good...

So class, in stomach food is coated with

mixture of digestive enzymes and
acid.
After the food has been broken down in
the stomach, it is then passed to what
part?
(calling names and read)
S5: Small intestine
Small intestine

Very Good!!!

So what is the function of the small

intestines?
( calling names and read) S6: Small Intestine is divides into 3
parts duodenum, jejunum and
Small Intestine is divides into 3 parts ileum. They facilitate the absorption
duodenum, jejunum and ileum. They of nutrients into the blood stream.
facilitate the absorption of nutrients
into the blood stream.

Thank you… Very well said...

Next part in digestive system is the large

intestine.

37
 (calling names and read) S7: Large Intestine is charged with
absorbing water and breaking
wastes.

Large Intestine is charged with

absorbing water and breaking S (all): Yes Maam...
wastes.

Okay!!! Very Good!!!

Class, are you still listening?

S8: Rectum and Anus
So the last two parts remaining are?
(calling names and read)

Rectum and Anus

Very good…

So, rectum receives stool from the large

intestine. Rectum job is to hold the
stool until is evacuated.
The stool is passed on from the redum to
the anus for ejection.

The anus is surrounded by sphincter

muscles that allow you to control the
anus function. S (all): Yes Maam…

So class that all the parts of human

digestive system.
Did you learn from our discussion?

Appendix 10. Lesson Plan in Science day 1: (control group) Continued

GENERALIZATION:

Digestive System is defined as series of organs that convert food into nutrients that can be
used up by the body. It is made up of the mouth, esophagus, stomach, small intestine,
large intestine, rectum and anus that have different functions.

IV. Evaluation
Direction: Label the parts of human digestive system. Give an illustration.

V. Assignment
Study in advance about how enzymes affect digestion

Appendix 11. Lesson Plan in Science day2: (Experimental group)

I. Learning objectives

38
At the end of the lesson students will be able to:
a. explain how enzymes affect digestion
b. identify what are those enzymes
c. appreciate the essence of digestive enzymes in our body.

II. Subject matter

Topic: How enzymes affect digestion
Materials: Chalk and chalkboard, multimedia presentation
Skills: describing, appreciating
Reference: Science Link 8 (K-12) First Edition by Aquino, M.D., Valdoz, M.P, Mariano,
J.M., Bascara, M.T. pg. 95-107

III. Learning procedure

A. Preliminary activity
1. Prayer
2. Review of the last lesson
B. Developmental activity
1. Motivation
- Video presentation
2. Presentation
- Introducing enzymes affection in digestion
3. Lesson Proper
Teacher’s activity Students’ activity

T: Good day class! How are S(all): Were fine maam and you?
you today? S(all): Yes maam.
T: I’m fine too. So did you
review last night?
T: So, today we will talk about
enzymes affect digestion.

The teacher will give a certain

problem to the class and
let the students think for a
possible answer in 2-5
minutes then, they will pair
with their classmates and
exchange ideas about the
problem given and share it
in class.

The will facilitate and guide the Digestion is the complex process of turning the
student in accomplishing food you eats into which the body uses for
the task. energy, growth and cell repair needed to
survive.

What are the two kinds of Digestion and its

function?

1. Mechanical Digestion
2. Chemical Digestion
3.

39
 Mechanical digestion involves physically breaking
the food into smaller pieces.  Mechanical
digestion begins in the mouth as the food is
chewed. 

Chemical digestion involves breaking down the

food into simpler nutrients that can be used by the
cells. Chemical digestion begins in the mouth when
food mixes with saliva.  Saliva contains an enzyme
(amylase) that begins the breakdown of
carbohydrates.  (An enzyme is a protein that can
catalyze certain biochemical.

Enzymes are type of protein that causes chemical

reaction. Digestive enzymes helps break down
our food for us to absorb good nutrition.

Appendix 11. Lesson Plan in Science day 2: (Experimental group) continued

GENERALIZATION:

Digestion is the complex process of turning the food you eat into nutrients, which the
body uses for energy, growth and cell repair needed to survive. The digestion process
involves creating waste to be eliminated. Haven’t have enough digestive enzymes, we
can’t break down our food and we cannot absorb all the good nutrition.

IV. Evaluation

Direction: Give 10 examples of food that are rich in carbohydrates and proteins.

V. Assignment

Study in advance about nutrition and wellness.

40
Appendix 12. Lesson Plan in Science day2: (Control group)
I. Learning objectives
At the end of the lesson students will be able to:
a. explain how enzymes affect digestion
b. identify what are those enzymes
c. appreciate the essence of digestive enzymes in our body.

II. Subject matter

Topic: How enzymes affect digestion
Materials: Chalk and chalkboard, multimedia presentation
Skills: describing, appreciating
Reference: Science Link 8 (K-12) First Edition by Aquino, M.D., Valdoz, M.P, Mariano,
J.M., Bascara, M.T. pg. 95-107

III. Learning procedure

A. Preliminary activity
1. Prayer
2. Review of the last lesson
B. Developmental activity
1. Motivation
- Video presentation
2. Presentation
- Introducing enzymes affection in digestion
3. Lesson Proper
Teacher’s activity Students’ activity

T: Good day class! How are S(all): Were fine maam and you?
you today? S(all): Yes maam.
T: I’m fine too. So did you
review last night?
T: So, today we will talk about
enzymes affect digestion.

So what is digestion?
( calling names and read)
S1: Digestion is the complex process of turning
Digestion is the complex the food you eats into which the body uses for
process of turning the energy, growth and cell repair needed to
food you eats into which survive.
the body uses for energy,
growth and cell repair
needed to survive.

Okay!!! Very Good…

( Elaborate more ideas)

So now let’s define what

enzymes are.

41
 (calling names and read) S2: Enzymes are type of protein that causes
chemical reaction.
Enzymes are type of protein
that causes chemical
reaction.

Very Good!!! Thank you…

Class digestive enzymes are

primarily produced in the
pancreas and small
intestine; break down our
food into nutrients so that
our bodies can absorb
them.

So class everybody read this:

If we don’t have enough

digestive enzymes, we
can’t break down our food. S (all): If we don’t have enough digestive enzymes,
we can’t break down our food.
So it means even though were
eating well we aren’t
absorbing all that nutrition.

Did you understand class?

S3: Yes maam.
Appendix 12. Lesson Plan in Physics day 2: (Control group) continued

GENERALIZATION:

Digestion is the complex process of turning the food you eat into nutrients, which the
body uses for energy, growth and cell repair needed to survive. The digestion process
involves creating waste to be eliminated. Haven’t have enough digestive enzymes, we
can’t break down our food and we cannot absorb all the good nutrition.

IV. Evaluation

Direction: Cite some causes why digestive enzymes stop working correctly in the body.

V. Assignment

Study in advance about how pH affects enzyme activity.

42
Appendix 13. Lesson Plan in Science day3: (Experimental group)
I. Learning objectives
At the end of the lesson students will be able to:
a explain how pH affect enzyme activity
b. infer carbohydrates and proteins
c. appreciate the importance of pH in our body

II. Subject matter

Topic: How pH affects enzymes activity
Materials: Chalk and chalkboard, multimedia presentation
Skills: explaining, inferring, appreciating
Reference: Science Link 8 (K-12) First Edition by Aquino, M.D., Valdoz, M.P, Mariano,
J.M., Bascara, M.T. pg. 95-107

III. Learning procedure

A. Preliminary activity
1. Prayer
2. Review of the last lesson
B. Developmental activity
1. Motivation
- Video presentation
2. Presentation
- Introducing how pH affects enzymes activity
3. Lesson Proper
Teacher’s activity Student’s activity

T: Good day class! How are S(all): Were fine maam and you?
you today? S(all): Yes maam.
T: I’m fine too. So did you
review last night?
T: So, today we will talk about
how pH affects enzymes
activity.

The teacher will give a certain

problem to the class and
let the students think for a
possible answer in 2-5
minutes then; they will pair
with their classmates and
exchange ideas about the
problem given and share it
in class.
pH is the measure of concentration of hydrogen
The will facilitate and guide the ions in a solution
student in accomplishing
the task. Differentiate Carbohydrates and Proteins

43
 Carbohydrates are needed by our body as the
primary source of energy. It will broke down into
simple sugars that absorbed in the small
intestine.

Proteins build and repair tissues. It can be obtained

from nuts, dairy, meats, beans and grains.

Appendix 13. Lesson Plan in Science day 3: (Experimental group) continued

GENERALIZATION:

pH is the measure of the concentration of hydrogen ions in a solution. Not all parts of the
digestive tract have same pH because different stages of digestive process require
different levels of acidity.

IV. Evaluation

Direction: Cite some causes why digestive enzymes stop working correctly in the body.

V. Assignment

Study in advance about how pH affects enzyme activity.

44
Appendix 14. Lesson Plan in Science day3 :( Control group)
I. Learning objectives
At the end of the lesson students will be able to:
a. explain how pH affect enzyme activity
b. infer carbohydrates and proteins
c. appreciate the importance of pH in our body

II. Subject matter

Topic: How pH affect enzymes activity
Materials: Visual aid and printed pictures
Skills: describing, inferring, appreciating
Reference: Science Link 8 (K-12) First Edition by Aquino, M.D., Valdoz, M.P, Mariano,
J.M., Bascara, M.T. pg. 95-107

III. Lesson procedure

A. Preliminary activity
1. Prayer
2. Review of the last lesson
B. Developmental activities
1. Motivation
- Video Presentation
2. Presentation
- Introducing the topic how pH affect enzymes activity
3. Lesson Proper

Teacher’s activity Student’s activity

T. Good morning class, how are S(all): Good morning too maam, were fine
you today? and you?

T. Class today we will talk about

how pH affect enzymes activity/
So, what is ph class?
( calling names and read )

S1: pH is the measure of concentration of

pH is the measure of concentration hydrogen ions in a solution.
of hydrogen ions in a solution.

T. Okay!!! Very Good

Class did you why is that all
parts of our digestive tract have
same pH.
(calling names and read)
S2: It is because different stages of the
It is because different stages of digestive process require different levels
the digestive process require of acidity.
different levels of acidity.

45
 T. Okay!!! That’s right. Very good…
(Elaborate more ideas)

Appendix 14. Lesson Plan in Physics day 3: (Control group) continued

Class you know what carbohydrates

are needed by our body as the
primary source of energy. It will
broken down into simple sugars
that absorbed in the small
intestine

It will Circulate to the different parts

of the body as they join the
bloodstream.

So, that is carbohydrates, now let’s

proceed to talk about proteins.
What is the function of protein?
( calling names and read)

Proteins build and repair tissues. It S3: Proteins build and repair tissues. It can
can be obtained from nuts, be obtained from nuts, dairy, meats,
dairy, meats, beans and grains. beans and grains.

T. Okay!!! Very Good…

Proteins are broken down into
their component parts called
amino acids in the stomach.
This process is aided by acids
secreted by the cells that make
up the walls of the stomach and
enzymes that are present in the
gastric juices.

So, that’s all for today class.

GENERALIZATION:

pH is the measure of the concentration of hydrogen ions in a solution. Not all parts of the
digestive tract have same pH because different stages of digestive process require
different levels of acidity.

IV. Evaluation

Direction: Give 10 examples of food that are rich in carbohydrates and proteins.

V. Assignment

46
Study in advance about nutrition and wellness.

47