ABSTRACT
Title: The
Effect of Integrative Teaching on the Academic Performance of the Grade VI
Pupils
Author: Dauran,
Noel R., Master of Arts in Education, Major in Administration and Supervision,
University of Northeastern Philippines, City of Iriga
Keywords: Integrative
Teaching, Academic Performance
This study determined the effect
of Integrative Teaching on the academic performance of the Grade VI pupils in
Ragay District, Division of Camarines Sur for the School Year 2006 – 2007. It
drew out the academic performance of the pupils along Science, Mathematics, and
English. Further, it determined the significance of agreement on the academic
performance of the pupils in the three subject areas; the level of
effectiveness of the integrative approach on the academic performance in the
three subject areas as perceived by the teachers along objectives of
integrative teaching, lesson plan, strategies for teaching the approach and
selected teaching procedures, and values integration; whether there is a
significant agreement among the rank orders of the teachers’ perceptions in the
different subject areas; the problems encountered by the teachers in using the
Integrative Teaching Approach; the solutions they proposed to solve the
problems encountered; and whether significant agreement existed among the rank orders of the problems encountered
and solutions to the problems among the different zones namely, Central,
Northern, Southern, Railside, and Lowland.
The Pre-Experimental One-Shot Case
method of research was utilized in which the treatment was the Integrative
Approach. Its effect was perceived by the teachers teaching the three different
subject areas. Documentary analysis was also employed since the results of
Division Mathematics, English, and Science Tests were used as the source of
data. The research subjects were 1,426 Grade VI pupils while the
teacher-respondents were 25 coming from the five sectors of Ragay. Data were
treated statistically using frequency count, percentage rank order, mean,
standard deviation, proficiency level, average weighted mean, chi-square, and
Kendall Coefficient of Concordance W. Significance level was pegged on 0.05.
The findings drawn from this study are:
1. The
academic performance of the Grade VI Pupils ranged from 32.31% to 45.84 in English, 42.2% to
54.58% in Mathematics and 37.09% to 42.14% in Science. In English, Central zone
had the highest proficiency level of 45.84%, along Mathematics Northern zone
got the highest with 54.5%, and in Science
Northern zone still had the highest with 42.14%. They are all equivalent
to “Needs Improvement.”
2. Using the Kendall coefficient of
concordance w, to test the significance
of agreement on the rank order of pupils’ academic performance, the coefficient
of concordance yielded to 0.7995 with a chi square of 59.9625 (p<0.001). The
alternative hypothesis was accepted.
3. The level of effectiveness of Integrative
Approach in teaching the three subject areas obtained a weighted mean of 4.45
(Effective) for objective of Integrative Teaching, Lesson Plan 3.95, strategies
3.91, Values Integration 3.94. With a combined weighted mean of 4.05 or
Effective.
4. The test of Significance of agreement on
the Rank orders of the level of effectiveness of Integrative teaching had a
coefficient of concordance and a computed X2
of 0.25 and 4.518 (p>0.05) respectively for objectives, Lesson plan had
0.848 and 17.821 (p<0.025), Values Integration 0.79 and 11.85 (p<0.05),
strategies 0.68 and 10.29 (p>0.05). The alternative hypothesis was accepted
in terms of lesson plan and Values Integration but rejected in objectives and
strategies.
5. Of the nine problems identified to have been
encountered by the teachers in using the Integrative Approach, the two which
were considered to be very serious are: Insufficiency of in-service/pre-service
training (4.6) and lack of reference materials (3.96). Those that were “serious”
were: Difficulty in making Integrative lesson, Poor assistance by the school
heads (3.32), Inability to execute lesson plan with prescribed time–frame
(3.0), Lack of knowledge and related experiences (2.76) and Insufficient
background in the different strategies (2.68).
6. The coefficient of concordance to determine
the significance of agreement on the Rank Orders of the problems was 0.63 with
a chi square of 25.36 (p<0.001). The alternative hypothesis was accepted.
7. There were ten solutions formulated to
solve the problems. Of those, five were considered to be very much urgent.
Considering their weighted mean in descending order were: Teachers should be
effective facilitators of learning (4.84); Teachers should be competent and
innovative in preparing the integrative activities. To facilitate the teaching
of IT as a method, a proposed instructional manual (4.76); supplementary
materials be sufficiently provided (4.68); Teachers should be resourceful
(4.68); and Master the subject matter and skills (4.56).
The coefficient of concordance to
determine the significance of agreement of the rank orders
of the solutions was 0.2439 with a computed chi square of 10.98 (p>0.05),
the alternative hypothesis was rejected
Conclusions
The
following conclusions were derived from the findings of the study:
1.
The academic performance of the Grade VI pupils along English, Mathematics, and
Science in the different sectors of the district is low and is within the level
of “Needs Improvement”.
2.
The rank order of the pupils’ academic performance in the tool subjects are
highly significantly agreed among the different sectors of Ragay district.
3.1
Teachers perceived Integrative Approach to be effective along its objectives, lesson plan, and values
integration on developing pupils’ academic performance in the three subject
areas: English, Science, and Mathematics.
3.2
The following strategies used in integrative approach were perceived by the
teachers in the three subject areas in the following rank order: demonstration,
simulation games, experiments, role playing, field trips, and interviews.
4. The teachers in the three subject areas were
significantly agreed on the rank order of the level of effectiveness along
lesson plan but they were not significantly agreed according to objectives,
value integration, strategies, and in the over-all effectiveness of integrative
teaching in the development of pupils’ performance in the subject areas.
5.
The problems that were considered to be very serious were insufficiency 0f in-service/pre-service
training program, and lack of reference materials. Those that were perceived to
be serious were difficulty in making integrative lesson, poor assistance
accorded by the school head, inability to execute lesson plan within a
prescribed time-frame, lack of knowledge
of different and related experiences, and insufficient background in the
different strategies.
6.
The solutions that were considered to be very much urgent by all zones were
about the effectiveness of teachers as facilitators of learning and manage the
condition of learning, and that teachers should be competent and innovative in
preparing the integrative activities and evaluation of learning to attain the
objective of integrative teaching, the attitudes of teachers, and the provision
of sufficient instructional manual, workbook, and teaching-learning aids and
workbook to facilitate the teaching of instructional technology as a method.
7.1
The teachers in the different zones were highly significantly agreed on the
rank orders of the seriousness of the problems encountered.
7.2
There is no significant agreement on the rank order of the urgency of the
solutions offered by the teachers in the different zones of Ragay District.
Recommendations
Based on the conclusions of the
study, the following recommendations are offered.
- Integrative teaching as a method should be included as subject in education courses.
- In order for teachers to be more effective in integrative teaching, they should improve their communication arts skills and fluency, they should uplift themselves in a refreshing self – study course or by enrolling in the graduate studies and by subscribing to reading materials related to improve communications arts skills.
- Follow – up trainings, seminars, and demonstration teaching on integrative teaching must strictly be emphasized.
- To facilitate the use of integrative teaching method, a proposed instructional manual, supplementary materials, teaching learning aids, and workbook must be sufficiently provided by the system.
- The appropriate time allotment should be provided in the integrative teaching learning period of different subject areas in order to have enough time to attain and realize the objectives in getting along with integration.
- Since the sources of subject matter also depend upon the resourcefulness of the teacher, and with difficulty in making integrative lesson plans, the teacher prefers to use the uniform lesson plans which possibly can be based on the model for all teachers.
- The importance and significance of integration in empowering the learners for lifelong learning which is generally the overall aim of the curriculum should be emphasized.
Recommendations
for Future Research
1.
Similar studies should be conducted in other districts in other grade levels
and include other subject areas.
2.
Other treatment variables should be considered to improve the pupils’ academic
performance;
3.
A five-year Supervisory Plan be formulated to improve the pupils’ academic
performance in all subject areas in the different grade levels.
4.
A Supervisory Scheme be formulated for the improvement of the pupils’ academic
performance in the different grade levels in all subject areas.
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