CHAPTER
I
The
Problem
The students of a good teacher pass their
courses, graduate, and settle down with good jobs; but the best teacher’s
students go on receiving rewards everyday of their lives, for they have
discovered that the life of the inquiring mind is exciting.
-Fred Stocking
The researcher has
been teaching for almost eight years. Teaching is his only work after finishing
college of education. Teaching is his means to feed his two children. A profession, he takes with pride, for him it
is more of a calling, an answer for a mission in life. It is more of a calling
because it could not be considered as financially rewarding. The job is rewarding
in terms of the pupils being taught and grow right in front of the teachers. Without
that, what is left for a teacher?
The
Philippine public education system is in crisis! As the ‘Kaakbay sa Pag-aaral Capacity-Building for Rural Learning
and Development Project Paper’ KAAKBAY-Citizens’ Development Initiatives (KAKBAY-CDI)
stated. Who should have felt this but
those of frontliner of education, the educator themselves? Former
Education Secretary Florencio Abad laid down the facts at the 24th National Educators Congress: Only six out of every one
thousand (1,000) Grade VI elementary graduate students are prepared to enter
high school; only two out of every one hundred (100) fourth year high school
students are fit to enter college; only 19 out of every 100 public school
teachers have confidence and competence to teach English. The Philippines is
number 41 in Science and number 42 in Mathematics among 45 countries. (Primer
on Education, 2002)
Figures from the Department of Education’s
(DepEd) budget proposal last year painted a gloomy picture: One in every eight
schools has teacher-pupil ratio of 1:50 and above. One in every seven students
does not have a classroom. One in every five students does not have a desk. One
in every three students does not have a single textbook. Two to eight students
share a single set of textbooks. The quality of Philippine education is
declining continuously. Elementary and high school’s teachers are failing to
teach the competence that the average citizen needs to become responsible,
productive and self-fulfilling individuals. The principal reasons for this
decline, as outlined by Sen. Manny Villar, are because first, the country is
simply not investing enough in the education system, and second, the education
establishment has been poorly managed. Teachers, on the other hand, with their
personal and professional limitations, have to embark on new ways to teach as
the time changes. Changes that almost everything is at the fingertips, and that
the hour past in communication seems like eternal, because it has to happen in
seconds, like short message texting. In these changes, teachers have no choice
but to integrate.
The DepEd instituted measures to improve
the quality of
education by restructuring the curriculum, installing computers in public high
schools, teacher training, improving basic education facilities and testing
programs and providing preschool and early childhood services.
The
new curriculum aims to raise the quality of the Pilipino learners to empower
them for lifelong learning. It focuses on the basics of reading, writing,
arithmetic and values. Given this thrust, functionality will be the touchstone
of quality and achievements. It stresses integrative and interactive teaching
approaches which will encourage students' critical thinking, foster
a sense of learning community, and empower students as learners.
Effective
teachers exhibit a breadth of knowledge, bring information together from a
variety of sources, analyze concepts effectively, and stay up-to-date in their
specialty. It is not enough that a teacher knows his subject matter; what is
important is that he must be able to impart it properly and effectively to the
students.
It
has been rightly said that a teacher who understands the nature of learning
principles has a better chance of interacting effectively with students that
does a teacher who is unfamiliar with this body of knowledge.2
Teachers must help and encourage students not only to learn but also to perform
at their optimum level. To accomplish this task, teachers need to understand,
among other things, the nature of learning and the factors that aid in
learning; this would lead to the topic called integrative teaching.
Pursuant to Section 14 of Republic
Act No. 9155, otherwise known as Governance of Basic Education Act of 2001
which states that “It shall protect and promote the right of all citizens to
quality basic education and shall take appropriate steps to make such education
accessible to all.”
It
is for the cause of quality education that the Estrada administration
vigorously pushed for quality education and global competitiveness. This is
upheld by the present disposition with Her Excellency President Gloria
Macapagal Arroyo where she urges everyone to be totally committed to the
special and economic changes. Eradicating poverty is her ultimate goal and in the aspect if only one attain quality
education, that is, if he is verbally and numerically literate, he will decide for himself and finals and stable job,
thus, he will be lifted from the poverty line.
The
pursuit of quality education for global competitiveness be the continuing
objective of the Department of Education, then and now. Various programs and
projects have been formulated and implemented in order to maximize teacher-pupil
contact, all division and district supervisors, including school heads,
are enjoined to refrain from calling conferences and holding school extra –
curricular activities especially during school days.
The
National Achievement Test (NAT) results for SY 2005-2006 reflected a declining
education performance of the students in the country. The Grade VI pupils
averaged an overall achievement rate of only 54.5% while Fourth Year High School
students were worse off with only 44.3%, both decreasing by four and two
percentage points, respectively, from the previous year where the pupils and
students averaged 58.7% and 46.8%, respectively. Scores in all subject areas in
both elementary and secondary level went down by about one to six percentage
points, an alarming situation that should be seriously addressed by the educators
of the country. The results of the recently administered National Assessment
Test (NAT) in school year 2006 - 2007 sent out one clear message to educators
and policy makers around the country: Our education system is in dire need of
help. Consider the following NAT results:
·
Of
the country’s elementary school students, only 14.41% (224,840) has a mastery
level of 75-100%.
·
610,
704 (39.14%) elementary school students have a mastery level of 50% and below.
·
Only
1.14% (11, 094) of high-school school students gained mastery of 75-100%.
·
646,
979 high school students scored 50-below in the tests.
Because
the NAT tests, students on five key subject areas: Science, Mathematics,
English, Filipino, and Social Studies, education experts are pointing out how it
is imperative that reforms be administered in the educational system immediately. If
world-class professionals are to be produced, education experts and policy
experts agree that something must be done now. The good news is, legislators
and private organizations have all heeded the call to reform and are now taking
steps to address the problem.
The
government, for example, has just approved an augmented budget for the Department of Education after the
department lamented its lack of resources. During its budget presentation, the
department stated that the country lacks about 30,906 classrooms, 30.6 million
textbooks, and 16,390 teachers. They also presented alarming statistics which
showed that in one hundred (100) students that enter Grade One, only 14 are
able to graduate from college.
Conversely,
Tagami (1998) cited that one of the
most important issues in the country today is developing quality education. It
has been stated that the important factor in all teaching activities is the
teacher and the child is the heart of the matter.
Meanwhile,
Espinola (2004) determined the
effect of focusing approach on the achievement of Grade Six pupils in Science
and Health. He concluded that in teaching Science and Health or even in other
subject areas, teachers are encouraged to employ Focusing Inquiry approach;
school level in-service training should be conducted to develop the teaching
competencies of the teachers on the use of Focusing Inquiry Approach;
audio-visual aids and devices, science laboratory equipment, and apparatuses
should be made available in the science laboratory for easy facilitation in the
teaching-learning process; school administrators are encouraged to support the
needs of teachers and the pupils to improve the achievement of the school not
only in Science and Health but also in other subject areas; lesson plan and
instructional devices in using Focusing Inquiry Approach should be provided to
the teachers in the different subjects areas.
On the
other hand, study habits of the pupils affect their academic performance
especially in Mathematics. This was supported by the study of Recierdo (2005) who determined the
relationship of the profile of Mathematics underachievers in terms of
motivation to learn and study habits and attitudes and the mean performance in
terms of quizzes and periodical tests of the first and second year high school
students in a science-oriented curriculum. It was found out that majority of
the Mathematics underachievers were less motivated to learn.
The 2002
Basic Education Curriculum is presently boosting the use of innovative,
interdisciplinary, and integrative method of learning. For such, the Ragay
District is looking to provide learning experiences which increase the child’s
awareness of and responsiveness to the changes in demands of the society as
well as to prepare him for constructive and effective involvement. To meet it,
the school will deliver the quality of the basic education in Ragay District by
providing the child’s wholesome opportunities for the development of thought
processes that will promote academic excellence, self- direction, values
formation and true to life learning process. This current development should be
compounded by a study. This study would determine the effectivity of the
integrative teaching in elementary school; Thus the creation of this study.
Statement
of the Problem
This
study determined the effect of integrative teaching on the academic performance
of Grade VI pupils as perceived by their teachers in Ragay District school year
2006 – 2007.
Specifically,
it sought answers to the following questions:
- What
is the academic performance of Grade VI pupils along the following subject
areas in the different Zones in Ragay District:
1.1 Science,
1.2 Mathematics, and
1.3 English?
- Is
there a significant agreement on the academic performance of the pupils in
the three subject areas?
- What
is the level of effectiveness of the integrative approach on the academic
performance in the three subject areas as perceived by the teachers along
the following:
3.1 Objectives of
integrative teaching,
3.2 Lesson plan,
3.3 Strategies for
teaching the approach and selected teaching procedures, and
3.4 Values
integration?
- Do
the rank orders of the teachers’ perceptions significantly agree among the
different subject areas?
- What
problems do the teachers encounter in using the Integrative Teaching
Approach?
- What
solutions do they propose to solve the problems encountered?
- Do
the rank orders of the problems encountered significantly agree among the
different zones as well as the solutions offered?
Assumptions
The
following assumptions were used by the present study:
- The
academic performance of the Grade VI pupils along the three subject areas
could be gauged from the Division Achievement Test.
- The
level of effectiveness of the integrative approach can be perceived by the
teachers in the three subject areas along the different aspects of
teaching such as objectives, strategies, lesson plan, procedure, and
values integration.
- The
teachers encounter problems in using the integrative teaching approach.
- There
are solutions which the teachers can propose to solve the problems they
encounter.
Hypotheses
This
study tested the following hypotheses:
1.
There
is a significant agreement on the rank orders of the performance of the pupils
in the three subject areas.
2.
There
is a significant agreement among the rank orders of the teachers’ perception on
the level of effectiveness of integrative approach along objectives,
strategies, lesson plan, procedure, and values integration.
3.
There
is a significant agreement on the rank orders of the problems encountered and the
solutions to the problems by the teachers in using the integrative teaching approach along the different
subject areas.
Significance
of the Study
This study will be deemed
important for the proper recognition of the effectiveness of integrative
teaching on the academic performance of Grade VI pupils.
Likewise, the findings of this
study may prove useful to the following, to wit:
Pupils. Having a clearer views and
first-hand experience on the teachers’ performance, this will enable the pupils
to know the importance of mastering the basic skills of their competencies so
they will make an effort harder. This may lead to better enthusiasm and develop
good study habit.
Teachers. This study may heighten their
awareness in identifying the learning tasks that are well-developed as well as
the least. This may further be a motivating factor to adapt measures and new
strategies for the improvement of instructions along Science, Mathematics, and
English.
Parents.
The result of the
study will serve as the bird’s eye view for the parents so that they could know
the needs of their children with regards to integrative teaching.
School
Administrators and Supervisors. Results of this investigation may encourage
administrators and supervisors to help
their teachers upgrade their teaching performance in elementary through closer
supervision and faculty development and training programs.
Department of Education Camarines Sur,
specifically in Ragay District. With the use of the results of the study,
any educational upliftment will benefit the Municipality of Ragay
Department of Education. This may serve as another
stock-filed knowledge in the furtherance of their policy making especially in
integrative teaching and proper implementation of Basic Education Curriculum.
Curriculum Planners. The findings of
this study may assist the planners on the proper selection of methods,
techniques, and strategies that need to be reinforced. This will, likewise,
determine what type of learning modules to be made and what seminars and workshops
to be conducted for teaching development.
Community. The results of this study
may benefit the community in as much as they know that the teachers at their
children are equipped with the necessary tools and competence in teaching the
children.
Researcher Himself. This may serve him
as an inspiration in teaching his pupils above and beyond his capacity.
Future Researchers. The information and insights that will be
gained from this study may serve as guide for other researchers in framing
their conceptual frameworks and design and at the same time encourage them to
conduct lateral studies within their area of
preferences.
Scope and Delimitation of the Study
The general focus of the present
study was on the effect of integrative teaching on the academic performance of
the Grade VI pupils in Ragay District Division of Camarines Sur as perceived by
their teachers. The study covered the academic performance of the Grade VI
pupils in the following subject areas: Science, Mathematics, and English in the
Division Achievement Test of the school year 2006 – 2007 utilizing the
posttest. The aspects in integrative teaching that the present study were
looked into are objectives of the integrative teaching, lesson plan, strategies
for integrative teaching and selected teaching procedures, and values
integration.
The investigator limited this
research on the methods under the integrative teaching which are generally
applied on the three subject areas. This
study was further delimited on the academic performance of the pupils on the
posttest of the Division Achievement Test of school year 2006-2007. The effect
of the integrative teaching approach was delimited to the teacher’s perceptions
along objectives of integrative teaching, lesson plan, strategies for integrative
teachings and selected teaching procedures, and values integration. This did
not, however, cover the socio-demographic profile of the respondents as well as
the mental ability of the pupils. The other aspects in teaching practice such as
formulation of test questions were not included in this study since the focus
will only be in the implementation of the integrative teaching as applied in
the classroom.
Locale of the Study
Ragay
District was the seat of the study. It is based in the Municipality of Ragay
with 33 schools distributed in the five zones namely: Central zone, Lowland
zone, Northern zone, Railside zone, and Southern zone. It is headed by a Public
Schools District Supervisor, with 2 Elementary School Principal II, 5 Elementary
School Principal I, 4 Master Teacher II, 16 Master Teacher I, 20 Teacher In
Charge, 10 teacher III, 21 Teacher II, and 200 Teacher I.
The pupils enrollment totaled to 9,608 with 1,307 Grade VI pupils consisting
of 13.6% of the whole district population.
This District is one of the most progressive districts in the Division of
Camarines Sur.
Ragay continued its growth under different
administrations considering the fact that it was accessible, for some length of
time, only by
train.
With the
opening of the Quirino Highway, its economy began its upward streak providing its
people with numerous opportunities.
Ragay is the hometown of Rolando A. Andaya Sr,
former congressman of First District of Camarines Sur, who brought remarkable
accomplishments in the development of the country, likewise, his son, Rolando
“Nonoy” Andaya, who is presently the Budget Secretary of the country.
Definition
of Terms
Academic Performance is the pupils’
achievement in school as revealed by their academic ratings on the subjects
required in the BEC curriculum. In this study it is defined as the Grade VI
pupils’ achievement in the subject areas Science, Mathematics, and English.
Approach is an enlightened viewpoint of
teaching which provides sound philosophy
and orientation to the whole process of teaching.
Basic or Simple Literacy refers to the
ability to read and write with understanding simple messages in any language or
dialect.
Comprehension Skills is the
understanding of concept acquired by the pupils.
Cooperative Learning pertains to the act of students to work with their
peers to accomplish a shared or common goal. The goal is reached through
interdependence among all group members rather than working alone.
Demonstration is the act of presenting illustration
or presenting something to sight or view while explaining.
Effect is something that is brought about by
a cause. In this study, this refers to the result of employing integrative teaching to the Grade VI pupils.
Elementary Education refers to the
stage of formal education primarily concerned with providing basic education
and usually corresponding to six (6) or seven (7) grades.
Evaluation is the process used to
assess how far the subjects have learned and mastered the skills in a given
period of time. In this study, this refers to the test given to the Grade VI
pupils of Baya Elementary School in the subject areas Science, Mathematics, and
English.
Experiment is an innovative act or
procedure. The act of subjecting to experimental test in order to determine how
well something works.
Formal Education refers to the
institutionalized, hierarchically structured and chronologically graded
educational system running from the elementary to tertiary levels.
Integrative Teaching is an educational
measurement that allows questioning and problem solving rather than the
structure of the academic disciplines, and directs, the process of acquiring
knowledge and skills.
Interview pertains to formal or
informal meeting between two people or among a group of people for the purpose
of obtaining information about something in particular.
Learning is a change in behavior or
performance as a consequence of experience. Usually the more mature a person
becomes, the more experiences he is expected to have.
Modes of Teaching
Content-Based
Instruction is the integration of content learning with language
teaching aims. It refers to the concurrent study of language and subject
matter, with the form and sequence of language presentation dictated by content
material.
Focusing
Inquiry is an interdisciplinary approach that uses questions to
organize learning. Like most interdisciplinary teaching, it crosses
conventional knowledge boundaries.
Generic
Competency refers to model learners are enrolled in the three to four
linked courses. The links between the courses rest essentially on “generic
competencies”. The course assists learners in developing “competencies” that
will transfer readily from one discipline to another.
Thematic
Teaching provides
a broad framework for linking content and process from a variety of
disciplines.
Perception
pertains to the insight, or knowledge
Gained
by perceiving and
the capacity for such
insight. In this study, this refers to the insight of
The teachers in using integrative teaching approach.
School Year is the period of time of
approximately 32 to 40 weeks, when schools offer daily instruction broken by
short intermission periods (e.g., Christmas and summer vacations and holidays).
In this study, this refers o the 2006-2007 school year.
Teaching Method is an organized and
systematic procedure employed by a teacher in making students learn.
Technique The procedural variation of a
given method which involves a highly personalized style of carrying out a
particular step of a given method.
Values Integration is the act or process of incorporating values education to the three
major subjects namely: science, mathematics and English.
Values Education is the process by which values are
formed in his environment the learners under the guidance of the teacher as with
his environment.
The
study tested the hypotheses that there is a significant agreement among the
teachers’ perception of the five sectors, there is a significant relationship
between the teachers’ perception and academic performance of the pupils in the
three different subject areas; and there is significant agreement among the
pupils’ academic performance in the three subjects, as well as along the
problems encountered and solutions offered to the problems of the teachers.
CHAPTER 2
W =
CHAPTER 2
Review
of Related Literatures and Studies
This
chapter is a presentation of the review of the materials and other works of
researchers on problems closely related to the present study. The theoretical
framework, conceptual framework, synthesis of the state-of-the-art, research
gap bridged by the study, and the conceptual/operational definition of terms
will further be discussed subsequently in this chapter.
During the previous years, a
number of valuable studies have been added to existing body of knowledge
developing various models to assess the student’s performance as well as
teaching methods. Empirical studies have provided insights and directions in
the reform movement in education. Studies conducted in various areas have
served to enlighten educators in the reform program now being undertaken in the
Department.
Contemporary or Integrative Method
As
the education system has stressed the importance of developing mathematical and
linguistic intelligences, it often based student’s success only on the measured
skills in those two intelligences.
The
new trend in education- that of focusing attention on the child’s interest,
abilities, and needs and on the improvement of community living - necessitates
the use of the integrative method which enables each individual child to make
the best of all his abilities and to acquire the skills he would need in daily
life so that he can find his place in the community. This method tries to do
away with the study of subjects in the traditional manner and substitutes
activities as units of work which would help the child solve problems in his
everyday life.
Whitman(2002) noted that inquiry
teaching, not the easiest way to teach, can revitalize pupils and teachers by
providing a structural environment for sharing some of the responsibilities for
learning, by working together to learn complex conceptual information and
master knowledge and skills such as learning how to work with one another. The
teacher must provide the foundation and learning structure to guide their
pupils with the new learning experience.
Integrative
teaching is concerned with the development of a well-rounded personality - one who
can adjust and respond to situations in a meaningful way. It capitalizes on
dynamic experiences which serve as the bases of unit. It further transforms the
classroom into a democratic workshop where the teacher and the pupil work
together in solving their problems.
According
to Thomas Hopkins integration as a
concept of organization is seen in different ways. Educators appear to use the
concept of integration in several contexts:
Psychologically,
integration is the term employed to denote the educator’s concern for the total
personality of the learner.
Pedagogically,
integration is used to describe a teaching procedure which relates varieties of
subject matter to units of study or to problem solving.
Sociologically,
integration is utilized in different ways namely: 1) to designate the desired
relationship between an individual and other individuals as interacting
personalities; 2) to designate the desired relationship between an individual
and the zed institutions of society; and 3) to designate the desired
relationship between one organized institution of society and other
institutions involved in the complex of culture.
Lardizabal, Bustos, & Tangco (1999)
presented seven (7) objectives of integrative teaching: 1) foster security and
satisfaction by developing in the children a feeling of acceptance of each other as worthwhile
members of the group; 2) promote cooperative learning by having pupils and
teachers plan together; 3) help developed sense of values by fostering an
atmosphere in the classroom that enables pupils to evolve aesthetic standards,
spiritual values, work standards, norms of group conduct, and appreciation for
human work and individual integrity; 4) help develop self-direction through the
teacher’s developing in the child the ability to control his own affairs and
his own emotions; 5) foster creativity by developing self- expression through
art, music, dramatics, etc., as well as in the social, scientific and literary
fields. Pupils should be given the freedom to select the media they want to use
in expressing themselves; 6) provide opportunities for social action through
the teacher’s making use of all opportunities to develop in the child the
willingness to cooperate with the members of his group for the common good; and
7) help evaluate learning such that individual pupils as well as the group are
guided to evaluate progress in all phases of learning.
In
addition, they presented seven principles underlying the planning of
integrative activity units: 1) the learner is more important than the subject
matter; 2) long-range plans and large units should be preferred to daily
isolated tasks; 3) learning activities should be organized around the real life
problems of the pupils, their needs, and interests; 4) learning should be
characterized by group planning, group work, and group evaluating; 5) teaching
and learning activities should follow democratic procedures; 6) individual
differences should be provided for by a wide variety of learning activities and
experiences; and 7) the atmosphere of the classroom should be permissive and
happy.
Moreover, Acero, Javier, & Castro (2000) presented the following
strategies under the said method.
Lecture-Discussion. A technique
that uses the “three-pronged strategy”
which includes careful organization of the course material, student interaction
in lecture, and discussion activities.
Lecture Demonstration. A technique
wherein the lecture part precedes the demonstration. The combination aims at
concretizing the teacher’s lecture with an actual demonstration.
Film Showing Discussion. The use
of films, tapes, and even television is still not widely practiced in some schools.
The common reason given for the inability to use these technological devices is
that they are unaffordable to most schools.
Reporting Discussion. A technique wherein
after a student makes a report, the class can actively engage in an interesting
discussion of the various ideas and concepts he has shared with the classmates.
The teacher can enliven the session by asking some questions and by adding
relevant and clarifying ideas.
The Basic Education Curriculum
Brusas (2004) stated that the quest for
quality education has been the paramount aspiration of the Department of
Education. Consequently, Governance of Basic Education Act of 2001 was issued
by the Department of Education in the year 2002 for appropriate implementation
by all concerned. In pursuance of this Act, one of the best practices featured
in Basic Education Curriculum (BEC) is the implementation of some modules
utilizing Interdisciplinary Learning Approach.
Brusas
further determined the effect of module on electoral process utilizing
interdisciplinary learning approach in the development of knowledge, skills,
and attitudes of higher primary and intermediate pupils. She concluded that all
contents, topics, subject matters, and infused values were all directed and
integrated towards the organizing center with the theme: “A servant Leader and
A Good Follower”. All learning disciplines were interrelated, interconnected,
and interwoven not only among learning disciplines but also across grade
levels. It was further concluded that the module was rated “Very Much Acceptable
in all aspects: relevance, language level, appropriateness in the development
of KSA’s, interconnectedness of one activity to other activities in different
subject areas, and evaluation. The researcher further found out that there is a
highly significant difference on the assessment of the module for teachers and
school administrators in all aspects and that the financial aspect hinders the
successful implementation of Interdisciplinary Learning Approach and on the
part of the teachers giving and providing meaningful connections, between and
among learning opportunities, prior knowledge, relevant events in learners
lives and experiences were their number one problems.
According
to former DepEd Secretary Raul S. Roco
(2002), the restructuring of the curriculum is a part of an ongoing effort to
improve the quality of learning. The teachers and the school administrators
should perform their duties and responsibilities to achieve the vision for the
Filipino learners to be functionally literate, equipped with the skills,
appreciative of the arts and sports, and imbued with the desirable values of a
person who is makabayan, makatao,
makakalikasan, at makabansa.
Focusing
Inquiry, as defined by Undersecretary of Education Fe A. Hidalgo in her topic
on “Curriculum Reforms in Basic Education: Overview of the 2002 Basic Education
Curriculum” during the Training Program on the implementation of the 2002 Basic
Education Curriculum on March 6 – 8, 2002 at Teachers Camp, Baguio City, she stated
that over the task given them is an integrative part of the learning process.
Modes of Integrative Teaching
Integrative
teaching is an educational movement that allows questioning and problem solving
rather than the structure of the academic disciplines, and directs the process
of acquiring knowledge and skills. Integrative teaching shifts the focus of
instruction from discrete subjects toward issues in the real world.
Four
(4) modes of integrative teaching are presented which can be tried in every
learning area. 1) Thematic Teaching organizes
learning around ideas. It provides a broad framework for liking content and
process from a variety of disciplines. The theme provides coherence; it gives a
focus to the activities that accompany the unit. The theme also helps learners
see the meaningful connections across disciplines or skill areas. It conveys a
clear, compelling purpose to learners, teachers, and parents, linking ideas to
actions and learning to life. 2) Content-Based Instruction (CBI) is the
integration of content learning with language teaching aims. It refers to the
concurrent study of language and subject matter, with the form and sequence of
language presentation dictated by content material. The language curriculum is
centered on the academic needs and interests of the learner, and crosses the
barrier between language and subject matter courses. This approach aims at
developing the learner’s academic language skills. 3) Focusing Inquiry is an
interdisciplinary approach that uses questions to organize learning. Like most
interdisciplinary teaching, it crosses conventional knowledge boundaries. The
teacher guides learners to discover answers to questions, whether or not
answers pre-exist. Learners become creators of knowledge rather than
recipients. Concepts and contents are less important than the governing process
of conducting an investigation and communicating what was learned to others.
The process of “inquiry” is the organizer of the instructional design while
“content” is relegated to an ancillary place. 4) Generic Competency Model is an
approach where learners are enrolled in three to four linked courses. The links
between the courses rest essentially on “generic competencies.” The course
assists learners in developing “competencies” that will transfer readily from
one discipline to another. The subject specialist teaches his/her subject.
Instructional integrity of the discipline is maintained. Activities will draw
on the processes and skills important to each discipline.
Espinola (2004) determined the effect of
focusing inquiry approach on the achievement of grade six pupils in Science and
Health. It drew out the profiles of the pretest and posttest scores of grade
six in Science and Health in the four groups in the different sectors in the
division of Camarines Sur.
Espinola (2004) cited Sawit (2000) who conducted an experiment in determining the
relative effectiveness of focusing inquiry approach on the academic performance
of Science and Technology III students in Cabiado National High School,
Cabiado, Nueva Viscaya. She utilized the pretest-posttest pattern design and
involved two groups who were exposed to focusing inquiry strategy while the
other served as the control group who was exposed to traditional method of
teaching. The subjects were chosen using the purposive sampling with the use of
the table of random numbers. The study lasted for almost three months. The
lessons covered were changes in matter, solution and colloids. The
statistical treatment used in
determining the comparability of the two groups and computation of outcomes of
the pretest and posttest of the experimental and control groups was the t-test
in computing for the attitudes of the experimental groups towards the use of
focusing inquiry; the weighted mean and frequency count were used.
Informal
inquiry learning groups, according to Johnson,
et al. (1999), are temporary that last for a class period. The main purpose is
to focus pupils’ attention on the materials to be learned, set a mood conducive
to learning, help organize the materials in advance class session and ensure
the pupils cognitively process the materials being taught.
Espinola utilized Sawit’s findings, as it revealed that the use of focusing inquiry
strategy was effective in improving the achievement of Science and Technology
III students. The students also strongly agreed that the highest positive
effect to them is the development of their leadership skills, decision-making
ability, and the increase in their self-esteem. Sawit’s gave the present researcher an idea how to conduct an
experiment. The semblance of the two studies lies on the steps followed in
conducting an experimental study. Sawit’s
study differed from the present study on the following aspects: the number of
research subjects, locale of study, statistical study, statistical tools used
in treating the gathered data. They also differed on the dependent variables
for while the former was on the teaching of Science and Technology among Third
Year High School students while the present study’s variable was on the
improvement of achievement among Grade VI pupils in Science and Health in the
division of Camarines Sur.
Teachers’
Approach
Tagami (1998) determined the developing
issue in our country today the attainment of quality education. The most
important factor in all teaching activities is the teacher and the child is the
heart of the matter. The teacher takes over the starring role of leading the
young under his charge to become useful, upright, and law-abiding members of
the society. The teacher’s role and responsibility is to serve as value
developed model and advocate. He acts as adviser, facilitator, friend, parent
or even architect. In other words, the
teacher is the charge agent.
In
the manner of the present study, the role of the teacher as the main character
in the classroom setting, the researcher dealt with the importance of the
approaches that the teachers employ in their teaching especially the integrative
teaching approach.
Herrera (1997) looked into the
strengths and weaknesses of teachers in the public elementary school in the
Division of Pampanga. She concluded that the best performing teachers were
those who belonged to the age group of 40-44 with masteral or doctoral degrees.
She further concluded that with respect to length of service, teachers who were
5 – 10 years in teaching performed better with PBET eligibilities. The pupil
achievement components had been found to be the strongest points for the
teachers. Improvement is needed along the teachers’ competence and teacher
personality and human relation components. A proposed faculty development
program was designed to improve teachers competencies minimizing, if not
eliminating their weaknesses and the corresponding threats. Although the
present study did not cover the demographic profile of the teachers, the
previous study conducted may support the future results that were gathered and
interpreted by the researcher. The teacher factor may be viewed as one of the
causal reasons of the pupil’s academic performance.
Interdisciplinary
Learning Approach. From psychology, one learned that each individual is unique
and possesses a unique style of learning. Psychologists contend that one cannot
teach the pupils to learn but they can provide them with an environment that
will induce them to learn and how to learn.
Nuñez (2003) found out that cooperative
learning, represented by its different strategies works well when used in
teaching grammar. It helps increase student performance in grammar and also
enhances values like understanding and tolerance of individual differences.
Cooperative learning does not only apply and is not only appropriate to bright
sections. It also works well with the lower sections. She also stated that
initial performance level of the students in the lower sections does not differ
much. This means that what is applicable to and attainable by one can also be
applicable to and attainable by the other. If cooperative learning works with
one lower section, it will also work with the rest of the lower sections. Thus,
cooperative learning is far better than lecture method.
Using
Multiple Intelligences in the Classroom
Accepting
Gardner
Another implication is that
teachers should structure the presentation of material in a style which engages
most or all of the intelligences. For example, when teaching about the
revolutionary war, a teacher can show students battle maps, play revolutionary
war songs, organize a role play on the signing of the Declaration of
Independence, and have the students read a novel about life during that period.
This kind of presentation not only excites students about learning but it also
allows a teacher to reinforce the same material in a variety of ways. By
activating a wide assortment of intelligences, teaching in this manner can
facilitate a deeper understanding of the subject material.
Everyone
is born possessing the seven intelligences. Nevertheless, all students will
come into the classroom with different sets of developed intelligences. This
means that each child will have his own unique set of intellectual strengths
and weaknesses. These sets determine how easy (or difficult) it is for a
student to learn information when it is presented in a particular manner. This
is commonly referred to as a learning style. Many learning styles can be found
within one classroom. Therefore, it is impossible, as well as impractical, for
a teacher to accommodate every lesson to all of the learning styles found
within the classroom. Nevertheless, the teacher can show students how to use
their more developed intelligences to assist in the understanding of a subject
which normally employs their weaker intelligences. For example, the teacher can
suggest that an especially musically intelligent child learn about the
revolutionary war by making a song about
what happened.
The
business of education is, therefore, to utilize and direct useful
characteristics in such a way that they will produce activities which will lead
to further useful activities. The teacher must bear in mind that these
characteristics common at the pupil’s growth and development differ in their
degrees of vitality and potential. The degrees of their strength influences
must be taken into consideration on the manners that the pupils are to be
directed and guided in their learning.
Interdisciplinary
Learning Approach
Acuesta (2004) attempted to determine
the effect of the Interdisciplinary Learning Approach on the performance of
learners in the Division of Camarines Norte during the school year 2003 – 2004.
The results revealed that the academic performance of pupils in Makabayan
subjects (HEKASI, EPP, and MSEP) before the Interdisciplinary Learning Approach
was introduced fall under the “Needs Improvement” category. While their
performance after the Interdisciplinary Learning Approach was introduced fall
within the “Very Satisfactory” category. The performance of the four groups
vary significantly. It revealed that the use of the Interdisciplinary Learning
Approach (ILA) caused a highly significant improvement on the pupils’
performance in Makabayan subjects. There is a highly significant difference
between the performance of the pupils who were exposed to ILA and those who
were not given the same privilege. The administration of the pre-test did not
have any significant effect on the pupils’ performance when they were exposed
to Interdisciplinary Learning Approach.
Accordingly,
Erickson (2002) enumerated criteria
of good teaching. He stressed that teaching is good when it is well-planned
such that the activities and experience of the learner are continuously related
and interrelated into a larger more meaningful, more inclusive relation
pattern.
Teaching
is good when it provides learning experiences or situations that will ensure
understanding. Good teaching requires rich environment, instructional materials
and devices. Instructional materials and
devices challenge the attention
of the learner stimulate thinking and facilitate understanding which makes
learning more meaningful.
Consequently,
Ornstein (2001) pointed out that
learning to learn skills are basic thinking skills that are used in all content
areas. Although some of these learning skills are generic and can be taught
solely as general strategies without reference to content, it is impossible to
avoid a certain amount of subject matter especially in the primary grades. Many
average and high-achieving pupils develop learning skills on their own, yet the
skills can be taught to all pupils. Most of these learning skills can be
incorporated into regular classroom activities or taught as a special course that
incorporates content from several subjects and focuses on cognitive processes
that cut across subject areas. Thus, the classroom activities should be
designed to make all pupils independent learners in all learning areas.
Moreover,
Greene (2002) stated that skills
needed for a certain task can be clearly divided, identified, and sequenced to
enable the learners to reach the outcome through repetition.
Elavazo (2001) asserts that the
integration aspects of interdisciplinary approach of the philosophy of
Philippine education requires that the first level provides that foundation on
which to build the second which in turn serves as foundation for the third
level up to graduate education. Moreover, the various curricular subjects in
any discipline must be so arranged and interrelated that they carry a
meaningful and unified totality. Its product should also be an integrated human
being for having the opportunity to have experienced varied learning
experiences but with a unified effect upon his personality.
Allport (1999) quoted Dewey who stated
that Interdisciplinary Approach in learning is a process of integration.
Learning is best when differentiation and integration occur in the process
which operates in the unifying of separate items into a perceptual whole.
Integration and related experiences are organized into bonds of great
meaningfulness.
On
the other hand, Geronimo (1998) indicated
that the integrated curriculum concept focuses mainly on the nature of the
child as a learner and the processes involved in the development of thinking
and learning. It is concerned with the analysis of the thinking processes and
provision of detailed curriculum guidelines to promote and enhance children’s
thinking and understanding. The integrated approach according to him is
interdisciplinary and claims to be more natural to the learner.
Conversely,
Corpuz (1997) emphasized that
teaching procedures includes varied and appropriate teaching methods and
techniques interactive, cooperative, and collaborative teaching-learning
critical thinking that stimulates intellectual curiosity, independent learning,
to teach the learner how to learn active experiential learning, to increase the
learners’ involvement in learning, and to maximize the learning that takes
place.
Cognitive,
Affective, and Psychomotor
One
aspect of development with which schools are most concerned with is cognitive theory
of development which was formulated by Jean Piaget. The cognitive theory of
development refers to the manner through which an individual comes to know and
understand as well as the activities that involve thinking and perceiving. A
child’s development is essentially the accumulation of the learning acquired
from experience within the environment.
One
of the processes involved in the theory is assimilation in which an individual
or pupil acquires information or knowledge or by which experiences are
integrated into an existing scheme. With this kind of experience, the child can
learn more Interdisciplinary Learning Approach, incorporate the full games of
instructional experience into the design through written, dance, debate, and
group projects.
Moreover,
Klausmeier, at.al. (2001) stressed
that in any classroom situation, the way the teacher organizes the whole situation
is of crucial importance for it affects what the children learn, how rapidly
they learn and how they use what they learn. The more learning situation meets
the children’s interest and satisfies their present as future needs, the more
likely it is to be effective. Ordinarily, to make instructions meaningful and
to fulfill the interests and needs of the children, the teacher must be
available for the use of a rich supply of instructional materials. The children
need to practice in building meaningful concepts and becoming reasonably
proficient in skills; therefore, how the teacher manages the Interdisciplinary
Approach in the classroom is very important.
McKin, et.al. (2000) stated that since
school activities are social activities, there is a need to look into the
routine found in adult society as guide in laying the basis for routine in
classroom organization and control. Much of the details of providing good work
can be done by routine. There should be a place where to put things out of the
way, everyone in the room should know where each thing goes. Routine should
merely aid, in setting the pupils, opportunities for educational experience.
The ability to set up routine and to conform properly is in itself a worthwhile
and necessary outcome of education.
The
Academic Performance of the Pupils
Borais (2006) based the competencies of
the fourth year students on the Philippine Secondary Schools Learning
Competencies (PSSLC) as prescribed by the Basic Education Curriculum. It was
recommended that teachers should create varied activities to enhance students’
mathematical competencies. Seminar workshop should be conducted to orient teachers
on the effectiveness of portfolio assessment in evaluating students’
performance.
Recierdo (2005) aimed to find the
relation between the profile of mathematics underachievers in terms of
motivation to learn and study habits and attitudes, and the mean performance in
terms of quizzes and periodical tests of the first and second year high school
students in a science-oriented curriculum. The study found out that majority of
the mathematics underachievers were less motivated to learn. They do not have
good study habit and attitudes towards mathematics as a subject.
The
prior study was related with the present study because both focused on the mathematics
performance of the students only that the present study made use of the
academic profile of the students on the Division Achievement Test.
Bagacina (2004) analyzed the academic
performance in Mathematics of the Grade IV pupils in Libmanan. It determined
the pupils’ strengths and weaknesses and whether there existed a significant
agreement on their rank order among the four clusters, and the pupils’
performance by competencies in the whole test. It also identified the factors
affecting the academic performance as perceived by the pupils and teachers in
each cluster.
The prior study was related with
the present one since both discussed academic performance in different clusters
or zones in each district. Both studies also looked into significant agreement on
the rank orders of each cluster or zone.
Pante (2003) made use of the
descriptive method of research with documentary analysis. It was found out that
the most difficult skill in Mathematics for Grade VI pupils in Bagamanoc North
and South districts in solving word problem involving finding the percentage rate
and based on a given situation.
The
prior study was related with the present one since both made use standardized
tests, the prior made use of District Achievement Test while the latter the
Division Achievement Test.
Vargas (2002) inquired into the level
of performance of the Grade VI pupils in the Division Achievement Test (DAT)
along the five learning areas; it identified the specific learning area where
they were deficient in; and looked into the concurrent validity on the Division
Achievement Test (DAT) by correlating the raw scores obtained by the pupils
with the raw scores obtained in the National Elementary Achievement Test (NEAT).
It was found out that the Grade VI pupils as the subject of the study, in
school year 2000 – 2001, did not achieve the targeted proficiency level of 75
percent in any of the learning areas given in the Division Achievement Test.
The DAT results and the NEAT results were significantly related and their correlation
coefficient were positive in all the five learning areas.
Gastilo (2001), in his study about the
strengths and weaknesses of the Academic Performance in Mathematics of the
Grade V pupils in Nabua Elementary School, recommended that the pupils’
weaknesses should be carefully reviewed, and analyzed and be closely considered
with priority among the agenda for staff development to utilize appropriate
methods and strategies like mastery learning and the use of valid and reliable
test. Teacher should provide the pupils with meaningful learning activities, actual
situations, and greater opportunity which will enable them to apply learning in
Mathematics.
Antonio (1999) employed the
descriptive-correlational method of research in her study. She determined the
factors that affect the performance of Grade VI pupils in Mathematics of Tabaco
Central School. In the study, it was concluded that: 1) The performance level
of Grade VI in comprehension is average, performance in conceptual skill was
low and very low in problem solving skill; 2) There was a significant
difference in the performance level of pupils along comprehension, computation
and problem solving skills at 1% and 5% level of significance, pupils varied in
their ability to understand, compute and solve; and 3) Based on the computed x
value, the seven teacher factors considered, namely: sex, age, faculty rank,
educational attainment, length of service, teaching experience in Mathematics
and performance rating showed association with performance level in
comprehension. In computational skill, only age and faculty rank showed
association with the performance level in computation, sex, educational
attainment, length of service, teaching experience in Mathematics showed no
relation or association with he performance level of the pupils in problem
solving and teacher factors such as age, sex, faculty rank, educational
attainment, length of service, teaching experience in mathematics and
performance rating also showed no association or relation.
The
present study will likewise employ the same statistical tool in interpreting
the data that will be gathered from the same grade level of the
respondents. The mathematical ability of
the respondents of the present study will be taken into consideration to determine
the level of effectiveness of Integrative Teaching Approach of the teachers.
The similarity with that of Iman’s and the present study is that
both were focused on Science and Health subject. However Iman’s study was primarily intended on improving the academic
performance of Grade IV pupils while the present study was on improving the
academic performance of Grade VI pupils. She concluded the focusing inquiry
approach has an advantage over the traditional method when pupils’ academic
performance in Science and Health is considered. It was from Iman’s study that the present
researcher was given an insight to use the appropriate statistical tools
employed.
Iman’s worked had bearing with the
present study work because both aimed to improve the pupil’s achievement in
Science and Health and the fusion of values education in day-to-day lessons but
also in other subject areas.
Sutaria, Guerrero, & Gastaño (1989)
stated that one of the earlier studies conducted in the country relevant to
pupils achievement was “The Survey Outcomes of Elementary Education” under the
ages of the Educational Project Implementing Task Force. The study yielded
significant findings which included the following: a) high correlation between
general mental ability and achievement test scores, especially in subject areas
like science, reading, and language; b) relationship between the socio-economic
factors and academic achievement; c) systematic covariation of ethnic and
regional factors (which are critical indicators of a number of socio-economic
conditions) with achievement; d) the fact that pre-school education and types
of elementary school are likewise indicators of socio-economic status; and e)
knowledge that the teacher’s evaluation of students is a determinant of pupils
performance.
The
study more overly revealed that the outcomes of education in the Philippines
are significantly affected by factors that are outside of and beyond the
control of the system. Such revelations of inadequacy in the components of the
study highlighted some areas which were attended to in the educational reforms
undertaken after the study.
Values
Integration
Allport (2001) presented six types of
people who have different views about values. These are 1) The economic type
perceives values in terms of tangible utility and practicability of things; 2)The
theoretical type is concerned with reality; 3) The aesthetic type is interested
in form of harmony and beauty; 4)The social type is notably interested in
power; and 5) The religious type is mystical and attempts to comprehend the
universe as a whole to be able to relate himself to its embracing totality and
in unit.
The essence of education is to
foster desirable values. Cottle
(1999) stated that the central purpose of education is truly to assist the student
in learning all that he needs to know in order to live wisely in terms of the
highest and best truth mankind has achieved. Moreso, the development of
intellectual, emotional, and aesthetic capacities, moral and spiritual values,
and a sense of responsibility are the values developed in the students.
Canlet (2000) stressed that the total
integrated pattern of values cannot be obtained if people are treated as object
of observation or interrogation. They must take part in the process of studying
their own values as subjects or active judges of the study undertaken. Images
and conscious profile of themselves held by individuals and groups express
their values more adequately than descriptions, measurements, correlations or
classifications dealing with economic activity, political life, kinship
structure, or intrasocietal roles.
Roreach (1999) stated that values are
single beliefs that guide actions and judgments. He said that a value is
imperative to action not only a belief about the preferable but also a
preference for the preferable. It is a standard or yardstick to guide actions
and a justification of the actions of self and others. He further identified
two important functions which serve values. One such function is a standard which
will guide one’s action or conduct. A second function which he called
motivational is concerned with the component which expresses one’s striving
towards goals attainment.
Moreover,
Erikson (1999) stated that people
learn their values through exposure to people around them. Their closest
associates – parents, relatives, teachers, and peers serve as models. Through
observation and mimicry over the years, people learn characteristics such as
trust or mistrust of other individuals, autonomy, or dependency, responsibility,
or irresponsibility, moral or immoral, and the like.
Synthesis
of the State-of-the-Art
The
contextual basis of the educational reform and system of Philippines
The
works of Antonio (1999), Bagacina (2004) Vargas (2002), and Recierdo
(2005) are especially relevant to the present study because their focus were on
the academic performance of the pupils. The studies revealed insights that are
of relevant issues to the present researcher’s study. Nuñez (2003) made a note on cooperative learning, represented by
its different strategies works well when used in teaching grammar.
Meanwhile,
Brusas (2004) already made serious
studies
on the developing issues in the
country which is basically the achieving of quality education and progress in
basic education. These studies provided a framework to the present investigator
in considering the importance of the implementation of the new curriculum.
With
regards to the effectivity of the teachers, Tagami (1998), Herrera (1997)
conducted thorough investigation on the efficiency of teachers not only in
learning but in child development and maturation as well.
Research
Gap Bridged by the Study
As revealed in the foregoing studies, it is
apparent that no study has been conducted to determine the effect of integrative to the academic performance of
the Grade VI pupils along the five
zones of Ragay District in the year 2006 – 2007. Furthermore, it drew out the
profile of the pupils in the Division Achievement Test for the said school
year. In the same manner, it drew out the responses of the Grade VI teachers in
Mathematics, English, and Science on the level of effectiveness of employing
the integrative teaching especially in their respective subjects, whether using
it will have an effect on the academic performance of the students. Problems
encountered by the teachers in employing the integrative teaching as well as
their possible solutions. This is the
gap that the researcher bridged.
Theoretical
Framework
The
present study is anchored on Gardner’s Multiple Intelligence Theory, Bell Rule
Theory, Vygotsky’s Socio-cultural theory, Constructivism Theory, Educational
Theory of Progressivism, and Self – Regulated Learning Theory which are
presented in the theoretical paradigm shown in Figure 2.
The Theory of Multiple Intelligences was developed in 1983
by Dr. Howard Gardner, professor of education at Harvard University. The American
educator, Dr. Howard Gardner proposed eight different intelligences to account
for a broader range of human potential in children and adults. In addition, his theory is a psychological and educational
theory
which suggests that an array of different kinds of "intelligence" exists in human beings.
Each individual manifests varying levels of these different intelligences, and
thus, a unique cognitive profile. Gardner
Belle (1990) explained that the rule in learning could respond
to the entire set of situation (stimuli) with a whole
set of actions (response). It is very high level mental process that involves being able to learn
relationship
between concepts and apply these relationship in different situation not
previously encountered. It also forms the basis of the learning of general
rules and procedures, among others.
Vygotsky’s
socio-cultural theory of learning emphasizes that human intelligence originates
in our society or culture, and individual (interaction with social environment
than intrapersonal (internalization). Miler
(1995), based on Vygotsky’s
socio- cultural theory, conducted four- year long ethnographic study to examine
classroom context for open forum on English literature discussion. Teachers in
the study promote scaffolding, metacognitive reflective, inquiry response to
the context and each other. After one year of experiment, students were able to
internalize the teachers’ scaffold discussion and reflective strategies. This
study shows how social environment can influence students learning and thinking
in which the present study is engaged for. Another object of Vygotsky’s theory is the idea that the
potential for cognitive development is limited to a certain life span which he
calls the “zone of proximal development” (ZPD). Vygotsky defined ZPD as a region of activities that individuals can
navigate with the help of more capable peers, adults, or modeling one important
ways to facilitate individual cognitive growth and knowledge acquisition. ZPD
can be composed of different levels of expertise of individuals (students and
teachers), and can also include artifacts such as books, computer, tools, and
scientific equipment. Vygotsky’s
socio-cultural approach of learning and ZPD was found relevant to be applied in
this study.
Constructivism theory views that knowledge is not about the
world, but rather “constitutive of the world”. Sherman (1995) stated that knowledge is not a fixed object; an
individual, through his/her experiment of that object, constructs it. Constructivist
approach to learning emphasizes authentic, challenging projects that include students,
teachers, and experts in the learning community. Its goal is to create learning
communities that are more closely related to the interactive practice of the
real world. The contemporary constructivist theory of learning acknowledges that
individual is active agents, they engage in their own knowledge construction by
integrating new information into their schema, and by associating and
representing it into a meaningful way. Constructivists argue that it is impractical
for teachers to make all the current decisions and dump the information to
students without involving students in the decision process and assessing
students’ abilities to construct knowledge. In other words, guided construction
is suggested that puts students at the center of learning process, and provide guidance
and concrete teaching whenever necessary.
The last theory that is also related to this study is the theory
of progressivism (San Mateo, et.al.,
1997), which generally is not interested in prepared, prescribed curriculum to
transmit knowledge. It is associated with John Dewey’s pragmatism or
experimentalism, which stresses that learning should center on the child’s
interests and needs. In Dewey’s
Democracy and Education, he expounded that a truly progressive education need a
philosophy based upon experience, the interaction of the person with his
environment. Progressive education is characterized by 1) emphasis on the child
as the learner; 2) stress on activities and experiences rather than on
textbooks; 3) cooperative learning rather than competitive lesson learning; and
3) cooperative learning rather than cooperative lesson learning; and 4) absence
of fear and punishment for disciplinary purposes.
Conceptual
Framework
The
study used the Operational system theory that conceptualized that for a program
to be carried out and implemented with a good measure of success, it must be
well-planned, managed, supervised and fully supported with adequate human and
material resources. Also its objectives and expectations must be well defined.
In the implementation of the program there must be commitment, cooperation and
concerned efforts of all the participants, then there must be constant feed
backing to determine if targets are being attained and if there is a need to
redefine the plans or to renew the manner of implementation.
Figure
3 is the diagrammatic representation of the conceptual paradigm of the present
research which is the central focus of the present study. This will further
serve as a guide in conducting the investigation.
The
input consisted of the theories used, the District Achievement Test Results,
statistical tools employed and the related literature and studies utilized.
The
process focused on determining the academic performance of the pupils along
Science, English, and Mathematics.
CHAPTER 2
Review
of Related Literatures and Studies
This
chapter is a presentation of the review of the materials and other works of
researchers on problems closely related to the present study. The theoretical
framework, conceptual framework, synthesis of the state-of-the-art, research
gap bridged by the study, and the conceptual/operational definition of terms
will further be discussed subsequently in this chapter.
During the previous years, a
number of valuable studies have been added to existing body of knowledge
developing various models to assess the student’s performance as well as
teaching methods. Empirical studies have provided insights and directions in
the reform movement in education. Studies conducted in various areas have
served to enlighten educators in the reform program now being undertaken in the
Department.
Contemporary or Integrative Method
As
the education system has stressed the importance of developing mathematical and
linguistic intelligences, it often based student’s success only on the measured
skills in those two intelligences.
The
new trend in education- that of focusing attention on the child’s interest,
abilities, and needs and on the improvement of community living - necessitates
the use of the integrative method which enables each individual child to make
the best of all his abilities and to acquire the skills he would need in daily
life so that he can find his place in the community. This method tries to do
away with the study of subjects in the traditional manner and substitutes
activities as units of work which would help the child solve problems in his
everyday life.
Whitman(2002) noted that inquiry
teaching, not the easiest way to teach, can revitalize pupils and teachers by
providing a structural environment for sharing some of the responsibilities for
learning, by working together to learn complex conceptual information and
master knowledge and skills such as learning how to work with one another. The
teacher must provide the foundation and learning structure to guide their
pupils with the new learning experience.
Integrative
teaching is concerned with the development of a well-rounded personality - one who
can adjust and respond to situations in a meaningful way. It capitalizes on
dynamic experiences which serve as the bases of unit. It further transforms the
classroom into a democratic workshop where the teacher and the pupil work
together in solving their problems.
According
to Thomas Hopkins integration as a
concept of organization is seen in different ways. Educators appear to use the
concept of integration in several contexts:
Psychologically,
integration is the term employed to denote the educator’s concern for the total
personality of the learner.
Pedagogically,
integration is used to describe a teaching procedure which relates varieties of
subject matter to units of study or to problem solving.
Sociologically,
integration is utilized in different ways namely: 1) to designate the desired
relationship between an individual and other individuals as interacting
personalities; 2) to designate the desired relationship between an individual
and the zed institutions of society; and 3) to designate the desired
relationship between one organized institution of society and other
institutions involved in the complex of culture.
Lardizabal, Bustos, & Tangco (1999)
presented seven (7) objectives of integrative teaching: 1) foster security and
satisfaction by developing in the children a feeling of acceptance of each other as worthwhile
members of the group; 2) promote cooperative learning by having pupils and
teachers plan together; 3) help developed sense of values by fostering an
atmosphere in the classroom that enables pupils to evolve aesthetic standards,
spiritual values, work standards, norms of group conduct, and appreciation for
human work and individual integrity; 4) help develop self-direction through the
teacher’s developing in the child the ability to control his own affairs and
his own emotions; 5) foster creativity by developing self- expression through
art, music, dramatics, etc., as well as in the social, scientific and literary
fields. Pupils should be given the freedom to select the media they want to use
in expressing themselves; 6) provide opportunities for social action through
the teacher’s making use of all opportunities to develop in the child the
willingness to cooperate with the members of his group for the common good; and
7) help evaluate learning such that individual pupils as well as the group are
guided to evaluate progress in all phases of learning.
In
addition, they presented seven principles underlying the planning of
integrative activity units: 1) the learner is more important than the subject
matter; 2) long-range plans and large units should be preferred to daily
isolated tasks; 3) learning activities should be organized around the real life
problems of the pupils, their needs, and interests; 4) learning should be
characterized by group planning, group work, and group evaluating; 5) teaching
and learning activities should follow democratic procedures; 6) individual
differences should be provided for by a wide variety of learning activities and
experiences; and 7) the atmosphere of the classroom should be permissive and
happy.
Moreover, Acero, Javier, & Castro (2000) presented the following
strategies under the said method.
Lecture-Discussion. A technique
that uses the “three-pronged strategy”
which includes careful organization of the course material, student interaction
in lecture, and discussion activities.
Lecture Demonstration. A technique
wherein the lecture part precedes the demonstration. The combination aims at
concretizing the teacher’s lecture with an actual demonstration.
Film Showing Discussion. The use
of films, tapes, and even television is still not widely practiced in some schools.
The common reason given for the inability to use these technological devices is
that they are unaffordable to most schools.
Reporting Discussion. A technique wherein
after a student makes a report, the class can actively engage in an interesting
discussion of the various ideas and concepts he has shared with the classmates.
The teacher can enliven the session by asking some questions and by adding
relevant and clarifying ideas.
The Basic Education Curriculum
Brusas (2004) stated that the quest for
quality education has been the paramount aspiration of the Department of
Education. Consequently, Governance of Basic Education Act of 2001 was issued
by the Department of Education in the year 2002 for appropriate implementation
by all concerned. In pursuance of this Act, one of the best practices featured
in Basic Education Curriculum (BEC) is the implementation of some modules
utilizing Interdisciplinary Learning Approach.
Brusas
further determined the effect of module on electoral process utilizing
interdisciplinary learning approach in the development of knowledge, skills,
and attitudes of higher primary and intermediate pupils. She concluded that all
contents, topics, subject matters, and infused values were all directed and
integrated towards the organizing center with the theme: “A servant Leader and
A Good Follower”. All learning disciplines were interrelated, interconnected,
and interwoven not only among learning disciplines but also across grade
levels. It was further concluded that the module was rated “Very Much Acceptable
in all aspects: relevance, language level, appropriateness in the development
of KSA’s, interconnectedness of one activity to other activities in different
subject areas, and evaluation. The researcher further found out that there is a
highly significant difference on the assessment of the module for teachers and
school administrators in all aspects and that the financial aspect hinders the
successful implementation of Interdisciplinary Learning Approach and on the
part of the teachers giving and providing meaningful connections, between and
among learning opportunities, prior knowledge, relevant events in learners
lives and experiences were their number one problems.
According
to former DepEd Secretary Raul S. Roco
(2002), the restructuring of the curriculum is a part of an ongoing effort to
improve the quality of learning. The teachers and the school administrators
should perform their duties and responsibilities to achieve the vision for the
Filipino learners to be functionally literate, equipped with the skills,
appreciative of the arts and sports, and imbued with the desirable values of a
person who is makabayan, makatao,
makakalikasan, at makabansa.
Focusing
Inquiry, as defined by Undersecretary of Education Fe A. Hidalgo in her topic
on “Curriculum Reforms in Basic Education: Overview of the 2002 Basic Education
Curriculum” during the Training Program on the implementation of the 2002 Basic
Education Curriculum on March 6 – 8, 2002 at Teachers Camp, Baguio City, she stated
that over the task given them is an integrative part of the learning process.
Modes of Integrative Teaching
Integrative
teaching is an educational movement that allows questioning and problem solving
rather than the structure of the academic disciplines, and directs the process
of acquiring knowledge and skills. Integrative teaching shifts the focus of
instruction from discrete subjects toward issues in the real world.
Four
(4) modes of integrative teaching are presented which can be tried in every
learning area. 1) Thematic Teaching organizes
learning around ideas. It provides a broad framework for liking content and
process from a variety of disciplines. The theme provides coherence; it gives a
focus to the activities that accompany the unit. The theme also helps learners
see the meaningful connections across disciplines or skill areas. It conveys a
clear, compelling purpose to learners, teachers, and parents, linking ideas to
actions and learning to life. 2) Content-Based Instruction (CBI) is the
integration of content learning with language teaching aims. It refers to the
concurrent study of language and subject matter, with the form and sequence of
language presentation dictated by content material. The language curriculum is
centered on the academic needs and interests of the learner, and crosses the
barrier between language and subject matter courses. This approach aims at
developing the learner’s academic language skills. 3) Focusing Inquiry is an
interdisciplinary approach that uses questions to organize learning. Like most
interdisciplinary teaching, it crosses conventional knowledge boundaries. The
teacher guides learners to discover answers to questions, whether or not
answers pre-exist. Learners become creators of knowledge rather than
recipients. Concepts and contents are less important than the governing process
of conducting an investigation and communicating what was learned to others.
The process of “inquiry” is the organizer of the instructional design while
“content” is relegated to an ancillary place. 4) Generic Competency Model is an
approach where learners are enrolled in three to four linked courses. The links
between the courses rest essentially on “generic competencies.” The course
assists learners in developing “competencies” that will transfer readily from
one discipline to another. The subject specialist teaches his/her subject.
Instructional integrity of the discipline is maintained. Activities will draw
on the processes and skills important to each discipline.
Espinola (2004) determined the effect of
focusing inquiry approach on the achievement of grade six pupils in Science and
Health. It drew out the profiles of the pretest and posttest scores of grade
six in Science and Health in the four groups in the different sectors in the
division of Camarines Sur.
Espinola (2004) cited Sawit (2000) who conducted an experiment in determining the
relative effectiveness of focusing inquiry approach on the academic performance
of Science and Technology III students in Cabiado National High School,
Cabiado, Nueva Viscaya. She utilized the pretest-posttest pattern design and
involved two groups who were exposed to focusing inquiry strategy while the
other served as the control group who was exposed to traditional method of
teaching. The subjects were chosen using the purposive sampling with the use of
the table of random numbers. The study lasted for almost three months. The
lessons covered were changes in matter, solution and colloids. The
statistical treatment used in
determining the comparability of the two groups and computation of outcomes of
the pretest and posttest of the experimental and control groups was the t-test
in computing for the attitudes of the experimental groups towards the use of
focusing inquiry; the weighted mean and frequency count were used.
Informal
inquiry learning groups, according to Johnson,
et al. (1999), are temporary that last for a class period. The main purpose is
to focus pupils’ attention on the materials to be learned, set a mood conducive
to learning, help organize the materials in advance class session and ensure
the pupils cognitively process the materials being taught.
Espinola utilized Sawit’s findings, as it revealed that the use of focusing inquiry
strategy was effective in improving the achievement of Science and Technology
III students. The students also strongly agreed that the highest positive
effect to them is the development of their leadership skills, decision-making
ability, and the increase in their self-esteem. Sawit’s gave the present researcher an idea how to conduct an
experiment. The semblance of the two studies lies on the steps followed in
conducting an experimental study. Sawit’s
study differed from the present study on the following aspects: the number of
research subjects, locale of study, statistical study, statistical tools used
in treating the gathered data. They also differed on the dependent variables
for while the former was on the teaching of Science and Technology among Third
Year High School students while the present study’s variable was on the
improvement of achievement among Grade VI pupils in Science and Health in the
division of Camarines Sur.
Teachers’
Approach
Tagami (1998) determined the developing
issue in our country today the attainment of quality education. The most
important factor in all teaching activities is the teacher and the child is the
heart of the matter. The teacher takes over the starring role of leading the
young under his charge to become useful, upright, and law-abiding members of
the society. The teacher’s role and responsibility is to serve as value
developed model and advocate. He acts as adviser, facilitator, friend, parent
or even architect. In other words, the
teacher is the charge agent.
In
the manner of the present study, the role of the teacher as the main character
in the classroom setting, the researcher dealt with the importance of the
approaches that the teachers employ in their teaching especially the integrative
teaching approach.
Herrera (1997) looked into the
strengths and weaknesses of teachers in the public elementary school in the
Division of Pampanga. She concluded that the best performing teachers were
those who belonged to the age group of 40-44 with masteral or doctoral degrees.
She further concluded that with respect to length of service, teachers who were
5 – 10 years in teaching performed better with PBET eligibilities. The pupil
achievement components had been found to be the strongest points for the
teachers. Improvement is needed along the teachers’ competence and teacher
personality and human relation components. A proposed faculty development
program was designed to improve teachers competencies minimizing, if not
eliminating their weaknesses and the corresponding threats. Although the
present study did not cover the demographic profile of the teachers, the
previous study conducted may support the future results that were gathered and
interpreted by the researcher. The teacher factor may be viewed as one of the
causal reasons of the pupil’s academic performance.
Interdisciplinary
Learning Approach. From psychology, one learned that each individual is unique
and possesses a unique style of learning. Psychologists contend that one cannot
teach the pupils to learn but they can provide them with an environment that
will induce them to learn and how to learn.
Nuñez (2003) found out that cooperative
learning, represented by its different strategies works well when used in
teaching grammar. It helps increase student performance in grammar and also
enhances values like understanding and tolerance of individual differences.
Cooperative learning does not only apply and is not only appropriate to bright
sections. It also works well with the lower sections. She also stated that
initial performance level of the students in the lower sections does not differ
much. This means that what is applicable to and attainable by one can also be
applicable to and attainable by the other. If cooperative learning works with
one lower section, it will also work with the rest of the lower sections. Thus,
cooperative learning is far better than lecture method.
Using
Multiple Intelligences in the Classroom
Accepting
Gardner
Another implication is that
teachers should structure the presentation of material in a style which engages
most or all of the intelligences. For example, when teaching about the
revolutionary war, a teacher can show students battle maps, play revolutionary
war songs, organize a role play on the signing of the Declaration of
Independence, and have the students read a novel about life during that period.
This kind of presentation not only excites students about learning but it also
allows a teacher to reinforce the same material in a variety of ways. By
activating a wide assortment of intelligences, teaching in this manner can
facilitate a deeper understanding of the subject material.
Everyone
is born possessing the seven intelligences. Nevertheless, all students will
come into the classroom with different sets of developed intelligences. This
means that each child will have his own unique set of intellectual strengths
and weaknesses. These sets determine how easy (or difficult) it is for a
student to learn information when it is presented in a particular manner. This
is commonly referred to as a learning style. Many learning styles can be found
within one classroom. Therefore, it is impossible, as well as impractical, for
a teacher to accommodate every lesson to all of the learning styles found
within the classroom. Nevertheless, the teacher can show students how to use
their more developed intelligences to assist in the understanding of a subject
which normally employs their weaker intelligences. For example, the teacher can
suggest that an especially musically intelligent child learn about the
revolutionary war by making a song about
what happened.
The
business of education is, therefore, to utilize and direct useful
characteristics in such a way that they will produce activities which will lead
to further useful activities. The teacher must bear in mind that these
characteristics common at the pupil’s growth and development differ in their
degrees of vitality and potential. The degrees of their strength influences
must be taken into consideration on the manners that the pupils are to be
directed and guided in their learning.
Interdisciplinary
Learning Approach
Acuesta (2004) attempted to determine
the effect of the Interdisciplinary Learning Approach on the performance of
learners in the Division of Camarines Norte during the school year 2003 – 2004.
The results revealed that the academic performance of pupils in Makabayan
subjects (HEKASI, EPP, and MSEP) before the Interdisciplinary Learning Approach
was introduced fall under the “Needs Improvement” category. While their
performance after the Interdisciplinary Learning Approach was introduced fall
within the “Very Satisfactory” category. The performance of the four groups
vary significantly. It revealed that the use of the Interdisciplinary Learning
Approach (ILA) caused a highly significant improvement on the pupils’
performance in Makabayan subjects. There is a highly significant difference
between the performance of the pupils who were exposed to ILA and those who
were not given the same privilege. The administration of the pre-test did not
have any significant effect on the pupils’ performance when they were exposed
to Interdisciplinary Learning Approach.
Accordingly,
Erickson (2002) enumerated criteria
of good teaching. He stressed that teaching is good when it is well-planned
such that the activities and experience of the learner are continuously related
and interrelated into a larger more meaningful, more inclusive relation
pattern.
Teaching
is good when it provides learning experiences or situations that will ensure
understanding. Good teaching requires rich environment, instructional materials
and devices. Instructional materials and
devices challenge the attention
of the learner stimulate thinking and facilitate understanding which makes
learning more meaningful.
Consequently,
Ornstein (2001) pointed out that
learning to learn skills are basic thinking skills that are used in all content
areas. Although some of these learning skills are generic and can be taught
solely as general strategies without reference to content, it is impossible to
avoid a certain amount of subject matter especially in the primary grades. Many
average and high-achieving pupils develop learning skills on their own, yet the
skills can be taught to all pupils. Most of these learning skills can be
incorporated into regular classroom activities or taught as a special course that
incorporates content from several subjects and focuses on cognitive processes
that cut across subject areas. Thus, the classroom activities should be
designed to make all pupils independent learners in all learning areas.
Moreover,
Greene (2002) stated that skills
needed for a certain task can be clearly divided, identified, and sequenced to
enable the learners to reach the outcome through repetition.
Elavazo (2001) asserts that the
integration aspects of interdisciplinary approach of the philosophy of
Philippine education requires that the first level provides that foundation on
which to build the second which in turn serves as foundation for the third
level up to graduate education. Moreover, the various curricular subjects in
any discipline must be so arranged and interrelated that they carry a
meaningful and unified totality. Its product should also be an integrated human
being for having the opportunity to have experienced varied learning
experiences but with a unified effect upon his personality.
Allport (1999) quoted Dewey who stated
that Interdisciplinary Approach in learning is a process of integration.
Learning is best when differentiation and integration occur in the process
which operates in the unifying of separate items into a perceptual whole.
Integration and related experiences are organized into bonds of great
meaningfulness.
On
the other hand, Geronimo (1998) indicated
that the integrated curriculum concept focuses mainly on the nature of the
child as a learner and the processes involved in the development of thinking
and learning. It is concerned with the analysis of the thinking processes and
provision of detailed curriculum guidelines to promote and enhance children’s
thinking and understanding. The integrated approach according to him is
interdisciplinary and claims to be more natural to the learner.
Conversely,
Corpuz (1997) emphasized that
teaching procedures includes varied and appropriate teaching methods and
techniques interactive, cooperative, and collaborative teaching-learning
critical thinking that stimulates intellectual curiosity, independent learning,
to teach the learner how to learn active experiential learning, to increase the
learners’ involvement in learning, and to maximize the learning that takes
place.
Cognitive,
Affective, and Psychomotor
One
aspect of development with which schools are most concerned with is cognitive theory
of development which was formulated by Jean Piaget. The cognitive theory of
development refers to the manner through which an individual comes to know and
understand as well as the activities that involve thinking and perceiving. A
child’s development is essentially the accumulation of the learning acquired
from experience within the environment.
One
of the processes involved in the theory is assimilation in which an individual
or pupil acquires information or knowledge or by which experiences are
integrated into an existing scheme. With this kind of experience, the child can
learn more Interdisciplinary Learning Approach, incorporate the full games of
instructional experience into the design through written, dance, debate, and
group projects.
Moreover,
Klausmeier, at.al. (2001) stressed
that in any classroom situation, the way the teacher organizes the whole situation
is of crucial importance for it affects what the children learn, how rapidly
they learn and how they use what they learn. The more learning situation meets
the children’s interest and satisfies their present as future needs, the more
likely it is to be effective. Ordinarily, to make instructions meaningful and
to fulfill the interests and needs of the children, the teacher must be
available for the use of a rich supply of instructional materials. The children
need to practice in building meaningful concepts and becoming reasonably
proficient in skills; therefore, how the teacher manages the Interdisciplinary
Approach in the classroom is very important.
McKin, et.al. (2000) stated that since
school activities are social activities, there is a need to look into the
routine found in adult society as guide in laying the basis for routine in
classroom organization and control. Much of the details of providing good work
can be done by routine. There should be a place where to put things out of the
way, everyone in the room should know where each thing goes. Routine should
merely aid, in setting the pupils, opportunities for educational experience.
The ability to set up routine and to conform properly is in itself a worthwhile
and necessary outcome of education.
The
Academic Performance of the Pupils
Borais (2006) based the competencies of
the fourth year students on the Philippine Secondary Schools Learning
Competencies (PSSLC) as prescribed by the Basic Education Curriculum. It was
recommended that teachers should create varied activities to enhance students’
mathematical competencies. Seminar workshop should be conducted to orient teachers
on the effectiveness of portfolio assessment in evaluating students’
performance.
Recierdo (2005) aimed to find the
relation between the profile of mathematics underachievers in terms of
motivation to learn and study habits and attitudes, and the mean performance in
terms of quizzes and periodical tests of the first and second year high school
students in a science-oriented curriculum. The study found out that majority of
the mathematics underachievers were less motivated to learn. They do not have
good study habit and attitudes towards mathematics as a subject.
The
prior study was related with the present study because both focused on the mathematics
performance of the students only that the present study made use of the
academic profile of the students on the Division Achievement Test.
Bagacina (2004) analyzed the academic
performance in Mathematics of the Grade IV pupils in Libmanan. It determined
the pupils’ strengths and weaknesses and whether there existed a significant
agreement on their rank order among the four clusters, and the pupils’
performance by competencies in the whole test. It also identified the factors
affecting the academic performance as perceived by the pupils and teachers in
each cluster.
The prior study was related with
the present one since both discussed academic performance in different clusters
or zones in each district. Both studies also looked into significant agreement on
the rank orders of each cluster or zone.
Pante (2003) made use of the
descriptive method of research with documentary analysis. It was found out that
the most difficult skill in Mathematics for Grade VI pupils in Bagamanoc North
and South districts in solving word problem involving finding the percentage rate
and based on a given situation.
The
prior study was related with the present one since both made use standardized
tests, the prior made use of District Achievement Test while the latter the
Division Achievement Test.
Vargas (2002) inquired into the level
of performance of the Grade VI pupils in the Division Achievement Test (DAT)
along the five learning areas; it identified the specific learning area where
they were deficient in; and looked into the concurrent validity on the Division
Achievement Test (DAT) by correlating the raw scores obtained by the pupils
with the raw scores obtained in the National Elementary Achievement Test (NEAT).
It was found out that the Grade VI pupils as the subject of the study, in
school year 2000 – 2001, did not achieve the targeted proficiency level of 75
percent in any of the learning areas given in the Division Achievement Test.
The DAT results and the NEAT results were significantly related and their correlation
coefficient were positive in all the five learning areas.
Gastilo (2001), in his study about the
strengths and weaknesses of the Academic Performance in Mathematics of the
Grade V pupils in Nabua Elementary School, recommended that the pupils’
weaknesses should be carefully reviewed, and analyzed and be closely considered
with priority among the agenda for staff development to utilize appropriate
methods and strategies like mastery learning and the use of valid and reliable
test. Teacher should provide the pupils with meaningful learning activities, actual
situations, and greater opportunity which will enable them to apply learning in
Mathematics.
Antonio (1999) employed the
descriptive-correlational method of research in her study. She determined the
factors that affect the performance of Grade VI pupils in Mathematics of Tabaco
Central School. In the study, it was concluded that: 1) The performance level
of Grade VI in comprehension is average, performance in conceptual skill was
low and very low in problem solving skill; 2) There was a significant
difference in the performance level of pupils along comprehension, computation
and problem solving skills at 1% and 5% level of significance, pupils varied in
their ability to understand, compute and solve; and 3) Based on the computed x
value, the seven teacher factors considered, namely: sex, age, faculty rank,
educational attainment, length of service, teaching experience in Mathematics
and performance rating showed association with performance level in
comprehension. In computational skill, only age and faculty rank showed
association with the performance level in computation, sex, educational
attainment, length of service, teaching experience in Mathematics showed no
relation or association with he performance level of the pupils in problem
solving and teacher factors such as age, sex, faculty rank, educational
attainment, length of service, teaching experience in mathematics and
performance rating also showed no association or relation.
The
present study will likewise employ the same statistical tool in interpreting
the data that will be gathered from the same grade level of the
respondents. The mathematical ability of
the respondents of the present study will be taken into consideration to determine
the level of effectiveness of Integrative Teaching Approach of the teachers.
The similarity with that of Iman’s and the present study is that
both were focused on Science and Health subject. However Iman’s study was primarily intended on improving the academic
performance of Grade IV pupils while the present study was on improving the
academic performance of Grade VI pupils. She concluded the focusing inquiry
approach has an advantage over the traditional method when pupils’ academic
performance in Science and Health is considered. It was from Iman’s study that the present
researcher was given an insight to use the appropriate statistical tools
employed.
Iman’s worked had bearing with the
present study work because both aimed to improve the pupil’s achievement in
Science and Health and the fusion of values education in day-to-day lessons but
also in other subject areas.
Sutaria, Guerrero, & Gastaño (1989)
stated that one of the earlier studies conducted in the country relevant to
pupils achievement was “The Survey Outcomes of Elementary Education” under the
ages of the Educational Project Implementing Task Force. The study yielded
significant findings which included the following: a) high correlation between
general mental ability and achievement test scores, especially in subject areas
like science, reading, and language; b) relationship between the socio-economic
factors and academic achievement; c) systematic covariation of ethnic and
regional factors (which are critical indicators of a number of socio-economic
conditions) with achievement; d) the fact that pre-school education and types
of elementary school are likewise indicators of socio-economic status; and e)
knowledge that the teacher’s evaluation of students is a determinant of pupils
performance.
The
study more overly revealed that the outcomes of education in the Philippines
are significantly affected by factors that are outside of and beyond the
control of the system. Such revelations of inadequacy in the components of the
study highlighted some areas which were attended to in the educational reforms
undertaken after the study.
Values
Integration
Allport (2001) presented six types of
people who have different views about values. These are 1) The economic type
perceives values in terms of tangible utility and practicability of things; 2)The
theoretical type is concerned with reality; 3) The aesthetic type is interested
in form of harmony and beauty; 4)The social type is notably interested in
power; and 5) The religious type is mystical and attempts to comprehend the
universe as a whole to be able to relate himself to its embracing totality and
in unit.
The essence of education is to
foster desirable values. Cottle
(1999) stated that the central purpose of education is truly to assist the student
in learning all that he needs to know in order to live wisely in terms of the
highest and best truth mankind has achieved. Moreso, the development of
intellectual, emotional, and aesthetic capacities, moral and spiritual values,
and a sense of responsibility are the values developed in the students.
Canlet (2000) stressed that the total
integrated pattern of values cannot be obtained if people are treated as object
of observation or interrogation. They must take part in the process of studying
their own values as subjects or active judges of the study undertaken. Images
and conscious profile of themselves held by individuals and groups express
their values more adequately than descriptions, measurements, correlations or
classifications dealing with economic activity, political life, kinship
structure, or intrasocietal roles.
Roreach (1999) stated that values are
single beliefs that guide actions and judgments. He said that a value is
imperative to action not only a belief about the preferable but also a
preference for the preferable. It is a standard or yardstick to guide actions
and a justification of the actions of self and others. He further identified
two important functions which serve values. One such function is a standard which
will guide one’s action or conduct. A second function which he called
motivational is concerned with the component which expresses one’s striving
towards goals attainment.
Moreover,
Erikson (1999) stated that people
learn their values through exposure to people around them. Their closest
associates – parents, relatives, teachers, and peers serve as models. Through
observation and mimicry over the years, people learn characteristics such as
trust or mistrust of other individuals, autonomy, or dependency, responsibility,
or irresponsibility, moral or immoral, and the like.
Synthesis
of the State-of-the-Art
The
contextual basis of the educational reform and system of Philippines
The
works of Antonio (1999), Bagacina (2004) Vargas (2002), and Recierdo
(2005) are especially relevant to the present study because their focus were on
the academic performance of the pupils. The studies revealed insights that are
of relevant issues to the present researcher’s study. Nuñez (2003) made a note on cooperative learning, represented by
its different strategies works well when used in teaching grammar.
Meanwhile,
Brusas (2004) already made serious
studies
on the developing issues in the
country which is basically the achieving of quality education and progress in
basic education. These studies provided a framework to the present investigator
in considering the importance of the implementation of the new curriculum.
With
regards to the effectivity of the teachers, Tagami (1998), Herrera (1997)
conducted thorough investigation on the efficiency of teachers not only in
learning but in child development and maturation as well.
Research
Gap Bridged by the Study
As revealed in the foregoing studies, it is
apparent that no study has been conducted to determine the effect of integrative to the academic performance of
the Grade VI pupils along the five
zones of Ragay District in the year 2006 – 2007. Furthermore, it drew out the
profile of the pupils in the Division Achievement Test for the said school
year. In the same manner, it drew out the responses of the Grade VI teachers in
Mathematics, English, and Science on the level of effectiveness of employing
the integrative teaching especially in their respective subjects, whether using
it will have an effect on the academic performance of the students. Problems
encountered by the teachers in employing the integrative teaching as well as
their possible solutions. This is the
gap that the researcher bridged.
Theoretical
Framework
The
present study is anchored on Gardner’s Multiple Intelligence Theory, Bell Rule
Theory, Vygotsky’s Socio-cultural theory, Constructivism Theory, Educational
Theory of Progressivism, and Self – Regulated Learning Theory which are
presented in the theoretical paradigm shown in Figure 2.
The Theory of Multiple Intelligences was developed in 1983
by Dr. Howard Gardner, professor of education at Harvard University. The American
educator, Dr. Howard Gardner proposed eight different intelligences to account
for a broader range of human potential in children and adults. In addition, his theory is a psychological and educational
theory
which suggests that an array of different kinds of "intelligence" exists in human beings.
Each individual manifests varying levels of these different intelligences, and
thus, a unique cognitive profile. Gardner
Belle (1990) explained that the rule in learning could respond
to the entire set of situation (stimuli) with a whole
set of actions (response). It is very high level mental process that involves being able to lea
relationship
between concepts and apply these relationship in different situation not
previously encountered. It also forms the basis of the learning of general
rules and procedures, among others.
Vygotsky’s
socio-cultural theory of learning emphasizes that human intelligence originates
in our society or culture, and individual (interaction with social environment
than intrapersonal (internalization). Miler
(1995), based on Vygotsky’s
socio- cultural theory, conducted four- year long ethnographic study to examine
classroom context for open forum on English literature discussion. Teachers in
the study promote scaffolding, metacognitive reflective, inquiry response to
the context and each other. After one year of experiment, students were able to
internalize the teachers’ scaffold discussion and reflective strategies. This
study shows how social environment can influence students learning and thinking
in which the present study is engaged for. Another object of Vygotsky’s theory is the idea that the
potential for cognitive development is limited to a certain life span which he
calls the “zone of proximal development” (ZPD). Vygotsky defined ZPD as a region of activities that individuals can
navigate with the help of more capable peers, adults, or modeling one important
ways to facilitate individual cognitive growth and knowledge acquisition. ZPD
can be composed of different levels of expertise of individuals (students and
teachers), and can also include artifacts such as books, computer, tools, and
scientific equipment. Vygotsky’s
socio-cultural approach of learning and ZPD was found relevant to be applied in
this study.
Constructivism theory views that knowledge is not about the
world, but rather “constitutive of the world”. Sherman (1995) stated that knowledge is not a fixed object; an
individual, through his/her experiment of that object, constructs it. Constructivist
approach to learning emphasizes authentic, challenging projects that include students,
teachers, and experts in the learning community. Its goal is to create learning
communities that are more closely related to the interactive practice of the
real world. The contemporary constructivist theory of learning acknowledges that
individual is active agents, they engage in their own knowledge construction by
integrating new information into their schema, and by associating and
representing it into a meaningful way. Constructivists argue that it is impractical
for teachers to make all the current decisions and dump the information to
students without involving students in the decision process and assessing
students’ abilities to construct knowledge. In other words, guided construction
is suggested that puts students at the center of learning process, and provide guidance
and concrete teaching whenever necessary.
The last theory that is also related to this study is the theory
of progressivism (San Mateo, et.al.,
1997), which generally is not interested in prepared, prescribed curriculum to
transmit knowledge. It is associated with John Dewey’s pragmatism or
experimentalism, which stresses that learning should center on the child’s
interests and needs. In Dewey’s
Democracy and Education, he expounded that a truly progressive education need a
philosophy based upon experience, the interaction of the person with his
environment. Progressive education is characterized by 1) emphasis on the child
as the learner; 2) stress on activities and experiences rather than on
textbooks; 3) cooperative learning rather than competitive lesson learning; and
3) cooperative learning rather than cooperative lesson learning; and 4) absence
of fear and punishment for disciplinary purposes.
Conceptual
Framework
The
study used the Operational system theory that conceptualized that for a program
to be carried out and implemented with a good measure of success, it must be
well-planned, managed, supervised and fully supported with adequate human and
material resources. Also its objectives and expectations must be well defined.
In the implementation of the program there must be commitment, cooperation and
concerned efforts of all the participants, then there must be constant feed
backing to determine if targets are being attained and if there is a need to
redefine the plans or to renew the manner of implementation.
Figure
3 is the diagrammatic representation of the conceptual paradigm of the present
research which is the central focus of the present study. This will further
serve as a guide in conducting the investigation.
The
input consisted of the theories used, the District Achievement Test Results,
statistical tools employed and the related literature and studies utilized.
The
process focused on determining the academic performance of the pupils along
Science, English, and Mathematics.
The
study tested the hypotheses that there is a significant agreement among the
teachers’ perception of the five sectors, there is a significant relationship
between the teachers’ perception and academic performance of the pupils in the
three different subject areas; and there is significant agreement among the
pupils’ academic performance in the three subjects, as well as along the
problems encountered and solutions offered to the problems of the teachers.
CHAPTER
3
Research
Design and Methodology
This section includes information
on the research methods used and the techniques utilized in gathering and
analyzing the data. Statistical techniques in analyzing the data are also discussed.
Research Design
This study employed the Pre-Experimental
One-Shot Case Study. According to De
Jesus (1985) the Pre-Experimental One-Shot Case Study is a design in which
a single group is only studied once, subsequent to a treatment to cause change.
In this study, the treatment is the Integrative Approach. Its effect was
perceived by the teachers teaching in the different subject areas.
Sampling
Used
Purposive
sampling was employed in selecting the teacher-respondents of the study. The
teachers who were selected were those teaching English, Science, and
Mathematics.
However,
in terms of the selection of the pupil-respondents of the study, a total
enumeration of the Grade VI pupils who underwent the Division Mathematics,
English and Science Tests were involved.
Respondents
of the Study
The
respondents of the present study were the teachers from the five different
school areas of Ragay, Camarines Sur and their students’ academic performance
in Science, Mathematics, and English.
Table
1
Respondents
and Research Subjects
|
Sectors
|
Respondents
|
Research Subjects
|
||
|
No.
|
%
|
No.
|
%
|
|
|
Central
|
5
|
20
|
802
|
56.24
|
|
Lowland
|
5
|
20
|
118
|
8.27
|
|
Railside
|
5
|
20
|
133
|
9.33
|
|
Southern
|
5
|
20
|
201
|
14.10
|
|
Northern
|
5
|
20
|
172
|
12.06
|
|
Total
|
25
|
100
|
1,426
|
100
|
Validation
of the Instrument
The formulation of the questionnaire was based
on the reading and research from published books, manuals and other documents
relevant to the present study. To
validate the sample questionnaire before distributing to the target
respondents, the researcher personally sought the opinions, suggestions, and
recommendations of his co-teachers, who are the key teachers in Ragay District,
in order to ensure its comprehensiveness.
Presented on the succeeding pages are the Table of Specifications of the
instruments of the three subjects.
The review of related literature
and studies was also useful in the preparation of the questionnaire. Previously
conducted studies served as guide in the
formulation of the items/questions. A
draft was made and submitted for
comments and suggestions for improvement to set of jurors consisted of Master Teachers in Grade VI as
the first set, then the school heads who have background in Integrative
Teaching and have at least completed Academic Requirements in Master of Arts,
and those who graduated Masteral Degree. After their suggestions were reflected
in the copy, it was submitted to the adviser for comments, addition, deletion,
and revision.
Table 2
Table of Specification
for English
|
Items
|
No. of Items
|
Placement
|
|
Part I – Listening Skills
|
|
|
|
1. Getting the main idea
|
1
|
1
|
|
2. Noting Details
|
4
|
2,3,4,5
|
|
3. Making inferences
|
2
|
6,7
|
|
4. Sequencing events
|
1
|
8
|
|
5. Distinguishing fantasy from
reality
|
2
|
9,10
|
|
Part II – Grammar
|
|
|
|
1. Using correct forms of nouns
|
2
|
11,12
|
|
2. Using possessive pronouns
|
2
|
13,14
|
|
3. Using verbs that agree with
the subjects
|
3
|
15,16,17
|
|
4. Using adjectives in the three
degrees
|
2
|
18,19
|
|
5. Using prepositions in, on,
under, above, below
|
1
|
20
|
|
Part III – Reading
|
|
|
|
1. Identifying the key sentence
in a paragraph
|
1
|
21
|
|
2. Sequencing of events
|
2
|
22,23
|
|
3. Making inferences
|
2
|
24,25
|
|
4. Giving appropriate title for
a paragraph
|
2
|
26,27
|
|
5. Perceiving cause-effect
relationship
|
2
|
28,29
|
|
6. Giving an appropriate ending
to a situation
|
1
|
30
|
|
7. Drawing conclusions
|
2
|
31,32
|
|
8. Following two-step direction
|
2
|
33,34
|
|
9. Identifying irrelevant ideas
in a passage
|
2
|
35,36
|
|
10. Using table of contents
|
2
|
37,38
|
|
11. Using glossary
|
2
|
39,40
|
Table 3
Table of Specification
for Mathematics
|
Items
|
No. of Items
|
Placement
|
|
Objectives / Skills
|
|
|
|
1. Give the place value of each
digit in 4 to 6 digit numbers
|
2
|
1,2
|
|
2. Round numbers to the nearest
tens, hundreds, thousands, ten thousands, hundred thousands
|
2
|
3,4
|
|
3. Tell when a number is
odd/even
|
2
|
5,6
|
|
4. Express Roman numbers through
Hindu-Arabic Symbols and vice-versa
|
1
|
7
|
|
5. Solve word problems involving
addition of whole numbers with sums up to 900,00, including money
|
2
|
8,9
|
|
6. Transform the word problem
into a number sentence
|
1
|
10
|
|
7. State the complete answer
|
1
|
11
|
|
8. Solve 2-step word problems
involving addition and subtraction of whole numbers including money
|
2
|
12,13
|
|
9. Use the correct operation
|
1
|
14
|
|
10. State the correct answer
|
2
|
15,16
|
|
II. Comprehension of
Multiplication
|
|
|
|
1. Multiply 2 to 4 digit numbers
by one digit numbers without and with regrouping
|
2
|
17,18
|
|
2. Multiply 2 to 4 digit numbers
by multiples of 10 to 100.
|
1
|
19
|
|
3. Solve word problems involving
multiplication of whole numbers including money
|
1
|
20
|
|
4. Analyze the word problem
|
1
|
21
|
|
Items
|
No. of Items
|
Placement
|
|
III. Comprehension of Division
|
|
|
|
1. Transform the word problem
into a number sentence
|
1
|
22
|
|
2. Use the correct operation
|
1
|
23
|
|
3. State the complete answer
|
2
|
24,25
|
|
IV. Comprehension of fractions
|
|
|
|
1. Order fractions less than one
|
1
|
26
|
|
2. Reduce fractions to lowest
term
|
1
|
27
|
|
3. Find fractional part of a
set/region
|
1
|
28
|
|
V. Comprehension of Line and
Line Segment
|
|
|
|
1. Identify perpendicular,
parallel and intersecting lines
|
1
|
29
|
|
2. Visualize congruent line
segment
|
1
|
30
|
|
VI. Comprehension of Time Measure
|
|
|
|
1. Convert time measure from
smaller to larger units and vice versa
|
1
|
31
|
|
2. Find exact time between dates
|
1
|
32
|
|
3. Give an appropriate time
between dates
|
1
|
33
|
|
VII. Comprehension of Linear
Measure
|
|
|
|
1. Tell the appropriate unit of
measure
|
3
|
34,35,36
|
|
2. Convert meter to decimeter
and or centimeter, millimeter, and vice versa
|
1
|
37
|
|
VIII. Comprehension of Area
|
|
|
|
1. Find the area of a figure in
square meters
|
1
|
38
|
|
2. Visualize the area of
rectangle / square
|
1
|
39
|
|
VIX. Comprehension of Graphs
|
|
|
|
1. Read / Interpret data
presented in graphs
|
3
|
40,41,42
|
|
2. Name the parts of pictograph
|
3
|
43.44,45
|
Table 4
Table of Specifications
for Science Posttest
|
Content
|
Processes
/ Skills
|
||||
|
Knowledge
|
Comprehension
|
Analysis
|
Application
|
Total
|
|
|
Your sense organs
|
1,3
|
11,12
|
24
|
34
|
5
|
|
Growth and Change
|
2,5
|
13
|
23,26
|
33
|
5
|
|
Animals
|
|
14,15
|
27
|
|
4
|
|
Plants
|
4
|
16,17
|
29
|
35,37
|
6
|
|
Matter
|
6
|
18,28
|
31
|
36
|
5
|
|
Energy, Force & Motion
|
7,10
|
20,21
|
30
|
38
|
6
|
|
Changes in Earth
|
|
22
|
32
|
39
|
3
|
|
The weather
|
|
8,23
|
|
40
|
4
|
|
The Sun
|
9
|
19
|
|
|
2
|
|
Total
|
9
|
15
|
8
|
8
|
40
|
Then after
a thorough review, the researcher was given the go signal to finalize it.
The researcher made use of the
Fixed Alternative Method or Closed- Type of Question which was administered to
the two different strata of respondents. Furthermore, the questionnaire was
used to elicit the level of effectiveness of integrative teaching in which the
subjects’ responses delimited to a specific alternative. (See Appendices for
questionnaire)
Statistical
Treatment of Data
The statistical treatment of the
data was descriptive and the simple frequency count was employed.
All data collected were analyzed
and presented in tabular and textual form after employing the following
relevant statistical tools.
Average Weighted
Mean using Likert, the 5-point
rating scale was utilized in order to determine the level of effectiveness of
the integrative teaching as employed in the Grade VI pupils of the Elementary
Schools in the five Zones of Ragay District which were under the Basic
Education Curriculum. The weighted mean was also employed to determine the
problems encountered by the teachers in using the Integrative Teaching Approach
as well as the solutions to the problems encountered.
The quantifications of
the ratings are as follows:
|
THE LIKERT 5-POINT SCALE
|
||
|
SCALE
|
RANGE VALUE
|
INTERPRETATION
|
|
5
|
4.50 – 5.00
|
Very Effective/
Extremely Serious/
Very Much Urgent
|
|
4
|
3.50 – 4.49
|
Effective/
Very Serious/
Much Urgent
|
|
3
|
2.50 – 3.49
|
Fairly Effective/
Serious/
Urgent
|
|
2
|
1.50 – 2.49
|
Ineffective/
Moderately Serious/
Moderately Urgent
|
|
1
|
1.00 - 1.49
|
Very Ineffective/
Not a Problem/
Not at All
|
Mean, Mean Proficiency Level, and Standard
Deviation were used to determine the profile of the pupils’ academic
performance in the different subject areas.
Kendall Coefficient of Concordance W was used to measure the
significance of agreement among the rank orders of the teachers’ perceptions on
the effectiveness of the Integrative Approach on the pupils’ academic
performance, the rank of the pupils’ academic performance in the different
subject areas, the problems encountered and the solutions with the following
formula (Siegel, 1988).
|
W =
The
corresponding X2 test was used to determine the significance of
agreement, as follows:
X2
= K (N – 1) W
Significance
level was set at 0.05.
