Effectiveness of Experiential Activities

EFFECTIVENESS OF EXPERIENTIAL ACTIVITIES IN SCIENCE PROCESS SKILLS
Saint Mary’s University
CHAPTER 1
PROBLEM AND ITS BACKGROUND
Introduction
Learning is a requirement to attain better understanding of things around
us. Learning is gain in knowledge, mastery through experience or study or
comprehension (Olson & Hergenhahn, 2009). After learning, learners are capable
of doing something which they could not do before learning took place (Olson,
2007). Dewey (1938) states that acquisition of information involves 'learning to
think'. He says the process of information is more than performing a task or
activity. Learning and grasping of information is not an easy task. One way to
achieve skills is that the persons must engage in science.
This is the reason what science teaching and science education research is
for - to enhance student’s learning (Thomas, 1999). According to Christensen
(1995), learning science can cultivate the abilities of learners to become
scientifically learned individuals. Anderson (1987) said that activities or any kind
of exercises are basic and integrated process skills are fundamental components
and key dimension of scientific literacy. (Colvill & Pattie, 2002)
According to Gallagher (2000) there are primary objectives that must be
considered in attaining such proficiency. These are Science must be given for all,
teaching for higher thinking, science process or science practice application.
Knowing and applying science concepts that include science skills


(Sungur, 2000). Thus, individuals must have or possess these skills that will also
be enhanced as they move forward on their learning. In addition, the K to 12
Curriculum is focused on the learner’s attainment of the current century abilities,
one of which is critical problem solving skills which incorporate scientific
thinking.
Scientific process skills consist of skills that every pupil could apply and
use in his/her everyday life. Thus, these skills have a great impact on one’s
personality, his/ her social life, and other aspects of life of a person. These skills
can be acquired by students through science education with proper training
exercise.
Under the theory of practice, also known as constructivism, in experiential
approach, learning is achieved well when students make their own action of
reaching a conclusion and discoveries. Students learn by doing therefore, actively
engaging and exposing learners in experience-based learning is one important key
to the construction of new meaning (Gibbs, 1988; Merriam, Caffarella, &
Baumgartner, 2007).
In the Philippines subjects like science is one of the shortcomings of
pupils. The National Achievement Tests confirm this together with Mathematics,
Science keeps on being the most difficult field of study in fundamental instruction
in the Philippines. According to DepEd, data showed that the average NAT score
of public elementary school students for SY 2011 to 2012 was significantly lower
than 66.79% than the previous four years.


The average NAT scores of public elementary students were 66.79% in
SY 2011-2012, 68.15% in SY 2010-2011, 68.01% in SY 2009-2010, 65.55% in
SY 2008-2009, and 64.81% in SY 2007-2008
According to Ordinario https://infasci.wordpress.com/modules/module-1-week-
1/philippine-situation/ (2013) the reason for this low performance in science of the
young Filipino pupils include the lack and low esteem for a scientific culture
reflected in the deficiencies regarding the school curriculum, the insufficient
teaching learning process, the lack of instructional materials and the lack of
teachers’ readiness. For example, the shortage of worthy and engaging textbooks
and the unavailability of science paraphernalia have slowed down the conduct of
scientific research and experiential activities among Filipino pupils. One of the
main reasons about the unsatisfactory achievement of pupils is our congested
curriculum.
With all the background given, this research aimed to study the effect of
utilization of experiential activities as the teaching approach on the science
process skills of the students.
Statement of the Problem
This study is designed to determine the effectiveness of experiential
activities in improving students’ science process skills. It specifically aimed to
answer the following questions:
1. What is the achieved level of science process skills of the Grade 6 pupils
of science section before and after the use of experiential activities?


2. Is there a significant difference in the pupil’s science process skills before
and after doing the experiential activities?
Statement of the Null Hypothesis
1. There is no significant difference in the pupil’s science process skills
before and after doing the experiential activities.
Conceptual Framework
Pre-Test
Science Instructional
Intervention
Process strategy:
Materials/
Experiential
Skills of Use of Activities in
the Experiential Enhancing
Students Activity Science Process
Skills
Post-Test
This study aimed to determine the level of science process skills of Grade
6 pupils through experiential activity. Science process skills must be developed
among the pupils because they will help them determine facts and truths around
them. It will be their asset as they grow and develop especially in high school and
college life. And one way to improve their thinking skills is to teach the learners
in experiential approach. Experiential approach is the selected method in
conducting this study because experiential learning approach involves the learners
to do something; it enhances and develops one’s skills and knowledge. Moreover,
experiential learning permits the learners to explore, analyze, and ready to


comprehend things that surround him. As Lewis and Williams (1994) stated that
“expose the children with lots of activities, in this way they will learn: in short
“learning by doing”. It is also connected to the idea of constructivism, pupils
acquire information best. “Learners are given the rights and benefits to think, to
reflect, and to associate with ideas, objects, and many more”. (Brooks and
Brooks, 1993).
Constructivist teaching fosters critical thinking and creates active and
motivated learners. Moreover Kuslan and Stone ( stated that “inquiry approach
can also allow the learners to search for truth, and seek information.” So, the
researchers will now adapt this theories and concepts in determining the science
process skills of the pupils by using experiential learning approach.
The output of the study will be the proper usage of instructional materials
and experiential activities in teaching the learners to enhance their basic science
process skills.
Significance of the Study
This study is significant to the following:
Educational Institution. The results of this study may be used and
applied in the further development of their curriculum.
Science Teacher. This study may give support in developing the
techniques, practice and strategies involved in the teaching-learning process.
Students. The results of this study can be a basis in the improvement of
their thinking skills.


Student Teachers. The outcomes of this study may guide them on how
they impart information among their current pupils and their future students.
Future Researchers. This study can aid as a source for future researches
in further analysis and in-depth studies evolving on basic science process skills,
motivation, and science learning.
Scope and Delimitation
This action research focused on the effectiveness of experiential activities
in science process of the pupils.These skills include observing, comparing,
classifying, measuring, predicting and inferring. This was conducted at Solano
South Elementary School, Solano, Nueva Vizcaya on February 13 - 23, 2017 The
subjects consisted of a total of 43 pupils from the science section in Grade 6
taking Science subject.
Definition of Terms
Constructivism refers to a method of creating meaning; it is how
individual make sense of their experience. It is a teaching method that allows the
learners to do something and at the same time to construct new meaning.
(Merriam, Caffarella, & Baumgartner, 2007)
Effectiveness refers to the expected result of a given activity to meet a
specific goal (Shymansky, 1989). In this study, it refers to the result of the
experiential approach in teaching in terms of the science process skills of the
learners.

Experiential Approach Method in teaching where knowledge or learning
is developed, enhanced or improved through active exposure to hands-on
activities by the students rather than learning through books, lectures and other
traditional approaches.
Learning refers to the improvement of general academic skills and the
mastery of scientific (Gagne, 1967). In this study, it refers to the difference in the
pretest and posttest scores in science process skills that the pupils obtained.
Science Process Skill is the building block of critical thinking and inquiry
in science which includes observing, classifying, inferring, predicting,
communicating, and measuring. These skills can be obtained by learners through
science instruction activities (Harlen, 1999; Huppert, Lomask & Lazarorcitz,
2002). In this study, this is measured by the score obtained by the student’s score
in the researcher-made science process skills test.
Student-Centered refers to a wide variety of educational programs,
learning involvements, instructional methods, and academic-support tactics that
are intended to address the diverse learning needs, comforts, aims, or cultural
backgrounds of students.
Traditional Approach refers to an approach in teaching where there are
less student activities and more on the teacher’s lecture and demonstration.

Chapter 2
REVIEW RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature and studies that
provided direction to the present study.
Elementary Education
The elementary level is necessary. On the principle that “learners should
be properly equipped with the proper knowledge and skills, the country should
have a good not just good but better program in the formal education (elementary
level) which is the foundation of learning”. (Visitacion, 1998)
Once this is achieved, a movement toward the desired ends will be very
smooth and easy. Hence, the core of the curriculum focuses on the 5R’s (reading,
writing, arithmetic, rational thinking, and right conduct). This mass and universal
education is expected to make the Filipino productive, self-reliant, versatile, civic
minded, physically fit, and well- rounded.
The new educational system in the Philippines with the K-12 curriculum
further explained the objectives of elementary education. It aims to develop the
spiritual, moral, and physical capabilities of the child, provide him with
experience in the democratic way of life, and inculcate ideas and attitudes
necessary for an enlightened, patriotic, upright and useful citizenship.
The elementary school curriculum stresses science as a process whereby
the child learns to understand his environment and develop scientific skills

through personal experiences with materials and phenomena in his environment
that can increase one’s cognition. There are approaches that provide rich
opportunities for the child to learn by himself. These approaches are based on
constructivism, experiential learning, inquiry approach hands on learning and
other.
Critical Thinking
Many elementary pupils do not have enough thinking skills, they
comprehend, analyze, and understand in a very shallow manner. It seems they are
just like a leech that only sucks for information coming from teacher. They just
decide without thinking the consequences they made. They need to develop their
way of thinking. So that their understanding about things will be enhance, widen,
and strengthen. Once the pupils are able to develop, they will be able to
understand comprehend, analyze, things better.
Critical thinking is one of the vital things to be considered in the
educational system among learners. (Gelder, 2003). Critical thinking can be
described or explained in different ways. Dewey (1993), the father of critical
thinking, states that “critical thinking as reflective thinking and recommends that
it must be one of the targets of education”. This definition of Dewey is also seen
in the works of Robert H. Ennis (1987) he defines critical thinking as “sensible
reflective thinking that is focused on deciding what to believe or do”. Deciding
what to trust is a matter of determining what the facts or truths are, figuring and
assuming out what the world is like. It makes a person think in a wider range.
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“Seeing both sides of an issue, being open to new evidence that disconfirms your
ideas, reasoning dispassionately, demanding that claims be backed by evidence,
deducing and inferring conclusions from available facts solving problems, and so
forth” (Willlingham, 2007).
Brookfield (1987) further explained that educational systems should make
any effort to awaken, prompt, cherish and encourage the progression of thinking
critically and reflectively”(p.11) In similar manner Meyers (1986) argued that
educators can cultivate one’s thinking through the different activities, task they
assign , and response they provide. Specialist of higher education contend that
critical thinking is a standard of intellectual excellence required for full and
constructive participation in academic, individual and social lives of students.
(Scriven and Paul, 2004).
Gilster (1997) defines critical thinking skill as important or essential in
our daily life since it allows us to think innovatively fresh, make judgments that
can guide the improvement of opinions and taking actions. In the context of
Facione (1998), a critical thinker has six center thinking abilities and has seven
affective natures towards critical thinking. These are explanation, analysis
evaluation, inference, interpretation and self-control.
This idea is also presented in the field of education, under the theory of
Benjamin Blooms which is the Bloom’s Taxonomy. Thinking is hierarchical, with
“comprehension” at the lower level and “evaluation at the highest level. The three
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highest levels (analysis, synthesis, and evaluation) are often said to represent
critical thinking. (Kennedy et al., 1991)
In recent times Paul (1998) viewed critical thinking as “the capability to
internalized conclusion in the form of information and observation”.
Constructivism
The current well known word in educational system is constructivism. It
is applied in philosophy, sociology, anthropology, psychology and other
educational fields. So what does constructivism really mean? It refers to the idea
that individuals build or construct knowledge for themselves.
Constructivism is a principle on how people can acquire information best.
Meaning “Learners are given the rights and benefit to think, to ask inquiry, to
reflect, and to associate with ideas, objects, and many more.” (Brooks and
Brooks, 1993). Young minds create their own particular understanding and
knowledge with respect to their experiences and reflections (Rule and Lassila,
2005).
Individuals are acknowledged to build up their own specific implications
and understandings, and this process is acknowledged to incorporate exchange
between existing learning and beliefs and new information and encountered
experiences. (Richardson 1997, 2003; Schunk, 2004).
This perspective of significance –making through already constructed
learning infers that:

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 Learners are intellectually generative individuals (with the
capacity to pose questions, solve problems and construct theories
and knowledge) rather than empty vessels waiting to be filled.
Pupils are not empty vessels that we can pore with our knowledge,
Knowledge is placed inside the sole that they themselves have
made actively (Bhogayata C., 2003)
 Instruction should be based primarily on developing learners
thinking.
 The locus of intellectual authority resides in neither the teacher nor
the resources, but in the discourse facilitated by both teachers and
learners (Maclellan and Soden 2004)
The meaning of constructivism varies in different individuals.
Constructivism can be understood as a theory of learning through dealing with
phenomenon, as they develop shared-meaning of a phenomenon via interactions
within a social context (i.e. culture). Constructivism refers to the process by
which human beings actively make sense out of the world around them. (Wiske,
1998)
Every teacher frequently say that teaching is not an easy or difficult tasks.
In the field of teaching, teachers act as a facilitator who guides their learners so
that they can generate and construct their own knowledge. Under constructivism
the learners are the makers and builders of knowledge, they also construct
knowledge through an active mental process. Teachers who are constructivist

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makes their learners learning more meaningful and effective because it includes
collaborative learning, hands on experiences, acquiring different approaches,
makes them develop their own learning patterns and the like. Goals of
constructivism is to improve students reasoning strategies, to become ready in
formulating their own questions, it allows varied version of interpretation and
expressions of taking information.
Constructivists teaching foster critical thinking and create active and
motivated learners. Zemelman, Daniels and Hayde (1993) tell us that learning in
all subject areas involves inventing and constructing new ideas.
Jonassen (1991) made a design to improve learning in the classroom.
These are:
1. Cater two-fold representations of reality (Concrete Experience);
2. Concentrate on learning development, not reproduction;
3. Present valid tasks (contextualizing rather than abstracting instruction);
4. Give real-world learning fields, as opposed to pre-planned teaching
sequences;
5. Foster reflective exercise;
6. Empower context-and content dependent learning development;
7. Support community oriented development of information through social
transaction. (Collaborative Learning)

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Experiential Learning
Direct involvement of the materials is the finest method when it comes to
developing understanding. (Blosser, 1990) Experiential learning refers to the
method of learning which directly involves the learner, by actively encouraging
them to do something in order to learn about it. In short, it is 'learning by doing'.
Lewis and Williams(1994)
“In Addition, it is an idea and methodology in which teachers firmly
engage with learners in real-world experience and allow reflection to enhance,
develop ones knowledge and skills and to clear up values” (Association for
Experiential Education, para. 2). Lewis and Williams (1996) point out that during
the year 1980 and 1990’s this method of learning became the focus and the core
of education. Moreover, experiential learning permits learners to explore, watch
straightforwardly and ready to comprehend what is going on. This is a fruitful
approach to instruct kinesthetic learners, who learn best by example. Sometimes it
is difficult to comprehend something you have never seen or experienced. It also
motivates learner to do things for themselves, which will support them with
learning independently later on in life. By experiential instruction, student’s
experiences are the way to gain their learning or lesson. They begin to form their
decisions on their own and make it necessary for less teacher support. A school
child bring his own understanding on concepts through applying, rather than
feeding them what to do and when to do things. To simplify “No direct transfer of
knowledge from the instructor to the learners happens”-(Spencer) In laboratory

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activities, students are involved in the construction of their knowledge that’s why
it is well-thought-out to be the groundwork of most science programs (Herrington
and Nahkleh, 2003) it is where learners communicate, measure, compare and
contrast, classify, and control variables for their understanding (Dominguez,
2005).
Hands-on Teaching
Hands-on teaching has an extended and fruitful legacy in sciences and
math (Basista and Matthews; Bredderman; et al), and shows a big role in teaching
social studies, history, English and other subjects. By using hands-on training,
teachers are nurturing the 21st century skills that learners need to be effective:
creativity, critical thinking, communication, collaboration.
“Hands-on activities ensures a lasting love of learning and encourage
students to discover and explore new things” (Bass, et al.). As expressed in the
article by Copperstein and Kocevar-Wiedinger (2004), benefits of hands-on
activities "abstract concepts become meaningful” “transferable” and “retained”
since they are attached to performance of an activity". In simple way, learners
become proud and are encouraged to continue to develop and learn when they
have the good opportunity to do the activity with their own hands.
Science Process Skills
Science process happens naturally, in human minds. We are not aware that
we use science process to discover answers in our daily queries about how things
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work. But it really happens. Science process is beneficial; in any circumstances
that necessitates critical thinking. SPS consist of measuring amounts, sorting or
classifying, concluding, guessing/predicting, experimenting, and observing
qualities (Torres, 2007) Science Process Skill are the building-blocks of critical
thinking and inquiry in science (Ostlund,1992). The purpose behind science
education is to empower people to utilize exploratory procedure skills; in other
words, to have the capacity to characterize the issues around them, to observe, to
interpret and analyze, to conclude, to sum up things, and to apply the data they
have collected or gathered with the necessary abilities. Hence, these skills have a
great impact on personal, social, and other aspects of individuals’ life. Science
process skills incorporate abilities that each individual could use in every
progression of his/her day by day life by being scientifically proficient and
expanding the quality and standard of life by understanding the nature of science.
SPS are essential asset to bring out and use scientific evidence, to carry
out scientific exploration, and to unravel problems. These skills can be obtained
by learners through science instruction activities (Harlen, 1999; Huppert, Lomask
& Lazarorcitz, 2002)
Inquiry Approach
Inquiry is an “act or an instance of searching for truth, information, or
knowledge; investigation; research; or a question or query” (p. 1167), while the
origin word inquire means “to ask for information” to make an investigation or
search, to seek information or questioning” (p. 1167).

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An approach that is sometimes interchangeable to “discovery,” “scientific
thinking,” “heuristic,” “problem-solving” by various experts, is well-defined by
Kuslan and Stone, as simply a teaching technique which is “exhibited after the
investigative process of researcher.” Inquiry is unplanned and self-directed
exploration. Young learner should not be hampered by traditional way of
teaching, textbook-dictated ways in confirming or discovering fresh information.
Using this approach teacher and his pupils should experience success and
frustrations together, as the experts in their persistent probe of unknown.
We cannot help a learner to think and to learn if we consider them a
sponge that only absorbs information, if we tell every information they need to
know. Rather we must allow them and give them the freedom and opportunities to
explore things that surround them. Help and make them motivated to inquire
actively and learn to discover new leanings rather than relying on a word
passively.
Science Learning
Science learning is a prevalent in all schools. It is significant in all
academic institutions in the learning experience. In learning science, it is not
about the memorizing of facts and contents from the science book it is the skills
to be improved and developed in students but also the skills and abilities in order
for them to become scientifically learned individuals (Cristensen, 1995).

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Learning is enriched through communicating, interacting and conversing
with other learners. It is where building of knowledge and additional
understanding take place (Murphy, 1997)
Related Studies
Research shows that experiential activities increase student
performance and motivation. There is a study about the effectiveness of
experiential activities in learning science among 4th grade students which
employed mixed methods, encompassing a quantitative and qualitative
research methods to observe the efficiency of hands-on or experiential
experiments in learning science in an international school among twenty two
year 4 learners. Their study is focused on the evaluation of the students’
academic progress and they also focused on the learner’s intrinsic motivation
using hands on experiments in learning science. The findings of their research
indicate that through hands on experiments a number of learners gained better
outcomes. It was also mentioned that there was a high level of intrinsic
motivation and participation among the learners through hands on
experiments. The researchers found out that the experiential theory of Kolb’s
is very effective in hands on experiments and through this theory it ensures
that the learners can able to grasp better learning. Bruner’s theory of
instruction should be included because it also further enhances the learner’s
effectiveness of learning science.

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Recently, educational researchers have been demonstrating the variables
influencing pupils accomplishment and attitudes toward science and they have
been conducting numerous studies to enhance students science accomplishment
(Randler and Hulde, 2007; Taraban, Box, Myers, Pollard and Bowen, 2007;
McCarthy, 2005; Hofstein and Lunetta, 2004; Bristow, 2000; Salend, 1998)
furthermore attitudes (Ornstein, 2006; Osborne, 2003; Hofstein, Mooz and
Rishpon, 1990) by utilizing experiential and inquiry based projects. For instance,
the research study of Randler and Hulde (2007) was connected with the impact of
hands-on project on student’s accomplishment about soil biology. A sum of 123
fifth and 6th grade learners contributed in the study. Result showed that students
in the hands-on group exhibited higher accomplishment than understudy in
conventional course reading based projects. Also, Taraban et al. (2007) studied
408 students from six secondary schools to examine and investigate the impact of
a hands-on inquiry research program on student’s accomplishment. The results
showed that use of hands-on inquiry laboratory gave benefit to students to
become more active pupils, to improve knowledge and to enhance science process
skills. University of the Punjab, Lahore, Pakistan studied about Impact of
Experiential Activities on Students’ Achievement in Science, their main objective
is to investigate the effectivity of hands-on activities among grade 8 learners and
how they perform well in science. Their study was conducted on 342 students
consisting 145male, 197 female, 169 of them were assigned as experimental
group and instructed by hands-on activities, while the 173 were assigned as
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control group and instructed by the traditional method. In the data that they
analyze, they found out that experimental group excel better. Data were exposed
to an independent samples t-test which revealed that there was a significant mean
difference between the experimental and control groups, with effect size (0.90),
indicating that the learner who were taught science using simulation activities
achieved better on science achievement test than those who expose and taught
without inclusion of hands-on-activities.
A study made by Kasinath (2000) on the usefulness of inquiry method in
cultivating science process skills, ingenuity, and curiosity produced outcomes
which become a proof that ITM or Inquiry Training Method is a better approach
than conventional method.
In the study of Lee and Lee (2002) creative thinking skills of students will
increase if they are trained in science process skill with a simple creative
activities.in the study done by Lin et.al. (2003); and similarly to Chiang and Tang
(1999) found the same end result when they used the V-map strategy to increase
the scientific creativity of the learners in their studies. A physics teacher in a
public secondary school in Ankara, Turkey volunteered to make use of hands-on
or experiential activities in her classes. She involved 130 9th grade students in her
study.in her two classes composed of 70 learners were assigned as experimental
group and she used the experiential approach/method. In her other classes, she
made use of 60 students as a control group and instructed them using

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conventional/traditional method. It was found that experiential activities were
very effective method in enhancing and increasing physics lessons.
Another study made by Stohr-Hunt (1996) is also a good means in
proving that experiential learning is better approach than traditional method. In
his study he investigated the frequency of using hands on activities (everyday,
after a week, once a month, or never) on 8th grade learners’ science achievement.
He found out that when a student exposed to a experiential activity every day or
once a week had a better scores of science achievement than those student who
does not experienced hands-on science. The results of this study are also in
agreement with Freedman (1997) and Turpin’s (2000) works in terms of the
effects of experiential instruction on science attainment and attitude towards
science.
A development project to prepare 43 high school students from the inner
city for engineering led Mckinnon to propose and teach a 2 hour per day lab
experience in the logic of science. The students also undergo remedial reading,
English and Mathematics. All of the subjects were well motivated in the direction
of an engineering career, 28 of the 43 students reasoned with concrete operational
moved into higher levels of thought. The logic –of – science lab was indeed
successful in promoting formal reasoning among sample of inner city students
Roberts (2003) conducted a study in Science to determine the changes in
critical thinking of two groups of grade 6 pupils under these patterns of
instructions: teacher- centered pattern and discovery – centered pattern. The study
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revealed significant changes in critical thinking skills of the pupils taught in the
discovery- centered pattern of instruction. It is also found the component skill of
Inference the most improved critical thinking skill and the component skill of
Evaluation of Argument the least affected critical thinking skill in the discovery –
centered group.
The same outcomes were found in Bristow (2000) research, he used as a
subject the grade 6 children in learning science concepts from the results he
found out that learners have more positive attitude towards science instruction
when they are taught using experiential method. He concluded that learner will
definitely get better scores when exposed to this, than those pupils receiving an
old-style textbook instruction. The treatment lasted 12 weeks.
In a study conducted by Bredderman a researcher 58 graders in teaching
geodesic domes, it was found that there existed a significant difference between
knowledge with and without hands-on activities. They concluded that experiential
activities has a great impact and role are in any applicable concept. Young and
Lee (2005) made a study on 399 fifth graders. The study provided evidence that
the students who were taught through science kits outperformed as compared to
the students taught science without using science kits. In a study conducted by
Prieto (2000) on 123 fifth and sixth graders from a middle school, it was found
that the students involved in hands-on activities scored significantly better than
those one way traffic teacher centered experiments. Similar results were found in
the study conducted by Carreon (2003) on a sample of 611 seventh and eighth
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grade students enrolled in middle school science, it was concluded that near
daily implementation of hands-on activities yield the greatest positive impact on
students’ achievement.
Research by Tuan and Chin showed that pupils respond confidently when
they join in a group discussions and lab activities (Tuan et al., 2003).
In the Philippines, a research made by Rabacal (2016) which is
descriptive study they determine the academic achievement on science process
skills of the BS biology students of Northern Negros State College the findings
about their research shows that students have average achievement on basic and
integrated science process skills. Their findings also revealed that there are no
significant differences on the academic performance of the BS Biology students
when grouped according to year level and gender. Findings also revealed that
there is a significant difference on the academic achievement between basic and
integrated science process skills of the BS Biology students. Findings revealed
that there is a significant relationship between academic achievement on the basic
and integrated science process skills of the BS Biology students. Findings of this
study affirm the result of the study conducted by Chaguna and Yango, (2008), in
their study science process skills of the pupils should have improve their skills
more. They also found out that pupils excel better in measuring, classifying and
inferring compared to experimenting, observing and communicating. In addition
Age and gender do not affect the science process skills proficiency level of the
pupils.
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Taboy (2008) conducted a study about experiential activities, she found
out that the Grade 3 pupils had mastery on basic science process skills like
observing, predicting, and inferring but low mastery on comparing, classifying,
and measuring. In her it revealed that pupils science process skills varied with
individual and group activities.
Synthesis
In the educational system there is “no better method in teaching”, there is
no single method that is “the best” for teaching all concepts in science. Hence, it
can be concluded that experiential activities is one way to cater, support, improve,
enhance their skills and further develop learners way of thinking. The quoted
literature above helped the researcher in making the present study because it help
the researcher to appreciate better learning in science through hands on
experiments. It gave them knowledge on the factors that contribute to the success
of the learners.
The studies are similar with the present study because they studied science
process skills however the present study is different because our study used and
focused about experiential activity.

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Chapter 3
METHODOLOGY
Research Design
This study used the descriptive-comparative design because it described
the level of science process skills of the students. The comparative method is also
used to compare the level of science process skills before and after the
intervention activity.
Research Environment
The research was conducted at Solano South Central Elementary School, a
public school located in Brgy. Quirino, Solano, Nueva Vizcaya. The school has
both regular and science sections.
Subjects of the Study
The subjects of the study composed of 12 male and 31 female Grade Six
pupils ages eleven to twelve, under a science or star section who are regularly
having their science subject during the school year 2016-2017.
Research Instruments
The following instruments were used:
Science Process Skills Test in Science 6
The test originally had 45 items and was checked by the adviser. It
was pilot tested at Solano South Central School. Revisions were made
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based on the analysis done by the Research Center. The test finally
consisted of 35 items and this served as the pretest. Items and choices
were shuffled to compose the posttest. In this test, the children chose and
encircled the correct answer of each item.
K-12 Curriculum Guide
It was used as a tool to know what specific topic should be
considered in teaching during a specific period. The curriculum guide led
the student teachers to teach the characteristics of the volcano and
earthquake, as a Subject matter.
Detailed Lesson Plan
A tool which was used by the researchers to conduct the current
study, it was used as a guide to deliver the lesson.
Instructional Materials
Materials such as model of a volcano, cola drink and others were used to
make the learners more active in understanding the lesson so that they would
experience how things work in the lesson. Activities such as observing the
eruption of a model volcano, predicting scenario (before, during, after) an
earthquake, measuring distance of a volcano, and classifying types of clouds,
measuring temperature, converting Celsius to Fahrenheit, describing and
illustrating water cycle.

27
Data Gathering Procedure
The flow chart below describes the different steps undertaken in the
conduct of the study.
Figure 2.1
The first step was the construction of test questions, the original questions
in the test was 45 for pilot testing. But after the pilot testing the test questions are
submitted for item analysis, 13 items of them needs to be revise, 22 items were
retained and 10 were rejected. The researchers modified the items and finally
came up with 35 item test. The pretest was then administered to the science
section.
Five days were used for experiential learning strategies. The researchers
made use of instructional models in teaching. Activities such as observing the
eruption of a model volcano, predicting scenario (before, during, after) an

28

earthquake, measuring distance of a volcano, and classifying types of clouds,
measuring temperature, converting Celsius to Fahrenheit, describing and
illustrating water cycle.
The final step was the administering of the posttest.
Data Analyses
The mean scores for the pretest and posttest were described according to
the criteria set by the Department of Education (DO 8, Series 2015, dated April 1,
2015) as shown below:
Table 1
Range of Scores and the Corresponding Levels of Performance for the Science
Process Skills Test
Grade Transmuted Grade Score Level

0-59.99 0-74 0-20 Did not meet the expectation
60.00-67.99 75-79 21-23 Fairly Satisfactory
68.00-75.99 80-84 24-26 Satisfactory
76.00-83.99 85-89 27-29 Very Satisfactory
84.00-100.00 90-100 30-35 Outstanding
The following tools were utilized to analyze the gathered data:
1. Mean and standard deviation to describe the average performance of
the respondents using pretest and the posttest;
2. Paired Sample t-test to determine whether there is a significant
difference in the scores of the pupils before and after the use of
experiential activities.
29
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
To answer the problems of the study, the following tables with their
interpretations are presented.
Table 2 describes the level of science process skills of the students in the
pretest and posttest.
Table 2
Level of Science Skills of Grade 6 Students in the Pretest and Posttest
Science Skills PRE TEST POST TEST

Level of Performance Frequency Percentage Frequency Percentage
Outstanding 0 0.0 6 14.0
Very Satisfactory 3 7.0 18 41.9
Satisfactory 15 34.9 18 41.9
Fairly Satisfactory 17 39.5 1 2.3
Did Not Meet Expectations 8 18.6 0 0.0
Total 43 100.0 43 100.0
As seen from Table 2, there were no pupils classified as outstanding in the
pretest. Most of the Grade 6 students were in the fairly satisfactory level (f=17;
39.5%). There were 15 (34.9%) who were at satisfactory level, 8 (18.6%) who did
not meet the expectations and 3 (7.0%) who are very satisfactory. Generally, it
means that the pupils still need to improve their science process skill.
This conforms to the finding of the study of Chaguna (2008) on Grade VI
pupils of diocesan schools of Baguio and Benguet where the level of science
30

process skills was average or fair. They concluded that SPS proficiency of the
learners should be developed first and undergo better tutelage for learning. As
Rivas (1980) stated out that Filipino pupils lack mastery of the basic skills in
some core subjects such as Science English and Mathematics. In the view of
Pontaoe, as refered by Escano (1996), said that the achievements of pupils in all
of the skills were generally low. She concluded that pupils should be exposed to
science exercises such experimenting, measuring, interpreting data, and so forth.
That will help in the improvement of the pupils’ abilities. Moreover, as Martin
(2006) pointed out, science learning basically involves mastering the process.
Learners should learn the manner on how scientists actually do science.
During the administration of pretest the researchers observed that, the
pupils find the test questions as difficult. Some of the pupils attempted to ask their
seatmates and even the researchers. The researchers explained the directions and
they even translated some of the item in Tagalog orally for better understanding
of the test questions. The pupils also find difficulty in constructing essay. They
just used words in explaining their ideas, instead of well-constructed sentence.
They also consume too much time in answering the test. Other pupils just left the
item blank.
Figures 4.1 and 4.2 show two samples of the pupils’ answers on the
pretest. It shows that the children cannot answer given items because they were
not able to express their idea or coming up for a right term to use in answering the
essay part.
31
Figure 4.1
Figure 4.2
32

The pretest indicates that they need an effective approach to answer the
questions, so researchers conducted an intervention activity that may improve the
science process skills of the pupils.
In the post test there were 6 (14.0%) pupils who have outstanding level of
performance in the given test. One of the pupils were classified as fairly
satisfactory level (f=1; 2.3%). There were 18 (41.9%) who are at very satisfactory
level, and all of the pupils meet the expectation.
The results show that after the intervention, their basic science process skill has
been improved. As observed during the posttest, the pupils answered the test
question in expected time. You can now see the confidence of the pupils in
answering the questions. This result is confirmed by Jindrich (1998) that people
can retrieve and recall information’s better when they learn by doing.
But in the same study made by Chaguna (2008) negated this findings. In
their study result shows a computed F-ratio of 0.010 is less than the tabled F-
value of 4.41 at .05 level of significance, and they concluded that there is no
significant differences in the level of science process skills even they used
different teaching strategies. One factor that they see in their result is the
insufficient of laboratory room during the teaching method. It was also noted by
Bautista (2000) in her findings that among the problems frequently encountered
33

by the science teachers as the first and foremost is the need for a laboratory room.
While children get information from books or from the teacher, when they have a
laboratory room to have their experiments, pupils will get real and firsthand
experiences that will increase pupils’ interest in science (Lardizabal, 1991) and
pupils will develop integrated process skills because it may require the pupils to
use some or all of the other process skills (Peters, 2006).
Table 3
Pretest and Posttest Score of the Grade 6 pupils
Mean SD QD T df Sig.
22.67 2.679 Fairly -10.106* 42 .000
PreTest
Satisfactory
27.05 2.081 Very
Post Test
Satisfactory
Table 3 shows that the computed mean score of the pretest of the grade 6
pupils in terms of science process skills was 22.67 (SD =2.679) which is
considered Fairly Satisfactory.
The mean score for the post test was computed to be 27.05 (s=2.081)
which was categorized as Very Satisfactory. This indicates that there was an
increase in the mean scores. As shown in the table, the science process skills of
Grade 6 pupils were fairly satisfactory in the pretest. After the pretest,
experiential activities were used, to identify whether there was an improvement
on their science process skills. The posttest mean score showed that the science
process skills of the pupils have been increased from fairly satisfactory to Very
34

Satisfactory. The paired samples test indicates that the difference in the scores of
the pupils is significant at 0.00 level wherein the posttest is significantly higher to
the pretest, t(42)=-10.106, p<.05.
This indicates that the integration of experiential activities in teaching the
lesson is effective in improving the science process skills of the pupils. The
improvement of science process skills of the pupils in Science may be due to the
use of experiential method that the researchers made use.
The result is supported by Lewis and Williams (1994) who claimed that
there is better learning in science when children are exposed to lots of activities,
in short “learning by doing. In the same context with Worth (2010) he affirms that
learning of facts can be achieve best when learners are actively engage in hands-
on experiments, because it inspires students to learn better. And this will lead to
improvement of learners’ problem solving skills, creativity skills and independent
learning skills (Shymansky et al., 1990).
Furthermore, Carin and Bass (2001) stressed 3 factors in learning that
children may achieved through Hands on experiments using Kolb’s Theory, it is
where forming and sequencing the curriculum indicates And also teaching on the
entire session helps to improve pupil’s learning (Healy and Jenkins, 200:185)
Norman (2005) states that the results of a majority of researches have shown that
students have more interest in Science and other subjects due to being taught
using this method. Besides, hands-on experiments can create excitement among
35

students as they develop their interest in learning Science (Andersen and
Vandehey, 2012).
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This study aimed to determine the effectiveness of experiential activities
in basic science process skills of Grade 6 pupils at Solano South Central
Elementary School. The level of performance of Grade 6 pupils in Science
process skills was determined based on their pretest and posttest scores. The data
gathered underwent statistical analyses using, mean and standard deviation and
paired samples test.
Summary of Findings
1. The pupils had a very satisfactory level of performance in Science in
their pretest and in their posttest scores, there is a significant number
of pupils had greatly improved and achieved Very satisfactory level of

36

performance in science after exposure of different activities in line
with experiential method in teaching.
2. The paired samples t-test revealed a statistically significant difference
on the pretest and posttest scores of the Grade 6 students (p<.05).
Conclusion
Based on findings the following conclusions are drawn:
1. The science process skill of the Grade 6 pupils in science has been
improved after the intervention activities.
2. The use of experiential method as teaching strategy is effective in
improving the science process skills of the pupils.
Recommendations
1. Teachers may use experiential method as a teaching strategy in
improving the science process skills of the pupils in Science.
2. Teachers may look for other teaching methods that may improve
greater level of SPS of elementary pupils in science and provide
learning activities and exercises that will improve these skills.

37

3. Future researches on other topics in science and longer time
a. Use other topics in science that suit the science process skill of the
learner.
b. Identify factors such as achievements, subject preferences, and
learning motivation that affects the science skills of the pupil.
c. Utilized other innovative tools for additional results and evidences,
4. Regular sections
Use regular section to further know the basic science skill of the
learner.
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Effectiveness of Experiential Activities

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Effectiveness of Experiential Activities

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EFFECTIVENESS OF EXPERIENTIAL ACTIVITIES IN SCIENCE PROCESS SKILLS

Saint Mary’s University

PROBLEM AND ITS BACKGROUND

Learning is a requirement to attain better understanding of things around

us. Learning is gain in knowledge, mastery through experience or study or

2007). Dewey (1938) states that acquisition of information involves 'learning to

think'. He says the process of information is more than performing a task or

achieve skills is that the persons must engage in science.

for - to enhance student’s learning (Thomas, 1999). According to Christensen

(1995), learning science can cultivate the abilities of learners to become

and key dimension of scientific literacy. (Colvill & Pattie, 2002)

According to Gallagher (2000) there are primary objectives that must be

teaching for higher thinking, science process or science practice application.

Knowing and applying science concepts that include science skills

Saint Mary’s University

be enhanced as they move forward on their learning. In addition, the K to 12

Curriculum is focused on the learner’s attainment of the current century abilities,

one of which is critical problem solving skills which incorporate scientific

can be acquired by students through science education with proper training

Under the theory of practice, also known as constructivism, in experiential

reaching a conclusion and discoveries. Students learn by doing therefore, actively

engaging and exposing learners in experience-based learning is one important key

to the construction of new meaning (Gibbs, 1988; Merriam, Caffarella, &

In the Philippines subjects like science is one of the shortcomings of

than 66.79% than the previous four years.

Saint Mary’s University

SY 2011-2012, 68.15% in SY 2010-2011, 68.01% in SY 2009-2010, 65.55% in

SY 2008-2009, and 64.81% in SY 2007-2008

According to Ordinario https://infasci.wordpress.com/modules/module-1-week-

reflected in the deficiencies regarding the school curriculum, the insufficient

main reasons about the unsatisfactory achievement of pupils is our congested

utilization of experiential activities as the teaching approach on the science

process skills of the students.

Statement of the Problem

This study is designed to determine the effectiveness of experiential

activities in improving students’ science process skills. It specifically aimed to

answer the following questions:

of science section before and after the use of experiential activities?

Saint Mary’s University

and after doing the experiential activities?

Statement of the Null Hypothesis

1. There is no significant difference in the pupil’s science process skills

before and after doing the experiential activities.

6 pupils through experiential activity. Science process skills must be developed

in experiential approach. Experiential approach is the selected method in

to do something; it enhances and develops one’s skills and knowledge. Moreover,

experiential learning permits the learners to explore, analyze, and ready to

Saint Mary’s University

“learning by doing”. It is also connected to the idea of constructivism, pupils

Constructivist teaching fosters critical thinking and creates active and

process skills of the pupils by using experiential learning approach.

Significance of the Study

This study is significant to the following:

Educational Institution. The results of this study may be used and

applied in the further development of their curriculum.

Science Teacher. This study may give support in developing the

techniques, practice and strategies involved in the teaching-learning process.

Students. The results of this study can be a basis in the improvement of

their thinking skills.

Saint Mary’s University

motivation, and science learning.

Scope and Delimitation

This action research focused on the effectiveness of experiential activities

in science process of the pupils.These skills include observing, comparing,