ACHIEVEMENT, CONTENT KNOWLEDGE, AND REFLECTION OF STUDENTS

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions drawn based on

the analysis and interpretation of the data gathered, and the corresponding

recommendations.

Summary of Findings

The study was conducted to determine the effect of Content Journal as teaching-

learning strategy in improving the achievement in Chemistry of Grade 10 students of St.

Mary Magdalene School in Kawit, Cavite. The study was conducted on the Fourth

quarter of school year 2019 – 2020. Among the valuable findings of the study are the

following:

1. The CAT pretest mean score was 10.33 with a standard deviation of 3.09 while the

CAT posttest mean score was 20.75 with a standard deviation of 5.88. The students’

achievement in Chemistry showed that the posttest mean is higher than the pre-

test mean. 

2. The t-value obtained from the CAT pretest and posttest scores is -11.7. The p-value

obtained from the t-value was 0.00001, which is less than the level of significance

set for the study (p < 0.05) that resulted in the p-value being

significant. Quantitative Analysis was done to obtain such findings using the mean

ACHIEVEMENT, CONTENT KNOWLEDGE, AND REFLECTION OF STUDENTS

and standard deviation scores in the paired t-test which was used to identify if there

is a significant difference in the achievement of students before and after using

Content Journal.  

3. The performance of students in the content journal in terms of concept, problem-

solving, and reflection are as follows:

a. The mean score obtained in the conceptual responses of students was 2.90. The

students’ content knowledge in terms of the mean scores in the conceptual

responses “meets the expectations” of the standards and competencies included

in the subject area, particularly Gas laws.

b. The mean score obtained in the problem-solving responses of students was 3.04.

The students’ content knowledge in terms of the mean scores in the problem-

solving responses “meets the expectations” of the standards and competencies

included in the subject area, particularly Gas laws.

c. The mean score obtained in the personal responses of students was 3.02. The

students’ ability to write personal experiences in learning in terms of the mean

scores in the problem-solving responses “meets the expectations” of reflection or

processing thoughts, feelings, and realizations through concept journals,

particularly about the concepts in Gas laws.

7. The common reflections or learning experience of students on the use of Content

Journal are as follows:

ACHIEVEMENT, CONTENT KNOWLEDGE, AND REFLECTION OF STUDENTS

a. Reflection responses of students were categorized into (A) personal responses

from activities, and (B) personal responses from lesson proper.

b. Student journal entries analysis was done to determine the concept knowledge of

students and their personal learning experiences. Differences in the quality of

journal entries were attributed to the students’ writing ability and the time

constraints given in which different students had coped in different ways.

c. Students journal entries for reflective questions that is included in activities

appear more expressive with the students’ personal experience and feelings

compared with their journal entries for conceptual and problem-solving

questions.

Conclusions

In view of the findings of the study, the following conclusion was drawn:

1. Content Journals have the potential to improve the achievement of the student in

Chemistry.

2. The Content Journals support the attainment of students’ content knowledge in

Chemistry.

3. Content Journals are instruments for conveying students’ personal learning experience

or reflection in Chemistry.
ACHIEVEMENT, CONTENT KNOWLEDGE, AND REFLECTION OF STUDENTS

Recommendations

Based from the summary of findings and conclusion of study, the following

recommendations are offered.

1. Content Journals may be used in other disciplines to improve the achievement of the

students

2. Further studies could be done on the use of content journals using different variables

such as student motivation and written communication skills.

3. Maximize the use of Content Journals during classroom activities to elicit personal

learning experience of students on a deeper level.