17

Chapter 2

Review of Related Literature

This chapter provides literature and the results of other

related research to which the present proposed study was related

or has some similarity or implication. This provided the

researcher sufficient background in understanding the study.

This chapter is made up of four (4) parts, namely: (1) least

learned competencies enhancement application, (2) conventional

teaching strategies (3) physical science performance, (4)

Synthesis.

Part One, least learned competencies enhancement

application, explains the concepts which guide in the utilization

of least learned competencies enhancement application as a

strategy in teaching. It also introduces the different related

studies.

Part Two, Conventional Teaching Strategy, discusses the

different issues and studies relating to the conventional way of

teaching.
 18

Part Three, physical science performance, presents the

literature and studies in both local and foreign settings about

students’ science performance.

 17

Part Four, Synthesis, presents the summary of the literature

reviewed.

In this part of the study, there is presumption that when

the researcher mentioned the name of the author stating the

previous work in the field study presumably, the author has

evaluated, read and assimilated such work. The related literature

of this study would enable the readers to fully understand the

contents of the study posits by the researcher. The content

specified herein tackled the literature from the great – famous

authors that supplied the information and ideas about the study.

The related literature has different forms wherein it comes

from different resources such as, books, journals, articles,

news, and other pertinent resources which are highly relevant and

related to the premises of research. Notably, the review of

related literature should identify, define, describe, summarize,

evaluate, clarify and enumerate that previous research being

pinned by different studies of previous creators and researchers.

Least Learned Competencies Enhancement Application

ESIM (Electronic Strategic Intervention Material)

Innovation. in education highly denotes that teachers should

introduce technology in the classroom during discussion proper in

various subjects. This tool really facilitates a better and

 18

clearer direct communication between the parents with video tools

(Thompson, Sam, 2022).It is the best way in increasing the

performance of the students. It also motivated the teachers and

students to explore, to research and to use all the resources to

uncover something new because it is both for teachers and

students (Cacay, 2021). As enunciated by Franza(2021) emphasized

that innovation can create an opportunity or catalyst for change

which brings good impact to students and teachers.

The Strategic Intervention Material (SIM)is a learning

package that is composed of hands-on activities, guide cards,

enrichments, assessments, enrichments and cards (Alboruto, 2017).

It is a portable learning kit which allows the students to bring

home those supplementary learning materials to learn them

independently. Notably, it is held as a tool or means in

utilizing class remediation. In Suarez & Casinillo (2020), SIM is

granted to the students in helping them to have mastery in

competency-based skills that they cannot enhance regular

classroom teaching. Legibly, the SIM directly focuses on the

development of the least mastered skills of the learners

determined by the garnered scores.

In Dandan, Kristoffer Bryan wherein it found out that ESIM

(Electronic Strategic Intervention Material) can assist in

promoting high-quality teaching, enhance online learning

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performance in Science, and learning in the face of a pandemic.

Moreso, the students perceived extremely high emotional,

cognitive and psychomotor advantages. Verily, the ESIM had a

significant impact on the students' performance in the science

subject. It is consistent with the findings in the study of Sinco

and Futalan (2020) wherein it declared that the utilization of

the SIMs is an effective intervention which made the students

obtain better scores in the posttest. In fact, there was a

significant difference between the pre-test and post-test

performance of the students.

In the study of De Jesus, Rainier (2019) wherein it seeks to

explore the effect of “Pump It Up!” E-SIM in the least mastered

competencies in Circulatory and Respiratory Systems Working with

Other Organ Systems of selected Grade 9 learners of Manuel Luis

Quezon High School. It can be said that underachievement is a

global issue or problem rampant in educational institutions and

schools nowadays. It is the failure to reach the full potential

of students. The respondents were using simple random sampling

techniques. The method used is Fishbowl. The study used learners'

Pre-Test and Post Test in the least mastered companies in

Respiratory and Circulatory Systems Working with Other Organ

Systems were prepared by the teacher-researcher and Learners’

Perception Survey (SPS) developed by Espinosa et al., (2012) was

 20

also utilized. The Electronic Strategic Intervention Material or

(E-SIM) is the newest remediation material prescribed by the

Department of Education in order to decrease the academic

underachievement through increasing the respondent’s performance

in the least mastered competencies and skills.

It further revealed that there is difference between the

posttest and pretest scores where the p-value is = 0.0000 at

1.729 critical value. It revealed that E-SIM can increased the

learner’s performance on the least mastered topics with composite

mean of 3.52 interpreted as “Strongly Agree” based on the Student

Perception Survey.IT can be strongly believed that the usage of

E-SIM has significantly increased the understanding of the lesson

in the least mastered competencies in Circulatory and Respiratory

Systems Working with Other Organ Systems. Therefore, there should

be parallel studies to be conducted including E-SIM in

educational classroom instruction Espinosa et.al. (2013).

Competencies

Competencies is an applied knowledge and skills wherein it

makes the students perform successfully specific functions in an

educational setting or work. The interpersonal competencies are

written, visual, and oral communication skills and ability to

work efficiently with diverse teams. The functional competencies

are skills that can be used on a daily basis e.g., technological,

 21

methodological, cognitive and linguistic abilities. The critical

thinking competencies referred to the capacity of the student to

reason out efficiently, render decisions and judgments, use

systematic thinking skills toward solving complex problems

(Abouchacra, Zeina, 2021). Competencies really help the students

build and draw upon what they learn from school, what they can do

and how they think. In school setting, the students apply and

enhance the competencies by way of learning experiences and

subject-area content. Record shows that the students have

difficulty in achieving the learning competencies in some

subjects.

In Alake-Tuenter, Ester (2014) that science competence

really gives the person the ability in making sense of the

surroundings. The students should learn science in an inquiry-

based manner and receive guidance. The teacher should possess a

didactic and pedagogical repertoire to impose classroom

interventions which might contribute to pupils’ inquiry. Based on

the findings of the Steel, Charlotte (2020) that there are six

core competencies for undergraduate biology students namely,

ability to use quantitative reasoning, ability to use modeling

and simulation, ability to apply the process of science, ability

to communicate and collaborate with others, ability to understand

the relationship between science and society, ability to use

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quantitative reasoning and ability to tap into the

interdisciplinary nature of science. Eventually, as enunciated in

Buatip, Chaivisuthangkura and Khumwong (2019) that the factors

influenced the science teaching competencies are reflection,

technological integration, teaching observation, and pre-class

mentoring.

Therefore, in Sharma, Meenakshi (2021) that science teacher

should be competent enough in teaching science to the students

thus, they should nurture student curiosity, they should

encourage scientific thinking in order the students learn to

sense the science ides and natural events underlying them,

teachers should develop and enhance scientific literacy, teachers

should use the classroom assessments in supporting the learning

of students and the teachers should integrate science with other

subjects.

In Delos Santos, Lima,and Rogayan Jr. (2021 where it seeks

to explore the least mastered competencies of Grade 10 in

different biology competencies they learned since Grade 7. The

study utilized the quantitative descriptive cross-sectional

study. The research instrument used is a self-made survey

questionnaire with 122 respondents of Grade 10 students in

Zambales, Philippines. It revealed that biology competencies for

seventh and eighth graders were the least mastered by graders.

 23

There were significant differences of students’ least mastered

competencies by school as well as there were also significant

correlations among the least mastered competencies in biology. It

duly recommends that science teachers may consider hands-on

learning activities and employ inquiry-based methods to further

decrease students’ difficulties and develop the proficiency of

students in biology.

In the study of Ereño and Benavides (2022) wherein it

investigates to learn the reflections on the least learned

competencies in Mathematics of Grade 10 students of Jupi National

High School for school year 2020 – 2021. The study employs a

mixed method of research as design of the study. The study will

utilize the qualitative method, for the reflections of the

respondents will be collected through an in-depth interview and

the academic performance using the summative test. There were 20

respondents who are Grade 10 students. The findings of the study

stressed that the least learned competencies of the respondents

as reflections of the respondents the selected topics in

mathematics were plotting of points, graphing of circles, finding

the equation, solving problems along permutation, proving

theorems, combination, and circles. The factors that hampered the

learning competencies of students in Mathematics are subject-

related, home-related and student-related. Further, the

 24

respondents performed very satisfactorily in permutation and

combination. The Grade 10 students performed satisfactorily in

problems involving circle, coordinate proof and equation of

circle. The study concluded to develop a lesson plan exemplar to

keep addressing the least learned competencies in Mathematic by

the respondents.

In Vibar, Joneth (2022) where it seeks to analyze the least

mastered skills of the ABM students and Grade 11 GAS who

undertake 21st Century Literature from the Philippines and the

World. This study utilized the descriptive method using content

analysis of assessment reports being used with in-depth

interviews in order to learn to analyze and explain the

unmastered skills of students. It revealed that there is a

significant impact of the educational system at all levels during

the advent of technological innovations in many aspects of the

society. The alternative innovations in traditional and paper

assessments are educational software, social networking platforms

and usage of online courses.

The Department of Education was empowered enough to have a

classroom activity that supplement and target competencies. This

study would utilize an action plan by way of learning objects

that the students could access online either asynchronous or

synchronous time. It would supplement assessment activities from

 25

existing examinations to the students wherein it can provide the

usage of adapted technological innovation learning resources in

order the students can bridge the gap of learning those gadgets

such as, mobile phones and computers that might be fit to the

social learning conditions (Vibar, Joneth 2022).

Conventional Teaching Strategy

Education has been an integral part of human life. It has

shaped so many generations for thousands of years and remains

doing so in our present. These days, however, technology has

changed so many things as well as the manner we digest

information. Digital tools, such as computers, audio and visual

tools, are slowly replacing traditional teaching methods. Despite

the rise of technology and numerous teaching strategies, the use

of conventional strategy in teaching mathematics is still

observed in many science classrooms. Vibar, Joneth (2022)

Learning science does not only involve thinking and

reasoning, it is dependent on the attitudes of the learners

towards learning and science (Kele and Sharma, 2014). Han and

Carpenter (2014) state that attitudes consist of cognitive,

affective and behavioral reactions that individuals display

 26

towards an object or the surrounding based on their feelings or

interest. This notion is supported by researchers’ conclusions

that students’ attitudes play a vital role in the learning of

mathematics, (Kele and Sharma, 2014).

According to the International Journal of Information and

Education Technology (2016), technology in education is not

something new in today’s classrooms, but many education systems

are still limited by conventional teaching and learning methods.

Many teachers are still teaching their students in the same

manner as how they were taught and how their own teachers were

taught, not much of progress in terms of teaching perspectives.

Transformation to less conventional methods of teaching results

is in fear and reluctance from teachers, who find the change hard

and risky.

Boaler and Samuelsson (2013) as cited by Tropico (2015)

reported that students who worked in traditional classrooms

achieved higher scores regarding procedural fluency in science.

However, the results of the study of Barroa (2016) stressed

that students taught using differentiated instruction had better

science performance than those in the control group who are

taught using the traditional approach in teaching because in

differentiated instruction, they have the liberty to explore the

 27

topic and promotes flexibility on how they will solve the

problems.

In the study conducted by Tropico (2015) about the effect of

lesson study approach, the result revealed that science

performance of the college students taught under Lesson Study

Approach and Traditional Approach in the pretest does differ

significantly. It only means that students may have sufficient

knowledge and skill towards the subject. More so, it revealed

that there is a significant difference in the science performance

of students in their pretest and posttest. It only signifies that

the traditional approach in teaching is still an effective way in

delivering subject matters. The reason may be attributed to the

students’ level of maturity, knowledge, and skills and also to

the teacher’s effectiveness in teaching the subject. They have

also been using the approach since they entered the academic

world. Also, the intrinsic motivation, wherein their desire to

pass the subject plays a vital role in improving the subject.

Based on the study conducted by Tropico in Luceňo, (2018)

about the effect of lesson study approach, the result revealed

that traditional approach in teaching science significantly

improves the student’s science performance. There is no

significant difference in the performance of students in science

in the pretests of the control and experimental group. There is a

 28

significant difference in the science performance of the college

students in the pretest and posttest of the control group. There

is a significant difference in the science performance of the

College students in the pretest and posttest of the experimental

group. There is no significant difference in the science

performance of the college students in the posttest of the

control and experimental groups.

According to Falcis, 2017, teachers often teach the way they

were taught during their own educational experiences. Some

veteran teachers still believe that the role of the teacher,

especially in the secondary grades, is to give information to

their students and hope they retain it for future use.

Conventional teaching methods mainly incorporate instruction

centered on the teacher in which directed guided practice,

independent practice, continuous assessment, and application of

learned skills are used. Conventionally, the rote memorization

approach is used most often. Students are shown how to perform

the specific task and are asked to memorize it. The focus of this

type of lesson is on memorizing and using standard algorithms,

after which students typically complete practice worksheets and

timed drills. Procedures for problem solving are the main focus,

(Rabino, 2019).
 29

In the study of Ajai et al., (2013), on the effect of

Problem-Based Learning (PBL) approach on senior secondary school

students’ achievement in biology. Findings of the study showed

that students taught using PBL achieved significantly higher

scores in the post test than those taught algebra using

conventional methods. The interaction effects on achievement due

to methods and gender was not significant. The study proved the

efficacy of PBL. The strategy is therefore recommended for use by

mathematics teachers to enhance students’ achievement.

Moreover, in research conducted by Aziz and Hossain (2010)

entitled, “A comparison of cooperative learning and conventional

teaching on students’ achievement in secondary science”, results

showed a statistically significant difference in favor of the EG

after CL treatment. The findings revealed that the cooperative

students significantly outperformed the conventional students. As

such, CL can effectively be implemented to improve students’

achievement in secondary mathematics.

As cited in the Newfoundland Labrador (2015), students are

curious, active learners with individual interests, abilities and

needs. They come to classrooms with varying knowledge, life

experiences and backgrounds. A key component in developing

mathematical literacy is making connections to these backgrounds

and experiences. Students learn by attaching meaning to what they

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do, and they need to construct their own meaning of mathematics.

This meaning is best developed when learners encounter

mathematical experiences that proceed from the simple to the

complex and from the concrete to the abstract.

Meaningful student discussions provide essential links among

concrete, pictorial and symbolic representations of science

concepts. The learning environment should value and respect the

diversity of students’ experiences and ways of thinking, so that

students feel comfortable taking intellectual risks, asking

questions and posing conjectures. Students need to explore

problem-solving situations in order to develop personal

strategies and become science literate. They must come to

understand that it is acceptable to solve problems in a variety

of ways and that a variety of solutions may be acceptable,

(Rabino, 2019).

While many research studies suggested a complete overhaul of

the public education system (Rycik, 2014), other research studies

suggested that educators explore alternatives to the traditional

classroom (Anderson, 20017). Educators are now implementing mixed

curricula that include artificial intelligence software,

multimedia assisted instruction, and even the inverted curriculum

(Curriculum Review, 2017).

Physical Science Performance

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Physical science is a branch of natural science that studies

non-living systems, in contrast to life science wherein it

consists of four broad areas: astronomy, physics, chemistry, and

the Earth sciences (Spencer, Brookes). It provides the study of

different steps related to the inorganic World, distinguishing it

from the organic world study, which is the major branch of

biological science. It is the most important component of natural

science that deals with the study of non-living systems and it

contrasts with life science (Vedantu, 2023). The Physical

Sciences aims to make students aware of their environment and to

equip them with investigating skills relating to chemical and

physical phenomena. The students should obtain relevant skills

such as but not limited to, measuring, communicating,

classifying, hypothesizing, predicting, drawing and evaluating

conclusions, designing an investigation, inferring, identifying

and controlling variables, comparing, interpreting, and

reflective skills. formulating models, observing and problem-

solving (DBE, 2021).

Science serves as the rigid body of rules, facts practiced

and memorized by the students and theories which are held as

absolute Driel, Beijaard and Verloop (2020. According to Lemmer

(2020) that there are primary factors that affects the poor

performance of the students across all subjects such as,

 32

teacher’s workload, poor teaching methods, lack of material

resources and facilities, high educator and administrator

turnover, shortage of qualified educators, educators in the

language of instruction, inadequate communication ability of

learners, lesson planning, unproductive paperwork, unmotivated

educators, time management and a tendency to place the greatest

demand on educator’s energies and time. In the contexts of

discovery of Mji and Makgato (2016) and Howe (2013) that the

factors associated to the poor performance of the students in

Science in South Africa are poor teaching methods, lack of

qualified science educators, large classes, poor time management,

lack of material resources, inadequate educator knowledge,

educators in language of instruction, inadequate communication

ability of learners, lack of professional leadership, disruption

in class, and content coverage.

In Ramdas, Banoth and Yashoda, (2020) that some of the

difficulties the students face when studying physical science are

due to the adequate facilities and equipment that would help to

promote effective learning of the subject. In Hlabane, Alfredo

(2016) it has been reported that Physical Sciences as one of the

most difficult subjects in the National Senior Certificate

examination. The examination reports and diagnostic of the past

five years were scrutinized to identify common challenges

 33

experienced by learners. It revealed that the most of the

learning difficulties experienced by learners were conceptual

understanding, questions that require explanations, related to

Proficiency in the LoLT, and higher order thinking skills,

difficulties in comprehension and analysis of questions, and

mathematical skills. The study concluded to have good practices

and approaches in addressing challenges in pedagogical practices

of teachers. Furthermore, in Dhurumraj (2013) wherein it held

that there is just less attention given to the hardships and

difficulties encountered by the students with respect to Physical

Sciences. The students should learn to apply academic skills for

them to learn Physical science efficiently including, creative

skills, language proficiency skills and problem-solving skills

relevant for science learning. According to Tigere (2014) , a

proficient problem solver should be able to scrutinize ideas in

the problem, determine and impose plans in resolving the

problems. The student should learn to resolve real life problems

with the use of principles, laws of chemistry and physics. They

should learn to scrutinize ideas in the problem to be able to

determine which principle and law used in problem solving. The

problems in physical science are the recognition between Tigere

and Newton’s of gravitation. In this instance, the quantities

would be square and gravitational force between the two bodies.

They should be efficient problem solvers so that they learn how

 34

to tackle problems. The critical thinking skills were a relevant

aspect required for problem solving in Physical Sciences.

Critical thinking signifies a process where ideas are

sifted (Mokoena, 2014) wherein it involves the application,

synthesis, analysis, skilled conceptualization, evaluation of

information and intellectually disciplined process of activity.

The critical thinking was more than assessing isolated arguments

in respect of clearly defined criteria using specifiable

technique (Pudi, 2017). The thinker should habitually and

systematically implement criteria and intellectual standards upon

her or his own thinking. The thinker should construct her or his

thinking according to standards, and make assessment on the

efficiency of the thinking as per base on the goal. Most of the

students had deficiency on their critical thinking skills. As

supported in the study of Howie (2017) that students in South

Africa have a lack of numeracy, literacy. In higher-order

thinking abilities which includes the language abilities and

critical thinking skills. The students in physical science are

expected to interpret and analyze questions when solving problems

like in physics wherein it requires problem solving. Thus, the

students should need to use critical skills to answer some

delicate questions. Also, they should integrate the usage of

 35

language ability as it was the crucial accomplishment in critical

thinking (Nel, 2018).

The students should attain a reading skill which was very

relevant for academic development and they should possess both

productive and receptive aspects of language usage. They should

acquire a higher order thinking skills and reading comprehension

that was very important in academic success (Madileng, 2017)

Eventually, Coleman (2013) believed that reading can enhance

students reading comprehension skills, promote higher achievement

in general academic subjects and increase students’ academic

achievement.

Synthesis

One cannot build a great building on a weak foundation. One

must have a strong, solid and stable foundation to have future

ideal results. As a Physical science teacher, it is a must to

assess and establish first the prerequisite skills in order for

the teaching and learning process to be effective. Educators have

been doubting that despite many innovative strategies applied in

the classroom still there are some students who perform weak in
 36

the subject. Many students claim that Science is a hard subject,

specifically Physical science.

The performance of the students is really needed to rebuild

a good foundation for them to perform better on the subject. To

solve this concern in their physical science performance, the

utilization of least learned competencies enhancement application

Strategy is seen by the researcher as a tool to enable students

to enhance their performance as they are driven to perform better

with the elements of enhancement activities incorporated in the

different learning tasks. Several studies are presented in the

application of this strategy which support least learned

competencies enhancement applications to be integrated in the

teaching pedagogy to address not only problems in physical

science performance but also the enthusiasm of students towards

learning.

Far from the different innovative strategies, the wide use

of conventional strategy in teaching is still existing in science

classrooms. The traditional method of chalk and talk,

memorization of procedures and rules, as well as teacher centered

strategies is still observed lowering the proficiency rate of

student’s science performance. The learners find it difficult to

express their struggles towards learning for they are expected to

learn it from their previous years.

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The issue of Physical science performance has been an

interminable problem for every science teacher which leads the

researcher to find ways to cater and solve this problem by

motivating students in improving their performance with the use

of least learned competencies enhancement application strategy.

With this strategy, the students were given an opportunity to

explore and learn at the same time.