HANDS-ON ACTIVITIES IN SCIENCE FOR GRADE 7

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 73-81
Document ID: 2023PEMJ1239
DOI: 10.5281/zenodo.8392572
Manuscript Accepted: 2023-28-9
Psych Educ, 2023, 14: 73-81, Document ID:2023 PEMJ1239, doi:10.5281/zenodo.8392572, ISSN 2822-4353
Research Article

Hands-on Activities in Science for Grade 7

Morena SM. Raymundo*
For affiliations and correspondence, see the last page.
Abstract
This research study dealt with the Hands-on Activities in Science for Grade 7 in Tanay West National High
School during the School Year 2022 – 2023. Descriptive-developmental and experimental methods of research
were used in the study. In order to determine the level of performance of the respondents, Spearman-rho and
Pearson r, Mean and standard deviation, t-test, mean gain and percentage and Weighted Mean were the
Statistical tools used. The findings of the study were as follows; The test items were found Highly Reliable and
Valid. In Chemistry, the performance of experimental group was Developing (D) in all the lessons during
pretest. On the other hand, the post test result was Proficient (P) in Acids and Base and Advance (A) in Metal
and Nonmetal. While the control group performed Developing (D) in their pretest, the performance increased as
Approaching Proficiency (AP) in all the subtopics under Metal and Nonmetal. In Biology, the performance of the
experimental group in pretest was in Developing (D), while in the posttest, it became Proficient (P) and
Advance (A). On the other hand, the performance of the control group was Developing (D) in their pretest and
Approaching Proficiency (AP) in their posttest. There is a significant difference in the Level of Performance of
both groups of respondents in their pretest and posttest results, thus, the null hypothesis was rejected. The Level
of Performance of both groups as revealed by the Posttest results with respect to Chemistry and Biology,
significantly differ. The developed Enhancement Activities in Chemistry and Biology with respect to the
different criteria were found effective and Very Much Accepted as instructional materials.

Keywords: hands-on activities, science, grade 7

Introduction use of everyday gadgets, simple set-ups or low-cost

items that can be found and assembled very easily.

Science is unique among school subjects in that its
curriculum aims to create future scientists rather than
the future citizen. This produces a foundation
curriculum whose coherence only becomes clear for
those who stay the distance, and with it the value and
meaning of the subject. Moreover, it is dominated by
an assessment system whose predominant demand is
low-level cognitive recall. Such a system promotes
“performance learning,” which is extrinsically
motivated, rather than “mastery learning,” which
concentrates on the student, to the detriment of student
engagement. Those who drop by the wayside are left
with a few disjointed pieces of knowledge whose
salience is difficult to comprehend.
Hands-on science is defined mainly as any
instructional approach involving activity and direct
experience with natural phenomena or any educational
experience that actively involve students in
manipulating objects to gain knowledge or
understanding. Some terms such as materials-centered
science and activity-centered science are used
synonymous with hands-on science or terms such as
materials-centered activities, manipulative activities
and practical activities are used synonymous with
hands-on activities. Unlike the laboratory works,
Hands-on Activities do not necessarily need some
special equipment and special medium. According to
Jodi and Eckert Hands-on Activities are based on the
Hands-on Activities were perceived as an enjoyable
and effective form of learning of almost all the major
U.S science curriculum reforms of the late 1960s and
early 1970s. In biology and chemistry, Biological
Science Curriculum Study (BSCS) and Chemical
Education Materials Study (CHEMS) were developed,
respectively. For the elementary school level,
particularly three major curriculum programs such as
Science-A Process Approach (SAPA), Elementary
Science Study (ESS), and Science Curriculum
Improvement Study (SCIS) began to be used in
classrooms during those times. Although these
programs (ESS, SCIS, SAPA) differed in their
organization and style, they were synonymous with the
spirit of the elementary school curriculum innovations
by their hands-on and activity-based strategies
emphasizing problem solving, process skills, and
creativity.
In the 2003 Third International Mathematics and
Science Studies (TIMMS) for the fourth graders,
Philippines ranked 23rd among 25 countries in both
Mathematics and Science. Test result for the 8th
graders equivalent to second year high school shows
that the Philippines at the 40th in mathematics and
41st in Science among 45 countries (Soriano, 2013).
It is alarming that despites of the initiatives and
dedication of different institution and parties to

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Research Article
upgrade the levels of knowledge and skills for Science
and Mathematics the country is still left behind.
Since the aim of science education is to help every
Filipino learner to gain a functional understanding of
scientific concepts and principles linked with real-life
situations and acquire scientific skills, attitudes and
values necessary to analyze and solve day to day
problems, development and validation of hands-on
activities on the teaching of the selected topics is
proposed.
In view of this, the researcher being a teacher of
Science who has observed the poor performance of the
students in Science in the scheduled tests believed
that the students’ proficiency can be improved as she
further assumed that there are various techniques in
teaching science by providing hands on activities on
selected topics in Science. Hands on activities as one
of the instructional strategies can be used in teaching
Science through computer, television, webcam, OHP
and other forms of technology that could provide the
students the actual moving and colorful pictures of the
lessons.
Research Questions
The study aimed to determine the level of acceptability
of the developed Hands-on Activities in Science for
Grade 7 students as evaluated by the experts and
students in Division of Rizal, during the School Year
2022 -2023. Specifically, this sought to answers the
following questions:
1. What are the indices of validity and reliability of the
developed pretest and posttest that covered different
topics used in the Hands-on Activities in Science for
Grade 7?
2. What is the level of performance of the two groups
of respondents on the selected topics in Grade 7
Science as revealed by the posttest results with respect
to:
2.1 Chemistry;
2.1.1 Acid and Base; and
2.1.2 Metal and Non Metal?
2.2 Biology;
2.2.1 Animal Cell and Plant Cell; and
2.2.2 Interaction?
3. Is there a significant difference on the level of
performance of the control and experimental group as
revealed by the posttest results with respect to the cited
topics from the developed Hands-on Activities in
Science for Grade 7?
4. What is the level of acceptability of the Developed
Hands-on Activities in Science for Grade 7 as
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evaluated by the experts with respect to:
4.1 Objectives;
4.2 Content;
4.3 Organization and Presentation;
4.4 Relevance;
4.5 Usefulness; and
4.6 Availability of Materials?
Literature Review
Pascual (2020) studied on the “Development and
Evaluation of Multi-Strategy Based Activity Module
in Teaching High School in Biology”. The developed
multi strategy-based activity module as instructional
material was found to be functional, suited, and
purposeful as attested by the evaluation made by the
t e a c h e r s in s el e c t ed p r iv a t e and p u b lic
schools.Menciano (2017) pointed out the positive
effect of instructional materials on the pupils’
performance using the developed and validated small-
group activities through cooperative learning.
The study of Pascual and Menciano revealed that
learning materials and multi-strategy in learning
process helps to develop a competitive individual.
Thus, the researcher aims to develop Intervention
Materials that can also help to meet the goal in
learning and to suffice the learner needs.Carigma
(2019) also developed and validated module in
handicraft technology. She concluded that the
developed module is very acceptable as supplementary
materials in the teaching of the subject.
Armeth-Brothers (2007) conducted the design and
development of modules for medical terminology
electronic textbooks. The design of the e-text
c o n f o r m e d to e s t a b l i s h e d web d e s i g n
recommendations including those for navigations,
screen design, clarity, and comprehension. It also
followed instructional design principles, derived from
adult learning theories and multimedia evaluations to
organize content and to design learning activities. The
result of the study is a prototype electronic textbook on
compact disk consisting of medical terminology in
anatomy and physiology content, games and drills,
video scenarios, audio clips, and illustrations to be
used by allied professionals.
Doblada (2007) in the Effect of Enrichment Activities
on the performance of fourth year high school students
in trigonometry found out that there is a significant
difference in the performance of the experimental and
control groups with respect to different lessons in
trigonometry as revealed in pretest and post test results
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Research Article
of his respondents.
According to Hmelo-Silver (2004) hands-on teaching
is an extremely effective strategy for increasing
performance and depth of knowledge and supports the
21st century skills that target learning and innovation
abilities (the 4Cs): communication, creativity,
collaboration, and critical thinking. Well-designed
hands-on activities focus learners on the world around
them, spark their curiosity, and guide them through
engaging experiences—all while achieving expected
learning outcomes. One of the benefits of hands-on
teaching is the development of critical thinking skills.
By investigating the subject matter through hands-on
activities, students learn both content and thinking
strategies. Hands-on activities support problem-based
approaches to learning by focusing on the experience
and process of investigating, proposing, and creating
solutions. As a result, students learn how to gather
information and solve problems.
The study of Hussain and Akhtar (2013) on The
Impact of Hands-on Activities on Students’
Achievement in Science: An Experimental Evidence
from Pakistan aimed to investigate the effectiveness of
hands-on activities on 8 grade students’ achievement
in science. The results indicated that there was a
significant difference between the means of the
students’ science achievement in favor of the
experimental group. The results of this study are
important especially for developing countries that
cannot afford to use expensive science equipment to
make the students physically active and engaged in
learning science.
Methodology
This study used the experimental method of research
utilizing pretest and posttest experimental and control
group design and the descriptive method of research
utilizing a questionnaire-checklist. According to
Calmorin (2004), experimental research is a highly
controlled procedure involving the control of
manipulation of conditions for the purpose of studying
the relative effects of various treatments applied to
members of a sample, or of the same treatment applied
to members of different samples. In the matched
group design, two groups were matched, one group
called the experimental group and the other the control
group.
Descriptive method of research as defined in the book
of Best and Kahn (2003), as what is describing,
recording, analyzing and interpreting conditions that
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exist. It also involved some type of comparison or
contrast and attempt to discover relationship between
existing non-manipulated variables. Experimental and
descriptive methods of research were used in the
study, since the study aimed to determine the level of
acceptability of the Hands-on Activities in Science for
Grade 7 students.
Participants of the Study
The respondents of the study were the forty (40) Grade
7 students in Tanay West National High School during
the School Year 2022 - 2023 who serves as the
respondents of the study. The forty (40) students will
be divided into two groups. Fishbowl techniques were
utilized to choose the group. Twenty (20) students are
chosen as experimental group and the other twenty
(20) students as the control group. The respondents
were chosen purposively for the purpose, since one
hundred percent (100%) of the students were directly
handled by the researcher.The science teachers from
Tanay West National High School were also used as
respondents in determining the level of acceptability of
the developed Hands-on Activities in Science for
Grade 7 through researcher-made questionnaire-
checklist.
Instruments of the Study
A researcher made test were utilized as the main
instrument to determine the performance of the two
groups of respondents in Grade 7 Science. On the level
of acceptability of the Developed Hands on Activities
on Selected Topics in Grade 7 Science an adapted
questionnaire checklist (Calindog 2013) was used.
Procedure
The study was undertaken during the school year 2022
- 2023 covering the first and second quarter of the
grading system. Permission to conduct the study was
secured from the office of the Schools Division
Superintendent, Division of Rizal. The researcher
conducted a standardized diagnostic test to know the
level of preparedness and knowledge of the learners
regarding the topics included in the study. She then
tabulated and interpreted the result of the test to know
the specific topics that need to improve.
After that, the researcher developed a Hands-on
Activities in Science for Grade 7, a researcher-made
test was constructed and validated. Respondents of the
study were chosen according to their scores and
utilized the fishbowl method of sampling to group the
respondents. A questionnaire-checklist was prepared
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Research Article

and distributed to experimental groups and science

teachers to determine the level of acceptability of the
developed Hands-on Activities in Science. After the
experiment, the data gathered were analyzed and
interpreted.
Ethical Considerations
The researcher herself explained and gave the
informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
further learning from the lessons of it. But in the
posttest, after taking the lessons the results show the
increase on their scores. The group who experiences
using the developed hands-on activities got higher
scores & interpretation. It implies that the developed
hands-on activities are effective means of increasing
the level of performance of the students.
Table 2. Mean and Standard Deviation on the Level of
Performance of the Two Groups of Respondents on the
Selected Topics in Grade 7 Science as Revealed by the
Pretest and Posttest Results with Respect to Chemistry

Table 1. Computed r-values for the Indices of Validity

and Reliability of the Developed Pretest and Posttest
that Covered Different Topics Used in the Hands-on
Activities in Science for Grade 7

As shown by the table, the computed r-value of topics

under chemistry were 0.75 and 0.73 respectively using
the half test and the r-values of 0.86 and 0.84
respectively using the whole test. Both tests were
verbally interpreted as highly reliable. On the other
hand, the computed r-values for the topic under Table 3. Mean and Standard Deviation on the Level of
biology were 0.80 and 0.71 using the half test. While
Performance of the Two Groups of Respondents on the
the r-values for the whole test obtained the r-values of
0.89 and 0.83 respectively. Both tests were interpreted
Selected Topics in Grade 7 Science as Revealed by the
as highly reliable. This is true in the sense that Pretest and Posttest Results with Respect to Biology
majority of the analyzed test items were identifies as
good items.

It implies that the developed pretest and posttest on the

selected topics in grade 7 science was found reliable
and valid.

The table 2 shows that in lessons 1-6 the results of the

pretest the controlled group got the interpretation of F
or Fair as majority while the experimental group got
most of the verbal interpretation of P or Poor. It means
that the prior knowledge of those students is not
enough to get higher scores on answering test without

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Research Article

Considering the test score of the respondents that

increases progressively from the pretest to the posttest.

Table 5. Significant Difference on the Level of

Performance of the Experimental Group as Revealed
by the Pretest and Posttest Results with Respect to
Biology
The table shows that in lessons 1-6 the results of the
pretest of both groups are in the same interpretation of
F or Fair, it means that the students have the prior
knowledge but still it is not enough to get higher
scores on answering test without further learning from
the lessons of it. But in the posttest, after taking the
lessons the results show the increase on their scores.
The group who experiences using the developed
hands-on activities got higher scores & interpretation.
It implies that the developed hands-on activities are
effective means of increasing the level of performance
of the students.

Table 4. Significant Difference on the Level of Table 6. Significant Difference on the Level of
Performance of the Experimental Group as Revealed Performance of the Control Group as Revealed by the
by the Pretest and Posttest Results with Respect to Pretest and Posttest Results with Respect to Chemistry
Chemistry

This implies that the level of performance of the

This implies that the level of performance of the
experimental group reveals on the null hypothesis:
there is a significant difference on the level of
performance of the students in the pretest and posttest
results with respect to Chemistry were improved.
This implies that the level of performance of the
experimental group reveals on the null hypothesis that
there is a significant difference on the level of
performance of the students in the pretest and posttest
results with respect to Biology were increased.
control group reveals on the null hypothesis that there
is a significant difference on the level of performance
of the students in the pretest and posttest results with
respect to Chemistry. The increase of the scores are
more than fifty (50) percent.
This implies that the level of performance of the
control group reveals on the null hypothesis that there
is a significant difference on the level of performance
of the students in the pretest and posttest results with
respect to Biology were increased.

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This implies that the level of performance of the

Table 7. Significant Difference on the Level of
Performance of the Control Group as Revealed by the experimental and control group with respect to posttest
Pretest and Posttest Results with Respect to Biology results in biology were increased. Also lead to reject
the null hypothesis that there is a significant difference
on the level of performance of the control and
experimental groups as revealed by the posttest results
with respect to biology.

Table 10. Level of Effectiveness on the Performance of

the Two Groups Respondents on the Selected Topics in
Grade 7 Science as Revealed by the Pretest and
Posttest Results with respect to Chemistry

Table 8. Significant Difference on the Level of

Performance of the Control and Experimental Groups
as Revealed by the Posttest Results with Respect to
Chemistry

The experimental group got the percentage of 6.25,

This implies that the level of performance of the
experimental and control group with respect to posttest
results with respect to chemistry were increased. As
revealed in the individual scores of the respondents.
Also lead to reject the null hypothesis that there is a
significant difference on the level of performance of
the control and experimental groups as revealed by the
posttest results with respect to chemistry.
Table 9. Significant Difference on the Level of
Performance of the Control and Experimental Groups
It implies that the developed hands-on activities on
as Revealed by the Posttest Results with Respect to selected topics in grade 7 science were found effective.
Biology
while the control group got 4.00 in lesson 2. The total
percentage increase was 56.25 which verbally
interpreted as effective. The experimental group got
the percentage of 6.85, while the control group got
3.20 in lesson 3. The total percentage increase was
114.06 which verbally interpreted as effective. In
lesson 4, The experimental group got the percentage of
9.75, while the control group got 4.85. The total
percentage increase was 101.03 which verbally
interpreted as effective. The experimental group got
the percentage of 8.50, while the control group got
4.35 in lesson 5. The total percentage increase was
95.40 which verbally interpreted as effective. The
experimental group got the percentage of 9.85, while
the control group got 4.60 in lesson 6. The total
percentage increase was 114.13 which verbally
interpreted as effective.
As revealed by the result, the experimental group got
the percentage of 6.35. while the control group got
3.90 in lesson 1. The total percentage increase was
62.82 which verbally interpreted as effective. The
experimental group got the percentage of 9.55, while
the control group got 4.05 in lesson 2. The total
percentage increase was 135.80 which verbally
interpreted as effective. The experimental group got

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Table 12. Mean and Standard Deviation on the Level

of Acceptability of the Developed Hands-on Activities
on Selected Topics in Grade 7 Science as Evaluated by
the percentage of 10.00, while the control group got the Experts with Respect to Objectives
4.35 in lesson 3. The total percentage increase was
152.87 which verbally interpreted as effective. In
lesson 4, The experimental group got the percentage of
8.00, while the control group got 4.55. The total
percentage increase was 75.82 which verbally
interpreted as effective. The experimental group got
the percentage of 7.65, while the control group got
3.95 in lesson 5. The total percentage increase was
93.67 which verbally interpret as effective. The
experimental group got the percentage of 9.70, while
the control group got 4.60 in lesson 6. The total
percentage increase was 110.87 which verbally
interpreted as effective.

Table 11. Level of Effectiveness on the Performance of

the Two Groups Respondents on the Selected Topics in
Grade 7 Science as Revealed by the Pretest and
Posttest Results with respect to Biology

Table 13. Mean and Standard Deviation on the Level

of Acceptability of the Developed Hands-on Activities
on Selected Topics in Grade 7 Science as Evaluated by
the Experts with Respect to Content

It implies that the developed hands-on activities on

selected topics in grade 7 science were found effective
and help to increase the level of performance of the
students.

It reveals that in terms of objective the average mean is

4.66 and the standard deviation of 0.19 and interpreted
as VHI or Very Highly Implemented. The table
indicates the results that those teacher respondents
come up to the verbal interpretation of VHI or Very
Highly Implemented because they were not supposed
to have a thorough exposure on developed hands-on
activities in science 7.
It reveals that in terms of content the average mean is
4.60 and the standard deviation of 0.23 and interpreted
as VHI or Very Highly Implemented. The table depicts
that as evaluated by the teacher-respondents; the
developed hands-on activities are highly sufficient. It
was because the teacher perceptions to the content of
the lesson are unsurprisingly very much familiar
because they also taught the said lesson on their
respective schools.

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perceptions in terms of relevance of the developed

Table 14. Mean and Standard Deviation on the Level
of Acceptability of the Developed Hands-on Activities
on Selected Topics in Grade 7 Science as Evaluated by
the Experts with Respect to Organization and
Presentation
hands-on activities in selected topics in grade 7
science. It also reveals that the medium used in the
reinforcement materials is really effective and suited to
the level of understanding of the students.
Table 16. Mean and Standard Deviation on the Level
of Acceptability of the Developed Hands-on Activities
on Selected Topics in Grade 7 Science as Evaluated by
the Experts with Respect to Usefulness

It reveals that in terms of organization and presentation

the average mean is 4.62 and the standard deviation of
0.32 and interpreted as VHI or Very Highly
Implemented. The results implies that the experts’
perceptions with respect to the organization and
presentation shows little differences, may be because
teachers have lot of ideas on that matter, so they
expect to some much unique presentations.
It reveals that in terms of usefulness the average mean
Table 15. Mean and Standard Deviation on the Level is 4.60 and the standard deviation of 0.28 and
of Acceptability of the Developed Hands-on Activities interpreted as VHI or Very Highly Implemented. It is
on Selected Topics in Grade 7 Science as Evaluated by depicted that with respect to usefulness the developed
the Experts with Respect to Relevance hands-on activities are very useful for both
respondents having an over-all mean of 4.60. It reveals
that the level of acceptability of the hands-on activities
found out very useful in terms of usefulness.

Table 17. Mean and Standard Deviation on the Level

of Acceptability of the Developed Hands-on Activities
on Selected Topics in Grade 7 Science as Evaluated by
the Experts with Respect to Availability of Materials

It reveals that in terms of relevance the average mean

is 4.68 and the standard deviation of 0.19 and
interpreted as VHI or Very Highly Implemented. The
result means that the experts have the same

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It reveals that in terms of usefulness the average mean
is 4.50 and the standard deviation of 0.25 and
interpreted as VHI or Very Highly Implemented.
It implies that with respect to the availability of
materials used in the developed hands-on activities is
very available. It reveals that the level of acceptability
of the hands-on activities found out very useful in
terms of availability.
Conclusion
From the findings of the study, the following
conclusions were formulated: (1) The pretest and
posttest items are valid and reliable. (2) Both groups of
respondents increase the Level of Performance in
Chemistry and Biology. (3) The performance of the
respondents exposed and unexposed to Hands on
Activities, significantly improved. (4) The
performance of the respondents utilizing the Hands-on
Activities are better. (5) The performance of the
respondents utilizing the Hands-on activities highly
improved. (6) The developed Hands-on Activities is
accepted as instructional materials in teaching Grade 7
Science.
Based on the result of the study, the following
recommendations are hereby proposed: (1) There
should be additional intervention materials in teaching
Chemistry and Biology aside from the Hands-on
activities to further improve the performance of the
students. (2) Various strategies might be used in
teaching, to enrich student’s interest must be
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employed. (3) A parallel study may be conducted in
other field such as English, TLE, Math, Filipino, etc.
to be able to construct a set of reinforcement materials
in different subjects. (4) Further evaluation on the
Developed Hands-on Activity for better development
of the activities.
References
Armeth Brothers (2007), Modules for Medical Technology (
Electronic Textbook McGraw Hill, New York 2007)
Doblada, Vivencio M. “The Effect of Enrichment Activities on the
Performance of Fourth Year Students in Trigonometry” Unpublished
Master’s Thesis, University of Rizal System Morong, Rizal 2007.
Ladera, Jayson., “Development, Validation and Acceptability of
Enrichment Activities in Science IV”. Unpublished Master’s Thesis.
Rizal 2006.
Menciano, Filfanco L. “The Effect of Cooperative Learning
Approach in the Pupils Performance in Science”, Master’s Thesis,
URSA, 2007.
Pascual, Ernesto R., “Theories and Practices of Hands-On Activities
in Science Education” Unpublished Master’s Thesis. Graduate
School of Humanities and Social Sciences, Chiba University 2009.
Soriano, Joshua T,. “Development and Validation of Understanding
by Design Materials in Teaching Science” Master’s thesis, URSM ,
2013.
Affiliations and Corresponding Information
Morena SM. Raymundo
Tanay West National High School
Department of Education - Philippines
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