Improving Science Quiz Scores through Interactive Activities" among Grade 7

student's

VICENTE YECYEC SAZIL JR

BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE

SEPTEMBER 2023
 Context

In the context of Grade 7 science education, there exists a challenge of

students struggling to achieve desirable scores in science quizzes. Traditional
teaching methods may not always effectively capture the attention and
comprehension of these students. The study "Improving Science Quiz Scores
through Interactive Activities" focuses on introducing interactive learning
activities into the Grade 7 science curriculum. These activities, which can
include experiments, simulations, and group discussions, aim to make
learning more engaging and practical. The primary objective is to determine
whether the integration of interactive elements can lead to higher quiz scores
among Grade 7 students, ultimately enhancing their understanding of
scientific concepts. This research holds the potential to significantly impact
Grade 7 science education by reshaping teaching methods to better align with
the learning preferences and needs of students in this critical educational
stage.

Rationale

The Grade 7 stage is pivotal in a student's science education journey,

as it marks the transition to more complex scientific concepts. However, it is
often observed that traditional teaching methods struggle to fully engage and
enable Grade 7 students to grasp these concepts effectively. Consequently,
this study seeks to address this challenge by implementing interactive
learning activities within the Grade 7 science curriculum.

Interactive activities have the potential to enhance students'

comprehension and retention of scientific material. These activities can
transform abstract concepts into tangible experiences, making science
learning more engaging and relatable. By integrating interactive elements
such as experiments, simulations, and group discussions, we aim to create a
dynamic learning environment that caters to the specific needs and learning
preferences of Grade 7 students.

The rationale behind this study is grounded in the belief that actively
involving students in the learning process fosters a deeper understanding of
scientific principles. We hypothesize that these interactive activities will not
only capture students' interest but also improve their quiz scores,
demonstrating a more profound grasp of science concepts. By doing so, this
research seeks to contribute to more effective science education strategies for
Grade 7 students, potentially reshaping the way science is taught and learned
at this critical educational stage.

Action Research Question

Name (Optional):

Age:

Gender: ( ) Male ( ) Female

Grade Level: ( ) 7th ( ) 8th ( ) 9th ( ) 10th

1. On a scale of 1 to 5, how much do you enjoy interactive science activities in

your class, with 1 being "not enjoyable" and 5 being "very enjoyable"?

2. How often do you participate actively in group discussions during your

science lessons?

- A) Rarely

- B) Occasionally

- C) Often

- D) Always
3. Do you think hands-on experiments help you understand scientific concepts
better?

- A) Yes

- B) No

4. How often do you use technology (like computers or tablets) for science
learning?

- A) Never

- B) Rarely

- C) Sometimes

- D) Often

5. Have you been on a science-related field trip this school year?

- A) Yes

- B) No

6. Do you feel that interactive activities make your science quizzes easier to
handle?

- A) Yes

- B) No

7. How confident do you feel about applying science knowledge to solve real-
world problems?

- A) Very confident
 - B) Somewhat confident

- C) Not very confident

- D) Not confident at all

8. Do you think the interactive activities in science class help you remember
what you learn for a longer time?

- A) Yes

- B) No

9. What is your preferred type of interactive activity in science class? (e.g.,

experiments, simulations, group discussions)

10. If given the choice, would you like more interactive activities in your
science class?

- A) Yes

- B) No
 Hypothesis of The Study

"Implementing interactive activities, including experiments, simulations, and

group discussions, in Grade 7 science classes will lead to significantly higher
quiz scores compared to traditional lecture-based instruction."

Innovation/Intervention/Strategy Used

the innovation/intervention/strategy used in the study "Improving

Science Quiz Scores through Interactive Activities Among Grade 7 Students"
involves the integration of interactive learning activities into the Grade 7
science curriculum. These activities are designed to actively engage students
and include the following components:

1. Hands-on Experiments: Students participate in practical experiments that

allow them to observe and manipulate scientific phenomena, fostering a
deeper understanding of scientific principles.

2. Interactive Simulations: The curriculum incorporates computer-based

simulations that simulate real-world scientific scenarios, providing students
with opportunities to explore complex concepts in a controlled environment.

3. Group Discussions: Collaborative group discussions are introduced,

encouraging students to interact, share ideas, and learn from one another,
promoting communication and critical thinking skills.

4. Technology-Enhanced Learning: Technology tools such as virtual labs,

interactive multimedia, and educational apps are used to enhance the
learning experience, making science concepts more engaging and accessible.
5. Problem-Based Learning: Problem-based learning scenarios are
introduced, presenting students with real-world scientific challenges that
require them to apply their knowledge to find solutions.

6. Field Trips and Outdoor Activities: Students are taken on field trips and
participate in outdoor activities related to science topics to provide hands-on
experiences and connect classroom learning to the real world.

This intervention is designed to create a dynamic and engaging learning

environment that aligns with Grade 7 students' learning preferences and
needs. It aims to bridge the gap between theoretical scientific concepts and
practical understanding, potentially leading to improved quiz scores and a
deeper comprehension of science concepts among the students.

Research Method

Research Method: Quasi-Experimental Design

Participants Grade 7 students from a selected school.

Intervention Group: Students in this group receive interactive activities

(experiments, simulations, group discussions) in their science classes.

Control Group: Students in this group follow traditional lecture-based

instruction in science.

Data Collection: Conduct pre-test and post-test quizzes for both groups to
measure changes in quiz scores. Administer surveys with open-ended
questions to gather qualitative feedback from students about their
experiences with interactive activities.

Data Analysis: Use t-tests to compare quiz score improvements between the
intervention and control groups. Analyze survey responses thematically to
understand student perspectives.
 Research Design

Research Design: Pretest-Posttest Control Group Design

Objective: To evaluate the impact of integrating interactive activities

into Grade 7 science classes on students' quiz scores.

Participants:

Experimental Group: Grade 7 students in one class (receives interactive

activities).

Control Group: Grade 7 students in another class (follows traditional

instruction).

Procedure:

1. Pre-Intervention Phase:

- Administer a pre-test quiz to both groups to establish baseline quiz

scores.

- Randomly assign students to either the experimental or control

group.

2. Intervention Phase:

- Experimental Group: Implement interactive activities (experiments,

simulations, group discussions) in science classes for a specified duration
(e.g., one semester).

- Control Group: Continue with traditional lecture-based instruction.

3. Post-Intervention Phase:

- Administer a post-test quiz to both groups to measure changes in

quiz scores.
 - Collect quantitative data on quiz scores.

4. Data Analysis:

- Use a t-test to compare the difference in quiz score improvements

between the experimental and control groups.

Ethical Considerations:

- Obtain informed consent from students and parental consent for

minors.

- Ensure confidentiality and privacy throughout the study.

Conclusion:

This research design allows for a straightforward comparison between

the experimental and control groups in terms of quiz score improvements. It
aims to determine whether the integration of interactive activities in Grade 7
science classes leads to better quiz performance.

Participants of the Study

Participants:

1. Grade 7 Students:

- Grade 7 students from a specific school or schools.

- These students would be the primary focus of the study and would be
divided into two groups: the experimental group and the control group.

2. Teachers:

- Science teachers responsible for teaching Grade 7 students.

- These teachers would be responsible for implementing the interactive

activities in the experimental group and following traditional instruction in the
control group.
3. Parents/Guardians:

- Parents or legal guardians of the Grade 7 students.

- Consent from parents or guardians would be necessary for student

participation in the study, especially when collecting data related to student
performance and experiences.

4. School Administrators:

- School administrators and principals who oversee the participating

school(s).

- Their support and cooperation may be necessary for accessing school

resources and facilitating the study.

The Grade 7 students would be the primary participants as they are the ones
directly affected by the intervention of interactive activities. Teachers play a
pivotal role in implementing the intervention, and their insights and feedback
can provide valuable perspectives. Parents or guardians' consent and support
are essential, especially when working with minors. School administrators
may also be involved in facilitating the study within the school environment.

Data Collection Method

Data Collection Method:

1. Pre-Test and Post-Test Quizzes:

- Administer a pre-test quiz to both the experimental group and the

control group before the intervention to establish baseline quiz scores.

- After the intervention period, administer a post-test quiz to both

groups to measure changes in quiz scores.
 - Collect quantitative data on quiz scores.

2. Student Surveys:

- Distribute surveys to Grade 7 students in both groups.

- Include close-ended questions to gather quantitative data on

students' perceptions, attitudes, and experiences with interactive activities.

- Include open-ended questions to gather qualitative feedback on the

specific aspects of interactive activities they found beneficial or challenging.

3. Teacher Interviews:

- Conduct interviews with science teachers involved in the study.

- Ask teachers about their experiences implementing interactive

activities and any observations regarding student engagement and
performance.

4. Quiz Performance Data:

- Collect data on quiz scores from both the pre-test and post-test
quizzes for each student in both groups.

- Use this data for quantitative analysis to compare changes in quiz

scores between the experimental and control groups.

Ethical Considerations:

- Ensure informed consent from students and parental consent for

minors.

- Maintain confidentiality and privacy when collecting and storing data.

Conclusion:

This data collection method allows for the assessment of changes in

quiz scores and student perceptions regarding interactive activities. It
combines quantitative data (quiz scores) with qualitative insights (student
feedback and teacher interviews) to provide a comprehensive evaluation of
the study's outcomes.
 Data Analysis Plan

Certainly, here's a specific and brief data analysis plan for the study "Improving
Science Quiz Scores through Interactive Activities Among Grade 7 Students":

Data Analysis Plan:

1. Quantitative Data (Quiz Scores):

- Calculate the mean (average) quiz scores for both the pre-test and post-test in the
experimental group.

- Calculate the mean quiz scores for the pre-test and post-test in the control group.

- Use a t-test to compare the difference in mean quiz score improvements between
the experimental and control groups.

- Set a significance level (e.g., p < 0.05) to determine if the observed differences are
statistically significant.

2. Quantitative Data (Survey Responses):

- Calculate percentages or frequencies for each response category (e.g., Likert

scale) to summarize students' perceptions of interactive activities.

- Use descriptive statistics to identify trends or differences in student responses

between the experimental and control groups.

3. Qualitative Data (Open-Ended Survey Responses):

- Conduct thematic analysis of open-ended survey responses to identify common

themes and patterns in students' qualitative feedback.
 - Categorize responses into themes and sub-themes based on recurring topics or
ideas.

- Select illustrative quotes to support qualitative findings.

4. Teacher Interviews:

- Analyze teacher interview transcripts to identify major themes and insights

related to the implementation of interactive activities.

- Look for common experiences, challenges, and observations regarding student

engagement and quiz performance.

Ethical Considerations:

- Ensure confidentiality and privacy when handling and analyzing data.

- Report results in a way that maintains the anonymity of participants.

Conclusion:

This data analysis plan provides a clear and concise framework for analyzing both
quantitative and qualitative data to assess the impact of interactive activities on quiz
scores and student perceptions. It allows for a comprehensive evaluation of the
study's outcomes while maintaining ethical standards and participant confidentiality.