1

EXPLORING STRATEGIES TO STIMULATE CURIOSITY: A CLASSROOM

INTERVENTION FOR ENHANCING SCIENCE INTEREST OF GRADE 7
STUDENTS IN STA. TERESA COLLEGE

An Action Research
Presented to
the Faculty of Education Department
Sta. Teresa College
Bauan, Batangas

In Partial Fulfillment
of the Requirements for Field Study 2

by:

Gloria, Angelou T.

Villalobos, Alexis G.

Manalo, Mark Wency B.

December 2023
 2

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In the dynamic landscape of education, the concept of classroom intervention

has emerged as a proactive approach to address diverse challenges and enhance

the overall learning experience of students. Classroom intervention refers to

deliberate, targeted actions or strategies implemented within the educational setting

to bring about positive changes in student engagement, academic performance, or

socio-emotional well-being. These interventions can range from pedagogical

adjustments and curriculum modifications to behavioral support systems and

personalized learning initiatives.

Educators globally have increasingly prioritized the cultivation of student

interest in science. Emphasizing the importance of instilling curiosity in the minds of

young learners is vital especially within the dynamic framework of contemporary

education. As scholars in the field of education address the ongoing challenge of

maintaining sustained engagement among students in scientific subjects, there has

been a notable rise in the prominence of research focused on identifying effective

classroom interventions.

A study by Singh and Manjaly (2022) emphasized the critical role of curiosity

in academic achievement and long-term learning outcomes. The findings

underscored the need for targeted strategies aimed at enhancing student’s curiosity

and engagement This insight not only substantiates the importance of curiosity but
 3

also highlights a gap in the educational practices that necessitates targeted

strategies. Therefore, the present research endeavors to build upon Rodriguez et

al.'s foundational work by exploring and implementing tailored interventions, such

as the Fast Feedback method, designed to stimulate curiosity and enhance interest

in learning among Grade 7 students.

However, to navigate the complexities of student learning, the researchers

consider the unique challenges and opportunities that Grade 7 students present.

This pivotal stage in their academic journey serves as a crucial juncture where

attitudes towards science can be shaped. This research seeks to contribute to the

growing body of knowledge by exploring innovative and practical strategies

designed to ignite curiosity, thereby enhancing the overall science interest of Grade

7 students.

Moreover, the importance of employing effective strategies to enhance

student engagement in education has garnered significant attention in recent years.

Effective teaching strategies go beyond the mere transmission of information; they

actively involve students in the learning process, encouraging critical thinking and

a deeper comprehension of subjects. By catering to diverse learning styles, these

strategies ensure that every student has the opportunity to absorb and retain

information in ways that resonate with them individually. A well-designed set of

teaching strategies not only motivates students but also sustains their interest

throughout the learning journey, creating an environment where curiosity is

cultivated and academic challenges are approached with enthusiasm.

Hanimuglo (2018) emphasized the impact of interactive and technology-

 4

driven learning strategies in capturing students' interest and sustaining engagement

These strategies often involve real-time feedback, collaborative activities, and

interactive elements that align with the contemporary, technology-rich educational

landscape. This strategy aligns with the broader objective of empowering educators

with actionable insights to cultivate a love for science among students, laying the

foundation for a future generation of scientifically literate individuals. The

researchers remain cognizant of the potential transformative effects that strategic

interventions can have on the educational landscape and the lives of the students.

This paper outlines the design, implementation, and evaluation of a targeted

classroom intervention at Sta. Teresa College. By integrating evidence-based

practices and drawing on insights from contemporary educational psychology, the

researchers aim to provide a comprehensive account of the intervention's impact

on students' curiosity and, subsequently, their interest in science.

Statement of the Problem

This study was conducted to evaluate the Grade 7 St Andrew students’

curiosity and interest in learning science. The study would be the basis for the

proposed classroom intervention on how to motivate the students’ learning curiosity

and interests in science.

Specifically, this sought answers to the following questions:

1. As assessed by the students, to what extent are the effects of

Fast Feedback Methods in science education manifest relative

to:
 5

1.1 Student Perception in Learning

1.2 Academic Performance

1.3 Involvement and Participation

2. What factors contribute to the reduction of curiosity and interest among Grade

7 St. Andrew students in science?

3.How do these factors influence students' academic performance in science?

4. Based on the results of this study, what classroom interventions are suggested

to increase students' curiosity and interest in science?

Research Questions:

1. How do you feel about learning science in school? What makes science

interesting or challenging for you?

2. How does your perception of science influence your academic performance in

the subject? When it comes to assessing your academic performance, what

strategies do you find most helpful?

3. Do you have any ideas on how to progress and improve in your science class?

Do you find quick ways to get feedback, like doing quizzes right away or asking

questions to the teacher, have a higher chance of retention in your memory?

Hypothesis

Ho: There is no significant difference on the assessed extent of manifestation on

the effects of Fast Feedback Methods in science education.

 6

Significance and Purpose of the Study

This study is identified to be beneficial to the following:

Department of Education (DepED). This might help them in implementing

effective approaches and evidence-based practices which can contribute to

development of scientific education.

Sta. Teresa College. The school might consider the result of the study as

a guide to enhance students' engagement, achievements and build a positive

learning environment in science education.

School Administrators. This study will help them to implement effective

educational techniques in science, enabling informed decision-making for syllabus

and holistic learning experience enhancement in the school.

Science Coordinators. The research would help them to know what

evidence-based practices can be used in teaching in order to create more

interactive and successful scientific learning strategies.

Grade 7 Students. The research would help them to foster more engaging

and enjoyable educational experience, potentially enhancing their interest,

curiosity, and academic proficiency in the subject.

BSED Science Major. They may use this study as a guide if they pursue

similar research and might use different variables to investigate.

Future Researchers. They might use this study as a guide if they're

conducting similar investigations, and to encourage them to conduct additional

studies about a similar topic.

 7

The primary purpose of this research is to determine the effective strategies

that can be employed in the classroom to enhance the student’s curiosity and

interest in science. By implementing target classroom intervention, the study aims

to contribute to the improvement of research strategies that promote a continuous

interest in science and a positive learning environment.

Scope and Delimitation

This study was focused on determining the classroom intervention for

enhancing science interest of Grade 7 students. The research sample will come

from Sta. Teresa College and concluded during the third quarter of the school year.

This study used interview questions and was limited to 20 students in Grade 7- St.

Andrew who is currently enrolled in science subjects.

 8

CHAPTER 2

METHODOLOGY

Research Design

The researchers utilized a qualitative type of research. Yıldırım and Şimşek

(2021) described qualitative research as “a type of research where qualitative data

collection techniques such as interviews, observations, and document analysis are

employed, and a qualitative process is conducted to reveal the events and

perceptions in their natural environment with a real and complete approach”. The

researchers used a qualitative research design to identify the factors that impede

the curiosity among Grade 7 St. Andrew, also the classroom intervention that will

allow the students to increase their curiosity and interest in science. Furthermore,

the reason the researchers used this approach was because it works well for

subjects where they need to delve deeply into the respondent's feelings,

experiences, and thoughts.

Respondents of the Study

The respondents of the study are the students of Grade 7- St. Andrew in

Sta. Teresa College. Out of 50 students, there were 20 randomly selected

respondents.

Data Gathering Instrument

The researchers interviewed respondents to gather qualitative information

 9

relevant to the study.

The researchers created a series of interview questions for the Grade 7 St.

Andrew pupils in order to ascertain the factors influencing their curiosity and

interest in science education.

The research adviser checked the letter pertaining to the distribution of

interview questions. Without hesitation, all twenty seventh-grade pupils at St.

Andrew agreed to be interviewed. The interview questions were asked of the

respondents.

Interview questions were distributed by the researchers to the respondents

in printed form. The interview was utilized by the researchers to determine the

factors influencing the curiosity and interest in science education of grade 9

students. Furthermore, the interview's outcomes revealed how teachers would

conduct a class intervention to improve pupils' curiosity and interest in science.

Data Gathering Procedure

After the approval of the interview questions, the researchers gave the letter

of request to conduct the study to the homeroom adviser of Grade 7-St. Andrew.

They administered the interview questions in printed form to twenty randomly

selected students in Grade 7 at St. Andrew. After the given time, the researchers

retrieved the given interview questions.

Due to the participation of Grade 7students at St. Andrew and their adviser’s
 10

accommodations, the retrieval rate was hundred percent. Thus, the researcher

had no issues while distributing and retrieving the instrument. After a thorough

analysis of the gathered interview questions, the findings were made public.

Conversely, the researchers provided an overview of the interview results. The

research adviser's designated time and date for data collection were met by the

data collection team.

Ethical Consideration

It is essential to protect the integrity and welfare of the research process as

well as the participants when conducting interviews with respondents to collect

data. All respondents must, first and foremost, provide their informed consent after

being fully informed about the nature of the questionnaire, the time commitment

required, and how their answers will be used. To preserve participants' privacy,

anonymity and secrecy must be ensured, making it impossible to identify the

respondents from the responses they provide. The ability to leave the study at any

time without penalty is a requirement for the participants. The questionnaire's

content should also be sensitive to cultural differences and take into account the

respondents' varied origins and worldviews. In an effort to limit any potential harm,

researchers should also take into account how the study may affect the volunteers.

Maintaining ethical standards and fostering trust are facilitated by open and honest

communication with participants over the whole research process.

 11

CHAPTER 3

RESULTS AND DISCUSSION

In this chapter, the research outcomes are presented and analyzed in

alignment with the study's objectives. The primary focus of the investigation was

to identify the factors contributing to the decline in students' curiosity and interest,

examine the influences of these factors on academic performance, and assess the

effects of the recommended classroom interventions.

This chapter provides an interpretation of the findings obtained; it will focus

on the main subjects that provide the findings from the interview process and data

analysis. The findings of the research are based on the analysis and interpretation

of data gathered through interviews with 20 participants in Grade 7 - St. Andrew

in Sta. Teresa College.

According to the results of the interviews, the class intervention for

enhancing science interest of Grade 7 students has a positive effect on the

majority of the respondents. The Fast Feedback Methods has highlighted its

efficacy in fostering active engagement in the class, promoting memory retention

in the lesson and clarifying doubts which promptly address misconceptions to

enhance overall learning experience.

In the research question 1, with regards to the perception of students in

learning science, a great number of students admitted that they are feeling scared

and nervous though they felt happy once the subject discussion ended. However,

the rest expressed a positive approach and a sense of enjoyment when learning
 12

the subject. On the other hand, when asked about what makes science interesting

or challenging, students highlighted that experiments play a crucial role in

capturing their interest. They appreciate the opportunity to discover new topics and

explore concepts through hands-on experimentation.

In research question 2, concerning the significance of students' perceptions

on their academic performance, the students indicated that positive perceptions

can foster curiosity, engagement, and a proactive approach to studying. The

majority of students expressed that asking questions and practicing through

questions were considered the most helpful strategies. This approach contributes

to memory retention, particularly for topics that are easily forgotten. Furthermore,

students offered various ideas for advancing and improving in their science class,

such as actively listening and participating in class through asking questions.

Meanwhile, in research question 3, all students unanimously agreed that

quick feedback methods, such as doing quizzes immediately after a lesson or

discussing concepts with classmates, are beneficial. They believe these methods

aid in memory retention, clarification of doubts, and rapid identification and

correction of misconceptions, enhancing their overall learning experience. Fast

feedback is appreciated for its ability to provide timely insights.

 13

CHAPTER 4

CONCLUSION AND RECOMMENDATION

Conclusion

The utilization of the Fast Feedback Methods in science education is

strongly recommended for Grade 7 - St. Andrew students, as it has demonstrated

an effective strategy for increasing their interest in the subject. The immediate

quizzes following each lesson offer timely insights, fostering curiosity and active

participation, thereby contributing to a profound comprehension of scientific

concepts. The implementation of this approach encourages students to pose

inquiries, promoting an engaging and positive learning environment that nurtures

their curiosity and passion for science. In conclusion, the assimilation of the Fast

Feedback Methods emerges as a valuable strategy to enhance the overall science

interest and engagement of Grade 7 students.

Recommendations

The implementation of the Fast Feedback Methods in science education, it

is significant to the teachers in their teaching practices to cultivate interest in

science among students, as its immediate assessment mechanisms which assist

students to comprehend, engage, or develop effective strategies to process the

information intended to be learned.

 14

Facilitate student involvement in the assessment process to gauge

comprehension and rectify misconceptions. Educators may also assess the

efficacy of their teaching, subsequently adapting and refining instructional

activities and methodologies accordingly.

To enhance students' learning, incorporate technology into classrooms

through the use of applications and software (such as Gizmos, Quizizz, Kahoot,

Quizlet, etc.) for assessment purposes. These technological tools gather real-time

assessment data, enabling educators to provide immediate feedback.

To advance the field, it is recommended to further investigate research

related to the integration of classroom interventions, such as Fast Feedback

Methods, to enhance the science interest of Grade 7 students. This exploration of

strategies can provide a comprehensive study in this area, offering valuable

insights into improving educational methods and adapting interventions to meet

the diverse needs of students in their academic development at different stages.

 15

REFERENCES:

Gan, Z., An, Z.& Liu F. (2021). Teacher Feedback Practices, Student Feedback
Motivation, and Feedback Behavior: How Are They Associated with
Learning Outcomes? Front. Psychol. 12:697045. Retrieved from
https://doi.org/10.3389/fpsyg.2021.697045

Hanimuglo, E. (2018). The Impact Technology Has Had on High School Education
over the Years. World Journal of Education. Retrieved from
https://doi.org/10.5430/wje.v8n6p96

Licorish, et al. (2018). Research and Practice in Technology Enhanced Learning.

Retrieved from https://doi.org/10.1186/s41039-018-0078-8

Sadera, J.R. N., Torres, R. Y. S. & Rogayan, D. V. Jr. (2020). Challenges

Encountered by Junior High School Students in Learning Science: Basis for
Action Plan. Universal Journal of Educational Research, 8(12A), 7405 -
7414. Retrieved from https://doi.org/10.13189/ujer.2020.082524.

Singh, A., & Manjaly, J. A. (2022). Using Curiosity to Improve Learning Outcomes
in Schools. SAGE Open, 12(1). Retrieved from
https://doi.org/10.1177/21582440211069392
16