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THE USE OF FIVE ES METHOD IN IMPROVING THE LABORATORY SKILLS OF BIOLOGY STUDENTS AT SUBIC NATIONAL HIGH SCHOOL S.

Y 2011 2012

KARL LYNDON P. LIM

Submitted in Partial Fulfillment in the Requirement for the Degree of Bachelor of Secondary Education (Biological Science) in the College of Education, RMTU, San Marcelino, Zambales

March 2011

Chapter I

INTRODUCTION

This chapter contains background of the study, its importance and the scope and delimitation. In this, chapter, the problems to be answered about the usability, applicability and effectivity of the five Es method in improving the performance of te Biology students will be found.

Background of the study

The most fundamental challenge for teachers of Science is to create an effective learning environment that promotes spirit of inquiry and caters for the difference in learning abilities, interest and characteristics of the students. In short, teachers need to know their students well. They need to know what materials and human resources are available to help them create such an environment. Today, we have the so called Engage, Explore, Explain, Elaborate and Evaluate (Five Es) method in teaching. This is one method that is in line on the principles of Constructivism. The Five E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their older ideas. The 5 Es can be used with students of all ages, including adults. Each of the 5 Es

describes a phase of learning, and each phase begins with the letter E Engage, Explore, Explain, Elaborate and Evaluate. The 5 Es allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.

Statement of the Problem

This research study aimed to find out if the five Es method improves the thinking skill of Science II, students at Subic National High School, Subic,Zambales. Furthermore, it aimed to find answers to the following questions: 1. Describe the performance of Science II students before they were exposed to the 5 Es method. 2. 3. How was the 5 Es method applied in teaching the subject? To what extent did the 5 Es method improve the performance of the students in Science II?

Significance of the Study

In fact, theres a lot of teaching method that could fit for instruction. However, theres these things should match the learning style of the students or these should be applicable or effective in the students understanding and learning the topics or lessons to be presented so as to improve their performance in Biology class.

Scope and Delimitations of the Study

This study will be conducted at Subic National High School for the school year 2011 2012. it is concerned first and foremost for improving the learning skills of the students applying the 5 Es method for instruction in the field of Science II. As a whole, this study will try to test the usability, applicability and effectiveness of 5 Es method over the other method in teaching and learning Science II.

Chapter II

TEACHING PLAN

This chapter discusses the implementation of the teaching process. This also includes teaching strategy and teaching procedures.

The Strategy

The 5 Es method is one strategy that ensures students attention and mental engagement and so allow students to conduct their own understanding. This method or strategy is anchored on the principles of constructivism. The 5 Es method is slightly different approach to teaching. Its key feature is the division of the method into five major phases, namely: Engagement, Exploration, Explanation, Elaboration and Evaluation. The students will engage in a certain topic or event, then explore which gives students time to think and investigate/test/make decisions/problem solve, and collect information, then explain which allows students to analyze their exploration. Students understanding is clarified and modified through a reflective activity. Then elaborate which expands and solidifies student thinking and/or applies it to a real-world situation. And the last phase, evaluation which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications.

The Teaching Procedure

To carry out the 5 Es method, first the teacher will select discrepant event that will have to do with the unit to be worked on. The teacher might use a really good, fun discrepant event that will have a little to do with the unit, but will just get the attention of students. Step 1: Engage The engagement activity should be a brief, easy-to-do activity to get students interested in the topic and leave them with some questions. Step 2: Explore In this section, students are given time to think, plan, investigate, and organize collected information. This also is a good time to introduce lab methods that must be learned before they can be used in later inquiry-based activities. It is important that students generate and record the questions they have on the topic/content during both the Engagement and Exploration stages. Step 3: Explain In this part of the lesson, students analyze their observations and reflect on what they have found/learned. Step 4: Elaborate This part of the lesson gives students A...the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation. Step 5: Evaluation

This part of the lesson should include evidence of learning in the first four parts (e.g., lab reports, posters, or presentations; problem solving results; models developed, etc.) but may also include, for example: a revamping of concept maps or KWL=s done earlier; development of a research plan for further investigation based on findings from the Exploration and Elaboration activities; and/or peer review or grading (especially for cooperative groups). If appropriate, include a sample scoring tool or rubric. The Evaluation component may also include formal quizzes and tests. You are encouraged to include some type of student reflection activity as part of the lesson evaluation.

Chapter III

RESEARCH PROCEDURE

This chapter consists of the steps or procedure taken by the researcher in gathering and analyzing data. It also tackles on how the researcher conducted the study to the usability, applicability and effectivity of the strategy.

The Respondents

The respondents of the study will be the second year students of Subic National High School, Subic, Zambales

The Data and Data Gathering Procedure

The pre-test and post-test will be used to evaluate the skills of the students. The pre-test will be given to the students before the unit will start. The pre-test will be validated by the cooperating teacher of the researcher. However, during the first and second grading period wherein the study will be conducted, the researcher will design lesson plans and prepare instructional materials that will be used during the instruction and applying the 5 Es method. On the other hand, the post-test will be administered at the end of the unit to measure the improvement of the students after they will be expose to the 5 Es method.