Chapter I

INTRODUCTION

“What teachers do is not a formulaic following of rules, but nuanced,

professional practice in which teachers constantly make important decisions and
judgments in how they interact with their students to facilitate their learning. What this
means is that if teachers are not involved, educational reform will not happen” (Hewson,
2007, p. 1180).

Teaching style involves students in the learning process and assist them to
improve critical thinking abilities. Customary teaching styles have progressed with the
arrival of distinguished teaching, stimulating teachers to modify their teaching styles
towards students learning requirements. The present study was intended to compare
teaching styles of teachers working in various school groups at the secondary level in
Nueva Ecija. The objective of this study is to compare the effectiveness of the different
teaching strategies used by the teachers in teaching Earth Science in secondary level. To
help teachers identify the most effective teaching strategies in teaching Earth Science in
secondary level and

Science, the study of this world’s nature through observing and experimenting.
From the early days to now, this subject is highly thought of as an important aspect of
humanity, and the catalyst of mankind’s greatest achievements, thus this subject is
important to teach. Naturally, the wrongful approach may lead to wasting time and
materials. However, using the Microsoft Program PowerPoint to create presentations
aimed to help students learn more and better scientific knowledge to the point of not
needing experiments to answer academic questions.

The use of PowerPoint in tandem with discussions will bring about many benefits,
particularly its ability of being able captivate. Whenever a teacher brings in a laptop into
the classroom with a projector, the class immediately takes note of it, and projects the
teacher’s presentation. Moreover, the students will then be glad that they aren’t going to
copy concept notes. Immediately they are already more interested and are much happier

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to listen to the discussion and presentation. Furthermore, teaching using
presentations is very helpful to the students as their different learning styles are engaged.

This research paper will analyze the comparative difference between using
PowerPoint presentations as a method to teach students science more efficiently versus
using traditional methods to teach, and seeing which would be the better way of teaching.
Furthermore, as technology becomes more prevalent in most, if not all of the sectors in
our life, enhancing different aspects of our lives, would using technology as a means of
efficiently teaching science better be beneficial.

Demonstration can be very effective for illustrating concepts in class, but can
result in passive learning without careful attention to engaging students. They can
provoke students to think for themselves and are especially helpful if the demonstration
has a surprise, challenges an assumption, or illustrates an otherwise abstract mechanism
or concept.

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 OBJECTIVES

The main purpose of this study is to determine the most effective way in teaching
Earth Science among Grade 9 students. The following are the specific objectives of the
study:

a. To know the most effective teaching style in teaching Earth Science among
Grade 9 students.
b. To know how the different learning style affects the learning outcomes of the
students.

STATEMENT OF THE PROBLEM

The study aimed to determine the most effective way in teaching Earth Science.
Specifically, this study sought to answer the following questions:

1. What is the most effective teaching style in teaching Earth Science?

2. How the different teaching style affects the learning outcomes of the students?

HYPOTHESIS

The hypothesis below is formulated for acceptance or rejection of the study.

1. There is no significant difference between the results of the learning outcomes

using the different teaching styles.

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 LOCALE OF THE STUDY

The researchers have chosen the school where they are working. The schools are:
San Agustin Integrated School situated at Baranggay San Agustin, San Jose City, Nueva
Ecija, and Bettbien High School, San Jose City, Nueva Ecija. The study focused on the
Grade 9 students of San Agustin Integrated School and Bettbien High School.

SIGNIFICANCE OF THE STUDY

The result of the study would benefit the teachers. It would serve as the basis in
improving the delivery of lessons among their learners. And also, the learners would
benefit from this study in a way that they would improved their level of understanding in
Earth Science. Determining the most effective way in teaching Earth Science could also
lead on developing the domains of learning of an individual.

SCOPE AND LIMITATION

The study focused only on the effective ways on teaching Earth Science using
available resources of the school where the researchers conducted the research. This was
conducted on two different schools namely San Agustin Integrated School situated at
Baranggay San Agustin, San Jose City, and Bettbien High School at San Jose City,
Nueva Ecija. This was done through a class demonstration that was administered to the
learners as the respondents of the research.

CONCEPTUAL FRAMEWORK

In this study, the variables included were the students’ scores and the different

teaching style used by the teacher in teaching Earth Science.

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 Grasha (1996), intrigued by the relationship between teaching styles and
student achievement, sought to further define the individual characteristics inherent to
specific styles. Through his research he identified five distinct teaching styles: expert,
formal authority, personal model, facilitator, and delegator (Grasha, 2004). Grasha‟s
research revealed that teachers could influence student achievement by either assisting or
hindering their ability to acquire new knowledge. He further theorized that as teachers
become increasingly more aware of their teaching styles, they would be able to adjust
their instructional activities to specifically target the needs of their students (1996).
Wayne and Youngs (2003) found that teachers were partially responsible for their
positive impact on student achievement.

The Conceptual Model of the Study

3 different teaching styles

Grade 9 students’
formative assessment Traditional
scores
PowerPoint

Simulations

Figure1. A conceptual paradigm showing the hypothetical relationship between Grade 9 students’
formative assessment scores among the three different teaching style used by the teacher.

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 Chapter II

LITERATURE REVIEW

The Teacher’s Roles in the Learning Process

The classroom teacher has a variety of roles and responsibilities that change
according to the students he or she instructs. Teaching the life science curriculum
encompasses a broad spectrum of choices with respect to delivery strategies and hands-on
activities that enhance instruction.

The traditional instructor accepts the responsibility for what and how students
learn. To achieve the goal of teaching students how to learn, instructors should become
facilitators of learning (Cristiano, 1993).

Newcomb et al. (1986) and Tyler (1969) concluded that the teaching strategy
must base learning on inquiry, investigation, and critical study in situations in which
genuine purposes, needs, and wants are experienced. For this reason, the role of teachers
and their teaching strategies are never ending topics in all educational settings (Martin et
al., 1986; Miller et al., 1984).

Students come from different backgrounds and have varied experiences and
abilities. Good teaching is not only dependent on teaching strategies or their effectiveness
but it also depends on individual needs and adequacy of the content.

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 Joyce and Weil (1986, in Dyer and Osborne 1995), further stated that
"students react differently to different teaching methods, and that the selection of the
proper method is critical to the learning style of those being served by the instruction" (p.
260).

There is an assumption that students learn with different styles, at different

speeds, different levels of prior knowledge and different environments when the subject
matter is given by way of a variety of teaching strategies. New audio-visual materials and
programmed software, for example, have changed teachers' teaching strategies and the
learning environment in the classroom.

Strategies in Teaching Science

In the past, schools have tried different methods of teaching science. Many
schools were and some still are teaching science using the traditional science textbook
along with the worksheets that accompanied the text. This method had very little hands-
on learning associated with it.

Science teachers need to realize that teaching in the new millennium will require
them to leave the “traditional” 50’s science classroom because the students from the 90’s
find it difficult to discipline themselves to a “pencil and paper” classroom. Learners
engaged more on the lesson when the teacher is using technology in teaching.

Teachers should not rely on lectures too much for introducing new knowledge and
skills because, as a traditional teaching method, lecturing can make students passive in
the lessons, leaving too little time for them to process the new information (Parkinson,
2004)

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 Nowadays, learners do not rely on their lectures to study. They are more
active in using technology to study, since we are already in the 21 st century where almost
everything can be done in just one click.

Teaching science can be challenging, especially when presenting pictures or

videos and using a power-point presentation is a big help. Microsoft Power-Point is a
presentation program developed by Microsoft. It is a part of the Microsoft Office system
which is widely used by business people, educators, students, and trainers. As a part of
the Microsoft Office suite, Power-Point has become the world's most widely used
presentation program. It is a complete presentation program that allows teachers to
produce professional-looking presentations in EFL classroom (Segundo & Salazar,
2011).

Ozaslan & Maden (2013) concluded in their study that students learned better if
the course material was presented through some visual tools. They, also, reported that
teachers believed that PowerPoint presentations made the content more appealing;
therefore, they helped them to take students' attention.

Effectiveness of PowerPoint Presentation

Interactive whiteboards or mobile devices can be used to display images and

videos, which helps students visualize new academic concepts. Learning can become
more interactive when technology is used as students can physically engage during
lessons as well as instantly research their ideas, which develops autonomy. (Sarah, 2018)

The results of Corbeil's study (2007) showed that students exposed to power-point
presentations preferred them over the textbook presentations; she believed that the
students were learning better when their attention was captured via highlighting, color,
different fonts, and visual effects. Power-point presentations could be used for presenting

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new structures to students, practicing and drilling, or for reviewing language
structures which have already been taught (Segundo & Salazar, 2011).

Technology plays a big role in language classes; it can be used as a tool to

facilitate teaching and learning. As one of the most important goals of using new ways of
teaching science in secondary schools is to promote students' motivation towards
learning, using power-point presentations operates as a powerful pedagogical tool in
English classes. Learners can understand and visualize the lesson better when presented
with visual tools, as it can make the content of the lesson appealing; therefore, it can get
their attention and focused on the lesson.

Chapter III

METHODOLOGY

This chapter presents a systematic discussion on the research design used, the

respondents, the instrument administered to collect data and the procedure undertaken in

doing such, the statistical analyses employed to extract the essence of the data collected.

Research Design

A research design in includes the structure of a study and strategies for

conducting that study (Kerlinger, 1973). This plan, at minimum, spells out the variables

that will be studied, how they will be studied, and their anticipated relationship to each

other (Sector, 1981).

This study employed the descriptive research design. This study was descriptive

for it describes the relationship between the three different teaching styles of the teacher

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which are the traditional, ICT integration, and simulation and the formative

assessment scores of the students for every teaching style.

Respondents

The researchers select one section from BETTBIEN HIGH SCHOOL named 9-

SIMPLICITY and one section from SAN AGUSTIN INTEGRATED SCHOOL named 9-

INTEGRITY. There are thirty-five (35) respondents from 9-Simplicity and thirty (30)

respondents from 9-Integrity, total of sixty-five (65) respondents from two schools.

Instruments

This study used three (3) different teaching techniques, the TRADITIONAL, ICT

INTEGRATION, and SIMULATION. The three techniques were used in teaching the

subject Earth Science. In every technique used, there were 30 points formative

assessments (pre-test and post-test) given to the students. The researchers record and

assessed the scores of the students.

Procedure

The researchers prepared three (3) teaching techniques for three (3) different

topics and used it to two (2) sections of grade 9 students.

The first technique was the TRADITIONAL where the teacher taught the subject

using chalk, blackboard and Science books of the students. The second technique was the

ICT INTEGRATION where the researchers make a power point presentation; they

inserted pictures and videos to the presentation to use in their discussion. The last method

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was SIMULATION where the researcher made a model they showed to the

students.

The students have their formative assessment before the lesson starts and right

after when the discussion was finished for every teaching technique.

Data analysis

A. To describe the result of the formative assessment scores of grade nine students using

the three different teaching techniques, descriptive statistics such as mean, standard

deviation were used.

B. To determine the most effective way to teach Earth Science in grade nine students,

relationship between the most effective way to teach Earth Science and the formative

scores of the students, mean, standard deviation were used.

Chapter IV

RESULT AND ANALYSIS

Research Instruments

Diagnostic Test (Pre and Post Test)

We researchers, used Pre and Post Test as an instrument for us to compare the scores

of

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the students before and after using the three teaching strategies.

Data Collection

The researchers used the random sampling method to group the respondents. Each

group consist of 10 respondents. After the pre-test, the researcher administers different

teaching strategies using earth science lessons. The table shows the scores of the

respondents

Results and Discussion

BETTBIEN HIGH SCHOOL (9-SIMPLICITY)

A = Traditional
Topic:
NAME Pre-test Post-test
Scores Scores
ABAIGAR, LANCE ULRICH V. 5 8
BARROGA, PATRICK KERVY D. 4 7
DELA CRUZ, JERVIE JOSH V. 6 7
ORTIZ, LORENZO MAURO L. 7 9
BAUTISTA, HEART J. 5 6
BOSAS, NICHOLE S. 5 7
DUMAGENG, JULIANA G. 8 10
LIGISAN, OPHIEL PHAINOM S. 9 10
TIGAS, JAN RILEY Q. 6 8
TUAZON, JULIANNE KRISTEN A. 7 9
TOTAL 62 81
MEAN 6.2 8.1
STANDARD DEV.

B = ICT INTEGRATION/POWER POINT

Topic:
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 NAME Pre-test Post-test
Scores Scores
BARROGA, PATRICK KERVY D. 6 8
BLANCA, JACE CLARKSON A. 5 8
DELA FUENTE, MIGUEL ANTONIO A. 6 9
INIWAN, MARK ANTHONY T. 4 6
PASCUAL, JANLEI KENNETH V. 5 9
SANTOS, JOHN IVAN S. 5 9
PACLIBARE, PRINCESS F. 8 10
RELLEGUE, ALESSANDRA D. 4 8
SANTOYO, JEWEL RAYZELLE H. 10 10
UYSIN, MIAGRACIA S. 9 10
TOTAL 62 87
MEAN 6.2 8.7
STANDARD DEV.

C = 3D MATERIALS
Topic:
NAME Pre-test Post-test
Scores Scores
BARROGA, PATRICK KERVY D. 7 10
BLANCA, JACE CLARKSON A. 5 8
DELA FUENTE, MIGUEL ANTONIO A. 6 9
INIWAN, MARK ANTHONY T. 4 9
PASCUAL, JANLEI KENNETH V. 5 10
SANTOS, JOHN IVAN S. 6 9
PACLIBARE, PRINCESS F. 8 10
RELLEGUE, ALESSANDRA D. 5 9
SANTOYO, JEWEL RAYZELLE H. 5 8
UYSIN, MIAGRACIA S. 6 10
TOTAL 57 92
MEAN 5.7 9.2
STANDARD DEV.
A = Traditional / B= Powerpoint / C=3D Materials
NAME Set A Set B Set C Pre-test
ANASTACIO, CLARENCE JAY B. st 8 10 10 6
1 GROUP
5 6 6 3
BALTAZAR, JUSTIN P.
DELA CRUZ, JUDY M. Table6 1.1 6 7 5
ESPINO ANDREW R. 6 7 9 4
MANUEL, ACE JERSON M. 7 8 7 4
SANTOS, JAYBOY B. 5 4 6 2
VENTURA, JOHN LEONARD B. 3 5 5 3
AGAT, MARY ROSE M. 10 10 10 7
DELA CRUZ, CARLA F. 8 9 10 7
MANUEL, ERIKA MAE D. 9 9 10 5
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TOTAL 67 74 80 46
Mean 6.7 7.4 8 4.6
Standard Dev. 2.110819 2.1187 2 1.712698
 Among the teaching strategies, the SET C – 3D materials have the highest score

outcome with a mean average of 8 (80 points) followed by SET B – ICT power point

with a mean average of 7.4 (74 points). And lastly, the SET A – Traditional method has a

mean average of 6.7 (67 points). After consolidating the scores of the respondents in first

batch, 3D-materials method is the most effective strategy among the three.

A = 3D Materials / B=2Traditional
ND
GROUP/ C=Powerpoint
NAME Set A Set B Set C
Pre-test
ANASTACIO, FER JUSTINE Table 1.2 10 8 9 5
BALBIN, RAINIER C. 7 5 6 2
BAUTISTA, CARLOS B. JR. 10 9 10 6
DELA CRUZ, E-JAY B. 4 4 5 3
EDUSADA, ERWIN M. 9 8 10 6
LIM, CHARLES FREDERICK A. 9 7 7 7
PASCUA, RHEU JAZELL T. 10 9 10 6
ANASTACIO, YDARRA TRUDEZ 9 8 9 5
LIM, KRISTEL A. 6 5 4 4
TOMINEZ, RAFLYNSEL V. 10 9 10 5
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TOTAL 84 72 80 49
Mean 8.4 7.2 8 4.9
Standard Dev. 2.065591 1.873796 2.309401 1.523884
 Among the teaching strategies, the SET A – 3D materials have the highest score

outcome with a mean average of 8.4 (84 points) followed by SET C – ICT power point

with a mean average of 8 (80 points). And lastly, the SET B – Traditional method has a

mean average of 7.2 (72 points). After consolidating the scores of the respondents in

second batch, 3D-materials method is the most effective strategy among the three.

A = Powerpoint / B= 3DRDmaterials / C=Traditional

3 GROUP
NAME Set A Set B Set C
Pre-test
CATABAY JAYMARC S. 10 9 98
Table 1.3
DIZON JASPER A. 6 7 31
DIZON JIERICK G. 5 5 43
ESTILLER, EUGENE H. 6 4 42
GINES, JERLLANZ P. 10 9 85
MANUEL, AXE JERVIN M. 9 10 66
MANZANO, K-NET B. 10 8 65
ANASTACIO, PRINCESS LEVY R. 10 9 75
GRAGASIN, MARY ROSE C. 8 10 63
MENDOZA, AVEGAIL L. 8 10 108
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TOTAL 82 81 63 46
Mean 8.2 8.1 6.3 4.6
Standard Dev. 1.932184 2.13177 2.263233 2.366432
 Among the teaching strategies, the SET A – ICT power point have the highest

score outcome with a mean average of 8.2 (82 points) followed by SET B – 3D materials

with a mean average of 8.1 (81 points). And lastly, the SET C – Traditional method has a

mean average of 6.3 (63 points). After consolidating the scores of the respondents in third

group, ICT power point method is the most effective strategy among the three.

Summary of Results

Table 2.1 Traditional Powerpoint 3D

SET TOTAL MEAN SD
A 67 82 84
B 72 67 81
C 63 80 80

Note: Red mark refers to the total highes t score attained by the respondents

Traditional Powerpoint 3D
TOTAL 202 229 245 16 | P a g e
MEAN 6.7333333 7.6333333 8.1666667
STANDARD DEV. 2.0154955 2.0450482 1.9677963
Table 2.2

After consolidating and analyzing the result from different respondents, the table

2.1 shows the total scores attained by the respondents on every teaching strategy

administered to them.

In SET A, the 3D- material strategy administered to the 2 nd group got the highest

result with 84 points.

In SET A, the 3D- material strategy administered to the 3 rd group got the highest

result with 81 points.

And in SET A, the 3D- material and ICT power point strategies administered to

the 1st and 2nd groups got the highest result with 80 points.

In total, the table 2.2 shows that the 3D material strategy got the highest result

with 8.1 mean average and 1.96 sd. The ICT power point strategy has 7.6 mean average

and 2.05 sd while the Traditional method strategy has 6.7 mean average with 2.01 sd. The

result shows that the 3D material strategy is the most effective tool in teaching Earth

Science.

Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter highlights the summary of results, conclusions derived from the

findings as well as the corresponding recommendations.

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 Summary

This study was focused in determining the most effective way in teaching Earth

Science among Grade 9 students.

A total of thirty-five (35) respondents from Bettbien High school and San Agustin

Integrated School were the respondents in this study. Thirty-five (35) students were from

9-Simplicity of Bettbien High School located at San Jose City Nueva Ecija and the

remaining thirty (30) students were from 9-Integrity of San Agustin Integrated School,

located at Barangay San Agustin, San Jose City, Nueva Ecija.

Descriptive Statics like mean and standard deviation were used to describe the

students’ scores and the different teaching styles used by the teacher in teaching Earth

Science.

More so, Pearson r was used to establish the relationship existing between the

students’ scores and the different teaching styles used by the teacher in teaching Earth

Science among Grade 9 students.

Findings of the study shows that there is a significant relationship between the use

of Simulators or 3D Materials as teaching style and the formative assessment scores of

the students. The results showed that the respondents got high scores during the formative

assessment when the teacher used simulators or 3D materials to the students during the

teaching-learning process.

Conclusion

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 The study revealed that among the three teaching styles, the use of

Simulators or 3D Materials is the most effective way in teaching Earth Science among

Grade 9 students. More so, the study showed that there was a significant relationship

between the use of Simulators or 3D Materials as teaching style and the formative

assessment scores among Grade 9 Students.

It boils down to the verdict that a teaching style affects the students’ ability to

acquire knowledge in the subject, Earth Science, and the use of Simulators or 3D

Materials is an essential part to target the needs of the students during the learning

process.

Recommendations

1. For the field expert, in this study the researchers have only 65 respondents. They

recommend that the number of respondents must be increased if they will conduct

the same study for efficacy of results.

2. For the teachers, to have an in-depth examination of student’s involvement during

class discussion.

3. For the future researchers who will conduct another study, similar to this to

increase the validity of this study, because this is only of the few researches

regarding the topic.

References:

https://www.quizalize.com/blog/2018/02/23/teaching-strategies/

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https://www.nap.edu/read/5287/chapter/3

https://eric.ed.gov/?id=ED467192

https://staff.mq.edu.au/teaching/evaluation/resources_evaluation/developing_unit/

assess_achievement/

https://explorable.com/definition-of-science

https://www.techwalla.com/articles/definition-of-a-powerpoint-presentation

APPENDICES:

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Letter used to conduct the study in san Agustin Integrated School.

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Traditional set-up. Photo taken

during activity.

ICT – Power point presentation set-up. Photo taken during the classroom lecture session.

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3D – materials set-up. The photo was taken during the activity while using 3D materials.

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3D-material set-up. The photo was taken at Bettbien School during a class discussion
with Ma’am Jeany Belle Oroy.

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