Showing Page:
1/14
INCREASING INTEREST TOWARDS BETTER UNDERSTANDING IN SCIENCE
USING NON-DIGITAL LEARNING MATERIALS AMONG SELECTED GRADE 7
STUDENTS
IN ROSARIO LIM UY NATIONAL HIGH SCHOOL
JUMADIAO, ANGELIE M.
Showing Page:
2/14
Abstract
This study entitled Increasing Interest Towards Better Understanding in Science Using
Non-Digital Learning Materials Among Selected Grade 7 Students in Rosario Lim Uy
National High School was conducted to increase the interest of the students using non-
digital learning materials despite of the absence of the accessibility and availability of
technology. This study also aimed to determine the student’s level of understanding and
its affects to the student’s academic performance. The activity will be creating a non-
digital learning materials with an objective of illustrating creatively a certain scientific
lesson in a given available artwork materials. Then, the researcher wanted to innovate
the aforementioned activity. This will be creating a Pop Up Books entitled The Tectonic
Book. Conducting the activity will provide several strategies to satisfy the objectives of
this study. These can be exercising the teamwork of the students. Possessing an in-depth
understanding from the selected science lessons. Also, the students will acquire skills on
how to creatively illustrate a certain science topics using a non-digital learning material.
Furthermore, this study was a descriptive type of research. The researcher used a
survey questionnaire to gather data that are significant to the study. The dissemination of
questionnaire was conducted in Rosario Lim Uy National High School as the study’s
locality. The respondents of this study were the 40 Grade 7 students. Based on the
findings of this study which were numerically tabulated and analyzed data it showed that
the respondents has an absolute age of 12 for 12
th
grader student. Also, the data showed
that the majority of the respondents had the average previous grade of 90-100. Therefore,
majority of them was an outstanding student in their previous year. The research also
implied that majority of respondents on the student made questionnaire are male. In
addition, the findings of statements were measured and interpreted using the Likert Scale.
Out of ten statements and 40 respondents, 8 statements were interpreted as always and
ranging from 2.51 to 3.00 values. 2 statements were interpreted as seldom ranging from
1.51 to 2.50. Then, 1 statement was interpreted 1.00 to 1.50.
Showing Page:
3/14
Acknowledgement
First and foremost, praises and thanks to the God, the Almighty, for the blessings throughout
my research to complete it successfully.
My completion of this research could not have been accomplished without the support of my
classmates especially Mark John, Arz John, Jobert and Leunname. I am extremely grateful to my
parents for the love, prayers, and sacrifices in supporting me for my financial needs in
conducting this research.
I would like to express my deep and sincere gratitude to my research professor,
Dr. Marlo D. Alvarez, Ph.D.
Thank you all!
Context and Rationale
Showing Page:
4/14
With the advancement of technology, students are seemed to be borderless in
accessing every information that is vital for their learning. However, past reality
remains unchanged that some students are still struggling to have a access to the
emerging technology in the world. This is very noticeable to the students in Cervantes
National High School that later became Rosario Lim Uy National High School. Internet
connectivity remains inaccessible to the area. With this, people particularly students
are ignorant to the utilization of some digital materials. As a result, they remain
uncompetitive to some places acquiring to a low academic achievement. On the other
hand, using digital devices that have internet access has greater percent than that of
non-digital learning materials. This has some consideration like race, locale, socio-
economic status and poverty as stated in the 2018 U.S study stated that 5- to 17-year-
old students’ access to fixed broadband service at home differed by geographic locale.
A higher percentage of students in suburban areas had fixed broadband access at
home than students in rural areas, with the largest difference noted for students in
remote rural areas. For example, the percentage of students in remote rural (65
percent) and distant rural areas (66 percent) with fixed broadband access was lower
than in other locales, with percentages ranging from 70 percent in distant towns to 85
percent in large suburbs.
1
However, the researcher believes that a low percentage of
having an internet access connecting to some digital devices must not be put into
noting but rather remedy it to achieve better in academics.
In 2016, Tety said that instructional materials have been observed as a powerful
strategy to bring about effective teaching and learning. The importance of quality and
adequate instructional materials in teaching and learning can occur through their
effective utilization during classroom teaching. Instructional materials here include all
the tools that the teachers can use to make the learning more interesting and
memorable.
2
Hence, non-digital learning or instructional materials such as diorama,
flipcharts creative board illustrations, pop-up books, are appropriate to increase the
interest of the students in the aforementioned locale. Also, if the students have more
interest into doing something, that would yield to acquire knowledge and
understanding to achieve better academically.
This study will be conducted to increase the interest of the students using non-
digital learning materials despite of the absence of the accessibility and availability of
technology. Also, this is to teach students and let them understand the essence of
crafting a non-digital learning materials. The researcher wants to see the level of
understanding they acquire when a teacher uses these materials. This study also
reasons out the level of importance of technology in the said locality.
1
Kewal, R. A. Zhang, J. Wang, X. et. al. (2018). Student Access to Digital Learning Resources Outside of the
Classroom xiii.
2
Tety, JL.(2016). Role Of Instructional Materials In Academic Performance In Community Secondary
Schools In Rombo District.
Showing Page:
5/14
Literature Review
Non-Digital Learning Materials
Information is easily obtained online that encourages the incorporation of technology
into literacy classrooms but rarely highlights the benefits of non digital learning. Reece
and Walker make clear that non digital teaching resources such as boards are the most
popular and useful visual aid as they are quick and easy to use and available in 99%
teaching accommodation. It is possible for teachers to get more work done as points are
seen as simple, to the point and interesting with quick stimulating activities such as
brainstorms. Furthermore, they are also reliable and guaranteed to work when in use as
tutors can alter and amend work easily. Technical boards and use of PC connectivity can
be frustrating when technical support is required for a loss of connectivity, computer
freezes, power cuts or even light reflecting onto the computer screens which can cause
a distraction. This can be time consuming and frustrating for both the tutor and learner.
Alternatively, Whiteboards can give the classroom a brighter atmosphere and tends to
have steel backing to become magnetic and depict movement. This freedom of use can
encourage creativity for tutors as they can build diagrams which lead into interesting
topics of discussion to stimulate the learners mind and begin the thinking process.
3
Non digital learning resources are still apparent in literacy classes today such as
handouts which can be used to provide learners with data and facts. There are many
different forms of handouts such as; worksheets, operation sheets, assignment sheets
etc. These sheets can be worked on as part of a group or individually as learners are able
to work on their writing and reading skills as part of an activity and encourages learner’s
feedback. It is important to note that digital learning resources can be seen as unreliable
and when technical support is required and cannot be resolved, non digital learning
resources are needed to continue the lesson.
4
Eliciting, reflecting upon and responding to student feedback should be a necessary
and integral part of a teacher’s professional practice. This option offers qualitative
feedback as it is possible to create an open environment for students to verbally express
their concerns amongst other students who may share the same feelings. The teacher is
then able to gain a general understanding of her performance on a whole and also have
the opportunity to resolve or address any problems that have been stated. Alternatively,
3
Reece, I & Walker, S (2003) Teaching, Training and Learning, U.K: Business Education Publishers Limited
4
Wallace, S. (2001) Teaching and Supporting Learning in Further Education. Great Britain: Bell & Bain LTD.
Showing Page:
6/14
students may feel pressured to respond in group discussions or uncomfortable with
speaking out aloud and prefer a more confidential option.
5
An instructional intervention was employed with the scope of stimulating situational
interest in the classroom in order to increase student awareness and interest in learning
science and in pursuing science as a potential career. This instructional approach
combined two important factors that are essential to the development of interest: (a) an
opportunity to gain new knowledge and understanding in an area students have limited
knowledge, and (b) a task that affords students a form of personal relevancy. Creating an
instructional experience for students that is personally relevant and useful for other life
goals is just one strategy or approach to deepening interest in their randomized field
experiment of 262 high school students found that students exposed to a relevancy
intervention, where students had to apply what they were learning to real-life, showed
higher levels of interest in science and increased academic performance compared to
students in a control group that only summarized what they had learned.
6
Instructional Materials
Instructional materials are essential tools in learning every subject in the school
curriculum. They allow the students to interact with words, symbols and ideas in ways
that develop their abilities in reading, listening, solving, viewing, thinking, speaking,
writing, using media and technology. Instructional materials are print and non-print items
that are designed to impact information to students in the educational process.
Instructional materials include items such as prints, textbooks, magazines, newspapers,
slides, pictures, workbooks, electronic media, among others. Proceedings 2019, 2, 1395
2 of 7 Instructional materials play a very important role in the teaching-learning process
the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit,
teaching guide, science guide, audio-visual aids, overhead projector, among others are
the important instructional materials. However many facilities are missing in
approximately almost all secondary schools in the state. The first instructional material is
the textbook. Various definitions to textbook emphasize the role of textbook as tool for
learning. Textbook is the nucleus to all the learning activities related to a particular
curriculum. Textbook plays a vital role in imparting knowledge to the students in the third
world countries. The next instructional materials are the chalkboards. The chalkboard is
the teaching aid that teachers frequently used; particularly during the lectures and
discussions. There are different kinds such as, blackboard, maker board, write board, felt
board and magic board. The teachers use it in classrooms to write the important words,
5
Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (2015). One size fits some: Instructional
enhancements to promote interest. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.). Interest in mathematics and
science learning (pp. 49-62). Washington, DC: American Educational Research Association
6
Bukoye, R.(2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of
Students: Implications for Counselling, pp.1-2.
Showing Page:
7/14
statement, to draw diagrams, figures and maps. Other prominent instructional material
include; mathematics kits. This is usually study kit; it is a box containing a variety of visual
aids artistically assembles and displayed pertaining to a single topic. There are also
science kits. Science kit is a study kit for science subjects such as; physics, chemistry,
and biology. It includes all the necessary aids useful for the teaching of science subjects
like charts, maps, and apparatus, among others. Teaching guide as an aid or material is
a booklet provided to teachers. It provides guidance to teachers about the matters
regarding teaching learning process completely. Audio-visual aids are the teaching aids
use for the teaching learning process. It assists in the teaching-learning processes. The
use of audio visual aids. It can be used to encourage teaching and learning activities. It
can also help to reduce the rate of forgetting example of this, include maps, graph,
diagrams among others. Map and chart are generally used during lecture and discussions
about the relationships of things; like colour clothes, among others.
Foundation on Non-Digital Learning Materials
National Adoption And Implementation Of The Learning Resources Management And
Development System serves as a clearinghouse that provides information about the
location of resources (hardcopy and softcopy) and allows users to directly access
digitized versions of resources published and stored within the LRMDS repository. It is
also a quality assurance system that provides support to DepEd regions, divisions, and
schools in the selection and acquisition of quality digital and non-digital resources in
response to identified local educational needs.
7
Intervention, Innovation & Strategy
The researcher plans to have an intervention illustrating a certain activity that is
significant to the study. The activity will be creating a non-digital learning materials with
an objective of illustrating creatively a certain scientific lesson in a given available artwork
materials. The researcher will be delivering a brief explanation from the activity and the
expected output will be an evaluative assessment if the students learn and desire for
more illustrations that will yield to a positive reflection. With this, interest of the students
will manifest.
Moreover, the researcher wants to innovate the aforementioned activity. These will be
creating a Pop Up Books entitled The Tectonic Book. These non-digital learning materials
will surely address the dilemma from the locale of this study and to the respondents. It
has been stated that one of the objectives of the researcher is to increase the interest of
the respondents in the Rosario Lim Uy National High School towards Science using the
7
DepEd Order 76, series of 2011
Showing Page:
8/14
available non- digital learning materials that are supplemental and beneficial to their
learning. Therefore, the researcher believes that these innovative styles will help the
students to be competitive even without the aid of the digital devices.
Conducting the activity will provide several ways to promote learning. These can be
exercising the teamwork of the students. Having a teamwork among students will yield to
an a better output. Possessing an in-depth understanding from the selected science
lessons. Also, the students will acquire skills on how to creatively illustrate a certain
science topics using a non-digital learning material.
Action Research Questions
This study aims to increase the interest of the selected Grade 7 students in Rosario
Lim Uy National High School towards better understanding in Science using non-digital
learning materials.
Particularly, this study sought to answer the following questions:
1. How does a Non-Digital Learning Materials increase the interest of the students
towards Science?
2. How can a Non-Digital Learning Materials help students to better understand the
topics in Science?
How can these Non-Digital Learning Materials affect the student’s academic
3. performance?
Data Gathering Methods
A. Participants of Data Information
The participants or the respondents of this study are the Grade 7 students of
Rosario Lim Uy National High School with a total population of 130. However, due to the
restrictions of reaching out the students due to the pandemic. The researcher prospected
a 40 Grade 7 students as the study’s respondents. The researcher believes that their
responses or participation will be a great contribution to the success of the study and their
responses will be kept confidential and the data are purely used in the study.
B. Data Gathering Method
Showing Page:
9/14
The researcher will use a survey questionnaire as research instrument in gathering
all the data or information that will be significant in this study. The researchers will make
questions with regards to the study. The questionnaire has two parts, the first part is the
demographic profile of the respondents containing the age, gender, grade in the previous
quarter and the second part are the statements with corresponding scale which is the
focus of the researchers’ instrument. Moreover, the questionnaire will undergo validation
and review for the researcher will make the test. The questionnaire will be validated by
an English and Science teachers. Upon the validation, the researcher will fully consider
all the revisions or changes such as grammar and typographical error, rephrasing or
changing particular words or statements.
In the actual gathering of data, the researcher will ask permission from the school
principal of Rosario Lim Uy National High School if will be given the opportunity in giving
the questionnaire to the sample students. Since, the Department of Education
implemented the Blended Learning Modality, the researcher will accord in this new way
of learning and as well as in the new way of gathering the data. Also, the researcher will
still observe the protocols during this time of pandemic and will give the questionnaire via
home visitation or face-to-face assessment.
C. Data Analysis Plan
The researcher will analyze the data quantitatively. Since, this study uses a
descriptive research design, this will going to be analyzed using descriptive statistics
containing frequency counts and percentages as well as determining the mean and the
standard deviation of the data. The frequency counts and percentages will quantify or
describe the size or proportionality of one figure in comparison with others. On the other
hand, the mean and the standard deviation will show the average responses of the
respondents using the interpretation as shown below.
Values
Interpretation
2.51-3.00
Always
1.51-2.50
Seldom
1.00-1.50
Never
Mean. It will be used to determine sum of all the values in the data set divided by the
number of values in the data set using the formula;
x = ( Σ x
i
) / n
Where:
x = just stands for the “sample mean”
Σ= is summation notation, which means “add up”
x
i
=“all of the x-values”
n =means “the number of items in the sample”
Showing Page:
10/14
Moreover, this study contains the quarterly grade of the respondents and this will
be categorized based on the DepEd K to 12 Grading System:
Grading Scale
Descriptor
90-100
Outstanding
85-89
Very Satisfactory
80-84
Satisfactory
75-79
Fairly Satisfactory
Below 75
Did Not Meet Expectations
Discussion of Results and Reflection
This study is a quantitative type of research which means that the result will be
numerically expressed, tabulated and analyzed. In addition, the researcher made a
questionnaire in gathering the data. The questionnaire consists of two parts; the profile
and the actual statements.
Demographic Profile
__________________________________________________________________
Age
Frequency
11
8
12
24
13
6
14 and above
2
The data above showed that the respondents aged 12 is an absolute age for Grade
7.
_____________________________________________________________________
The data showed that
the majority of the
respondents had the
average previous
grade of 90-100.
Therefore, majority of them was an outstanding student in their previous year.
___________________________________________________________________
Grade
Frequency
90-100
23
85-89
12
80-84
5
75-79
-
Below 75
-
Showing Page:
11/14
This implies that the majority of the respondents who responded on the student-made
questionnaire are male.
Statements
3
2
1
Mean
1. I have enough knowledge and understanding about
Non-Digital Learning Materials.
24
15
1
2.575
2. I have less knowledge to use digital devices such
as mobile phone and computer.
16
17
7
2.225
3. I learn much when the teacher uses illustration,
white boards, creative books, wall display, visual
aids and others.
36
4
2.8
4. I get bored easily when the teacher uses an oral
discussion solely without any visual aids.
26
11
3
2.575
5. My interest increases when my Science teacher
uses non-digital learning materials rather than
computers, television etc.
18
22
2.45
6. I don’t have devices like mobile phones and
internet access to creatively illustrate and learn a
certain Science topics.
16
11
13
2.075
7. Learning Science is fun to do.
32
7
1
2.775
8. I understand better if I have interest into something.
37
3
2.925
9. I can’t learn Science if mobile phones and
computers are unavailable.
9
17
14
1.875
10. My interest increases when my teacher uses
creative illustrations about a certain topic.
37
3
2.775
From the given mean that is shown above, the researcher interpreted each statement.
The first statement has a mean of 2.575 and this implies that the respondents have always
enough knowledge and understanding about Non-Digital Learning Materials. In the
second statement, it has a mean of 2.225 and this implies that the respondents rarely use
digital devices such as mobile phone and computer. In the third statement, it has a mean
of 2.8 and this implies that the respondents always learn when the teacher uses
illustration, white boards, creative books, wall display, visual aids and others. In the fourth
statement, it has a mean of 2.575 and this implies that the respondents always get bored
easily when the teacher uses an oral discussion solely without any visual aids. In the fifth
statement, it has a mean of 2.45 and this implies that the respondents have a middle level
of interest when the Science teacher uses non-digital learning materials rather than
computers, television etc. In the sixth statement, it has a mean of 2.075 and this implies
that the respondents have no access of devices like mobile phones and internet to
Gender
Frequency
Percentage
Male
23
57.5
Female
17
42.5
Showing Page:
12/14
creatively illustrate and learn a certain Science topics. In the seventh statement, it has a
mean of 2.075 and this implies that the respondents consider learning science as fun to
do. In the eight statement, it has a mean of 2.925 and this implies that the respondents
understand better if they have interest into something. In the ninth statement, it has a
mean 1.875 and this implies that the respondents rarely understand Science if mobile
phones and computers are unavailable. In the last statement, having a mean of 2.775
implies that the respondents increases interest when the teacher uses creative
illustrations about a certain topic.
Action Plan
Objectives
Input
Timeframe
Persons
Involved
Output
Remarks
Increasing
Interest Towards
Better
Understanding in
Science Using
Non-Digital
Learning
Materials Among
Selected Grade
7 Students in
Rosario Lim Uy
National High
School
Making of
survey
questionnaire
1 day
Researcher
Survey
questionnaire
Successful
Validating
survey
questionnaire
3 days
Teacher
Validated
survey
questionnaire
Successful
Collecting
data
2 weeks
Students
Obtained
data
Successful
Data analysis
7 days
Researcher
Tabulated
data
Successful
References:
Showing Page:
13/14
Bukoye, R.(2019). Utilization of Instruction Materials as Tools for Effective Academic
Performance of Students: Implications for Counselling, pp.1-2.
DepEd Order 76, series of 2011
Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (2015). One size fits some:
Instructional enhancements to promote interest.
In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.). Interest in mathematics and science
learning (pp. 49-62). Washington, DC:
American Educational Research Association
Kewal, R. A. Zhang, J. Wang, X. et. al. (2018). Student Access to Digital Learning
Resources Outside of the Classroom xiii.
Reece, I & Walker, S (2003) Teaching, Training and Learning, U.K: Business Education
Publishers Limited
Tety, JL.(2016). Role Of Instructional Materials In Academic Performance In Community
Secondary Schools In Rombo District.
Wallace, S. (2001) Teaching and Supporting Learning in Further Education. Great
Britain: Bell & Bain LTD.
Financial Report
APPENDIX I
SURVEY QUESTIONNAIRE
EXPENSES
AMOUNT
Printing Expense
Php.250
Transportation
Php.240
Coffee And Snacks
Php.150
Cellphone Load
Php.200
Brown Envelop And Folder
Php.50
Total
Php.890
Showing Page:
14/14