Annalisa B. Bataller and Rafael C. Kallos (Authors)
Abstract
This study explored the integrative approaches utilized by secondary teachers in teaching Science of Bacacay Districts, school year 2022-2023. It followed a quantitative design using a descriptive-survey method. The researcher employed frequency counts, percentage, weighted mean and ranking. Further, the F-test was applied to test the hypothesis that there is no significant difference on the level of integration of the integrative approaches between the Junior and Senior High School teachers of Vinisitahan National High School at 0.05 level of significance. The respondents were sixty-four (64) secondary teachers of Vinisitahan National High School. Forty-seven (47) of whom are Junior High School teachers and seventeen (17) Senior High School teachers. The results revealed that there are fifty-seven (57) or 89.09 percent of the secondary teachers integrate inquiry-based learning. It is followed by around 89.09 percent inquiry-based learning is the most commonly integrated. The level of appreciation of the integrative approaches as rated by the Junior High School and Senior High has an average weighted mean of 4.16 in active learning; 4.03 in cooperative learning; 3.84 in inquiry-based learning and in collaborative learning with 3.81. The F-computed values in the four (4) approaches shows the in active learning, is 1.714; in collaborative learning (0.028); in cooperative learning, the value was 0.176 and in inquiry-based learning, the computed F value is 3.80. These values are lower than the F-tabular value at 0.05 level of significance with degrees of freedom 1 and 8 which is 5.318; 4. The challenge considered as the top from among the three (3) challenges in each of the approach was lack of appropriate learning resources to provide varied activities in active learning; individual differences among students in collaborative learning; dependence on others for solutions in cooperative learning; and lack of appropriate technology to implement inquiry-based learning in inquiry-based learning. 5. To improve the use of integrative approaches, the researcher prepared a lesson plan using collaborative and inquiry-based approaches in the teaching of science concepts. The selected topic dealt with plant cell included the teaching of Science for Grade 7 students. The lesson involved the part of the plant cell and integration of concepts to real world applications.
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Keywords: Integrative approaches, Science teaching, Secondary teachers, Active learning, Collaborative learning, Cooperative learning, Inquiry-based learning