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RESEARCHACTIONE OF THE RATIONAL

TITLE: SCIENCE ON STAGE: DRAMATIC SCIENCE, SCIENCE PROCESS SKILLS AND ACADEMIC ACHIEVEMENT OF GRADE 8 STUDENTS AT BAGUMBAYAN NATIONAL HIGH SCHOOL As mentioned by an old native American proverb, when students are told they forget, when taught they remember but when involved they learn. One extensive goal of schooling is to teach students to think. Since it is the desire of the K + 12 curriculum to have a student- centered class, involvement is necessary as it ensures effective learning.

CONTENT (Cite School data, classroom data that supports the problem)

The quality of education is always mirrored by the results of standardized tests, including the national achievement test (NAT). In the 2016- 2017 Global Competitiveness Report of the World Economic Forum, the Philippines ranked 79th of 138 countries in quality of math and science education, and ranked 67th out of 140 in the 2015-2016 data. The Department of Education reported that the mean percentage score (MPS) for high school in school year 2012- 2013 was 51.41 percent. This was higher than the previous NAT MPS but still 23.59 percentage points away from the target. The MPS in Science was 41.35 percent. These show that there is a need to supplement what and how students learn. The researcher thought of a strategy that will entail more active student participation. Hence, the use of Dramatic Science or simply drama, in teaching and learning lessons in Science. Dramatic Science, developed by Deb McGregor and Wendy Precious in 2010, is a teaching approach that uses acting techniques to explore and develop young children’s ideas about science. This is also used to develop science process skills and passion for science. This approach will give opportunities to develop students’ curiosity, speaking and listening skills as well as science process skills. For teachers, Dramatic Science may enable them to see how students think. Blank (2008),mentioned that Science needs to be more engaging, relevant, exciting and challenging. Aside from being an art form of learning science, drama offers a participatory type of learning. It is a nontraditional way to involve all students in a classroom. While students themselves are the most responsible for their own learning, good teachers accept the responsibility for the learning of their students. Drama can transfer creativity and interaction skills in the educational process for both teachers and students. Many studies support the use of drama in education as a means of personal and social development as well as the development of self- concept, self- discrepancy and a roletaking ability in students. (Cooper 2010; Catteral 2009).

This action research is geared towards the improvement of the academic achievement and science process skills of select grade 8 students at Bagumbayan National High School through the use of Dramatic Science. As used in the context of this research, Dramatic science includes several acting techniques with or without script, rehearsed or impromptu, that will help students have better process skills and improved achievement in Science.

ACTION RESEARCH QUESTIONS

The study aims to know the effectiveness of using dramatic science as tool for improving the science process skills and academic achievement of grade 8 students. Specifically, it seeks to answer the following questions: 1. What are the pretest, post test and science process skills test mean scores of the students who belong to Group A and Group B? 2. Is there a significant difference in the post test and science process skills test mean scores of Group A and Group B after utilizing dramatic science and the traditional method respectively? 3. Can the students come up with their own dramatic roles/techniques in line with the rubrics presented to them? 4. How will the students exposed to the use of dramatic science find the approach in learning lessons in Science?

PROPOSED INTERVENTION, INNOVATION STRATEGY (Explain the intervention and cite literature that supports/validate the strategy to be used)

The researcher plans to conduct the intervention during the second grading period of school year 2018- 2019. Lessons in Earth and Space particularly earthquakes, faults and typhoons will be the focus of the study. Students will be grouped in small numbers to ensure participation of all members. The dramatization of learning may come before, during or after the lesson.

Not all lessons will be dramatized as this will surely take time. Lessons requiring better analysis and synthesis will be the focus of the research. Each group will be tasked to perform a three- minute dramatization of a particular lesson in Science. A rubrics will be used to guide the students. Dramatic Science may include one or more but not limited to the following: role- plays, miming, tableau, hot seating, freeze frame, mind movies, modeling and acting out.

Abed (2016), dealt on the effect of drama- based science teaching on students’ understanding of scientific concepts and their attitudes towards science learning. Results of the study showed that drama activities bring positive changes in students’ attitude. In 2010, Codakar and Yilmaz conducted a study that explored the effects of creative drama- based instruction in the science achievements of 7th graders. Their study dealt with ecology concepts and matter cycles. Result of this study showed a statistically significant difference between mean scores of two elementary classrooms. Drama can infuse Science with emotions, excitement, fun and interaction. This context provides a holistic experiential approach in learning Science as mentioned by Varelas (2010). Another study explored the effects of using drama as a learning strategy on students’ conceptions of the nature of Science. A drama group was created which met for 36 hours over the 12- week course which included script writing. Results showed that the drama group students had more informed views than the control group. Drama- based strategies can be used to promote understanding of abstract scientific concepts. Despite the known benefits of using drama in Science, many are still reluctant to use it as a learning tool. Some of the reasons mentioned include difficulty to conduct, time constraints and evaluation.

METHODSACTION RESEARCH

- PARTICIPANTS - SOURCES OF DATA INFORMATION - DATA GATHERING METHODS - DATA ANALYSIS

Mixed method research design will be employed by the researcher. The quantitative part contains the comparison of scores in the pre- test, post test and process skills test of the respondents. Convenience sampling will be utilized in the study. The sample individuals will be selected based on the sections handled by the researcher. The respondents are Grade 8 students currently enrolled in Bagumbayan National High School this School Year 2018-2019. In the treatment period, the experimental groups will be tasked to dramatize a particular lesson in Science. To gauge students’ prior knowledge, the task may be given before the start of the lesson. To assess whether students are learning while the classes are ongoing, dramatization may be done.At the end of the lesson, a dramatization may also be done to see if students truly understood the lesson . A rubrics on how dramas are scored will be provided to the students. Thereafter,the researcher evaluates student learning through scored rubrics, snap shots of interesting parts and actual videos of the dramas. As a culmination, groups will be asked to perform one drama that will encapsulate all the ideas and learnings they have within the quarter. These dramas will be done on actual and will be recorded. The videos will then be watched by Science teachers for grading and evaluating. After the treatment period, a parallel post test will be administered to both groups to determine if there is an improvement in their science achievement. To see if there is a marked improvement in the science process skills of the respondents, an adapted process skills test will also be given. A control group will be part of the study as a basis of stronger comparison. Data gathered will be analyzed using descriptive statistics. Data will be input in Excel format for statistical treatment. t- test will be used in this study to compare the mean scores of the experimental and control groups.

For the qualitative part, observations will be made during the conduct of the study. Specifically, student reactions, body language and non- verbal actions during the activities inside the classroom are noted. Interviews will also be made. The interviews will be recorded transcribed as soon as the interview concluded.

IMPLEMENTATIONPRE-

2. Validation of teacher- made tests

3. Preparation and validation of Rubrics for Dramatic Science 4. Selection of respondents and pilot testing of teacher- made tests.

1st week of July 2018

2nd week of July 2018 3rd week of July 2018 4th week of July 2018

R E P O R P IN O T A E M P L

ACTION RESEARCH WORKPLAN AND TIMELINES

1. Preparation of Pre-test, Posttest and Science Process skills test

1. Administration of Pre-test and Science Process Skills test

1st week of August 2018

2nd

2. Orienting the respondents on the use of drama in Science lessons and introducing the rubrics to be used.

week of August 2018

3. Start of using acting techniques in demonstrating understanding of the lessons.

3rd week of August 2018 to 3rd week of September 2018

4. Culminating activities for students

4th week of September 2018

5. Administration of Post-test and Process Skills test

1st week of October 2018

POST IMPLEMENTATION

1. Consolidation and evaluation of Pre-test and Post-test results

October 2018

2. Data analysis and interpretation

October 2018

3. Finalizing the result

November December 2018

ESTI MATE

COST

Reproduction/ Printing/ Binding Php 780.00 2340.00

390/bottle 1170/set

390 x 2 1170 x 2

Bond Paper Short A4 Legal

220/ream 260/ream 300/ ream

220 x 2 270 x 3 310x 3

440.00 810.00 930.00

Folders

20.00

8 pcs

160.00

50.00 40.00 10.00 50.00 5.00 50.00

4 pcs 1 set 10 pcs 1 box 10 pcs 3

200.00 40.00 100.00 50.00 50.00 150.00

180.00

3 pcs

540.00

60.00

3 pcs

180.00

130.00

3 pcs

390.00

10.00 12.00 200.00 150.00 120.00

8 pcs 5pcs 1 pc 1 pc 1 box

80.00 60.00 200.00 150.00 120.00

Black Ink for DCP J100 Colored Ink (Magenta, Cyan, Yellow)

Office supplies and materials for the project: Ball/ Sign pen Fastener Envelopes Paperclips Manila Paper Permanent Markers (Red, Black, Green/blue) Marker Ink refill (red, black, green/blue) White board marker (black, blue, red) Whiteboard Ink (black, blue, red) 1/8 cardboard ruler Stapler Set Philippine Map (big) Clay Communication, Snapshots and Recording the Dramas: Internet prepaid load/computer usage video editing USB (32 GB) Photo paper

2000

1

2,000.00

1000.00

1

1,000.00

160.00

5

800.00

Food/Refreshments 6 Teachers who’ll evaluate the dramas 110 respondents in the experimental and control group 6 teachers who’ll validate tests

100/teacher

100x 6

600.00

30/student

30x 110

3300.00

100/teacher

100x 6

600.00

Domestic Travel At least 5 trips to different libraries

2000.00

1

2000.00

Travel expenses in buying materials

500

1

500.00 Php 18,570

TOTAL

DISSEMINA TION AND UTILIZATION

PLAN FOR

The use of Dramatic Science will entail active participation among the students. As they are involved, it is expected that retention will be better and so with their academic achievement and science process skills. The results of this action research will be made available to teachers or researchers who may have interest in the said intervention to promote awareness on research and how it could be applied in practice. The results of this research, including its strengths and weaknesses will be communicated to different stakeholders of education such as students, parents, and professionals. Hosting or attending seminars, conferences, and community forums are also effective methods for informing others about research findings. Sharing the results of the study with collaborators – both scientific and community partners is also a priority.

REFERENC ES

Abed, O.H., (2016). Drama- based Science teaching and its effect on students’ understanding of scientific concepts and their attitudes towards Science learning. International Education Studies; 9 (10) 163-173 Blank, A. (2008). Where has the third core subject gone?Primary Science 105: 4-6

Catteral, J. 2009. The effects of education in the visual and performing arts on the achievement and values of young adults. I- Group Books. Los Angeles Codakar, H., Cihan- Yilmaz, G. (2010). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Educational Technology, 19, 80-89 Cooper, C. 2010. Making a world difference, a DICE resource for practitioners on educational theater and drama. http://www.dramanetwork.eu/file/education. Retrieved online March 3, 2018 McGregor, D., & Precious, W., Dramatic science at key stage 1. Primary Science 123. 10-14 Schwab, K. (2016). The global competitiveness report 2016- 2017: World Economic Forum pp 296-297. Retrieved from https://www.weforum.org Schwab, K. (2015). The global competitiveness report 2015- 2016: World Economic Forum pp 296-297. Retrieved from https://www.weforum.org Varelas, M., Pappas, C., Raymond, E., Kane, J., Hankes, J., Ortiz, I., & Shammah, N. (2010). Drama activities as ideational recourses for primarygrade children in urban science classrooms. Journal of Research in Science Teaching, 47 (3), 302-325. http://dx.doi.org/10.1002/tea.20336

ACTION PLAN

TITLE: SCIENCE ON STAGE: DRAMATIC SCIENCE, SCIENCE PROCESS SKILLS AND ACADEMIC ACHIEVEMENT OF GRADE 8 STUDENTS AT BAGUMBAYAN NATIONAL HIGH SCHOOL TARGET/GOAL/ ACTIVITY 1. Preparation of Pre-test,PostTest & Process Skills Test 2.Validation of teacher- made tests 3.Preparation and validation of Rubrics for Dramatic Science 4. Selection of respondents and pilot testing of teacher- made tests. 5.Administration of pre- test and Science process skills 6. Orienting the respondents on the use of drama in Science lessons and introducing the rubrics to be used. 7. Start of using acting/drama techniques 8. Culminating activities for students 9. Administration of Post- test and Process Skills Test 10. Consolidation and evaluation of the test results 11. Data analysis and interpretation 12. Finalizing the Results LEGEND: PLANNED ACCOMPLISHED

JUL 2018

AUG 2018

SEPT 2018

OCT 2018

NOV 2018

DEC 2018...