Chapter Iv

CHAPTER IV

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter includes the presentation, analysis and interpretation of data.

Figure 3: Top Five Effective Teaching Strategies used in Grade VI Science

The graph shows that 64.64% of the respondents agreed that Socialized Classroom Discussion is the most effective teaching strategy in teaching Grade VI Science while 60.65% of the respondents agreed that lecture is the most effective teaching strategy in teaching Grade VI Science, 58.23% believed that it is Laboratory Method, 54.80% agreed for Small Group Discussion and 44.89% on Reporting. This result simply means that most of the respondents agree that Socialized Classroom Discussion is effective in teaching Science to the Grade VI pupils. Not far from the Socialized Classroom Discussion is the Lecture which has also earned a great percentage. These two teaching strategies has been found out similar to each other but they differ in some aspects, like the Lecture is a teacher focused strategy while the Socialized Classroom Discussion would involved the teacher and the students in discussing regarding with the concepts or ideas regarding with a certain topic. The percentage of difference between these two strategies is very small. The other teaching strategies had also gathered a high percentage, like Small Group Discussion, Laboratory and Reporting, which means that they are also highly effective among the other teaching strategies.

Figure 4. The Common Teaching Strategies used in Teaching Grade VI Science The graph shows the percentage of the common Teaching Strategies used in teaching Grade VI Science. The following are the common teaching strategies used in teaching Grade VI Science:

1. Socialized Classroom Discussion 2. Lecture 3. Laboratory 4. Small Group Discussion 5. Reporting 6. Storytelling 7. Think Pair and Share 8. Others: Film Viewing, Giving trivia and other motivational Strategies As the graph reflects that 64.64% of the total respondents said that socialized classroom discussion are one of the commonly used teaching strategies by the teacher, while 60.65% vote for lecture, 58.23% for Laboratory, 54.80% for Small Group Discussion, 44.89% for the Reporting, 26.54% for the Storytelling, 5.14% for the Think Pair and Share and 32.51% for other teaching strategies. The enumerated teaching strategies are the commonly used Teaching Strategies in teaching the subject. These are the strategies that are used by the teachers from time to time as an aid in teaching the lesson. The enumerated teaching strategies are also effective in teaching the subjects because they were recommended by the teacher who teaches the said subject. Figure 5. The Positive Effects of the Teaching Strategies to the Learners The graph shows the percentage of the positive effects of the teaching strategies to the learners. It indicates that with the use of the teaching strategies the students became: 1. Active in learning 2. Enjoy the subject and the lesson 3. Interested in learning more about the Subject 4. Like the subject 5. Excited for the new lessons 6. Understand the lesson in an easier way 7. Eager to learn The enumerated effects were based on the survey conducted. The enumerated effects are also major effects of the strategies employed by the teacher in teaching the subject. The respondents said that they became active in participating on the activities held inside the

classroom with a percentage of 96.15%, mean while 66.12% of the respondents said that they enjoy the lesson when a certain teaching strategies were employed, 65.30% of the respondents answered that they became interested in learning new lessons and concepts, 61.39% said that they started to like the subject , 61.18% said that they became excited for the new activities and lesson to be taught by the teacher, 60.77% of the respondents choose the answer that they understand the lesson in an easier way and 59.33% of the total respondents said that they became eager in learning Science. Based on the survey conducted, the positive effects had earned a high percentage. The difference in the percentage between the effects is quite small that each effect is related to each other and one effect can result to another effect on. It shows that using teaching strategies can help the learners in learning and studying the subject and the teachers in teaching the subject. Figure 6. Negative Effects of the Teaching Strategies to the Learners

The graph shows the percentage of the negative effects of the teaching strategies to the students. The following are the negative effects of the teaching strategies to the students: 1. Uncomfortability in performing the activity 2. Tired, they became tired after the activity 3. Sleepy, they became sleepy during the activity 4. Bored, they became bored when doing the activity The 28.19% of the respondents agreed that they fell bored when conducting the activity, 25.51% of the respondents answered that they feel sleepy when the activity is employed, 25.31% of the respondents said that they became tired because of the different activities that they performed and 24.69% of the respondents said that they are uncomfortable when performing the activities. The named negative effects had no great effects to the learners as the percentage shows. The negative effects are so minimal than the positive effects has greater, which means that using the teaching strategies is a good way of teaching the subject. The teachers also cited the reasons why they choose a particular teaching strategy in teaching the subject. These are the following reasons: 1. Science is a subject that needs interaction and a hands-on way of teaching. 2. Science is a subject that focuses on discovery.

3. Science needs a collaborative learning process. 4. Science is a subject that help the students understand their environment. 5. Science is a subject that needs a real life experience for understanding. They choose the teaching strategy for the reasons enumerated above. They said that science is not an ordinary subject that can be taught in just sitting inside the classroom.