Activity Driven Approach in Teaching Science

Abstract

This study aimed to determine the frequency of use of activity driven approach in teaching Science among Elementary Schools in Malasiqui District I, Division of Pangasinan I. This research made use of descriptive-correlational survey method of research with questionnaire as an instrument in data gathering. A total of 111 Science teachers of the public elementary schools in Malasiqui District I were randomly selected as the respondents of the study. Frequency counts and percentages were used to describe respondents’ profile and the problems encountered by the Science teachers, weighted mean to describe the frequency of use of activity driven approach, and correlational analysis to describe the respondents’ frequency of use of activity driven approach in teaching science across their profile variables. Study revealed that most of the Science teachers are at middle adulthood and predominantly female; majority have earned Bachelor’s Degree with Masteral units; occupying the Teacher position; claimed to have more number of trainings in the district and division level; and most of them are new in teaching science. The Science teachers perceived that they always used the activity driven approach in the pre-instruction phase and instruction phase while they often used in post-instruction phase. The Science teachers acknowledge that the limited audio-visual knowledge is a barrier in using activity driven approach in teaching science.It is recommended that Education Specialist should adopt measures to increase the participation of the science teachers into trainings in different level in order to further develop their skills which is necessary in the science teaching and focus on the use of audio-visual technology to elevate Science teachers’ traditional and local practice and learn globally competitive teaching strategies.