The Usefulness and Efficacy of the Center-Based Learning Approach in the Classroom for Teaching Science Subjects on the Students&rsquo; Academic Performance: A Quasi- Experimental Study

Jeffry  Saro,; Jimboy  Francisco,; Christina  Larase,; Mary Kris  Malbasias,; Richel  Andres,; Anthony  Mato,

The Usefulness and Efficacy of the Center-Based Learning Approach in the Classroom for Teaching Science Subjects on the Students’ Academic Performance: A Quasi- Experimental Study

Discipline: Education

Abstract:

A typical classroom frequently consists of a single learner who is not all that interested in the subject at hand. Traditional classroom settings generally favor direct, unilateral instruction. According to the conventional view, learners must amass a predetermined body of information. This study aimed to evaluate the usefulness and effectiveness of the center-based learning approach in the classroom for teaching science subjects on students' academic performance after exposure to two approaches, the center-based learning approach, and the conventional approach. The study also looked at junior high school science teachers' perceptions of the center-based learning approach's effectiveness to students' learning capabilities based on the Proven Effectiveness Framework (PEF). The research employed a descriptive and quantitative approaches with a quasi- experimental research design. The total population size of the respondents are 60 Grade 10 students out from the 2 sections of San Vicente National High School. The test covered learning competencies found in the Grade 10 junior high school science curriculum. The learning competencies under the MELCs covered topics about volcanoes, earthquakes, epicenters, and mountain ranges. The assessment test consists of 50 multiple-choice questions. Based on the findings, there is a large difference in the results of the experimental group when exposed to CBLA, the mean score is 47.10 with a standard deviation of 4.87 and a p-value of 0.000. Furthermore, after the assessment in the posttest, the control group has a mean score of 30.05, resulting in being highly significant, and mastery level of the students' academic performance after the test is 60.23. This means that the perceptions of the junior high school science teachers in the said indicators were afflicted based on the criteria given. The center-based learning approach outperformed the conventional approach in producing better learning performance in teaching science subjects in junior high school levels, particularly in Grade 10.

References:

Apat, May Q. 2004. The Center-Based Learning Approach. Quezon City: Great Books Trading. ISBN 971-8581-70-7, 1-2 p.
Apat, May Q, et.al. 2007. Challenges of Teachers in the Implementation of the New Preservice Teacher Education Curriculum (Chapter 20). In Bill Atweh, et.al. Ripples of Change: A Journey of Preservice Teacher Education Reform in the Philippines ISBN: 978-971-840-046-3., CHED. Quezon City: ArisPrinthaus.Book
Bevevino, M., Dengel, J. and Adams, K. (2009), Constructivist Theory in the Classroom, Constructivist Theory In the Classroom
Bulbul, y. (2010). Effects of 7E learning cycle model accompanied with computer animations on Understanding of diffusion and osmosis concepts. Middle East Technical University.
Campbell, Laurel H. (2011). Holistic Art Education: A Transformative Approach to Teaching Art. Art Education 64. 2 (Mar 2011): 18-24. http://opus.ipfw.edu/fineart_facpubs/4/
Dagasaan, J. M. Y., (2022). Science Spiral Progression Curriculum: The Factors Affecting Secondary Students’ Learning Progress. Psy ch Ed uc, Do c u m en t ID: 2022PE M J 0 , do i: 1 0.5 281 /zenod o.7 1507 65 , ISSN 2822-4353
Dela Cruz, Rolando S. (2012). The Science Dilemma in Philippine s c h o o l s . 2 p http://www.science.ph/full_story.php?type=News&key=6602:the-sc ience-dilemma-in- Philippine-schools
Department of Education. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas
Department of Education (DepEd) 2012 K-12 Curriculum http://www.deped.gov.ph/k-to-12/curriculum-guides ICSU 2011 Report of the ICSU Ad-hoc Review Panel on Science Education. International Council for Science, Paris. ISBN: 978-0-930357-83-2, © I C S U 2 0 1 1 . 2 p . http://www.mathunion.org/icmi/activities/reports/
DepEd Regional Office V 2011 Department of Education Training and Employment National Achievement Test (NAT) Department of Education Culture and Sports (1994). Student Achievement in the New Secondary Education Curriculum Classroom Reflection Manual. 2005-2012 (new window) 211 k eHowEducation. A Demand Media INC, (1999-2013) © The State of Queensland Dimaano, Marilyn D. 2012 Guidelines for the Implementation of the Elementary Curriculum K to 12 Basic Education Program. DepEd K12. (Video 5).
Hurd, P.D.H. (2015). Scientific enlightenment for an age of science. The Science Teacher, January, 13-15,
ICSU 2011 Report of the ICSU As-hoc Review Panel on Science Education. International Council for Science, Paris. ISBN: 978-0- 930357-83-2, © ICSU 2011. 2p.
Lacanilao, Flor. 2012. Basic problems in Philippine Science and Education. Chapter I. Science and Technology in the Philippines.4 p
Salandanan, Gloria G.2009. Methods of Teaching. Quezon City: Lorimar Publishing INC.,16-17 pp.
Stofflett, Rene T. (2018). Putting Constructivist Teaching into Practice in Undergraduate Introductory Science. Electronic Journal of Science Education, Vol. 3, No. 2.
TIMSS. 2012. Assessment. Copyright © 2012 International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, Chestnut Hill, MA, and International Association for the Evaluation of Educational Achievement (IEA), IEA Secretariat, Amsterdam, the Netherlands.
U n i v e r s i t y S c h o o l o f Jackson. http://www.usjbruins.org/academics/lower-school/center-tea chinghttps://www.google.com/search?q=University+School+of+Jac k s o n + . h t t p % 3 A % 2 F % 2 F w w w . u s j b r u i n s . o r g % 2 F a c a d e m i c s % 2 F l o w e r - s c h o o l % 2 F c e n t e r - teach ing &i.e.,=u tf-8 &o e=utf-8
Yore, Larry D. 2001. What is Meant by Constructivist Science Teaching and Will the Science Education Community Stay the Course for Meaningful Reform? Electronic Journal of Science Education, Vol. 5, No. 4.