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EXPLORING STRATEGIES TO STIMULATE CURIOSITY: A CLASSROOM
INTERVENTION FOR ENHANCING SCIENCE INTEREST OF GRADE 7
STUDENTS IN STA. TERESA COLLEGE
An Action Research
Presented to
the Faculty of Education Department
Sta. Teresa College
Bauan, Batangas
In Partial Fulfillment
of the Requirements for Field Study 2
by:
Gloria, Angelou T.
Villalobos, Alexis G.
Manalo, Mark Wency B.
December 2023
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In the dynamic landscape of education, the concept of classroom intervention
has emerged as a proactive approach to address diverse challenges and enhance
the overall learning experience of students. Classroom intervention refers to
deliberate, targeted actions or strategies implemented within the educational setting
to bring about positive changes in student engagement, academic performance, or
socio-emotional well-being. These interventions can range from pedagogical
adjustments and curriculum modifications to behavioral support systems and
personalized learning initiatives.
Educators globally have increasingly prioritized the cultivation of student
interest in science. Emphasizing the importance of instilling curiosity in the minds of
young learners is vital especially within the dynamic framework of contemporary
education. As scholars in the field of education address the ongoing challenge of
maintaining sustained engagement among students in scientific subjects, there has
been a notable rise in the prominence of research focused on identifying effective
classroom interventions.
A study by Singh and Manjaly (2022) emphasized the critical role of curiosity
in academic achievement and long-term learning outcomes. The findings
underscored the need for targeted strategies aimed at enhancing student’s curiosity
and engagement This insight not only substantiates the importance of curiosity but
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also highlights a gap in the educational practices that necessitates targeted
strategies. Therefore, the present research endeavors to build upon Rodriguez et
al.'s foundational work by exploring and implementing tailored interventions, such
as the Fast Feedback method, designed to stimulate curiosity and enhance interest
in learning among Grade 7 students.
However, to navigate the complexities of student learning, the researchers
consider the unique challenges and opportunities that Grade 7 students present.
This pivotal stage in their academic journey serves as a crucial juncture where
attitudes towards science can be shaped. This research seeks to contribute to the
growing body of knowledge by exploring innovative and practical strategies
designed to ignite curiosity, thereby enhancing the overall science interest of Grade
7 students.
Moreover, the importance of employing effective strategies to enhance
student engagement in education has garnered significant attention in recent years.
Effective teaching strategies go beyond the mere transmission of information; they
actively involve students in the learning process, encouraging critical thinking and
a deeper comprehension of subjects. By catering to diverse learning styles, these
strategies ensure that every student has the opportunity to absorb and retain
information in ways that resonate with them individually. A well-designed set of
teaching strategies not only motivates students but also sustains their interest
throughout the learning journey, creating an environment where curiosity is
cultivated and academic challenges are approached with enthusiasm.
Hanimuglo (2018) emphasized the impact of interactive and technology-
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driven learning strategies in capturing students' interest and sustaining engagement
These strategies often involve real-time feedback, collaborative activities, and
interactive elements that align with the contemporary, technology-rich educational
landscape. This strategy aligns with the broader objective of empowering educators
with actionable insights to cultivate a love for science among students, laying the
foundation for a future generation of scientifically literate individuals. The
researchers remain cognizant of the potential transformative effects that strategic
interventions can have on the educational landscape and the lives of the students.
This paper outlines the design, implementation, and evaluation of a targeted
classroom intervention at Sta. Teresa College. By integrating evidence-based
practices and drawing on insights from contemporary educational psychology, the
researchers aim to provide a comprehensive account of the intervention's impact
on students' curiosity and, subsequently, their interest in science.
Statement of the Problem
This study was conducted to evaluate the Grade 7 St Andrew students’
curiosity and interest in learning science. The study would be the basis for the
proposed classroom intervention on how to motivate the students’ learning curiosity
and interests in science.
Specifically, this sought answers to the following questions:
1. As assessed by the students, to what extent are the effects of
Fast Feedback Methods in science education manifest relative
to:
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1.1 Student Perception in Learning
1.2 Academic Performance
1.3 Involvement and Participation
2. What factors contribute to the reduction of curiosity and interest among Grade
7 St. Andrew students in science?
3.How do these factors influence students' academic performance in science?
4. Based on the results of this study, what classroom interventions are suggested
to increase students' curiosity and interest in science?
Research Questions:
1. How do you feel about learning science in school? What makes science
interesting or challenging for you?
2. How does your perception of science influence your academic performance in
the subject? When it comes to assessing your academic performance, what
strategies do you find most helpful?
3. Do you have any ideas on how to progress and improve in your science class?
Do you find quick ways to get feedback, like doing quizzes right away or asking
questions to the teacher, have a higher chance of retention in your memory?
Hypothesis
Ho: There is no significant difference on the assessed extent of manifestation on
the effects of Fast Feedback Methods in science education.
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Significance and Purpose of the Study
This study is identified to be beneficial to the following:
Department of Education (DepED). This might help them in implementing
effective approaches and evidence-based practices which can contribute to
development of scientific education.
Sta. Teresa College. The school might consider the result of the study as
a guide to enhance students' engagement, achievements and build a positive
learning environment in science education.
School Administrators. This study will help them to implement effective
educational techniques in science, enabling informed decision-making for syllabus
and holistic learning experience enhancement in the school.
Science Coordinators. The research would help them to know what
evidence-based practices can be used in teaching in order to create more
interactive and successful scientific learning strategies.
Grade 7 Students. The research would help them to foster more engaging
and enjoyable educational experience, potentially enhancing their interest,
curiosity, and academic proficiency in the subject.
BSED Science Major. They may use this study as a guide if they pursue
similar research and might use different variables to investigate.
Future Researchers. They might use this study as a guide if they're
conducting similar investigations, and to encourage them to conduct additional
studies about a similar topic.
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The primary purpose of this research is to determine the effective strategies
that can be employed in the classroom to enhance the student’s curiosity and
interest in science. By implementing target classroom intervention, the study aims
to contribute to the improvement of research strategies that promote a continuous
interest in science and a positive learning environment.
Scope and Delimitation
This study was focused on determining the classroom intervention for
enhancing science interest of Grade 7 students. The research sample will come
from Sta. Teresa College and concluded during the third quarter of the school year.
This study used interview questions and was limited to 20 students in Grade 7- St.
Andrew who is currently enrolled in science subjects.
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CHAPTER 2
METHODOLOGY
Research Design
The researchers utilized a qualitative type of research. Yıldırım and Şimşek
(2021) described qualitative research as “a type of research where qualitative data
collection techniques such as interviews, observations, and document analysis are
employed, and a qualitative process is conducted to reveal the events and
perceptions in their natural environment with a real and complete approach”. The
researchers used a qualitative research design to identify the factors that impede
the curiosity among Grade 7 St. Andrew, also the classroom intervention that will
allow the students to increase their curiosity and interest in science. Furthermore,
the reason the researchers used this approach was because it works well for
subjects where they need to delve deeply into the respondent's feelings,
experiences, and thoughts.
Respondents of the Study
The respondents of the study are the students of Grade 7- St. Andrew in
Sta. Teresa College. Out of 50 students, there were 20 randomly selected
respondents.
Data Gathering Instrument
The researchers interviewed respondents to gather qualitative information
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relevant to the study.
The researchers created a series of interview questions for the Grade 7 St.
Andrew pupils in order to ascertain the factors influencing their curiosity and
interest in science education.
The research adviser checked the letter pertaining to the distribution of
interview questions. Without hesitation, all twenty seventh-grade pupils at St.
Andrew agreed to be interviewed. The interview questions were asked of the
respondents.
Interview questions were distributed by the researchers to the respondents
in printed form. The interview was utilized by the researchers to determine the
factors influencing the curiosity and interest in science education of grade 9
students. Furthermore, the interview's outcomes revealed how teachers would
conduct a class intervention to improve pupils' curiosity and interest in science.
Data Gathering Procedure
After the approval of the interview questions, the researchers gave the letter
of request to conduct the study to the homeroom adviser of Grade 7-St. Andrew.
They administered the interview questions in printed form to twenty randomly
selected students in Grade 7 at St. Andrew. After the given time, the researchers
retrieved the given interview questions.
Due to the participation of Grade 7students at St. Andrew and their adviser’s
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accommodations, the retrieval rate was hundred percent. Thus, the researcher
had no issues while distributing and retrieving the instrument. After a thorough
analysis of the gathered interview questions, the findings were made public.
Conversely, the researchers provided an overview of the interview results. The
research adviser's designated time and date for data collection were met by the
data collection team.
Ethical Consideration
It is essential to protect the integrity and welfare of the research process as
well as the participants when conducting interviews with respondents to collect
data. All respondents must, first and foremost, provide their informed consent after
being fully informed about the nature of the questionnaire, the time commitment
required, and how their answers will be used. To preserve participants' privacy,
anonymity and secrecy must be ensured, making it impossible to identify the
respondents from the responses they provide. The ability to leave the study at any
time without penalty is a requirement for the participants. The questionnaire's
content should also be sensitive to cultural differences and take into account the
respondents' varied origins and worldviews. In an effort to limit any potential harm,
researchers should also take into account how the study may affect the volunteers.
Maintaining ethical standards and fostering trust are facilitated by open and honest
communication with participants over the whole research process.
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CHAPTER 3
RESULTS AND DISCUSSION
In this chapter, the research outcomes are presented and analyzed in
alignment with the study's objectives. The primary focus of the investigation was
to identify the factors contributing to the decline in students' curiosity and interest,
examine the influences of these factors on academic performance, and assess the
effects of the recommended classroom interventions.
This chapter provides an interpretation of the findings obtained; it will focus
on the main subjects that provide the findings from the interview process and data
analysis. The findings of the research are based on the analysis and interpretation
of data gathered through interviews with 20 participants in Grade 7 - St. Andrew
in Sta. Teresa College.
According to the results of the interviews, the class intervention for
enhancing science interest of Grade 7 students has a positive effect on the
majority of the respondents. The Fast Feedback Methods has highlighted its
efficacy in fostering active engagement in the class, promoting memory retention
in the lesson and clarifying doubts which promptly address misconceptions to
enhance overall learning experience.
In the research question 1, with regards to the perception of students in
learning science, a great number of students admitted that they are feeling scared
and nervous though they felt happy once the subject discussion ended. However,
the rest expressed a positive approach and a sense of enjoyment when learning
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the subject. On the other hand, when asked about what makes science interesting
or challenging, students highlighted that experiments play a crucial role in
capturing their interest. They appreciate the opportunity to discover new topics and
explore concepts through hands-on experimentation.
In research question 2, concerning the significance of students' perceptions
on their academic performance, the students indicated that positive perceptions
can foster curiosity, engagement, and a proactive approach to studying. The
majority of students expressed that asking questions and practicing through
questions were considered the most helpful strategies. This approach contributes
to memory retention, particularly for topics that are easily forgotten. Furthermore,
students offered various ideas for advancing and improving in their science class,
such as actively listening and participating in class through asking questions.
Meanwhile, in research question 3, all students unanimously agreed that
quick feedback methods, such as doing quizzes immediately after a lesson or
discussing concepts with classmates, are beneficial. They believe these methods
aid in memory retention, clarification of doubts, and rapid identification and
correction of misconceptions, enhancing their overall learning experience. Fast
feedback is appreciated for its ability to provide timely insights.
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CHAPTER 4
CONCLUSION AND RECOMMENDATION
Conclusion
The utilization of the Fast Feedback Methods in science education is
strongly recommended for Grade 7 - St. Andrew students, as it has demonstrated
an effective strategy for increasing their interest in the subject. The immediate
quizzes following each lesson offer timely insights, fostering curiosity and active
participation, thereby contributing to a profound comprehension of scientific
concepts. The implementation of this approach encourages students to pose
inquiries, promoting an engaging and positive learning environment that nurtures
their curiosity and passion for science. In conclusion, the assimilation of the Fast
Feedback Methods emerges as a valuable strategy to enhance the overall science
interest and engagement of Grade 7 students.
Recommendations
The implementation of the Fast Feedback Methods in science education, it
is significant to the teachers in their teaching practices to cultivate interest in
science among students, as its immediate assessment mechanisms which assist
students to comprehend, engage, or develop effective strategies to process the
information intended to be learned.
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Facilitate student involvement in the assessment process to gauge
comprehension and rectify misconceptions. Educators may also assess the
efficacy of their teaching, subsequently adapting and refining instructional
activities and methodologies accordingly.
To enhance students' learning, incorporate technology into classrooms
through the use of applications and software (such as Gizmos, Quizizz, Kahoot,
Quizlet, etc.) for assessment purposes. These technological tools gather real-time
assessment data, enabling educators to provide immediate feedback.
To advance the field, it is recommended to further investigate research
related to the integration of classroom interventions, such as Fast Feedback
Methods, to enhance the science interest of Grade 7 students. This exploration of
strategies can provide a comprehensive study in this area, offering valuable
insights into improving educational methods and adapting interventions to meet
the diverse needs of students in their academic development at different stages.
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