Enhancing Science Performance of Junior High School Through Trimodal Strategies: A Study in Layugan Intergrated School

Abstract

The study aimed to investigate the science performance of Junior High school Grade 7 and 8 students in trimodal strategies. Specifically, it sought to answer the following: (1) what is the level of science performance of Junior High school in Layugan Integrated School before and after the application of Inquiry-based, Project-based learning, and Laboratory in teaching the fourth quarter lessons in Science; (2) Is there a significant difference between the level of science performance of Junior High school in Layugan Integrated School before and after the trimodal strategies; (3) Which  among the trimodal strategies was found most effective in teaching the fourth quarter lessons in Science; (4) What tool guide can be recommended based on the result of the study.

 The study used pre-test- posttest design to assess the effectiveness of Inquiry-, Project-, and Laboratory-Based strategies. Both tests examined the performance level of the Grade 7 and 8 students in Science.

The collected data were evaluated statistically using the following tools: mean, t-test for two samples, Analysis of Variance (ANOVA) Pre-HAVOC and Post-HAVOC test.

 Based on the data gathered, the following were the results: (1) The application of active learning strategies such as Inquiry-Based, Project-Based, and Laboratory-Based Learning resulted in notable improvements in Grade 7 students’ performance across all targeted Science competencies; (2) Integrating IBL, PBL, and Laboratory into Science instruction significantly enhances student performance by promoting deeper understanding, engagement, and critical thinking across diverse learning competencies of the Grade 7 and 8 student; (3) There was a significant difference between the Science performance of the Grade 7 students after the application of the trimodal strategies (Inquiry-based learning, Project-based learning, and Laboratory-based learning) as the mean difference went from 9.13 and a t-value of 13.686; (4) There was a significant difference between the Science performance of the Grade 8 students after the application of the trimodal strategies (Inquiry-based learning, Project-based learning, and Laboratory-based learning) as the mean difference went from 12.07, with a highly significant t-value of 14.508; and (5) The Laboratory-Based learning was the most effective strategy among the trimodal strategies used in the study.

With the results, these recommendation were drawn: (1) Teachers may continuously integrate these strategies, Inquiry-Based Learning (IBL), Project-Based Learning (PBL), and especially Laboratory-Based Learning (LBL), across the Science curriculum; (2) With the effectiveness of the Laboratory-based learning strategy, there is now a need for proper planning and support to solve problems such as lack of laboratory equipment and safety concerns; and (3) The output of the study which is a Laboratory Manual for Grade 7 and 8 Fourth Quarter Science may be adopted and utilized as supplementary instructional materials in science classes.