Enhancing The Engagement Of Grade 7 Students In

Teaching Earth And Space Through Hands On Learning

Activities:An Action Research

Presented to

Department of Teacher Education

College Teacher Education Arts and Sciences
Visayas State University - Villaba
Villaba, Leyte

In Partial Fulfillment
of the Requirements in
ScEd 117 – Research in Teaching Science
Bachelor of Secondary Education
major in Science

GIOVANI M. MAGUIN

MARY FLOR V. HERBITO

RICHELLE R. MILLANG

March 20
TABLE OF CONTENTS
CHAPTER

1 INTRODUCTION
1.1. Context and Rationale ... ………………………………….1
1.2 Statement of the Problem ……………………………........5
1.3 Objectives of the Study …………………………………...7
1.5 Significance of the Study …………………………............8
1.8 Conceptual Framework ………………………………….18

2 INNOVATION, INTERVENTION, OR STRATEGY

2.1 Related Literature………………………………………...24
2.1.1 STEM Education Learning Approach …..………...24
2.2. Application ………………………………………………43

3 RESEARCH METHODOLOGY
3.1 Research Design …………………………………………46
3.2 Subject of the Study ……………………………………..47
3.3 Research Setting …………………………………………48
3.4 Research Instruments ……………………………………49
3.4.1 Focus Group Discussion Questionnaire …………49
3.4.2 Attitude towards Science Questionnaire ………..50
3.4.3 Teacher-Made Test………………………………50
3.6 Data Analysis Plan ..……………………………………... 53
3.7 Approved Lesson Plan (Steps for Implementing the Intervention)

REFERENCES ………………………………………………………….….116

CHAPTER 1
INTRODUCTION
1. 1 Context and Rationale
Science is an important subject for students at all levels. The main reason is because the knowledge,
understanding and skills that learners obtain in this subject encourages them to utilize and contribute
their ideas in technological change to provide a better future (Jones and Wyse, 2004). Science is a
natural subject for hands-on kinesthetic learning experiences that appeal to the visual and auditory
senses. There are several factors that have led the researchers to look into the effectiveness of hands-on
experiments in learning Science.
Hands-on experiment is an active process of student-centered learning whereby it encourages children
to discover and develop new concepts or ideas followed by spurring children’s mind to be critical and
creative (Jones and Wyse, 2004; Wilson, 2008). As children independently think critically and work
through a subject matter, they develop a sense of independence and autonomy which will ‘enhance
their desire and ability to be self-motivated’ (Blandford and Knowles, 2009: 147). Many researchers have
successfully proven that this method of learning develops the students’ interest in learning Science as
well as other subjects (Norman, 2005).

Moreover, the hands-on learning method was applied internationally and this method evolved over 15
years. Hands-on Learning supports young people to be active and connected at school. This method
helps students to meet with small groups for creative building projects that can make a positive impact
on the school and community. So, having hands-on learning is the key to success in learning because
students feel connected, belong to the group, and achieve learning through activity. The evidence of
hands-on learning allows students to demonstrate their talents and feel accomplished towards their real
projects (Kerr, 2013).

However there’s a gap in research specifically exploring the application of this strategies within the
context of Grade 7 Earth and Space Science at Villaba National High School (LNCAST). This Action
Research aims to fill this gap.
With this awareness, the researchers feel that experiential theory and behaviorist theory would align
with the hands-on learning activities with this strategy it would facilitate the teaching and learning
process.
Experiential Learning theory developed by Kolb in 1984, is a paradigm for resolving the contradiction
between how information is gathered and how it is used. It is focused on learning through experience
and evaluating learners in line with their previous experiences (Sternberg and Zhang, 2014). The
paradigm highlights the importance of learners’ participation in all learning processes and tackles the
idea of how experience contributes to learning (Zhai et al., 2017). EL is a method of teaching that allows
learners to learn while “Do, Reflect, and Think and Apply” (Butler et al., 2019, p. 12).
The behaviorist learning theory observed changes in behavior due to past experiences. Essentially, the
behaviorist learning theory is used to facilitate learning in order to shape positive and desired behaviors
in students . According to Pratama (2019), for some people, learning success is measured by an
individual’s ability to write ,read, memorize course materials, answer questions, etc.According to Gantini
& Fauziati (2021), the cognitive learning theory and behaviorist learning theory are closely related to
Bandura's ideas about the stages of forming a child's personal character. The steps include attention,
retention, reproduction, and motivation. During the attention stage, only behaviorist processes are
involved.
The importance of this study to recognized need to improve student engagement, particularly in
subjects like Earth and Space Science, which can sometimes be perceived as abstract and
challenging. Many Grade 7 students struggle with abstract concepts, requiring more interactive
and engaging teaching methods. Traditional lecture–based approaches often fail to capture their
attention and interest, leading to decreased comprehension and lack of enthusiasm for the subject
. This Action Research directly addresses this issue by investigating the impact of hands–on
learning activities on student engagement and learning outcomes in Earth and Space Science.

This study aligns with DepEd’s emphasis on student–centered learning and the use of innovative
teaching methodologies to improve the equality of education in the Philippines. The research will
implement a series of hands–on activities designed to make learning more interactive and
relevant to student’s lives. This activities will incorporate elements of inquiry–based learning,
collaborative work, and real–world applications of scientific concept's. The purpose of this
Action Research is to determine the effectiveness of hands-on learning activities in enhancing
the engagement and understang of Grade 7 students in Earth and Space Science. The activities
will include, Picto-word activity, Shake and Rate, Disaster Readiness Plan Simulation-
Earthquake Respond, Tsunami Alert and Simulation. The desired outcome is improved student
engagement, as measured by increased participation in class, improved test scores and positive
feedback from students. This findings will provide valuable insights into effective teaching
strategies for Earth and Space Science and inform future teacher training programs.

Statement of the Problem

This Action Research addresses the problem of low student engagement in grade 7 Earth and
Space Science at Villaba National High School,Cagnocot, Villaba Leyte. Many students find the
subject challenging, leading to decreased participation, poor academic performance, and a lack
of interest in the subject. This study aims to determine if the implementation of hands-on
learning activities can significantly improve students engagement and learning outcomes in this
specific context.

Objectives of the Study

To determine the effectiveness of hands-on learning activities in increasing student
engagement in Grade 7 Earth and Space Science, as measured by pre- and post-intervention
surveys, and student participation in class.

Significance of the Study

This Action Research is significant because it will provide valuable insights into effective
teaching strategies for Grade 7 Earth and Space Science in Villaba National High School,
Cagnocot, Villaba Leyte leading to improved student engagement and learning outcomes. The
findings will also contribute to the development of more effective teacher training programs by
providing evidence-based recommendations for incorporating hands-on learning into the
curriculum.
Conceptual Framework

CHAPTER 2
INNOVATION, INTERVENTION, OR STRATEGY

The next part of the Action Research proposal is about the innovation, intervention, or
strategy. This part presents the treatment that you are proposing to implement as solution to the
classroom problem. When writing this part, the following are suggested. 1 You should be able to
explain in detail the intervention you will use in your study. 2 Include the objective of the
intervention, the extent to which it will be implemented, and any limitation/s that you foresee. 3
You must also describe how likely the innovation, intervention, or strategy will address the
problem or issue that you want to focus on. 4 When describing the intervention, always keep in
mind that a colleague could also use your plan in his or her own setting.