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ETHICAL PRACTICES AND PROFESSIONAL ACCOUNTABILITY IN TEACHING.pptx
The document discusses an action research study aimed at evaluating the effectiveness of dual language instruction in teaching science to grade four pupils in response to low performance in language and science education. Results indicate that while pretest scores were unsatisfactory under both English and dual language instruction, posttest scores improved significantly, showing effectiveness of the dual language approach. Recommendations include integrating language and science objectives, using bilingual resources, and implementing collaborative and hands-on learning activities.
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ETHICAL PRACTICES AND PROFESSIONAL ACCOUNTABILITY IN TEACHING.pptx
- 1. ETHICAL PRACTICES AND PROFESSIONAL ACCOUNTABILITYIN TEACHING 01 SLIDESCARNIVAL 08.12.2024
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- 3. 04 SLIDESCARNIVAL 08.12.2024 • The nearlybottom-flat PISA 2022 result in Science largely mirrors the nationwide problem in the teaching and learning system of Science, specifically, in achieving the learning goals. • Sanchez, et. Al. (2023) in a research article posited that connections between language and education are paramount and evident in numerous ways and cited what Gorio, et. Al (2014) claimed that language is the medium of education as it is an indispensable tool in the delivery of instruction. • The researcher finds difficulty in teaching Science because most of her pupils could not express themselves clearly when asked to give their ideas or opinion on a subject without utilizing the language, they were comfortable with thus activity becomes a dragging task among the pupils and as well to the teacher. • Hence, this action research aimed to come up with systematic use of dual language instruction as an approach in a more humane, inclusive, democratic setting in teaching the Science subjects.
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- 5. 07 SLIDESCARNIVAL 08.12.2024 The study aimedto determine the effectiveness of Dual Language Instruction in teaching Science. Specifically, it seeks to answer the following questions: 1. What is the mean score in the pretest of the pupils in science class taught under the: 1.1. English instruction; and 1.2. Dual Language instruction? 2. What is the mean score in the posttest of the pupils in science class taught under the: 2.1. English instruction; and 2.2. Dual Language instruction? 3. Is there a significant difference between mean scores in the pretest of the subjects under the English instruction and those under the Dual Language instruction? 4. Is there a significant difference between mean scores in the posttest of the subjects under the English instruction and those under the Dual Language instruction? 5. Is there a significant difference between the pretest mean score and the posttest mean score in Science of the Grade 4 pupils taught under the: 5.1. English instruction; and 5.2. Dual Language instruction? 6. Based on the results of the study, what action plan may be proposed to the development of mastery level of the Grade 4 pupils in Science?
- 6. Mission Presentations are communicationtools that can be used as demonstrations, lectures, speeches, reports, and more. It is mostly presented before an audience. It serves a variety of purposes, making presentations powerful tools for convincing and teaching.Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt Vision Presentations are communication tools that can be used as demonstrations, lectures, speeches, reports, and more. It is mostly presented before an audience. It serves a variety of purposes, making presentations powerful tools for convincing and teaching.Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt 08 SLIDESCARNIVAL 08.12.2024
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- 8. 12 SLIDESCARNIVAL 08.12.2024 • This studywill use dual language instruction in teaching Science. This medium of instruction characterized by constant shift in the use of Filipino and English languages during teaching and learning process which has been a reality in many public schools throughout the country, needs pronounced freedom in execution and appropriate strategizing to effect desired learning outcome. • Learners will be exposed to the use of dual language medium of instruction during teaching and learning process, this was aided by the SCI-E-FI Dictionary where scientific terms were provided with meaning and illustrations applied in daily living in Filipino medium. • There will be a comprehensive check on the concept learned through the use of twin activity sheets prepared by the teacher. The Twin Activity Sheets which are uniform in content and with available copies in Filipino and English. The first set answered is in Filipino Medium and was checked right away. • Dual Language Instruction was used in the lessons ‘Effect of Force when Applied to an Object’ at third quarter guided by 7E Instructional Model.
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- 10. 13 SLIDESCARNIVAL 08.12.2024 • Research Design–The researcher used a quasi-experimental design. In quasi-experimental research, it involved a comparison of two groups like experimental and control group. • Participants and/or Other Sources of Data and Information • The participants in this study were the twenty-four (24) randomly selected grade four pupils of Biga Elementary School for the school year 2023-2024, twelve (12) pupils were taught using English instruction (controlled group) and another twelve (12) pupils was taught using Dual Language instruction (experimental group).
- 11. 14 SLIDESCARNIVAL 08.12.2024 Data Analysis Plan •Frequency and Percentage • Independent t-test • Paired t-test
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- 13. 15 SLIDESCARNIVAL 08.12.2024 Pre-test Mean Score Interpretation English instruction4.00 Did not meet expectations Dual Language Instruction 4.75 Did not meet expectations 1. What is the mean score in the pretest of the pupils in science class taught under the: 1.1. English instruction; and 1.2. Dual Language instruction? Post Test Mean Score Interpretatio n English instruction 6.92 Very Satisfactory Dual Language Instruction 8.00 Very Satisfactory 2. What is the mean score in the posttest of the pupils in science class taught under the: 2.1. English instruction; and 2.2. Dual Language instruction?
- 14. 15 SLIDESCARNIVAL 08.12.2024 Pretest F Sig. t-test forEquality of Means T Sig. (2-tailed) Mean Differen ce Interpret ation English instruction Dual Language .989 .333 - 1.54 9 18 .139 - 1.00000 Not Significa nt 3. Is there a significant difference between mean scores in the pretest of the subjects under the English instruction and those under the Dual Language instruction? Pretest F Sig. t-test for Equality of Means t d fSig. (2-tailed) Mean Differen ce Interpre tation English instructio n Dual Languag e .689 .417 - 3.58 9 18 .002 - 1.2083 3 Signific ant 4. Is there a significant difference between mean scores in the posttest of the subjects under the English instruction and those under the Dual Language instruction?
- 15. 15 SLIDESCARNIVAL 08.12.2024 t df Sig. (2- tailed) Mean Difference Interpretatio n Pretest 15.563 23 .000 4.37500 Significant Post test 39.224 23 .000 7.45833 5. Is there a significant difference between the pretest mean score and the posttest mean score in Science of the Grade 4 pupils taught under the: 5.1. English instruction; and 5.2. Dual Language instruction? 6. Based on the results of the study, what action plan may be proposed to the development of mastery level of the Grade 4 pupils in Science? An action plan for enhancing mastery level in Science Grade 4 may be proposed. By implementing this action plan, schools can enhance the mastery level of Grade 4 pupils in Science. The combination of effective instructional strategies, professional development, and community involvement is essential for fostering an environment where all students can thrive and achieve their full potential in science education.
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- 17. The researcher concludesthe following: 1. The pretest of the pupils in science class taught under the English instruction and Dual Language instruction did not meet expectations. 2. The mean score in the posttest of the pupils in science class taught under the under the English instruction and Dual Language instruction is very satisfactory. 3. There is no significant difference between mean scores in the pretest of the subjects under the English instruction and those under the Dual Language instruction. 4. There is no significant difference between mean scores in the posttest of the subjects under the English instruction and those under the Dual Language instruction. 5. There is a significant difference between the pretest mean score and the posttest mean score in Science of the Grade 4 pupils taught under the English instruction and Dual Language instruction. 6. An action plan may be proposed to the development of mastery level of the Grade 4 pupils in Science. 16 SLIDESCARNIVAL 08.12.2024
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- 19. The following recommendationsare made by the researcher as follows: 1. Ensure that both language and science learning objectives are clearly defined and integrated into each lesson. This helps students understand the dual purpose of their learning, reinforcing both language development and scientific understanding. 2. Provide access to bilingual textbooks, glossaries, and science materials to support comprehension. Use resources that present scientific concepts in both languages, allowing students to make connections and deepen their understanding. 3. Implement group work and collaborative projects that require students to communicate in both languages. This promotes language practice and allows students to learn from each other, enhancing their scientific inquiry skills. 4. Design lessons that involve hands-on experiments and inquiry-based activities. This approach helps students engage with scientific concepts in a tangible way while practicing their language skills in real-world contexts. 5. Teach students the specific academic language and vocabulary used in science. Incorporate vocabulary instruction into lessons, using visuals, graphic organizers, and contextual examples to aid understanding. 16 SLIDESCARNIVAL 08.12.2024
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