The document describes a study that examined the effectiveness of using LARO (Learners Active Response to Operant) lessons in teaching biology and promoting students' basic science process skills. The study found that using educational games in LARO lessons improved students' science skills from average to outstanding levels, as shown by pre- and post-testing. Statistical analysis confirmed the LARO lessons significantly improved students' basic science process skills. The document concludes that LARO lessons are an effective teaching strategy that engages students and enhances their science learning.

1. 1
Aureen Kate A. Barantes
Joseline R. Tamoria
C ol l eg e of T ea c her Ed uc a t i on
P r esi d en t R a m on Ma g sa ysa y S t a t e U n i ver si t y
Z a m b a l es 2207, P hi l i p p i n es
Glenda Claire Q. Legreso
M.A. Ed . Bi ol og i c a l S c i en c e
D i sc ussa n t
A National Research

2. Introduction
2
Education and fun can go hand in hand and can be seen in
educational games. Games are synonymous with play, and play is
our brain's favorite way of learning.
Science is commonly taught in ways that make the data
unessential, theoretical, and disengaged from learners'
experiences. This frequently leads to students not appreciating
and valuing science activities, seeing Science as not personally
necessary to their lives (National Research Council, 1997).

3. Introduction
3
Science is commonly taught in ways that make the data unessential,
theoretical, and disengaged from learners' experiences. Even though
most students expect to learn science, they commonly see it being
presented in an uninteresting and monotonous way. (National
Research Council, 1997).

4. Introduction
4
Science subject is one of the shortcomings of the Filipino students.
Many educators nationwide had to adapt to the changes brought by
the new curriculum in the hope of producing holistically-developed
and globally competitive learners, especially in Science (Tolentino et
al., 2018).

5. Introduction
5
From Philippine Daily Inquirer (2017) in the Trends in International
Mathematics and Science Study (TIMMS), the year 1999 and 2003
was the last time the Philippines participated in this assessment, with
the following score: 378 and ranked 34th of 38 countries in Math and
43rd of 46th in science.

6. Introduction
6
The six basic science process skills (BSPS) are essential for the
foundation of critical thinking. Primary grades can acquire and
exercise the most basic skills, namely: observing, classifying,
inferring, measuring, predicting, and communicating – using
various fun and engaging activities. Teachers must continue to
innovate strategies and approaches to make science teaching more
engaging, fun, and collaborative (Rogayan & Macanas, 2020).

7. Introduction
7
For the teaching and learning process to be effective, it is better
to create a conducive atmosphere and involve students actively in
learning. LARO (Learners Active Response to Operant)
Lessons are used to different classroom activities in
science. LARO includes games and exciting activities in Science
lessons to sustain pupils' interest from the beginning until the
end of the lesson. These are not only motivational games but
also games in the lesson.

8. Aims
8
This study aimed to determine the effectiveness of using LARO
(Learners Active Response to Operant) lessons in teaching
biology and their roles in promoting students' basic science
process skills (BSPS).

9. Method
9
• This action research employed a descriptive research
design.
• The study used the pre-test and post-test to obtain data and
information needed to determine the effects of LARO lessons.
• Thirty Grade IV pupils in a special education-gifted talented
(SPED-GT) elementary school in Zambales, Philippines, were
selected using convenience sampling. They are composed
of sixteen (16) male and fourteen (14) female pupils.

10. Method
10
• The researchers used the teaching plan, and pre-test and
post-test as instruments of the study. The teaching plan was
composed of the teaching units and objectives which were
acquired from the lessons prescribed by the Department of
Education (DepEd) under the K-12 Enhanced Basic Education
Curriculum Guide in Science Grade IV. This study's teaching
unit was focused on plants and animals that all fall under the
second quarter.
• A parallel test was used to determine the level of BSPS before
and after the application of LARO lessons.

11. Method
11
• The test underwent pilot testing and item analysis to test the
vocabulary load and clarity of expressions.

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Data Gathering
• The researchers requested approval from the Principal for the
conduct of the study. A diagnostic test (Pre-test) and
summative test- parallel test were made to measure the
students' level of Basic Science Process before applying LARO
lessons. The test was validated by a college instructor
and an elementary school teacher. It is composed of
thirty (30) multiple-choice items exemplifying the Science
Skills and has been tried out to 30 pupils of the other Grade IV
section.

13. 13
Data Gathering
• The test was piloted to Grade IV Pupils under the regular
curriculum of a public elementary school. The pre-test was
then administered to the students. LARO lessons were applied
to the lessons for the whole duration of the 2nd grading
period. The games used and their descriptions are discussed
in the results. The researchers also used recitation logs, group
performance logs, laboratory experiments, and reflective
journals to record the improvements of the students'
performances. After six weeks of teaching, a parallel test
(Post-test) has been administered.

14. 14
Data Gathering

15. 15

16. 16

17. 17
Results
• Results revealed that before the utilization of LARO lessons, it
was found out that some of the pupils had advance knowledge
and others have under the average level of basic science
process skills. Throughout the use of educational games, there
is an improvement in pupils' performance on their oral
participation as recorded in their daily recitation logs. It only
shows that the pupils are eagerly motivated. After the use of
LARO, pupils improved from average to outstanding level of
performance of their BSPS in the post-test. It was revealed by
the result of the t-test that LARO lessons were effective in
enhancing the basic science process skills of pupils.

18. 18

19. 19

20. 20
Results
• Based on the result of the paired t-test and the computed the
t value is 19.05 which is greater than the critical value of .05
level of significance with 29 degrees of freedom, therefore, the
null hypothesis is rejected. Hence, there is a significant
difference between the pre-test and post-test scores. The
application of motivational games shows improvement in the
Basic Science Process Skills of Grade IV pupils. This implies
the effectiveness of the technique to the pupils.

21. 21
Results
• Results revealed that before the utilization of LARO lessons, it
was found out that some of the pupils had advance knowledge
and others have under the average level of basic science
process skills. Throughout the use of educational games, there
is an improvement in pupils' performance on their oral
participation as recorded in their daily recitation logs. It only
shows that the pupils are eagerly motivated. After the use of
LARO, pupils improved from average to outstanding level of
performance of their BSPS in the post-test. It was revealed by
the result of the t-test that LARO lessons were effective in
enhancing the basic science process skills of pupils.

22. 22
Results
• After the application of LARO Lessons, the BSPS of the
students are outstanding in predicting and above average in
observing, classifying, measuring, inferring, and
communicating.

23. 23
Conclusion
• The use of LARO Lessons effectively improves the BSPS of the
grade IV pupils as supported by the t-test for paired samples
results.
• Exposure to varied activities with the introduction of
educational games developed the pupils’ BSPS.

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Conclusion
• The teacher may consider using LARO Lessons as a technique
to further develop the pupils' Basic Science Process Skills.
LARO Lesson is an effective strategy to improve pupils' skills in
science; thus, science teachers may imply their strategy to
make students more active, enthusiastic, and creative from
the start until the end of instruction.

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Strengths
• Observed Ethical Considerations
• Replicable
• Systematic
• Provides a creative approach to
Science teachers when discussing
science concepts
Weaknesses
• Could be a difficulty
to traditional
teachers
•
LARO (Learners Active Response to Operant) Lessons
in improving the Basic Science Process Skills of
Elementary Pupils

26. Proposed Study
2/1/20XX PRESENTATION TITLE 26
SCIPODS (Science Based Podcasts) : A Digital Instructional
Material in Living Things and Their Environment 8

27. Rationale
2/1/20XX PRESENTATION TITLE 27
As a receptive skill, listening is a fundamental source of input in
learning. In this study, podcasting will be used as a study
technique to assess its effects on learners’ academic
performance, particularly in science.
In a number of research studies, podcasts were found to make a
positive effect on students' attitudes (e.g., Abdous et al., 2009;
Alshaikhi & Madini, 2016; Lu, 2007), and they were thought to
improve listening comprehension (Alm, 2013;Ashraf, Noroozi, and
Salami, 2011 as cited in Al Fadda & Al Qasim, 2013;Giordano,
2016;Li, 2010).

28. Rationale
2/1/20XX PRESENTATION TITLE 28
In some other studies, podcasts were found to improve students'
study practices (Facer et al., 2008). As they can be used
anytime/anywhere and students have control over what to listen
to, podcasts could be valuable materials for extensive listening
and useful tools for personal and professional development.
Moreover, as they can be used anytime/anywhere and students
have control over what to listen to, podcasts could be valuable
materials for extensive listening and useful tools for personal and
professional development.

29. Statement of the Problem
This study will aim to develop SCIPOD (Science Based Podcasts),
as digital material in Living Things and Their Environment 8.
Specifically, the study will seek to answer the following questions:
1. What are the three least-mastered competencies of learners
in Living Things and Their Environment 8.
1. What digital material can be designed and developed in Living
Things and Their Environment 8.

30. Statement of the Problem
3. What is the acceptability of SCIPOD in Living Things and Their
Environment 8 in terms of:
(a) content,
(b)Audio/technical quality,
(c) ability to meet students’ needs

31. Paradigm of the Study

32. T H A N K
Y O U
32