MutualiCells and Performance of Grade 7 Students in Comparing Animal and Plant Cell
MUTUALICELLS TECHNIQUE AND PERFORMANCE OF
GRADE 7 STUDENTS IN COMPARING
PLANT AND ANIMAL CELL
248602572390
ANALYN A. SEPARIS Teacher I (F. Bangoy NHS)
Abstract
This research was undertaken to examine the effectiveness of Mutualicells technique in increasing the performance of students in comparing plant and animal cell. Descriptive-comparative design was used in the study. A total of thirty grade 7 students of F. Bangoy National High School were chosen as respondents through simple random sampling. Mean and standard deviation, Paired Samples T- Test and Eta- Squared were the statistical tools used in the analysis of data. The results revealed that there was significant difference in the scores of the respondents before and after the implementation of Mutualicells technique. The effect of Mutualicells technique was large. Thus, it was recommended that this technique be used as a strategy in teaching science lessons and other subject areas.
Introduction
Present studies shows that the use of collaborative learning approach was found to be effective in recuperating the performance of the students. The F. Bangoy National High School students tend to view concepts in science especially in comparing plant and animal cell as being too impulsive as they are frequently unable to retain information then. Hence, in order to ensure that teaching and learning become more interesting and for students to be able to bear in mind learnt concepts, the use of collaborative learning approach is suggested.
Globally, among the studies that explore student motivation to learn as a result of cooperative-learning environments was that done by Nichols and Miller (1994) on high school students studying algebra. Their results indicated that CL (Collaborative Learning) treatment produced motivational effects. Wang, Haertel and Walberg (1993) also found a strong correlation between motivation to learn and student achievement. Peterson and Miller
GRADE 7 STUDENTS IN COMPARING
PLANT AND ANIMAL CELL
248602572390
ANALYN A. SEPARIS Teacher I (F. Bangoy NHS)
Abstract
This research was undertaken to examine the effectiveness of Mutualicells technique in increasing the performance of students in comparing plant and animal cell. Descriptive-comparative design was used in the study. A total of thirty grade 7 students of F. Bangoy National High School were chosen as respondents through simple random sampling. Mean and standard deviation, Paired Samples T- Test and Eta- Squared were the statistical tools used in the analysis of data. The results revealed that there was significant difference in the scores of the respondents before and after the implementation of Mutualicells technique. The effect of Mutualicells technique was large. Thus, it was recommended that this technique be used as a strategy in teaching science lessons and other subject areas.
Introduction
Present studies shows that the use of collaborative learning approach was found to be effective in recuperating the performance of the students. The F. Bangoy National High School students tend to view concepts in science especially in comparing plant and animal cell as being too impulsive as they are frequently unable to retain information then. Hence, in order to ensure that teaching and learning become more interesting and for students to be able to bear in mind learnt concepts, the use of collaborative learning approach is suggested.
Globally, among the studies that explore student motivation to learn as a result of cooperative-learning environments was that done by Nichols and Miller (1994) on high school students studying algebra. Their results indicated that CL (Collaborative Learning) treatment produced motivational effects. Wang, Haertel and Walberg (1993) also found a strong correlation between motivation to learn and student achievement. Peterson and Miller
References: Hancock, D. (2004), Cooperative learning and peer orientation effects on motivation and achievement. The Journal of Educational Research, 97.(3), 159 - 166. RetrievedJan. 24, 2007 from Academic One File. Thomson Gale. National Institute of Education.Nichols, J.D. & Miller, R.B. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19, 167-178. Peterson, S. E. & Miller, J. A. (2004). Comparing the quality of students ' experiences during cooperative learning and large-group instruction, The Journal of Educational Research, 97(3), 123 – 133.Wang, M., Haertel, G., & Walberg. H. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.