@article{article_635161, title={AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter}, journal={Journal for the Education of Gifted Young Scientists}, volume={8}, pages={223–240}, year={2020}, DOI={10.17478/jegys.635161}, author={Rogayan, Danilo Jr. and Macanas, Genalin}, keywords={action research,AGHAMIC action approach,conceptual understanding,elementary pupils,science teaching}, abstract={<p class="MsoNormal" style="margin-bottom:.0001pt;text-align:justify;line-height:normal;"> <span lang="en-us" style="font-family:Garamond, serif;" xml:lang="en-us">We are now at the onset of Fourth
Industrial Revolution, thus, Education 4.0 requires more innovative and more
engaging pedagogical strategies to develop globally-competitive and
functionally-literate learners. Teachers must continue to innovate strategies
and approaches to make Science teaching more engaging, more fun and more
collaborative. This two-group quasi-experimental action research seeks to
explore the effects of the developed AGHAMIC Action Approach (A <sup>3 </sup>) on
the conceptual understanding on matter of Grade 6 pupils. The study involved 23
pupils in the control group taught using traditional method of instruction
(TMI) and 24 pupils in the experimental group taught using the A <sup>3 </sup> in
a public elementary school in Zambales, Philippines for the school year 2019-2020.  Pretest and posttest were administered before
and after the application of the intervention. The study found out that use A <sup>3 </sup>
and TMI improved the conceptual understanding of the pupils. However, pupils
exposed to the use of A <sup>3 </sup> yielded a higher gain score compared to the
use of the conventional approach of teaching.  Science teachers may utilize the AGHAMIC
Action Approach to improve pupils’ conceptual understanding in science.  </span> </p> <p> </p>}, number={1}, publisher={Genç Bilge Yayıncılık}