AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter

Year 2020, Volume: 8 Issue: 1, 223 - 240, 15.03.2020

Danilo Jr. Rogayan Genalin Macanas

https://doi.org/10.17478/jegys.635161

Cited By: 3

Abstract

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 (A³) 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 A³ 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 A³
and TMI improved the conceptual understanding of the pupils. However, pupils
exposed to the use of A³ 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. 

Keywords

action research, AGHAMIC action approach, conceptual understanding, elementary pupils, science teaching

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