Chapter II

Review of Related Literature

2.1 Local Studies

Science is useful of its links to technology and industry,

which, from a national perspective are areas of high priority for
development. Science provides ways of making sense of the world
systematically. It develops student’s scientific inquiry skills,
values and attitudes, such as objectivity, curiosity, and honesty
and habits of mind including critical thinking. All these are
useful to the individual student for his own personal development,
future career, and life in general. The leaning of science is also
important for the nation’s cultural development and preservation
of its cultural identity, it utilized to solve its own problems
and challenges, keeping a nation’s cultural uniqueness and
peculiarities intact (SEI-DOST & UP NISMED, 2011).

Science learning, at helm of the 21st century, is confronted

with the relevance of science and technology to the societal needs
and demands. Its concordance to relevance science learning is
paramount to reshape the mental cognition of students towards
academic performances, e.g., subject specific skills and general
and transferable scientific kills (Lavigne,Vallerand & Niquelon,
2007; Bautista, 2012).

The Philippine Educational system has several issues and

concerns that need to be addressed for educational reform (Durban
& Catalan, 2012). The predicaments of Philippine education
severely limit how most the public schools can teach science to
their students. The lack of classrooms limits the conduciveness of
lectures to students; public schools that lack classrooms
oftentimes compensate by holding classes at their multipurpose
gymnasiums, with their makeshift classrooms separated only by
curtains. Students there can hear the chatter all over the place,
and end up listening not only to their teacher’s lecture, but also
to the lecture from the adjacent classroom. Textbooks and learning
materials are also critical. If they are bland and unengaging, how
can one expect students to even flip through their pages with
interest? The lack of laboratories also damages the quality of
education, limiting teachers to lectures and reporting activities
for students instead of lab experiments that show how the concepts
work in real life. Filipino students are bombarded with theories
and terminologies, which are not necessarily the things that make
science exciting. Scientists do not memorize and regurgitate
information; they ask questions, predict outcomes, and actually
perform experiments (Teaching Science in The Philippines,2018).

2.2 Foreign Studies

Social Sciences selected for instructional purposes applied

to include anything pertinent to the immediate purpose learning
and adapted to the level of comprehensions of the student
(Wesly,2012). The objectives of Social Studies are yet to be
achieved as a result of poor teaching and lack or inadequacy of
instructional materials to motivate students (Abdu-Raheem, 2011)
and to inadequacy of instructional materials and resources in all
the schools sampled (Ofuanie,2014). Instructional materials as
objects or device that assist the teachers to present their lessons
logically and sequentially to the learners (Isola,2010), and it
aid explanations and make learning of subject matter
understandable to students during teaching learning process
(Oluwagbohunmi; Abdu-Raheem, 2014).
 Teachers expected to implement a range of instructional
strategies that will bring back the academic success to all science
students (Miles,2015). The role of science teacher is broad based
at the junior Secondary School and require to specialized knowledge
or competence in their field of study to enable them plan and
select appropriate teaching method. The ability of the teacher to
exercise his role is conceived as teacher qualities such as:
confidence, personal appearance, commitment to duty, proper
attitude in teaching and respect for students (Arubayi, 2010).
Apart from these qualities mentioned, the teacher needs other
qualities, such as; relevant qualifications, competent knowledge
of subject, ability to prepare and plan lessons adequately, ability
to use teaching aids or improvise when he need arise and the
ability to motivate and sustain students interest.

For many methods to be able to bring good result in the

present age it should be some strategies that promote maximum
social interaction. Social interaction between students and
teacher plays a crucial role in learning (Nguyen, William, and
Nguyen 2012).

Lectures are designed to deliver a new information to a large

group student (Gehlen-Bauum and Weinberger, 2014). Lecture method
is frequently a one-way process to unaccompanied by discussion,
questioning or immediate practice that make it a poor teaching
method (Al-Rawi, 2013) According to Berry (2008) lecture method
lacks the effectiveness of an active learning approach. However,
this method is known to be effective dealing with the large class
and could also use for small classes.

Demonstration teaching method is a useful method of teaching

that improves students understanding and it is effective in
teaching skills of using tools and laboratory experiment in science
(Al-Rawi,2013). However, the time available to perform this
demonstration is very limited in a classroom setting.

The laboratory method of teaching comprised of variety of

activities ranging from the experimental investigations to
confirmatory exercises and skill learning. Laboratory is an
indispensable tool in the teaching of Science which provides
students with a place or setting to attack and solve problems,
collect data, prove ideas and carry out investigations which
emphasizes learning by doing. Cognitive abilities such as critical
thinking, problem solving, application, analysis, synthesis,
evaluation, decision making, and creativity ae developed through
laboratory experiences (The Role of the Teacher and Methods of
Teaching Science in Secondary Schools in Negeria, 2015).

Practical work in science can engage students, help them to

understand the process of scientific investigation and develop the
understanding of concepts. Student understand scientific concepts
better through the full adaption of practical works in teaching
science, and carried out to help the learners to clarify and extend
the learners experience of natural phenomenon (Inomiesa, 2010).

Another method of teaching science in secondary schools is

project method described as an activity unit that learners do
usually mentally and physically in a real life situation under the
guidance of a teacher, the main purpose is to allow students first-
hand experience on how to do something. The project method of
teaching can only be effective if the learners selects a problem
the learner is interested in, which will motivate the learner to
complete a selected project. And the inquiry approach to teaching
and learning science is its potential to increase intellectual
engagement and foster deep understanding through the development
of hands-on, minds-on and research based disposition towards
teaching and learning (Stephenson, 2011).