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CHAPTER 2

Review of Related Literature and Studies

This chapter presents a review of related literature

and studies that have bearing on the present study. Further,

the varied topics serve as an instrumental to the

researcher’s formulation of the theoretical framework,

questionnaires and useful reference in the analysis and

interpretation of the study. A synthesis-of-the-state of the

art and the gap to be bridged by the study are found at the

end of the review.

Particularly, the studies on teachers’ strategies in

Science, teachers’ performance in teaching Science and other

subject areas were specifically reviewed, related and

differentiated in this chapter.

Strategies in Teaching Science (Topical)

Strategies in teaching is one of the key to academic

learning, but courses in these foundational skills are

conventionally taught separately from the disciplines to

which the skills must be applied.

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Perin (2016) about Facilitating Student Learning

Through Contextualization: A Review of Evidence. The

research utilized a documentary analysis scrutinizing

literature review of the various studies published in

research journals. The research highlighted that the

contextualization of basic skills in disciplinary content is

used in elementary, secondary, adult and postsecondary

education as a way to engage students, deepen content

learning, and promote transfer of skill. The approach is

well grounded in psychological theories of transfer and

motivation. There is support in the literature for two forms

of contextualization identified in this review:

contextualized instruction, which is taught by developmental

education instructors and English language arts teachers,

and integrated instruction, which is provided by discipline-

area instructors.

Furthermore, there is more descriptive than

evaluative literature, but the 27 quantitative studies found

in this review, taken together, suggest that

contextualization has the potential to promote short-term

academic achievement and longer term college advancement of

low-skilled students. However, the studies suggest that

considerable effort is needed to implement contextualization

because instructors need to learn from each other and

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collaborate across disciplines, a practice that is not

common in college settings. Furthermore, there is very

little information on cost or what would be needed to scale

up contextualization. However, the available evidence, taken

in combination with practitioners’ considerable enthusiasm

for contextualization, suggests that this approach is a

useful step toward improving the outcomes of academically

underprepared college students.

The findings of Perin (2016) shared significant

inputs in this research as guide in the conducting the

investigation. It differs only in its design since the

latter is on research synthesis while the present used

experimental research design on the use of

contextualization.

Nzingula (2016) on Factors Influencing

Contextualized Teaching and Learning in Mwanza City Primary

Schools Using Agricultural Experiences. The study intended

to assess whether teaching and learning agriculture in

primary schools was contextualized. A total of 145

respondents comprised the sample of the study. They included

head teachers, district agricultural education officer, Ward

Education officers, teachers and pupils. Cross- sectional

research design was employed, whereby data were collected at

a single point in time. The study covered two districts

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namely Nyamagana and Ilemela. Purposive, Stratified and

random sampling techniques were used. The techniques and

tools for data collection were questionnaires, interviews,

observations and related documents. Both quantitative and

qualitative data were collected. Quantitative data were

analyzed by using Statistical Package for Social Sciences

(SPSS) version 12 computer programme.

The findings indicated that teachers and pupils had

positive attitudes towards the agriculture subject. The

study also found out that teachers were teaching agriculture

subject theoretically. Contextualized teaching and learning

in primary schools using agriculture experience was

constrained by lack of teaching facilities, lack of capital

for agriculture projects, inadequate qualified teachers to

mention few. It is recommended that Ministry of Education

should train more agriculture teachers as well as use in

service training. Parents should involve their children in

light agricultural activities. The pupils should learn by

doing and attend field trips. The Curriculum developers

should reform the syllabus to make agriculture subject

compulsory and it should be examined. In order to enhance

contextualized teaching and learning in primary schools

using agriculture experiences the City Executive Director

(CED) should allocate teaching facilities, provision of

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funds, employ reasonable numbers of qualified teachers and

create conducive environments for diversified agriculture

projects.

The former study shared semblance with the present

study since both focused on Contextualization in teaching.

It only differs since the former utilized survey instrument

as part of descriptive research while the present study used

the contextualization in conducting experimental research

design

Performance in Teaching Science

Kareem (2015), investigated the effects of

Introduction of Computer Assisted Instruction (CAI) in

Biology and compared it to the traditional method of

teaching on the senior secondary school using a pre-test and

post-test experimental design. It revealed that there was a

significant difference existed between students’ academic

achievement and mode of instruction.

Both researchers dealt with the investigation on how

to increase academic achievement in science but differ since

the former research studied computer assisted instruction in

Biology while the present dealt with Contextualization.

Beyessa (2014), studied the Major Factors that

Affects Grade 10 Students’ Academic Achievement in Science

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Education of Oromia Regional State, Ethiopia. She used

descriptive-survey research design method. He found out that

teaching science with fast approach and traditional teaching

methods affects students’ academic achievement in science

education.

The semblance of the study is on increasing academic

performance but differs in research method and design.

Because the present utilized Pre-test-posttest control-

experimental groups design while the former researcher

employed descriptive research design.

The following studies shared importance in the

conduct of this research as they showed salient contribution

to the researcher’s idea of how contextualized activities

affect the learning process.

Other Strategies to Improve Academic

Performance in Science

The study of Jardinel (2012) aimed at finding out the

effectiveness of using educational games in improving the

academic performance in chemistry of the college students of

the university of Northeastern Philippines, Iriga City. The

study disclosed that the students exposed to educational

games performed significantly better than those who were not

given the same privilege. Hence, the study recommended to

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have a seminar-workshop on educational games for the

teachers’ awareness on its effectiveness to teaching-

learning process and to improve the achievement of students

in chemistry.

The previous study made use of educational games to

improve the academic performance of the students while the

present study will make use of Contextualized Activities in

Earth Science, yet they share the same intention.

Synthesis of the State-of-the Art (15 Latest Related

Studies)

The information or insights gathered from previous

studies were considered to guide the present study in

determining the strategies and performance in teaching

Science in Sta. Elena, Camarines Norte for School Year 2019-

2020.

Strategies in Teaching Science by Johnson et al (2011)

studied the Effective Science Instruction: Impact on High-

Stakes Assessment Performance; Perin (2016) about

Facilitating Student Learning Through Contextualization: A

Review of Evidence; and Nzingula (2016) on Factors

Influencing Contextualized Teaching and Learning in Mwanza

City Primary Schools Using Agricultural Experiences.

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While the studies on the performance in teaching

Science conducted by Rana and Realino (2016) on the

Development, Utilization and Evaluation of Contextualized

Science Activities For Grade III: Basis For Teacher

Enhancement Program; De Lara (2017) about the study

entitled: Contextualization and Localization: Acceptability

of the Developed Activity Sheets in Science 5 Integrating

Climate Change Adaptation; Garin et al (2017) about

Contextualized and Localized Teaching as a Technique in

Teaching Basic Statistics.

The other studies on Academic Performance in Science by

Kareem (2015), investigated the effects of Introduction of

Computer Assisted Instruction (CAI) in Biology; Beyessa

(2014), studied the Major Factors that Affects Grade 10

Students’ Academic Achievement in Science Education of

Oromia Regional State, Ethiopia; and the studies about Other

Strategies to Improve Academic Performance in Science by

Avila (2016) determined the effectiveness of Frayer Model as

Graphic Organizer on the Academic Performance in Science of

Grade 8 students; Huelgas (2016) on the study entitled “The

Use of Strategic Intervention Materials (SIM) in Teaching

Science 8 in the Public Secondary Schools in the Division of

City Schools, Iriga City; Marmol (2012) conducted a study

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entitled Teaching Chemistry in the Government Secondary

Schools in the Division of City Schools, City of Iriga;

Beyessa (2014), studied the Major Factors that Affects Grade

10 Students’ Academic Achievement in Science Education of

Oromia Regional State, Ethiopia; Manzor (2010), proved that

ICT plays an important role in education as she conducted

her study in three schools in Saudi Arabia; Papares (2010)

in her study that determined the teachers level of

competencies on computer literacy along ICT skills in terms

of its utilization and extent of application of it in

teaching; Batanes (2012), about proposed Laboratory module

on basic laboratory techniques and practices in chemistry;

Castro (2010) conducted a study on the use of exploratory

approach as a teaching strategy on the achievement and

satisfaction levels in physics of 4th year High School

students; Stephen (2010), studied the Technological Attitude

and Academic Achievement of Physics Students in Secondary

Schools; Kamal and Gbadamosi (2014), found out the

relationship among teachers attitude and students’ academic

performance in secondary school chemistry; Khan (2015),

studied the “Impact of Multi-Media Aided Teaching on

Students academic Achievement and Attitude.”

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While the studies on Academic Performance in other

Subject Areas By Cooper as cited by Avila (2016), on the

research synthesis entitled “How Does Homework Improve

Academic Achievement?”; Omwono (2015), on the Intervention

Strategies to Improve Students’ Academic Performance in

Public Secondary Schools in Kenya; Villameter (2010), on

Academic performance or ‘student achievement’ as “an

important learning outcome as a result of their experience

an academic course; Bernal (2015), determined the strengths

and weaknesses of teachers in relation to academic

performance of students in English;Tayao (2014), studied on

the critical thinking skills level of the respondents that

are not fully developed in the CEU-Lopez Critical Thinking

Tests; Secundo (2015), determined the Information And

Communication Technology (ICT) skills of Grade VI

Mathematics teachers as basis for training design for School

Year 2014-2015; Magno (2014), determined the teaching

practices and difficulties met by the public and private

elementary schools in teaching mathematics; Ibesta (2014),

provided the factors that affected the academic achievement

of Grade V pupils at Kabacan South District; Njuguma (2013)

determined the relationship between school effectiveness and

academic performance of students in secondary schools of

Central Kenya; Hsiao (2013) an educational online game,

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Super Delivery, targeting knowledge about saving

electricity; and Padison (2013) investigated the causes

associated with non-performing students in Mathematics in

selected accredited schools in the Philippines.

Gap Bridged by the Study

None of the studies that had been reviewed specifically

focused on the strategies and performance of teachers in

teaching Science. From the presentation of the findings of

the aforementioned studies, it was found out that all of

them enriched the present studies. Most of the studies

focused on the academic performance of students, like Boles

(2012), Ilhan (2015), Karjala (2010), Sibarani (2010),

student performance like Kamal et. al. (2014), Khan (2015),

Stephen (2010),that will lead to quality education.

From among the enumerated studies herein (local and

international), it was noted that no one had exactly the

same as of the present study. Although there was an

existing Science 8 Learner’s Materials Module in DepEd, it

does not employed and utilized any Contextualized Activities

as a tool in teaching Grade 9 Science, thus this is the gap

that this study would like to bridge.

Theoretical Framework
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The study’s theoretical framework had been hinged on

the following theories: Jerome Bruner’s Theory of Learning

(1966), theory of Cognitive Development by Jean Piaget

(1956), theory of Facilitative Learning by car Rogers(1968)

and theory of Transfer of Learning by Edward Thorndike

(1968). Figure 2 shows the figure of the study’s Theoretical

paradigm.

One useful conception is that of Bruner’s Theory of

Learning (1966), which emphasized a cognitive process that

involves three almost simultaneous processes such as:

acquisition, transformation and evaluation. Acquisition is

the process of obtaining new information of refined

something that was previously known. Transformation is the

manipulation of information to fit new situations.

Evaluation is checking whether or not the learned materials

has been manipulated

The theory of Cognitive Development by Jean Piaget

(1956) which includes knowledge, comprehension, application,

synthesis and evaluation that will help in the study. The

theory points out that even though the way children are

taught is important, there are other factors that influences

the pupil receive information and the way they interact in

the
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The theory of Facilitative Learning by Carl Rogers

(1968), whose basic premise of this study is that learning

will occur by the educator acting as a facilitator that is

by establishing an atmosphere in which learners feel

comfortable to consider new ideas and are not threatened by

external factors. Other characteristics of this theory

include: a

Theory of Transfer of Learning by Edward Thorndike

(1968) advocates that learning is one situation form of

activity which affects one’s ability in other types of

activity or the one’s performance in a different situation.

This is referred as the transfer of learning. In learning,

it

Researcher’s Theory. With this, the researcher will be

able to analyze the teachers’ strategies in teaching Science

4 in relation to their performance will lead to the

formulation of policy recommendations for a more enhanced

performance in Science.

Conceptual Framework of the Study

Based from the conceptual framework of the study,

this

composed the input, process and output together with the

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feedback.

Input – The researcher considered the Philippine

Constitution Art. IV, R.A. 9155, EFA 2015, DepEd Order and

Memos, Theories of Related Literature and Studies, Teacher’s

Values orientation and Value Dimensions.

Process – The researcher employed the following

process: determine the strategies used by the teachers in

teaching Science 4 in Sta. Elena District in terms of:

Communication Skills, Critical Thinking Skills, Utilization

of Resources, Productivity, and Development of the Self;

finding the significant agreement on the rank orders of the

strategies used by the teachers in teaching Science 4 among

the different Zone in Sta. Elena District; analyzing the

performance of the teachers’ teaching Science 4 along:

Mastery of the subject matter, Teaching skills, Classroom

management skills, and Evaluation skills; the significant

agreement on the rank orders of the perceptions of the

teachers on their performance in teaching Science 4 among

the different Zones; drawing out the significant

relationship between the teachers’ strategies and their

performance in teaching Science 4; and formulating the

policy recommendations that can be derived based from the

findings of this study.

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Output – The output of the study will be the

formulation of policy recommendations for the enhancement of

teaching Science for Quality Education.

Feedback – After administering the output it is

necessary to check the effectiveness of the policy

recommendations; this will determine the reliable effects of

the strategies and performance of teaching Science in Public

Elementary Schools.