A comparative study of the effectiveness of the inquiry method and traditional method of teaching physics

• Main Author: Tumacole, Ernesto Claridad
• Format: text
• Language: English
• Published: Animo Repository 1978
• Subjects: Physics > Study and teaching; Inquiry-based learning; Delegation of authority; School management and organization; Education > Finance > Case studies; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/505
• Institution: De La Salle University

v. 1. This study determines which method of science instruction would better facilitate mastery of the lesson. The two methods of teaching are the inquiry method of teaching and the traditional method of teaching. The methods of research used in this investigation were the actual research and experimental approach. The main sources of data were the two high school physics classes under the National Science Development Board (NSDB) trained science teacher together with two student teachers of the University of the East. Interviews, observations, test questions, library readings and actual teaching techniques were used in this investigation. Random sampling technique was used in grouping the students. The comparison was determined by the results of the pretests, posttest and the first and second periodical examinations. Different lesson plans for the same subject matter were used in the study. Pearson r, t-test and analysis of variance were used as statistical tools. Based on the findings of the investigation, regarding the use of the inquiry method of teaching science, the researcher has reached the following conclusions : 1. This study proved that both methods showed good results but the inquiry method of teaching proved to be the better method in teaching science between the two methods under study. 2. The investigation showed conclusively that learning is increased considerably by using the inquiry method of teaching, even for a relatively short period of time. This is true in spite of the minimum facilities available for teaching science subjects. v. 2. This study is undertaken among the three high schools in Dumaguete City to determine the delegation of authority of the principal. The method of research used was the comparative method. Three high schools used in this study, the Negros Oriental High School, a public school, Silliman University High School, a private Protestant school, and Dumaguete Cathedral College High School, a private diocesan Catholic school, were compared. The study included the delegation of authority in the three high schools and the extent of function delegated by the principals in terms of the four managerial functions of planning, organizing, directing and controlling, in their respective schools. The high school model was used to determine the existing similarities and differences among the three high schools. The main sources of data were the principals who were actually playing the administrative and supervisory role of their respective schools. Interviews, observations, questionnaires and library reading techniques were used in this study. From the findings of the study, the following conclusions may be drawn : 1. The high school model proved to show maximum delegation of authority. Seventy-one percent or nearly three-fourths of the functions was delegated. 2. The three high schools proved that each principal delegated authority. 3. High School-S showed maximum delegation of authority, followed by High School-D, then High School-N. 4. Findings proved that similarities existed among the three high schools with the high school model. 5. The three high schools proved that differences existed among them with the high school model. 6. High School-S proved to have the highest extent of delegated function followed by High School-D, then by High School-N. 7. Findings from this study proved that Dumaguete Cathedral College High School Department, needed a proposed program to upgrade its organizational structure, most especially in the delegation of authority of the principal. v. 3. This is a financial case study of the delayed salary of teachers at Jernland College, Cane City. The delay started in school year 1970-1971. The school Director refused to grant the repeated requests from the number of presidents of the Faculty and Staff Association, from the president of the Jernland College Parents Teachers Association, and from the president of the School Board of Trustees for the release of salaries on time. The delay even extended to periods of 1 to 2 years. The case came to the point where the Regional Director of the Department of Education and Culture sent the regional supervisor to investigate the case. This investigation becomes problematic because the investigating regional supervisor owes a great deal in life from the school director and the president of the School Board of Trustees. The case has placed the regional supervisor in a critical situation as to what kind of report he would submit to the regional director of the Department of Education and Culture.