The effects of Science-Technology-Society (STS) teaching approach on the achievement of pupils in General Science 4

• Main Author: Llagas, Antifas B.
• Format: text
• Language: English
• Published: Animo Repository 1997
• Subjects: Science > Study and teaching (Elementary); Fourth grade (Education); Educational technology; Ability > Testing; Academic achievement; Physical Sciences and Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1859
• Institution: De La Salle University

This study investigates whether Science-Technology-Society (STS) teaching strategy enhances achievement of the elementary students towards general science. A total of 80 grade 4 students participated in this experiment. The Otis Lennon Mental Ability Test results were used to ascertain the pupil's mental ability level - high, average or low. An analysis of covariance, with the pretest as covariate was performed with the assistance of STAR, De La Salle University. It was found that the group exposed to STS method of teaching performed significantly better than those exposed to traditional instruction. The same statistical treatment revealed that there were significant differences in the performance of the students in the different mental ability levels. The high mental ability group was found to have performed significantly better than the low and average mental ability groups. However, the study revealed that there was no significant interaction effect between the method of teaching and mental ability levels for this particular groups of students included in the study. The study showed STS teaching approach led to an improved performance of the students and that the high mental ability group performed significantly better than the low and average mental ability groups.