5 Es instructional learning activities on learner's conceptual understanding, science process skills, and attitudes towards Physics

Abstract

This research is rooted in the existing educational issue in science education, focusing on the successful attainment of science process skills and conceptual understanding, and the promotion of positive attitudes towards physics as stipulated in the K to 12 Science Curriculum of the Philippines. This quasi-experimental study, with a two-group pretest-posttest design study, aimed to determine the level of science process skills, conceptual understanding, and attitudes of Grade 8 learners towards physics after the employment of a set of 5 Es instructional learning activities (ILAs) in the topics of Newton's laws of motion, work and energy, and heat. The participants were divided into two groups: the Five Es ILAs group, and the non-5 Es ILAs group. The instruments, administered before and after the intervention, were the (1) science process skills test (SPST), (2) conceptual understanding test (CUT), and (3) attitude towards physics questionnaire. It can be concluded that the 5 Es instructional learning activities can be a useful and effective learning tool in delivering instruction in physics to grade 8 learners. It can significantly improve learners' science process skills and conceptual understanding of physics. Despite the increase in the average mean in the attitude of the learners towards physics, results showed that there was no significant difference between their attitudes before and after the intervention. Implications on theory and practice and recommendations for future research and pedagogy were advanced.