VIROP AND PARTS OF THE DIGESTIVE SYSTEM IN GRADE IV LEARNERS

glaiza-bagolor-del-socorro

GLAIZA BAGOLOR-DEL SOCORRO
Teacher I
Vedasto F. Corcuera Elementary School

Abstract
This study was conducted to find out the significant difference of VIROP in Identifying the Parts of the Digestive System in Grade 4 of Vedasto F. Corcuera Elementary School. The study used Descriptive-comparative design. Probability Sampling. The research findings showed that VIROP has significant difference in the performance in identifying the Parts of the Digestive System of students. It further resulted to a large effect size of VIROP. This study suggested that VIROP be adopted in teaching.

Introduction
Digestive system is uniquely designed to turn the food you eat into nutrients, which the body uses for energy, growth and cell repair. The digestive system is a group of organs working together to convert food into energy and basic nutrients to feed the entire body. Food passes through a long tube inside the body known as the alimentary canal or the gastrointestinal tract (GI tract). The alimentary canal is made up of the oral cavity, pharynx, esophagus, stomach, small intestines, and large intestines. In addition to the alimentary canal, there are several important accessory organs that help your body to digest food but do not have food pass through them. Accessory organs of the digestive system include the teeth, tongue, salivary glands, liver, gallbladder, and pancreas.
In a study conducted by Benchmarks for Science Literacy (p. 355.), research indicates that elementary students may believe that a system of objects must be doing something (interacting) in order to be a system and/or that a system that loses a part of itself is still the same system. Research shows that student misconceptions about systems arise from their difficulty in recognizing that a natural phenomenon (e.g., the human body) occurs by systems working independently and together (e.g., circulatory, respiratory, nervous, digestive). Studies of student thinking show that, at all ages, they tend to interpret phenomena by noting the qualities of separate objects rather than by seeing the interactions between the parts of a system.
The study was anchored from the System theory which began to develop in the 1920’s and has greatly furthered the thinking in some natural sciences, such as biology (which includes the systems of the body parts), neurophysiology and some aspects of sociology (Fromm, 2013). Moreover, Human and Anatomy of the human body explained the collective functional unit made by several organs in which the organs work in complete coordination with one another.Human body is made of ten different systems. All the systems require support and coordination of other systems to form a living and healthy human body. If any one of these systems is damaged, human body will become unstable and this lack of stability will ultimately lead to death (Mananatomy, 2010).
The Department of Education, through its Basic Education Curriculum (BEC), requires the introduction of the basic concepts about the human body systems in grade school science; i. e., skeletal, muscular, and digestive systems in grade 4; reproductive, respiratory, and urinary systems in Grade 5; and circulatory and nervous systems in Grade 6. Teaching the basic concepts of these eight body systems is a big challenge to grade school teachers because science teaching materials are in English, a language difficult to read and understand, not only for students, but also for teachers. Thus, the usual science lessons are just choral reading classes, communication of factual knowledge, and memorization of scientific terms and definitions. Requiring Filipinos to speak English in class hinders their understanding of science concepts. Discussing the nuances of science concepts in English is really difficult for teachers and students (Balce, 2010).
In the past years, it has been observed that children in Vedasto F. Corcuera Elementary School learned least in identifying the parts of the digestive system in Grade 4. Hence, it has been reflected in the Least Learned Compency which drives the researcher to investigate and applied more strategies to heighten the comprehension level of the students in identifying the parts of the digestive system (VFCES Archive, 2014).

The researcher aim to use the VIROP to identify the parts of the Digestive System of the Grade 4 students. It aimed to answer the following questions:
1. What is the mean score of the three groups when exposed to VIROP in terms of Visual Learning, Rote Memorization, and Puzzle Gaming?
2. What is the level of Performance of students in understanding the Parts of the Digestive System?
3. Is there a significant difference in the performance of students in understanding the Parts of the Digestive System when exposed to VIROP?
4. Is there a significant difference in three Visual Learning, Rote Memorization, and Puzzle Gaming associated with the difference in performance of students in understanding the Parts of the Digestive System?
5. What is the effect size of VIROP to the performance of students in understanding the Parts of the Digestive System?

The following were operationally defined as:
VI- means VISUAL LEARNING- refers to the teaching strategy of the teacher in which ideas, concepts, data and other information are associated with images and techniques.
RO- means ROTE MEMORIZATION- refers to the teaching strategy of the teacher in a memorization technique based on repetition.
P- means PUZZLE GAMING- refers to the teaching strategy of the teacher in which learners are given task in solving puzzles in a form of a game.
DIGESTIVE SYSTEM- refers to the system in the body which is uniquely designed to turn the food eaten into nutrients, which the body uses for energy, growth and cell repair.

Method
This study will make use of descriptive-comparative research design. The respondents of this study will be the three sections consisting of 90 students of Grade 4 in V. F. Corcuera Elementary School, Tibungco District, Davao City as of S.Y. 2015-2016. The researcher will make use of the probability sampling using simple random technique and will utilize secondary data specifically the scores of students from pre-test and post-test. Secondary data will be gathered, tabulated, and interpreted and will be statistically treated with the aid of in Microsoft Excel software and of the Statistical Package for Social Sciences (SPSS).

Conclusions
Based on the foregoing findings the conclusions reached were:
1. The mean score of the three groups when exposed to JCOMA in terms of Visual Learning, Rote Memorization, and Puzzle Gaming presented excellent.
2. The level of performance of students in Identifying the Parts of the Digestive System resulted Excellent
3. There is a significant difference in the Performance of the study in identifying the Parts of the Digestive System when exposed to VIROP.
4. There is a significant difference in the three multiple instructions approaches associated with the difference in performance of student in identifying the Parts of the Digestive System.
5. The effect size of VIROP to the performance of student in identifying the Parts of the Digestive System is large effect.

Recommendation
Based on the above results and conclusions, the researcher recommends that:
This study must be adopted in other intermediate levels in Vedasto F. Corcuera Elementary School.

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