1. Cebu Technological University-Barili, Campus, Philippines.

*             Correspondence: listertaleon@gmail.com

Keywords: exploring, labelling, interaction activity, summarizing, grade 11 science, teaching science

1. INTRODUCTION

In today’s rapidly changing world, education in science has experienced extensive growth over the past several years. The progress in the education of science records various challenges in measuring and shaping students’ achievement and attitudes toward science. This development requires science teachers to be more innovative and creative for higher student achievements and favourable attitudes towards the subject [1]. Science education is essential because people are surrounded by technology products every day. Science is everywhere. It significantly impacts lives, and the immensely complex world surrounding people illustrates scientific concepts. Science and technology depend on the country and time. At present, the newest notable country in terms of Science and Technology are Japan, China, and India. They become significant contributors to Science and Technology. Scientific Learning is seen as a prerequisite for modernization and national development [2]. According to [3], teaching Science is digital technologies and innovative learning to enhance student learning. Science education is a vital component of general education, which is the need and right of every human being. It plays a vital role in making the new generation capable of handling problems in an efficient way and of making wise decisions in their future life. Science education involves sharing science context and processes with those who are not traditionally considered part of the scientific community. The branch of science education includes work in science content, science process, social science content, and teaching pedagogy. The Philippine Educational System proves that more classrooms, teachers, instructional materials, and other resources must be needed. National funds need to be sufficient to cater to all those needs, including materials used in every science classroom. As a result, the student’s achievement in science is greatly affected. Previously, the National Achievement Test (NAT) showed low performance of students in science. Many students find Science to be challenging. An author [4] stated that students often need to demonstrate an understanding of the relying concepts in science and develop positive attitudes. The Department of Education must provide comprehensive training to teachers to help address the low performance of students in science. In this precept, the author finds an interest in designing a particular teaching method to help augment this predicament. Thus, the ELIAS method is conceived. Some teachers may have already used this set of teaching approaches. Still, this study seeks to provide awareness of the benefits of using this method, which has been created by selecting the best strategies and put into one method. According to [5], exploring-based learning is an active learning method. Student abilities are dynamically balanced with the system’s difficulty level to provide an enjoyable and satisfying learning experience. The environments’ visually and intellectually engaging scenarios challenge students to leverage their curiosity and passion for solving complex problems using data and evidence to help solve complex problems, form arguments and draw conclusions. This model is positioned to provide a high level of engagement and focus while reducing stress and boredom for all students. Through these experiences, students develop levels of confidence and creativity, leading to improved performance and sustained learning motivation. Moreover, as stated by [6], the role of the teacher is not simply relaying the learning material. For discovery-based learning experiences, teachers should include engaging and expressive activities in which students are exposed to guide activities that they can apply meaningfully—equity of previously tried techniques to achieve the correct method. Labelling, according to [7], refers to the process of identifying a person or a group in a simplified way – reducing the complexity of the whole person and grouping them into broad categories. At its most superficial level, labelling involves the first judgment you make about someone, often based on first impressions – whether it’s “worth the effort to find out” whether you ignore it or should avoid it. In addition, labelling theory provides a typical sociological approach focusing on the role of social labeling in the development of crime and deviance. Theory assumes that although deviant behaviour may initially arise from a variety of causes and conditions, once individuals have been labeled or defined as abnormal, they are often faced with new problems arise from the reactions of self and others to negative stereotypes(stigmatization) labeled as deviant [8]. Teachers actively evaluate their students over a period, making judgments based on their behaviour in the classroom, their attitudes towards learning, interactions with them and their parents, previous school reports, and finally, they classify their students as ‘high’ or ‘low ability,’ ‘hard-working’ or ‘lazy,’ ‘naughty’ or ‘behaving’ good,’ ‘need help’ or ‘can handle’ (given only a few possible categories, there are others!). The interactive method by Bonwell and Eison’s signature work, ‘active learning,’ has become a buzzword in teaching and learning research. However, the phrase can be misleading. Whenever someone learns something, the learner is already active to some extent, not physically, but mentally. In other words, there is no “passive learning. “However, because of the interlinked processes, physical and social activity is often correlated with mental performance and thus can facilitate learning [9]. A more appropriate term might be “interactive learning,” which includes all methods of engaging students intentionally with material supported by students interacting with others (instructors or peers) and themselves. Teamwork is a common element of interactive learning that is more closely aligned with the collaborative methods of most professions and academia. Research consistently shows that interactive methods are correlated with positive student outcomes, such as higher attention rates, interest in the subject, and satisfaction [10,11]. Students may initially resist interactive learning methods. Inexperienced with interactive learning, students need to put more effort into interactive learning, and the perception that instructors are giving up their “teacher” role may contribute to student resistance. Therefore, the instructor must explain the rationale for interactive learning in general (like the learning benefits above). Instructors should also explain the specific rationale for each interactive learning exercise, provided they have carefully selected methods that are appropriate to the learning goals and abilities of the students [12]. Activity-based learning is the basis for creativity, and critical thinking capacity is increasing. However, this method will only work if students are motivated enough to realize their potential. The most useful and effective way to teach complex concepts is to involve students in interactive activities, which is also the backbone of ABL. Use Various classroom activities, critical thinking skills, and creative skills of students are also valued. An author [13] emphasizes the importance of many activities and their relevance in teaching methods based on everyday activities. Lastly is Summarizing, it is often used in reciprocal teaching, but this is a very effective research strategy. Students are encouraged to summarize the main ideas of a text in their own words. Students identify key details like who, what, setting and possible events are, and instead of saying word for word what happens in a story, text, or chapter, students decide what to do. What is most important and write it in their own words. Teachers use summaries to help students “focus on the heart of the matter” [14]. Teachers want their students to grasp the main message or idea, and understanding that is often difficult. However, this strategy will hold students accountable for remembering the content and sharing their thoughts. A science teacher, particularly in grade 11 Science, is accountable for adopting the correct teaching method to make students learn successfully. Teachers must be recognizable with different methods of teaching in modern Science. The functional concept of science and proper teaching methods will make science teaching and learning practical, helpful, and engaging. If appropriately studied, Science develops the power of thinking, reasoning, curiosity, creativity, open-mindedness, interest, and scientific attitudes. Science learning provides training in scientific methods and aid in developing a positive attitude toward learning and exploring Science.

2. MATERIALS AND METHODS

This study used a descriptive-analytical method to assess the ELIAS METHOD OF TEACHING in improving the skills of the Grade 11 Science students of Balao National High School. A Quasi-experimental design was used to find out if there was a significant difference in students’ performance before and after using the aforementioned- method. Moreover, a descriptive-development method was used to identify the level of acceptability of the ELIAS METHOD OF TEACHING as perceived by the teachers and students. The “system’s approach” developed by [15] looks into the IPO: Input, Processes and Outcomes. The input consisted of the following variable, namely, a questionnaire of Pre-test and Post-test of Grade 11 students of Balao National High School in Exogenic and Magmatism. It looked into the effectiveness of ELIAS’ Method of teaching. The process involved the Descriptive Analytical Method, which looks at and treats the data gathered, tabulated, processed, and analysed, and finally, the interpretation of the results. The location of this study was Balao National High School, a public secondary school located in the municipality of Barili, Cebu. The school was originally part of the Luhod National High School in 1994 and was formerly known as the Balao Extension High School before it was converted as an independent national high school by virtue of Republic Act 8014 in 1995, “An Act Separating The Balao Extension High School In Barangay Balao, Barili, Cebu, From The Luhod National High School In Barangay Luhod, And Converting It Into An Independent National High School To Be Known As The Balao National High School, And Appropriating Funds Therefor.” The school now offers a DepEd-recognized high school curriculum and a K-12 education program. Under this program, an academic track in GAS is open for students, as well as a technical-vocational track in Computer Hardware Servicing. Since Balao is already a mountainous barangay, it is good to study whether or not a competitive teaching and learning style is implored, and it is best to look into how much improvement it will give to learners’ academic performance when aided with a particular strategy or method. The subject/ respondents of the study were the Grade 11 students of Balao National High School. There is a total of 180 students who were enrolled in the School Year 2022-2023.

Table 01: Distribution of Respondents

Respondents	Frequency	Percentage
Pre-test	180	100%
Post-test Conventional Method of Teaching	180	100%
Post-test ELIAS Method of Teaching	180	100%
Total	180	100%

A 30–item pre-test was administered to measure the performance of students in science before the application of the ELIAS method of teaching. An item analysis was the basis for the competence in which the students are most weak. It shall likewise be given a considerable amount in imploring the aforementioned – strategy, as well as in designing another diagnostic test to assess whether there is an improved performance of students. Furthermore, the respondents were asked to evaluate the acceptability and effectiveness of the ELIAS method of teaching. Approval on the conduct of the study from the School Head was made. When approved, a pre-test was conducted following the series of lectures using the conventional method. Two weeks after, the post-test with the conventional method was done. Then a series of lectures was made using the ELIAS strategy. After two weeks, a post-test with the ELIAS strategy was conducted, as well as a survey on the approach’s acceptability and effectiveness. Data was collected and treated. First, descriptive statistics such as percentages, means, and standard deviations were used to analyse the data collected.  A quasi-experimental design and a t-test for correlational and independent samples were used to test the differences.

3. RESULTS AND DISCUSSION

As shown in Table 2. 180 or 100 percent of the students got a score of 74 and below, which is verbally interpreted as Did Not Meet expectations in the pre-test. This indicates that students have no retention of their past learning and have difficulty in science subjects. Post-test, on the other hand, 8 or 4.44 percent of the students got a score of 85 – 89, which is verbally interpreted as Very Satisfactory. Seven, or 3.89 percent, got a score of 80 – 84, which is verbally interpreted as satisfactory. Fourteen, or 7.78 percent of the students, got a score of 75 – 79 and verbally interpreted it as Fairly Satisfactory. Finally, 151 or 83.89 percent of the students scored 74 and below, verbally interpreted as Did Not Meet expectations. The results proved that science is one of the low-performing subjects of the students. An author [16] stated that students often do not demonstrate an understanding of the relying concepts in science and in developing positive attitudes among them. Also, constructive paradigms have been considered the major problem in the current education system [17]. In most cases, the instructors are unaware of the demands and challenges posed by twenty-first centuries for individuals. That is why; their meeting point upon constructivist framework is the background in which learning occurs. This is how an individual integrates the knowledge that was achieved in knowledge that was achieved in the past and present, and this is how it constructs exclusive blueprints of understanding [18]. the ELIAS strategy. As shown in Table 3. 180 or 100 percent of the students got a score of 74 and below, which is verbally interpreted as Did Not Meet Expectations. This shows that students had difficulty in the subject of science. In connection with the ELIAS strategy, the teacher gave the students an activity (on the Exogenic Process). The teacher showed a piece of paper and cut it into half, the other half was burned, and the other half was crumpled. These students listed their observations (EXPLORING). The students arranged the jumble letters to form a word related to the topic (LABELLING). Then the students were grouped into six groups; each group answered the questions with the collaborative effort of the students in the group (INTERACTION). The students individually answered the activity that was given by the teacher, specifically identification and concept mapping (ACTIVITY). Lastly, the teacher summarized the topic and asked the students for clarification (SUMMARIZING).

Table 02: The pretest and post-test with conventional method on the performance of the students in grade 11 science

Competencies	Transmuted Grade Range	Pretest Performance		Verbal Description	Post-test Performance		Verbal Description
		f	%		f	%
1. Explain how the products of weathering are carried away by erosion and deposited elsewhere   2. Describe how the magma is formed	90 – 100			Outstanding	8	04.44	Outstanding
	85 – 89			Very Satisfactory	5	02.78	Very Satisfactory
	80 – 84			Satisfactory	12	06.67	Satisfactory
	75 – 79			Fairly Satisfactory	35	19.44	Fairly Satisfactory
	74 & below	180	100.00	Did Not Meet Expectations	120	66.67	Did Not Meet Expectations
	Mean Grade		67.40	Did Not Meet Expectations	Mean Grade	73.43	Did Not Meet Expectations

Post-test with the ELIAS strategy, on the other hand, 8 or 4.44 percent of the students got a score of 90 – 100, which is verbally interpreted as Outstanding. Five, or 2.78 percent, scored 85 – 89, which is verbally interpreted as Very Satisfactory. Twelve, or 6.67 percent of the students, got a score of 80 – 84 and verbally interpreted it as Satisfactory. Moreover, 35 or 19.44 percent of the students got a score of 75 – 79, which is verbally interpreted as Fairly Satisfactory. Finally, 120 or 66.67 percent of the students got a score of 74 and below, interpreted as Did Not Meet Expectations. This finding implies that the student’s performance has improved greatly in their post-test with the ELIAS strategy, but still, the majority is in the “Did Not Meet Expectations” category. In connection with the results, there is an improvement in the performance of the students. It is also observed that most students are struggling with science. In addition, students don’t even mind how they are doing on the subject because they know they will be promoted to the next level even if they are not ready. In connection to Senate Bill 2366, “an act to ensure the full realization of the constitutional right of all citizens to quality education ordaining for the purpose “a No Filipino child left behind act of 2008.

Table 03: Difference between the Performances of the Students in Grade 11 Science in pre-test, post-test with conventional method and with the ELIAS method

Variables	Computed t-value	p-value	Decision	Verbal Interpretation
Pre-test and Post-test with Conventional method Result of the Students in Grade 11 Science	-2.026	0.001	Reject Ho	Significant
Pre-test and Post-test with ELIAS method Result of the Students in Grade 11 Science	-5.215	0.001	Reject Ho	Significant
Post-test with Conventional       method and with ELIAS method Results of the Students in Grade 11 Earth and Life Science	-2.695	0.001	Reject Ho	Significant

 

Table 03 shows the significant differences between the student’s performances in the Grade 11 Science in the pre-test and post-tests with and without the ELIAS strategy. It is revealed in Table 4 that the pre-test and the post-test performances of the students in grade 11 Science without the ELIAS strategy show a significant difference with a computed t-value of -2.026 and a p-value of 0.001. On the other hand, the pre-test and the post-test performances of the students in Grade 11 Science with the ELIAS strategy also differ significantly with the computed t-value of -5.215 and a p-value of 0.001. Finally, the post-test performances of the students in grade 11 Science had significant differences. It is supported by the computed t-value of -2.695 and a p-value of 0.000. The findings imply that with the use of the ELIAS strategy, students performed much better. The student’s behavior changes towards the subject, which results in an improvement in their performance. Students are more on exploration, so new things give or hype their motivation. An author [19] emphasizes that the goal of growth through exploring is to see teaching differentiated. To do this, we must be open to exploring by making small changes to our teaching. Exploring to see teaching differently by trying new behaviors to see what happens gives us the opportunity to “build, recreate, and modify our teaching”. When we try new things, we can compare them with what we normally do, and based on this comparison, we can see how our teaching is different, including our beliefs about teaching and learning.

Table 04: Perception of the Students on the Use of ELIAS in Teaching Grade 11 Science

Statements	Weighted Mean	Verbal Interpretation
1. Actively participate in discussions, answer tasks, and clarify things I don’t understand (ELIAS Method)	3.46	Strongly Agree
2. I make myself prepare for the Science subject	3.09	Agree
3. I want to get good grades in Subject Science	3.59	Strongly Agree
4.Participate in group activity (Labeling)	3.44	Strongly Agree
5. Provide high and clear expectations of student academic performance	3.45	Strongly Agree
6. Review the topic for mastery summarizing)	3.49	Strongly Agree
7. I learned a lot about this topic	3.49	Strongly Agree
8. Gives good feedback in the assessment	3.49	Strongly Agree
9. Clear in giving directions and instruction	3.49	Strongly Agree
10. Encourage students to ask questions	3.50	Strongly Agree
Overall Weighted Mean	3.45	Strongly Agree

 

Table 04 shows the students’ perception of using the ELIAS strategy in teaching Grade 11 Science. It is evident in the overall weighted mean of 3.45, which is interpreted as Strongly Agree. This means that students in grade 11 Science strongly agree that the ELIAS strategy helps them perform well in grade 11 Science in all aspects of learning. It is further supported by the statement indicators with all the weighted means verbally interpreted as Strongly Agree. As stated in the study by [20], active learning was first defined as “anything that involves students in doing things and thinking about the things they are doing.” Thus, active learning can help improve the classroom environment by fostering connections among students, strengthening disadvantaged students’ sense of belonging and motivation. Being a successful and competent teacher is the most essential resource of any educational institution. Therefore, the quality of teachers’ teaching is always valued in education. In this regard, how teachers teach is only one of their attributes. Teacher attributes include personal qualities, how lessons are delivered, the strategies used, and the integration of ICT in teaching. To create good quality education for learners, we must master all these attributes because it affects our learning outcomes. Based on the finding, the academic performance of the grade 11 students improved with the use of the ELIAS method/strategy. For this purpose, this method will allow teachers to improve their teaching strategies. Therefore, an action strategy is proposed. Objectives include

• Developing personal qualities in teaching
• Provide teacher training on IT integration
• Provide enhanced learning guide to students

This action strategy requires a strict implementation, and a lifetime of diligent     observation. It is an action strategy to be exercised by:

• the principal, and,

Specific details of the implementation of the action strategy are as follows;

• The researcher will make copies of this study before the start of the school year and submit it to the principal for approval.
• Once the principal has approved the research results, a meeting with the principal and teachers will occur where the researcher can discuss the content and flow of the action strategy.
• During the meeting, the researcher will explain the different objectives and expected outcomes and how they will help improve the implementation of the action strategy at Balao National High School.
• The researcher will provide suggestions and feedback from stakeholders about what is included in the plan.
• Presentation of the enhanced learning guide for students.

This learning resource hopes to engage learners in independent and guided learning activities at their own pace and time. In addition, it also aims to help learners acquire the skills needed for the 21st century while considering their needs and circumstances. Thus, includes independent hands-on activities to build your understanding and skills. The lesson’s objective is “Explain how the products of weathering are carried away by erosion and deposited elsewhere.” The earth’s surface is made up of bodies of water and earth. The solid part comprises rocks and minerals that can undergo physical or chemical changes. Different agents transport weathered material from one place to another and will be deposited in a particular area. The processes that occur are carried out using so-called exogenous processes. This includes weathering, erosion, and deposition.

Learners will follow these instructions: (EXPLORING)

• Prepare the necessary materials: two sheets of paper and a match.
• Tear a paper, observe, and write your answer.
• Burn the remaining sheet of paper (under teacher supervision), observe and note
• Based on your observations, distinguish the changes after the tear and burn

This learning resource hopes to engage learners in independent and guided learning activities at their own pace and time. In addition, it also aims to help learners acquire the skills needed for the 21st century while considering their needs and circumstances. This section provides a brief discussion of the lesson. This is intended to help you discover and understand new concepts and skills. Thus, includes independent hands-on activities to build your understanding and skills. The lesson’s objective is “Describe how the magma is formed?” “Magmatism” Do you remember what happened to Taal volcano on January 12, 2020? Yes, you were right. This volcano in Batangas province spewed columns of ash up to 14 kilometres into the air due to a “steam” or phreatic eruption. According to PHIVOLCS, over the past two days, more than 600 volcanic tremors have been recorded, indicating a continuous movement of magma or molten rock beneath the volcano. You may be wondering how magma gets into the volcano.

4. CONCLUSION

The main goal of the study is to assess the status of the strategy of Exploring, Labelling, Interaction, Activity, and Summarizing (ELIAS) of Grade 11 Earth and Life Science among Senior High School students of Balao National High School, Balao, Barili, Cebu during the School Year 2021 – 2022 as the basis for learning guide. It was conducted on 180 grade 11 students. The researcher used a modified questionnaire to collect the data and analyse it by descriptive statistics. The results of the study showed on the pretest and post-test performances of the students without the ELIAS strategy where 151 or 83.89 percent of students got a score of 74 and below, which is verbally interpreted as Did Not Meet expectations. In addition, the pretest and post-test performance of the students with the ELIAS strategy was 120 or 66.67 percent of the students got a score of 74 and below, which is verbally interpreted as “Did not meet expectations.” In addition, the post-test performances of the students in grade 11 Science had significant differences. It is supported by the computed t-value of -2.695 and a p-value of 0.000. Furthermore, the result on the perception of the students on the use of the ELIAS strategy in teaching Grade 11 Science. It is evident in the overall weighted mean of 3.45, which is interpreted as Strongly Agree. Students had difficulty in the subject of science as a result of the diagnostic test. In the post-test given with the conventional teaching method, the student’s performance increased, indicating that some of the processes or procedures of the conventional method are effective. Moreover, in the post-test given with the aid of the ELIAS method, the result of their performance increased compared to the conventional teaching method. Finally, the student’s perception of using the ELIAS strategy in teaching Grade 11 Science revealed that they strongly agree that the ELIAS method is more effective. In connection with the results, the student’s academic performance increased with the aid of the ELIAS strategy compared to the Conventional Method of Teaching. Thus, ELIAS method was found effective in teaching Grade 11 Science because it provides better academic performance to the students

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