BLOG: The Truth About Student Performance in Science in the Philippines

Does “walking the talk” or “explore and explain” improve student performance over “chalk and talk”? At least four African-based studies affirm this: hands-on approaches trump teacher-centric lectures (Olutola, 2016; Elias, 2017; Twahirwa & Twizeyimana, 2020; Ntawuhiganayo & Nsanganwimana, 2022). Further, a Turkish paper (Çimer, 2012) cited “lack of materials” as one of the pain points in learning, recommending practical methods, backed up by Kambaila et al., 2019. Additionally, the absence of “laboratory practical work” is a roadblock for teachers in engaging students to make real-world connections by exploring and questioning: learners assert that mastery of science concepts is not possible without real-world activities (Nyanda, 2017).

The last Tanzania-based work also suggests that theory-driven learning devoid of empirical application will leave a nation with underskilled students.

The most recent results of Programme for International Student Assessment (PISA) study published under the Secretary-General of the Organization for Economic Cooperation and Development (OECD) are also not encouraging. In the assessment of knowledge and skills of 15-year-old students (Grade 9), the Philippines landed in the bottom 10 out of 81 countries in mathematics, reading, and science. In science, the Philippines was second to last (80th).

While the said factsheet mentioned that Filipino teachers are interested in every student’s learning, and even provide extra help when the students need it, above the OECD average, this needs to be complemented by resources, particularly in view of the understaffing problem.

In line with the Sustainable Development Goal of achieving quality education, we are adamant in helping address this learning gap in science among high school students by providing them proper facilities and equipment for learning. Recent data shows that 35% of high schools in the Philippines have no Science laboratories, 33% of which have no access to modern digital tools of learning.

Investing in our science high school’s laboratory is therefore, not a matter of why, but when. We might not completely skyrocket our country’s academic achievement, but will at least equip our scholars with useful, tangible know-how. Every ounce of our effort counts – after all, USHS is not spelled with you or I, but US.

REFERENCES:

1 Olutola, A. T. (2016). Comparative effects of practical and alternative to practical methods on students' academic performance in biology. International Journal of Educational Benchmark 3(1), 67-80.

2 Elias, M. (2017). Hands-on genetics and pupils ’ academic achievement at selected secondary Schools in the Copperbelt Province of Zambia. Journal of Education and Practice, 8(29).

3 Twahirwa, J. N., & Twizeyimana, E. (2020). Effectiveness of practical work in physics on academic performance among learners at the selected secondary school in Rwanda. African Journal of Educational Studies in Mathematics and Science,16(2) 79-108.

4 Ntawuhiganayo, F., & Nsanganwimana, F. (2022). Effects of Laboratory Practical Activities on Learners’ Academic Achievement and Attitude towards Biology in Selected Secondary Schools in Rwanda. Journal of Research Innovation and Implications in Education, 244-252. https://jriiejournal.com/wp-content/uploads/2022/03/JRIIE-6-1-024.pdf

5  Çimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61-71. https://doi.org/10.5897/ERR11.205.

6 Kambaila, C. M., Kasali, G., & Kayamba, F. (2019). Assessing the effects of biology practical activities on academic performance of senior secondary school students , Zambia . Journal of Education and Practice , 10(24), 116-124. https://doi.org/10.7176/JEP

7 Nyanda, F. (2017). Effects of teaching science subjects in absence of science laboratory: A case study of community secondary school Morogoro Municipal. Project report in partial fulfillment of the requirement of the Bachelor of Science with Education, Sokoine University of Agriculture, Faculty of Science Department of Education.(Unpublished paper).