Determining the Intermediate Grade Pupils’ Perceived Learning Difficulties in Science Class Experiences
DOI:
https://doi.org/10.54536/ajet.v4i1.3886Keywords:
Classroom Experiences, Learning Difficulties, Pedagogy, Perceive Learning, PerceptionAbstract
This study aimed to determine the pupils’ perception of science classes in terms of five factors: learner-centered pedagogy, science inquiry activities, positive affect and attitudes, grades as feedback, and support for self-learning and effort, using an adopted and modified version of the Perception of Science Classes Survey. The researchers conducted a survey from Grades IV to VI with 186 pupils as participants. Among the five factors, learner-centered strategies got a very high level of perception followed by science-inquiry activities, grades as feedback, and positive affects and beliefs. Support for self-learning and effort got a moderate level of perception, the lowest level out of the five. Each factor was then compared across the grade levels, with grades as feedback the only one to have a significant difference that leads to the rejection of the null hypothesis which states that there is no significant difference in pupils’ perception of science classes in relation to their different grade levels while the rest of the factors showed no significant difference. This study led to the development of 3 modules, one for each grade, to improve pupils’ perception of factor 5.
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Copyright (c) 2025 Necijim Carl Joshua C. Palac, Kathleen Joy C. Baldo, Nicell Mae G. Socorro, Julie S. Berame
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