全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

“Science Pop-Tunes”: A Teaching Strategy in Enhancing Students’ Academic Performance

DOI: 10.4236/oalib.1105219, PP. 1-8

Subject Areas: Education

Keywords: Science Pop-Tunes, Academic Performance, Interdisciplinary Approach, Teaching-Learning Process, Multiple Intelligences

Full-Text   Cite this paper   Add to My Lib

Abstract

The study is all about incorporating music (science pop-tunes) in teaching science subject and observing its effect on the academic performance of the participants. 44 grade 9 pupils divided into control and experimental groups participated in the study. The study used quasi-experimental research design and data retrieval technique. Data analysis involved the use of frequency count, mean, standard deviation and t-test. Results revealed that the pretests of both groups were the same and the test of difference was found not significant. On the contrary, the result of post-test of both groups yielded gain scores to both group of participants. However, the experimental group had a significantly higher mean in the gain score. The result exhibited that the intervention significantly improved the academic performance of the science students. Hence, teaching science lessons to pupils through the traditional learning method had a minimal effect in improving pupil’s academic performance while integrating science pop-tunes combo during the course of instruction significantly dis-played better academic performance.

Cite this paper

Cuevas, F. A. A. (2019). “Science Pop-Tunes”: A Teaching Strategy in Enhancing Students’ Academic Performance. Open Access Library Journal, 6, e5219. doi: http://dx.doi.org/10.4236/oalib.1105219.

References

[1]  Eduardo, J. (2018) Indigenous Peoples’ Rights Act (IPRA) of 1997: A Standpoint from Selected Higher Education Institutions in Nueva Ecija after 20 Years. Journal of Progressive Research in Social Sciences, 8, 595-613.
[2]  Shrivastava, S.K. (2016) Role of Educational Institutions in Promoting Social Awareness. International Journal of Innovative Research and Advanced Studies (IJIRAS), 3, 24-26.
https://www.researchgate.net/publication/311638875Role_of_
Educational_institutions_in_promoting_social_awareness
[3]  Subia, G. (2018) Comprehensible Technique in Solving Consecutive Number Problems in Algebra. Journal of Applied Mathematics and Physics, 6, 447-457.
https://doi.org/10.4236/jamp.2018.63041
[4]  Crockett, L. (2015) Seven Characteristics of an Innovative Educator. Global Digital Citizen Foundation.
[5]  Campebello, N., De Carlo, M., O’Nell, J. and Vacek, M.J. (2002) Music Enhances Learning. Action Research, St. Xavier University, Chicago.
[6]  Peterson, D. and Thault, M. (2007) Music Increases Frontal EEG Coherence during Verbal Learning. Neuroscience Letters, 412, 217-221.
https://doi.org/10.1016/j.neulet.2006.10.057
[7]  Jensen, E. (2005) Top Tunes for Teaching, 977 Song Titles & Practical Tools for Choosing the Right Music Every Time. Corwin Press, Thousand Oaks, CA.
[8]  Tsin, I. (2015) Composing Songs for Teaching Science to College Students. Universal Journal of Educational Research, 3, 724-726.
https://doi.org/10.13189/ujer.2015.031010
[9]  Subia, G.S., Amaranto, J.L., Amaranto, J.C., Bustamante, J.Y. and Damaso, I.C. (2019) Chess and Mathematics Performance of College Players: An Exploratory Analysis. Open Access Library Journal, 6, e5195.
https://doi.org/10.4236/oalib.1105195
[10]  Janata, P. (2009) Music and the Self. In: Haas, R. and Brandes, V., Eds., Music That Works, Springer, Vienna, 131-141.
https://doi.org/10.1007/978-3-211-75121-3_8
[11]  Millbower, L. (2000) Training with a Beat: The Teaching Power of Music. Stylus, Sterling, VA.
[12]  Sousa, D. (2006) How the Brain Learns. 3rd Edition, Corwin Press, Thousand Oaks, CA.
[13]  Diamond, M. and Hopson, J. (2007) Learning Not by Chance. Enrichment in the Classroom. In: Fisher and Immordino-Yong, K.M., Eds., The Jossey-Bass Reader on the Brain and Learning, Wiley and Sons Pub., San Francisco, 70-88.
[14]  Governor, D. (2011) Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers. International Journal of Science Education, 35, 3117-3140.
[15]  Lerman, Z. (2001) Alternative Methods to Teach and Assess Science: Chemistry in Israel. Bulletin of the Israel Chemical Society, 8, 3-7.
[16]  Osborne, J., Simon, S. and Collins, S. (2003) Attitudes towards Science: A Review of the Literature and Its Implications. International Science Education, 25, 1049-1079.
https://doi.org/10.1080/0950069032000032199
[17]  Bennet, S. (2002) Musical Imagery Repetition. Master’s Thesis, Cambridge University, Cambridge.
http://www.seanbennet.net/music/essays.html
[18]  Crowther, G. (2006) Learning to Beat of a Different Drum: Music as a Component of Classroom Diversity. Connect, 19, 11-13.
[19]  Banilower, E., Cohen, K., Pasley, J. and Weiss, I. (2008) Effective Science Instructions: What Does Research Tells Us? RMC Research Corp. Centre on Instruction, Ports-mouth.
[20]  Pagandian, J. and Eduardo, J. (2019) Restorative Justice in Cordillera Administrative Region: Tradition and Praxis to-wards a Peace Process Model. International Journal of Social Science Studies, 7.
[21]  Kumar, R. (2014) Research Methodology: A Step-by-Step Guide for Beginners. 4th Edition, Sage, Thousand Oaks.
[22]  McCauley, V. and McClelland, G. (2004) Studies in Self-Directed Learning in Physics at the University of Limerick, Ireland. International journal of Self-Directed Learning, 1, 26-35.
[23]  American Association of Colleges of Teacher Education in the Partnership for 21st Century Skills (2010) 21st Century Knowledge and Skill in Education Preparation. White Paper.
http://www.p21.org/storage/documents/aacte_p21_wh
itepaper2010.pdf

Full-Text


comments powered by Disqus

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133

WeChat 1538708413