Activity Based Method

Practical work is generally defined as any teaching and learning activity that involves student’s science process skills in observing and manipulating real objects and materials. It is typically followed by a period of discussions of observations and measurements that have been made and then the similarities, differences and correlations will be further interpreted and explained. Practical works linking two domains of knowledge between the domain of real objects and observable things with the domain of ideas of scientific knowledge which plays significant role to ensure the student would unlikely grasp new scientific concept or understand a theory or model (Millar, 2004). This means practical work is more to an open-ended, investigative and

Meanwhile, constructivism helped the researcher in conceptualizing this study. It serves as a theoretical organizer for many science educators who are trying to understand cognition in science (Lunetta, 1998) learners construct their ideas and understanding on the basis of series of personal experiences. Under this theory, educators focus on making connections between facts and fostering new understanding in students. Teachers also promote open-ended questions and extensive dialogue among students. Kurt Lewin theorized a three-stage model of change that is known as the unfreezing-change-refreeze model that requires prior learning to be rejected and replaced.

Furthermore, the study suggests that role-playing helps the participant to gain skills in communication and psychomotor skills. The study was conducted in four different learning application: the first in a multicultural educational course whereby students took on the role of minorities. The second was in a leadership course in childhood educational history classroom, which provided simulation on World Wars One and Two. The third was in mathematics for teacher’s class where students were simulated experiences. The fourth was in a childhood education course where student’s role play management skills.

OBJECTIVES OF THE STUDY 1. To assess and compare students’ performance level of experimental group who are exposed to open-ended approach and control group who are treated with traditional approach. 2. To determine the significant difference between the two groups: 2.1. pretest; 2.2. posttest; and 2.3. mean gain in the posttest scores METHODOLOGY This research study utilized the Pretest-Posttest Control Group Design. Two groups of students served as experimental and control groups, The experimental group was exposed to open-ended approach while the control group was subjected traditional approach.

The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with

The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with

The students from the age group of 12-16 years, from different secondary classes were selected for the research. Participants were administered with Emotional Intelligence scale developed by Mangal and Mangal (MEII) (2001) and Children’s Self-Concept Scale (CSCS-AS) (2004). Later testing and interpretations were made with the help of standard statistical tools. Karl Pearson’s correlation coefficient was used for quantitatively measuring the degree between Emotional Intelligence and Self-Concept and Student’s t-test to assess the statistical

To answer my research question, I will collect qualitative and quantitative data. Using quantitative methods, I will create a survey that measures student satisfaction with the various services provided by the program. The study sample who will participate in the survey will include first to fourth-year first-generation CSUMB students. Furthermore, qualitative methods are used to collect data through observations and focus groups in order to understand human behavior and phenomena (Mc Leod, 2008). With this idea in mind, I plan to conduct individual interviews to highlight student opinions and experiences with academic advising.

Children use the enquiry methods to answer scientific questions based on the world around them (Turner et al., 2011). Department for Education (2013) support this, explaining how pupils should answer and ask relevant questions by using a variety of scientific enquiries methods. Consequently, leading to the use of process skills; observation and questioning are fundamental process skills which lead to other skills being developed (Roden and Archer, 2014). Roden (2005) believes children should be taught to observe and ask questions, but additionally allowing them to engage in practical work where a variety of process skills are used is important. However, in science there is a tendency for teachers to provide any old activity rather than to choose an activity that meets specific learning outcomes in relation to scientific enquiry (Roden, 2005).

At first the students were provided with a standardized test, then the revision of the test was carried out by both the teacher and students interactively and finally a post test was piloted to identify where the learners take advantage from the mediation. The conclusion indicated that dynamic assessment procedure was considerably influential in exploring learning