Effects of Direct Instruction in Teaching Science for CWA

1. Effects Direct Instruction in Teaching Science for CWA – children with Autism in Inclusive Program: Basis for Computer Assisted Technology by: JANICE GATCHALIAN DELA CRUZ

2. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

3. Introduction Teachers are the chief deliverers of primary services. They have the roles to play in the educative process because they are in the most strategic position to bring about favorable changes in the children to mold them to the king of persons our society wishes them to be. (Carrier, 1998). In the editorial published in the Philippine Star dated March 6, 2006, it stressed that High school students in the Philippines ranked 42nd out of 45 countries in science. Filipino grade-schoolers on the other hand ranked 23rd out of 25 countries in science proficiency.

4. Introduction Methods play a vital role in teaching. They serve as the avenues that must be followed to realize a desired learning goal. Every teaching methodology that a teacher decides on follows a unique course of action to insure a successful completion. Hence, every teacher must be equipped with knowledge of various teaching approaches and strategies together with the ability to employ each of them with proficiency. (Salandanan, 2008) There’s no such thing as best method or instruction to be used in teaching but there is/are appropriate for every case. It is like a puzzle, you’ll look for the most appropriate method to be utilized in order to suit the students’ needs.

5. Introduction One of the most sensitive medical issues is about autism. Autism is a neural disorder with a combination of being genetically vulnerable; having impairment in social interaction and failing communication (Goldstein, 2008). One emerging method that can be used in teaching children with autism is the Direct Instruction. It is based on behavioralistic learning principles (Clark and Starr, 2013). It is effective in sustaining students’ attention, reinforcing correct responses, providing corrective feedback and practicing correct responses.

6. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

7. Statement of the Problem • This study aims to determine the effects of direct instruction in teaching science for CWA in inclusive in inclusive setting that will serve as a basis for computer assisted technology. • Specifically, it will answer the following questions: • 1. What is demographic profile of the participants in terms of: • a. Age • b. Grade • c. exceptionality • d. Degree of exceptionality

8. Statement of the Problem 2. What is the level of effectiveness of direct instruction in teaching science in the following skills: a. observation skills b. classification skills c. identification skills d. inferring skills 3. Is there significant difference between the pretest and posttest results of: a. Control Group and b. Experimental Group?

9. Statement of the Problem 4. Is there a significant difference in the performance of the control and experimental groups in: a. Pretest and b. Posttest? 5. What instructional materials can be recommended to improve teaching beginning science?

10. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

11. Theoretical Framework This research is based on the direct instruction theory of Hunter (1994) called ITIP or Instructional Theory into Practice model. Madeline Hunter developed a teacher "decision-making" model for planning instruction. There are three categories which are considered basic to ITIP lesson design. (1) Content: Within the context of grade level, content standards, student ability/needs, and rationale for teaching, the teacher decides what content to teach. (2) Learner Behaviors: Teachers must decide what students will do (a) to learn and (b) to demonstrate that they have learned. (3) Teacher Behaviors: Teachers must decide which "research-based" teaching principles and strategies will most effectively promote learning for their students.

12. Theoretical Framework When this design framework is implemented in teaching, the sequence of the elements a teacher includes is determined by his/her professional judgment. • Objective • Standards • Anticipatory Set • Teaching • Guided Practice • Closure • Independent Practice

13. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

14. Research Paradigm

15. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

16. Significance of the Study • The researcher considers this study entitled Direct Instruction in Teaching Science for CWA as timely and necessary. Moreover, the researcher believes that it will be of help to people who will get involve with teaching autistic students as a case. • Children • Teachers • Parents • Community • School • Future Researchers

17. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

18. Scope and Delimitation This study will deal on the effects of direct instruction in teaching beginning science for CWA in inclusive in inclusive setting at Pembo Elementary School. This study will be delimited to the participation of two sections of which inclusion education program is being used. Each section has two CWA students which will serve as the subjects of the study. The study will adopt a quasi-experimental research design rather than the true experimental design because randomization of respondents will not be applied.

19. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

20. Research Design The study shall use the experimental method of research. This is a quasi-experimental study, specifically the pretest-posttest control group experimental design, which will be used to determine the effects direct Iinstruction in ieaching science for CWA in inclusive program. As mentioned by Campbell and Stanley (1988) Quasi-experimental research describes what will be when certain variables are carefully controlled and manipulated.

21. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

22. Data Gathering Procedure Subjects The subjects of this study shall be the identified CWA who are officially enrolled at the Pembo Elementary School , MakatiCity during the School Year 2013-2014.Two sections will be selected using the non-probability sampling, specifically the purposive sampling technique. Comparability of the Subjects The subjects of the study will compared accordingly to form parallel groups. The comparability of the two groups will be established at the beginning of the experiment. The factors that will be considered in establishing this will be the average rating in Science 2, English 2, and the pretest of the groups.

23. Data Gathering Procedure The pretest and the posttest will be constructed by the researcher which will be followed by the evaluation on the validity of the test. The revised tests will then be subjected to dry-run to for item analysis. The extremely easy and difficult questions will be scrapped out. The remaining questions will again be subjected to dry-run for the reliability of the test before having the final copy of the pretest and the posttest. During the experimentation, the pretest will be given to both control and experimental group. Direct instruction method will be utilized as the experimental group while the other is the group will be using traditional methods of teaching.

24. Data Gathering Procedure After the experimentation, a posttest will be given and the results of the examination will then be treated statistically, described and analyzed. Findings of the study will merely constitute to be the performance of the subjects of the study under different strategies of teaching. After the performance has been critically analyzed, a questionnaire will be used by the teacher to determine the level of effectiveness of direct instruction in terms of observation, classification, and identification skills.

25. Introduction • Statement of the Problem • Theoretical Framework • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

26. Statistical Treatment of Data The mean, standard deviation and the T-test will be used to determine the comparability of the control and experimental groups. To compare the performance of the groups in their pretest and posttest, the F-Test or One-way Analysis of Variance will be utilized. The average weighted mean will also be used to measure the perceived insights and feedbacks to the level of effectiveness of direct instruction method in developing the observation, classification, and identification skills of the CWA. The hypotheses will be tested at .05 level of significance. The formula for these statistical tests are embedded in the software PH-STAT. This will be used to compute the data gathered in the experiment.

27. Thank You!