6. Science Test Class 5
6.1. Introduction
This test was divided into three sections. Section A assessed children's active learning or process skills such as the ability to observe, interpret and hypothesize (i.e. providing tentative answers based on previous knowledge and experience). Some of the test items also assessed the ability to apply basic science concepts. Section B used the familiar format of multiple choice questioning and to a certain extent was attempted to assess children's understanding of concepts they have already learnt. Section C required the children to apply previously covered basic science concepts to everyday situations.
6.2. The Results
The average score overall was 17.76. Table 10 shows little difference the scores of various groups. Coincidentally, there was no difference between boys' and girl's average scores. Children who had attended TK scored significantly higher than those who had not attended TK. There was a small variance between the scores of children from 'inti' and 'imbas' schools and a larger difference between SD and MI.
Table 10: Average Scores in Science Test
|
Percentage |
Average Score (max. score 38) |
Boys |
47.5% |
17.76 |
Girls |
52.5% |
17.76 |
TK |
86.6% |
18.22 |
Non-TK |
13.4% |
15.92 |
Inti |
33.9% |
18.38 |
Imbas |
66.1% |
17.44 |
SD (Conventional Schools) |
83.3% |
18.13 |
MI (Religious Schools) |
16.7% |
15.95 |
All |
100% |
17.76 |
Chart 10 shows the average score per school varies from 28.84 to 8.93, which demonstrates a wide difference between schools in understanding science and the ability to apply scientific principles.
Chart 10: Average Score by School in Science Test
Chart 11 below shows the average scores of each quartile of pupils. When the test is repeated it will be possible to assess whether the average score of each of these groups has increased.
Chart 11: Distribution of Scores by quartile in Science Test
As can be seen from table 11 below children found the traditional format of questioning (with multiple choice answers) in Section B easier than the other two sections, where they were in many cases asked to deduce answers from data and, in some cases, frame the answers in their own words.
Table 11: Average Scores by Section in the Science Test
| Section |
Percentage of Answers Correct |
Section A |
43% |
Section B |
60% |
Section C |
40% |
All Sections |
47% |
Table 12 show the questions which children found most difficult (below 40% scoring correct).
Table 12: Science Question which Children found Difficult
No. |
% correct |
Description of Question |
A3. |
37% |
Predicting variables in an experiment on boiling water |
A5. |
17% |
Linking up food chains |
A8. |
31% |
Identifying critical variables in an experiment with a kite |
A10. |
26% |
Drawing conclusion from data |
B4. |
32% |
The causes of wind at sea |
B6. |
39% |
Predicting the effect of immersion in water on weight |
C3. |
36% |
Interpreting a graph |
|
6.3. Comments and Recommendations
Children were not used to, and had not been exposed to, the kinds of problems presented in sections one and three of the test. The questions in section one were not content bound but instead required children to demonstrate active learning skills which should be developed through PAKEM. However, they have few opportunities to develop these skills. Children were required to apply their knowledge in the final section and to write short answers in their own words. Again, children have had very few opportunities to practice either of these skills in school.
The bi-annual testing still greatly influences teachers' behaviour and their perceptions of what represents 'priority' content to be addressed in the teaching-learning process. This translates into a concentration on memorization of content and teaching to the tests, which is understandable.
Teachers give their pupils too little of the practical work which is essential in order develop their scientific thinking and academic skills. Practical work needs to include observing natural phenomena in the local environment, doing simple experiments using cheap local resources, discussing10 with other students and the teacher what they have observed and learned, and reporting what they have done and learned, using their own words11.
Children need to apply what they have learned by making working models using simple technology. In this process they need to plan and make models by themselves (not merely using a template provided by the teacher.)
|
10 Discussion must be a two way process and teachers need to listen to and accept the opinions of pupils - not have a pre-conceived answer to which they steer the pupils.
11 The emphasis must be on pupils writing what they think, not memorising what the teacher tells them, which the pupils normally do not understand.
[ HOME - Bahasa Indonesia ]
[ HOME - English Language ]
| 
