ABSTRACT
This study investigated the effects of the Nonlinguistic Strategy on the Academic Performance and engagement in Biology of Grade 8 learners. This was conducted at Sinunuc National High School during the school year 2017-2018. The study compared the academic performance between the learners taught with Nonlinguistic strategy and those taught with the conventional teaching method. It also determined the engagement in Biology of those Learners taught with nonlinguistic strategy. A non-equivalence pretest-posttest Quasi-Experimental research design was utilized in the study. Developed lessons about Cell Cycle: Mitosis; Meiosis I; Meiosis II and Comparison of Mitosis and Meiosis, as well as a 30 -item academic performance test was appraised and evaluated by experts with their respective specialized field. An engagement scale was adopted and modified from Co (2017). The mean and standard deviation were used for the statistical analysis of the data. One-Way Analysis of Covariance (ANCOVA) at 0.05 level of significance was also employed to test the significant difference between the experimental and the control group. The findings revealed that the academic performance of Grade 8 learners in Cell Division when taught using Nonlinguistic strategy was “Fairly satisfactory” while those learners taught with the conventional method had the level of “Did Not Meet Expectation”. Furthermore, there were a significant difference in the academic performance in Biology between the learners taught with the use of nonlinguistic strategy and the learners taught with the Conventional teaching method, in favor of experimental group. Moreover, the experimental group of Grade 8 learners had high engagement in Biology.
Keywords: Non-Linguistic Strategy, Non-equivalence pretest-posttest Quasi-Experimental research design, Grade 8 Learners, Engagement
INTRODUCTION
Nonlinguistic strategy represents concept and ideas that are useful tools for building and communicating. These could help in comprehending abstract concepts in biology. The Nonlinguistic strategy could be used to organize, record, and communicate ideas for better understanding of biological concepts. According to Marzano (2001) non-linguistic representations can help teachers in many ways. These could include model making, creating graphic organizers and making pictographs, which serve as enhancement activity that increase students’ understanding of problems and ideas fundamental to their logical advancement in biology. The more learners use both types of depictions, the better they are able to reflect on and recall knowledge.
Nonlinguistic strategy is one of the many differentiated instruction strategies created to respond various learners in the classroom. In this strategy, Teachers present new knowledge to learners which enable them to use many of their senses, thus target visual, kinesthetic and auditory learners. When teachers implement non-linguistic strategy, the effects on achievement are strong because they tap into learners natural tendency for visual image processing (Medina,2008), this help the learners to construct definition of content and skills being comprehended and to recall better those concepts that have been learned. The use of non-linguistic strategy is also relevant to the K to 12 curriculum due to spiral progression in the delivery of content. As the concepts become more complex and abstract these can be contextualized with the use of nonlinguistic strategy.
In this study nonlinguistic strategies include model making, graphic organizers (such as concept mapping, Venn diagram, and pictograms). The making of models can provide learners with opportunities to create products of their own work. Graphic Organizers are viewed representations of concept and could serve as tools for teaching and learning. Pictogram is an illustration that uses pictures to constitute data and can provide opportunities for learners to represent their learning in personalized manner. The use of nonlinguistic strategies can enhance learners’ ability to use mental images to represent and elaborate knowledge (Blumfeld et.al, 2006). Aside from the teaching strategies, learners engagement in the topics needs to be prioritized. Engagement is a significant factor in the process of learning and is associated to learner’s academic achievement (Gunuc, 2014).
Fouch and Lamport (2011) suggested that learners and teachers need to be engaged in a particular subject because it intensifies the meaning of learning and enable the transfer of thoughts. Engagement is defined as a multifaceted construct which operates at three levels: cognitive, affective and behavioral.
Aside from the teaching strategies, students’ engagement in the lessons needs to be taken into consideration. Engagement is associated to students’ academic achievement (Gunuc, 2014). Engagement is a significant factor in the process of learning. Fouche and Lamport (2011) suggested that students and teachers need to be engaged in a particular subject because it intensifies the meaning of learning and facilitates the transfer of concept. Fredericks (2004) defines engagement as an All-purposed model which operates at three levels: cognitive, affective, and behavioral. Attard (2012) identifies cognitive engagement into an idea of shared objectives, validation of the merit of learning and eagerness to go beyond the minimum conditions. Affective engagement includes student’s reaction in school, teachers, peers and academics, influencing their willingness to become involved in schoolwork. Finally, behavioral engagement encompasses the idea of active participation and involvement in academic and extracurricular activities, which is crucial for the achievement of positive academic output.
As observed by the researcher, many science teachers are using linguistic strategy in their classes but still the academic performance in science of Grade 8 learners of Sinunuc National High School is low based on the 2016 National Achievement Test (NAT), with the rating of 52.45%. The researcher believes that teachers in school could also use non-linguistic strategy in tackling more complex and abstract topics in biology such as cell cycle and cell reproduction. This may help enhance the academic performance of the learners.
Non-linguistic strategy enables learners to be engaged physically and socially in the learning of science. In the school where the researcher is assigned, there is inadequate supply of instructional materials in biology and there are available indigenous materials in the community or common resources at home which can be used for instruction purposes using non-linguistic strategy. There are very limited resources in the laboratory for the learners to manipulate in learning abstract concepts in Biology. Moreover, in the school where the researcher is assigned, teachers are required to submit innovative teaching strategies to be used and implemented during the school year and also to be presented during the in-service training. This is to assure quality learning of learners and to enhance their academic performance.
One rationale for the development of these lessons using Non-linguistic strategy is because of the School Improvement Plan (SIP) which focuses on the least learned skills in Science. Based from the 2015-2016 National Achievement test results for Grade 8. It showed that the cell division was the second least learned topic. This has prompted the researcher to develop lessons on this topic using nonlinguistic strategy to help the learners in understanding the abstract concept of cell division. The researcher believes that these instructional materials using nonlinguistic strategy in cell division through Model making, Graphic organizers and Pictures and pictograms could better engage the learners in understanding abstract and complex biology concepts. The use of nonlinguistic representation may help organize, communicate, science ideas and translate them into simplified facts for meaningful learning.
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