TABLE OF CONTENTS

PAGES

Dedication………………………………………………………………………………………
……………………………………... 1
Acknowledgement……………………………………………………………………………
………………………………………2
Preface……………………………………………………………………………………………
……………………………………....3

CHAPTER ONE: INTRODUCTION

1.1 Identification of Curriculum
Area…………………………………………………………………………………4-7
1.2 Purpose and Justification of the
Study………………………………………………………………………...8-9
1.3 Objectives of the
Study………………………………………………………………………………………
………..9
1.4 Assumptions and Limitations Underlying Objective of
Study………………………………………10-11
1.5 Definition of
Terms……………………………………………………………………………………
………………12-13

CHAPTER TWO: REVIEW OF RELEVANT LITERATURE

2.1 Characteristics of Target
Group…………………………………………………………………………………14-20
2.2 Concepts and Skills
Taught………………………………………………………………………………………….2
1
2.3 Teaching
Methods…………………………………………………………………………………………
…………22-29
CHAPTER THREE: DESIGN OF THE PROJECT
3.1 Overview of the Plan of
Approach………………………………………………………………………………
30-32
3.2 Identification of Students, Teachers and School
Environment…………………………………..33-38
3.3 Description of Construction of
Materials……………………………………………………………………39-40
3.4 Evaluation of Materials in a Practical Situation (Lesson Plans)
……………………………………..41

CHAPTER FOUR: EVALUATION

0
4.1 Detailed Discussion and Evaluation of Usefulness of the
Materials…………………………..42-45
4.2 Summary…………………………………………………………………………………
…………………………………..46

CHAPTER FIVE: CONCLUSION

5.1 Recommendation………………………………………………………………………
………………………………47-48

5.2 Benefits of the Project

………………………………………………………………………………………………
…49
5.3 Proposed Use of Experience and Possible Areas for
Development………………………………50
Bibliography……………………………………………………………………………………
…………………………………….51-52
Appendix…………………………………………………………………………………………
……………………………………53-55

Dedication

I dedicate this Individual Study to the future Primary Trainee

Teachers who would be undergoing training at the Cyril Potter

College of Education. It is hoped that the information presented

would be useful in every way possible.

1
 Acknowledgement

The researcher wishes to express sincere thanks to dedicated

Tutor Sir T. Benjamin and his many words of encouragement and

his belief in me. Also extending special thanks to Ms K. Douglas

for the assessments during my Individual Study. Thank you to the

Staff and pupils of Katoka Primary School, especially Grade five

Class and also my colleagues at Cyril Potter College of Education,

Lethem Centre. The researcher wishes to express gratitude to all

2
persons who have contributed in every little way towards making

this individual study a success.

Finally praise to God Almighty.

Preface

Science is the collective discipline of study or learning acquired

through scientific method. It embraces the subjects of Chemistry,
Physics, Biology and many other special areas of research.
Science first arose from the practical need to experiment.

This study focused on the uses of materials and various teaching

methods in teaching of the topic “Environment.” The objective of
the study was to test the designed instructional materials for their
usefulness in the teaching-learning process.
In addition to providing resources for teaching Science; this study
offers a number of unique features; it provides:
 A step-by-step description on how the materials were
constructed.
3
  Details on the usefulness of appropriate materials.
 Guidance for effective teaching methods.
 The lesson plans used in this study.
This study will encourage practices of the topics across the
curriculum.

SECTION 1

CHAPTER 1
4
 INTRODUCTORY
CHAPTER

INTRODUCTION

After being informed of the study by the Cyril Potter College of

Education Science Tutor and coordinator of the Cyril Potter

College of Education at Lethem, the researcher went back to the

school she was teaching at. During this time, the researcher met

with the Head teacher and had a brief discussion about the study.

The researcher then examined the Consolidated curriculum for

Science and skimmed through the topics. The researcher then

contacted the target group to prepare them for the study.

5
1.1 Identification of Curriculum Area for which materials
were designed.

Title of Study: “Improving student’s ability in Science through

the use of manipulatives, materials found in the Environment and
teaching strategies.”

Area of study: Science

Topic: Environment
Sub topics:
1. Types of Environment
2. Diet of animals
3. Food chain
4. Food web

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The subject area identified by the researcher was science.

Science is primarily concerned with the study of the human

body and the environment. Science is a broad subject area and

is scientific (experimental) in nature. Branches of science

include Chemistry, Physics, Biology, geography, economics,

sociology and psychology. Science, like every other subject

area on the curriculum has its goals, one of which is to test

hypothesis. It was after looking at Science in this light that the

researcher selected the specific topic. The topic selected was

“Environment”. The researcher divided the topic in such a way

that most of the content would be covered in the space of four

lessons.

Target group: Grade 5

The target group identified was grade five pupils of Katoka

Primary School. This class was best suited for this study since

their age group was very appropriate for the materials created.

The class consisted of 15 pupils, 6 boys and 9 girls. Their

average age was 10 years. The ethnicity of these pupils was

mostly Amerindian and came from different socio-economic

7
backgrounds. Being in grade five, pupils at this stage (the

middle childhood stage) are physically active and are on the go.

1.2 Purpose and justification of study

Having a passion for Science at secondary school, the researcher

used the opportunity to easily teach the topic ‘Environment’ to
the struggling pupils. Pupils in Grade five usually have negative
attitude and lack of interest towards Science and are usually
unwilling to participate in class. This was due to the fact that
students were not exposed to Science as being fun and not taught
in a way where they would bond with nature and their
environment. Additionally, resource materials used were not
colorful and fun. Mostly, the approach of delivering the Science
content did not involve pupils and the only teaching materials

8
were pictorial aids or chalk. The subject of science was being
neglected by teachers in the school because of lack of knowledge
on teaching strategies, lack of manipulative materials and lacking
knowledge on improvisation. As a consequent, the pupils were
given notes with no appropriate teaching materials. It was the
main aim for the researcher to develop positive attitudes in pupils
and help them to be more involved in science lessons through
exploring their environment.

The researcher used knowledge acquired from previously studied

courses including psychology courses, teaching methods and
child development courses. The researcher believed that
according to Psychologist Jean Piaget, ‘children learn best through
the use of manipulative materials, concrete and real objects.’
Therefore, the researcher also took a manipulative approach to
teach topics during lessons.

The researcher was then tasked in creating manipulative

materials, concrete and real objects to propel the study
‘Environment.’ Moreover, it was expected that this approach
would cause pupils of Grade five to realize that Science is fun and
that everything that revolves around them involves Science thus
making the subject more interesting and become aware of their
Environment.

Manipulative materials such as models of animals, puzzles and

real animals were used so that they would explore and become
involved in their own learning.

Having used these materials it was covertly observed that pupils

appreciated what was being taught and willingly participated in
every aspect of the lesson. They openly asked questions and
started pushing themselves to achieve excellently in lessons that
followed. The colorful and realistic manipulative materials brought
enthusiasm and the pupils readily yearned to manipulate objects

9
around classroom. Additionally, they were able to connect models
of animals and plants used to real life flora and fauna within their
environment.

1.3 Objectives of study

The main objective for carrying out this study was;

‘Improving pupils’ ability in Science through the use of

manipulatives, materials found in the Environment and
teaching strategies.’

Some of the researcher’s objectives of study:

1. To determine whether specific teaching strategies will

improve learning.

2. To help pupils to become aware of their environment and its

interrelations.

3. To assess the effectives of materials designed.

4. To create an environment of cooperation to complete tasks

among pupils.

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1.4 Assumptions and Limitations Underlying Objectives of
study

(a) Assumptions

The researcher assumed that the following conditions and

situation would prevail during the period of this investigation;

 The Head teacher, staff and cooperating teacher give their

fullest support to the investigation.

 Pupils will complete all homework on time.

 Pupils will always participate when asked upon.

 Pupils will raise their hands to answer questions.

 At least five pupils will be absent once.

 Pupils will take turns answering questions.

 Pupils would attend school regularly and punctually so that

everyone will be present for the delivery of the lessons.

 Pupils would be well disciplined during lessons.

 Pupils would willingly participate in classroom activities.

 Class would begin on time so that the researcher will have

enough time to deliver the lessons.

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b) Limitations

 At some instance there were disruptions from neighboring

classroom causing pupils to be inattentive at some occasions.

 School environment is untidy.

 Pupils moving around classroom when task is completed.

 In some instance, pupils were indiscipline; they were talking

to a peer or talking and disturbing others or even shouting
answers out.

 Some pupils were unwilling to go into groups.

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1.5 Definition of Terms

Attention - the application of the mind a particular purpose, aim,

etc.

Attitude - posture, position of the body: a manner of thought and

feeling.

Catchment Area - places from which a school draws its

students, community.

Cognition - the faculty of knowing or perceiving things.

Concept - a general idea or understanding, especially one

derived from specific instances or occurrences.

Curriculum - all the courses of study offered by an educational

institution.

Demonstration - the act of making evident or proving.

Environment-the natural world or ecosystem.

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Interest - a feeling of curiosity, fascination, absorption.

Manipulate - to operate or control by skilled use of hands;

handle.

Science- the collective discipline of study or learning acquired

through the scientific method.

Sequence – a following of one thing after another; succession.

Stimulate – to rouse to activity or heightened action; excite.

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 CHAPTER 2

Review and Relevance

Literature

15
CHAPTER 2 - EDUCATIONAL AND PSYCHOLOGICAL
PRINCIPLES INVOLVED IN STUDY

2.1 Characteristics of Target Group

(a) Age-range of the pupils in the target group and the corresponding stage of
development.

According to psychologist, Human development is said to be the process of

change within the individual across the life span. The developmental change has
several characteristics:

1. Continuous

2. Cumulative

3. Directional

4. Differentiated

5. Organized

6. Holistic

This study was carried out with a group of Grade five pupils at Katoka Primary
School. The group comprised of 15 pupils, 6 boys and 9 girls. Pupils were of age 10
years which is the middle childhood stage. This age range is described by
psychologist Jean Piaget as the Concrete Operational Stage in his theory of
16
cognitive development. Most of the pupils lived in the village and were mostly
Amerindian and came from different socio-economic backgrounds.

(b) Theories Relating to the later childhood stage of Development.

Childhood is known to be a time of developmental transition between infancy and

puberty. Researchers have put forth their own theories concerning the childhood
Stage of Development.

Piaget examined the growth of the child’s thinking and reasoning from infancy to
adulthood and developed his theory on cognitive development. At this stage,
reasoning and logical thinking called “operations” by Piaget, began. Piaget
identified these cognitive abilities in his research:

 Conservation- the ability to understand that substances, liquids remain the

same in quantity, volume or number although appearance is changed by
reorganization or rearrangement, unless something is added or taken away.
 Classification- ability to group objects by function or some other
characteristic.
 Seriation- ability to arrange objects in order according to size or some other
dimension, or to arrange events of a story they are given or steps of a
process in order occurrence.
 Reversibility- ability to mentally go back over a series of actions taken, or
over the stages of a process.
 Decentration-ability to focus on several aspects of a situation at one time
and recognize other perspectives that are not the same as yours.

There were also some developmental limitations about children at the concrete
operational stage cognitively, due to the fact that they are not mature enough. In
his research he found out that Children find it difficult to understand abstract
concepts. In order to understand a concept, they need many concrete examples,
and to have personal experience with objects which represent the concept. They

17
cannot yet manipulate abstract ideas, such as dates in history or some
mathematical or scientific ideas. They cannot form and test hypotheses. Children
at this stage have difficulty understanding figurative language or metaphorical
language.

Bruner was influenced by Piaget's ideas about cognitive development in children.

During the 1940's his early work focused on the impact of needs, motivations, &
expectations (“mental sets”) and their influence on perception. He also looked at
the role of strategies in the process of human categorization, and development of
human cognition.

Bruner talked about the nature of meaningful learning which is:

 Structure: Children must understand the basic ideas, and principles of a field
of study. In this way learning will be more effective, better remembered and
more useful.

 The Spiral Curriculum: Teaching a topic early in a simple way and then later in
a more complex form. Here the children build upon what they learnt before.

 Discovery: Instead of giving children information, confront the children with

problems and help them to seek solutions either independently or in group
discussions. Concepts that the children arrive at on their own are usually
more meaningful than those proposed by others.

Change in an individual could be seen at different levels:

 Physical Development

 Cognitive Development

 Social Development

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 (i) The Physical Development of Students at the Concrete Operational
Stage.

Physical development is the increase in function and structure of the body. It is

the process that is continuous and begins at birth and ends at adulthood.
During the concrete operational period of development, the rate of growth slows
and becomes more regular. Children at this stage are on the average, about the
same height. The legs grow faster than the rest of their bodies. It is estimated that
children at the Concrete operational stage of Development grow about two to
three inches each year and get an average weight of five pounds per year. During
this period of development, children become more coordinated in their physical
movements. Their bones are still growing. However, they need to be engaged in
activities and exercises that would help them in their physical development.
Psychologists and doctors can tell which children will be early mature by
examining their bones. The child who matures early is ahead of others in bone
maturity or ossification. At this stage, fine muscles development begins to
improve and may be well developed in others allowing them to be engaged in
activities such as writing and playing musical instruments. The researcher
observed that some of the pupils of grade 5 were below the developmental stage
for their age group since some were still struggling to hold a pencil which
currently affects their work.

(ii) The Social Development of Students at the Concrete Operational Stage.

19
Social development is the values and behaviors as one interacts. Social
development deals with the changes that take place in the child’s relationship
with people and with the community as he/she grows up. These changes should
cause children to be able to relate in a more motivated and positive way with
people around them, and help them to understand others and become good
persons.

If children fail to learn how to behave towards people, relate well to them, they
are said to be failing to develop socially and would therefore be a problem not
only to others but to themselves. (Piaget 1932), argued that changes in children’s
social behavior reflect changes in their more general understanding of the world.

Children at this later childhood stage nine to twelve years (9-12) are more
selective in their choice of friends. Favorite friends tend to be from the same sex.
Fights, quarrels and conflicts are very common. Despite these quarrels and
conflicts children tend to be co-operative in play and work. At this stage working
with small groups is most acceptable for learning and also playing social roles are
very interesting for them. Children need to be given the opportunities to express
themselves freely in communicative skills.

These are the years of stability and vitality. They are no longer self-centered. They
like to do things together. At the social development of students at the concrete
operational stage the researcher observed students socialized well with their
peers but had special friends who they interact with a lot. Sometimes they got
into arguments or fights but by the end of the day they were friends again. The
researcher also observed students were eager to participate in lessons discussion
and enjoyed working in groups and peers when given task to complete.

(ii) The Cognitive Development of Students at the Concrete Operational

Stage.

The concrete operational stage begins around age seven and continues until
eleven years.

20
According to Jean Piaget and Jerome Bruner, children learn things better through
their own experience or doing things for themselves. They are able to think
logical, and handle more complex problems by working in groups or
independently. Children also learnt by confronting them with problems which
they are able to solve by themselves or teacher helping those also using concrete
materials.

Piaget examined the growth of the child’s thinking and reasoning from infancy to
adulthood and developed his theory on cognitive development.

According to Piaget’s stages in Cognitive Development theory, children are able to

reason logically but only about concrete objects. They also become less
influenced by perceptual concentration, irreversibility and egocentrism.

Throughout our life span, we use and understand our environment, we develop
schemes; we incorporate new knowledge into our existing schemes; this is
assimilation, using what we already know to do. We acquire new ways of doing
something through accommodation. We must maintain an equilibration that is a
balance between new experiences and knowledge with the existing schemes. By
this form self-regulation, we bring unity and stability to how we perceive our
environment.

Concrete operational stage is said to be the stage where children become less
influenced by perceptual concentration, irreversibility and ego centrism. They
begin to have better understanding of logic-based tasks as conservation matter as
no matter created or destroyed, but simple change shape, form or position.

Some Psychologists believe human development happens in stages, where each

stage describes a particular pattern of ability, motives or behavior is restructured.
They also see in stages that behavior is predictable and sequential.

On the other hand, there are other Psychologists who see development as
smooth and continuous, believing in a gradual emergence of skill and behavior.
They find later development foreshadowing earlier behaviors.

21
The Covid-19 pandemic had also played a major set back intellectually to most of
the pupils in grade five since many of them were not able to attend school.

2.2 Concepts and Skills Taught

The following table is a detailed representation of the skills and concepts taught
during the course of the study. A skill is the physical and mental abilities that
require a high degree of coordination between brain and body. Skills and
concepts are interrelated as by engaging in skill training, students are better able
to grasp concepts.

Lesson Sub-Topic Concept Taught Skills Taught

Environment is the natural Identifying the types
Types of world or ecosystem. of environment:
1 Environment physical
environment; social
environment

Diet of animals Animals have a special diet. Drawing animals.

Identifying
herbivores,
2 carnivores and
omnivores.

Classifying animals
into herbivores,
carnivores and
omnivores.

Food chain All food chains begin with a Identifying

3 producer. producers,
consumers

Food web shows the feeding Constructing a

22
 Food web relationship among living things. simple food web.
4
Identifying
producers and
consumers.

Identifying food
chains from food
webs.
2.3 Teaching Methods

According to Clark and Star (1986) “teaching methods are the means by which a
teacher attempts to deliver a concept” while (Esu and Wtukidan, 2003) stated, “In
learning situation, methods may be regarded as a systemic procedure adopted by
the teacher to make teaching activities more result oriented.”

The researcher made use of teaching methods that stimulated the senses of the
students and facilitated their learning abilities. Methods in teaching concern the
way the teacher organizes and uses techniques of teaching, subject matter and
teaching materials to meet teaching objectives.

There are different types of teaching methods which can be categorized into
three broad types. These are teacher-centred approach, learner-centred
approach, content-focused methods and interactive/participatory approach.

To ensure effective teaching and learning, the researcher used a combination of

teaching methods. The teaching methods selected by the researcher to teach the
pupils of Grade five at Katoka primary school were chosen based on the nature of
the content, concepts and skills of the topic ‘Environment’.

(a) INSTRUCTOR/TEACHER CENTRED METHODS

Here the teacher casts himself/herself in the role of being a master of the subject
matter. The teacher is looked upon by the learners as an expert or an authority.
Learners on the other hand are presumed to be passive and copious recipients of
knowledge from the teacher. Examples of such methods are expository or lecture
methods - which require little or no involvement of learners in the teaching

23
process. It is also for this lack of involvement of the learners in what they are
taught that such methods are called “closed-ended”.

(b) LEARNER CENTERED

In learner-centered methods, the teacher/instructor is both a teacher and a

learner at the same time. The teacher becomes a resource rather than focusing
on resources. The learner’s attitude, cognitive level and physical abilities are all
taken into consideration to produce lessons which are fun, simple and effective.

(c) CONTENT-FOCUSED METHODS

In this category of methods, both the teacher and the learners have to fit into the
content that is taught. Generally, this means the information and skills to be
taught are regarded as very important. A lot of emphasis is laid on the clarity and
careful analyses of content. Both the teacher and the learners cannot alter or
become critical of anything to do with the content. An example of a method
which subordinates the interests of the teacher and learners to the content is the
programmed learning approach.

(d) INTERACTIVE/PARTICIPATIVE METHODS

This fourth category borrows a bit from the three other methods without
necessarily laying emphasis unduly on the learner, content or teacher. These
methods are driven by the situational analysis of what is the most appropriate
thing for us to learn/do now given the situation of learners and the teacher. They
require a participatory understanding of varied domains and factors.

The teaching methods chosen were:

24
 1. Demonstration Method

2. The Discussion Method

3. Cooperative group learning

1. The Demonstration Method

Demonstration – This method involves the teacher giving any explanation while
executing an activity or demonstrating a method or procedure. Demonstration
allows a teacher to show the process from the beginning to the ending in a visual
way. Demonstrate before you show it to the class. Results should suit the specific
objectives. In some demonstrations, pupils observe and then describe, write or
illustrate what they have seen while others are asked to carry out this process
themselves.

This method was chosen to allow the pupils to explore for themselves and give
them the opportunity to ask questions. When pupils explore for themselves, they
are better able to understand and manipulate objects. Through the use of this
method, pupils are able to perceive information easily and retain some through
their direct involvement. According to Jean Piaget: “Children learn faster when
demonstration is done with concrete materials so that they can manipulate and
enhance their learning.”(1932)

Before doing a demonstration in front of the class:

 Check all equipment to make sure that they are in good working order.

 If students are to participate in the demonstration ensure that there are

sufficient materials.
25
  Go through the process go through the procedure beforehand to ensure
that it works in the classroom.

During the demonstration:

 Be sure that the procedure is accompanied by suitable explanation

 Allow for pupils’ questions.

 Be sure that all procedures meet safety regulations.

 Make sure that all pupils can see what is happening.

 Identify all materials, item by item.

Advantages of demonstration

 The discussion method can be used by itself but it is best to follow up a

discussion with an experiment to base the discussion on.

 It is an interactive session- the teacher transfers the pupils and vice versa

 Use whole group discussion to maintain greater control in the classroom.

 Pupils tend to remember for a longer time, information they have learnt
this way.

 Covers a topic in less time.

This method was used by the researcher in Lesson 3 and 4, under the Sub-topics:
Food Chain and Food web in stage 1, pupils were required to observe models and
pictures of animals in the food chain and food web. Using this method, the
researcher was able to give pupils a practical experience.

26
 2. The Discussion Method

A discussion is the means by which people share experiences, ideas and attitudes.
Discussion involves two-way communication between participants. Since
communication is two way, ideas from pupils and teacher is filtered forward and
backward, with the teacher guiding the discussion. In such a situation ideas, views
and information about a topic are verbally presented by the teacher and pupils.
This activity can be referred to as the discussion method. This method is one of
the most effective methods to help both the teacher and pupils to achieve their
objectives and learn more about a topic. During discussion, the instructor spends
some time listening while the learners spend sometimes talking. The discussion is,
therefore, a more active learning experience for everyone involved.

Discussion helps to foster learners’ involvement in what they are learning, it may
contribute to desired attitudinal changes. Discussion may be used in the
classroom for the purpose of lesson development. During both lessons taught, the
researcher made use of the Discussion Method of teaching.

This method proved very useful in all lessons since it consisted of questions,
answers and comments by both pupils and teacher. This method helped the
teacher to estimate how much the pupils are learning, and helped pupils to
discuss topics in a logical manner until the major points are fully developed.

Advantages of discussion:

 Observe pupils and call them by name to answer questions. By this method
they are forced to pay attention.

 Learners feel comfortable to answer questions.

27
  It provides greater interaction between the teacher and pupils.

 It allows the teacher to move along faster.

 It is good for auditory learners.

 Pupils progress can be evaluated by questioning.

Disadvantages of discussion:

 Some pupils may not participate.

 Can get off the track.

 It requires setting up and enforcing of ground rules for pupils.

 Not practical with more than 20 pupils.

 Few pupils can dominate the discussion.

Using this method, the researcher was able to ask pupils their opinion or to give
their views and give feedback information based on what they had been taught.
They readily shared ideas and, listened to the ideas of their classmates, which
helped in the development of their verbal skills and self-confidence.

3. Cooperative Learning

Grouping is a method that fosters cooperation and interaction among students of

a similar age group.

A cooperative learning group is a special kind of grouping that is small enough so

that each learner can actively participate in the completion of a specific task. Each
group comprises about 2-6 members.

28
According to J. S. Farrant (1980) “Cooperative Learning gives more children an
opportunity to participate in the lesson.”

According to Sherily (1983), it is noted that a child works with a group in which
he/she feels a sense of security or confidence when the child can achieve
personal acceptance and recognition. A group is more likely to provide
opportunities for every member to participate and to demonstrate competence.

If the class is treated as a single group, some students are shadowed and feel left
out. Group work can build the self-esteem of some students, as they may feel that
their contributions are important. The students will also be able to recognize their
own strengths and weaknesses and work out a plan to make up for any
deficiency. Due to the close personal contact within a group students will get a
chance to develop skills, responsibilities and attitudes which facilitate chosen
human relationships. The group method was used successfully throughout the
study.

Some factors which bear on effectiveness of cooperative learning, are:

 The members must be willing to learn and work together to solve

problems.

 The structure of the group must reflect the wide range of characteristics
and abilities.

 The group must have well defined purposes that are of concern to the
members.

Some benefits of cooperative learning are:

 Facilitates socialization among pupils.

 Stimulates interest.

29
  Ideas are shared among pupils.

 Helps develop one’s leadership skills.

 Time must be used wisely to cover difficult tasks and bulk work.

 It provides democracy among pupils.

 Helps pupils to become responsible.

This method was used by the researcher in Lesson 3 and 4 which carried the Sub-
topics: Food chain and Food web in the development part of both lessons. This
method was very useful during the lesson since it allowed for cooperation to
complete the given task on time. The researcher found this method to be very
effective in the pupils learning and contributed greatly towards socialization.

30
 CHAPTER 3

Design of the project

31
Chapter 3 – DESIGN OF PROJECT

3.1 Overview of Plan of Approach

Conceptualization

The researcher was informed in a formal meeting hosted by the Coordinator of

the Cyril Potter College of Education (CPCE) Lethem centre that the completion of
an individual study is a compulsory requirement for the conclusion of the training
programme. The researcher was briefed on the procedure and rules underlying
the project. Each teacher trainee was then assigned to a tutor whose role was the
provision of guidance and advice throughout the conduction of the study.

The researcher who was already teaching Grade 5 at Katoka Primary school
proceeded in the selection of topic for the target group.

The researcher begun to play keen attention to the learning needs and hindrances
of the class. Some research was done on the premeditated topic and as such the
researcher quickly devised a draft list of the possible sub topics for each lesson.
The objectives of the study were drafted to be the following:

1. To determine whether specific teaching strategies will improve learning.

2. To help pupils to become aware of their environment and its interrelations.

3. To assess the effectives of materials designed.

4. To create an environment of cooperation to complete tasks.

Actualization /Materialization
32
After receiving a confirmation from the tutor, the researcher proceeded to polish
the sub-topics into a final draft and a title of study was formulated to guide the
researcher. As wanted, the target group was selected as Grade 5 and the topic of
study was ‘Environment’ with the sub topics sequencing as types of Environment,
diet of animals, food chain and food web. The four lessons were then planned for
and drafted out to be checked and signed by the Headteacher of the school
where she was teaching at. The copies were then checked and corrected by the
supervisor. The Title of the study was then confirmed as the following:

‘Improving pupil’s ability in science through the use of materials found in the
Environment and teaching strategies.’

The researcher then considered the appropriate teaching and learning aids which
would both entice and stimulate the learners of the target group.

Upon completing two lessons, the researcher observed changes in the learners’
attitude towards the topic: Environment; they were more comfortable and
showed confidence. When evaluated procedures were analyzed,
recommendations were made based on the results and benefits, which were
observed for both the teacher and pupils.

Completion

As each lesson was taught, the researcher was sure to evaluate and improve on
weak areas. This study was conducted during the period of November 08 th –
November 30th, 2021.

Upon the completion of the lessons, the researcher was required to place all
teaching material in an Individual study kit. The study kit was used to house the
materials used in the subject of the study was conducted, along with the lesson
plans and resource unit. The kit accommodated the four lessons neatly. The kit
was displayed and presented to the personal tutor and was given a final grade.

33
3.2 Identification of Students, Teachers and School Environment
(A) The pupils
This study was carried out with a group of pupils at Katoka Primary school. The
group comprised of 15 pupils; 6 boys and 9 girls. Pupils were between the age
ranges of 9 and 10 years. The Grade 5 class comprised of mostly Amerindian boys
and girls and they came from different socio-economic backgrounds.

34
 Class List: Grade 5
No Name of Boys Date of Birth Address
Date Month Year
1 Rommel. A 03 09 2012 Katoka Village
2 Dishon. B 05 10 2011 Katoka Village
3 Eric. B 29 09 2011 Katoka Village
4 Sirus. C 04 03 2012 Katoka Village
5 Charlsen. D 13 07 2011 Katoka Village
6 Pete. L 05 10 2011 Katoka Village
No Name of Girls Date of Birth Address
Date Month Year Katoka Village
1 Rose. D 20 12 2011 Katoka Village
2 Muley. H 11 11 2011 Katoka Village
3 Shelia. H 23 07 2011 Katoka Village
4 Stacy. J 29 09 2012 Katoka Village
5 Mylee. L 26 09 2011 Katoka Village
6 Joy. L 27 01 2012 Katoka Village
7 Leona. M 24 10 2011 Katoka Village
8 Sheryl. R 16 10 2011 Katoka Village
9 Cindy. S 29 09 2011 Katoka Village

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(B) The Teachers and School Environment

Katoka Primary school is located in Katoka village, central Rupununi, region nine.
The researcher conducted the investigation at the above mentioned school. It is a
grade D school and takes the form of a ‘U’ shape. The school is divided into three
sections. One section is the early childhood department, the second room is
occupied by the primary department and the third section is occupied by the
primary top (secondary department) programme which began on the 15 th of
November, 2021. There is also one outdoor washroom that is located at the back
of the school which facilitates both males and females. These buildings are all
painted in brown and cream. The school is located in the middle of Katoka village
compound and is fenced.

The first three rooms of the first section of the school comprises of the Head
Teacher’s Office and two Storerooms. The other two rooms close to the Head
teacher’s office are occupied by the grade one and two classes. The second
section of the school is occupied by the grade three to six pupils. This is where the
researcher carried out her studies. There is also another section in the school
building that houses the primary top students from grade seven to eleven and is
separated by a wall.

This school is staffed with fifteen (15) teachers, including one Acting Head Master
(SM). The Pupils who attend Katoka Primary school are all from the area.

36
BRIEF HISTORY OF KATOKA PRIMARY SCHOOL
Katoka Primary School is situated at the right bank of the Rupununi river Central
Rupununi, Region nine. It is fifteen kilometers away from Yupukari village. The
school was named after the village’s name ‘Katoka’ which was derived from the
physical complexion of the jaguar who was as white as cotton. This was translated
from a ‘Macushi’ dialect “to’ka” meaning cotton. Since then, the community and
the school got its name Katoka. (cotton).

In the year 1980, there was no school in the village. Most of the children attended
Yupukari Primary School. During that year, there were very few people living in
the village. Villagers who were mostly Christian at the time decided to build a
temporary thatched roof school building due to the distance and flooding of the
roads every year. The building was built through self-help. When it was built, the
building was an Annex school to Yupukari Primary school which was headed by
Mr. Bryan Li. Since then, the children no longer attended Yupukari Primary School.
The school officially opened on 09-01-1984 with 88 children. When the school was
opened, there was one trained teacher Mr. Rudolph Roberts accompanied by Mr.
Robert Lourindo, who was an acting teacher. Mr. Bryan Li, the Headmaster of
Yupukari primary school sent Mr. Marnetthias Ernest, an acting teacher to work
along the two teachers of the school. Mr. Marnetthias Ernest went to attend
Hinterland Teachers Training Programme in region 1. The same year the
enrolment increased.

37
In the year 1998-2000, a new school building was built in the heart of the village.
Since then, the students are attending Katoka Primary school which houses 15
staff members and an acting head teacher.

The Philosophy of the School

Philosophy is the search by logical reasoning for understanding of basic truth and
principles of the universe, life and morals and human perception and
understanding.
Katoka Primary school philosophy reads’:

“To educate and assist children from all walks of life, irrespective of what, so they
can stand up to the challenges of their everyday lives.”

The Goals and Objectives of the Katoka Primary School

1. To promote literacy and numeracy among pupils and

Teachers and community, thus enhancing opportunity.

2. To raise standard of education to level of excellence

Through introduction of new things.

3. To encourage working together in a healthy environment

And live honesty and always gives their best.

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 STAFFING
NO. NAME OF TEACHER STATUS
1. Mersil Lourindo SM
2. Brenita Michael AM
3. Gerlene Michael AM
4. Nathley Marco AM
5. Mary Michael AM
6. Riley Gregory TQM
7. Yonette Lourindo TQM
8. Nayotta Marco TQM
9. Davelene Stephen TUM
10. Fazia Campbell TUM
11. Thalisa Bernard TUM
12. Leroy Gregory AT
13. Hannah Gregory AT
14. Angiela Samuels AT
15. Martha Michael AT

39
 3.3 Description of Construction of Material including Time
taken for Construction of Materials
The researcher used several types of materials to effectively deliver the concepts
of Environment during the course of the study. These materials consist of models
of animals, worksheets and puzzles. These materials were selected with the aim
of stimulating the pupils’ interest.

The researcher created materials which could be easily manipulated by teacher

and students to make learning effective. Materials used throughout the course of
study are categorized as:

(A) The materials used to facilitate the study were placed into two categories.

 Printed and Duplicated Materials – worksheets.

 Non- projected Display Materials- Chart, Model, Game, and puzzles.
(B)Some of the materials used were teacher constructed example: Chart, Models,
Game and Puzzles. Most of the Printed materials were collected or found on the
internet example: worksheets and pictures.
(C) The construction of the handmade materials used was quite rigorous. The
researcher had to involve family members to help with the construction of the
models of the animals for the study. The researcher also bought the necessary
materials such as balata, cardboard, silicone, colored paper, markers and bond
paper one week prior the study.

40
The models of the animals and game were among the first aids to be constructed.
The researcher begun by printing the pictures of the animals and paste it on two
combined pieces of yellow card boards.
The pictures for the puzzle was then printed out and paste on a rectangular piece
of blue cardboard. The puzzle was constructed using study cardboard and was
used in lesson two.
The charts were then made by joining two other yellow colored sheets of
cardboard and paste the words in bold letters to make the food chain and food
web charts attractive.

(D)Time taken to construct, assemble or collect materials:

(i) The raw materials used for the teacher- constructed materials were procured
by the researcher over a period of one week. The researcher made contact with
family members and involved them in making models of animals. The models took
four days to be completed.
(ii) The worksheets were typed and printed the night before the respective
lessons were taught.
Cost of Materials
The following list shows the cost of materials for the teaching learning aids, which
were bought.
Description of Materials Approximate Cost
30 sheets of white cardboards @ 100 per sheet $ 3000

4 sheets of colored paper @ $100 per sheet $ 400

2 reams of white 8.5” x 11” paper $ 300

1 ream of white 8.5”x 14” paper $ 1800

2kg of balata @ 800 per kg $ 1600
8 chisel point markers @ 200 each $ 1600

Silicone Glue (1 large bottle) $ 1100

41
4 glittery foam @ 400 per sheet $ 1600

1 roll clear scotch tape(large) $ 3000

1 coloured water paint $ 700

1 box thumb tacks $ 100

300
Total $15,200

3.4 Evaluation of Materials in Practical Situation

To facilitate the evaluation of the materials, four lessons were designed for the
study to test the effectiveness of the materials in the teaching and learning
situation. The pupils, with whom the study was conducted, were given the chance
to actively participate in each lesson. As a result they asked questions, showed
their appreciation for the varied learning experiences which they were faced with
and were able to learn by manipulating the selected curriculum aids. The
materials used through the study were the following:

 Printed and Duplicated Materials – worksheets.

 Non- projected Display Materials- Chart, Model, Game, and puzzles.

42
 Section 2
CHAPTER 4
Evaluation

43
CHAPTER 4 – EVALUATION
4.1 Detailed Discussion and Evaluation of Usefulness of Materials.
Reflective teaching
Reflective teaching is a method of teaching in the classroom done mostly to
evaluate the process of teaching itself. The purpose of doing this is to improve the
quality of teaching. Through reflective teaching teachers are able to understand
what areas might need improvement or change for better learning outcomes.
Some methods of reflective teaching include journaling, requesting learner and
peer feedback and recording an actual teaching moment.
Reflective teaching means looking at what you do in the classroom, thinking
about why you do it, and thinking about if it works-a process of self-observation
and self-evaluation. By collecting information about what goes in our classroom,
and by analyzing and evaluating this information, we identify and explore our own
practices and underlying beliefs. This may then lead to changes and
improvements in our teaching.
Four lessons were planned to teach the topic Environment. Suitable teaching
resources were introduced in each of the four lessons. These resources
stimulated the pupils’ interest and ability to participate in classroom activities.
Some of the materials used in the classroom allowed pupils manipulation. Thus,
pupils had no need to depend on the researcher. This fostered a pupil-centered
environment to teach Environment.
The materials that were utilized in the classroom appealed to the pupils’ affective
domain and were appropriate to meet the cognitive capacity of each pupil. At the
end of this study, the researcher acknowledged the use of the various teaching

44
materials for each lesson. Without those materials the lessons would not have
been successful. Below is a thorough description of the benefit of each teaching/
learning material to the respective lessons in which they were used.

Lesson three
Lesson three dealt with ‘Environment’ which carried the sub-topic: Food chain.
The objective of the lesson was:
With the use of models of animals, pictures and worksheets pupils will answer at
least three out of five questions based on topic accurately.
The concept dealt with was:
All food chains begin with a producer.
The materials used in this lesson were:
 Models of animals found in the environment
 Charts
 Pictures
 Word cards
This lesson was introduced with a game ‘the jaguar and the deer.’ The researcher
then asked pupils oral questions about the game. The researcher then showed a
video to cater for the visual learners. A brief discussion was carried out based on
the video.

For the development stage, the researcher placed the chart with the definition of
a food chain on the board. The pupils read the definition and read other
important information on food chain from the chart. The researcher
demonstrated a simple food chain using the models of the animals. To continue
to have pupils interested in the lesson, the researcher grouped pupils into three
groups. The researcher gave each group models of animals and a board. Pupils
made simple food chains and each group did a short presentation about their
food chain.

45
To conclude the lesson, the researcher handed out activity sheets to pupils to see
whether they have grasped the concept taught.

Lesson Four
Lesson four dealt with ‘Environment’ for which the sub topic was: Food web

The objectives of the lesson were:

With the use of models of animals, video and worksheets pupils will answer at
least three out of five questions based on topic accurately.

The concept dealt with was:

Food web shows the feeding relationship among living things.

The materials used in this lesson were:

 Charts
 Models of animals
 boards
 Puzzles
The introduction of this lesson was done by playing a webbing game where pupils
gathered in the form of a circle. The researcher gave pupils name tags of animals
and plants. The researcher then started by allowing pupils to identify the plants
from the circle and let them hold the end of a string. Pupils then called the name
of the animal who feeds on the plant and let them hold the string. The game
continued until there was a web created in the middle of the circle. The
researcher then asked the pupils acting as plants to let go of the string and let
pupils observe which animal will be the next to fall out.
For the development stage one, the Researcher engaged pupils in a lesson recap
of the previous lesson on food chain. This was followed by oral questioning,
where pupils were able to relate to what a food web is and what can happen if
one living thing is removed from the web.

46
For stage two, the Researcher mounted the chart on the definition of a food web
and other important information on food web. This was followed by a
demonstration of a simple food web using the models of animals form the study
kit. Individual pupils were called upon to place the plants and animals correctly on
a small board to form a food web. For stage three, to further engage pupils in the
lesson, they were all placed into groups and they were all engaged in three
different activities; solving a puzzle on food web, pasting pictures of animals to
show a food web and using animal models and plants to create their food web.
The researcher then handed out activity sheets to pupils.
To conclude the lesson, the researcher engaged gave each pupil homework to
further develop on what they would have learnt.

For this lesson, more materials were used and catered for different learning styles
of learners. Time management was taken into consideration.

4.2 Summary

This study was successfully executed. In the classroom, the various teaching
methods were utilized to cater for the different learning styles of pupils. Pupils
were placed into co-operative learning groups to encourage social interaction
during lessons. For each of the two lessons taught, all of the objectives were
achieved. The researcher and pupils worked collaboratively to achieve those set
objectives.
The researcher had no difficulty in motivating the pupils since the materials
provided were relevant to stimulate and sustain the pupils’ interest. There were
times when the pupils faced difficulties with some of the activities but with some
guidance they were able to use their knowledge to answer most of the questions.
This erupt the feelings of achievements in each pupil.
The researcher has gained new experience, knowledge and skills from this study.
The researcher realized that with appropriate and stimulating learning materials,
pupils were better able to understand the concepts taught. The materials that
were used helped to stimulate pupils’ interest in the classroom, thus developing
an environment conducive for learning.
It was very important for the researcher to observe pupils’ strengths and
weaknesses and make sure she catered for them. Pupils participated well and
showed willingness in both lessons taught.

47
The researcher could confidently conclude that the methods and materials used
were effective in the delivery of the concepts taught and the successful
completion of the study. This was determined from the written responses the
pupils gave from their test. It is evident therefore that this study had a positive
impact on both the researcher and pupils.

CHAPTER 5

Conclusion

48
5.1 Recommendation
Successfully completing this study, the researcher wishes to make the following
recommendations based on observation and evaluation carried out during the
period of study.
These recommendations are:

 Classroom environment should be set to capture the real life aspect of

topics. Pupils need to be given the opportunity to link concepts taught in
their everyday life situation.

 Group activities should be encouraged as pupils can achieve more by

helping each other. Knowledge and experience are shared and task is being
rotated regularly. As such, everyone can participate meaningfully in the
subject matter.

 Relevant curriculum materials should be carefully designed to teach pupils

since this makes learning more effective. Pupils tend to show more interest
in their own learning when different materials are used.

 Pupils should be given more chances to be actively involved in their

learning. As teachers we should recognize the strengths and weaknesses of
each pupils and plan activity oriented lessons. Adequate concrete materials
49
 should be made available for pupils to manipulate and participate
meaningfully. This will capture the attention and interest of each child.

 Teachers should plan their lesson with activities which would motivate the
pupils, such activities are; games, role plays, poems, songs, videos and
manipulative materials. Through these activities the pupils are able to grasp
the concepts taught to them easily.

 Teachers should keep their pupils occupied at all times. This would aid in
classroom management which would keep noise level low and prevent the
children from disturbing the nearby classrooms.

5.2 Benefits of Report

(A) To the Researcher

The researcher benefitted immensely from the study.

The study gave the researcher the opportunity to teach and work with pupils of
different social backgrounds. She learnt that teaching of concepts must be done
using appropriate materials to motivate learners and at the same time grasp the
concepts. The researcher learned how to make use of different teaching methods
so that all pupils within the class are catered for. The researcher learned how to
use concrete materials to improve pupils’ understanding and retention of
concept.
The researcher learned how to prepare the notes of lesson in sequence in order
to deliver the lesson more effectively. By daily preparation of lessons, the
researcher can say that lesson planning can be confidently written and work on
areas that need room for improvement.

(B) To the pupils;

Pupils also benefited tremendously from this study.
Pupils learned how to interact and co-operate with their peers so as to
successfully complete tasks when given by the researcher. Pupils developed a
variety of skills such as explaining, naming, listing, discussing, observing, writing,

50
and demonstrating. Pupils were able to participate in lesson activities where the
environment assisted them. They were able to learn and understand concepts
through the use of manipulative materials. They were able to use these same
materials to gain insight. They were able to participate in lesson which used
various strategies.

5.3 Proposed Use of Experience and Possible Areas for Development

Proposed use of experience

The researcher presents this study as fact and proof that Science under the topic
Environment does not have to appear as complicated if the lessons and materials
used provide room for skill, clarity and simplicity. The exposure gained during this
study, include, new ideas, strategies and experiences relating to their
environment. The researcher intends to use relevant materials for future lessons.
The researcher will provide actual materials that are familiar to the pupils. The
researcher will create a child friendly environment in the classroom to motivate
and stimulate the pupils’ thinking, thus develop their learning. The researcher
intends to use the skills learnt in this study with other groups in the
teaching/learning process.

Possible Areas of Development

After evaluating this study the researcher hopes to encourage other teachers to
cater for all learners of various learning abilities. Thus, the teaching methods used
would be varied according to the need of the learners. Special emphasis will be
placed on assisting teachers to introduce a new topic to learners who have no
knowledge. Encouragement would also be made in encouraging teachers to make
teaching aids that will stimulate the learners’ interests. Teaching does not stop at

51
the end of individual study or at the Cyril Potter College of Education, therefore it
is hoped that the researcher would be open minded to always learn new things
and broaden her horizons to someday leave an indelible mark in the minds on all
those she has to teach in the future.

Bibliography

52
Bibliography
1. Beard, Ruth M. (1983). An Outline of Piaget Development Pathology. Randy Mc Nally
Group, Chic
2. Cyril Potter College of Education, Child Development Module 1. Guyana, A Basic
Education Teacher Training Project and A Canadian International. Development
Agency-funded Project.
3. Cyril Potter College of Education, Psychologogy of Learning Module 1. Guyana, A
Basic Education Teacher Training Project and A Canadian International. Development
Agency-funded Project.
4. Cyril Potter College of Education, Teaching Methods Module 1. Guyana, A Basic
Education Teacher Training Project and A Canadian International. Development
Agency-funded Project.
5. Piaget Jean. (1952). The Origin of Intelligence in Children. International University
Press, New York.
6. Santrock John. (2007). Child Development. Mc Graw-Hill Publishing Company, New
York, Tenth Edition.

53
 Appendix
Fig. 1

54
Picture showing the researcher and her science individual study kit for
Environment.

Fig. 2

55
Picture showing grade five pupils enthusiastically preparing for the group work.

Fig. 3

Picture showing some of the materials used by pupils to make their food chain.

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57