Active Experimentation - The students presented their
solution to the problem trigger. The professor required
students to communicate, orally and/or in writing, their
findings and recommendations. They presented the
information given by the problem, the information they
needed to know and what they had gathered to solve it. They
gave clear information as to how and why certain steps and
solutions were undertaken and arrived at. The product
included the problem statement, questions, data gathered,
analysis of data, and support for solutions or recommendations
based on the data analysis. The students presented also the
graphic organizers they constructed in class and these were
evaluated using a scoring scheme. There is a growing body of
research that shows that when students construct graphic
organizers and work in small groups and cooperate in striving
to learn subject matter, positive cognitive and affective
outcomes result.
Evaluation - During the presentation stage, students in
Experimental Group were also evaluated utilizing the scoring
rubrics grid as an alternative assessment tool. This was in
addition to the paper and pencil pretest which were also given
to the control group.
Since this was an innovative approach which was
implemented initially, the researcher modified the steps based
on time element (quarterly instead of semestral) and ways
(initial use instead of a regular strategy). It is also noteworthy
to mention that this is a transformative eclectic approach.
The orientation and closure were added. This was resorted to
so that the learners would be prepared (Law of Readiness, by
Thorndike) to undertake the new activity with an entirely new
process in a less stressful environment or setting. The closure
reinforced the positive response and good performance of the
students during the entire activity. Skinners Operant
Conditioning Theory states that if the consequence of an act is
satisfying, the probability of repeating the act is greater.