Abstract
Student learning gaps result in today's most serious education challenges - retention and dropouts. This learning gap passed to the next grade become significant, often unsolvable problems that cause teachers to intervene more. This action research was designed to determine the effectivity of instructional scaffolding through Zap the Gap materials in the improvement of academic achievement in Science for students-at-risk. Fifty-five (55) selected grade 6 students were selected and were divided into two groups, the experimental group which used the zap the gap approach in retaining Science concepts in preparation for the National Achievement Test and control group used the reviewer in NAT Science 6. Based on the results, there was no significant difference between the experimental and control group of the selected grade 6 students of Tunasan Elementary school. This means that pupils from both groups had the same understanding of the lesson before the lesson was taught. But after the zap the gap approach was taught, it showed a significant difference. This means that the experimental group which used the Zap the Gap Intervention was effective in creating instructional scaffolding and mastery learning which successfully addressed the learning gaps in science concepts.
Author Information
Kristine Joan Barredo, Tunasan Elementary School, The Philippines
Paper Information
Conference: ACE2018
Stream: Learning Experiences, Student Learning & Learner Diversity
This paper is part of the ACE2018 Conference Proceedings (View)
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