Online Integrative Teaching Strategies: Thematic and Focus Inquiry for Improved Science Process Skills

Abstract

The education system has recently been shattered by an unprecedented health crisis, which has affected its very foundation and caused it to collapse. Likewise, education is the only industry that has completely transitioned to an online modality in most countries, and it is the only one that has done so thoroughly. The current condition necessitates further investigation into students' online learning experiences, which may be the most beneficial alternative for continuing education experiences throughout the COVID-19 pandemic. This study sought to determine the effectiveness of two online integrative teaching strategies (focusing inquiry teaching strategy and the thematic teaching strategy) on students' integrated science process skills (interpreting data, defining, hypothesizing and experimenting skills). An experimental research design included two integrative sections, containing thirty (30) students each, taking up Earth and Life Science subjects from Santisimo Rosario Integrated High School. The first section was exposed to the thematic teaching strategy while the second to the focusing inquiry teaching strategy. The integrated science process skills of the learners were measured through a validated researcher-made assessment tool. The findings revealed that there had been an improvement in the integrated science process skills of the students after being exposed to OITS. Likewise, significant differences exist in the respondents' pretest and post-test scores exposed to OITS (focusing inquiry teaching strategy and thematic teaching strategy). Furthermore, ISPS among the two groups show no significant differences in the post-test scores. The findings of this study may aid in the development of a modified programs that is more appropriate for students who are adjusting to the new normal.