THE INFLUENCE OF SITUATIONAL TEACHING METHOD ON  SCIENCE ACHIEVEMENT OF PRIMARY SCHOOL STUDENTS

Đoàn Thị Mỹ Linh

doi:10.34238/tnu-jst.10909

THE INFLUENCE OF SITUATIONAL TEACHING METHOD ON SCIENCE ACHIEVEMENT OF PRIMARY SCHOOL STUDENTS

About this article

Received: 09/08/24 Revised: 26/09/24 Published: 26/09/24

Authors

Doan Thi My Linh , Thu Dau Mot University

Abstract

Science in primary schools focuses on stimulating scientific curiosity, creating opportunities for students to learn and explore the natural world. Therefore, teachers use situational teaching methods to improve students' learning outcomes. The purpose of this study is to investigate the impact of teachers' organization of Science teaching using situational teaching methods on the learning achievements of primary school students. The experiment was conducted by two teachers of a primary school using situational teaching methods in organizing Science teaching for primary school students (experimental group) and two other teachers of the school organizing Science teaching using traditional methods (control group). A total of 159 fourth grade students participated in the experiment. After the experiment, the average score of students in the experimental group was higher than that of the control group, the results of T-tests showed that there was a difference between the control group and the experimental group. Research shows that using the situational teaching method in teaching Science can improve primary school students' Science achievement.

Keywords

Situational teaching method; Science subject; Teaching organization; Primary school students; Learning outcomes

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DOI: https://doi.org/10.34238/tnu-jst.10909

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