ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 10, Issue 4, pp: (1-5), Month: October - December 2022, Available at: www.researchpublish.com
DIRECT PURPOSEFUL EXPERIENCE IN ENHANCING THE LANGUAGE SKILLS OF GRADE 6 PUPILS OF BALIC-BALIC ELEMENTARY SCHOOL OF OLONGAPO CITY, PHILIPPINES Lorie M. Fontecha Teacher III, Balic-Balic Elementary School, Sta. Rita Olongapo City DOI: https://doi.org/10.5281/zenodo.7128168
Published Date: 01-October-2022
Abstract: Students are encouraged to interact with the subject matter of the class through activities such as discussions, problem-solving, role playing, and case studies, amongst other more hands-on approaches. When compared to passive methods such as lectures and seminars, this method requires a higher level of participation on the part of the learner. It requires student participation that entails meaningful engagement with the material, both on the level of an individual student and on the level of the classroom as a whole. The study aimed to find out the effectiveness of the direct purposeful experiences in the level of language skills of grade 6, Balic-Balic Elementary Schools, S.Y. 2018-2019. Descriptive method was used for quantitative research. Results showed that the level of language skills in terms of grammar in the pre-test is developing. Based on the summary of investigations conducted, it has been conclude that: The level of language skills of the Grade 6 pupil in English in pre-test is improving in terms of grammar and post-test after direct application of direct purposeful experience is Approaching Proficiency. Keywords: Direct Purposeful Experience, Grammar, Language Skills.
1. INTRODUCTION Direct purposeful experiences identify different activities under direct purposeful experiences and appreciate importance of hands-on activities. It is also a first-hand experiences that make up the foundation of our learning which include the sensory experiences. The purpose of direct purposeful experiences is to develop higher level thinking skills and serves as the foundation of concept formation, generalization and abstraction that can enhance the language skills of the students. Research has shown that language, the foundations of which are developed by age four has a profound impact on children’s preparedness for kindergarten and on their success throughout their academic career. Children typically enter school with a wide range of background knowledge and oral language ability, attributable in part to factors such as children’s experiences in the home and their socioeconomic status (Fernald Marchman, & Weisleder, 2013). The resulting gap in academic ability tends to persist or grow throughout their school experience (Fielding, Kerr, & Rosier, 2007; Juel, Biancarosa, Coker & Deffes, 2003), which is why a strong focus on oral language development in the early years is imperative for future academic success. Due to the growing number of diverse profiles of learning needs, the classroom teacher faces the daunting task of providing sufficiently powerful instruction to meet the needs of all students. In order to help close the achievement gap for some of these students, teachers must use effective assessments to identify gaps and then provide instruction that is more intensive than typical instruction to help accelerate learning as stated by Brooke (2017). Through the experiential learning or the direct purposeful experiences approach the student can be able to develop their language ability.Theory of Direct
Page | 1 Research Publish Journals