Utilization of the Modified Frayer Model and Semantic Map its Influence on Motivation Towards Science

This research study was conducted to examine the influence of utilization of the Modified Frayer Model and Semantic Map graphic organizers on the motivation towards Science of Grade 7 students in Sarangani Province, Philippines. The study included 100 students who were grade 7 students who participated in the study by joining the Science class and completing the online survey. To assess the influence of utilizing the Modified Frayer Model and Semantic Map graphic organizers on the motivation of the students toward Science subjects, the study utilized the survey questionnaire about motivation towards science and compared the motivation of the control and experimental groups before and after giving instructions conventional mode of teaching and utilization of Modified Frayer Model and Semantic Map graphic organizers, respectively. This study aims to describe the motivation towards Science of the subjects, find out the difference of the subject and the control group, examine the difference in the motivation towards Science of the subjects and Ascertain the difference in the motivation towards science of the subjects and the control group. The study utilized a quasi-experimental research design. Quasi-experimental research designs, like experimental designs, test causal hypotheses. This study used a quasi-experimental research design where two experimental subjects will be tested. The experimental subjects will be assessed on their Science 7 motivation through the utilization of the Modified Frayer Model and Semantic Map. Upon the analysis with the use of an independent sample t-test on the mean of the control group motivation toward science before and after receiving the conventional mode of teaching, it was discovered that the motivation of the subjects towards science insignificantly did not improve after receiving the conventional mode of teaching in Science. This seemed to suggest that the conventional way of teaching is not effective in improving student subject’s motivation toward science. Maybe because the traditional methods of teaching revolve around the lecture. In this case, the teacher is dominant and plays the role of a knowledge transmitter while students are passive. This probably quickly makes one lose interest. As the students do not actively put together their understanding, they may fail to interact and therefore undergo no hands-on experience. Furthermore, this study recommends, to utilize the Modified Frayer Model and semantic map teaching techniques in promoting the adoption of an active learning strategy and enhancing student engagement and motivation in science. Students can easily grasp and apply the various scientific principles by using these visual aids. This helps positive and constructive critique to improve student’s understanding and critical capacities that improve their motivation. This can be achieved regularly through assessments, individual feedback, and an opportunity for self–reflection on the part of students.