Introduction
The purpose of this study was to apply Piaget’s Concrete Stage in cognitive development in learning science and to compare the results of urban and rural students in academic achievements. The researchers gave a hypothesis that there were no differences in the concrete operational stage of rural and urban students’ ability in solving the problems of Chemistry, Biology, and Physics in learning general science. Data was collected to review the application of Piaget’s Concrete Stage and the comparison of urban and rural students in academic achievement in learning general science.
Summary
The data collected was a survey by using a self-developed text based on the concrete operational activities in general science. This sample included …show more content…
A mixture sample of females and males could have possibly provided a difference in the results. The tool to examine the collected was through the SPSS 21. The tools were measured by the percentage, mean, standard deviation, and t-test. The mean values were used to infer the results under three categories: Below Average = (0-0.67), Average = (0.68-1.33), and Above Average = (1.34-2.0). These values were given in a number to indicate the students’ ability of Chemistry, Biology, and Physics in learning general science. The survey of questions was concluded and given through fifteen educationists and concerned subject teachers and experimented to fifty students to be reliable before giving to the sample. The results concluded that urban and rural students fell under the average category with the overall mean scores of 1.12 in Chemistry, 1.12 in Biology, and 1.08 in Physics. In comparison, a significant difference was proven using the p-value in that urban students had a higher mean than the rural students. The p-values in Chemistry, Biology, and Physics were 0.01, 0.00, and 0.01 in 0.05 level of significance show the academic achievement differences in urban and rural students. The
The purpose of this study was to apply Piaget’s Concrete Stage in cognitive development in learning science and to compare the results of urban and rural students in academic achievements. The researchers gave a hypothesis that there were no differences in the concrete operational stage of rural and urban students’ ability in solving the problems of Chemistry, Biology, and Physics in learning general science. Data was collected to review the application of Piaget’s Concrete Stage and the comparison of urban and rural students in academic achievement in learning general science.
Summary
The data collected was a survey by using a self-developed text based on the concrete operational activities in general science. This sample included …show more content…
A mixture sample of females and males could have possibly provided a difference in the results. The tool to examine the collected was through the SPSS 21. The tools were measured by the percentage, mean, standard deviation, and t-test. The mean values were used to infer the results under three categories: Below Average = (0-0.67), Average = (0.68-1.33), and Above Average = (1.34-2.0). These values were given in a number to indicate the students’ ability of Chemistry, Biology, and Physics in learning general science. The survey of questions was concluded and given through fifteen educationists and concerned subject teachers and experimented to fifty students to be reliable before giving to the sample. The results concluded that urban and rural students fell under the average category with the overall mean scores of 1.12 in Chemistry, 1.12 in Biology, and 1.08 in Physics. In comparison, a significant difference was proven using the p-value in that urban students had a higher mean than the rural students. The p-values in Chemistry, Biology, and Physics were 0.01, 0.00, and 0.01 in 0.05 level of significance show the academic achievement differences in urban and rural students. The