Synectics in Teaching Grade 9 Science

Abstract

This study determined the effectiveness of synectics in teaching Grade 9 science in one private high school in Mandaue City, Cebu. A quasi-experimental design using the control and experimental groups was utilized. The experimental group was taught science concepts using synectics, while the lecture method was used in teaching the control group. Pretest and posttest evaluations were utilized to measure the academic performance of both groups of students. The results of the study showed that the pretest scores of the control and experimental groups on the three topics covered were fair and that the pretest mean values for the two groups were comparable or closer with each other. It also revealed that the posttest scores of both groups marked an increase in good performance level and the posttest mean value of the group with an intervention using synectics in teaching was greatly or highly improved compared to the group taught using the lecture method. The results also showed that there was a significant difference in the pretest and posttest scores between the control and experimental groups. Using synectics in teaching science concepts is an effective technique in improving students ‘performance since it provides them with a meaningful and authentic understanding of scientific concepts by associating these concepts to real-life situations.

Improving Student Learning Outcomes by Implementing Synectic Learning Strategies

“…There are several learning strategies that can be used in learning, one of which is the synectic learning strategy (Fernandez et al, 2021;Komaria et al, 2019). For this reason, the teacher can develop strategies in synectic learning strategies so that the material presented by the teacher is acceptable.…”