From Passive Classrooms to Active Engagement: Demonstration-Based Teaching and Its Role in Improving Science Learning Outcomes in Primary Education
DOI:
https://doi.org/10.64268/jsee.v1i2.91Keywords:
Classroom Action Research, Demonstration Method, Primary Education, Science Learning Outcomes, Student EngagementAbstract
Background: Primary science lessons can become overly teacher centered, which reduces students’ opportunity to engage with concepts through observation and hands on reasoning. In this context, demonstration based teaching is expected to make science learning more concrete and to support better achievement, particularly for topics related to energy and its transformations.
Aims: This study examines whether demonstration based teaching can improve science learning outcomes while encouraging a shift toward more active classroom participation among fourth grade students.
Methods: The research used a classroom action research approach involving 16 Grade IV students and was implemented in two cycles consisting of planning, action, observation, and reflection. Data were collected through classroom observations, interviews, written tests, and documentation. Learning outcomes were evaluated using percentage based mastery criteria aligned with the minimum standard, and qualitative field notes were used to describe changes in participation during instruction.
Result: Student mastery improved consistently across phases. In the pre cycle stage, only 25 percent of students achieved mastery, increasing to 62.5 percent in Cycle I, and rising to 93.75 percent in Cycle II. Classroom observations also indicated more visible engagement during demonstrations, including greater involvement in observing phenomena, responding to questions, and explaining simple cause effect relations related to energy changes.
Conclusion: Demonstration based teaching, implemented iteratively through classroom cycles, can substantially improve primary science learning outcomes and foster more active participation during learning activities.
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