Asian Journal of Education and Social Studies

This study investigated the effectiveness of Audio-Visual media in teaching science. This study utilized a Quasi-experimental design, specifically the one-group pretest-posttest design. This method is appropriate as it involves measuring the Science performance of Grade 6 pupils at Madatag Elementary School before and after the implementation of audio-visual media as an instructional tool. By comparing the pretest and posttest scores of the same group, the study aims to determine whether there is a significant improvement in the students’ learning outcomes, which can be attributed to the use of audio-visual media in teaching Science. This design is practical and suitable for real classroom settings where random assignments to control and experimental groups is not feasible and a full stop before this study will utilize a quasi-experimental research design, specifically the one-group pretest-posttest design. The pre-test results of Grade 6 pupils in Science at Madatag Elementary School on Table 1 showed a mean score of 23.71 out of 40, with a standard deviation of 5.53, indicating that most learners did not meet the expected performance level across the three science topics assessed. These results suggested that traditional teaching strategies was not effectively supporting students' understanding of key scientific concepts, particularly in topics such as friction and gravity, energy transformations, and simple machines. The low performance highlights a clear need for innovative and engaging instructional approaches, such as audio-visual media, to enhance comprehension and improve learning outcomes in Science. on the post-test results, after using the audio-visual media in teaching Science, Grade 6 pupils at Madatag Elementary School achieved a mean score of 33.36 out of 40, with a standard deviation of 1.60, which falls under the “Satisfactory” descriptive level. This indicates that the integration of audio-visual materials effectively supported pupils in understanding scientific concepts across topics such as forces, energy transformation, and simple machines. The consistent scores and relatively low variability also suggest that the approach provided a more uniform and engaging learning experience for the majority of learners. These findings imply that audio-visual media can be a valuable instructional tool in enhancing Science learning outcomes at the elementary level. These results align with the study of which emphasized the effectiveness of interactive computer-based media in improving student engagement and comprehension in science learning. The data also reveals that there is a significant improvement in the science performance of Grade 6 pupils at Madatag Elementary School after the use of audio-visual media, with the mean score increasing from 23.71 in the pre-test to 33.36 in the post-test. The t-value of -8.45 and a p-value of less than 0.001 indicate that this difference is statistically significant, leading to the rejection of the null hypothesis. This implies that integrating audio-visual media into science instruction effectively enhances pupils’ understanding and retention of scientific concepts, suggesting its potential as a valuable tool in elementary education. The study emphasized the role of interactive computer-based learning media in improving student engagement and understanding, particularly in science subjects, which supports the observed increase in post-test scores in this study. The pre-test results revealed that most Grade 6 pupils at Madatag Elementary School struggled to meet the expected performance level in science. Their responses indicated difficulty in understanding core topics such as friction and gravity. A higher level of comprehension and consistency in their performance. They showed better understanding across the topics covered, and the results reflected a more uniform distribution of scores, indicating a generally improved learning experience among the class. A comparison between pre-test and post-test scores showed a marked improvement in pupils’ Science performance after the use of audio-visual media. The statistical analysis confirmed that the difference in performance was significant, supporting the effectiveness of the audio-visual approach in enhancing students’ grasp of scientific concepts.