EXCEL, ENILYN V. Boosting Science Mastery Through Bite-Sized Learning Microlearning Strategies For Enhancing Academic Performance in Grade 4 Learners of Leon Consumo Memorial Elementary School

Republic of the Philippines
State Universities and Colleges

GUIMARAS STATE UNIVERISTY
GRADUATE SCHOOL
McLain, Buenavista, Guimaras
Boosting Science Mastery Through Bite-Sized Learning:

Microlearning Strategies for Enhancing Academic
Performance in Grade 4 Learners of Calmay Elementary
School
A RESEARCH PROPOSAL
Presented by:
ENILYN V. EXCEL
MAEd-EM
Presented to:
LUCIA P. LAMANERO, PhD

Research Instructor
October 2024
EXCEL ENILYN V. Boosting Science Mastery Through Bite-Sized Learning: Microlearning
Strategies for Enhancing Academic Performance in Grade 4 Learners of Calmay Elementary
School
CHAPTER 1: INTRODUCTION
Background of the Study

Today's fast-paced, technology-driven life only serves to split attention spans,
and this reality serves to put the traditional approach of teaching in direct contrast
with the new strategies of coming up with adaptive approaches for education such as
microlearning or bite-sized learning. This approach will provide content in easily
digestible small chunks, and it's more engaging, accessible, and retention-friendly.
Like most schools in the country, Calmay Elementary School aims to ensure
effective and efficient learning experiences to improve students' academic
performances. This study aims to investigate the effects of microlearning strategies on
Grade 4 students' academic performances in Science. Rapid technological strides are
changing the face of education globally, and educators are considering alternative
methods that can better reach and retain the target learners to enhance academic
performance.
Microlearning has been proven effective in various settings around the world,
ranging from higher education and vocational training to adult learning. However,
using this approach for elementary school students, particularly in Science, is not
explored as much. This study aims to bridge the gap by studying how the approaches
of learning in small, short periods can contribute to Science mastery among young
learners.
Statement of the Problem
The current study was able to identify the effectiveness of microlearning
strategies on the academic performance of Grade 4 learners in Science at Calmay
Elementary School. In particular, this study shall find an answer to the following
questions:
1. What is the current academic performance of Grade 4 learners in Science
before the implementation of microlearning strategies?
2. How does a microlearning approach affect the academic performance of
learners in Science relative to traditional learning?
3. What is the retention rate of Science concepts among students who are
exposed to a microlearning approach and those taught through traditional
approaches?
Null Hypotheses (H₀): There is no effect on the academic performance of Grade 4
learners when exposed to a microlearning approach in Science relative to traditional
learning methods.
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Alternative Hypothesis (H₁): The performance of Grade 4 students who received

microlearning interventions was significantly enhanced, compared to traditional
teaching strategies.
Significance of the Study

This is an important study that introduces a new way of teaching science,
especially to young learners who are bored with traditional, content-based
approaches. It can help them develop science lessons in ways that are better suited to
the ways 21st-century learners construct meaning. The results will be useful for:
•Teachers and Educators who can be given feasible, exciting instructional
strategies that improve their students' performance and motivation.
•School Administrators by working with them on implementing school-wide
innovation to help improve academic outcome overall.
•Curriculum Developers who can use this data in revising Science curricula
incorporating microlearning approaches that optimize learning time.
•Future Researchers who can open up further studies on the efficacy of
microlearning in varied disciplines and educational settings.
Scope and Limitations

The study will focus on Grade 4 learners from Calmay Elementary School. The
experiment will last for one grading period, approximately six weeks. The participants
will be divided into two groups: the experimental group who will undergo
microlearning and the control group who will undergo traditional learning. This study
will not be extended to other grade levels, subjects, or schools. It will focus on Science
concepts that fit the new Grade 4 Matatag curriculum.
Definition of Terms
• Microlearning: A method of learning which releases its content in the form
of short, intense chunks, frequently through digital media or
classes.
• Academic Performance: The extent of a student's success accomplished in a
specific subject and measured through examinations and
ratings.
• Retention Rate: The ability of learners to recall and apply learned knowledge
within a period of time.
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CHAPTER 2: REVIEW OF RELATED LITERATURE

Introduction
This chapter presents a review of the literature as it pertains to the study on
microlearning in educational contexts. It divided the reviews into two: studies from the
Philippines and those from international contexts.
Related Literature in the Philippines
Several studies conducted in the Philippines detail the efficiency of technology-
assisted learning and innovative approaches to teaching. Recently, De Guzman and
Ramos published in 2021, presented in the International Journal of Computer
Engineering in Research Trends, have concluded that using technology-enhanced
learning within public schools leads to a notable improvement in students' level of
engagement and understanding when lessons are chipped up into smaller, more
interactive components.
Llaneta (2021) investigated modular learning in the Philippines in terms of
implementation and how it aligns with microlearning strategies. Since modular
learning focuses on independent learning, chunking content is similar to
microlearning. According to her experiment, students who received shorter modules
that are goal-oriented perform better in post-tests than those students who were
exposed to traditional lectures.
Ramos (2022) was able to look into how mobile applications for microlearning
are used in some schools in Metro Manila. Students who learned from the application
retained more and were more interested in accomplishing Science tasks than students
who had traditional classroom learning. Moreover, it was evidenced that the students
had mobile technology that was used to continually engage them in bite-sized lessons.
International Contexts
There is vast interest in microlearning among educational circles across the
globe. One of the reasons it received widespread interest was because of the outbreak
of e-learning. Buchem and Hamelmann, authors of a study from Germany on whether
microlearning works in vocational education and training, stated that after conveying
the information to learners in small, manageable segments, retention increased and
engagement and motivation became greater.
Mayer and Moreno conducted a study in the United States on microlearning
using cognitive load theory. In summary, they discovered that shorter bursts of
focused learning reduce cognitive overload. The subjects in this study were Science,
and they discovered that microlearning allows students to process and remember
information better than if presented in a single, extended session.
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A more recent study by Nishimura and Kimura (2022) of Japan assessed the
impact of microlearning in Science education for elementary learners. The study found
that the use of microlearning improved the performance of students on concept recall
tests and kept them more involved in the lesson than other traditional teaching
methods. According to the researchers, this is because microlearning can make a
complicated topic easy and enjoyable, especially with interactive components such as
quizzes and multimedia.
Conclusion
An impressive interest has surfaced about microlearning as the way out of the
pitfalls traditional approaches of teaching, whether foreign or domestic. Most studies
pointed to higher student engagement and retention due to breaking down such a
huge subject into something easily consumed. To this day, however, such study still
lacks a total effort concerning the use of microlearning in elementary Science
education here in the Philippines, and this study fills in.
References
Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing

professional development. eLearning Papers, 21. Retrieved from eLearning Papers
De Guzman, M. F., & Ramos, E. S. (2021). Effects of technology-enhanced learning on

student engagement in public schools. International Journal of Computer
Engineering in Research Trends.
Llaneta, C. (2021). Modular learning implementation and microlearning alignment in

the Philippines: A study on independent learning. Philippine Star.
Mayer, R. E., & Moreno, R. (Year unknown). Cognitive load theory and microlearning
in science education. Journal of Educational Psychology.
Nishimura, T., & Kimura, H. (2022). Impact of microlearning on science education for
elementary students in Japan. ScienceDirect. Retrieved from ScienceDirect
Ramos, E. S. (2022). Mobile applications for microlearning in Metro Manila: Student

engagement and retention in science education. DepEd Commons Research.
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CHAPTER 3: RESEARCH METHODOLOGY
Research Design
This study used the quasi-experimental research approach with the presence of
a control and an experimental group. The experimental group is exposed to
microlearning strategies, while the control will receive instruction on Science through
the traditional lecture method. The academic achievements of both groups will be
compared to determine whether the effectiveness of the microlearning approach has
taken place.
Participants of the Study

The subjects will be two classes of Grade 4 from Calmay Elementary School.
There will be a designated control group, which will be the traditional method while
the other group will use the experimental method with a microlearning approach.
There will be approximately 26 students in each class that will total about 52
participants.
Sampling Technique
The study will use purposive sampling to select the two classes depending on
a comparison on the size of the class, overall academic performance, and familiarity
with digital learning resources-if necessary.
Instrumentation
The chief instrument for data collection will be tests. These comprise:
1.Pre-test and Post-test: These tests will determine the students' mastery of
key Science concepts before and after the intervention.
2. Retention Test: Administered one month after the post-test, it will measure
the long-term retention of Science concepts.
3. Survey Questionnaire: A questionnaire will be taken to check the attitude
of students toward the teaching methods applied and their interest in the
subject matter.
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Data Collection Procedure

The study will be conducted as follows:
1. Pre-testing: Both the groups will be given a pre-test to check their initial
knowledge about the Science concepts.
2. Microlearning: Experimental Group Intervention
This experimental group will receive the Science lesson over a six-week
intervention using bite-sized content in 10-15 minute lessons, quizzes, and interactive
media. The same content will be administered to the control group but taught by
traditional methods.
3. Post-testing: At the end of six weeks, the two groups will undergo the post-
test to assess the performance of the participants academically after the
intervention.
4.Test-Retention: After one month of the posttest, both groups will be given
a retention test to check how well they had retained the information.
5.Data Analysis : Descriptive and inferential statistics would be used to analyze
data. It would include t-test to compare means between the two groups.
Ethical Considerations
All the students volunteering to be included in the study will be requested for
consent. Parental consent will be taken by parents/guardians of all the students
considered for the study. All the information collected will be strictly for this purpose
and will be treated as private. The record of the students at their place of study will
not be breached in any way to carry out the study.
____________________________________
Microlearning Sample Lesson Plan Science Grade 4
Topic: Water Cycle
Time of lesson : 10-15 minutes
Learning Objective: The students will be able to identify and describe the stages
of the water cycle: evaporation, condensation, precipitation, and collection.
Materials:
• Short animated video on the water cycle (3 minutes)
• Flashcards with stages of the water cycle
• Interactive quiz (5 questions)
School
Lesson Procedure:
1. Introduction: (1 minute) Teacher introduces the water cycle using a real-life
example: "It has rained yesterday, and puddles are disappearing.".
3. Guided Practice (3 minutes)
The teacher presents flashcards representing the water cycle and asks the
students to order them in the right sequence.
4. Interactive Quiz (5 minutes)
The students do a mini-quiz about the water cycle, either on tablets or by hand.
For each stage of the cycle, one question is added.
5. Conclusion (2 minutes)
The teacher restates the summary of the water cycle and asks the students
where they see and experience the water cycle in their surroundings.

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Republic of the Philippines

State Universities and Colleges

Boosting Science Mastery Through Bite-Sized Learning:

LUCIA P. LAMANERO, PhD

Background of the Study

Alternative Hypothesis (H₁): The performance of Grade 4 students who received

Significance of the Study

Scope and Limitations

CHAPTER 2: REVIEW OF RELATED LITERATURE

Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing

De Guzman, M. F., & Ramos, E. S. (2021). Effects of technology-enhanced learning on

Llaneta, C. (2021). Modular learning implementation and microlearning alignment in

Ramos, E. S. (2022). Mobile applications for microlearning in Metro Manila: Student

CHAPTER 3: RESEARCH METHODOLOGY

Participants of the Study

Data Collection Procedure

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