Scientific Reasoning Skills of Grade 5 Pupils in Learning Plant Propagation Using Interactive Applications

The purpose of this study was to describe the development of the scientific reasoning skills of the Grade 5 pupils, using interactive applications in learning plant propagation. Three groups (n = 36 pupils/group; total n = 108 pupils) of heterogeneous classes of Grade 5 pupils of De La Salle Santiago Zobel were the participants of this study. A quasi-experimental design was considered for this investigation, categorizing the 3 groups into three teaching-learning approaches; (1) Non-Interactive (NI), (2) Non-Interactive Plus (NIP) and (3) Interactive Media (IM). These groups were taught using the constructivist approach following the Understanding by Design framework, with different combinations of interactive applications. Results of this study showed pupils’ creative thinking, self-directed learning, and mastery through up-to-date technology. This is suggestive that the use of interactive applications could facilitate development of the students’ scientific reasoning skills in learning plant propagation.