I. Title Discovery Approach Versus Traditional Textbook and Lecture Instruction in Teaching Science: Its Effect on Pupils’ Performance.
II. Rationale Over the years, schools have always been concerned with how to come up with effective teaching-learning experiences for the pupils. In an attempt to attain this goal, the teacher is expected to possess a thorough knowledge of the criteria of good teaching and the mastery of the subject matter to be taught and a broad knowledge of various teaching approaches/ strategies in teaching. In teaching subject like science, a teacher should choose a strategy where pupils develop their ability to think, act and organize knowledge. One of the approaches that is strongly supported and highly recommended in teaching science is the discovery approach. This method helps pupils find solutions and answers to their own questions by way of gathering pieces of evidence but are valid and reliable and draw their own generalizations and conclusions. The pupils learn by inquiring about something; measuring, weighing, sorting out information and building their interpretation about the problem. They also employ such processes as analyzing, synthesizing and evaluating the data and information to discover concepts by themselves. With this method, pupils become more independent learners capable of learning on their own.
III. Statement of the Problem What is the effect of using discovery approach versus traditional textbook and lecture instruction in teaching science on pupils’ performance? Is there a significant difference in pupils’ performance in using the discovery approach versus traditional textbook and lecture instruction?
IV. Hypothesis There is no significant difference in the performance of pupils using the discovery approach versus traditional textbook and lecture instruction in teaching Science.
V. Methodology Subjects: The subjects of this proposed study are the two sections/classes of Grade V of Maasin Central Elementary School. Sources of Data: Result of the Pre-test and summative test. Time Frame: This proposed study will be conducted on the period November 15 to December 9, 2012

VI. Procedure: A. The teacher will administer a 30 item pre-test for each content area, electricity and simple machines to be studied for this research. B. 1 group/class will be exposed to traditional/lecture methods which involved the use of textbook, teacher assessments and textbook investigations. C. 1 group/class will be exposed to discovery method which involved an exploration segment, explanation segment, an evaluation segment, concept maps, cooperative learning groups, and teacher assessments. D. Post test will be administered after 2 weeks for the first content area to determine the result on the use of each method. E. Methods used are switch after two weeks following the assessment of the concept. F. Post test will be administered after two weeks for the next content area.