Abstract

Science subject are core subject that compulsory for pupils to pass the subject to further their study in the higher institution. To produce students with a higher knowledge in science, the school has to take step to attract the students to love science. Government also wants 60% of students study in science stream and 40% more in arts. Therefore, a few step and action been taken to attract students enthusiasm. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways to associated with inquiry, including asking question, planning and conducting investigations. When students have the opportunity to explore, inquire, construct meaning and come to conclusion, they retain of the concept. At the same time implementing an inquiry discovery in laboratory is not a simple feat, which requires much planning initially, and restructuring the physical environment. Teachers need to have training and much support from administration at the school and district level. Overall the inquiry approach to teaching science is the most thorough method to use.

RESEARCH ISSUE
Many of the students are low performing, not engaged in active learning and do not seem interested in science. The laboratory may be useful in this case to do the inquiry discovery.

RESEARCH OBJECTIVE
1. To increase students motivation, productivity and

achievement in science. 2. To make fully use of science laboratory in doing the inquiry discovery. 3. To plan an action to overcome students problem. 4. To evaluate the effectiveness of action to increase the students performance in science

TARGETED GROUP
Involved 2 groups of students from year 5

METHODS OF ACTION
Electricity and heat were the two science content areas

that the students studied for this project. The inquiry discovery students were grouped into cooperative learning centers for investigations and individual or whole group. The traditional class students utilized science journals for note taking, organization of homework assignment, class work and textbook investigation.

DATA COLLECTION
Use teacher observations during the exploring segment

of the lesson to determine student progress of inquiry discovery procedure. Both classes were given the same teacher made assessment after each unit of study. Give interest and attitude survey and analyze results.

ACTION INSTRUMENT
Observation technique Questionnaire Test assessment

DATA ANALYSIS AND INTERPRETATION

Findings from test, questionnaire and observation of data will be analyze using mark obtain. TIMELINE ACTION An action planned, done in 2 weeks each time of science lesson in classroom.

ACTION REFLECTION
The student surveys showed that most of the

sudents liked science. The majority of the student identified making project, doing activities, learning new things and working with others as factors they liked science. Survey also revealed that the student did not like textbook reading, and studying for test. High student interest in active hands on activities. As student worked on group and individual projects, teachers observations concluded that the inquiry discovery based student spent more time on task, generated an increase in student discussion and questions.

THE END