Implementing Research-Based Science Activities in a Rural ESL Classroom: Usability, Pupil Learning and Instructional Value

Abstract

This study examined the implementation of a researcher-designed Science Research-Based Activity (SRA) sequence in a rural Year 5 ESL classroom in Sarawak with limited infrastructure and teaching materials. The sequence organised Survey, Case Study, and Experimental Science Activities as a connected progression. Using Action Research supported by the Successive Approximation Model, 23 pupils completed nine cycles from 24 November to 11 December 2025, with 595 minutes (9 hours 55 minutes) of planned instructional time. Data included written pupil responses, classroom observations, semi-structured interviews with the teacher-researcher, reflection records, field notes, pupil artefacts, activity outputs, and cycle-level classroom-performance ratings. Engagement and activity-specific Learning Outcomes were summarised descriptively, while qualitative data were analysed thematically. Engagement increased broadly from M = 5.17 (SD = 1.37) out of 8 in Cycle 1 to M = 7.43 (SD = 0.79) in Cycle 9. Learning Outcomes varied with task demands, ranging from M = 5.35 (SD = 1.58) to M = 7.57 (SD = 1.70) out of 12, and generally improved within phases. High engagement did not always coincide with strong scientific explanation, particularly during hands-on work. The SRA sequence was workable when clear stages, adaptive scaffolding, accessible materials, language support, and teacher adjustment were used. Findings are specific to this classroom and do not establish causal effectiveness.