Informatics Publishing Limited

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The aim of this study was to improve the conceptual understanding of grade 12 non-science students in selected topics in genetics using heuristic approach. This research was carried out at the General Tiburcio De Leon National High School. GTDLNHS offers non-science classes such as ABM, TVL, HUMMS and GAS in which GAS strand is the only strand offering General Biology as an elective science subject. GAS strand consists of two GAS A and GAS B sections which designated as the control and experimental group. The heuristic approach was used to deliver the lesson for the experimental group and the control group was exposed in the current format of the lesson 7E. Since this was a quasi-experimental research, there was no randomization. The statistical treatment used in this study was the SPSS software version 23. At the onset of the experiment pretest was administered to the both groups. Five statements of the problem and four hypotheses guided the study. The findings of the mean pretest scores for control group are 12.61 and experimental are 12.86. In addition, the value of 0.723 is greater than the a 0.05 level of significance, showing that there is no significant difference between the control and experimental group; it revealed that the two groups were comparable from the beginning of the study. Meanwhile, posttest and learning gain results indicated that there was a significant difference between the mean performance of the control and experimental group at a 0.05 level of significance which seems to suggest that the heuristic approach improve the conceptual understanding of grade 12 non-science students in selected topics in genetics.

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The objective of this study is to determine the effectiveness of the developed Student-Made Video Clips (SMVC) in Earth Science towards reinforced students’ learning of the Grade 11 students in Sitero Francisco Memorial National High School, S.Y. 2018-2019.

The researcher used quasi-experimental research design where two groups took a pretest to determine their prior knowledge on the lesson. The experimental group developed Student-Made Video Clips (SMVC) while the control group undergo traditional method of teaching. The control group and the experimental group answered the posttest.

After the implementation, the study found out that there was no significant difference in the pretest mean scores of the control group and experimental group. This means that both groups were comparable and have the same knowledge before the development of Student-Made Video Clips (SMVC). After the conduct of traditional teaching method and development of Student-Made Video Clips (SMVC), it was found out that there was a significant difference in the posttest mean scores of the control group and the experimental group. Both groups performed better after the traditional teaching method for the control group and development of Student-Made Video Clips (SMVC) for the experimental group. But the study showed that there was a great increase in the mean difference of the experimental group compared to the control group which is 8.66 and 4.56, respectively. Moreover, the experimental group who developed Student-Made Video Clips (SMVC) have greater gain score of 0.5211 or 52.11% compared to 0.2675 or 26.75% gain score of the control group. The experimental group have medium learning gain since the range is within 0.3 to 0.7; while the control group attained low learning gain since it is less than 0.3 [1].

Based from the data gathered, analysed, and interpreted, the learning of the lesson through their experiences in developing the Student-Made Video Clips (SMVC) effectively helped them in learning the scientific concepts and the basic tenets on Plate Tectonics. They have learned to discover principles, concepts and facts for themselves. When students create their own videos, they acquire research skills, problem solving skills, collaborative work, technology and presentation skills [2].

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This study aimed to determine the effectiveness of interactive simulation laboratory experiments in enhancing the academic performance of Grade 10 Students in Physics. It made use of a quasi-experimental research analysis whereas pretest-posttest control group design was used. Sixty (60) Grade 10 students were chosen as respondents and were randomly selected and assigned to the control and experimental groups. The findings revealed that the experimental group or those who used the interactive simulation laboratory experiments was found to perform better than control group who used actual laboratory experiment. For that reason, the following conclusions are drawn: (1) The video interactive simulation can be used as an additional learning resource since it is in line with K to 12 curriculum learning competencies; (2) The video interactive simulation is effective in enhancing the academic performance of Grade 10 students in Physics; and (3) The video interactive simulation can be a substitute material for those topics without enough instructional devices. With that, the following are hereby recommended: (1) Science teachers should use video interactive simulation for those topics without enough instructional tools; (2) Science teachers and curriculum developers should develop more video interactive simulation in line with the K-12 learning competencies; (3) A similar study may be conducted with longer teaching sessions to cater all the topics with PhEt video interactive simulation; and (4) A similar study may be conducted with bigger number of respondents in another venue to increase the generalizability of the results.

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Reasoning skills and Metacognitive abilities are important factors in student learning process. This study is an essential to the students on how to understand and learn in their intellectual development and thinking skills. Scientific reasoning abilities can also have a long term impact on students’ academic achievement. To move forward, educators and researchers produce good assessment tools that can be evaluated by reasoning skills and metacognitive abilities. This is important for gauging the abilities of students that are appropriate in their level of learning under the K-12 curriculum. The research used a descriptive survey method using quantitative approach. The mean and the standard deviation were used to determine the relationship of the two variables, while the t-test was employed to determine the significant difference of the mean scores on pretest and posttest correlation between reasoning skills and metacognitive ability. It can be inferred that there is a positive  moderate correlation between the two variables which signify that  the reasoning skills of the respondents go higher, the metacognitive skills become better but, despite the moderate correlation, the findings is not significant as shown in the p-value of 0.590 which is greater than α= 0.05.

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Science, as a highly advanced yet practical discipline, provides a person with opportunities to develop life, practical skills and most importantly scientific skills. Learning its topics becomes easier with the aid of various Instructional Materials (IMs) which are necessary for achieving the goals teaching-learning process and address the needs of diversified learners. Strategic Intervention Material (SIM) is an activity where students can utilize it in and out of the four corners of classroom. This research endeavor aimed to find out the effectiveness of SIM in General Biology 2 of STEM class. The study utilized single group pretest-posttest experimental design. About 15 participants were used as subjects. Mean, Standard deviation, and Wilcoxon signed rank test were the statistical tools employed. The study revealed that students have improved performances after using SIM as depicted in the computed sig value of 0.004 and 0.001 for DNA and Protein synthesis and Recombinant DNA respectively. With these, teachers are encouraged   to make and utilize SIM as an effective material to achieve learning objectives.

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Gamification plays an important role in the learning process. This study aimed to signifies the role of gamification on the students’ academic performance in senior high school physical science course.  Forty grade 11 senior high schools were the subject of this study. The control group was exposed the traditional teaching in the 21^st century with the use of multimedia teaching while the experimental group was exposed to a gamified classroom with the use of a gamification platform. A 30-item test was given before and after the intervention. The results were tabulated and tested statistically with the used of SPSS software. The result of the independent t-test for the pretest of the control and the experimental group showed that the two groups were comparable. The t-test for the independent sample for the posttest for the two groups suggests that gamification had improved the academic performance of the students. The Wilcoxon Signed Rank Test for the pretest and posttest of the controlled group had also shown a positive change in the result of the test. It is recommended to use the gamification across all learning areas to test further its effectiveness in the academic performance of the students.

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The objective of this study is to investigate how senior high school students utilize their mobile devices during self-regulated learning in chemistry, what are their attitudes toward mobile devices as a learning tool in chemistry and determine if there is a significant relationship between the frequency of usage of mobile devices as learning tool and academic performance. The research was carried out using researcher-made questionnaire distributed to 162 Grade 12 students who are currently taking up General Chemistry 2 course this second semester of AY 2018-2019. Statistical treatment of data include weighted mean and Pearson’s r. Results revealed that there is no significant relationship between frequency of mobile device usage as a learning tool during self-regulated learning and academic performance in terms of midterm grade in General Chemistry 2 course based on Pearson’s correlation coefficient of -0.057 with a corresponding p value of 0.236.

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This paper proposes Sci-Dama as one tool in increasing student’s scientific analytical and computational skills. This can be considered as one productive instrument to improve Higher-Order Thinking (HOT) skills of students, thus, can be more useful if to be added in the instructional materials as one motivational enhancer and be continually included in every Science Fair activities. This study also focuses on its effectiveness in increasing the scientific analysis and computational skills of students. From the findings, it can be concluded that learning by game gives a positive impact to the student learning ability. From several findings, as from the results of comprehensive analysis from the gathered data, information and views of the experts, Sci-Dama, being an educational game can be highly recommended to be utilized as a tool to augment students’ skills in many aspects of learning, may it be in the classroom and even in the competition.

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This study on the effectiveness of using Technology Based Supplementary Material (TBSM) as a Remediation activity in Physical Science for Grade 12 senior high school students attempts to measure its effectiveness as a Remediation program due to shortened hours of contact teaching caused by class suspension brought about by unavoidable situations such as inclement weather condition, absences of students and teachers caused by illnesses and other personal/family problems, coaching of teachers during contests and other school related activities. The study shows that as to the effectiveness of the TBSM, the overall weighted mean of 4.69 is interpreted as most effective. This implies that both the teachers and students perceived that the TBSM as an effective tool in understanding concepts related to Physical Science. The computed t-value of 11.27 is greater than the critical value of 2.42 at 0.05 level of significance led to the rejection of the null hypothesis. Furthermore, the mean score of 31.05 shows that the students have an average proficiency level of 88.64%. This means that student’s learnings were enhanced by TBSM. This study can be adopted by the school administrators and they may produce, reproduce and distribute this material for the students under remediation program. They may also create programs/activities for teachers to study SIM writing more effectively and responsively.

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This paper is ischolar_mained in the pedagogic data and self-narration on challenges and opportunities of the researcher associated with teaching secondary biological science during the enhanced community quarantine implementation due to COVID-19. The essence of this paper provided implications that can be used as teachers moved into the new normal in education, optimizing online teaching experience. Thus, the researcher’s emergency remote teaching experience is summarized in an acronym PROACTIVE. Which stands for- Preparation and plan on “new normal” in education; Responsive on the needs of the learners; Openness to communicate, giving feedbacks, collaborating to students, parents and other teachers; Authentic and reflective evaluation to have meaningful learning for students; Create engaging, contextualize learning materials and connect; Teach and align the essential competencies; Integration of values; Vibrant goal on teaching and learning process; Exploring tools, methods and other possibilities on online class.

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Philippine new normal of education requires different learning modalities as suggested by the Department of Education to address the cause of pandemic. Online modality of learning is one of the adoptions that is to be considered. It is for this reason that this study was conducted to investigate the teacher’s level perceptions on the different strains of online modalities of learning as an adoption to new normal. It utilized quantitative approach using modified-adopted questionnaire as the primary instrument. Results revealed that the comfort and confident level of teachers on the integration of technology in the classroom indicated that the respondents are somewhat confident and comfortable in using technology. Further, age and years of teaching profile of the respondents is insignificant to the teacher’s level of perception towards the strain that they may face while integrating technology for online learning. However, it is also showed that the confidence and comfort levels of the teacher in using technology in teaching have no relationship in their perception on the different strains on online learning and can be treated separately. Thus, strains that the schools may face in adopting online learning modality should be taken into consideration by every school and the government itself for the success of education.

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Digital technology is a serviceable servant but a threatening master. Successful use of technology in education has transformed the landscape of education, providing more training opportunities. All instructors and learners have benefited from various teaching innovations, instructors have learned how to incorporate technology in their classrooms and students are getting more involved in studying through technology. The use of technology in education has eliminated instructional barriers. Using new digital software, both students and teachers can interact in real time. Nonetheless, we need to ensure that teachers use technologies only to enhance the learning process and not to replace the teachers. Extensive application of technologies serves as an impediment to the teaching- learning cycle that is systemized. The research was carried out using a researcher – made questionnaire distributed to 30 teacher respondents. Results revealed that there is a positive impact and acceptance on the use of digital technology as a mode of instruction. The study recommended that proper training and implementation on the use of digital technology should be emphasized both on the teacher and learners. The study also recommended a schools to facilitate leadership and support for its successful implementation.

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This research aimed to describe the digital skills of secondary school teachers focusing on their competence and integration of digital skills. The respondents were composed of sixty percent academic teachers and 40% non-academic teachers. The respondents were also divided based on their years in teaching. The t-test for independent samples showed the following result: (1) there is no significant difference in the digital competence of teachers when group according to subject matter taught (academic and non-academic subjects); (2) there is no significant difference in the integration of digital skills when grouped based on subject taught. The ANOVA computation showed the following results: (1) there is no significant difference in the digital competence of the teachers when group according to years in teaching and (2) there is no significant difference in the integration of digital skills when group according to years in teaching. This study also revealed some of the challenges encountered by the teachers in the implementation of digital skills. The researchers recommend testing the digital competence and integration of teachers across all learning areas.

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Inquiry-based approach has been used by teachers and educators worldwide. It has proven its effectiveness in classroom application and has taught students to think critically and analytically . Over decades it has been cited as an imperative part and parcel of science education. Students are encouraged to apply various analytic and thought related skills in order to learn better the various underlying scientific concepts and processes, which remains central to science education. This article entails the significant relationships between how well beginning science teachers understand the concept of inquiry – based approach to teaching science and the challenges they encountered in using this approach. It aimed specifically to not only determine the significant relationship between the variables but more so suggest and create a special science program which will be an elective course in teacher education institution among HEIs. To do so, a sample of 64 respondents from different institutions were used to gather the necessary data. The research made use of a descriptive quantitative methods of research and a survey questionnaire was distributed via google forms. Beginning science teachers were classified based on their teaching experience which ranges from 0 to 3 years. There was a majority of young generation of teachers evident in the demographic profile whose age bracket is from 20-22 years old and are female. Beginning science teachers’ understanding of inquiry – based approach in teaching science were every evident, overall they pose a very high weighted mean. On the other hand, there were numerous challenges of using inquiry-based approach to teaching science but these article grouped those numerous challenges into five (5). Result of the study showed emphasis on MOTIVATION; for students to engage in inquiry in a way that can contribute to meaningful learning they must sufficiently be motivated because inquiry requires a higher level of motivation on the part of learners than is demanded by most traditional educational activities with the average weighted mean of 4.77. Pearson r correlation was used to determine if there is a significant relationship between the beginning teachers’ understanding of using Inquiry- based approach in teaching science to the challenges they experienced in using this approach. Results revealed that the p-value of 0.00 for one-tailed test and p-value of 0.00 for two-tailed test are both less than the alpha level of 0.05 and therefore it is significant. Moreover, the r value of 0.22 signifies that there is a weak positive relationship between the understanding of using inquiry-based approach and the challenges experienced by beginning teachers in teaching science.  

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This research was designed to determine the effects of Virtual Class in teaching Technology and Livelihood Education and the performance of grade ten students at Dalandanan National High School S.Y. 2019-2020.  The study treated two groups of respondents, namely the experimental and traditional groups. The first set was composed of 25 students that were taught with Virtual class via google site, google forms and the second set was composed of 25 students using the traditional method that was handled by the same Master Teacher. 

The mean was computed to determine the level of performance of the students in Teaching with Virtual Class and Traditional Strategy.  The standard deviation to determine the homogeneity or spread of the scores of the two groups and t-test was used to determine the significant difference between the pre-test and post-test mean scores of the two groups. 

Using several Software like SPSS and Excel the following statistical tests were used in the study. 

Based on the statistical results and findings of the study, there was a significant difference between the pre-test and post-test performance of the virtual class integration and traditional group in teaching Technology and Livelihood Education Ten.  In relation to the research of [1] (Carreon, 2018) Technology and Livelihood Education learning thru Facebook was an effective means of providing quality blended learning approach an example of virtual classroom and in connection with the ELT or experiential learning theory by Kolb in 1984.

The study also shows that Virtual class integration was more effective than traditional strategy in teaching Technology and Livelihood Ten. In reference from the recent study of [2] (Seage, 2020) Blended learning among STEM students will provide first hand experienced of learning thru independent hands on activity that engage students sense of ownership and bridge academic gaps.

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This research aimed to determine and assess the perception and difficulties encountered by the students in conducting their science investigatory project. The researcher utilized the use of descriptive research as research design wherein this describe a phenomenon and its characteristics. This design use survey tool to gather data.  The subjects of the study were the thirty three (33) Grade 12 Science, Technology, Engineering and Mathematics (STEM) students of Buhaynasapa National High School for the School Year 2019-2020.

After careful analysis and interpretation of the gathered data, the researcher found out that the perception of the respondents with regards to science investigatory project is that it was the way on how to gain new ideas and knowledge. The students found problems in conducting science investigatory project in stating the problem, writing related literature, identifying methods and procedures, presenting, analyzing and interpreting data and in summarizing of findings and formulating conclusions and recommendations. There was a significant relationship between the perception of the respondents and the problems they have encountered. It conforms that through science investigatory project he students will able to enhance process skills development.

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This research aimed to determine the effectiveness of Self-directed Learning approach in optimizing Science instruction. The researchers utilized the use of quasi-experimental research as research design wherein no random selection nor assignment of groups were administered. The researchers also used an aptitude test to assess the performance of the controlled and experimental groups before and after the teaching and learning process. The aptitude test was validated by the experts.  The subjects of the study were the eighty-two (82) Grade 11 Humanities and Social Sciences (HUMSS) students of Buhaynasapa National High School for the School Year 2019-2020 taking up Earth and Life Science course. 

After careful analysis and interpretation of the gathered data, the researcher found out that the students had comparable levels of performance in the pre-test and post-test of the learners. Also appears that self-directed learning positively affects students’ performance. It conforms that teachers may utilize Self-directed learning as an alternative approach in optimizing Science Instruction that will cater the needs of the 21st century learners.

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Learning is the ultimate goal of man’s survival and the main reason why teachers exist is to direct learners achieve it appropriately. Being unique is commonly observed to human’s capacity to think, learn and behave. Many experts have thoroughly performed studies about the brain, it’s activity and capacity proposing so many theories and recommendations up to this date, all pointing to obtaining knowledge and applying them accordingly for continued existence. Even though researches and science breakthroughs offer lots of information about the brain and learning, a mismatch on learning delivery often end up to frustrating unattained learning goals.

The main objective of this study was to assess the association of learning style, teaching style of teachers in Science and learner’s academic performance in Science of Junior High School students of Dela Paz National High School in Antipolo City, Philippines. Twelve teachers were randomly selected out of nineteen regular teachers in Science. Also, two hundred thirty eight learners were selected across the different grade levels using stratified random sampling. The study utilized a research design including descriptive methods of research, survey using a validated VARK questionnaire/checklist and documentary analysis of pertinent documents to gather the needed data.

The study revealed that visual type of learner dominated the Junior High School students of Dela Paz National High School followed by auditory learners with a minimal gap, while most of the teachers in Science exhibit auditory teaching style and seconded by visual teachers. Although there were few reading/writing and kinesthetic learners and teachers, their presence in the population still were recognizable and should be addressed accordingly by the educational institution.

Using the first quarter grade in Science of learners as basis of comparison, the study stressed that learning style of learners and teaching styles of teachers influence the academic performance of learners.

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A good human relation has something to do with the performance of any individual in an institution. This study was conducted to investigate whether the relationship between the school administrator and the teacher is an indicative measure of student learning achievement. It utilized mixed method approach using questionnaire as the primary instrument. Results revealed that there is a positive relationship between the school administrator and the teacher. However, the learning achievement of the students on ICT-Based course is not significantly correlated to the relationship between the school administrator and the teacher based on the Pearson r correlation coefficient of 0.316 with the corresponding p value of 0.617.

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