Data Mining and Knowledge Engineering

Ian Ismael E. Marces ¹, Dennis G. Caballes ²

Affiliations
1 Mayamot National High School, Antipolo City, PH
2 Centro Escolar University, PH

Abstract

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.

Keywords

Grade 10, Interactive Simulation, Laboratory Experiments, PhET, Physics.

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Ramela R. Villena ¹, Dennis G. Caballes ²

Affiliations
1 Department of Education, Doña Teodora Alonzo Division of Manila, PH
2 Centro Escolar University, PH

Abstract

Information Communication Technology (ICT) integration in education generally means technology-based teaching and learning process that closely relates to the utilization of learning technologies in schools. The researcher conducted this study to determine how information technology plays an important role in facilitating learning in teaching science technology and society. This study aims to create the different elements of learning in integrating the ICT in the classroom such as pedagogy, social interaction and technology. Social Reconstructionist creates a learner-centered, learning environment with the belief that they learn more from what they do or think rather than the teacher’s input. Reconstructionist not use to elevate education where the learners become a problem solvers, but also try to identify and correct many noteworthy social problems that face our nation, with diverse targets including technology.The result shows that there is significant effect on the students with the integration of ICT   in teaching this subject.The result also shows that the use of technology in education is very challenging for students understanding in sciencetechnology and society.Learners in the 21st century have  different styles of learning in using ICT can provide diverse options for taking in and processing information, making sense of ideas expressing learners. Information Communication Technology tool has been very powerful in opening doors of educational opportunities for both teachers and learners who are in quest of improving quality education. Integration of ICT-in teaching can promote the acquisition of the knowledge and problem skills that will empower students for lifelong learning.

Keywords

Integration, Information Communication Technology, Styles of learning.

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