Irma Yahya, B. Abapihi, Makkulau Agusrawati, G. A. Wibawa
Morbidity is a diseased state or symptom in which a person is unable to do daily activities. The morbidity rates can differ by person and place. This paper aims to investigate factors affecting morbidity rates in each province in Indonesia. Using applied spatial error model (SEM), this study analyzed the spatial effect on factors being investigated. It demonstrated that SEM is well-applied on Indonesian morbidity rates data. The results show that in 2020, provinces on Java Island and some provinces on Sulawesi Island have health problems that need to be addressed because they are in the high and moderately high morbidity categories. The value of the Moran Index is positive, indicating a similarity in the percentage of morbidity rates in adjacent provinces. The morbidity rates in most of provinces in Indonesia are affected by the duration averages of school attendance, health insurance, and population density. The coefficient of determination (R2) of the SEM model of 77.60% can be said to be a fairly good model.
{"title":"Spatial Error Model to Analyze Morbidity Rate in Indonesia","authors":"Irma Yahya, B. Abapihi, Makkulau Agusrawati, G. A. Wibawa","doi":"10.53378/352998","DOIUrl":"https://doi.org/10.53378/352998","url":null,"abstract":"Morbidity is a diseased state or symptom in which a person is unable to do daily activities. The morbidity rates can differ by person and place. This paper aims to investigate factors affecting morbidity rates in each province in Indonesia. Using applied spatial error model (SEM), this study analyzed the spatial effect on factors being investigated. It demonstrated that SEM is well-applied on Indonesian morbidity rates data. The results show that in 2020, provinces on Java Island and some provinces on Sulawesi Island have health problems that need to be addressed because they are in the high and moderately high morbidity categories. The value of the Moran Index is positive, indicating a similarity in the percentage of morbidity rates in adjacent provinces. The morbidity rates in most of provinces in Indonesia are affected by the duration averages of school attendance, health insurance, and population density. The coefficient of determination (R2) of the SEM model of 77.60% can be said to be a fairly good model.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129048150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.
{"title":"Case and Project-Based Learning Lessons in Enhancing Science Process Skills","authors":"Khia Del Rosario, Elizabeth N. Chua","doi":"10.53378/353006","DOIUrl":"https://doi.org/10.53378/353006","url":null,"abstract":"The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129218237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chitu is a unique poly-extreme soda lake with high alkalinity and salinity that supports Arthrospira plantesis inhabitation. In this study, the physical parameters, chemical analysis, and some heavy metal contents in Lake Chitu were determined using flam and hydride AAS. The physicochemical analysis showed higher variability in anion and cation concentration in the three transactional areas of the lake. The physical parameters of the lake showed no difference and the chemical analysis indicated that pH, carbonate, sulphate, and fluoride concentration were higher in the anthropogenic part of the lake. This shows that human/animal interference and thermal spring water play a role. Of the three transactional areas of the lake, samples from the flooded area of the lake showed the highest alkalinity and bicarbonate concentration, while samples from the protected area showed the lowest alkalinity. The mercury and arsenic contamination was highest in the protected and anthropogenic parts of the lake respectively. The present study strongly suggest that Lake Chitu, the unique habitat for arthrospira plantesis with possible use in diverse applications, which should be further investigated by seasonal sampling.
{"title":"Physicochemical Analysis of Lake Chitu: The Origin of Arthrospira Plantesis","authors":"Yiglet Mebrat, Damitew Etisa","doi":"10.53378/352996","DOIUrl":"https://doi.org/10.53378/352996","url":null,"abstract":"Chitu is a unique poly-extreme soda lake with high alkalinity and salinity that supports Arthrospira plantesis inhabitation. In this study, the physical parameters, chemical analysis, and some heavy metal contents in Lake Chitu were determined using flam and hydride AAS. The physicochemical analysis showed higher variability in anion and cation concentration in the three transactional areas of the lake. The physical parameters of the lake showed no difference and the chemical analysis indicated that pH, carbonate, sulphate, and fluoride concentration were higher in the anthropogenic part of the lake. This shows that human/animal interference and thermal spring water play a role. Of the three transactional areas of the lake, samples from the flooded area of the lake showed the highest alkalinity and bicarbonate concentration, while samples from the protected area showed the lowest alkalinity. The mercury and arsenic contamination was highest in the protected and anthropogenic parts of the lake respectively. The present study strongly suggest that Lake Chitu, the unique habitat for arthrospira plantesis with possible use in diverse applications, which should be further investigated by seasonal sampling.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117186576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rauwolfia serpentina (serpentina) and peperomia pellucida (pansit-pansitan) were used as the raw materials for creating different mixtures to determine which concentration is faster in exterminating Rhipicephalus sanguineus latrille (common ticks). The process used was decoction, the harvested extract was used for the creation of the spray mixtures. The process used three different preparations of mixture concentration with variants concentration ratio of serpentina/pansit-pansitan as: mixture 1 with 50%/50%; mixture 2 with 75%/25%, and mixture 3 with 25%/75%. The study recorded the testing times in exterminating the ticks as: mixture 1 had the results in 1.5 hours (sprayed once), 1.33 hours (sprayed twice), and 1.25 hours (sprayed thrice); mixture 2 had the results in 3.5 hours (sprayed once), 3.42 hours (sprayed twice), and 3.33 hours (sprayed thrice); and mixture 3 had the results in 1.5 hours (sprayed once), 1.42 hours (sprayed twice), and 1.33 hours (sprayed thrice). The experiment showed that mixture 1 and mixture 3 almost had the same results, if not for a few second differences, mixture 1 was always faster than mixture 3, while mixture 2 was left behind for a few hours. Therefore, mixture 1 is the best concentration to exterminate the ticks in a controlled environment.
{"title":"Rauvolfia Serpentina and Peperomia Pellucida as Antiparasitic Spray Against Rhipicephalus Sanguineus Latreille","authors":"Mahmooda Aziza Bhatti, Mutahir Saeed, Marites Hugo, Jerico Guevarra","doi":"10.53378/352979","DOIUrl":"https://doi.org/10.53378/352979","url":null,"abstract":"Rauwolfia serpentina (serpentina) and peperomia pellucida (pansit-pansitan) were used as the raw materials for creating different mixtures to determine which concentration is faster in exterminating Rhipicephalus sanguineus latrille (common ticks). The process used was decoction, the harvested extract was used for the creation of the spray mixtures. The process used three different preparations of mixture concentration with variants concentration ratio of serpentina/pansit-pansitan as: mixture 1 with 50%/50%; mixture 2 with 75%/25%, and mixture 3 with 25%/75%. The study recorded the testing times in exterminating the ticks as: mixture 1 had the results in 1.5 hours (sprayed once), 1.33 hours (sprayed twice), and 1.25 hours (sprayed thrice); mixture 2 had the results in 3.5 hours (sprayed once), 3.42 hours (sprayed twice), and 3.33 hours (sprayed thrice); and mixture 3 had the results in 1.5 hours (sprayed once), 1.42 hours (sprayed twice), and 1.33 hours (sprayed thrice). The experiment showed that mixture 1 and mixture 3 almost had the same results, if not for a few second differences, mixture 1 was always faster than mixture 3, while mixture 2 was left behind for a few hours. Therefore, mixture 1 is the best concentration to exterminate the ticks in a controlled environment.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124772457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study determined the students’ level of eating habits, nutrition literacy, and mathematics performance and the relationship among them in a select school in Laguna, Philippines during the Academic Year 2021-2022. It also determined the difference in eating habits and nutrition literacy according to the profile. It used descriptive-correlational research design through a survey of 430 respondents selected using multi-stage random sampling. The adapted and validated instrument showed reliability analysis, internal consistency carried out using Cronbach’s Alpha, with eating habits (α=0.70) and nutrition literacy (α=0.83) reached high reliability. Frequency, percentage, mean, standard deviation, independent samples z-test, one-way ANOVA, and chi-square test for association were used. The study found that most respondents have 85 to 89 mathematics performance while the level of eating habits and nutrition literacy was high and the mathematics performance was satisfactory. There was a significant difference in eating habits (F=2.47, p=0.04) and nutrition literacy (F=5.56, p=0.00) as to age, while no difference was found as to sex (p>0.05). There was also a significant difference in nutrition literacy according to grade level, while no significance was found in eating habits according to grade level. Respondents’ eating habits were associated with nutrition literacy (x2=48.90, p=0.00), and mathematics performance (x2=18.28, p=0.03). It indicated that eating habits greatly affect the nutrition literacy and mathematics performance of the students. The study formulated recommendations for the teachers, school heads and administrators, parents and guardians, students, and future researchers.
{"title":"Eating Habits, Nutrition Literacy, and Mathematics Performance of Junior High School Students","authors":"Noel Munda, Levann Dulf Del Pilar","doi":"10.53378/352987","DOIUrl":"https://doi.org/10.53378/352987","url":null,"abstract":"This study determined the students’ level of eating habits, nutrition literacy, and mathematics performance and the relationship among them in a select school in Laguna, Philippines during the Academic Year 2021-2022. It also determined the difference in eating habits and nutrition literacy according to the profile. It used descriptive-correlational research design through a survey of 430 respondents selected using multi-stage random sampling. The adapted and validated instrument showed reliability analysis, internal consistency carried out using Cronbach’s Alpha, with eating habits (α=0.70) and nutrition literacy (α=0.83) reached high reliability. Frequency, percentage, mean, standard deviation, independent samples z-test, one-way ANOVA, and chi-square test for association were used. The study found that most respondents have 85 to 89 mathematics performance while the level of eating habits and nutrition literacy was high and the mathematics performance was satisfactory. There was a significant difference in eating habits (F=2.47, p=0.04) and nutrition literacy (F=5.56, p=0.00) as to age, while no difference was found as to sex (p>0.05). There was also a significant difference in nutrition literacy according to grade level, while no significance was found in eating habits according to grade level. Respondents’ eating habits were associated with nutrition literacy (x2=48.90, p=0.00), and mathematics performance (x2=18.28, p=0.03). It indicated that eating habits greatly affect the nutrition literacy and mathematics performance of the students. The study formulated recommendations for the teachers, school heads and administrators, parents and guardians, students, and future researchers.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133501814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Filipino students exhibit lower levels of performance in mathematics and science competency compared to neighboring countries based on national and international surveys. The root cause of this issue is the decline in students’ interest in learning mathematics alongside their insufficient critical thinking skills. This has posed challenges among mathematics teachers to innovate ways on how to enhance students’ critical thinking skills and motivate students towards better performance in mathematics. The primary objective of the study was to determine the effectiveness of a contextualized question-embedded video-based teaching and learning tool on the interest and mathematical critical thinking skills of Grade 10 students. The study used a descriptive experimental research design with the REACT and Socratic methods to contextualize and embed questions in the video tool. A survey questionnaire was used to assess students’ interest before and after utilization, and a pretest and posttest assessment was conducted to evaluate students’ interpretation, analysis, evaluation, and inference skills. Based on the findings, using a contextualized question-embedded video-based teaching and learning tool is effective in increasing students’ interest and critical thinking skills. Moreover, there was a significant difference between students’ mathematical interest in terms of their attitude, initiatives, mathematics experience, and the utilization of contextualized question-embedded video-based teaching and learning tool. The pretest and posttest results of the experimental and control groups also showed significant differences in critical thinking skills. The study concludes that using contextualized question-embedded video-based as teaching and learning tools effectively improves students’ interest and critical thinking skills in Mathematics. Further larger-scale studies with different grade levels can validate the findings of the current study.
{"title":"Contextualized Question-Embedded Video-Based Teaching and Learning Tool: A Pathway in Improving Students’ Interest and Mathematical Critical Thinking Skills","authors":"Jeerhic Malaluan, Rose R. Andrade","doi":"10.53378/352990","DOIUrl":"https://doi.org/10.53378/352990","url":null,"abstract":"Filipino students exhibit lower levels of performance in mathematics and science competency compared to neighboring countries based on national and international surveys. The root cause of this issue is the decline in students’ interest in learning mathematics alongside their insufficient critical thinking skills. This has posed challenges among mathematics teachers to innovate ways on how to enhance students’ critical thinking skills and motivate students towards better performance in mathematics. The primary objective of the study was to determine the effectiveness of a contextualized question-embedded video-based teaching and learning tool on the interest and mathematical critical thinking skills of Grade 10 students. The study used a descriptive experimental research design with the REACT and Socratic methods to contextualize and embed questions in the video tool. A survey questionnaire was used to assess students’ interest before and after utilization, and a pretest and posttest assessment was conducted to evaluate students’ interpretation, analysis, evaluation, and inference skills. Based on the findings, using a contextualized question-embedded video-based teaching and learning tool is effective in increasing students’ interest and critical thinking skills. Moreover, there was a significant difference between students’ mathematical interest in terms of their attitude, initiatives, mathematics experience, and the utilization of contextualized question-embedded video-based teaching and learning tool. The pretest and posttest results of the experimental and control groups also showed significant differences in critical thinking skills. The study concludes that using contextualized question-embedded video-based as teaching and learning tools effectively improves students’ interest and critical thinking skills in Mathematics. Further larger-scale studies with different grade levels can validate the findings of the current study.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124735158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was conducted at Barangay San Juan, Aborlan, Palawan, and was evaluated from April to December 2021. Fabrication of the device was based on the needs of roof painters to lessen their exposure to sunlight during roof painting. The roof paint sprayer was divided into three major parts. First, the container served as overall part with hand carry at the top, which weighs 6 kilograms when empty but approximately 11 kilograms when full. Second, the direct current motor is rated 60 W, 12 V nominal, maximum flow of 5 liters per minute, and a maximum pressure of 116 psi. The base of the motor was fitted at the bottom while the hole of the first container is connected to the inflow of the motor, and a hose with an adjustable nozzle is connected to the outflow. Third, the power source consisted of a connector cord, female socket, 12V transformer, circuit board, green LED, 12Vdc battery, battery indicator, and switch. The performance evaluation of the device revealed during testing showed that at the start the roof paint sprayer works smoothly and sprayed almost 1/3 area of the target area (10×3 meters) for almost 2 minutes but suddenly as it sprayed, the dc motor starts difficult to run until it stopped. The major benefit of the device, if studied further, will spray faster on roofs and smooth output.
该研究在巴拉望的Barangay San Juan, Aborlan, Barangay San Juan进行，并于2021年4月至12月进行评估。该装置的制造是基于屋顶油漆工的需要，以减少他们在屋顶粉刷期间暴露在阳光下的时间。屋顶喷漆机分为三个主要部分。首先，集装箱作为整体部分，顶部有手提行李，空时重6公斤，满时重约11公斤。第二，直流电机额定60 W, 12 V标称，最大流量5升每分钟，最大压力116 psi。所述电机的底座安装在底部，所述第一容器的孔与所述电机的流入连接，具有可调喷嘴的软管与所述流出连接。第三，电源由连接线、母插座、12V变压器、电路板、绿色LED、12Vdc电池、电池指示灯和开关组成。测试过程中显示的设备性能评估表明，在启动时，屋顶喷漆机工作平稳，喷涂了目标区域(10×3米)的近1/3区域，持续了近2分钟，但在喷涂时，直流电机突然启动难以运行，直到停止。如果进一步研究，该装置的主要好处是在屋顶上喷得更快，输出更平稳。
{"title":"Fabrication of Battery-Operated Roof Paint Sprayer with Automatic Charging Off System","authors":"Romel Panis","doi":"10.53378/352912","DOIUrl":"https://doi.org/10.53378/352912","url":null,"abstract":"The study was conducted at Barangay San Juan, Aborlan, Palawan, and was evaluated from April to December 2021. Fabrication of the device was based on the needs of roof painters to lessen their exposure to sunlight during roof painting. The roof paint sprayer was divided into three major parts. First, the container served as overall part with hand carry at the top, which weighs 6 kilograms when empty but approximately 11 kilograms when full. Second, the direct current motor is rated 60 W, 12 V nominal, maximum flow of 5 liters per minute, and a maximum pressure of 116 psi. The base of the motor was fitted at the bottom while the hole of the first container is connected to the inflow of the motor, and a hose with an adjustable nozzle is connected to the outflow. Third, the power source consisted of a connector cord, female socket, 12V transformer, circuit board, green LED, 12Vdc battery, battery indicator, and switch. The performance evaluation of the device revealed during testing showed that at the start the roof paint sprayer works smoothly and sprayed almost 1/3 area of the target area (10×3 meters) for almost 2 minutes but suddenly as it sprayed, the dc motor starts difficult to run until it stopped. The major benefit of the device, if studied further, will spray faster on roofs and smooth output.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134123230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nilo Tubio II, Maria Sonia Alloso, Jenefer Mia Rabago, Mona Liel E. Lacsa, Phoebe Ruth Alithea Sudaria, Kenn Migan Vincent C. Gumonan
One of the most fundamental needs of humanity is water. It is essential to provide clean water for human consumption. This research aims to design and build a functional water monitoring system to guarantee a safe water supply. Using the AQUAMAG device and web-based platform, the water quality is assessed in real time, and the current water status is monitored. There is a webpage for viewing all the recorded data from the database for analytical monitoring purposes. At the same time, the device sends a message notification to the user for the water condition update. The evaluation-based ISO 25010 standards showed end-users remarkably accepted the device attributed to the accurate turbidity and pH sensors. This water monitoring mechanism can help the user visualize if the water source is polluted or contaminated through a water quality test. With its efficient application and practicality, it has excellent potential for the community. Hence, a portable and user-friendly device that can be used within households and establishments as an alternative way of checking water quality before using it can be developed. Relatively, the study can raise awareness on water quality in the community through the developed device, which can also avoid illnesses caused by contaminated water.
{"title":"AQUAMAG: Smart Water Quality Monitoring through Internet of Things","authors":"Nilo Tubio II, Maria Sonia Alloso, Jenefer Mia Rabago, Mona Liel E. Lacsa, Phoebe Ruth Alithea Sudaria, Kenn Migan Vincent C. Gumonan","doi":"10.53378/352960","DOIUrl":"https://doi.org/10.53378/352960","url":null,"abstract":"One of the most fundamental needs of humanity is water. It is essential to provide clean water for human consumption. This research aims to design and build a functional water monitoring system to guarantee a safe water supply. Using the AQUAMAG device and web-based platform, the water quality is assessed in real time, and the current water status is monitored. There is a webpage for viewing all the recorded data from the database for analytical monitoring purposes. At the same time, the device sends a message notification to the user for the water condition update. The evaluation-based ISO 25010 standards showed end-users remarkably accepted the device attributed to the accurate turbidity and pH sensors. This water monitoring mechanism can help the user visualize if the water source is polluted or contaminated through a water quality test. With its efficient application and practicality, it has excellent potential for the community. Hence, a portable and user-friendly device that can be used within households and establishments as an alternative way of checking water quality before using it can be developed. Relatively, the study can raise awareness on water quality in the community through the developed device, which can also avoid illnesses caused by contaminated water.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"64 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133508844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to determine the effectiveness of Problem-Based Learning (PBL) material to the critical thinking skills of Grade 10 students in Mathematics. The study used experimental research design by measuring the improvement on the performance of the students after the implementation of the researcher-made PBL material. It also used survey strategy to assess the acceptance of the students on the quality of the developed PBL material and correlated the results with the critical thinking skills before and after the use of the material using paper and pen test. Results revealed that learning experiences relate to inferring, communicating, and problem-solving. There is also significant relationship between learning outcomes and communicating and problem solving. Both effectiveness and efficiency and user-friendliness significantly relate to communicating learning experience while congruence relates significantly to all critical thinking skills. Thus, learners’ use of the PBL material increases their critical thinking skills as evidenced by the t–test results showing significantly different critical thinking skills before and after the use of PBL material. With the improved level of students’ critical thinking skills, the PBL material may be used as a supplementary in the delivery of the lessons in any subject area.
{"title":"Problem-Based Learning Materials in Upskilling Mathematics Critical Thinking Skills","authors":"Ideza Carmela D. Magpantay, Allen E. Pasia","doi":"10.53378/352940","DOIUrl":"https://doi.org/10.53378/352940","url":null,"abstract":"This study aimed to determine the effectiveness of Problem-Based Learning (PBL) material to the critical thinking skills of Grade 10 students in Mathematics. The study used experimental research design by measuring the improvement on the performance of the students after the implementation of the researcher-made PBL material. It also used survey strategy to assess the acceptance of the students on the quality of the developed PBL material and correlated the results with the critical thinking skills before and after the use of the material using paper and pen test. Results revealed that learning experiences relate to inferring, communicating, and problem-solving. There is also significant relationship between learning outcomes and communicating and problem solving. Both effectiveness and efficiency and user-friendliness significantly relate to communicating learning experience while congruence relates significantly to all critical thinking skills. Thus, learners’ use of the PBL material increases their critical thinking skills as evidenced by the t–test results showing significantly different critical thinking skills before and after the use of PBL material. With the improved level of students’ critical thinking skills, the PBL material may be used as a supplementary in the delivery of the lessons in any subject area.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124633200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of science education is to increase students’ scientific literacy, which includes the acquisition of scientific knowledge, to become informed and active citizens who can make decisions that influence their health, environment, or society. In line with this, the study sought to determine the efficacy of using infographics in enhancing the scientific knowledge of 160 grade 8 students in Alaminos Laguna. Furthermore, it investigates the students’ dual coding cognition as inputs to developing the infographic materials. It also evaluates students’ preferences for static and animated infographics, and evaluators’ ratings of the created infographics. This study is descriptive developmental in nature, as it employs survey questionnaires to assess students’ dual coding cognition, students’ preference for static versus animated infographics, and experts’ ratings on the designed infographic materials. It also creates, designs, and assesses infographic learning materials in accordance with the criteria established to be effective. The results showed that students’ dual coding cognition in terms of verbal and imagery is both “practiced” and that both infographics were “preferred” by the students. The static infographics received an “excellent” score from the expert raters, while animated infographics received a “very good” rating. The result generated showed infographics enhanced learners’ performance and demonstrated a substantial difference between their pre-and post-test scores in terms of scientific knowledge. The findings indicate that using infographics to increase students’ scientific knowledge and academic performance was indeed beneficial.
{"title":"Dual Coding Cognition in Devising Infographics for an Enhanced Students’ Scientific Knowledge","authors":"Jocelyn Dogomeo, John Vincent Aliazas","doi":"10.53378/352926","DOIUrl":"https://doi.org/10.53378/352926","url":null,"abstract":"The goal of science education is to increase students’ scientific literacy, which includes the acquisition of scientific knowledge, to become informed and active citizens who can make decisions that influence their health, environment, or society. In line with this, the study sought to determine the efficacy of using infographics in enhancing the scientific knowledge of 160 grade 8 students in Alaminos Laguna. Furthermore, it investigates the students’ dual coding cognition as inputs to developing the infographic materials. It also evaluates students’ preferences for static and animated infographics, and evaluators’ ratings of the created infographics. This study is descriptive developmental in nature, as it employs survey questionnaires to assess students’ dual coding cognition, students’ preference for static versus animated infographics, and experts’ ratings on the designed infographic materials. It also creates, designs, and assesses infographic learning materials in accordance with the criteria established to be effective. The results showed that students’ dual coding cognition in terms of verbal and imagery is both “practiced” and that both infographics were “preferred” by the students. The static infographics received an “excellent” score from the expert raters, while animated infographics received a “very good” rating. The result generated showed infographics enhanced learners’ performance and demonstrated a substantial difference between their pre-and post-test scores in terms of scientific knowledge. The findings indicate that using infographics to increase students’ scientific knowledge and academic performance was indeed beneficial.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131495678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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