This study determined the effectiveness of scenario-based microlearning strategy in improving the basic science process skills in self-directed learning of sixth grade students. Descriptive correlational through a pre-test – posttest and survey strategies was utilized. The pretest and posttest results measured the effectiveness of the strategy in improving the basic science process skills whereas the survey results were correlated to identify the significant relationship between the students’ use of scenario-based microlearning strategy and their post-test scores. The findings indicated that respondents were very satisfied on the use of the strategy as to scenario construct and its alignment to learning style. They feel satisfied in terms of the content covered and form which revealed their very high level of planning and changing skills. The pretest and posttest showed a significant difference in all terms, except for classifying. A significant relationship was revealed between the students’ use of the strategy and their posttest scores as well as the use of the strategy and level of self-directed learning skills. The findings suggest the use of scenario-based microlearning strategy as an alternative approach in teaching science to improve the basic science process skills and self-directed learning skills of learners.
{"title":"Scenario-Based Microlearning Strategy for Improved Basic Science Process Skills in Self-Directed Learning","authors":"Leonardo F. Zulueta, Julie Fe Panoy","doi":"10.53378/352932","DOIUrl":"https://doi.org/10.53378/352932","url":null,"abstract":"This study determined the effectiveness of scenario-based microlearning strategy in improving the basic science process skills in self-directed learning of sixth grade students. Descriptive correlational through a pre-test – posttest and survey strategies was utilized. The pretest and posttest results measured the effectiveness of the strategy in improving the basic science process skills whereas the survey results were correlated to identify the significant relationship between the students’ use of scenario-based microlearning strategy and their post-test scores. The findings indicated that respondents were very satisfied on the use of the strategy as to scenario construct and its alignment to learning style. They feel satisfied in terms of the content covered and form which revealed their very high level of planning and changing skills. The pretest and posttest showed a significant difference in all terms, except for classifying. A significant relationship was revealed between the students’ use of the strategy and their posttest scores as well as the use of the strategy and level of self-directed learning skills. The findings suggest the use of scenario-based microlearning strategy as an alternative approach in teaching science to improve the basic science process skills and self-directed learning skills of learners.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"15 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":"114298054","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 utilized descriptive-developmental research design through the use of integrated, adapted, and expert-validated survey questionnaires, pretest and posttest to find the effects of self-designed problem-based infographic material as supplementary learning tool in advancing the scientific knowledge of thirty (30) Grade 7 students in a public high school in San Pablo City. Modular distance learning related factors and the preferred multimedia resources of the respondents were obtained. Results showed that the problem-based learning stages – problem comprehension, curriculum exploring, and problem solving, and the infographic design elements – visual, content, and knowledge elements, were highly integrated in the developed infographic material. As to the overall acceptability of the problem-based infographic material, intellectual, life skills, and affective development were perceived to be acceptable. Scores of the respondents as to the scientific knowledge – content knowledge, procedural knowledge, and epistemic knowledge, were found to have increased after utilizing the material. Statistical tests of difference also reflected significantly on the scientific knowledge of the learners implying that the use of problem-based infographic material has improved the skills of the learners while no significant relationship to the intellectual, life skills, and affective development. This concludes that the acceptability of the problem-based infographic material partially affects the scientific knowledge of the students.
{"title":"Infographic Material as Supplementary Learning Tool in Advancing Scientific Knowledge of Modular Distance Learners","authors":"Fatima M. Aguilar, Julie Fe Panoy","doi":"10.53378/352942","DOIUrl":"https://doi.org/10.53378/352942","url":null,"abstract":"The study utilized descriptive-developmental research design through the use of integrated, adapted, and expert-validated survey questionnaires, pretest and posttest to find the effects of self-designed problem-based infographic material as supplementary learning tool in advancing the scientific knowledge of thirty (30) Grade 7 students in a public high school in San Pablo City. Modular distance learning related factors and the preferred multimedia resources of the respondents were obtained. Results showed that the problem-based learning stages – problem comprehension, curriculum exploring, and problem solving, and the infographic design elements – visual, content, and knowledge elements, were highly integrated in the developed infographic material. As to the overall acceptability of the problem-based infographic material, intellectual, life skills, and affective development were perceived to be acceptable. Scores of the respondents as to the scientific knowledge – content knowledge, procedural knowledge, and epistemic knowledge, were found to have increased after utilizing the material. Statistical tests of difference also reflected significantly on the scientific knowledge of the learners implying that the use of problem-based infographic material has improved the skills of the learners while no significant relationship to the intellectual, life skills, and affective development. This concludes that the acceptability of the problem-based infographic material partially affects the scientific knowledge of the students.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"89 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":"125103636","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 was grounded on the established Community of Inquiry (CoI) Framework to assess the behavior of students during the synchronous classes and its association with the Basic Science Process Skills (BSPS). The participants of the study were twenty-eight students from the seventh grade class of a public elementary school in the Philippines. The quantitative data were collected from the survey questionnaires while the pre-test and post-test were measured using a rating scale instrument facilitated via Google forms. Pearson-r was used to find the correlation among the variables while the T-test for the differences between variables. The results divided the CoI into three presences. The teaching presence, social presence, and cognitive presence with an acceptable mean, implies a good sense of community among the learners. Furthermore, few students’ basic science process skills were advanced and proficient, while most were still approaching proficiency and developing levels. The constructs of the CoI Framework were associated with the basic science process skills for classifying. Similarly, there is a significant difference between the pre-test and post-test scores of the respondents in classifying and measuring. The results suggest that continuous exposure of the students to CoI during synchronous classes improves their ability to self-study during asynchronous classes.
{"title":"Community of Inquiry Framework in Basic Science Process During Synchronous Learning Modality","authors":"Mark James Javier, John Vincent Aliazas","doi":"10.53378/352941","DOIUrl":"https://doi.org/10.53378/352941","url":null,"abstract":"This study was grounded on the established Community of Inquiry (CoI) Framework to assess the behavior of students during the synchronous classes and its association with the Basic Science Process Skills (BSPS). The participants of the study were twenty-eight students from the seventh grade class of a public elementary school in the Philippines. The quantitative data were collected from the survey questionnaires while the pre-test and post-test were measured using a rating scale instrument facilitated via Google forms. Pearson-r was used to find the correlation among the variables while the T-test for the differences between variables. The results divided the CoI into three presences. The teaching presence, social presence, and cognitive presence with an acceptable mean, implies a good sense of community among the learners. Furthermore, few students’ basic science process skills were advanced and proficient, while most were still approaching proficiency and developing levels. The constructs of the CoI Framework were associated with the basic science process skills for classifying. Similarly, there is a significant difference between the pre-test and post-test scores of the respondents in classifying and measuring. The results suggest that continuous exposure of the students to CoI during synchronous classes improves their ability to self-study during asynchronous classes.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"28 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":"131442290","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}
Rose Ann Z. Masa, Maria Leonora Theresa P. Rosal, M. T. Flores
One of the ways in which body pain can be relieved is by medications which are readily available. Over-the-counter Non-Steroidal Anti-inflammatory (OTC-NSAIDs) drugs are the most common for this purpose. However, OTC-NSAIDs are associated with side effects that range from mild to serious. In this context, the study aims to determine the profile of the respondents and their patterns of intake of OTC-NSAIDs and its perceived side effects. A descriptive type of research was utilized to profile the 90 respondents selected through purposive sampling technique. Majority of the respondents were female, with age groups are 40 and above and 40 and below and are mostly employed. The respondents’ intake of the OTC-NSAIDs were according to the most frequent causes namely: headache, backache, body ache and shoulder pain. The study revealed generic mefenamic acid, 250mg as the medication taken for up to two days or after the pains eased to which the duration of intake lasted up to 6 months only, though there were respondents whose duration of intake lasted for 1 year or longer. Although there were side-effects such as drowsiness/sleepiness, abdominal pains due to acidity, dizziness, and mild diarrhea being experienced, most of the respondents depend on the non-steroidal anti-inflammatory drugs to relieve the pains they experienced.
{"title":"Profile, Patterns of Intake and Perceived Side Effects of Over-The-Counter Non-Steroidal Anti-Inflammatory Drugs","authors":"Rose Ann Z. Masa, Maria Leonora Theresa P. Rosal, M. T. Flores","doi":"10.53378/352928","DOIUrl":"https://doi.org/10.53378/352928","url":null,"abstract":"One of the ways in which body pain can be relieved is by medications which are readily available. Over-the-counter Non-Steroidal Anti-inflammatory (OTC-NSAIDs) drugs are the most common for this purpose. However, OTC-NSAIDs are associated with side effects that range from mild to serious. In this context, the study aims to determine the profile of the respondents and their patterns of intake of OTC-NSAIDs and its perceived side effects. A descriptive type of research was utilized to profile the 90 respondents selected through purposive sampling technique. Majority of the respondents were female, with age groups are 40 and above and 40 and below and are mostly employed. The respondents’ intake of the OTC-NSAIDs were according to the most frequent causes namely: headache, backache, body ache and shoulder pain. The study revealed generic mefenamic acid, 250mg as the medication taken for up to two days or after the pains eased to which the duration of intake lasted up to 6 months only, though there were respondents whose duration of intake lasted for 1 year or longer. Although there were side-effects such as drowsiness/sleepiness, abdominal pains due to acidity, dizziness, and mild diarrhea being experienced, most of the respondents depend on the non-steroidal anti-inflammatory drugs to relieve the pains they experienced.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"1 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":"129452911","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}
With the unfavorable learning environment blamed for students’ subpar Science performance, new approaches to education were developed including the advancing technology and its application in the educational process. This study intended to determine the effectiveness of integrating Android-based applications in teaching chemistry for improved experiential learning of students. The study used a descriptive-experimental design using one hundred twenty (120) junior high school students enrolled in one public high school in Alaminos, Laguna, for the school year 2021-2022. The study revealed a significant difference in the pre-test and post-test scores of the students based on experiential learning constructs. Likewise, a significant relationship was found among variables suggesting that student perceived the integration of Android-based application as effective tool in teaching chemistry. The study’s findings indicate that the level of experiential learning of most students in Science improved after integrating the Android-based applications. Results suggest that teachers may consider using Android-based applications in teaching Science that includes learning activities suited to the topic and can give students the opportunities to improve the level of their experiential learning. Lastly, a study using low and high-performing students may be conducted to further assess the strength of the Android Applications as to applicability and effectiveness.
{"title":"Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning","authors":"Riza Osorio, John Vincent Aliazas","doi":"10.53378/352943","DOIUrl":"https://doi.org/10.53378/352943","url":null,"abstract":"With the unfavorable learning environment blamed for students’ subpar Science performance, new approaches to education were developed including the advancing technology and its application in the educational process. This study intended to determine the effectiveness of integrating Android-based applications in teaching chemistry for improved experiential learning of students. The study used a descriptive-experimental design using one hundred twenty (120) junior high school students enrolled in one public high school in Alaminos, Laguna, for the school year 2021-2022. The study revealed a significant difference in the pre-test and post-test scores of the students based on experiential learning constructs. Likewise, a significant relationship was found among variables suggesting that student perceived the integration of Android-based application as effective tool in teaching chemistry. The study’s findings indicate that the level of experiential learning of most students in Science improved after integrating the Android-based applications. Results suggest that teachers may consider using Android-based applications in teaching Science that includes learning activities suited to the topic and can give students the opportunities to improve the level of their experiential learning. Lastly, a study using low and high-performing students may be conducted to further assess the strength of the Android Applications as to applicability and effectiveness.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"1 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":"129731368","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 investigates the students’ learning readiness and their level of learning outcomes in the science subject during the modular distance modality. The descriptive-correlational design gathered relevant data to determine the relationship between learning readiness and the level of learning outcomes. Through a survey questionnaire, data were gathered from 273 Grade 11 students enrolled in a public High School during the School Year 2021-2022. Based on the results, the students are moderately ready in terms of self-knowledge, analyzing context, and activating knowledge. Similarly, they are also moderately ready in terms of designing learning pathways, clarifying knowledge, and apply understanding. Likewise, the respondents are at the level of moderately engaged in their learning outcomes in Science in modular distance modality as to knowledge in terms of content, process, and nature of science knowledge, and behavior and stewardship; as to skills in terms of science inquiry and self-efficacy; as to attitude in terms of interest and motivation. Finally, a significant relationship was found between learning readiness and the level of learning outcomes in Science in modular distance modality. These results suggest that knowing how learning readiness affects the level of learning outcomes in Science in modular distance modality can help to determine, develop and enhance self-learning materials that the learners may use in the distance modality.
{"title":"Learning Readiness and Level of Science Learning Outcomes in Modular Distance Modality","authors":"Raechelle Joyce Siudad, John Vincent Aliazas","doi":"10.53378/352929","DOIUrl":"https://doi.org/10.53378/352929","url":null,"abstract":"The study investigates the students’ learning readiness and their level of learning outcomes in the science subject during the modular distance modality. The descriptive-correlational design gathered relevant data to determine the relationship between learning readiness and the level of learning outcomes. Through a survey questionnaire, data were gathered from 273 Grade 11 students enrolled in a public High School during the School Year 2021-2022. Based on the results, the students are moderately ready in terms of self-knowledge, analyzing context, and activating knowledge. Similarly, they are also moderately ready in terms of designing learning pathways, clarifying knowledge, and apply understanding. Likewise, the respondents are at the level of moderately engaged in their learning outcomes in Science in modular distance modality as to knowledge in terms of content, process, and nature of science knowledge, and behavior and stewardship; as to skills in terms of science inquiry and self-efficacy; as to attitude in terms of interest and motivation. Finally, a significant relationship was found between learning readiness and the level of learning outcomes in Science in modular distance modality. These results suggest that knowing how learning readiness affects the level of learning outcomes in Science in modular distance modality can help to determine, develop and enhance self-learning materials that the learners may use in the distance modality.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"50 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":"115891246","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}
Francis F. Balahadia, Z. J. Astoveza, Gelzen R. Jamolin, N. E. A. Astoveza
Mobile application is a powerful tool that reduces the communication gap between individuals or organizations, which can also integrate many features like e-reporting. This study aims to develop and implement a web and mobile application for reporting Violence Against Women and their Children (VAWC) in the Province of Laguna intended for women who experienced violence from their partners. The mobile application has an e-reporting mechanism to contact pre-selected people in times of emergency and VAWC-related information translated in a local language. Moreover, the system has five major features such as emergency module, tracking module, reporting module, awareness/information dissemination module, assessment module, job and shelter module that are connected to web application. The agile methodology was used in the software development that integrates different Information, Communication, and Technology (ICT) tools and follows stages in the model like planning, requirements, analysis and design, testing, evaluation, and deployment. All the system features are working and passed the series of test casing like functionality test, performance test, system test, portability, and sharing test. The developed system achieved its primary purpose to help the community especially the women and children through a web and mobile application.
{"title":"Development and Implementation of Violence against Women and their Children Report System Mobile Application","authors":"Francis F. Balahadia, Z. J. Astoveza, Gelzen R. Jamolin, N. E. A. Astoveza","doi":"10.53378/352906","DOIUrl":"https://doi.org/10.53378/352906","url":null,"abstract":"Mobile application is a powerful tool that reduces the communication gap between individuals or organizations, which can also integrate many features like e-reporting. This study aims to develop and implement a web and mobile application for reporting Violence Against Women and their Children (VAWC) in the Province of Laguna intended for women who experienced violence from their partners. The mobile application has an e-reporting mechanism to contact pre-selected people in times of emergency and VAWC-related information translated in a local language. Moreover, the system has five major features such as emergency module, tracking module, reporting module, awareness/information dissemination module, assessment module, job and shelter module that are connected to web application. The agile methodology was used in the software development that integrates different Information, Communication, and Technology (ICT) tools and follows stages in the model like planning, requirements, analysis and design, testing, evaluation, and deployment. All the system features are working and passed the series of test casing like functionality test, performance test, system test, portability, and sharing test. The developed system achieved its primary purpose to help the community especially the women and children through a web and mobile application.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115348289","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 investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen in the enhanced students’ performance, signifying the effectiveness of the instruction using a computer in teaching Biology concepts. The students commended the CBI for being a user-friendly, autonomous, self-paced, and self-regulating instructional design that helped them enhance their performance in the least learned competencies. A contextualized CBI in Biology was crafted to serve as a guide for teachers and enable the students to pave the way for the mastery of the different competencies in Biology.
{"title":"Computer-Based Instruction in Teaching Secondary Biology","authors":"Romel Mutya, C. Ramas","doi":"10.53378/352900","DOIUrl":"https://doi.org/10.53378/352900","url":null,"abstract":"This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen in the enhanced students’ performance, signifying the effectiveness of the instruction using a computer in teaching Biology concepts. The students commended the CBI for being a user-friendly, autonomous, self-paced, and self-regulating instructional design that helped them enhance their performance in the least learned competencies. A contextualized CBI in Biology was crafted to serve as a guide for teachers and enable the students to pave the way for the mastery of the different competencies in Biology.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126525881","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}
Educational reforms and curriculum development were continuously implemented for quality and inclusive education for all learners. As proficiency in English language became an issue, it has also been a burden in studying mathematics, specifically geometry, which is mainly written and taught in English Language. Hence, this study utilized descriptive correlational design in describing the students’ proficiency in English language, specifically in reading comprehension, and Geometric proof skills in terms of correctness, appropriateness, logical reasoning, and clarity. Additionally, random sampling technique was used in choosing 30 mathematics students at a state university in Laguna. The quantitative data revealed that the respondents were proficient in terms of reading comprehension. However, with the presence of socio-cultural differences, their answers were influenced by environmental interference. On the other hand, the students performed advanced level in all aspects of Geometric proof skills. It was also found out that there is a significant relationship between reading comprehension and the correctness of proof and logical reasoning. Contrary to the results of the two components of geometric proof skills, reading comprehension has no significant relationship to both appropriateness and clarity. Based from the findings, the study suggests educators expose their students to a wide variety of reading materials in enhancing geometric proof skills.
{"title":"English Language Proficiency and Geometric Proof Skills of Students","authors":"Winmark Bombio, Anna Liza Del Rosario","doi":"10.53378/352890","DOIUrl":"https://doi.org/10.53378/352890","url":null,"abstract":"Educational reforms and curriculum development were continuously implemented for quality and inclusive education for all learners. As proficiency in English language became an issue, it has also been a burden in studying mathematics, specifically geometry, which is mainly written and taught in English Language. Hence, this study utilized descriptive correlational design in describing the students’ proficiency in English language, specifically in reading comprehension, and Geometric proof skills in terms of correctness, appropriateness, logical reasoning, and clarity. Additionally, random sampling technique was used in choosing 30 mathematics students at a state university in Laguna. The quantitative data revealed that the respondents were proficient in terms of reading comprehension. However, with the presence of socio-cultural differences, their answers were influenced by environmental interference. On the other hand, the students performed advanced level in all aspects of Geometric proof skills. It was also found out that there is a significant relationship between reading comprehension and the correctness of proof and logical reasoning. Contrary to the results of the two components of geometric proof skills, reading comprehension has no significant relationship to both appropriateness and clarity. Based from the findings, the study suggests educators expose their students to a wide variety of reading materials in enhancing geometric proof skills.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114447807","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}
Mathematical underachievement among students was not only a source of concern in the Philippines, but has now spread throughout the world. Low critical thinking skill among Filipino students is one of the causes contributing to the country’s poor performance in mathematics. Students’ lack of critical thinking abilities may be due to teachers’ knowledge and expertise. To explore the critical thinking skills of pre-service teachers through the use of problem-based learning strategies is the main objective of the study. Quasi-experimental with a counterbalanced design was employed, presenting two problem-based learning strategies namely authentic strategy and non-linear strategy to two groups of teacher candidates. The results showed that students’ critical thinking skills in evaluating arguments and drawing conclusions are lacking. There is also a substantial difference in critical thinking skills between students in groups 1 and 2, except for the capacity to recognize assumptions. The pre-service teachers’ critical thinking skills do not differ significantly by sequence. The study results indicated that the pre-service teachers’ critical thinking skills were still low, particularly in terms of evaluating arguments and drawing conclusions due to inadequate background knowledge and lack of in-depth understanding of the mathematics concepts. The results imply that schools focus more on building strategies to improve and develop students’ critical thinking skills in mathematics education. Moreover, the study suggests that further research develop successful techniques for planning effective initiatives to increase critical thinking teaching and learning in higher education and training programs that could help improve the students’ critical thinking skills.
{"title":"Problem-Based Learning Strategies and Critical Thinking Skills Among Pre-Service Teachers","authors":"Patricia Nicole Benedicto, Rose R. Andrade","doi":"10.53378/352885","DOIUrl":"https://doi.org/10.53378/352885","url":null,"abstract":"Mathematical underachievement among students was not only a source of concern in the Philippines, but has now spread throughout the world. Low critical thinking skill among Filipino students is one of the causes contributing to the country’s poor performance in mathematics. Students’ lack of critical thinking abilities may be due to teachers’ knowledge and expertise. To explore the critical thinking skills of pre-service teachers through the use of problem-based learning strategies is the main objective of the study. Quasi-experimental with a counterbalanced design was employed, presenting two problem-based learning strategies namely authentic strategy and non-linear strategy to two groups of teacher candidates. The results showed that students’ critical thinking skills in evaluating arguments and drawing conclusions are lacking. There is also a substantial difference in critical thinking skills between students in groups 1 and 2, except for the capacity to recognize assumptions. The pre-service teachers’ critical thinking skills do not differ significantly by sequence. The study results indicated that the pre-service teachers’ critical thinking skills were still low, particularly in terms of evaluating arguments and drawing conclusions due to inadequate background knowledge and lack of in-depth understanding of the mathematics concepts. The results imply that schools focus more on building strategies to improve and develop students’ critical thinking skills in mathematics education. Moreover, the study suggests that further research develop successful techniques for planning effective initiatives to increase critical thinking teaching and learning in higher education and training programs that could help improve the students’ critical thinking skills.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129560043","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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