This study introduced the experiential learning cycle incorporated into a learning module to improve students’ science process skills. The developmental research design was used to attain the study’s objectives- to create a learning module that would develop students’ science process skills; to determine the student’s level of acceptability of the effectiveness of the learning module and the science process skills which includes basic, experimental and causal; to determine the relationship between the student’s level of acceptability of the learning module and the science process skills of 79 grade 8 students enrolled in Lutucan Integrated National High School and to determine if there is a significant difference in students’ pretest and posttest scores after the utilization of the learning module. The respondents were selected in a cluster-random technique. The researcher developed a learning module based on the experiential learning cycle which was validated and evaluated by 10 expert respondents using the Department of Education (DepEd) issued DepEd Order No. 001, s. 2021 entitled “Guidelines on the Evaluation of Self-Learning Modules (SLMs) for Quarter 3 and 4 for School Year (SY) 2020-2021”. The researcher administered a survey questionnaire that adopted the ACAS Model. Based on the results from the researcher-made survey questionnaire, the level of acceptability of the students to the learning module in terms of acceptability, comprehensibility, attractiveness, and self-involvement are significantly related to their science process skills. Hence the students’ science process skills mastery may lead to better performance in science when applied to the learning module. Moreover, there is a significant difference between the pretest and posttest scores of the students after utilizing the learning module. These results suggest that incorporating an experiential learning cycle into a learning material improved their science process skills. Therefore, incorporating the experiential learning cycle in the learning material develops and increases the students’ mastery of science process skills. Keywords: experiential learning cycle, learning module, science process skills
本研究将体验式学习循环融入学习模块，以提高学生的科学过程技能。采用发展性研究设计来实现研究目标——创建一个学习模块，培养学生的科学处理技能;确定学生对学习模块和科学过程技能(包括基础技能、实验技能和因果技能)有效性的接受程度;确定79名卢肯综合中学八年级学生对学习模块的接受程度与科学过程技能之间的关系，并确定学生使用学习模块后的测前和测后成绩是否存在显著差异。受访者是采用整群随机方法选择的。研究人员开发了一个基于体验式学习周期的学习模块，该模块由10名专家受访者使用教育部(DepEd)发布的DepEd命令No. 001, s. 2021进行验证和评估，题为“2020-2021学年(SY)第三季度和第四季度自主学习模块(slm)评估指南”。研究者采用ACAS模型进行问卷调查。从问卷调查结果来看，学生在可接受性、可理解性、吸引力和自我投入方面对学习模块的接受程度与其科学过程技能显著相关。因此，将学生掌握的科学过程技能运用到学习模块中，可以提高学生的科学学习成绩。此外，学生在使用学习模块后的测试前和测试后得分也存在显著差异。这些结果表明，将体验式学习周期纳入学习材料可以提高他们的科学处理技能。因此，在学习材料中加入体验式学习循环可以发展和提高学生对科学过程技能的掌握。关键词:体验式学习周期，学习模块，科学过程技能
{"title":"Experiential Learning Module and the Science Process Skills of Grade 8 Students","authors":"Princess Yam V. Garcia, J. F. D. Panoy","doi":"10.54476/apjaet/11871","DOIUrl":"https://doi.org/10.54476/apjaet/11871","url":null,"abstract":"This study introduced the experiential learning cycle incorporated into a learning module to improve students’ science process skills. The developmental research design was used to attain the study’s objectives- to create a learning module that would develop students’ science process skills; to determine the student’s level of acceptability of the effectiveness of the learning module and the science process skills which includes basic, experimental and causal; to determine the relationship between the student’s level of acceptability of the learning module and the science process skills of 79 grade 8 students enrolled in Lutucan Integrated National High School and to determine if there is a significant difference in students’ pretest and posttest scores after the utilization of the learning module. The respondents were selected in a cluster-random technique. The researcher developed a learning module based on the experiential learning cycle which was validated and evaluated by 10 expert respondents using the Department of Education (DepEd) issued DepEd Order No. 001, s. 2021 entitled “Guidelines on the Evaluation of Self-Learning Modules (SLMs) for Quarter 3 and 4 for School Year (SY) 2020-2021”. The researcher administered a survey questionnaire that adopted the ACAS Model. Based on the results from the researcher-made survey questionnaire, the level of acceptability of the students to the learning module in terms of acceptability, comprehensibility, attractiveness, and self-involvement are significantly related to their science process skills. Hence the students’ science process skills mastery may lead to better performance in science when applied to the learning module. Moreover, there is a significant difference between the pretest and posttest scores of the students after utilizing the learning module. These results suggest that incorporating an experiential learning cycle into a learning material improved their science process skills. Therefore, incorporating the experiential learning cycle in the learning material develops and increases the students’ mastery of science process skills. Keywords: experiential learning cycle, learning module, science process skills","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131364105","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 designed to develop a project-based digitized learning module to enhance scientific competencies among distance learning Grade 10 students in San Pablo City Integrated High School. The study utilized a descriptive-developmental research design. The researcher developed a digitized learning module based on a project-based learning strategy. This strategy was incorporated within the layout of activities included in the module. The module was created through the kotobee author application. Based on the results, the data revealed that most of the respondents agree that the elements of the project-based approach are integrated into the module. Learners perceived or “agreed” that the developed material is effective in terms of objectives; usefulness; content; presentation; and, format and language. The majority of the learners show agreement that they perceived the effectiveness of the developed Material in terms of usage, ease of use, user satisfaction, and attitude. Between the pretest and post-test scores of the respondent, it can be inferred that there is a significant difference since the p-value of 0.000 is less than 0.05. It can be determined that there is a significant improvement in the level of scientific competency skills of the students that undergoes the project-based digitized module. The overall perception of the incorporation of project-based digitized modules has a significant positive relationship with scientific competency skills. It suggests that crafting digitized modules in the context of project-based learning can be an effective tool in improving learners’ scientific competency skills. Since it was found that there is a significant link between project-based learning modules and the scientific competencies of the learners, the aforementioned strategy may be used in the teaching-learning process to strengthen learners’ capability to improve their science skills. Keywords: Descriptive-developmental research, Project-Based Learning, Digitized Leaning Module, Scientific Competencies, Distance Learning, San Pablo City, Laguna
{"title":"Project-Based Digitized Module in Enhancing Scientific Competencies among Distance Learning Students","authors":"Mary Rose P. Cleofe, J. F. D. Panoy","doi":"10.54476/apjaet/03734","DOIUrl":"https://doi.org/10.54476/apjaet/03734","url":null,"abstract":"This study was designed to develop a project-based digitized learning module to enhance scientific competencies among distance learning Grade 10 students in San Pablo City Integrated High School. The study utilized a descriptive-developmental research design. The researcher developed a digitized learning module based on a project-based learning strategy. This strategy was incorporated within the layout of activities included in the module. The module was created through the kotobee author application. Based on the results, the data revealed that most of the respondents agree that the elements of the project-based approach are integrated into the module. Learners perceived or “agreed” that the developed material is effective in terms of objectives; usefulness; content; presentation; and, format and language. The majority of the learners show agreement that they perceived the effectiveness of the developed Material in terms of usage, ease of use, user satisfaction, and attitude. Between the pretest and post-test scores of the respondent, it can be inferred that there is a significant difference since the p-value of 0.000 is less than 0.05. It can be determined that there is a significant improvement in the level of scientific competency skills of the students that undergoes the project-based digitized module. The overall perception of the incorporation of project-based digitized modules has a significant positive relationship with scientific competency skills. It suggests that crafting digitized modules in the context of project-based learning can be an effective tool in improving learners’ scientific competency skills. Since it was found that there is a significant link between project-based learning modules and the scientific competencies of the learners, the aforementioned strategy may be used in the teaching-learning process to strengthen learners’ capability to improve their science skills. Keywords: Descriptive-developmental research, Project-Based Learning, Digitized Leaning Module, Scientific Competencies, Distance Learning, San Pablo City, Laguna","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124030965","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 research aimed to determine the effect of innovative leadership on teachers’ job satisfaction as mediated by the role of a supportive environment. The study was guided by the following hypotheses: (1)The Supportive Environment does not significantly mediate the relationship between the extent of Innovative Leadership and the level of Teachers’ Job Satisfaction with Operating Procedures, and (2) The Supportive Environment does not significantly mediate the relationship between the extent of Innovative Leadership and the level of Teachers’ Job Satisfaction on Performance-Based Rewards. In this study, a descriptive-correlational research design was used and quantitative research was conducted. A total of 165 teacher-respondents in 11 elementary and 3 secondary schools in the District of Alaminos, Laguna. The researcher adapted and modified survey questionnaires from related studies. Research findings revealed that there is a significant relationship between the extent of innovative leadership on teachers’ job satisfaction. The correlation between innovative leadership and teachers’ job satisfaction with operating procedures and performance-based rewards was found to have manifested a strong significant relationship. Moreover, findings also suggest that a supportive environment partially mediates the relationship between the extent of innovative leadership and the level of teachers’ job satisfaction. This study provides useful findings which have implications for school leaders and future researchers. Keywords: Innovative leadership; supportive environment; teachers’ job satisfaction.
{"title":"Effect of Innovative Leadership on Teachers’ Job Satisfaction Mediated by the Role of A Supportive Environment","authors":"Catherine Eder-Flores, Eden Caceres Callo","doi":"10.54476/apjaet/42973","DOIUrl":"https://doi.org/10.54476/apjaet/42973","url":null,"abstract":"This research aimed to determine the effect of innovative leadership on teachers’ job satisfaction as mediated by the role of a supportive environment. The study was guided by the following hypotheses: (1)The Supportive Environment does not significantly mediate the relationship between the extent of Innovative Leadership and the level of Teachers’ Job Satisfaction with Operating Procedures, and (2) The Supportive Environment does not significantly mediate the relationship between the extent of Innovative Leadership and the level of Teachers’ Job Satisfaction on Performance-Based Rewards. In this study, a descriptive-correlational research design was used and quantitative research was conducted. A total of 165 teacher-respondents in 11 elementary and 3 secondary schools in the District of Alaminos, Laguna. The researcher adapted and modified survey questionnaires from related studies. Research findings revealed that there is a significant relationship between the extent of innovative leadership on teachers’ job satisfaction. The correlation between innovative leadership and teachers’ job satisfaction with operating procedures and performance-based rewards was found to have manifested a strong significant relationship. Moreover, findings also suggest that a supportive environment partially mediates the relationship between the extent of innovative leadership and the level of teachers’ job satisfaction. This study provides useful findings which have implications for school leaders and future researchers. Keywords: Innovative leadership; supportive environment; teachers’ job satisfaction.","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126126456","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 investigate the effect of project-based learning strategies on the metacognitive skills of Grade 5 students at Sumagonsong Elementary School during the School Year 2021-2022. This is an experimental research design that utilized the pre-test and post-test assessments. Sixty (60) grade 5 students were used as a respondent from two heterogeneous sections which were selected through matched-pairing using their second-quarter grades as a basis. The first group received case-based instruction, while the second group received just-in-time instruction. In this study, a 45-item validated metacognitive test was employed to assess whether there was a significant difference between the pre-test and post-test scores of the two groups. The study revealed that the pre-test scores of the respondents in the two experimental groups as to their metacognitive skills in terms of planning, monitoring, and evaluating were in the beginning and developing levels, indicating that students possessed poor metacognitive skills. The post-test results of the respondents in both groups revealed that they performed better after the treatment, which indicated that they had acquired enhanced metacognitive skills. Likewise, a significant difference was found between the pre-test and post-test scores of both groups exposed to project-based strategies. However, there’s no significant difference in the effectiveness of case-based teaching and just-in-time teaching in enhancing metacognitive skills such as planning, monitoring, and evaluating. Keywords: Project-Based Learning Strategies, Metacognitive Skills, T-test, Philippines
{"title":"Project-Based Learning Strategies in Science and the Metacognitive Skills among Grade 5 Pupils","authors":"Michelle R. Prado, J. F. D. Panoy, Ph.D.","doi":"10.54476/apjaet/54260","DOIUrl":"https://doi.org/10.54476/apjaet/54260","url":null,"abstract":"This study aimed to investigate the effect of project-based learning strategies on the metacognitive skills of Grade 5 students at Sumagonsong Elementary School during the School Year 2021-2022. This is an experimental research design that utilized the pre-test and post-test assessments. Sixty (60) grade 5 students were used as a respondent from two heterogeneous sections which were selected through matched-pairing using their second-quarter grades as a basis. The first group received case-based instruction, while the second group received just-in-time instruction. In this study, a 45-item validated metacognitive test was employed to assess whether there was a significant difference between the pre-test and post-test scores of the two groups. The study revealed that the pre-test scores of the respondents in the two experimental groups as to their metacognitive skills in terms of planning, monitoring, and evaluating were in the beginning and developing levels, indicating that students possessed poor metacognitive skills. The post-test results of the respondents in both groups revealed that they performed better after the treatment, which indicated that they had acquired enhanced metacognitive skills. Likewise, a significant difference was found between the pre-test and post-test scores of both groups exposed to project-based strategies. However, there’s no significant difference in the effectiveness of case-based teaching and just-in-time teaching in enhancing metacognitive skills such as planning, monitoring, and evaluating. Keywords: Project-Based Learning Strategies, Metacognitive Skills, T-test, Philippines","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125491293","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 aimed to determine the effectiveness of a software-based supplementary material in MAPEH in enhancing the learning resource management of the said subject and ultimately, enriching learners’ performance in MAPEH. The respondents were 160 students from JHS in Pagbilao National High School, Division of Quezon, stratified sampling was used due to the existing classification per grade level. The study used mixed-method research and utilized experimental, descriptive-evaluative, and phenomenological research designs to come up with the findings and analyses of data. A set of assessment tools as well as a survey questionnaire were used to observe the effectiveness of software-based supplementary material in MAPEH. Data were analyzed using frequency, percentage, t-test, Pearson correlation coefficient, and phenomenological. The salient findings of the study are summarized as follows: Student’s pre-test results were low while; the overall mean of post-test was high. The Test of correlation between the effectiveness of software-based supplementary materials and the perception of the respondents was found to be Very effective. There were significant differences between the pre and post-assessment tests after the utilization of the software-based supplementary materials in MAPEH. The study recommends that the DepEd officials may help the teachers who intend to replicate the creation of software-based supplementary material to seek assistance from software creators. Keywords: software-based supplementary materials, competency, learning resource management, delivery system
{"title":"Software-Based Supplementary Materials in MAPEH for Enhanced Learning Resource Management and Delivery System","authors":"Jessa R. Rala","doi":"10.54476/apjaet/32579","DOIUrl":"https://doi.org/10.54476/apjaet/32579","url":null,"abstract":"The study aimed to determine the effectiveness of a software-based supplementary material in MAPEH in enhancing the learning resource management of the said subject and ultimately, enriching learners’ performance in MAPEH. The respondents were 160 students from JHS in Pagbilao National High School, Division of Quezon, stratified sampling was used due to the existing classification per grade level. The study used mixed-method research and utilized experimental, descriptive-evaluative, and phenomenological research designs to come up with the findings and analyses of data. A set of assessment tools as well as a survey questionnaire were used to observe the effectiveness of software-based supplementary material in MAPEH. Data were analyzed using frequency, percentage, t-test, Pearson correlation coefficient, and phenomenological. The salient findings of the study are summarized as follows: Student’s pre-test results were low while; the overall mean of post-test was high. The Test of correlation between the effectiveness of software-based supplementary materials and the perception of the respondents was found to be Very effective. There were significant differences between the pre and post-assessment tests after the utilization of the software-based supplementary materials in MAPEH. The study recommends that the DepEd officials may help the teachers who intend to replicate the creation of software-based supplementary material to seek assistance from software creators. Keywords: software-based supplementary materials, competency, learning resource management, delivery system","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"54 90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127654671","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}
Leadership is the act of a leading group of people and an organization. This phenomenological study aimed to describe and narrate the leadership journey of a woman president of the State Universities and Colleges in the Philippines. An in-depth interview was conducted to describe and narrate the leadership journey and experiences of the women university president using narrative data analysis to create a story of the leadership journey of the women president. The results of the study revealed that the woman presidents were destined to be a leader because their leadership starts from the grassroots to the top management position. As president, their position is unpredicted but destined. They win the trust and respect of their subordinates being transformative leaders. They encountered challenges in institutional status, people, and infrastructure. Strong personalities and determination as transparent leaders made them win the trust and respect of their people. They promote equality and equity, and their decision is collaborative. At the end of their storyline, they want to be remembered as simple and humble presidents that make sound leadership and significant changes to the people and the university. A new model of women’s leadership was developed out of their storyline. This model describes them as women who provide Love, Equity, Action, Direction, Empowerment, and Reform because they were indeed woman leaders. Keywords: Woman leadership, State Universities, and Colleges, Phenomenological Study, Narrative Analysis, Philippines
{"title":"Leadership of Woman President in the Philippine State Universities and Colleges","authors":"Mercedita O. Alberto","doi":"10.54476/apjaet/69742","DOIUrl":"https://doi.org/10.54476/apjaet/69742","url":null,"abstract":"Leadership is the act of a leading group of people and an organization. This phenomenological study aimed to describe and narrate the leadership journey of a woman president of the State Universities and Colleges in the Philippines. An in-depth interview was conducted to describe and narrate the leadership journey and experiences of the women university president using narrative data analysis to create a story of the leadership journey of the women president. The results of the study revealed that the woman presidents were destined to be a leader because their leadership starts from the grassroots to the top management position. As president, their position is unpredicted but destined. They win the trust and respect of their subordinates being transformative leaders. They encountered challenges in institutional status, people, and infrastructure. Strong personalities and determination as transparent leaders made them win the trust and respect of their people. They promote equality and equity, and their decision is collaborative. At the end of their storyline, they want to be remembered as simple and humble presidents that make sound leadership and significant changes to the people and the university. A new model of women’s leadership was developed out of their storyline. This model describes them as women who provide Love, Equity, Action, Direction, Empowerment, and Reform because they were indeed woman leaders. Keywords: Woman leadership, State Universities, and Colleges, Phenomenological Study, Narrative Analysis, Philippines","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130690905","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 focused on the effect of science integration approaches in enhancing the basic science process skills and scientific attitudes of junior high school lifelong learners in the Alternative Learning System. A pretest-posttest experimental design was employed to collect the data from 60 junior high school learners using researcher-made science process skills tests and a scientific attitudinal survey. Findings revealed that there is a significant difference in the pre-test and post-test scores of respondents exposed to science intradisciplinary integration and that of those exposed to the science interdisciplinary integration approach. Furthermore, both groups of respondents have the same level of scientific skills before being exposed to science integration approaches. The post-test results of the two groups were significantly different, indicating that the interdisciplinary integration approach better enhanced the basic science process skills of the students. In addition, it was found that learners have the same level of scientific attitude even after being exposed to science integration approaches. In the profile of respondents, the findings also revealed that there is a significant difference in the students’ science process skills in terms of observing and communicating when grouped according to age. Moreover, it was confirmed in the study that there is no significant difference in the level of science process skills except for communicating and the level of scientific attitude except for open-mindedness when grouped according to marital status. It was also confirmed that sex and employment status are not significant factors in the enhancement of scientific skills and attitudes of ALS learners. Science integration approaches are crucial in enhancing the basic science process skills and scientific attitudes of learners. Thus, the implementation of intradisciplinary and interdisciplinary approaches in teaching science could be recommended. Keywords: basic science process skills, intradisciplinary, interdisciplinary, scientific attitude, science integration
{"title":"Science Integration in Alternative Learning System: Basis for an Enriched Basic Science Process Skills and Scientific Attitude of Lifelong Learners","authors":"Maria Antonette D. Belen, J. F. D. Panoy","doi":"10.54476/apjaet/48510","DOIUrl":"https://doi.org/10.54476/apjaet/48510","url":null,"abstract":"This study focused on the effect of science integration approaches in enhancing the basic science process skills and scientific attitudes of junior high school lifelong learners in the Alternative Learning System. A pretest-posttest experimental design was employed to collect the data from 60 junior high school learners using researcher-made science process skills tests and a scientific attitudinal survey. Findings revealed that there is a significant difference in the pre-test and post-test scores of respondents exposed to science intradisciplinary integration and that of those exposed to the science interdisciplinary integration approach. Furthermore, both groups of respondents have the same level of scientific skills before being exposed to science integration approaches. The post-test results of the two groups were significantly different, indicating that the interdisciplinary integration approach better enhanced the basic science process skills of the students. In addition, it was found that learners have the same level of scientific attitude even after being exposed to science integration approaches. In the profile of respondents, the findings also revealed that there is a significant difference in the students’ science process skills in terms of observing and communicating when grouped according to age. Moreover, it was confirmed in the study that there is no significant difference in the level of science process skills except for communicating and the level of scientific attitude except for open-mindedness when grouped according to marital status. It was also confirmed that sex and employment status are not significant factors in the enhancement of scientific skills and attitudes of ALS learners. Science integration approaches are crucial in enhancing the basic science process skills and scientific attitudes of learners. Thus, the implementation of intradisciplinary and interdisciplinary approaches in teaching science could be recommended. Keywords: basic science process skills, intradisciplinary, interdisciplinary, scientific attitude, science integration","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121810076","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 conducted to determine the relationship between the distance learning home experience and the food preparation skills of Grade-9 students in Technology and Livelihood Education. The Descriptive-Correlational research design was adopted, and statistical tools such as Pearson r correlational analysis were utilized to test the relationship between the independent and dependent variables. Hypotheses were tested, and the findings revealed the following information: Using Pearson’s r correlation analysis, the data revealed that internet access is moderate negative significance to preparing fruits and vegetables, the use of a cooker, and cooking methods for Grade 9 TLE students. The knife is a moderate negative significance with online learning resources. Home assistance is moderate negative significance to preparing fruits and vegetables, using a cooker, and cooking techniques and thus the null hypothesis is not sustained. Hence, timely feedback, time allotment, and instructional delivery have no significant relationship with the food preparation skills of the learners thus the null hypothesis is sustained in this respect. It indicates that the learners experienced all the distance learning at home but when it comes to the food preparation skills, they still need the guidance of the teachers in performing their skills. It only shows that the teacher plays a vital role in improving the food preparation skills of the learners in distance learning. Having these findings, the study recommends that a comprehensive professional development program be implemented to ensure that online teachers will be given a chance to improve themselves in teaching virtually continuously; teachers are given technical assistance through training, workshop, coaching, and mentoring on class programming, and sharing of assignments, learning management specifically in managing online classes using the ICT and managing the school facilities and equipment may be considered as possible topics in the future learning and development programs for the teachers and future researchers may conduct a study on the distance learning experience of learners at home in the food preparation skills of the learners on a broader scale. Keywords: distance learning, home experience, food preparation skills, Technology, and Livelihood Education
{"title":"Distance Learning Home Experience and the Food Preparation Skills of Grade 9 Students in Technology and Livelihood Education","authors":"Mary Grace M. Aquino, Dr. Edna O. Briones","doi":"10.54476/apjaet/67415","DOIUrl":"https://doi.org/10.54476/apjaet/67415","url":null,"abstract":"This study was conducted to determine the relationship between the distance learning home experience and the food preparation skills of Grade-9 students in Technology and Livelihood Education. The Descriptive-Correlational research design was adopted, and statistical tools such as Pearson r correlational analysis were utilized to test the relationship between the independent and dependent variables. Hypotheses were tested, and the findings revealed the following information: Using Pearson’s r correlation analysis, the data revealed that internet access is moderate negative significance to preparing fruits and vegetables, the use of a cooker, and cooking methods for Grade 9 TLE students. The knife is a moderate negative significance with online learning resources. Home assistance is moderate negative significance to preparing fruits and vegetables, using a cooker, and cooking techniques and thus the null hypothesis is not sustained. Hence, timely feedback, time allotment, and instructional delivery have no significant relationship with the food preparation skills of the learners thus the null hypothesis is sustained in this respect. It indicates that the learners experienced all the distance learning at home but when it comes to the food preparation skills, they still need the guidance of the teachers in performing their skills. It only shows that the teacher plays a vital role in improving the food preparation skills of the learners in distance learning. Having these findings, the study recommends that a comprehensive professional development program be implemented to ensure that online teachers will be given a chance to improve themselves in teaching virtually continuously; teachers are given technical assistance through training, workshop, coaching, and mentoring on class programming, and sharing of assignments, learning management specifically in managing online classes using the ICT and managing the school facilities and equipment may be considered as possible topics in the future learning and development programs for the teachers and future researchers may conduct a study on the distance learning experience of learners at home in the food preparation skills of the learners on a broader scale. Keywords: distance learning, home experience, food preparation skills, Technology, and Livelihood Education","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126536053","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 undertaken to determine student respondents’ perception of Team Teaching and Collaborative Learning Strategies in the enhancement of their cognitive and performance skills in TLE 7 ( Dressmaking) as the basis for curriculum innovation. The descriptive method of research was utilized in this study with the use of a survey questionnaire for the responses. The Spearman tool was used to find out if there is a significant relationship between independent variables, Team Teaching and Collaborative Learning Strategies, the dependent variables such as students’ Pre and Post-Test Results as well as Performance skills such as to Application, Creativity, Workmanship, and Safety in TLE. Respondents perceived Team teaching and Collaborative Learning Strategies with an overall mean of 4.49 and 4.56 as Very Highly Observed. The findings reveal that the cognitive and performance skills of the respondents in TLE 7 (Dressmaking) in terms of scores were outstanding after exposure to team teaching and collaborative learning strategies. This research concluded that the null hypothesis stating there is no significant difference between the level of respondent’s performance in Pre and Post-Tests before and after the application of team teaching and collaborative learning strategies in teaching TLE is therefore not sustained. The hypothesis stating that the perception of respondents in Team Teaching and Collaborative Learning strategies are not significantly related to their cognitive and performance skills in TLE 7 is partially sustained. Since most of the findings were significant, it is recommended to keep the fire burning for teachers and improve Team Teaching and for students to continue and improve the scaffolding and online file sharing tool driveHQ strategies as well as be more resourceful in coping challenges in school. Keywords: Online Class Students, Team Teaching, Collaborative Learning Strategy, Scaffolding Strategy, Online File Sharing Tool DriveHQ, Pre-Test and Post-Test, Performance Skills
{"title":"Team Teaching and Collaborative Learning Strategies in Enhancing the Performance Level of Grade 7 TLE Students in Dressmaking","authors":"Ailene M. Esquivel, Mrs. Zenaida M. Cuenca, MAT","doi":"10.54476/apjaet/26177","DOIUrl":"https://doi.org/10.54476/apjaet/26177","url":null,"abstract":"This study was undertaken to determine student respondents’ perception of Team Teaching and Collaborative Learning Strategies in the enhancement of their cognitive and performance skills in TLE 7 ( Dressmaking) as the basis for curriculum innovation. The descriptive method of research was utilized in this study with the use of a survey questionnaire for the responses. The Spearman tool was used to find out if there is a significant relationship between independent variables, Team Teaching and Collaborative Learning Strategies, the dependent variables such as students’ Pre and Post-Test Results as well as Performance skills such as to Application, Creativity, Workmanship, and Safety in TLE. Respondents perceived Team teaching and Collaborative Learning Strategies with an overall mean of 4.49 and 4.56 as Very Highly Observed. The findings reveal that the cognitive and performance skills of the respondents in TLE 7 (Dressmaking) in terms of scores were outstanding after exposure to team teaching and collaborative learning strategies. This research concluded that the null hypothesis stating there is no significant difference between the level of respondent’s performance in Pre and Post-Tests before and after the application of team teaching and collaborative learning strategies in teaching TLE is therefore not sustained. The hypothesis stating that the perception of respondents in Team Teaching and Collaborative Learning strategies are not significantly related to their cognitive and performance skills in TLE 7 is partially sustained. Since most of the findings were significant, it is recommended to keep the fire burning for teachers and improve Team Teaching and for students to continue and improve the scaffolding and online file sharing tool driveHQ strategies as well as be more resourceful in coping challenges in school. Keywords: Online Class Students, Team Teaching, Collaborative Learning Strategy, Scaffolding Strategy, Online File Sharing Tool DriveHQ, Pre-Test and Post-Test, Performance Skills","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123630329","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 to determine whether the utilization of TTW (Think-Talk-Write) Instructional Model could enhance students’ critical thinking in terms of analyzing information, observing and observations, comparing and contrasting, draw conclusions based on evidence and define terms and consider definitions in the subject Araling Panlipunan 7. Using the single-group pretest-posttest method of experimental research design and cluster sampling, it involved thirty (30) Grade 7 online class students of Talipan National High School during the school year 2021-2022. The students were given a self-made pre-test consisting of a 40-item multiple choice test, 8 questions per critical thinking skill, on the pre-experimental phase followed by the utilization of the TTW instructional model during the experimental phase. Post-test was administered in the post-experimental phase. Frequency count, percentage and paired samples t-tests were used to analyze and interpret the data. Results revealed that there is a significant difference between the pre-test and post-test performance levels of students’ critical thinking in terms of analyzing information, observing and observations and comparing and contrasting while there is no significant difference in terms of the skill in drawing conclusions based on evidence and defining terms and consider definitions. Based on the findings, the utilization of the TTW instructional model helped a lot in enhancing students’ critical thinking skills in terms of analyzing information and improved their skills in observing and observations and comparing, and contrasting. However, gradual improvement is observed on critical thinking skills which require students to conclude. Moreover, their skill in defining terms based on their own understanding and transferring their learning in real life-context still needs more practice to improve. Hence, relevant research related to this matter may be the focus of future studies. Keywords: Araling Panlipunan, Critical thinking, Think-Talk-Write Instructional Model, Single-group Pretest-Posttest Method, Philippines
{"title":"Enhancing Students’ Critical Thinking Through TTW (Think-Talk-Write) Instructional Model in Araling Panlipunan","authors":"Charise Joy E. Daa, Lucila C. Palacio","doi":"10.54476/apjaet/91829","DOIUrl":"https://doi.org/10.54476/apjaet/91829","url":null,"abstract":"The study was conducted to determine whether the utilization of TTW (Think-Talk-Write) Instructional Model could enhance students’ critical thinking in terms of analyzing information, observing and observations, comparing and contrasting, draw conclusions based on evidence and define terms and consider definitions in the subject Araling Panlipunan 7. Using the single-group pretest-posttest method of experimental research design and cluster sampling, it involved thirty (30) Grade 7 online class students of Talipan National High School during the school year 2021-2022. The students were given a self-made pre-test consisting of a 40-item multiple choice test, 8 questions per critical thinking skill, on the pre-experimental phase followed by the utilization of the TTW instructional model during the experimental phase. Post-test was administered in the post-experimental phase. Frequency count, percentage and paired samples t-tests were used to analyze and interpret the data. Results revealed that there is a significant difference between the pre-test and post-test performance levels of students’ critical thinking in terms of analyzing information, observing and observations and comparing and contrasting while there is no significant difference in terms of the skill in drawing conclusions based on evidence and defining terms and consider definitions. Based on the findings, the utilization of the TTW instructional model helped a lot in enhancing students’ critical thinking skills in terms of analyzing information and improved their skills in observing and observations and comparing, and contrasting. However, gradual improvement is observed on critical thinking skills which require students to conclude. Moreover, their skill in defining terms based on their own understanding and transferring their learning in real life-context still needs more practice to improve. Hence, relevant research related to this matter may be the focus of future studies. Keywords: Araling Panlipunan, Critical thinking, Think-Talk-Write Instructional Model, Single-group Pretest-Posttest Method, Philippines","PeriodicalId":336220,"journal":{"name":"APJAET - Journal Asia Pacific Journal of Advanced Education and Technology","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121948121","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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