Pub Date : 2023-09-01DOI: 10.33830/ijrse.v5i1.1191
J. M. Badeo, D. Duque
This study aimed to propose revisions in the psychometric properties of Colorado Learning Attitudes for Science Survey (CLASS) based on the evidence found from this study. CLASS is a 42-item instrument that measures students’ attitudes towards physics and learning physics. In determining the validity of CLASS, 227 senior high school students from different schools in Metro Manila and in Cavite, Philippines participated in the study. Statements in CLASS underwent exploratory factor analysis through principal factor analysis to determine its factor structure. Results showed that from the original 42 items in CLASS, 13 items did not reach acceptable correlation coefficient and factor loadings, thus they were deleted. From the remaining 29 items, four categories emerged: Personal Interest and Real-World Connection, Sense Making/Effort and Problem Solving, Conceptual Connections, and Applied Conceptual Understanding, compared to the eight categories from the original version CLASS. Specifically, the four factors were composed of the following number of items: 8 for Personal Interest and Real-World Connection, 7 for Sense Making/Effort and Problem Solving, 8 for Conceptual Connections, and 6 for Applied Conceptual Understanding. Reliability also reached acceptable overall Cronbach’s alpha value of 0.745. This study proposes this revised 29-item instrument of CLASS as a valid instrument which measures students’ attitude in the areas of personal interest, real world connection, personal effort and approaches in a physics course, and to problem solving.
{"title":"Reliability and Validity of Colorado Learning Attitudes about Science Survey (CLASS)","authors":"J. M. Badeo, D. Duque","doi":"10.33830/ijrse.v5i1.1191","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1191","url":null,"abstract":"This study aimed to propose revisions in the psychometric properties of Colorado Learning Attitudes for Science Survey (CLASS) based on the evidence found from this study. CLASS is a 42-item instrument that measures students’ attitudes towards physics and learning physics. In determining the validity of CLASS, 227 senior high school students from different schools in Metro Manila and in Cavite, Philippines participated in the study. Statements in CLASS underwent exploratory factor analysis through principal factor analysis to determine its factor structure. Results showed that from the original 42 items in CLASS, 13 items did not reach acceptable correlation coefficient and factor loadings, thus they were deleted. From the remaining 29 items, four categories emerged: Personal Interest and Real-World Connection, Sense Making/Effort and Problem Solving, Conceptual Connections, and Applied Conceptual Understanding, compared to the eight categories from the original version CLASS. Specifically, the four factors were composed of the following number of items: 8 for Personal Interest and Real-World Connection, 7 for Sense Making/Effort and Problem Solving, 8 for Conceptual Connections, and 6 for Applied Conceptual Understanding. Reliability also reached acceptable overall Cronbach’s alpha value of 0.745. This study proposes this revised 29-item instrument of CLASS as a valid instrument which measures students’ attitude in the areas of personal interest, real world connection, personal effort and approaches in a physics course, and to problem solving.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82098881","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1582
Leo Peter Dacumos, Dorothy Silva
STEM schools have put priority on establishing research education as a core program that enables students to choose a topic of their choice, identify a problem, and find a solution to it through experimentation and other modes of data collection. At the Philippine Science High Schools, one of its key goals is to foster a research culture among its scholars, who will help to strengthen the country's academic and scientific workforce and contribute to its success in the future. To improve instructional teaching, the project-based learning (PBL) approach has been utilized in many academic courses. A cache of studies has delved into the use of project-based learning approaches in many academic courses but the research education. This research project aimed to evaluate the implementation of project-based learning (PBL) in the STEM Research curriculum of the Philippine Science High School – Luzon campuses. Select teachers from the Philippine Science High School have shared their thoughts through the qualitative interview tool. The use of qualitative interview tool is aimed to explore their thoughts and opinions regarding the various aspects of project-based learning (PBL) implementation within the PSHS research curriculum. Thematic analysis using phenomenological reduction shows emerging themes highlighting the benefits, challenges, and things that are needed to start to improve the implementation of the project-based learning approach within the research curriculum of the PSHS system.
{"title":"Reflections beyond implementation: Evaluation of the project-based learning in the research curriculum of the Philippine Science High School - Luzon campuses","authors":"Leo Peter Dacumos, Dorothy Silva","doi":"10.33830/ijrse.v5i1.1582","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1582","url":null,"abstract":"STEM schools have put priority on establishing research education as a core program that enables students to choose a topic of their choice, identify a problem, and find a solution to it through experimentation and other modes of data collection. At the Philippine Science High Schools, one of its key goals is to foster a research culture among its scholars, who will help to strengthen the country's academic and scientific workforce and contribute to its success in the future. To improve instructional teaching, the project-based learning (PBL) approach has been utilized in many academic courses. A cache of studies has delved into the use of project-based learning approaches in many academic courses but the research education. This research project aimed to evaluate the implementation of project-based learning (PBL) in the STEM Research curriculum of the Philippine Science High School – Luzon campuses. Select teachers from the Philippine Science High School have shared their thoughts through the qualitative interview tool. The use of qualitative interview tool is aimed to explore their thoughts and opinions regarding the various aspects of project-based learning (PBL) implementation within the PSHS research curriculum. Thematic analysis using phenomenological reduction shows emerging themes highlighting the benefits, challenges, and things that are needed to start to improve the implementation of the project-based learning approach within the research curriculum of the PSHS system.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76492785","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1271
O. Badmus, Thuthukile Jita, L. Jita
This study examines undergraduates and postgraduates use of the internet for academic purposes in STREAM fields. A mixed method research which sampled 100 respondents selected through snowballing sampling technique. Four research questions and one hypothesis guided this study. Two instruments namely Internet Usage Questionnaire (IUQ) and semi-structured interview on challenges experienced in the utilisation of internet (IUIT) were employed for data collection. Standard deviation and independent sample t-test analysed the descriptive (quantitative) aspect of questions and hypothesis raised respectively, while thematic analysis was employed in the narrative (qualitative) section. The study found that mobile apps, software, and website were among the media through which students access academic resources on the internet. No significant difference was found in the level of usage of the internet for academic purposes between undergraduates and postgraduates in STREAM fields. Poor internet facility, high cost of internet subscription, wide search for relevant academic resources due to inaccessibility to paid resources and many ad pop-ups owing to unlicensed software were among the challenges experienced by the respondents. Furthermore, stakeholders are enjoined to make available fast and affordable internet to ease the concerns raised.
{"title":"Evaluation of Undergraduates and Postgraduates’ Utilisation of Internet for Academic Purpose in STREAM Fields","authors":"O. Badmus, Thuthukile Jita, L. Jita","doi":"10.33830/ijrse.v5i1.1271","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1271","url":null,"abstract":"This study examines undergraduates and postgraduates use of the internet for academic purposes in STREAM fields. A mixed method research which sampled 100 respondents selected through snowballing sampling technique. Four research questions and one hypothesis guided this study. Two instruments namely Internet Usage Questionnaire (IUQ) and semi-structured interview on challenges experienced in the utilisation of internet (IUIT) were employed for data collection. Standard deviation and independent sample t-test analysed the descriptive (quantitative) aspect of questions and hypothesis raised respectively, while thematic analysis was employed in the narrative (qualitative) section. The study found that mobile apps, software, and website were among the media through which students access academic resources on the internet. No significant difference was found in the level of usage of the internet for academic purposes between undergraduates and postgraduates in STREAM fields. Poor internet facility, high cost of internet subscription, wide search for relevant academic resources due to inaccessibility to paid resources and many ad pop-ups owing to unlicensed software were among the challenges experienced by the respondents. Furthermore, stakeholders are enjoined to make available fast and affordable internet to ease the concerns raised.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78968366","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1345
Wanwisa Sonthong, A. Intanin, Sasitorn Sanpundorn
This research aimed to design and evaluate science learning activities using the STEM education model to foster creativity among students. Employing a type I developmental methodology, the study was structured into two primary phases: development and evaluation. In the development phase, contemporary educational challenges were identified, leading to the formulation of STEM-based learning activities, which were then tested with a select group of students. For the sample, a distinct student group participated in these STEM activities, with their creativity and satisfaction becoming the central assessment metrics. Results revealed a formulated STEM education model with five essential steps: introduction, problem identification, information gathering, solution design and implementation, and presentation. Following the activities, students' creativity scores averaged at 86.16%, surpassing the target of 80%. Additionally, satisfaction feedback indicated a high average rating of 4.65. To conclude, the customized STEM education model effectively heightened creativity among students, evident from their elevated creativity scores and significant satisfaction rates. Recommendations from this study urge schools and educational institutions to adopt this STEM education model due to its demonstrated efficacy in boosting student creativity and satisfaction, offering a structured methodology to tackle existing educational challenges and stimulate innovation.
{"title":"The Development of Science Learning Activities by Applying the STEM Education Model to Promote Student Creativity","authors":"Wanwisa Sonthong, A. Intanin, Sasitorn Sanpundorn","doi":"10.33830/ijrse.v5i1.1345","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1345","url":null,"abstract":"This research aimed to design and evaluate science learning activities using the STEM education model to foster creativity among students. Employing a type I developmental methodology, the study was structured into two primary phases: development and evaluation. In the development phase, contemporary educational challenges were identified, leading to the formulation of STEM-based learning activities, which were then tested with a select group of students. For the sample, a distinct student group participated in these STEM activities, with their creativity and satisfaction becoming the central assessment metrics. Results revealed a formulated STEM education model with five essential steps: introduction, problem identification, information gathering, solution design and implementation, and presentation. Following the activities, students' creativity scores averaged at 86.16%, surpassing the target of 80%. Additionally, satisfaction feedback indicated a high average rating of 4.65. To conclude, the customized STEM education model effectively heightened creativity among students, evident from their elevated creativity scores and significant satisfaction rates. Recommendations from this study urge schools and educational institutions to adopt this STEM education model due to its demonstrated efficacy in boosting student creativity and satisfaction, offering a structured methodology to tackle existing educational challenges and stimulate innovation.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74897970","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1590
Tiur Maida Br. Nababan, Ledy Pratiwi, A. Nugraha
This study aims to determine the effect of computational chemistry-based learning media using the STAD type cooperative learning model on student learning outcomes and motivation on the subject of forces between molecules. The population in this study were grade X students in high schools in Medan city which amounted to 7 classes. The samples of this study were students of class X IPA 3 and X IPA 5, each of which amounted to 36 students. The research instruments used were test instruments in the form of 20 multiple choice questions and non-test in the form of 30 statements. The quality of the research instrument was tested using validity, reliability, difficulty level of questions and differentiating power to determine the questions that would be used as instruments in the study. The data analysis technique shows that in the learning outcomes hypothesis test, the t-count> t-table value is 5.03>1.666 and the results of the learning motivation hypothesis test, the t-count> t-table value is 3.12>1.666. This data shows that there is an effect of computational chemistry-based learning media using the STAD type cooperative learning model on student learning outcomes and motivation on the subject of forces between molecules.
{"title":"The Effect of Computational-Based Learning Media Using the STAD Type Cooperative Model on Student Learning Outcomes and Motivation on the Subject of Intermolecular Forces","authors":"Tiur Maida Br. Nababan, Ledy Pratiwi, A. Nugraha","doi":"10.33830/ijrse.v5i1.1590","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1590","url":null,"abstract":"This study aims to determine the effect of computational chemistry-based learning media using the STAD type cooperative learning model on student learning outcomes and motivation on the subject of forces between molecules. The population in this study were grade X students in high schools in Medan city which amounted to 7 classes. The samples of this study were students of class X IPA 3 and X IPA 5, each of which amounted to 36 students. The research instruments used were test instruments in the form of 20 multiple choice questions and non-test in the form of 30 statements. The quality of the research instrument was tested using validity, reliability, difficulty level of questions and differentiating power to determine the questions that would be used as instruments in the study. The data analysis technique shows that in the learning outcomes hypothesis test, the t-count> t-table value is 5.03>1.666 and the results of the learning motivation hypothesis test, the t-count> t-table value is 3.12>1.666. This data shows that there is an effect of computational chemistry-based learning media using the STAD type cooperative learning model on student learning outcomes and motivation on the subject of forces between molecules.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81014613","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1273
F. Alaaseme
The study aimed to identify the impact of an enrichment program in the light of STEM integration approach in developing the 21st century skills of Gifted students at the secondary level. The study used a quasi-experimental design, The sample of the study included 60 student from the second year of high school, at Jamal Abdel Nasser High School for Gifted Students, in the capital, Sana'a, and divided into two groups: experimental (30) and control (30)., The researcher built a 21st century skills test, consisting of 46 items, The researcher also built the enrichment program according to the STEM approach, The results showed The enrichment program, in the light of the STEM approach studied by the experimental group, led to the development of the 21st century skills included in the study. The study recommended developing curricula for Gifted students in the light of 21st century skills and using the STEM approach, training teachers on how to use STEM approaches in teaching the gifted, and designing complementary activities and integrating them into the curricula in order to achieve the development of 21st century skills among the Gifted students.
{"title":"The effect of an enrichment program in the light of the integrated science, technology, engineering and mathematics (STEM) on developing 21st century skills among Gifted students.","authors":"F. Alaaseme","doi":"10.33830/ijrse.v5i1.1273","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1273","url":null,"abstract":"The study aimed to identify the impact of an enrichment program in the light of STEM integration approach in developing the 21st century skills of Gifted students at the secondary level. The study used a quasi-experimental design, The sample of the study included 60 student from the second year of high school, at Jamal Abdel Nasser High School for Gifted Students, in the capital, Sana'a, and divided into two groups: experimental (30) and control (30)., The researcher built a 21st century skills test, consisting of 46 items, The researcher also built the enrichment program according to the STEM approach, The results showed The enrichment program, in the light of the STEM approach studied by the experimental group, led to the development of the 21st century skills included in the study. The study recommended developing curricula for Gifted students in the light of 21st century skills and using the STEM approach, training teachers on how to use STEM approaches in teaching the gifted, and designing complementary activities and integrating them into the curricula in order to achieve the development of 21st century skills among the Gifted students.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"55 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88481249","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1498
Yusuf Sarkingobir, A. Umar, Syed A. Waheed, Yusuf Yahaya Miya, Mustapha Sahabi, Nura Maiakwai Salah
Education is a right to every child, but Sokoto is suffering from many issues ravaging education, therewith, a major issue is the Almajiri school. Because the Almajiri schools are abandoned there is every tendency that their drinking water is contaminated considering the rising pattern of pollution across the globe. The aim of the study was to carry out an analysis of heavy metal content in well water and propel some predictive insights for students well-being in Almajiri schools in Sokoto, Nigeria. Samples of well water were collected from Almajiri schools in Sokoto state and metals were analyzed using atomic abortion spectroscopy. 60.10 ± 5.1 to 600.1± 0.01, 100.1 ± 0.5 to 600.0 ± 0.02, are the ranges of calcium, and magnesium macroelements determined. The ranges for essential heavy metals zinc, and iron are as follows; 2.34 ± 0.05 to 5.00 ± 0.02 (zinc), and 0.54± 0.05 to 10.43 ± 0.5 (iron) respectively. The ranges of Pb, Hg, and Cd assessed are as follows: lead (0.0 to 1.06 ± 0.005), mercury (0.10 ± 0.002 to 2.501 ± 0.01), and cadmium (0.00122 ±0.0004 to 0.0761 ± 0.0001). The HI for the heavy metals determined are in the order of schools B>D>A>C. The metals determined are either excess or little (with respect to essential heavy metals) in many cases. In one school, the HI is far above 1 and therefore risk the population with effects. Thus, can elicit harm to the consumers. They can affect the academic, cognitive capacity of the Alamjiri children. There is need to take proper measures to save the health and future development of the Almajiri child against heavy metals poisoning possibility.
{"title":"Analysis of heavy metals content in well water and its predictive insights for students’ wellbeing in Almajiri Schools, Sokoto East, Nigeria","authors":"Yusuf Sarkingobir, A. Umar, Syed A. Waheed, Yusuf Yahaya Miya, Mustapha Sahabi, Nura Maiakwai Salah","doi":"10.33830/ijrse.v5i1.1498","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1498","url":null,"abstract":"Education is a right to every child, but Sokoto is suffering from many issues ravaging education, therewith, a major issue is the Almajiri school. Because the Almajiri schools are abandoned there is every tendency that their drinking water is contaminated considering the rising pattern of pollution across the globe. The aim of the study was to carry out an analysis of heavy metal content in well water and propel some predictive insights for students well-being in Almajiri schools in Sokoto, Nigeria. Samples of well water were collected from Almajiri schools in Sokoto state and metals were analyzed using atomic abortion spectroscopy. 60.10 ± 5.1 to 600.1± 0.01, 100.1 ± 0.5 to 600.0 ± 0.02, are the ranges of calcium, and magnesium macroelements determined. The ranges for essential heavy metals zinc, and iron are as follows; 2.34 ± 0.05 to 5.00 ± 0.02 (zinc), and 0.54± 0.05 to 10.43 ± 0.5 (iron) respectively. The ranges of Pb, Hg, and Cd assessed are as follows: lead (0.0 to 1.06 ± 0.005), mercury (0.10 ± 0.002 to 2.501 ± 0.01), and cadmium (0.00122 ±0.0004 to 0.0761 ± 0.0001). The HI for the heavy metals determined are in the order of schools B>D>A>C. The metals determined are either excess or little (with respect to essential heavy metals) in many cases. In one school, the HI is far above 1 and therefore risk the population with effects. Thus, can elicit harm to the consumers. They can affect the academic, cognitive capacity of the Alamjiri children. There is need to take proper measures to save the health and future development of the Almajiri child against heavy metals poisoning possibility.\u0000 ","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84036445","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}
Pub Date : 2023-08-31DOI: 10.33830/ijrse.v5i1.1367
Bryan Jacob Marquez, Joven Andrada, Trixie Baldomar, Geri Mae Cunanan, Freddie Ortiguero, Michelle Padre, Hannah Rey
The pandemic had a huge impact on many things and situations, particularly the new normal. The researchers decided that field study of pre-service teachers is one of them because no one has ever taken the course under the new COVID-19 setup. The researchers aim to inform their readers about how the COVID-19 pandemic challenge will affect every pre-service teacher in the new set-up of education through online learning. Purposive homogenous sampling was used to choose 12 students from Rizal Technological University-Boni and Pasig Campuses. Researchers chose typical students, non-workers, and university scholars as participants. Age, gender, and geography vary among participants. Researchers used interviews and supported by an interview script to gather replies. Pandemic-related preparations have been taken. Thematic analysis is used to understand pre-service teachers' challenges in the new field study setup. Pre-service teachers face challenges in this setting, according to the research most are struggling because of the rapid move from traditional classes to the new typical format, causing unpreparedness and lack of expertise when they face more complex situations. In addition, slow internet and a lack of resources make it difficult to attend classes and meet prerequisites. Some have many restrictions, especially on classroom monitoring because of the pandemic. The findings imply that the study's premise is significant and relevant in today's environment, especially for individuals pursuing an education degree and becoming pre-service teachers. Pre-service teachers face new obstacles in the new normal.
{"title":"The Challenges of Pre-Service Teachers in the New Normal Set up of Field Study Amidst COVID-19 Pandemic","authors":"Bryan Jacob Marquez, Joven Andrada, Trixie Baldomar, Geri Mae Cunanan, Freddie Ortiguero, Michelle Padre, Hannah Rey","doi":"10.33830/ijrse.v5i1.1367","DOIUrl":"https://doi.org/10.33830/ijrse.v5i1.1367","url":null,"abstract":"The pandemic had a huge impact on many things and situations, particularly the new normal. The researchers decided that field study of pre-service teachers is one of them because no one has ever taken the course under the new COVID-19 setup. The researchers aim to inform their readers about how the COVID-19 pandemic challenge will affect every pre-service teacher in the new set-up of education through online learning. Purposive homogenous sampling was used to choose 12 students from Rizal Technological University-Boni and Pasig Campuses. Researchers chose typical students, non-workers, and university scholars as participants. Age, gender, and geography vary among participants. Researchers used interviews and supported by an interview script to gather replies. Pandemic-related preparations have been taken. Thematic analysis is used to understand pre-service teachers' challenges in the new field study setup. Pre-service teachers face challenges in this setting, according to the research most are struggling because of the rapid move from traditional classes to the new typical format, causing unpreparedness and lack of expertise when they face more complex situations. In addition, slow internet and a lack of resources make it difficult to attend classes and meet prerequisites. Some have many restrictions, especially on classroom monitoring because of the pandemic. The findings imply that the study's premise is significant and relevant in today's environment, especially for individuals pursuing an education degree and becoming pre-service teachers. Pre-service teachers face new obstacles in the new normal.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79603631","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}
Pub Date : 2022-11-30DOI: 10.31098/ijrse.v4i2.1194
Jennifer H. Operio
This paper is meant to evaluate the usefulness of digital literacy to learners who are classified as post-millennials. It strived to explore a possible retooling of education through innovative strategies to be able to increase value in classroom learning. Utilizing information and technology in communication to search, create, analyze and relay messages which requires cognitive and technical skills, is known as digital literacy. Post-millennials are those born from 1997 onwards. Since their generations are into the maximum use of the internet and technology in communication, the author deemed it necessary to evaluate the digital literacy of the post-millennials in a private school in one of the provinces in the Philippines. The respondents are the administrators, non-teaching staff, teaching staff, and students of this respondent school. The author utilized survey questionnaires to collect data from the participants. Results showed that less than half of the educators who participated favored digital teaching to students. However, this is not the case for learners because they all voted for digital learning. They mentioned that using digital tools is flexible, and they were more favorable in its integration into their classroom learning. The author, based on the findings, concluded that this present generation is more inclined to digital learning and teaching approaches. The author recommends that further and additional research is needed to determine more productive strategies for the provision of internet connection in schools and physical classrooms of the country.
{"title":"Evaluation of Digital Literacy to Educating Post-Millennials","authors":"Jennifer H. Operio","doi":"10.31098/ijrse.v4i2.1194","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.1194","url":null,"abstract":"This paper is meant to evaluate the usefulness of digital literacy to learners who are classified as post-millennials. It strived to explore a possible retooling of education through innovative strategies to be able to increase value in classroom learning. Utilizing information and technology in communication to search, create, analyze and relay messages which requires cognitive and technical skills, is known as digital literacy. Post-millennials are those born from 1997 onwards. Since their generations are into the maximum use of the internet and technology in communication, the author deemed it necessary to evaluate the digital literacy of the post-millennials in a private school in one of the provinces in the Philippines. The respondents are the administrators, non-teaching staff, teaching staff, and students of this respondent school. The author utilized survey questionnaires to collect data from the participants. Results showed that less than half of the educators who participated favored digital teaching to students. However, this is not the case for learners because they all voted for digital learning. They mentioned that using digital tools is flexible, and they were more favorable in its integration into their classroom learning. The author, based on the findings, concluded that this present generation is more inclined to digital learning and teaching approaches. The author recommends that further and additional research is needed to determine more productive strategies for the provision of internet connection in schools and physical classrooms of the country.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89585953","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}
Kate Angelli D. Cuizon, Fiona Ysabella Z. De Luna, Anne Gwyneth E. Natividad, Justine Z. Ortiz, Lynie V. Osorio, Kyla Bianca T. San Juan, C. Punzalan
Students can attain higher academic comprehension and performance by using instructional tactics and approaches that naturally match their interests. Researchers investigated potential learning gaps that could occur due to disparities in students' learning abilities. As a result, this study determined students' preferred learning styles, study habits, and academic achievement in mathematics as a general education course. A total of 100 freshmen college students were non-randomly recruited for this study, which used a quantitative descriptive approach. The study adopted the Reid Perceptual Learning Style Questionnaire and Gilbert Wrenn's Inventory of Study Habits as tools for data collection. Furthermore, descriptive statistics such as mean, ANOVA, and Post-hoc Tukey HSD Test were used to investigate freshmen college students' preferred learning styles, study habits, and academic performance in mathematics. The survey's findings revealed that students favor the tactile, group, and individual learning styles as minor learning modes, despite having poor study habits. A high level of academic achievement was also revealed. Gender and course caused significant disparities in their study habits, according to a test of difference. When categorized by profile factors, no significant variations in learning styles or academic achievement were discovered. The study's recommendations can help teachers and future researchers develop and implement educational interventions.
{"title":"Learning Style Preferences, Study Habits, and Academic Performance in Mathematics: Perspectives of Freshmen College Students amidst the COVID-19 Pandemic","authors":"Kate Angelli D. Cuizon, Fiona Ysabella Z. De Luna, Anne Gwyneth E. Natividad, Justine Z. Ortiz, Lynie V. Osorio, Kyla Bianca T. San Juan, C. Punzalan","doi":"10.31098/ijrse.v4i2.254","DOIUrl":"https://doi.org/10.31098/ijrse.v4i2.254","url":null,"abstract":"Students can attain higher academic comprehension and performance by using instructional tactics and approaches that naturally match their interests. Researchers investigated potential learning gaps that could occur due to disparities in students' learning abilities. As a result, this study determined students' preferred learning styles, study habits, and academic achievement in mathematics as a general education course. A total of 100 freshmen college students were non-randomly recruited for this study, which used a quantitative descriptive approach. The study adopted the Reid Perceptual Learning Style Questionnaire and Gilbert Wrenn's Inventory of Study Habits as tools for data collection. Furthermore, descriptive statistics such as mean, ANOVA, and Post-hoc Tukey HSD Test were used to investigate freshmen college students' preferred learning styles, study habits, and academic performance in mathematics. The survey's findings revealed that students favor the tactile, group, and individual learning styles as minor learning modes, despite having poor study habits. A high level of academic achievement was also revealed. Gender and course caused significant disparities in their study habits, according to a test of difference. When categorized by profile factors, no significant variations in learning styles or academic achievement were discovered. The study's recommendations can help teachers and future researchers develop and implement educational interventions.","PeriodicalId":52746,"journal":{"name":"International Journal on Research in STEM Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84628242","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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