FEd Theses and Dissertations

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Theses and dissertations by graduate students from the Faculty of Education.

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Dynamics of Conceptual Change in the Biology Classroom: A Multidimensional Interpretive Framework

( 2001) Alfonso, Rodigelio F.

This study investigated high school students’ conceptions of genes during a two-week study on inheritance using a multidimensional framework of conceptual change from ontological, socially effective and epistemological perspectives. Specifically, the study attempted to establish students’ ontological perspective of the concept of the gene, investigated conceptual change about genes from the students’ cognitive framework, and then examined this ontological conception from both social/affective and epistemological perspectives. The sample for the study consisted of three high school biology classes in two different schools in Zamboanga City. These are two public urban non science high schools with special science classes and a private nonsectarian coeducational science high school. The three classes consisted of mixed-ability second-year high school students (ages 14-15) who did not study genetics previously and who were taught by experienced biology teachers. The research design is qualitative-quantitative. The data were gathered through student worksheets given before and at the end of the unit, observations of lessons, videotape and audiotape recordings of classroom discourse and detailed student interviews at the end of the unit. Data analysis revealed that students’ ontological conceptions of genes developed from the idea that a gene is a passive particle passed from parents to offspring. Subsequently, there are ontological shifts in the way that students viewed genes — from being passive to active, from being particle-like to like a “sequence of instructions” and to being associated with the process of protein synthesis. However, these shifts are not substantial. At the end of the unit, many students still see genes as did Mendel, simply as units or particles passed from parents to offspring. Most students failed to fully comprehend the process and expression aspects of genes and did not view genes as being code or a “sequence of instructions” for the production of proteins. Moreover, the Proposition Generating Task (PGT) revealed that majority of the students had difficulty in connecting genes with protein synthesis. There was a limited awareness as well of the nature of the relationship between genes and DNA and genes and chromosomes. From a social/affective perspective, it was evident that even though the students enjoyed the genetics unit and participated in classroom activities, they often were uninterested in the molecular explanatory mechanisms of genetics. The teaching approaches did not encourage a sophisticated conception of a gene in the minds of the majority of students. From an epistemological perspective, it was possible to classify the students’ ontological conceptions as being intelligible, plausible, or fruitful. This provided valuable information about the extent to which conceptual change had proceeded. It is concluded that student learning about the concept of the gene is an evolutionary process that is more like weaker descriptions of conceptual change such as assimilation and conceptual capture than stronger forms such as accommodation and conceptual exchange.
Enhancing Laboratory Performance and Scientific Attitudes of General Botany Students Through Inquiry-Oriented Laboratory Activities

( 2002) Alba, Josephine B.

The study determined the General Botany students’ laboratory performance using inquiry-oriented laboratory activities and traditional laboratory activities in terms of acquired laboratory skills and scientific attitudes. It also determined the student factors (specifically gender, high school science rating, and laboratory-related personal traits) related to laboratory performance and selected scientific attitudes. The study sample consisted of 36 General Botany students of the University of Nueva Caceres, divided into 18 students for the experimental group and 18 students for the control group. A pretest-posttest quasi-experimental design was employed to determine the laboratory performance of the experimental and control groups. A laboratory manual on inquiry-oriented laboratory activities developed and used by the experimental group while the control group used the traditional laboratory activities. A 150 points practical test was administered before and after the treatment to assess 12 laboratory skills. A scientific attitudes inventory was constructed and administered to the two groups and before and after the treatment. A laboratory-related personal traits inventory was also constructed and administered to the two groups only before the treatment. Gender and high school science ratings of the respondents were also investigated if related to the laboratory performance and scientific attitudes of the respondents. Results of the study reveal the following: 1. All the student factors - gender, high school science rating, and laboratory-related personal traits (i.e., organizer, orderly and systematic; patient, persistent and hardworking; creative and innovative; and curious) ---- are not significantly related to (1.1) laboratory performance and (1.2) scientific attitudes of all students in the sample. 2. There is no significant difference in the laboratory performance of the experimental and control groups in the 12 laboratory skills in the pretest scores. 3. There is a significant difference between the pretest and posttest scores of both the experimental and control groups on laboratory performance, implying that both treatments are effective, although the experimental group is much higher. 4. There is a significant difference in the post-test scores between the experimental and control groups on laboratory performance in favor of the former. The gain score of the experimental group is significantly higher than that of the control group, implying that the treatment used with the experimental group is more effective. 5. There is no significant difference in the scientific attitudes pretest scores of the students in the experimental and control groups; the two groups were initially comparable in scientific attitudes. 6. There is a significant difference between the pretest and posttest scores on scientific attitudes of the students in the experimental group but none in the control group. The difference in the gain score is much higher for the experimental group which implies that the treatment for the experimental group was much more successful. 7. There is a significant difference in the scientific attitudes posttest scores of the students in the experimental and control groups in favor of the former. The gain score of the experimental group is significantly higher than that of the control group, implying that the inquiry-oriented laboratory activities helped the students in this group in acquiring scientific attitudes. This study shows that inquiry-oriented laboratory activities can be performed successfully even in a not-so-well-equipped laboratory room. It also shows that students using the inquiry-oriented laboratory activities do not only acquire much needed laboratory skills but also scientific attitudes which are helpful in coping with the cognitive demands of other science subjects.
Changes in College Students' Conceptions of Chemical Equilibrium

( 2002) Locaylocay, Jocelyn R.

This is a case study on the conceptual evolution of chemical equilibrium of selected chemistry students as they go through learning activities using an instructional design based on a constructivist view of learning. The study was carried out in two General Chemistry classes at a university. Lawson’s Test of Scientific Reasoning was administered to determine the students’ cognitive level. The sample students in the study were chosen to represent the empirical-inductive level, transitional and hypothetical-deductive level. The study was a combination of qualitative and quantitative research. The qualitative part involved following the conceptual evolution of selected students through the use of written documents such as activity sheets, learning journals, assignments, post-test and the use of oral interviews, audiotapes and videotapes of group discussions. The quantitative part involved the two intact classes and pre-test and post-test gains for both classes were determined. The correlation between the students’ cognitive level and the pre-test, post-test and gain scores were also looked into. Prior to the intervention, students’ conceptions about chemical reactions and rates of reactions were determined through their answers to the readiness test, pre-test and initial interviews. The study looked into the effect of these preconceptions on students’ understanding of chemical equilibrium. Results indicated that many students had the preconception that reactions go in only one direction. This caused difficulties in students’ understanding of the dynamic nature of chemical equilibrium. Most of the students recognized that the rate of a reaction depends on the concentration of the reacting substances. However, they could not relate changes in volume of a container containing the gaseous system to a change in concentration of the reacting substances. A common misconception of students prior to the intervention was that the rates of reactions increased as the reaction proceeds. The use of experiments showing discrepant events contributed to students’ dissatisfaction with their preconceptions about complete chemical reactions. The conceptual evolution of most students’ conceptions showed patterns of competing conceptions and a series of progressions and regressions. Their preconceptions of complete reactions competed with their concept of reversible reactions and chemical equilibrium. In some aspects, they used their concept of reversible reactions and for other aspects, they reverted back to the use of complete reactions. The use of the analogy helped in the students’ understanding of the characteristics of a system as it approaches equilibrium and when it is at equilibrium. However, even after the treatment, many misconceptions were found to be resistant to change. The more persistent misconceptions are a) the rate of the forward reaction increases as the reaction proceeds, and b) the value of the equilibrium constant changes with a change in the initial concentrations of the reacting substances. The students were found to have more problems with changing conditions for equilibrium systems, especially heterogeneous ones. Many of the students could identify which reaction is favored by a change in concentration of reactant/product and a change in temperature. However, they are not clear about the meaning of the term “favored.” They have the misconception that the favored reaction increases in rate and the opposite reaction decreases in rate. This led them to believe that when the temperature is increased, the endothermic reaction increases in rate while the exothermic reaction decreases. They do not consider the shift in the equilibrium position due to the change. Results also showed that many students have the misconception that the addition of a solid reactant to a heterogeneous system at equilibrium will shift the position of the equilibrium. They do not consider that the concentration of the slid does not change when the amount of solid is changed. Only a few of the students in the classes were in the hypothetical-deductive level (formal). Most of the students were in the concrete and the transitional cognitive levels. The average gain scores between the pre-test and the post-test were highest for those in the formal level, followed by the transitional and lowest for those in the concrete. Pearson Product Moment Correlation values show that the result of Lawson’s Test of Scientific Reasoning is significantly related to the results of the pre-test, post-test including gain scores. The students’ cognitive level was significantly correlated with their learning gains.
Relationship of Selected Factors to Science Teaching Efficacy and Classroom Performance of Biology-Student Teachers

( 2002) Sarmiento-Placides, Estrella A.

This study investigated the science teaching efficacy of 101 biology student-teachers of selected institutions in Bicol and the Visayas that offer Bachelor of Secondary Education Major in Biology. It also identified the internal and external factors that affect such efficacy and established the patterns of relationships between science teaching efficacy and classroom performance. Instruments developed to gather data were the following: (1) survey questionnaire, (2) interest and attitude scale, (3) science teaching efficacy scale, (4) achievement test in biology, (5) process skills assessment test, and (6) standards of classroom performance. Student-teachers filled up the respondent’s datasheet, the interest and attitude scale, the survey questionnaire and the science teaching efficacy scale. Then they took the achievement test in biology and the process skills assessment. Then dean or the principal, the critic teacher and the researcher evaluated the student-teacher scheduled to teach during the day using the standards for classroom performance. The actual teaching was recorded on videotape. Multivariate Analysis of Variance (MANOVA) was used to analyze data and establish relationships. Qualitative analysis was used to find patterns in science teaching efficacy and classroom performance. For this, data was taken from eight cases. Three cases were presented/studied as samples. Results show that biology student-teachers of Bicol and the Visayas have a high science teaching efficacy (STE) at 3.85 in a scale of 1 to 5. The relationship between science teaching efficacy and internal and external factors are found to be highly significant. This means that internal factors – interest and attitude, content knowledge and process skills – are significantly related to science teaching efficacy with content knowledge having the highest relationship. Likewise, external factors – family involvement, community support/participation and school environment – are significantly related to science teaching efficacy with the school having the highest relationship. This study becomes one of the very few researches in science teaching efficacy of student-teachers in the Philippines. Content knowledge is identified as a very important factor that is significantly related to science teaching efficacy refuting the works of Carroll and Mueller, 1991, Bell, et al., 1997 and Werner, 1993. The role of the school in the development of a self-system is underscored as it turns out to be the strongest external factor that is significantly related to science teaching efficacy, agreeing with Bandura’s findings in 1986. The teacher has been identified as the personal model of student-teachers in the Philippines, particularly in Bicol and the Visayas, reiterating once more the influence of teachers on their students. The findings that student-teachers are already prepared in motivation and communication negates the finding of Carranza in 1996. The need for curriculum enrichment, emphasis on hands-on experiences and training in instructional technology are identified for immediate concern.
Learning Transfer and Durability in College Biology Students Via Computer-Assisted Instruction

( 2002) Supremo, Janette P.

This study primarily aimed to identify students’ misconceptions/alternative conceptions and their sources; the effect of computer-assisted instruction on the Human Circulatory System (HCS) on students’ conceptual change, learning transfer and durability of learning; and students’ motivational beliefs and response to anomalous data as factors influencing conceptual change. The hypotheses that there were no significant differences in students’ conceptual change, transfer of learning and durability of learning between the computer-assisted instruction (CAI) group and the traditional instruction (TI) group were tested. The respondents of the study were on the section of first-year BS Development Communication students. The class was randomly divided into the CAI group and the TU group. The CAI group underwent instruction in the HCS using CAI while the TI group was taught using the chalk and board method. The study was divided into two phases: (1) design and development of HCS-CAI); and (2) tryout of CAI. The data were gathered using the multiple-choice pretest/posttest 1 (P1), Posttest 2 (P2) with free response questionnaires, students’ pre-instruction concept maps, students’ diaries and worksheets, unstructured interview, observations of students’ behavior and audio recordings of verbal interactions in the classroom. Data gathering started in December 2000 and ended in March 2001. Results show that students coming into the learning environment hold a variety of misconceptions/alternative conceptions on the HCS. These misconceptions/alternative conceptions focus on the heart functions, heart structure and functions, blood structure, blood components, blood flow, the effect of diet on blood circulation and beliefs and practices related to the HCS. The sources of the emerging misconceptions/alternative conceptions are kinesthetic and sensory, casual usage of language in conversations, indiscriminate use of technical terms related to the HCS, socialized forms of explanations influenced by family, peers and people whom students are in constant contact with, mass media, inaccurate drawings in books and inaccurate instructions by the teacher. Posttest 1 scores show that the use of CAI improves students’ conceptual understanding more than the TI. Analysis of students’ conceptual understanding based on their distribution into the five categories of conceptions shows that the CAI group has most responses falling under the Best Understanding (BU) category in the Posttest 1, while in the TI group the most frequent response is in the Worst Understanding (WU) category. A comparison of gain scores of students in CAI and TI shows CAI group to have the largest gain in the BU category. Classifying students’ (pretest to posttest 1) responses into No change, Change for the Better and Change for the Worse shows that more of the CAI students’ responses remain the BU category while more of the TI students’ responses remain in the WU category. Under the Change for the Better conception, CAI results to more answers going into this change than TI. Results also show that in CAI, more of students’ conceptions are classified as Best Understanding compared to TI when students’ posttest 1 responses are categorized into Best Understanding and Others. Therefore, there is greater positive effect of instruction on students’ conceptual understanding in CAI than in TI. As for students’ motivational beliefs influencing conceptual change students who have task-oriented beliefs perform better in posttest 1 than the other students. Those who have ego-oriented beliefs are not necessarily among the top performers in the posttest 1. CAI students with whom they share the same motivation. Some students learn for career options and for personal interest. They are most likely to undergo conceptual change. CAI students are effectively motivated to learn. This is not observed in TI students. As for how students respond to anomalous data, fewer responses from both CAI and TI groups fall under ignoring or rejecting data, excluding or compartmentalizing data, holding data in abeyance and reinterpreting data compared to accepting data and changing existing conception. More students in the CAI than in the TI respond to anomalous data by accepting data and changing their existing conception. In the learning transfer test, CAI students outperform the TI students. This means that CAI results to more students being able to transfer learning into another context than the TI. As for the durability of learning, the mean score of CAI students in Posttest 2 is higher than the mean score of TI students. The mean score of CAI students in P2 decreased from P1 while those of TI remained almost the same, but CAI students will have a higher P2 mean than the TI students. However, P2 – P1 t-test result shows that the difference in the mean score of CAI and TI students is significant in favor of the TI. This study provides evidence of the effectiveness of CAI based on constructivism in enhancing the transfer of learning in college biology students.
Practical’s for Enhancing Conceptual Understanding in Inquiry Skills

( 2002) Torre, Carla B.

This study attempted to determine the effectiveness of practicals in enhancing conceptual understanding about cellular respiration in relation to the functioning of six body systems and enhancing inquiry skills. The study was quasi-experimental in research design and involved forty First Year 1-A and 1-D BEED students enrolled in Natural Science 102 during the Second Semester of AY, 2000-2001 at West Visayas State University in Iloilo City. A pre-and post-instruction conceptions test, inquiry skills test, concept maps and interviews served as sources of data for the study. Ten case students from the experimental and control groups, respectively, were also selected for qualitative aspect of the study. The intervention consisted of seven practicals that dealt with cellular respiration, the functioning of six body systems in relation to cellular respiration and the changes that occur during vigorous activity or emergency. Students also analyzed the practicals requiring the use of eight inquiry skills, namely, identifying the problem, formulating hypothesis, designing a procedure to test the hypothesis, interpreting data, recording data in a form that facilities correct interpretation, seeing patterns and relationships in a set of data, judging adequacy of data and inferring. They also answered questions in relation to the procedure in the practical to enhance their conceptual understanding. To determine their conceptual understanding and inquiry skills, students gave reasons or explanations for their answers in the multiple-choice questions of the conceptions test on the topic covered in the practicals. They also made pre- and post-instruction concept maps and were interviewed on the same topic. To determine their inquiry skills, students were asked to answer a researcher-made inquiry skills test. Factors that influenced their conceptual understanding, and inquiry skills were also determined. The control group was taught using the traditional lecture method. For the enhancement of their inquiry skills, they analyzed articles on completed experiments, one of which was discussed in class. Findings show that students who performed the practicals were able to learn more scientific concepts than those taught using the traditional lecture method. However, the difference was not statistically significant. The two groups share similar alternative conceptions which they brought with them to school, and instructional methods used in both groups was not effective in changing several alternative conceptions. The bases and types of reasons of most students in both groups were precausal, macroscopic and incomplete, suggesting rote learning (Chin et al., 2000, p. 110). A few students in the experimental group were also able to relate more concepts and integrate them as shown in the number of correct propositions and cross-links in their concept maps. Students in the experimental group also performed better in the use of inquiry skills than the control group. The difference in their mean scores was significant. They improved greatly in their performance in the use of inquiry skills from pre- to post-test, specifically, in identifying the problem, formulating hypotheses and seeing patterns or relationships in the data. The difference was statistically significant for identifying the problem and seeing patterns or relationships in the data, and nearly so for formulating a hypothesis. The factors that facilitated the enhancement of students’ conceptual understanding in the experimental group were the demonstration with or without dissection and collaborative learning. The inhibiting factor was a lack of background knowledge about the topic. For the inquiry skills, the factors that enhanced their skills were the practicals and exposure to experiments in high school. Those with limited exposure tended to base their answers on a single, obvious factor and disregard relevant data. This study provided evidence that practicals are effective in enhancing students’ inquiry skills. It also identified tenacious alternative conceptions on cellular respiration in relation to the functioning of six body systems that urgently need to be addressed using conceptual change strategies. Lastly, it produced instructional materials (the practicals) which teachers can utilize in their natural science classes or use as a guide for developing their own practicals.
Enhancement of Problem-Solving Skills in Chemical Equilibrium Through a Modified Network Approach

( 2002) Valenzuela-Vicente, Grace

This is a study on the effectiveness of the modified network approach on the enhancement of problem-solving skills of first-year college students in chemical equilibrium. Ashmore et al.’s network approach was modified using diagramming and scrambling exercises which were aimed at developing and training students in combinatorial and correlational thinking skills which students can use to enhance their problem-solving skills. A comparison of scores in three problem-solving tests was used to measure the effectiveness of the modified approach. Qualitative analysis of the solutions of students to the problem-solving tests was used to characterize the first-year chemistry problem solvers. A rubric scoring scheme was developed to identify the problem-solving skills demonstrated by problem-solver as it was equated to scores obtained in the problem-solving tests. The study also characterized the first-year problem solver before and after treatment through a qualitative analysis of the students’ solution papers, the protocol of small group discussions, interviews and think-aloud sessions. Students in both experimental and control groups were administered Lawson’s Classroom Test of Scientific Reasoning to determine their cognitive level before and after treatment. Findings show that first-year problem solvers do not like to guess when faced with problem they do are not familiar with; possess concept, mathematical as well as communication skills deficiencies; most often showed a wrong use of algorithms and basic algebraic operations; wrong choice of heuristics and lack of checks. The freshmen problem solvers also show carelessness in execution of solutions with haphazard erasures and superimposed answers. After treatment, the students exposed to the modified network approach were shown to be more attentive to given data, instead of leaving their papers blank. They have become more organized in presenting their data, showed more attempt using a variety of approaches even if they arrived at the wrong final answer because of their conceptual deficiencies. Identifying and defining the problem, identifying relevant data, judging the gathered or given data is adequate for establishing relationships, recording of data in a form that facilities correct interpretation, seeing relationships given in a set of data and interpreting data were the problem-solving skills shown to be enhanced in the experimental group. Although the first three skills were also demonstrated by the control group, these skills were not consistently shown in all three tests. A significant difference was found in the mean scores of students exposed to the modified network approach compared to those students exposed to the original network approach in favor of the experimental group. Both the experimental and control groups showed a significant difference in their respective pre- and post-Lawson’s test scores. The experimental group, however, had a higher post-treatment mean score than the control group. This difference though was not enough to cause a change in the cognitive level (e.g., shift from concrete to transitional or from transitional to formal as defined by Lawson’s Test). Results of the study also revealed that students find conceptual or qualitative questions more difficult than the quantitative type, thus they tend to ignore these and concentrate on the numerical ones. If there were answers, these were not clear because of grammatical errors and lack of communication skills. Interviews also revealed that scrambling exercises were found to be appealing to some students because they provided a ‘game-like’ atmosphere to an otherwise mentally taxing lesson.
Constructivist Model for Teaching Problem-Solving and Critical Thinking Skills

( 2002) Petilos, Gabino P.

This study compared the effects of the constructivist and the traditional models of teaching problem-solving strategies on the students’ problem solving and critical thinking skills. The constructivist model included small-group discussion, modeling and thinking aloud, and journal writing while the traditional model was mainly lecture type. The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 52 second-year Bachelor of Elementary Education (BEEd) students who specialize in mathematics were the subjects of the study. These students were classified as high ability and low ability on the basis of their average grades in three mathematics subjects. The study used a researcher-made Problem Solving and Critical Thinking test which had a reliability of coefficient of 0.82. The students in general were reluctant to raise their own questions. It was the teacher who initiated asking questions that were merely responded to by the students. In the experimental group, the teacher’s mediation and support through asking guide questions and giving hints during small-group discussion enabled the members of the group to generate ideas that eventually helped them start with the solution of the problem. The same students also showed more active involvement and enthusiasm to solve a problem, especially during small-group discussions. The students exposed to the constructivist model of teaching problem-solving strategies posted higher but not significant posttest mean scores on the problem-solving test than those exposed to the traditional model. Likewise, there was no significant interaction between ability level and the method of teaching used. The students exposed to the constructivist model of teaching problem-solving strategies posted significantly higher mean scores on measures of critical thinking than students exposed to the traditional model. However, there was no significant interaction between students’ ability level and the treatment conditions. Within the framework of the limitations of the study, the constructivist model for teaching problem-solving strategies has a positive impact on the overall critical thinking skills of the students. Although it did not differentiate significantly the problem-solving performance between the experimental and control groups, the trend in the results was still in favor of the experimental group and that it benefited the low ability students more than the high ability students in terms of problem-solving performance. The qualitative assessment of data showed that the most important benefit of the constructivist model was that it raised the level of motivation and enthusiasm of the students in solving non-routine mathematical problems.
Effects of Integrating History of Mathematics on High School Students Cognitive and Affective Learnings

( 2003) Lahoylahoy, Myrna E.

The study looked into the relative effects of integrating History of Mathematics in the teaching of Algebra and Trigonometry on the cognitive and affective learnings of fourth year high school students. Furthermore, it tried to find out the relative contribution of ability level and gender on their mathematics achievement, attitude towards mathematics, perception of the usefulness of mathematics, confidence in learning mathematics, mathematics anxiety and beliefs about mathematics. Some 118 fourth year high school students enrolled in the Secondary Education Development Program of a public high school located in Iligan City were the subjects of this study. These students composed the four sections of Mathematics IV (Algebra and Trigonometry) which were taught by one teacher. Two groups composed of one high ability section and one low ability section, randomly chosen as the experimental group, were taught Algebra and Trigonometry with the integration of History of Mathematics while other two groups were taught Algebra and Trigonometry the traditional way. Fifteen lessons for each group were prepared by the researcher. At the beginning of the second semester, the learners have given the Otis Lennon School Ability Test the scores of which matched the learners between the experimental and control groups. At the same time, the Mathematics Achievement test, Attitude towards Mathematics Inventory, Perception of the Usefulness of Mathematics Scale, Confidence in learning Mathematics Inventory, Mathematics Anxiety Scale and Inventory on Beliefs about Mathematics were also administered. These instruments were also used as posttests. As part of the triangulation method, a combination of quantitative and qualitative method of research was used in this study. The quantitative findings revealed no significant difference in the achievement of learners taught Algebra and Trigonometry with history of mathematics and those learners who were not taught with history of mathematics across ability and gender. However, high ability learners exposed to the integration of history of mathematics perceived mathematics more useful than those taught Algebra and Trigonometry without history. The learners; attitude towards mathematics, confidence in learning mathematics, mathematics anxiety and beliefs towards mathematics did not differ among different ability levels and gender before and after the experiment. Furthermore, the integration of history to the teaching of mathematics was more beneficial to high ability students. The achievement and affective learnings were interrelated such that: A learner who has a high achievement in mathematics has a positive attitude towards mathematics, less anxious, perceived mathematics to be useful in real-life situation, has improved beliefs about mathematics and is confident to learn mathematics. The qualitative results yielded improved learners’ attitude and views about mathematics, positive perception of the usefulness of and beliefs about mathematics, made students more confident to learn mathematics and lessened anxiety because of the integration of mathematics in the teaching of Algebra and Trigonometry. High ability learners exposed to the integration of history were motivated to listen to the teacher, enthusiastic in answering the teacher, actively participated in class discussion, showed confidence in answering the teacher and volunteered to solve problems on the board. The atmosphere of teacher – student interaction is active and lively; however, it was teacher dominated. Students involved in the study, in general, have positive acceptance in the integration of history of mathematics in the teaching of Algebra and Trigonometry. The findings from the quantitative data did not support the hypotheses and theories drawn from the conceptualization of the study. The study revealed that historical topics in mathematics did not improve students’ achievement in mathematics through the students in the experimental group felt the learning process improved their attitudes toward and views about mathematics, perception of the usefulness of mathematics, confidence in learning mathematics and beliefs about mathematics. This indicates the possibility of a gap between what is taught and what is assessed. To bridge the gap, it is recommended that the Achievement Test of this study be modified or improved. The improved achievement test will consist of open-ended questions which will measure concept formation and authentic problem-solving abilities of students. The results from the qualitative analysis were positive about the effectiveness of the integration of history in enhancing cognitive and affective learning in mathematics. It is also recommended that a deliberate strategy to the measurement of affective behaviors should be adopted, Moreover, it is recommended that a follow-up study employing interpretive methods using participant observational fieldwork be used in order to identify specific casual linkages that were not identified by experimental methods and develop new theories about causes and other influences in the patterns that were identified in the survey data.
Determinants of student Performance in the Science Component of the National Secondary Assessment

( 2003) Castillo-Gelito, Lorna

Determinants of student performance in the National Secondary Achievement Test (NSAT) were investigated in this study. It aimed to identify the factors that affect student performance in the science component of the NSAT. It was conducted to assess the interplay of curriculum context and instructional processes and practices as factors that affect the students’ performance in the test. Quantitative analysis included the comparison of school profiles as associated with the student NSAT performance in the science are while qualitative analysis included the classroom discourses that depict what a science teacher is in terms of instructional process followed by them. The sample consisted of 638 Palawan State University freshman students who came from the 78 secondary schools within the school divisions of Palawan during the Academic Year 2001-2002. Data were gathered through questionnaire, checklist, interview guide, class observations, IQ test and scores in the NSAT. Results show that in terms of students’ profile, the sample had more females than males. Most of them are AVERAGE learners. All of them are currently enrolled at the Palawan State University – College of Science (23%), 22% are the College of Humanities, 20% at the College of Education, 18% at the College of Business and Accountancy (where the students who obtained the highest NSAT mean scored are now enrolled), and 17% at the College of Engineering and Technology. Most of the respondents are interested in science, but in general, their attitude towards science mostly falls within the neutral category, neither distinctly positive nor negative. The learning styles of the majority of the respondents can be described as follows: (a) in Perceptual Processing, they are CONCRETE learners, preferring visual and tactile modes; (b) in Processing Information, they are INTERMEDIATE between passive and active processors of information; (c) as for Motivation, they are SUPERFICIAL, preferring external stimuli that are more appealing, familiar and less complex; and (d) as to Personality, they are MODERATELY SELF-CONFIDENT learners, preferring to work independently, clever and not afraid to leave unfinished tasks. As for the parents’ characteristics, the findings reveal that most of the respondents have mothers who are college graduates, although most of them are not working. Majority of the fathers are high school graduates. The students’ GWA, IQ, attitude and age significantly relate to NSAT performance. The higher the IQ and GWA, the better is the science NSAT performance, the most positive their attitude towards science and the better is their NSAT performance. The older they are, the poorer is their NSAT performance (WEAK NEGATIVE CORRELATION). Results show no significant relationships between school characteristics and NSAT performance in the science component of the test. In terms of teacher characteristics, most of the teacher-respondents graduated with a degree of Bachelor of Secondary Education. A great number of them are 41-45 years old. The teachers are female-dominated. Many have been teaching for 32 years although a good number of them have been teaching science for five years or less. Majority of them are based in public schools in rural areas. Most of them attend local seminars. There appears to be no strong positive and significant relationship between their personal characteristics and instructional processes/practices. The observed pattern of the instructional process of the teachers include the following: (a) lectures, classroom discussion and problem-solving for instructional strategies; (b) observation, communication, classification, number recognition and problem-solving on the process skills taught; (c) cognitive memory, comprehension and analysis for types and levels of questions asked; (d) completion and selection type of tests for the type of evaluation. Lastly, they used highly varied instructional materials.
Analysis of Task Sequence and Critical Behaviors of Engineering Students and their Understanding of Conic Sections

( 2003) Rabanal, Jennifer A.

This study investigated the quantitative and qualitative aspects of the sequence of steps taken in a solution path for solving conic sections (parabola, ellipse and hyperbola) problems. It identified critical behaviors or incidents, habits or mannerisms of students during problem-solving to determine the relation of these to the understanding of the concept of conics. The think-aloud interview technique was used in conjunction with an interpretive method of case study observation. The data came from sixteen (16) case studies of first-year students in the Bachelor of Science in Agricultural/Civil Engineering programs, also referred as General Engineering. The result of the Prior Knowledge Test on Conics was the basis in selecting the subjects. Starting with the highest score, the 8 top-scoring students were classified as the Top-8 Group, and the 8 lowest scoring students were classified as the Bottom-8 Group. The subjects were asked to solve six problems in conic sections, two problems each (one routine and the other an application problem) on parabola, ellipse and hyperbola. Their verbalizations were tape-recorded, and their behavioral characteristics were observed as they individually solved the problems. The quantitative and qualitative data obtained showed that the unsuccessful problem solvers had difficulty in solving the conic problem because of: a) Insufficient knowledge and recall of the standard equations for conics for specific conditions or situations; b) Incomplete use or non-use of the properties for graphing the curve ; c) Poor understanding of the concept of asymptotes ; d) Lack of mastery of skills in algebraic manipulations; not carrying out the operations accurately; confusion in using coordinates of points; e) Poor understanding of the English language; f) Failure to make illustrations using information about the task; inability to explore real-world application problems; not representing the variables correctly, and failure to develop an algorithmic procedure. In-depth analyses of the students’ computation worksheets, their think-aloud utterances and the researcher’s observation protocols produced 25 behavioral tendencies distinguishing successful from unsuccessful problem solvers. Successful problem solvers generate solutions in neither too few nor too many steps; had more organized and integrated knowledge; used powerful heuristics or strategies such as developing algorithmic procedures, were more confident and manifested minimal body gestures. Unsuccessful subjects tried to get rapid solutions in 1 or 2 steps but sometimes ended up with many because of repetitive steps that show non-mastery of the concepts and procedures for solving the problems. Their sequences of tasks were accurately organized nor well-ordered. They showed the inability to remember and identify the concepts correctly and to apply them in appropriate sequential steps; they frequently used trial-and-error or hit-and-miss technique, as well as guessing; they demonstrated very obvious and unusual mannerisms, showed high self-consciousness, confusion and anxiety, and they showed facial and verbal lack of interest in generating solutions correctly. The findings suggest a need for instructional programs for teachers to develop intervention strategies to ease the students’ difficulties related to solving problems on conic sections.
Development of a Thematic and Integrated Learning Unit for English IV

( 2004) Nuñez, Julius M.

The core of reading and language teaching is the learning and assessment activities. Without a carefully planned lesson, language teaching will not be successful. This project aimed to contribute to holistic and integrated reading instruction through the preparation of prototype instructional and assessment materials in reading and language teaching for fourth-year high school. The literacy learning package developed in this project uses a thematic approach and intends to supplement the reading and language textbooks currently used in Bayugan National Comprehensive High School (BNCHS). The validation of the literacy package was aimed at answering the following questions: 1) are the reading selections in the literacy package appropriate for fourth-year high school students, in terms of readability level, intersterility, relevance, and value? 2) Are the learning and assessment activities in the learning package effective, as perceived by teachers’ evaluators? Specifically: Do they clearly support the unit theme, goals, and objectives? Do they develop the strategic and metacognitive reading skills of students? Do they provide for diverse learning styles? To make this project possible, the selections in this package were subjected to readability and reader interest measurement formulas. Using Fog Index, SMOGOMETER, and Cloze Test, the nine selections in this unit were found to be within the readability and interest levels of fourth-year high school students. Students’ responses to the Cloze test revealed that the chosen selection is generally moderate in terms of readability. Two selections, “Sleeping Child”, and “Only Selfless Love” were found to be easy. Based on the results of the “Expert” Observation Guide developed by Santos (1999), six (6) expert observers found the selections in the thematic unit to be both appealing and possess the standard qualification of a – Using Teacher-Observation Checklist from SEDP (Secondary Education Development Project) Manual and Student Observation Checklist developed by the researcher, teachers, and student-observers found the learning and assessment activities in the package effective because they clearly support the unit theme, goals, and objectives, develop strategic and metacognitive reading skills of students, and provide for diverse learning styles. The results of this study revealed further that the selections in the package are appropriate for fourth-year high school students; challenging but within the readability level of students, interesting and engaging; relevant and within the level of experience of the students. It was also found that the learning and assessment activities in the package are effective. As a whole, this learning package showed that relevant reading selections plus interactive learning and assessment materials are important tools in getting students involved in the classroom and in developing them into critical, creative, and productive learners.
STSE Approach in Environmental Science for Nonscience Students in a Local Culture: Academic and Sociocultural Analysis

( 2004) Del Rosario, Bernadette I.

The aim of the study is to use the STSE approach in teaching an environmental science course. STSE is an approach using the interactions of four important factors namely, science, technology, society and environment. Using activities derived from the local environment, a learning climate unique to the STSE approach was developed and used to determine its influence on academic achievement and environmental science self-efficacy of students as well as the sociocultural perspectives of the students. The study further aimed to determine what sociocultural perspectives of nonscience students will surface when exposes to the STSE approach. Quantitative and qualitative designs were used in the study. An experimental design using Solomon’s Four Group Design was used for the quantitative part, while observation interview of students was used in the qualitative part. The STSE approach was used in an Environmental Science course for the first year nonscience students. Effect on academic achievement was determined using two-way ANOVA on the posttest scores of four groups, while the effects on efficacy and sociocultural perspective were determined through the t-test of weighted means derived from the answers to the questionnaire. Observation and focused group interview were used for qualitative analysis of lessons especially for efficacy and sociocultural perspectives. The STSE approach is found to be effective in improving the academic performance of the students who were exposed to the approach as shows by the significant difference in the posttest scores between two sections which used the approach and two other sections which did not use the approach, as measured by two-way ANOVA, The STSE approach is also responsible for the significant difference in the environmental science self-efficacy of students who used the approach over the students who did not use the approach as measured by the t-test. In the analysis of the sociocultural perspective, the most dominant perspective that surfaced was the political perspective where the government is given primary responsibility in environmental protection, conservation and sustainable development. Moral values associated with the sense of what is right in terms of environmental concerns and population issues also surfaced in many discussions. Religious values though that were associated with cultural practices of farming, population and environmental conservation did not surface much in the discussions. Comparing the difference of the answers to the sociocultural questionnaire, no significant difference is shown indicating that culture is difficult to change and that group culture is strong especially in one school. On the basis of the findings, the STSE approach is an effective teaching approach for the improvement of academic achievement of nonscience students in Environmental Science. The STSE approach is also effective in improving the self-efficacy of students in an Environmental Science course for nonscience students. As observed, political and moral sociocultural perspectives are more dominant than the religious perspective. Sociocultural perspectives of students in the nonscience course using the STSE approach and those using the non-STSE approach do not differ significantly as they exhibit common ideas and values.
Constructivist Approach: Its Impact on Prospective Maguidanaoan Teachers' Conceptions of Selected Topics in Environmental Chemistry

( 2004) Cabading, Evelyn T.

This study attempted to develop and evaluate the effectiveness of constructivist teaching guides in teaching the concepts of soil and water chemistry in the environment and investigate the change in the conception of prospective Maguindanaon teachers. It also looked into the influence of traditional practices and beliefs of the students on the change of their conceptions from everyday views to scientific views. The study made use of quasi-experimental research design and involved the third year Bachelor of Science in Islamic Studies students at the University of Southern Mindano, Kabacan, Cotabato enrolled in Environmental Issues were used and randomly assigned as the control and experimental groups. The control group underwent traditional lecture method (TLM) while the developed teaching guides based on constructivist teaching approaches (CTA) were used in the experimental group. Seven teaching guides base on constructivist teaching approaches (CTA) developed in soil and water, namely: (1) Use of Water; (2) The Water Cycle; (3) Water, A Unique Substance; (4) Water Pollution; (5) Water Treatment; (6) Soils; and (7) Issues and Concerns About Soil. Each lesson consisted of the following: (a) background information, which provides the teacher on overview of the lesson and the traditional practices and beliefs of the students that may influence their understanding of the lesson; (b) objectives, which include the process skills and values to be developed; and (c) teaching sequence, which was patterned after Trowbirdge and Bybee (1996) and consisted of five phases, namely: engagement, exploration, explanation, elaboration and evaluation. The traditional practices and beliefs of the students related to the lesson were brought up in the engagement phase in the elaboration phase of the teaching guide. To determine their predominant everyday concepts and change of their everyday concepts to scientific concepts, students gave explanations for their answers in the multiple-choice questions. Their answers on the soil and water practices and beliefs scale were correlated with their gain scores to determine the influence of their traditional practices and beliefs in their conceptual change. The findings show that majority of the students in the experimental and control groups exhibited everyday concepts before intervention. These include their traditional beliefs and practices, their previous experiences and what they observe happening around them. The developed teaching guides bases on constructivist teaching approaches are effective in facilitating conceptual change of the students from everyday views to scientific views as shows by significantly higher posttest mean scores of the students in the experimental group. Further analysis revealed that the teaching guides are effective only concepts related to uses/importance of water, water cycle, unique properties of water, water treatment and issues and concerns about soil. There are traditional beliefs found to hinder or facilitate the conceptual change of the students. These beliefs relate to concepts about uses of water, water cycle, water pollution, water treatment, importance and composition of soil. Traditional beliefs which are negatively correlated with the gain scores of the students hinder their conceptual change when used as distractors in the question while those that are positively correlated to the scientific answer facilitate their conceptual change.
Conceptual Ecology of High School Biology Students in a Multicultural Classroom

( 2004) Cosadio-Tan, Milagros M.

This research is a qualitative multicultural classroom study in its natural setting aimed to describe the students’ conceptual ecology, explore the action of this ecology in the process of conceptual change, examine the influence of indigenous knowledge and identify what conceptual change model can best describe the students’ conceptual restructuring related to the topic on Human Reproduction. It involved three high school biology classes who worked in 25 small collaborative groups which are formed based on ethnolinguistic affiliation – the Chavacano, Bisaya, Tausug and Yakan, in Zamboanga City. Two students (dyad) from each of the selected fifteen groups were used as targets or cases. Students’ knowledge was assessed before and after instruction through the use of student-generated concept maps, written or oral interview transcripts, observation notes and classroom artifacts. A students’ conceptual ecology was found to include student-generated metaphors, epistemological beliefs, science knowledge, worldview as expressed through student’s religious orientation, prior knowledge and indigenous knowledge consisting of traditional beliefs and cultural practices. Three map patterns were identified – spoke (observed) only during map training), chain (2 groups each of Chavacano, Bisya and Yakan and all four Tausug groups) and the net patterns (2 Chavacano, 2 Bisaya and 1 Yakan). There are four patterns of conceptual change demonstrated by the dyad: 1) retention of naïve or incorrect knowledge, 2) framework reorganization/adjustment, 3) contextual switching and 4) radical restructuring. The study reveals that student’s conceptual ecology is complex, diverse, in interaction with each other and is an important prerequisite for understanding new concepts and for meaningful learning. Students’ conceptual ecology influences conceptual change in three ways 1) on the persistence of prior knowledge, 2) in rendering new conception intelligible and 3) in making new conception plausible. Two patterns of students’ conceptual restructuring: a) retention of naïve or prior knowledge and b) radical restructuring conform with the conceptual change model of Posner’s et al. (1982, 1992), while the patterns of a) framework reorganization and b) contextual switching do not. The last two conform with the “accretion and tuning” of Pearsall, et al. (1997) or “framework adjustment” of Luffiego, et al. (1995) and the “contextual switching” model of Kinchin (2000), respectively.
Knowledge Restructuring in Selected Topics in Chemistry Using the Process Workshop Approach

( 2004) Garcia-Palanca, Carmencita

This study explored the changes in knowledge level and in structural complexity of knowledge held by students about chemical equilibrium, oxidation-reaction and electrochemistry by using the process workshop approach. The study also attempted to determine if changes in knowledge restricting is affected by learning mode employed by students. The study was quasi-experimental in research design, involving twenty freshman B.S. Environmental Science students enrolled in Chemistry 18/L during the Second Semester of AY 2002-2003 at the College of Science, Palawan State University in Puerto Princesa City. The Inventory of Learning Process, pre- and post-intervention cognitive test, pre- and post-intervention concepts maps, and interviews served as the instruments for gathering data. Two meaning learners (MLs) and two rote learners (RLs) were selected for the qualitative aspect of the study. The teaching method used in the study was the process workshop approach. There were seven process workshop activities, two in chemical equilibrium, three in oxidation-reduction and two in electrochemistry. To determine the changes in knowledge level, student subjects took the pre- and post-intervention cognitive test. The cognitive test consisted of thirty-seven open-ended multiple choice-type of questions. The pre- and post-intervention concept maps determine the students’ knowledge structure before and after intervention. Metacognitive reflections of two MLs and two RLs were added after the intervention for insights on how these groups learn new concepts. Findings revealed that MLs have a higher pre-intervention knowledge level compared to RLs based on their pre-intervention cognitive test scores. MLs and RLs have comparable overall pre-intervention knowledge structures based on their overall pre-intervention concept map scores. The study also revealed that both the MLs and the RLs improve their knowledge level after the process workshop activities in the selected chemistry topics. But the MLs improved their knowledge level far better than the RLs after the process workshop activities. The study also showed that both the MLs and the RLs improved their knowledge structure after the process workshop activities in the three topics. But the MLs have more complex knowledge structure than the RLs. Furthermore, turning and restricting were the predominant nature of structural change in both MLs and RLs after the process workshop activities in the three selected topics. In turn, the earlier knowledge framework was completely revamped or change by the addition of an introduced concept, resulting in the construction of an entirely new knowledge framework. But in restricting, the earlier knowledge framework was simply modified and rearrange because of the addition or deletion of a concept in the first one or two hierarchies of the concept map.
Metacognitive Learning Cycle Model: Effects on Conceptual Understanding and Problem-Solving Skills in Genetics

( 2004) Hidalgo-Coral, Rosalina

This study compared the effects of the combined strategies following the Metacognitive Learning Cycle (MLC) Model and the Traditional Model on the conceptual understanding and problem-solving skills of first year college students in Mendelian and non-Mendelian genetics. The MLC strategies include the discussion of discrepant events, use of a research-made learning manual during group work activities done under a cooperative learning atmosphere, class problem solving that employed think-aloud and modeling strategies, and metacognitive reflections by the students after each phase of the lesson. The traditional model includes lectures, discussions and problem-solving with teacher modeling the solution followed by individual seatwork activities. Four intact classes, two from the high-ability and two from the low-ability groups, consisting of 185 first year college students enrolled at a teacher education institution in Tacloban City, Leyte were randomly assigned to the experimental and control groups. The students in the sample were pretested simultaneously on the researcher made tests (e.g., Conceptual Understanding Test and Problem-solving Skills Test with reliability coefficient values of 0.64 and 0.80, respectively) as well as the four moderator variables (mental ability, prior knowledge, disembedding ability test and cognitive level). The researcher taught both the experimental and control classes. The experiment proper lasted for about eight weeks equivalent to 24 contact hours during the second semester of School Year 2003-2004. Data collected from the pre-and post-test in the conceptual understanding and problem-solving skills test were both subjected to quantitative and qualitative analyses. Included in the quantitative analyses were the students’ test scores in the four moderator variables. The qualitative interpretation was done on the results of the conceptual trace analysis and students’ answers to the posttest on conceptual understanding. The same was done with their answers to the pretest/posttest items (i.e., the first four items only) on problem-solving, and the analysis of their metacognitive reflections on each phase of the five lessons. The profile of the students as regards the four moderator variables is as follows: Majority have average mental ability (about 44%), followed by below-average (21%), dull (19%), above-average (8%), superior (about 7%), and very superior (about 0.02%). Fifty-five percent (55%) has low level of prior knowledge, while forty-five percent (45%) has high level of prior knowledge. Majority of the students in the sample are in the concrete level (83%), followed by transition (about 16%) and formal level (about 1%). Majority of the sample are field-independent (64%), followed by field intermediate (31%) and field-dependent (about 5%). The results of the pretests show that students initially had a very low level of conceptual understanding as well as problem-solving skills in genetics. After the intervention, the results of the conceptual trace analysis show that, under the three main categories of conceptual change (No change, Change for the Better and Change for the Worse), the experimental high-and low-ability groups outperform their counterparts in the control groups. In terms of gain scores, both groups of students exposed to the MLC model and the traditional method have a significant increase in their scores in both the conceptual understanding and problem-solving skills tests. However, comparing the posttest mean scores, students exposed to the multiple strategies of the MLC model posted a significantly higher posttest mean scores in the conceptual understanding test and problem-solving skills tests than students exposed to the traditional model. However, the results indicate a no significant interaction between students’ ability level and the treatment conditions when the conceptual understanding and problem-solving are the dependent variables. The correlation analyses reveal that the pre-and posttest mean scores on the conceptual understanding test are highly correlated to the pre-and pos-test mean scores in the problem-solving skills test. All of the four moderators variable are all highly correlated to the pre-and post-test mean scores in both tests. With conceptual understanding as the dependent variable, no moderating effect is observed between the four moderator variables and the treatment conditions. However, with problem-solving as the dependent variable, of the four cognitive variables it is only prior knowledge and cognitive level that moderate learning. The MLC model is more effective in helping students with low level of prior knowledge and with the concrete level of cognition to achieve higher performance in problem-solving than those exposed to the traditional model. The metacognitive reflections by students after each phase of the MLC lesson reveal that stimulation activities help concretize and enhance their learning about abstract concepts in genetics; the enrichment part of each simulation activity, the heuristics of solving genetic problems and the modeled exercises help students in solving genetic problems. The written reflections make them realize that personal efforts and involvement in the learning task greatly enhance the status of their learning (i.e., intelligibility, plausibility and fruitfulness). As revealed in their metacognitive reflections, the researcher-made learning manual most likely helps both low- and high-ability students not only develop scientific conceptions in genetics but also improve their skills in problem-solving. This study has proven that the MLC model of teaching does enhance students’ conceptual understanding and problem-solving skills in Mendelian and non-Mendelian genetics. In this study, the research-made learning manual containing simulation activities and problem-solving exercises has facilitated the progress of students in the experimental high- and low-ability groups as revealed in their metacognitive reflections. These are the main contributions of this research to biology education.
Developing Problem-Posing Abilities Among Preservice Mathematics Teachers

( 2004) Lariego, Belen C.

This study was conducted to develop and enhance prospective mathematics teachers’ skills in formulating problems. This was done by providing them direct instruction on problem posing with utilizes constructivist-inspired teaching strategies, such as reflective writing, small-group discussions, peer critiquing, and self-assessment. The study looked into the changes in the subjects’ skills in problem-solving, problem posing, and conceptual understanding after their exposure to the formal instruction on problem posing. It also investigated the relationships among students’ ability in solving problems, formulating problems, and understanding some mathematical concepts. The study involved 17 third-year pre-service education students who have mathematics as their area of concentration and who were enrolled in the course, “Strategies in Teaching Mathematics,” during the second semester of AY 2001-2002 in the University of San Jose-Recoletos, Cebu City. Since the study involved only one group, high and low-achieving students in the group were identified based on their scores in the problem-solving test administered before the intervention. Data from the two sets of students were analyzed qualitatively to establish a detailed comparison of the perceivable changes in their problem-posing performance, problem-solving skills, and conceptions of some mathematical concepts. To monitor the relative changes in the subjects’ skills in problem posing and problem-solving and their understanding of some mathematical concepts, pencil and paper tests were constructed, validated and tried out. Multiple and comprehensive methods were used in analyzing the students’ problem-solving, problem-posing and conceptual understanding scores along with their journal/diary entries, oral interviews of those students who comprised the high and low groups, and observation notes made by the researcher during class session observation focusing on representatives from the high and low groups. The data showed that after being exposed to the instruction on problem posing, the subjects were able to formulate and solve problems better. Their skills improved significantly. Not only did they generate better-constructed problems; they also solved more problems correctly after the intervention. Moreover, results of the modified multiple-choice test on conceptual understanding revealed some predominant misconceptions held by the subjects about common and decimal fractions, measurement, and linear equations in one unknown. These misconceptions were changed to correct conceptions and the subjects’ performance in the aforementioned test was better after they underwent the intervention. Quantitative results likewise revealed positive linear relationships among problem-posing, problem-solving and conceptual understanding. The study provided evidence that the use of constructivist-inspired teaching strategies promotes the development and enhancement of preservice mathematics teachers’ skills in problem-solving and problem posing. These strategies also enhanced the subjects’ comprehension of some mathematical concepts. The study identified misconceptions on some concepts in mathematics and ways by which students modify given problems. It also evolved some instructional materials (session guides) that include problem-posing activities that can be used by teachers in integrating problem posing in their mathematics classes or which can serve as guides in developing other problem-posing activities.
Nontraditional Problem Solving for Developing and Assessing Critical Thinking, Affective and other Cognitive Skills of Students

( 2004) Raffinan, Corazon C.

This study compared the effects of the nontraditional problem solving or problem-based approach and the traditional or algorithmic approach on students’ critical thinking skills, conceptual knowledge in mathematics, competence in problem-solving, attitude and confidence towards mathematics and problem solving, and their learning patterns and behavior. Both approaches included the use of non-routine mathematic problems, small-group discussions, journal writing, and a free choice of appropriate problem-solving techniques in solving given problems. While the nontraditional problem-solving approach introduced concepts by using problem situations, the traditional approach introduced concepts by using problem situations, the traditional approach introduced the same concepts mainly through lecture discussions. Research-designed lessons were used to implement and assess the treatments involved. The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 100 students enrolled in College Algebra I during the second semester of AY 2001-2002 in the University of San Carlos, Cebu City, were the subjects of the study. These students were classified as high ability and low ability on the basis of their IQ scores. The students in both the experimental and control classes showed initial comparability on all the factors being compared. The performance scores improve after the students were exposed to their respective treatments. Based on the pretest-to-posttest measures, which contained more algorithmic items, the difference in gains between the two classes was significant in favor of the control class with respect to conceptual knowledge. In terms of problem-solving abilities, the results were significant at p =.10 in favor of the experimental class. Although the results did not differentiate significantly in the critical thinking skills and the confidence and attitude towards mathematics and mathematics problem solving between the experimental and control groups, the qualitative results showed that the trend was still in favor of the experimental class. The qualitative assessment done on the performance of each member of representative students of the respective classes indicated that the experimental group generally outperformed the control group. This was indicated by the former group’s numerically higher scores and better-quality solutions and responses which manifested their critical thinking skills, conceptual knowledge, and problem-solving abilities. Journal entries, interview protocols, and observation notes also indicated that there was a raised level of motivation and enthusiasm in solving mathematics problems among the students of the experimental class as compared to the control class in spite of the former group’s disadvantage with respect to the class schedule. The overall assessment of the data showed these benefits obtained by the students exposes to the treatment: an indicated increase in the frequency of critical thinking skills indicators in their overall performance; a better understanding and retention of the concepts covered in the course; improved problem-solving abilities and better quality of problem-solving solutions presented; a more positive attitude and confidence towards mathematics and mathematics problem solving; and positive changes in the learning patterns and behavior of the students. The results also show that with respect to problem-solving abilities between different ability levels and different gender types across treatments, the difference between the mean scores obtained by the male student groups of the two classes was significant at p =.10 in favor of the males from the experimental class; between the high ability groups of the two classes, the difference is very significant in favor of the experimental group. No significant difference was found between the low ability groups from the two classes: neither from the female groups of the two classes. The nontraditional problem-solving approach in the classroom increased the students’ confidence in their ability to solve problems, which in turn improved their overall performance in the course. The teacher became aware that students can show and improve their capabilities in problem-solving if allowed to solve these using their own chosen technique with the help of peers. The teacher also became more aware of the thinking process of the students, which allowed her to make connections at improving understanding of concepts using the students’ point of view as jump-off point.
Effects of Contrastive and Generative Teaching Strategy in Chemistry

( 2005) Malindog Jr., Esteban A.

This study evaluated the effectiveness of contrastive and generative teaching strategy in teaching the concepts of the mole, stoichiometry, and molarity among third year high school students. Contrastive and generative teaching strategy refers to those instances in which an unfamiliar domain is made understandable through a more familiar domain during class discussion. This study specifically investigated the change in students’ conceptual understanding, problem-solving abilities, and attitude towards chemistry using paper and pencil tests and interview. This study made use of quasi-experimental research design involving intact classes, with a total of 98 students, assigned as control group (n = 49) and experimental group (n = 49). The control group underwent traditional lecture method while contrastive and generative teaching strategy was used for the experimental group. Lawson’s Classroom Test of Scientific Reasoning was used to identify the cognitive level of students selected for case studies in determining attitude change towards chemistry, conceptual understanding, and problem-solving skills. The same test was used to determine to equivalence of the two groups of students in terms of ability to learn the mole concept, stoichiometry, and molarity. To avoid bias, five parallel lesson plans were developed – one set for the control group and another set of lesson plans for the experimental group. The first three lesson plans pertained to the mole; the last two lesson plans focused on stoichiometry and molarity. Students’ conceptual understanding and problem-solving performance were assessed both before and after completing the required lessons using assessment tests. The tests were consisting of four types of questions – fixed response multiple-choice, modified multiple-choice, fixed multiple-choice problems, and open-ended problems. On the other hand, students’ attitude towards chemistry were assessed using an attitude questionnaire. The results indicate that teaching with analogies improved the quality of students’ conceptual understanding and completeness of students’ solutions to the numerical open problems more than traditional teaching, but there was no significant difference in attitude between two groups of students. However, interview transcripts of representative students coming from the experimental group revealed that they like contrastive and generative teaching because it helped them understand and visualize abstract chemistry concepts and ideas. One misconception on stoichiometry was also identified which is not cited in my research literature.

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