FEd Theses and Dissertations

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

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Cooperative Learning: Its Influence on Academic Achievement, Social Interaction and Self Concepts of College Biology Students

( 2007) Erece-Oda, Evelyn

This quantitative-qualitative research on cooperative learning used as an intervention in teaching college biology, identified and analyzed the influence of cooperative learning on academic achievement, social interaction, and self-concept among college biology students. Three cooperative learning strategies were utilized- Group Investigation (GI). Team Assisted Individualization (TAI) and Cooperative Integrated Reading and Composition (CIRC). Three cooperative learning groups were used- Personal Selection (PS), Random Selection (RS) and Equal Distribution (ED). Academic achievement was measured by using Biology Achievement Test (BAT) cumulative Academic Scores obtained from nine activities performed during the period intervention... Three biology topics were covered including Development Biology, Ecology and Genetics in the implementation of the cooperative learning intervention during the final term of school year 2000-2001. Treatment of data, generated from various instruments namely Cumulative Academic Scores, Biology Achievement Test (BAT), Thirty Statement Test (TST), Rubric on cooperation and Collaboration (RCC) and Self Attention Scale (SAS), utilized Analysis of Variance (ANOVA), t-test and the Pearson’s correlation while descriptive analysis dealt with the different social interactions exhibited by the students during cooperative learning. The findings of the study can be featured in five ways: First, the results of Analysis of Variance (ANOVA) at .05 level of significance, with regards to cooperative learning group influence is: A) Significant with Personal Selection (PS) group primarily enhancing the mean score using Biology Achievement Test (BAT) while Equal Distribution (ED) group most influenced cumulative academic scores RS; B) Significant with PS noted to greatly enhance social interaction followed by RS and least by ED; C) Not significant to self -concept. Second, results of Analysis of Variance (ANOVA) at .05 level of significance in reference the various factors using cooperative strategies resulted to the following: A) A significant difference in academic achievement exists in reference to BAT with Group Investigation (GI) showing highest mean score when compared to CIRC and TAI. However, there was no significant difference in relation to cumulative academic scores. Cooperative strategies exhibit a bivalent effect in academic achievement depending on the nature of the parameters. B) A significant difference in relation to social interaction exists with Group Investigation (GI) as the most appropriate strategy yielding the highest mean score as compared to TAI and CIRC; C) A significant difference in relation to self-concept exists where TAI yielding the highest mean score, thus most appropriate strategy for enhancing self-concept. Third, comparatively, students exposed to cooperative learning and traditional learning resulted to the following: A) Academic achievement significantly varies. Cooperative learning had shown better mean scores thus students expose to these are better in academic achievement; B) Self-attention does not significantly vary; C) Self-concept does not significantly vary. Fourth, relationships among various factors analyzed using Pearson’s correlation show that there exists: A) A significant but weak correlation between self-attention and academic achievement; B) A significant but weak correlation between self-attention and social interaction exists; C) A very weak correlation between self-attention and self-concept; D) A weak correlation between academic achievement in reference to academic scores with social interaction in reference to BAT; E) There exists a weak correlation between academic achievement and self-concept in reference to academic scores, however, a high correlation in academic achievement in reference to BAT; F) There exists a moderately negative correlation between social interaction and self-concept. Fifth, social interactions manifested by the students in cooperative learning were non-verbal interaction and verbal interaction. Non-verbal social interaction included haptics, kinesics, and facial expressions. Verbal social interaction promoted interpersonal skills among students. All of the interactions were essential for social interdependence among the students, at the same time individually active and responsible. These lead students to achieve meaningful learning tasks through cooperation and collaboration.
Engagement And Its Dimensions As Student Factors Of Academic Performance And Attitude Towards Biology In A Garden-Based Learning Environment

( 2023-11-06) Vicencio, Bayani

This study investigated learning engagement and its dimensions (i.e., cognitive, behavioral and emotional engagement) as factors influencing students’ academic performance and attitude towards biology in a garden-based learning environment. A descriptive-correlational research design was employed to provide a relevant interpretation of the relationship between variables such as respondents’ demographic profile, dimensions of engagement in garden-based learning, academic achievement of students and their attitude towards Biology. The study consisted of seventy (70) Grade -11 students enrolled in a public senior high school of City Schools Division of Tanauan taking up the core subject Earth and Life Science during the first semester of School Year 2020-2021. Over the course of eight weeks, garden-based learning approach was used to teach plant-related topics and students were given the task to complete fourteen (14) garden-based learning activities. Data were collected using expert-validated researcher-made instruments tested for reliability such as the Learning Engagement Survey Questionnaire (LESQ) and Life Science Achievement Test (LSAT) and Students’ Perception toward Garden-Based Learning (GBL), in addition to the researcher- developed Garden-based Learning Manual and the adopted instrument on Attitude Towards Biology Survey (ATBS). These three self-report survey questionnaires and the achievement test were all administered at the end of eight weeks of exposing the students to garden-based learning activities. Data obtained were analyzed using both descriptive and correlational tests. The descriptive statistics computed were measures of central tendency, frequency, and percentages. The scores on Life Science Achievement Test obtained by the student were used in analyzing their level of academic achievement by comparing it to the DepEd standards. On the other hand, Kendall’s Tau Rank Correlation and Cramer’s V was employed to determine the association between the extent of engagement, profile variables, academic performance, and attitude towards Biology. In addition, qualitative analysis was conducted through focus group interviews, attitude questionnaires, activity reports, reflection journals, and in-depth probing interviews to better understand students' perceptions of garden-based learning. The study found that GBL, as a teaching strategy, effectively promotes learning engagement and fosters positive attitudes towards Biology among students across age and sex groups. Academic performance of the students was discovered to have a low association towards the extent of learning engagement in garden-based learning. On the other hand, Cognitive, Behavioral and Emotional Engagements have weak positive association towards the students' attitude towards Biology. Given the demonstrated benefits of garden-based learning, policy makers, curriculum designers and developers should consider incorporating this method into the broader Biology curriculum. Additionally, the curriculum should be designed to allow for personalization of learning experiences, catering to individual students' strengths and requirements.
Inquiry-Based Laboratory Activities: Effect on Students’ Inquiry Skills, Conceptual Understanding and Attitude Toward Genetics

( 2015-06) Delos Santos, Nenita S.

The study developed and determined the effects of the inquiry-based laboratory activities on the inquiry skills, conceptual understanding and attitude towards Genetics of undergraduate Biology and Biology major Education students. The quasi-experimental design for quantitative methodology and qualitative data analysis were used to assess the (1) difference in the inquiry skills and conceptual understanding among and between students exposed to inquiry-based laboratory activities and those who are not; (2) change in the attitudes of the students toward Genetics in inquiry-based laboratory activities; (3) correlation among students' inquiry skills, conceptual understanding, and attitude toward Genetics; and (4) impact of inquiry-based laboratory activities in Genetics to students who use it. The students enrolled in Genetics class in a state university in the Visayas for the 2nd Semester Academic Year 2014-2015 served as subjects of this study. The students were randomly assigned to two groups - the control and the experimental groups. The control group consisted of one section of Bachelor of Science in Biology (Premed and Biotechnology Track) students taught using the traditional cookbook method in Genetics while the experimental groups consisted of two separate sections of Bachelor of Science in Biology (Microbiology Track) and Bachelor in Secondary Education (major in Biology) students utilized the researcher-made inquiry-based laboratory activities. This was further triangulated through students' laboratory reports, inquiry skills, conceptual understanding results, attitude questionnaire responses and observation checklists. The quantitative data on conceptual understanding, inquiry skills and attitude toward Genetics were assessed in a pretest-posttest implementation of the strategy used. In the laboratory period, the control group used the conventional laboratory method, the "cook book" method while the inquiry-based laboratory method was employed in the experimental group. Statistical analyses of the study employed both descriptive and inferential statistics. Results showed that the pretest mean scores of the control (Inquiry Skills, M=12.20; Conceptual Understanding, M=12.42; Conceptual Understanding, M=10.78, Genetics Attitude, M=2.39) were comparable and showed no significant difference (Inquiry Skills, p=0.807; Conceptual Understanding, p=0.231; Genetics Attitude, p=0.921) prior to the intervention. Independent samples t-test on inquiry skills and conceptual understanding showed that the experimental group had a significantly higher (inquiry skills, p = 0.043 and conceptual understanding, p = 0.002) posttest mean scores than the control group after using the inquiry-based laboratory activities in Genetics, respectively. The experimental group inquiry skills (M=24.67) is two percent higher than the control group (M=22.76) suggesting that the inquiry learning strategy helped students to construct and conceptualize the knowledge of Genetics laboratory from basic principles to applications. Furthermore, the experimental group conceptual understanding (M=22.730 which is four percent higher than the control group (M=18.80) revealed that the approach has effectively improved the conceptual understanding of the students. With better understanding of the concepts, students would be able to perform better in their courses. The posttest mean scores in the attitude toward Genetics of the experimental group (M=2.430) and the control group (M=2.433) were almost equal after the intervention. However, the independent samples t-test result showed no significant change on the attitude mean scores toward Genetics of the control (p=0.278) and experimental (p=0.104) groups exposed to inquiry-based laboratory activities and those who are not, respectively. Attitude toward Genetics did not significantly vary in the two groups probably because they were all science majors and initially they have a good attitude toward Genetics. Hence, inquiry-based learning (IBL) did not cause a significant change in the students' Genetics attitudes. The correlation test indicate that there is a significant relationship between students' conceptual understanding and inquiry skills in the control (r=0.451, p=0.002) and experimental (r=0.492, p=0.001) groups while attitude did not show any significant relationship with them after the intervention. The non-significant negative correlation between conceptual understanding and attitude of students in the experimental group could be attributed to factors that have contributed to the high level of resistance to inquiry in this study. The impacts of inquiry-based laboratory activities in Genetics were better retention of information, expertise in inquiry skills, enhanced critical thinking skills, facilitated problem solving, drawing of conclusion and prediction of possible outcomes, and lesson mastery.
Integrated Metacognitive Instruction: Effects on Students Learning Strategies, Volition, and Achievement in Biology

( 2014-05) Tantiado, Rey Gomez

The study investigated the effects of integrated metacognitive instruction (IMI) to student learning strategies, volition, and achievement in Biology. Using a quasiexperimental design, it utilized both quantitative and qualitative methods of data analysis to (1) determine the change in the learning strategies of students in the control and experimental groups; (2) analyze IMI effect on students' volition; (3) identify the improvement in students' achievement using IMI compared to the conventional approach; (4) correlate students' achievement with their learning strategies and volition in IMI; and (5) identify the IMI strategies that students prefer after its implementation. The sample consisted of two intact classes each with 36 freshmen Bachelor of Science in Biology students enrolled at a state university in central Philippines taking up five-unit General Biology I in the first semester of the Academic Year 2013-2014. The control group was taught using the usual chalk-and-board method and provided with varied visual teaching aids through power point presentations, video clips, and charts. On the other hand, aside from this usual method, the experimental group was exposed to reflective questions, collaborative group discussions, writing journals, and concept mapping. Semi-structured interviews on students learning perceptions through open ended questions, student's written reflections, questionnaires, journal notes, and interviews with key informants, and the teacher's observation of action in the natural setting were analyzed qualitatively. Statistical tools used in the study employed both descriptive and inferential statistics. Based on frequency and percentage, there is a difference between the most and least preferred learning strategies between the experimental and control groups. The experimental group ranked high the rehearsal, critical thinking, and peer learning while they ranked low the organization, and time and study environment management after exposing them to IMI. IMI approach has significantly changed students' volition after its implementation as indicated in Wilcoxon Signed Rank Test (Z = 2.134, p=0.033). However, the Mann-Whitney U test for independent samples shows no significant difference in the volition mean scores between the control and IMI groups after the intervention (p>0.05). Both groups performed well in the achievement tests, however, the IMI group performed significantly better than the control group after the intervention (p <0.05). A siguificant correlation between critical thinking learning strategy in the experimental group and emotional control in the volition strategy of the control group and students' academic achievement in Biology were observed using Spearman correlation coefficient (p <0.05). Based on the content analysis of students' responses on interview and excerpts from their journal notes, the students in the experimental group liked some of the IMI components such as student collaboration,conceptual learning, and active student involvement while some students indicated some issues with IMI implementation such as the lack of time, lack of cooperation, and lack of self-confidence. Though IMI has potentially improved students' achievement, its implementation should consider these issues. If mitigated, students may respond differently, and would find learning more fun and easy.
Lesson Study, Impact on Teachers’ Practices, Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPCK), and On Students’ Cognitive Skills and Attitude Toward Biology

( 2015) Bitgue, Kari Ann V.

Grounded on the research-established advantages of Lesson Study (LS) on the professional development of teachers in other countries as well as in the basic education in the Philippines, a study aimed at establishing the impact of Lesson Study on the practices, pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPCK) of two College Biology teachers was conducted. Following the design-based research, the effect of the artifact developed by the LS- participating teachers constitutes LS- generated teaching materials which included one Lesson Guide for each lesson on the attitude and cognitive skills of 57 college Biology students was also determined. Findings show that LS improved the practices and self-evaluated PCK and TPCK, and student-rated subject matter knowledge and TPCK of teachers whereas LS-generated teaching materials significantly increase the cognitive skills and improve the attitudes of students toward Biology. In conclusion, participating in three cycles of LS contributed to better preparation of teachers for their classes, their PCK and TPCK and these were translated to enhanced cognitive skills and attitude of students. A professional development model that is able to address the challenges of adopting LS in the College is also proposed.
Multimodal-Representation Approach: Effects on Students Conceptual Understanding, Science Process Skills, and Attitude in Genetics

( 2010) Guevara, Christia A.

This study investigated the effects of the multimodal-representation approach in teaching college biology on students’ conceptual understanding, science process skills, and science attitude. An instructional material based on a standard tertiary level General Biology course employing multimodal- representation (descriptive, mathematical, analogical, and experimental of scientific concepts and processes was designed and compared against the traditional approach to teaching. The topic content focused on genetics, which comprised a unit in a three-unit General Biology (Natural Science 2). The instruments developed and used were the Genetics Conceptual Understanding Test, Science Process Skills Rubrics, Science Literacy Test, Science Attitude Scale and Focus Group Discussion Guide. This research employed a quasi-experimental design where data was gathered from two intact classes of college non-science freshman from a local university in the province of Laguna. The researcher handled the experimental and control groups for the duration of one semester with actual intervention of five weeks equivalent to 25 hours. Both qualitative and quantitative research methods were utilized. Qualitative data were obtained via analysis of students’ focus group discussion. On the other hand, quantitative data were obtained via scores in the Science Attitude Scale, Science Literacy Test, Genetics Conceptual Understanding Pretest and Posttest, and Science Process Skills Rubrics. Results were subjected to statistical analysis and reported as means, standard deviation and mean difference. The t-test was done to determine the difference in the observed means in test scores at a = 0.05 level of significance. Analysis of the relationships of prior science knowledge, gender and income status with conceptual understanding, science process skills and science attitude were done using Pearson Product Moment Correlation test, Independent Samples t-test and Analysis of Variance. Results showed significantly higher scores in the Genetics Conceptual Understanding Test and Science Process Skills of students exposed to the multimodal-representation approach. Although no reliable statistical evidence showed better science attitude among students exposed to the multimodal-representation approach, qualitative data showed improved appreciation and attitude towards science. Prior science knowledge was found to positively correlate with conceptual understanding. Gender was found to correlate significantly with science process skills in favor of the male students. There was also an observed moderate relationship between income status of students on conceptual understanding and science process skills in favor of these belonging to the high-income status family. In terms of student perception and preference on various modalities, descriptive representation remained to be the most preferred mode while mathematical representation was the least preferred. The role of repeating representations was acknowledged as contributory factors in the learning of difficult concepts and processes in genetics. Difficulties and problems encountered by the students in the use of the multimodal-representation approach included the need for active participation in the class, more classroom-based activities, and the absence of technological supports.
Persistence of Filipino-American Students in Undergraduate Biology Major: A Phenomenological Study

( 2021-08) Pinpin, Lilibeth

This phenomenographic study explored the range of different ways by which FilipinoAmerican students experier.ce factors that may affect their persistence in undergraduate biology. A semi-structured individual interview protocol was employed to gather qualitatively different meanings of how the participants interpret persistence through their lived experiences and contexts. Findings in this study supports much of the previous literature and persistence theories on interrelationships between individual, family, ethnic community, and educational institutions in student persistence. However, this study highlights the importance of negotiations between students and their parents, indicating that the influence of parental and familial influence on students and student's retention is multidirectional and iterative and not unidirectional as previously depicted in some studies. It also elucidates the dual role of the students by showing that aside from being ""recipients"" of support as traditionally presented in previous studies, they can also be ""agents of and contributors to change"" and both spaces for change enhance self-efficacy and consequently provide greater opportunity for the students to persist in their studies. Lastly, this research has also highlighted the role of gender in student persistence in Biology. This study indicates that male and female students have common experiences which influence their persistence, but female students' lived experiences may still be shaped by the wider institutional biases and cultural factors that have historically prevented their greater participation not only in biology but also in other sciences. This study offers a number of implications for enhancing student persistence among Filipino-American students in biology major which can be categorize into implications for student recruitment and retention in biology undergraduate programs.
Pre-Service Biology Teachers’ Exposure, Understanding, Attitude, Self-Efficacy. Predisposition, Progressivist Views, and Application of Inquiry-Based Instruction

( 2020-06-20) Bansiong, Apler J.

This piece of work described pre-service biology teachers (PSBTs) in terms of their exposure to inquiry-based science instruction (IBSI), and how they were able to apply IBSI practices during teaching practicum. Moreover, the study profiled the PSBTS according to their IBSI understanding, attitudes, self-efficacy, and predispositions, including their learner-centered views. Finally, the study determined the inter-relationships among the PSBTs' IBSI variables. Sixty-six (66) PSBTs from three teacher-education institutions in Baguio City and Benguet participated in the study. Eight instruments were used to gather data -Science Teachers' Inquiry Practices Scale (STIPS), Pedagogy of Science Testing Test - Biology Items (POSTT-B), Attitude Scale for IBSI Use (ASIU), Inquiry-Based Science Instruction Self-efficacy Scale (IBSISES), Test for Inquiry Pedagogy in Science - Biology (TIPS-B), Modified Reformed Teaching Observation Protocol (mRTOP), Modified Inquiry Teaching Self-Assessment Instrument (mITSAI), and the Educational Philosophies Self-Assessment Instrument (EPSAI). The PSBTs lesson plans were also analyzed to support the result on the level of IBSI application during teaching internship. Follow-up interviews on both PSBTS and their cooperating teachers were also conducted to supplement the quantitative results gathered from the research instruments. Descriptive statistics (mean and standard deviation) were used to summarize data, while inferential statistics (Analysis of Variance and Tukey HSD) were used to test for significance among means. Pearson correlation and step-wise multiple regression procedures were employed to describe the relationship among the PSBTS' IBSI variables. Based on the findings, the study concludes that the PSBTs were sufficiently exposed to IBSI in all of its aspects - lesson planning and implementation, content knowledge, and classroom culture. They possessed a strong IBSI foundation which was built not only during their college science courses but also during their field study experiences and even during their pre-college science courses. While their IBSI knowledge and understanding were both insufficient, they nevertheless hold a very positive attitude toward the teaching approach, even regarding it as useful, interesting, and likable. The PSBTS highly adhere to the learner-centered philosophies, specifically constructivism and progressivism. They are highly self-efficacious toward IBSI specifically along classroom culture, but are moderately predisposed to select IBSI teaching practices among other pedagogical methods and techniques. Finally, the PSBTs were able to apply IBSI practices during teaching internship sufficiently. As to the relationship among the variables, the PSBTs' learner-centered views significantly correlated with their IBSI understanding and attitude, while attitude, self-efficacy, and learner-centered views significantly correlated with IBSI application during teaching internship. Moreover, the PSBTs' progressivist views significantly predicted their IBSI attitudes, and their IBSI exposure at field study was the only predictor of their IBSI self-efficacy. Meanwhile, IBSI understanding during lesson proper, and IBSI self-efficacy along classroom culture emerged as the significant predictors of IBSI predisposition. Finally, IBSI exposure at field study, IBSI understanding during lesson proper, overall IBSI attitudes, progressivist views, and overall IBSI self-efficacy, significantly predicted IBSI application during teaching internship. Of these variables, overall, IBSI self-efficacy was the best predictor of IBSI application, followed by the PSBTs' progressivist views. It is recommended that science professors should team up with science education professors in further strengthening the inquiry foundations of pre-service science students. Science education professors may emphasize the true nature of IBSI in their science teaching methods courses. Pre-service science teachers may be given more time to observe and experience inquiry practices in actual classes. Furthermore, some of the instruments used in this study could be polished so that they will effectively measure the constructs they are intended to measure. A more direct data gathering procedure such as lesson plan analysis and/or actual teaching observation is likewise recommended for future researchers who want to duplicate this study. Moreover, syllabi and/or their laboratory manuals may also be analyzed as to how they emphasize on IBSI. Pre-service science teachers may also be exposed to the practices of lesson study, emphasizing on IBSI to instill its principles and practices better. For future research, the IBSI implementation among in-service teachers, how Filipino pre-service teachers implement IBSI practices during the first three years of teaching, how experiences or exposure with IBSI affect pre-service and in-service science teachers' basic and integrated science process skills and scientific literacy, among others, may be explored.
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.

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