Faculty of Education

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    Analysis of Questions on Vocabulary Instruction in Grade 2 Mother Tongue, Filipino, and English Self-Learning Modules
    ( 2023) Acorda, April
    Questioning can be a strategy to teach vocabulary to learners. This study identified levels of questions used when teaching vocabulary in Grade 2 Mother Tongue (MT), Filipino, and English self-learning modules (SLMs), which served as an instructional material for independent study and alternative learning delivery mode during pandemic-caused school closure. It also investigated the similarities and differences of the questions asked in the SLMs in the three languages. Using quantitative content analysis, all the vocabulary-related questions were noted, and their levels were distinguished following the Anderson and Krathwohl-revised Bloom’s Taxonomy. The prototype analysis of one module in each language was validated by an expert before applying it to the rest of the materials. Using comparative analysis, similarities and differences among the questions in the SLMs in the three languages were determined based on the specific levels of the questions, whether these were low order or high order, and the type of answers they required of the learners. Results of the analysis of the SLMs for one quarter of the school year show that questions at the remembering level (a low-order level) were asked most frequently in the SLMs in all three languages. There were no questions at the analysis, evaluation, and synthesis levels (high-order levels). The most common question based on the required answer is the equivalent Mother Tongue or Filipino word of an English word, which suggests language interdependence, cross-language transfer, and translanguaging. Further research is recommended to determine the effectiveness of this strategy in developing vocabulary among learners.
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    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.
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    Applying Literature-Based and Play-Based Approach Accompanied by Non-Projected Instructional Materials in a Child Development Center
    ( 2024) Mendoza, Shella May M.
    This project explores an innovative, cost-effective approach to improving early childhood development in a resource-limited daycare center in Polillo Islands, Quezon, Philippines. A needs assessment revealed key development delays in cognitive, socio-emotional, and motor skills of children enrolled in the center, largely due to inadequate funding and infrastructure. In response, this initiative introduced a flexible, Play-based and Literature-based instructional plan accompanied by handcrafted, recycled teaching aids. Pilot testing showed promising results, with increased child engagement and participation, making learning fun, focused, and accessible. Even though challenges in complex topics delivery emerged, this project demonstrates how resourceful, locally tailored solutions can overcome educational barriers and support essential childhood development and growth.
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    Assessing Dyscalculic Tendencies Among Children Through a Mobile Application Screening Tool
    ( 2022) Santos, Arman DC.
    This study aimed to develop and validate the psychometric properties of the first Philippine mobile application screening tool for dyscalculic tendencies and establish norms and cut-off scores for Grade 3 pupils. Additionally, it investigated the weaknesses of at-risk pupils and compared them to the different core deficit hypotheses of dyscalculia. Also, the study assessed the experience of children in using the mobile application. The screening tool consisted of 11 tasks divided into arithmetic calculation, basic number skills, and other cognitive tasks. The norming group is comprised of 248 Grade 3 pupils. The findings revealed that the screening tool has an excellent level of face and content validity and an acceptable to excellent level of internal consistency and test-retest reliability. This suggests that the screening tool is a valid and reliable instrument to identify children with dyscalculic tendencies. The study provided stanine norms and cut-off scores that can be easily utilized by teachers, parents, and other researchers. In terms of the analysis of weaknesses, children with dyscalculic tendencies obtained relatively lower scores in arithmetic calculation, number line estimation, and verbal Arabic matching tasks. These weaknesses favored the approximate number system (ANS) deficit and access deficit hypotheses of dyscalculia which supported the assumption of multiple deficit hypothesis. To add support, using the K-means clustering approach, five distinct profile clusters of children with dyscalculic tendencies were identified. Finally, in terms of children's experience in the use of the mobile application, the children had high level of engagement and overall satisfaction as indicated by their enjoyment and interest in completing all the tasks. Likewise, the app quality in terms of functionality and aesthetics were evaluated to be very good. Hence, resulting in an overall positive experience. The use of the mobile application screening tool is highly recommended to mathematics teachers and parents for the initial identification of dyscalculic tendencies among children. To strengthen the psychometric properties and the quality of the instrument, measures of concurrent and predictive validity, sensitivity, specificity, and continuous norming and testing in a larger population could be explored.
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    Biology Teachers’ Pedagogical Content Knowledge and Decision Making in Implementing the Inquiry Approach: a Multi-Case Study
    ( 2021) Garcia, Lea C.
    This study was conducted to determine the general pattern of the PCK of four ( 4) Grade 8 science teachers who used the inquiry approach in teaching cell division and Mendelian Genetics, find out how they developed their PCK, enumerate the active components of their PCK when using the inquiry approach, determine their mental construct of the inquiry approach, describe how they practice the inquiry approach, and find out the general pattern of their decision-making process. Through interviews, classroom observations, and analysis of artifacts, the data were collected and analyzed using constant comparative analysis. The analysis of multiple sources of data identified the general PCK pattern in which the four PCK components (i.e., knowledge of content, knowledge of instructional strategies, knowledge of students' understanding of science, and knowledge of assessment) were integrated and used in teaching cell division and Mendelian genetics. The highest frequency of integration done by all the teachers was between knowledge of instructional strategies and knowledge of students' understanding of science. The PCK pattern observed was that before the lesson, teachers do any activity as an instructional strategy (knowledge of instructional strategy). During the lesson, teachers teach the content (knowledge of content) through the use of cooperative learning, models and multimedia materials, and a variety of activities (knowledge of instructional strategies). This teaching of content facilitates student learning (knowledge of students' understanding of science) and develops critical thinking and conceptual understanding. After the lesson, in the context of slow learners, assessment follows, which is through giving extra work or remedial class (knowledge of assessment). While the three teachers (Ace, Ces, and Des) start with a motivational activity, Teacher Bes starts the lesson with another approach. Results also identified emergent themes of the PCK components. For knowledge of content, the identified theme was clear discussion of the basic concepts of cell division and Mendelian genetics. The identified emergent themes for knowledge of instructional strategies were use of cooperative learning, starting a lesson with motivational activities, use of models and multimedia materials, and use of a variety of activities. The identified emergent themes for knowledge of students' understanding of science were developing or stimulating students' critical thinking by asking questions, use of multi-assessment tools, teaching to develop conceptual understanding, critical or analytical thinking skills, and problem-solving skills, and correction/prevention of misconceptions. Finally, for knowledge of assessment, the identified theme was giving extra work or remedial class to slow learners.
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    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.
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    Collaborative Teaching: Effects on Science Teachers’ Pedagogical Content Knowledge and Students’ Understanding of Particulate Nature of Matter
    ( 2018) Ibasco, Reynaldo R.
    This study is about an alternative school-based model of professional development for Science teachers and sought to help address the research gap about improving the Science teachers' pedagogical content knowledge to improve science teaching and student learning. It is a qualitative case study that analyzed the changes in the pedagogical content knowledge (PCK) of Particulate Nature of Matter (PNM) of teachers who underwent Collaborative Teaching (CT), and how these changes affected the conceptual understanding of PNM of their students. The study involved six Grade 8 Science teachers, the Collaborative Teaching group who underwent CT for almost eight weeks and six other Science teachers who were assigned to the Conventional Teaching group. The changes in the PCK of PNM of the teachers and their students' conceptual understanding of PNM were monitored using multiple sources of data: classroom observations, semi-structured interviews, focus group discussions, lesson plans, pre-lesson reflection guides, and questionnaires. Analysis of data from these various sources using the constant comparative method shows that the PCK of the six teachers from the Collaborative Teaching group improved. Their knowledge of science content (KSC) about PNM improved as demonstrated by their corrected misconceptions about PNM and ability to explain phase changes using macroscopic, sub-microscopic and symbolic representations. Their knowledge of students' understanding (KSU) improved as they reflected awareness of students' misconceptions and learning difficulties in their lesson plans and adjusted teaching strategies to address these misconceptions and learning difficulties. Their knowledge of teaching strategies (KTS) also improved as they shifted from more lecture-based teaching to using interactive strategies, models and higher order thinking skills (HOTS) questioning. These PCK improvements were supported by data from the PCK-PNM Observation Rubric which showed that the PCK of teachers from the Collaborative Teaching group improved from "Emergent" to "Proficient" whereas that of the Conventional Teaching group remained as "Emergent".
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    Conceptual and Procedural Knowledge in Proportional Reasoning of Undergraduate Students
    ( 2013) Noche, Joel R.
    This study investigated the causal relationships between conceptual and procedural knowledge in mathematics using an East Asian perspective. In particular, it studied if supplemental self-paced instruction that focuses on the mastery of either concepts or procedures through repetition with variation helps young adults improve their performance in tasks designed to assess their proportional reasoning understanding and skills. It also studied if a task’s type of physical principle of type of mathematical principle influences the effects of a type of instruction. This experimental research used a pretest-posttest control group design with participants randomly assigned to three groups (conceptual, procedural, and control). The participants were 46 undergraduates (mostly freshman) from three sections of a college algebra course in a private, Catholic, coeducational university in the Bicol Region. The pretest/posttest consisted of 69 multiple-choice questions that varied in physical and mathematical principles. Each participant in the two treatment groups was to answer one worksheet per day for eleven consecutive days. The worksheets for the conceptual group involved non-numeric tasks and those for the procedural group involved numeric tasks. Because of the small sample size, a non-parametric two-tailed test of hypothesis (Kruskal-Wallis one-way analyses of variance by ranks) was used. There was evidence that supplemental procedural instruction significantly differed from supplemental conceptual instruction and from the absence of supplemental instruction in affecting the degree of procedural knowledge. There was no evidence that the type of supplemental instruction affected the degree of conceptual knowledge, or that the type of physical principle or the type of mathematical principle affected how a type of supplemental instruction affected the degree of conceptual knowledge. Future studies using larger sample size and a longer treatment period could provide additional evidence for this study’s findings.
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    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.
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    Consensus-Based Instruction: Effects on Students’ Attitude Towards Biology and Achievement in Bioenergetics
    ( 2016) Fetalvero, Eddie G.
    In this study, the effects of consensus-based instruction (CBI) on attitude towards biology and achievement in biocnergctics of college students in a biological science class were investigated. The aim was to compare the CBI class with the class taught using the conventional instruction approach (CIA) in terms of their component and overall posttest mean scores in the Attitude Towards Biology Scale (ATBS) and their post1est mean scores in the Bioenergetics Achievement Test (BAT). The moderating effects of sex and learning styles as well as the relationship between students' attitude and their achievement were also examined. Two intact classes were compared using the non-equivalent pretcst-posttest control group quasi-experimental design. One group used CIA while the other employed the CBI approach. In CBI, students were given the chance to raise an issue in the learning plan, negotiate, propose an alternative, participate in a 'grand conversation', decide using consensus, and adhere to the agreed implementation process. They were also tasked to arrive at a consensus answer on a focus question related to the day's lesson. Aside from the standardized Canfield Learning Style Inventory, data were collected using expert-validated researcher-made instruments tested for reliability such as the Learning Needs Analysis Protocol, Questionnaire on the Importance of Democratic Practices in Classroom, A TBS and BAT. Videos, journal and informal interviews were used as additional data sources.
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    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.
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    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.
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    Content Analysis of the K to 12 Kasaysayan ng Daigdig Modyul para sa Mag-aaral ng Gabay sa Pagtuturo
    ( 2017) Dizon, Arnie G.
    his study sought to analyze the content of the Kasaysayan ng Daigdig Modyul para sa Mag-aaral and Gabay sa Pagtuturo under the K to 12 Social Studies curriculum of the Department of Education. This study aims to I) analyze how consistent the content of the learning modules and teaching guides is with the learning standards the DepEd has set, in tenns of a) historical content - content standards; b) learning activities -performance standards; and c) assessment/evaluation tools - learning competencies; 2) determine and analyze the evidences of contextualization in the teaching guides; 3) determine the approach/es evident in the teaching guides; 4) determine the historical thinking skill/s aimed to be developed in the learning modules and teaching guides; and 5) analyze how sufficient the historical content, learning activities, and assessment tools of the learning modules, and provisions of contextualization and approaches in the teaching guides are in the development of historical thinking skills. A content analysis that employed both quantitative and qualitative approaches was used in this study. The findings of the study revealed that only the first three learning modules are consistent with the content standards of DepEd. Also, half of the learning activities are not consistent with the perf onnance standards while the assessment/evaluation tools are not consistent with more than half of the learning competencies set by the Department of Education. Moreover, there is a low provision for contextualization in the teaching guides. Nevertheless, the evidences of contextualization range from general to specific examples that are localized to the Philippine setting. In addition, the teaching approaches evident in the teaching guides, i.e. from the most often used to least used, are the following: inquiry approach, conceptual approach, integrative approach, interdisciplinary approach, chronological .. thematic approach, and multidisciplinary approach, respectively. The teaching guides, however, put more emphasis on the inquiry approach to teaching. Thus, the teaching guides show an unequal balance in the use of teaching approaches, outlined in the Social Studies curriculum. The historical thinking skills that are found in the learning modules and teaching guides, in no particular order, include Analyzing Historical Sources and Evidence: "Primary Sources" and "Secondary Sources"; Making Historical Connections: "Comparison'' and "Contextualization"; Chronological Reasoning: "Causation," "Patterns of Continuity and Change over Time," and "Periodization"; and '"Creating and Supporting a Historical Argument-Argumentation." Furthermore, the study found out that the learning modules and teaching guides do not provide equal opportunities for the development of various historical thinking skills as "Analyzing Historical Sources and Evidence-Secondary Sources" has greater sufficiency than the rest, while the learning modules and teaching guides do not help develop the skill, "Making Historical Connections-Synthesis."
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    Context Based Mathematics Problem Solving Cognitive and Affective Effects on BIT and BS Voc-Tech Students
    ( 2010) Hortillosa, Arlene D.
    This study compared the cognitive and affective effects of the Context-Based and Traditional approach on voc-tech students taking the ladderized Bachelor of Industrial Technology major in Electricity/Electronics (BIT) and the fourth-year Bachelor of Science in Electricity/Electronics (BS Voc-tech) degree program. The study was conducted for twelve weeks and included units of instruction in fractions, decimals, percent, ratio and proportion, measurement and linear equations. Four intact classes of 27 students each at a state college in Western Visayas participated in the study. Quantitative data were collected using a Pretest and Posttest examination in mathematics problem solving to assess the levels of students’ problem-solving performance and an attitude, beliefs and confidence (A-B-C) questionnaire to assess the voc-tech students, attitude, belief and confidence. For qualitative analysis, the students’ journals, interview responses, and the teacher observers’ and raters’ notes and comments were analyzed. Based on the pretest of the mathematics problem-solving test and the A-B-C questionnaire, the results showed that the students have a very low analytic level and limited content knowledge in mathematics prior the intervention. However, the context-based approach, anchored on a constructivist belief, enhanced the students’ problem-solving skills as exhibited by the numerically higher scores and improvement in the quality of the experimental class’ solutions and responses to the problem-solving posttest. Also, the students had a neutral attitude towards problem-solving, a constructivist-traditional belief, and an average confidence level at the onset of the study.
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    Contextualization of Grade 3 Instructional Materials;Basis for a Design of Bulacan Tagalog-Based Science Materials
    ( 2022) Adriano, Ma. Nina I.
    This qualitative research aims to develop a Grade 3 instructional material in science using Bulacan-Tagalog as the medium of instruction. To develop the material, the researcher proposed a framework that will serve as a guide in developing contextualized science instructional materials in the mother tongue. The researcher observed three science classes from three special science public schools in Baliwag and Bustos using the Classroom Observation Rubric (COR) by CREDE, 2011; interviewed the science teachers using a self-made Interview Protocol and conducted document analysis on the instructional materials used in the Grade3 science lessons using the Level of Contextualization Rubric by Heaslip’s (2013). Using the developed 5Is framework, the researcher was able to develop a Grade 3 contextualized science instructional material that is learner-centered and contextualized through the Iugnay, Isagawa, and Ilapat components of the model. It engages learners in collaborative activities with their classmates, both in online and face-to-face setup under Ibahagi, and provides an avenue for learners to use their learning in various context through Itawid. The study recommends to use the model in developing instructional materials in science or improve the already existing science materials using the 5Is model. It is further recommended that they extend this study in order to find out if the developed instructional material is effective in improving the level of contextualization in the teaching-learning process.
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    Contextualized Absolutist-Constructivist Teaching Approach: Effects on Students' Conception, Attitude, Learning Experiences, and Achievement in Mathematics
    ( 2022) Duque, Rainilyn L.
    The study aimed to contribute a contextualized perspective of mathematics and, consequently, its classroom implications for a better understanding of its nature, the genesis and developmental stages of mathematical concepts, and their applications. The study made a comparative analysis of the effects of Strict Absolutist, Strict Constructivist and Contextualized Absolutist-Constructivist teaching approaches on students’ mathematics conception, attitude, learning experiences and achievement. The study used the quasi-experimental three-group pretest-posttest research design. However, the mathematics achievement posttest was not administered due to the sudden class suspension and community lockdowns caused by the COVID-19 pandemic. The quizzes were used, instead, where each item in the mathematics achievement test was matched to an item in the quiz that measured similar concept or skill. The results of the study revealed that the Contextualized Absolutist-Constructivist approach to mathematics teaching significantly improved students’ mathematics conception, attitude, learning experiences and achievement. Based on the results, it is recommended to provide students with learning opportunities that impart understanding of the nature of mathematics, its history and application, and to allow students to be creative and curious in mathematics.
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    Convergences and Divergences in Perspectives on Flexible Learning at a Private Higher Education Institution: An Exploration Using the Iron Triangle Framework
    ( 2025-10) Bernandino, Mark Nickhole R.
    This study investigated the convergences and divergences in stakeholder perspectives—specifically faculty, students, and administrators—on the implementation of flexible learning (FL) in a private higher education institution and explored what accounted for such convergences and divergences. Framed in the Iron Triangle framework, which highlights the interconnected dimensions of access, cost, and quality, the research adopts an abductive case study approach to explore how these stakeholder perspectives, when triangulated with institutional responses to challenges encountered during FL implementation, reflect the tensions arising among issues of access, cost, and quality. Findings showed that the extent to which these dilemmas are resolved or left unresolved is shaped by their perspective of FL. Specifically, the persistence of the dilemmas can be attributed to the perspective that FL is just a solution to the disruptions caused by the pandemic. While the convergent theme that portrays FL as a combination of traditional and digital modalities provides a plausible basis for institutional engagement in FL, this limited understanding of the relationship between technology and learning also explains the institution’s inability to sustain FL beyond the immediate crisis. These findings provide implications on the critical role of social perspectives and their interactions in the emergence of the tensions but also the extent to which they are addressed. Recommendations for educational administrators implementing FL are presented along with further areas for research.
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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.
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    Course Module Archive - HUM 40: Tools and Methods in Digital Humanities (2nd Trimester, AY 2021–2022)
    ( 2022) Maranan, Diego S.
    This archive contains the complete instructional materials for HUM 40: Tools and Methods in Digital Humanities, a required course under the Associate in Arts program at the University of the Philippines Open University (UPOU). These materials were authored and curated by Diego Maranan and implemented during the 2nd Trimester of Academic Year 2021–2022. The course was delivered asynchronously using UPOU’s Moodle-based Learning Management System, MyPortal, and integrates a variety of online modules that include: • Interactive content with embedded video, web forms, and digital tools; • Weekly tasks and discussion forums; • Peer-reviewed assignments and project-based assessments; • A final group project requiring prototyping of a digital humanities initiative. The course site on MyPortal served as the main platform for engagement, featuring weekly schedules, assignment tracking, and structured learning paths. The online modules were originally designed to be accessed through the course’s web-based version for full interactivity: https://url.upou.edu.ph/HUM40-2021-2T This PDF archive contains: 1. A static copy of the full set of instructional modules; 2. A backup of the MyPortal interface as experienced by the course instructor, showing the integration of the modules within the LMS environment.
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    Creative Writing Activities: Effects on Student Anxiety, Attitude and Achievement in Mathematics
    ( 2015) Pantino, Francis O.
    students’ mathematics anxiety, attitude towards writing in mathematics, and mathematics achievement. The relationship between attitude towards writing in mathematics and mathematics anxiety and their relationship to mathematics achievement were also analyzed. Using a quasi-experimental design, the data were collected from 60 respondents from three intact classes of college freshman students from a university in Iloilo City from June 23, 2014 to October 2, 2014. Results of the study showed that significant differences were noted in the mathematics text anxiety of students who were exposed to Treatment 1, Treatment 2, and Conventional set up. The post hoc test revealed that students exposed to Treatment 2 and significantly lower mathematics test anxiety than the Conventional group.