FEd Theses and Dissertations

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

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Analysis of Questions on Vocabulary Instruction in Grade 2 Mother Tongue, Filipino, and English Self-Learning Modules

(Zenodo, 2023-11-28) 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.
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.
Assessing Dyscalculic Tendencies Among Children Through a Mobile Application Screening Tool

( 2022-01) 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.
Biology Teachers’ Pedagogical Content Knowledge and Decision Making in Implementing the Inquiry Approach: A Multi-Case Study

( 2021-05-31) 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. In general, there were four (4) approaches that the teachers used to develop their PCK, namely, institution-initiated trainings, self-study, consultation with colleagues or peer consultation, and self-reflection. Meanwhile, all the teachers expressed all the PCK elements with the active prevalence of knowledge of instructional strategies and knowledge of students' understanding of science because it was in these components where there were observations of many active student interactions. Results also reveal the teachers' mental constructs of IBA, namely, inquiry approach is a paradigm shift, student-centered, and motivational, and promotes higher order thinking skills. However, they also viewed the approach as resource and time consuming and requires good prior knowledge and skills of students. Two teachers (Ace and Des) followed the 4As: Activity, Analysis, Abstraction, and Application in teaching cell division and Mendelian genetics as they discussed completely the concepts based on the DepEd's learning competencies. Teacher Ces discussed almost completely the concepts of cell division and Mendelian genetics while Teacher Bes discussed the concepts incompletely. Finally, the teachers followed the four (4) models of the decision-making process in different instances. Teacher Ace's decision-making process followed the Incremental model in a specific instance and Rational Comprehensive Model in another instance. Teacher Bes followed the Incremental Model, Bounded Rationality Model, and Rational Comprehensive Model in different instances. Both Teachers Ces and Des followed the Incremental Model and Bounded Rationality Model in different instances, too. Results also reveal that based on their educational background, Teachers Ace and Des consistently had a high level of PCK as they discussed the different topics of cell division and Mendelian genetics completely. On the other hand, the number of years of teaching and professional development programs attendance did not influence the teachers' PCK level. Nevertheless, as the teachers have individual differences (educational background, number of years of teaching/teaching experience, number of professional development programs), they were able to make the necessary decision making when they used IBA in teaching cell division and Mendelian genetics. Based on the results, it can be concluded that the relationship between PCK and the inquiry approach holds true not only for pre-service teachers and experienced teachers but also for beginning teachers. It can also be concluded that the teachers decide to implement the inquiry approach because of its useful effects to the teacher and students despite the presence of some limitations. After an in-depth analysis of the teachers in terms of their PCK and inquiry instruction, it can be concluded that the number of years of teaching/teaching experience does not guarantee expertise. Moreover, it was found out that there is a relationship between PCK and the decision-making process of the teachers. With regards to the PCK components, the teachers were observed to show specific decision-making process/es in specific instances to implement the inquiry approach. Only the educational background influenced teachers' PCK level. The four (4) knowledge bases according to a combined model of PCK of Chick et al.(2006); Cochran et al. (1991), Sothayapetch et al. (2013), and Magnusson (1999) were useful in studying about the teachers' PCK and decision making. Finally, the result shows a relationship between the teacher's mental construct of IBA and practice. How the teachers formed their mental constructs relied on how they discussed the topics. A continuous professional development program is suggested but the professional development program to be undertaken (in terms of taking-up a higher degree) should exactly match with what the teacher is teaching so that content knowledge is completely taught to the students. Professional development programs may also involve short courses on teaching through the inquiry approach. It is also recommended that the findings be used to design assessment instruments to measure teachers' inquiry-based science teaching competencies. This will help in setting up professional development inquiry-based science teaching programs for teachers. Instructional designers may use the results in revising the module in Grade 8 science in terms of content, illustrations, and activities. Moreover, it is also recommended that a list of competencies for effective teaching using the inquiry approach be compiled based on the findings of the study. With peer consultation as observed to be one of the factors that contributes to teachers' decision to adopt IBA, it is recommended that collaboration among teachers be strengthened in this time of pandemic. It is also recommended that IBA activities be integrated into the modules that are distributed to the students. Constant comparative analysis is a powerful tool that can be used for large amounts of data focusing on comparisons between interviews and observations. It is then recommended for other teachers to use it apart from the available qualitative and quantitative tools. It is also recommended that a detailed memo-writing during the entire analysis process be used to write down ideas, assume associations, and make theoretical reflections related to each of the emerging categories. Recommendations for future research are in line with the K-12 implementation that will investigate PCK and decision making in teaching using the inquiry approach across grade levels.
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.
Collaborative Teaching: Effects on Science Teachers' Pedagogical Content Knowledge and Students' Understanding of Particulate Nature of Matter

( 2018-08) 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 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 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”. Data from the CPK-PNM Questionnaire also showed a 40% increase in the PCK of Collaborative Teaching group from 26.8 out of 48 in the pretest scores to 37.5 in the posttest. The KSC mean score of the group increased by 52%, the KTS by 28% and the KSC by 40% in the posttest scores. The posttest scores in the PCK-PNM Questionnaire of the Conventional Teaching group showed their PCK of PNM increased by 26%. The posttest scores of the Conventional Teaching group increased by 26% in KSC, 33% in KTS, and 7% in the KSU. In terms of the posttest Particulate Nature of Matter Assessment (ParNoMA) mean scores of students, the Collaborative Teaching group increased by 95 percent while that of the Conventional Teaching group increased by 50.7 percent. The Wilcoxon Signed Ranks Test shows that the ParNoMA posttest scores of the students from the Collaborative Teaching group are statistically higher than their pretest scores (p = 0.000 at a = 0.05 and 1-tailed test). Furthermore, the Wilcoxon-Mann Whitney Test shows that the gain scores of the Collaborative Teaching Group students are statistically higher than that of the Conventional Teaching Group (p = 0.000 at a = 0.05 and 1-tailed test). The empirical data also shows that the observed improvement in the teachers’ knowledge of science content, knowledge of students’ misconceptions and knowledge of teaching strategies helped students (a) correct various misconceptions about phase changes of matter such as particle size of water molecules during evaporation and freeing; (b) shift from the continuous view of matter to the particle view and (c) develop their ability to visualize and to represent the particles of matter during various phase changes. The results of the study showed evidence that Collaborative Teaching is an effective mode of developing science teachers’ PCK of PNM and of improving their students’ conceptual understanding of PNM. It is thus recommended that Collaborative Teaching be used as a framework for designing professional development programs of Science teachers with emphasis on the different components of PCK in order to help improve students’ conceptual understanding of essential science concepts
Conceptual and Procedural Knowledge in Proportional Reasoning of Undergraduate Students

( 2013) Noche, Joel Reyes

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.
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.
Consensus-Based Instruction: Effects on Students’ Attitude Towards Biology and Achievement in Bioenergetics

( 2016-05) Fetalvero, Eddie G.

In this study, the effects of consensus-based instruction (CBI) on attitude towards biology and achievement in bioenergetics 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 posttest 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 pretest-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, negotiated, 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, ATBS and BAT. Videos, journal and informal interviews were used as additional data sources. Thirty students per group were randomly selected for comparison after those with incomplete data and absences were removed from the sampling frame. Using the respective pretest mean scores of the dependent variables as covariates, Analyses of Covariance were used in testing the main effects of the instructional approach as well as its interaction effects with sex and learning styles. In comparing the instructional groups in terms of Bat achievement, a t-test for independent samples was employed. Multiple regression analysis was performed to determine the relationship between students’ attitude and their achievements. The study concluded that CBI approach is effective in improving students’ overall attitude towards Biology specifically in developing positive perception of biology teacher improving keenness to learn Biology and enhancing enjoyment of the subject. Males show greater interest in Biology than females, but this is independent on the approach used. Thus, it can be said that CBI does not discriminate between sexes. CBI also addresses students’ needs without bias to their learning styles. Students’ interest towards Biology significantly predicts their achievement while among females, its keenness to learn Biology. Even if CBI is not found to be effective in improving students’ achievement, pieces of evidence point its usefulness in nurturing their reasoning skills. It is recommended that a longer investigation using CBI may be done to ensure that the dosage of intervention is adequate. The protocols, instruments, and activities developed from this study may be used by other teachers in creating their own classroom-based consensus models. Some suggested topics for future research include the effects of CBI on developing student’s 21st-century skills and CBI’s impact on enhancing teachers’ technological pedagogical content knowledge, among others.
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.
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.
Content Analysis of the K to 12 Kasaysayan ng Daigdig Modyul para sa Mag-aaral and Gabay sa Pagtuturo

( 2017-05-17) Dizon, Arnie

ABSTRACT This 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 1) analyze how consistent the content of the learning modules and teaching guides is with the learning standards the DepEd has set, in terms 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 performance 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." Thus, the study's findings show the need for an instructional-design framework for the development of these instructional materials and a thorough validation and refinement before they are used. In doing so, Social Studies teachers and students will be ensured that the instructional materials are consistent with the learning standards of DepEd, and that these are sufficient for the development of essential historical thinking skills. Further, the content standards should be more precise in terms of stating learning outcomes in order to produce a quality instructional material in Social Studies.
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. After the treatment, analysis on the scores in the mathematics problem-solving test revealed that the context-based approach had a significant effect on the voc-tech students, but only on certain topics of mathematics in terms of approach, program and ability level. Results also revealed that the students who are exposed to the context-based approach showed a significant improvement in their attitude and beliefs in mathematics problem solving compared to their counterparts in the control group. In the addition, the BS students demonstrated a better problem-solving performance than the BIT students. Moreover, the voc-tech students scored significantly different across the 3 levels of ability, the mean scores ranked according to ability level, High > Average > Low. Results also revealed that the experimental group experienced a significant improvement in their attitude and beliefs towards problem-solving compared to the control group. By program, the BS students have significantly higher belief and confidence scores than their BIT counterparts. Results further shows that both problem-solving ability and confidence can positively and significantly predict and contributed significantly to problem-solving performance, with problem ability being a better predictor. The qualitative analyses of the data revealed that the context-based approach was effective in enabling the students to be more creative, logical, organized and thorough in presenting their solutions. The following features of the Context-Based Mathematics Problem Solving (CBMPS) approach are most appreciated by a majority of students: the exposure to situational and realistic mathematics problems, the motivation and encouragement that the teacher gives them, and the ample time they provide with to analyzed, by themselves, the solution to a problem. These attributed of the context-based approach enabled the students to gain confidence in their ability to solve mathematics problems which, in turn, improved their overall performance in the subject. To sum up, the context-based approach produced positive effects on mathematics problem-solving performance, attitudes, beliefs and self-confidence in mathematics problem-solving. Therefore, it is recommended and that this teaching approach be used in mathematics courses of voc-tech programs. Academic and shop teachers who teach voc-tech students should be given opportunities to interact and to collaborate with each other in choosing problems that are contextual, realistic and related to real-life situations encountered by voc-tech students for a more meaningful and deeper understanding of mathematics. The study may also be replicated using the different shop specialization course as well as in other academic disciplines to verify the results and establish a theory of practice for educating the voc-tech students. Finally, it is recommended that a training program in basic mathematics should be given for secondary school teachers who are teaching mathematics in barangay and barrio high schools to ensure their efficiency to equip their students with a solid foundation of basic mathematics and problem-solving.
Contextualized Absolutist-Constructivist Teaching Approach: Effects on Students' Conception, Attitude, Learning Experiences, and Achievement in Mathematics

( 2022-08) 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.
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.
Creative Writing Activities: Effects on Student Anxiety, Attitude and Achievement in Mathematics

( 2015) Pantino, Francis O.

This study investigated the effects of using creative writing activities in mathematics on 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. Likewise, significant differences were noted on students’ attitude towards writing in mathematics. The post hoc test showed that students exposed to Treatment 2 have a significantly more positive attitudes towards writing in mathematics than students exposed to Treatment 1. On the other hand, no significant increase was noted on students’ mathematics achievement after exposure to the three methods of instruction. There was no significant decrease in the mathematics anxiety of students after exposure to Treatment 1 and the Conventional set up. However, there was a significant decrease in the mathematics anxiety of students after exposure to Treatment 2. There was a significant decrease in the mean score of students in the Writing Attitude Scale after exposure to Treatment 1 and the Conventional set up. However, there was no significant increase in the mean score of students in the Writing Attitude Scale after exposure to Treatment 2. The paired-samples t-test showed that there was a significant increase in students’ mathematics anxiety and attitude towards writing in mathematics. Finally, the result of the Standard Multiple Regression analysis revealed that mathematics anxiety was a significant predicator of mathematics achievement. It was concluded that creative writing activities done in small groups could help reduce students’ mathematics text anxiety. Furthermore, a reduced level of mathematics anxiety will likely have a corresponding increase in mathematics achievement test scores. It was recommended that creative writing activities should be done in small groups to help reduce students’ mathematics test anxiety.
Cultural Heritage Maintenance and Equitable Participation in Multicultural Education: An Autoethnographic Study on the Development of a Filipino Heritage Curriculum in Canada

( 2022-12-02) Lavina, Ramona Anna Maria Puno

Canada's official policy of multiculturalism envisions a society where cultural diversity is valued by all. Immigrants are encouraged to maintain their cultural heritage and participate in all aspects of society, including education. This study aimed to determine the curriculum content and pedagogy of a Filipino heritage curriculum in Canada aligned with Berry's acculturation theory, in which cultural heritage maintenance and equitable participation are necessary for personal cultural integration and societal multiculturalism. The autoethnographic research method was used to narrate and examine the acculturation (acculturative stress, behavioral shifts, acculturation strategies) and adaptation (psychological and sociocultural) of a Filipino immigrant parent who has raised second-generation Filipino Canadian children from Preschool to Grade seven. This study found that collaboration, representation, sustainability, and empowerment were essential themes in developing a Filipino heritage curriculum in Canada. Indigenous Filipino culture found in Filipino folk tales, folk dances, martial arts and culinary arts taught by Filipino Canadians in collaboration with education, culture and arts institutions in Canada were found to align with cultural heritage maintenance and equitable participation and supported multicultural and multigenerational Filipino heritage learning in Canada.
Design Research Approach in Developing Technology-mediated Learning Modules in Practical Mathematics for Technical Vocational Education

( 2020-07-24) Aves, Benedicto Norberto V.

This study aimed to develop technology-mediated learning modules in practical mathematics for the technical vocational track of the K to 12 curriculum using the design research model of Mckenney and Reeves (2003). It also sought to: a) characterize the these learning modules in terms of the selected design principles; b) determine their effectiveness; c) determine how beneficial the design research approach is in developing these modules compared to a traditional curriculum development approach; d) compare the practical mathematics test scores of the design research group and comparison group; and e) make improvements on the learning modules. The theoretical and practical outputs of the study are of significant use to curriculum developers, mathematics teachers, technical vocational schools, and practitioners of design research. Two iterations were done in developing the modules, where data were gathered from randomly selected samples form a private sectarian college using researcher-made instruments. Test results indicated a non-significant difference in the gain scores of the design research group and the comparison group. However, research participants’ assessment of the modules show that the modules developed using the design research were effective in learning practical mathematics concepts. The focus group discussion with research participants and the review of the subject expert both show preference in the modules developed using design research. The study thus recommends the use of design research in developing technology-mediated learning modules in mathematics for the technical vocational track of the K to 12 curriculum, and the use of its practical output in the online learning and teaching of practical mathematics concepts.
Designing a Training Framework for Filipino Teachers Using Communicative Language Teaching Activities in Teaching Oral Conversation Fluency to EFL Chinese Adult Students

( 2023-06-03) Balon, Emmalyn Gomez

The online language education market in the Philippines has experienced significant growth, leading to an increased demand for qualified online English teachers. This study aimed to investigate the training needs of online English teachers in the country and develop an effective training program. A sequential explanatory research design was employed, involving 15 teachers who participated in a survey and seven of them who were interviewed. Data collection included web-based surveys and interviews, analyzed using both quantitative and qualitative techniques. The findings informed the development of a training program guided by instructional design models. The study addressed research questions related to TPACK levels, demographic variables, preferred pedagogical practices, and training content recommendations. Results showed that most participants believed they had excellent TPACK skills, with Pedagogical Knowledge (PK) receiving the highest rating and Technological Knowledge (TK) the lowest. Educational attainment did not significantly affect TPACK levels, but education degree holders and experienced teachers generally had higher TPACK scores. Younger age groups and confident explorers of technology excelled in TPACK categories. Across all demographic factors, Technological Knowledge (TK) emerges as the most crucial area for all teachers. Teaching experience, personal characteristics, and professional development were identified as key factors in effective teaching. The study also revealed insights into the Community of Inquiry (CoI) framework, with participants valuing direct instruction, feedback, affective expression, and open communication. While triggering events and exploration activities were effective for cognitive presence, reflection and resolution activities could be improved. The findings provide valuable insights for enhancing the training of online English teachers in the Philippines, ensuring they meet international standards and deliver effective instruction in the growing online language education market.
Determinants of Student Learning Satisfaction and Academic Performance in High School Chemistry: a Prediction Model Building Study for Online Learning

( 2023) Patacsil, Melba C.

Learning satisfaction is a key indicator to enriching student learning whether it is face-to-face or online mode of delivery. Learning has shifted more to remote online learning due to the Covid-19 pandemic. This study aimed to identify the determinants of Student Learning Satisfaction (SLS) in online learning and develop a model that represents the relationship of the determinants to SLS. The study explored both internal and external determinants hypothesized to influence SLS among 169 students in grades 9-12 taking Chemistry at the Philippine Science High School Cordillera Administrative Region Campus (PSHS CARC). The internal factors included gender, academic self-concept (ASC), academic motivation (AM), interest to learn (IL), and mental well-being (MW), while the external factors comprised of teacher-related indicators (Teacher), assessment-related indicators (Assessment), learning guide-related indicators (LG) and Knowledge Hub-related indicators (KHub). The study utilized Structural Equation Modeling (SEM) with SmartPLS software to develop the SLS model and Academic Performance (AP) model. Both online learning platforms used by PSHS CARC, the LG, and KHub, were found to influence student learning satisfaction. The other important result is that external determinants (LG, KHub, Teacher, Assessment) dominated the SLS models while internal determinants (ASC, AM, IL, MW) dominated the Academic Performance model for the PSHS CARC Chemistry students. The external determinants influence the student's learning satisfaction while the internal determinants influence the academic performance of the Chemistry students. Assessment indirectly affected SLS. Another finding is that gender, LG, and ASC directly influenced AP. The results validate that online learning tools (LG and KHub) are crucial determinants in ensuring learning satisfaction and academic success in the online learning of PSHS CARC Chemistry students.

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