FEd Theses and Dissertations
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Theses and dissertations by graduate students from the Faculty of Education.
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ItemStatistical Approach in Tertiary Physics Laboratory: Effects on Student Achievement, Attitude, and Psychomotor Skills( 2019)This study is on the effects of statistical supplementary materials for the General Laboratory Information (GLI) of a physics first-year laboratory course offered at a leading university in the Philippines, to: (a) students’ attitudes toward rules on decimal places and significant digits calculations, accuracy and precision, and probability interval estimation; (b) students’ self-perception of mathematics-/statistics-related attitudes and anxiety; (c) students’ self-perception of the relevance of mathematics and statistics; (d) laboratory physics achievement; (e) knowledge of relevant statistical concepts; (f) students’ self-perception of their psychomotor domain skills; (g) associations between one-semester changes in students’ self-perceptions of attitudes and anxiety toward mathematics and statistics, on the one hand, and students’ start-of-semester self-perception of their psychomotor domain skills, on the other hand; and, (h) correlations between laboratory physics achievement, on the one hand, and the attitudes and self-perceptions considered in (a), (b), and (c), on the other hand. The holistic evaluation of the new materials, modified based on authoritative guidelines and directed at developing statistical thinking, involved all 48 enrolled students and the two instructors of the course, and included the students’: attitude changes, sources of anxiety, and self-perceptions of these based on Osborne’s (1976) semantic differential scales and the Mathematics and Statistics Perception Scale (Cherney & Cooney, 2005); actual physical performance in certain assigned laboratory experiments; and, final course grades and responses in the start- and end-of-semester assessment on basic statistical knowledge. Among the findings of the study were: (a) except possibly for certain aspects of the concept of accuracy and precision dealing with physics laboratory difficulty, introducing the statistical supplementary GLI materials did not significantly increase students’ positive self-perceptions of attitudes toward the concepts of rules on decimal places and significant digits calculations, accuracy and precision, and probability interval estimation; (b) although the differences between the conventional and experimental groups are not significantly different in many respects, there is an indication that using the statistical supplementary materials may mitigate the decrease in positive self-perceptions of one’s attitudes and anxiety toward mathematics, statistics, and relevance of mathematics/statistics; (c) the use of the statistical supplementary materials does not significantly increase physics laboratory achievement; (d) without discounting the possibility of a Hawthorne effect and depending on the laboratory activity, the psychomotor skills of students taught from the statistical supplementary materials are better than those students not taught from them; (e) the statistical supplementary materials do not significantly increase gains in basic statistical knowledge; (f) for the major part, there is no association between one-semester changes in any of either self-perceptions of mathematics-related attitudes and anxiety or statistics-related attitudes and anxiety, on the one hand, and start-of-semester self-perceptions of psychomotor domain skills, on the other hand; (g) using the new GLI materials effect a negative correlation between final course grade, on the one hand, and self-perceptions of attitudes that are highly related to the difficulty of the materials or tasks but not with those self-perceptions that deal with enjoyability or significance of the materials or tasks; and, (h) using of the statistical supplementary materials does not effect a positive correlation between physics laboratory achievement, on the one hand, and any of self-perception of mathematics/statistics attitude and anxiety and relevance of mathematics/statistics, on the other hand. Using statistical supplementary materials teaching the concepts of central location, central dispersion, and least squares in an introductory physics laboratory course for 16-17 year old freshmen physics majors similar to the ones in this study, the instructor, with discretion, can thus lead the students to partly know, understand, and appreciate the statistical justification of the rules on significant digits calculations, accuracy and precision, and best-fit line.
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ItemExploring the English as a Foreign Language (EFL) Skills of Japanese Lifelong Learners: a Multi-method Case Study( 2024)In our interconnected world, continuous foreign language learning is indispensable for personal, professional, and social growth, transcending age barriers, especially for the elderly. However, language acquisition for older individuals presents unique challenges, such as brain maturation, native language interference, and social changes. These challenges necessitate tailored learning methods distinct from those used for younger learners. This research delves into the English language proficiency of Japanese lifelong learners engaged in EFL (English as a Foreign Language) learning at community centers in Machida and Yokohama, Japan. Utilizing a multi-method approach with 33 participants, the study illuminates learners' strategies in narrowing the gap between their language skills and identifies means to enhance their productive language capabilities. The findings reveal a "fair" level of competence in listening, speaking, reading, and writing skills, with slightly more proficient reading skills. Learners actively engage in language activities, benefiting from voluntary activities and local community group studies, fostering valuable connections and potential benefits for the "aging workforce" in countries like Japan. Embracing digital technology, learners exhibit a greater inclination towards open communication. These findings bear implications for future works, emphasizing the multifaceted nature of language education and the significance of lifelong language learning in our globalized society. To enrich the language skills of lifelong learners, language teachers and tutors are recommended to incorporate relevant activities.
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ItemDistance Education Perspectives and Practices of Educators in an Allied Medical Program: A Grounded Theory Approach within the Phenomenological Tradition(zenodo, 2022)Framing the study within the Phenomenological Tradition, it asked the questions why do educators engage in distance education. To discover the meaning and purpose of distance education to educators in the allied medical field the study looked into the perspectives of the educators and their practices in Distance Education. The phenomenological tradition with the methodology of the grounded theory approach was applied in this study to gather data, analyze and understand the accounts of six teachers in an allied medical program at a private university. The phenomenological tradition in research can obtain authentic data by providing open ended questions and flexibility that may allow the participants to narrate salient events and experiences significant to distance education. By applying the strength of the traditional qualitative research approach to a methodical approach in data analysis, theory is built thru the analysis of relationships thru the components revealed within a phenomenon (Brower 1995, in Jeong, 2009). The outcome of the study presented the phenomenological model of distance education in an allied medical field that provides the perspectives, practices in teaching and transitioning to distance education. The study generated the TIE Theory on distance education that explains the essence of distance education. The TIE theory states the following on distance education: a)Transitioning to DE involves planning and provision of accessible learning resources to provide a formal mode of distance education that can promote the quality of life of the educators and the learners, (b) Instructional designing and technology are intertwined in the teaching practices of DE to address transactional distance and secure the integrity and quality of education, and (c) Education that is equivalent to face-to-face mode of education that uses varying modes of communication to address the needs of the learners, achieve learning and program outcomes and expand educational services. The TIE Theory can be the framework of distance education in allied medical education. With this theory, institutions would be able to provide an explanation for practicing DE in allied medical education and be guided when conducting needs assessment and program evaluations to maintain the quality of education.
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ItemSTEM STUDENTS’ DIRECT AND DEFERRED CONCEPTUAL UNDERSTANDING AND SELF- EFFICACY USING THE INVERTED LEARNING APPROACH IN BIOLOGY: AN EXPLANATORY SEQUENTIAL MIXED METHODS STUDY(Zenodo, 2023)This study employed an explanatory sequential mixed-methods design. It explored how an inverted learning approach affected the direct and deferred conceptual understanding, as well as self-efficacy of STEM students enrolled in a biology course. It also sought to understand the experiences of students who were taught using the Inverted Learning Approach (ILA). A total of 225 STEM students were involved in the study. Findings revealed that students who were exposed to ILA had higher normalized gains in both posttest and retention test scores than those who were taught using the expository online teaching (EOT). Likewise, there was also a significant difference on the self-efficacy level between ILA and EOT groups. It therefore showed that ILA improved students' direct and deferred conceptual understanding, and self-efficacy levels than their counterparts. Reflexive thematic analysis was applied to elucidate the qualitative information gathered. Four (4) themes emerged from the researcher's engagement with the participants exposed to ILA, which include: 1) Developing into active and reflective learners; 2) Enabling students to engage and collaborate more freely; 3) Establishing a flexible, seamless, and non-pressuring space for learning; and, 4) Becoming disciplined and responsible for one’s own learning. Even though there was a significant increment in the levels of direct and deferred conceptual understanding and self-efficacy among students taught using ILA, it was indicated that conceptual understanding is not highly related or associated with self-efficacy. Given the paucity of research in this area, further study is still needed to elucidate the complex relationships between self-efficacy, and direct and deferred conceptual understanding.
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ItemContextualization of Grade 3 Instructional Materials: Basis for a Design of Bulacan Tagalog-Based Science Materials( 2022)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 Grade 3 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.