FEd Theses and Dissertations

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

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    Inquiry-based Laboratory Activities: Effect on Students’ Inquiry Skills, Conceptual Understanding and Attitude Toward Genetics
    ( 2015) Sumastre-Delos Santos, Nenita F.
    The study developed and determined the effects of the inquiry-based laboratory activities on the inquiry skills, conceptual understanding and attitude toward Genetics of undergraduate Biology and Biology major Education students. The quasi-experimental design for quantitative methodology and qualitative data analysis were used to assess the (1) difference in the inquiry skills and conceptual understanding among and between students exposed to inquiry-based laboratory activities and those who are not; (2) change in the attitudes of the students toward Genetics in inquiry-based laboratory activities; (3) correlation among students' inquiry skills, conceptual understanding, and attitude toward Genetics; and ( 4) impact of inquiry-based laboratory activities in Genetics to students who use it. The students enrolled in Genetics class in a state university in the Visayas for the 2nd Semester Academic Year 2014-2015 served as subjects of this study. The students were randomly assigned to two groups - the control and the experimental groups. The control group consisted of one section of Bachelor of Science in Biology (Premed and Biotechnology Track) students taught using the traditional cookbook method in Genetics while the experimental groups consisted of two separate sections of Bachelor of Science in Biology (Microbiology Track) and Bachelor in Secondary Education (major in Biology) students utilized the researcher-made inquiry-based laboratory activities in Genetics. Qualitative analysis was done using focus group interview to obtain an in-depth analysis of the perceptions on the strategy and implementation of inquiry-based laboratory activities. This was further triangulated through students' laboratory reports, inquiry skills, conceptual understanding results, attitude questionnaire responses and observation checklists. The quantitative data on conceptual understanding, inquiry skills and attitude toward Genetics were assessed in a pretest-posttest implementation of the strategy used. In the laboratory period, the control group used the conventional laboratory method, the "cook book" method while the inquiry-based laboratory method was employed in the experimental group. Statistical analyses of the study employed both descriptive and inferential statistics.
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    Phenomenography of Teachers’ and Students’ Understanding, Beliefs and Experiences of Physics Learning Assessment
    ( 2018) Remedios, Rachel B.
    The purpose of this phenomenographic study was to explore the understandings, beliefs, and experiences of Physics Learning Assessment (PLA) of senior high school Physics teachers and students in General Physics 1, a subject in the curriculum for the Science, Technology, Engineering, and Mathematics (STEM) strand. Specifically, this study answered the following research questions: (1) What are the SHS teachers' and students' ways of understanding Physics Learning Assessment in the fol!o~ving dimensions of understanding: knowledge, purpose, and process? (2) \f\/hat are the SHS teachers' and students' beliefs about the effectiveness and efficiency of Physics Learning Assessment? (3) What do the SHS teachers' and students' find significant in their lived experiences of PLA as inferred from their most significant stories, emotions evoked by and insights gained from these experiences? (4) What are the teachers' and students' categories of description of PLA? And (5) What are the relationships among the teachers' and students' conceptions of PLA? The study employed the exploratory-descriptive research design; hence, the sources of data included semi-structured interviews of the teacher-informants and focus group discussions (FGDs) with the student-participants. Classroom observation during a given PLA session and analysis of shared PLA tools for each FGD group of the four teachers were additional sources of data.
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    Pre-Service Biology Teachers’ Exposure, Understanding, Attitude, Self-efficacy. Predisposition, Progressivist views, and Application of Inquiry-based Instruction
    ( 2020) Bansiong, Apler J.
    This piece of work described pre-service biology teachers (PSBTs) in terms of their exposure to inquiry-based science instruction (IBSI), and how they were able to apply IBSI practices during teaching practicum. Moreover, the study profiled the PSBTs according to their I8SI understanding, attitudes, self-efficacy, and predispositions, including their learner-centered views. Finally, the study determined the inter-relationships among the PSBTs' IBSI variables. Sixty-six (66) PSBTs from three teacher-education institutions in Baguio City and Benguet participated in the study. Eight instruments were used to gather data -Science Teachers' Inquiry Practices Scale (STIPS), Pedagogy of Science Testing Test - Biology Items (POSTT-8), Attitude Scale for IBSI Use (ASIU), Inquiry-Based Science Instruction Self-efficacy Scale (IBSISES), Test for Inquiry Pedagogy in Science - Biology (TIPS-B), Modified Reformed Teaching Observation Protocol (mRTOP), Modified Inquiry Teaching Self-Assessment Instrument (mlTSAI), and the Educational Philosophies Self-Assessment Instrument (EPSAI). The PSBTs lesson plans were also analyzed to support the result on the level of I8S1 application during teaching internship. Follow-up interviews on both PSBTs and their cooperating teachers were also conducted to supplement the quantitative results gathered from the research instruments. Descriptive statistics (mean and standard deviation) were used to summarize data, while inferential statistics {Analysis of Variance and Tukey HSD) were used to test for significance among means. Pearson correlation and step-wise multiple regression procedures were employed to describe the relationship among the PSBTs' 18SI variables.
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    Design Research Approach in Developing Technology-Mediated Learning Modules in Practical Mathematics for Technical Vocational Education
    ( 2020) 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 leaming 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 from a private sectarian college using researcher-made instruments. Test result 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 teaming practical mathematics concepts. The focus group discussion with research participants and the review of a 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.
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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.