Research Interests:
Due to the COVID-19 pandemic, all private and public schools in the Philippines were forced to conduct all their classes online. In light of this, the study's objective was to look at the performance indicators of senior high school... more
Due to the COVID-19 pandemic, all private and public schools in the Philippines were forced to conduct all their classes online. In light of this, the study's objective was to look at the performance indicators of senior high school students taking online chemistry lessons in both public and private institutions in Northern Mindanao, Philippines. With 100 participants, a quantitative investigation using an online survey questionnaire was conducted. The results showed a statistically significant positive impact on collaborative skills (CS), creativity and innovation (CI) during online and distance chemistry learning. By gender, there were statistically significant differences in students' overall achievement (OA), participation level (PL), and collaborative skills (CS). The strongest correlations among the six performance indicators for students were seen in the areas of collaborative skills (CS) and technology application (TA). These results showed that, in the students'...
Research Interests:
This paper is focused on the integration of physics in Disaster Risk Reduction (DRR) using a Web 2.0 tool, YouTube and its effect on the students' understanding of the physics of DRR. There were 96 senior high school students from the... more
This paper is focused on the integration of physics in Disaster Risk Reduction (DRR) using a Web 2.0 tool, YouTube and its effect on the students' understanding of the physics of DRR. There were 96 senior high school students from the General Academic Strand (GAS) who were taking Disaster Risk Reduction (DRR) Management subject in one semester of School Year 2019-2020 in one of the public school institution in Bacoor City, Cavite. One of the required outputs in the subject is to develop a community preparedness plan to lessen and avoid the effect of different disasters. However, the student participants did not have any physics subject in the entire school year yet had physics classes when they were in Grade 7 to Grade 11. YouTube videos were used to help the students revisit and connect those physics lessons to their DRR lessons. The YT videos were selected by the researchers and was checked and validated by the DRR teacher. The video links were given to the students at the start of the discussion of the specific DRR lesson and formative tests were given at the end of each lesson. Results showed that there was an increasing mean formative test scores and that the DRR teacher observed that students became more interested in the lessons. It was noted that students became more active in class and some were able connect physics concepts in their DRR lessons as they explain and give examples. Students' responses to the questionnaire also revealed that YT videos helped the students understand the physics concepts of DRR and that it taught them to be an independent learner. Further, specific cases and/or situations that limit the students from recommending the use of YT videos in their other subjects was elucidated.
Research Interests:
This study aimed to determine the effect of technology-integrated activities on the students' laboratory anxiety. The adapted instrument, Laboratory Anxiety Questionnaires (LAQ) was administered as a pre-test to 46 BS Food Technology... more
This study aimed to determine the effect of technology-integrated activities on the students' laboratory anxiety. The adapted instrument, Laboratory Anxiety Questionnaires (LAQ) was administered as a pre-test to 46 BS Food Technology students who enlisted in Organic Chemistry Laboratory at the Mariano Marcos State University, City of Batac, Philippines. The researchers conducted action research in a search for ways to achieve 21st-century pedagogy to gear students in gaining 21st-century skills for them to become future proof and to thrive in a transforming world. Mobile applications and video clips were used in the instruction. After technology integration and performing the laboratory activities in two weeks, LAQ was applied as a post-test. The study was designed as a pre-test-postest without control group action research. Frequency and percentages were computed to determine the specific laboratory anxieties that were overcome after the intervention. Results showed that the anxiety in handling chemicals, laboratory materials and equipment, laboratory accidents and committing mistakes during the experiment were overcome in high percentages. The integration of technology such as mobile applications and videos reduces the students' laboratory anxiety.
Research Interests:
Biology has been viewed as one of the focus subject areas being taught in the K to 12 Enhanced Basic Education Curriculum in the Philippines. However, in recent years of implementation students still show low academic achievement in this... more
Biology has been viewed as one of the focus subject areas being taught in the K to 12 Enhanced Basic Education Curriculum in the Philippines. However, in recent years of implementation students still show low academic achievement in this course. Various studies have revealed that knowledge retention and conceptual understanding, among others, are one of the most influential factors in the process of learning biology. To address this concern, this study used the 7R's of brain-friendly teaching which are Reach, Reflect, Recode, Reinforce, Rehearse, Review and Retrieve together with the integration of Google Classroom and Plickers as in a blended learning class in biology that focused on the topics of photosynthesis and cellular respiration. The integration of technology with techniques of brain-friendly teaching enabled the students to maximize their brains' natural ability to learn by having a stress-free environment, immersed learning experience in the concept of the topics in biology, and the process of applying their learning with immediate and motivational feedback. The researcher used short-term memory (STM) test and knowledge retention ability (KRA) test in determining knowledge retention while a pre-test and post-test were conducted to determine the change in the conceptual understanding of photosynthesis and cellular respiration after the implementation of the study. The scores of the STM and KRA test were analyzed using Pearson r correlation while the pre-test and post-test were analyzed by finding the learning gain. The correlation coefficients between the short-term memory test and knowledge retention ability test in the topic of photosynthesis (r= 0.74) and cellular respiration (r= 0.64) are both high which confirm that the implementation formed long-term memory from short-term memory. Also, the scores between the pre-test and post-test indicate a learning gain in photosynthesis (= 1.42) and in cellular respiration (= 1.84) both categorized as high learning gain which confirm that the use of technology integration and 7R's of brain-friendly teaching in a biology classroom increased the conceptual understanding of students in both topics of the implementation.
Research Interests:
Environmental education allows students to investigate environmental problems, formulate necessary tests and analyses, and undertake activities to improve the condition of the environment, which are primarily done through field trips,... more
Environmental education allows students to investigate environmental problems, formulate necessary tests and analyses, and undertake activities to improve the condition of the environment, which are primarily done through field trips, forest visits, and community immersions. However, these outdoor activities have been discontinued and prohibited due to the travel restrictions brought by the COVID-19 pandemic. This study utilized virtual Google Earth Learning Activities (GELA) to provide alternative virtual experiences for the students learning environmental concepts. Moreover, this study aimed to assess the effects of GELA on students' environmental awareness and environmental attitudes. A quasi-experimental research design following a mixed-method approach was used in the study. The participants were 156 senior high school students from a private school in Manila, Philippines. Survey questionnaires were distributed online via Google forms, and the Focus Group Discussion was conducted synchronously thru Zoom video conferencing. Results revealed that students' environmental awareness moderately increased after performing the GELA (g=0.87, p<0.05), while there was a significantly high increase in students' environmental attitudes (g=0.66, p<0.05). Furthermore, it was also revealed that ecological awareness could predict ecological attitude, implying that there is also a good attitude towards the environment to those with great environmental awareness. Three themes were generated in the thematic analysis: Scientific Learning, Independent Learning, and Student Engagement. Overall, this study found that GELA is an effective teaching tool enhancing students' environmental awareness and attitude.
Research Interests:
Research Interests:
Plants’ life energy and processes is one of the most difficult topics students are confronted with in life science classes. This can be due to alternative concepts students’ hold, which are often profoundly inconsistent with... more
Plants’ life energy and processes is one of the most difficult topics students are confronted with in life science classes. This can be due to alternative concepts students’ hold, which are often profoundly inconsistent with scientifically acceptable counterparts. Consequently, meaningful, and transformative learning environments should build on learners’ alternative conceptual understandings to initiate conceptual change towards a more scientific understanding. In this quasi-mixed-method design study, a heterogenous class of grade 9 Korean students’ pre-instructional concepts about plants’ life energy and processes were evaluated and identified empirically. Afterwards these students were exposed to the 2RDN instructional intervention in order to create a cognitive conflict. The learning processes and signs of conceptual change were assessed using the t-test and concept change analyses. The results show that the 2RDN reinforces students’ pre-instructional concepts and triggers conceptual change. Further, the t-test results reveal that the difference in scores between pretest and posttest was significant. This significant improvements on the students’ conceptual understanding on plants’ life energy and processes suggest the efficacy of the 2RDN instructional intervention.
Research Interests:
This study aimed to explore the impact of Flipped Classroom model to the students' metacognitive awareness. Quasi-experimental designed was utilized. Qualitative method of research was done to determine the impact of the Flipped... more
This study aimed to explore the impact of Flipped Classroom model to the students' metacognitive awareness. Quasi-experimental designed was utilized. Qualitative method of research was done to determine the impact of the Flipped Classroom model to the eight subcomponents of metacognition. Two heterogeneous Grade 9 classes were the participants of this study. Purposive sampling was used in choosing the participants. One group of 50 students was assigned to the treatment group and the other group of 49 students was assigned as control. Flipped classroom was implemented in the treatment group. On the other hand, the control group was taught using lecture method. During the implementation process, energy and momentum concepts were covered in a total of twelve hours of in-class sessions. Metacognitive Awareness Inventory (MAI) was used to assess the level of metacognitive awareness of the students in both groups before and after then intervention. Data from MAI were analyzed using descriptive and quantitative analysis. Reflective journal was used to gather qualitative data that will support the results of the MAI. Paired t-test was used to determine if there is a significant difference between the different subcomponents of the students before and after the implementation. Results revealed that students in the treatment group showed significant improvement in terms of all 8 subcomponents of metacognition. Analysis of reflective journal logs showed that the students demonstrated metacognitive awareness during instruction. In contrast, no significant increase on the level of students' metacognitive awareness was evident in the control group. The findings of this study provide a valid reason to say that The Flipped Classroom has improved students' metacognition.
Research Interests:
The Peer Led Team Learning (PLTL) and 7E approaches are proven strategies in developing concepts, spatial ability, self-concept, group interaction and problem-solving skill but very few studies assessed its combined effects. The combined... more
The Peer Led Team Learning (PLTL) and 7E approaches are proven strategies in developing concepts, spatial ability, self-concept, group interaction and problem-solving skill but very few studies assessed its combined effects. The combined pedagogical approach - cognitive, psychomotor, and affective nexus needs to be assessed to support the improvement in the teaching practice of chemical bonding. Students independent variables include sex, Senior High School (SHS) track, and college entrance test science score (SS). Adapted instruments measured the dependent variables: conceptual understanding (CU), spatial ability (SA), self-concept (SC), group interaction (GI) and problem-solving approach (PSA). The score from the chemical bonding worksheet (CBW) was gathered as well. From the set of independent and dependent variables, the present study determined the relationship of sex, SHS track, SS, CU, SA, SC, GI, PSA and CBW scores. Action research paradigm was employed to 71 preservice scie...
Research Interests:
The emphasis in today's classroom is now placed on the dynamic learning experiences of the students where they construct their perspective of knowledge with the guidance of the teacher. This shift is primarily due to the emergence of... more
The emphasis in today's classroom is now placed on the dynamic learning experiences of the students where they construct their perspective of knowledge with the guidance of the teacher. This shift is primarily due to the emergence of new pedagogies, new technologies, and new theories that all impact teaching and learning. This research examines the impact of using lesson playlist through Schoology-Based Flipping the Classroom (FTC) approach in enhancing the academic performance of Grade 12 STEM students' in the general biology course of Colegio San Agustin Makati AY 2019-2020, Metro Manila Philippines. This study involved three classes of grade 12 students, namely 12C- Honors class (33 students), 12D- Average class (37 students) and 12E-Average class (35 students) taking general biology 1 course. Data were collected from the lesson playlist output in Schoology. The data included pretest and posttest results, summative test results, teacher journals, personal observations, take-home tasks completion rates, and survey questionnaires after lesson playlist integration. The findings showed favorable results on student learning in the areas of test scores, student engagement, and enjoyment, collaboration in their learning circles, productivity and enthusiasm, creativity and students become more responsible for their learning. Thus, the results of this action research investigation indicated that incorporating lesson playlist elements in Schoology and other forms of technology into scaffolding the lessons can be an effective way to increase students' engagement and motivation resulting from improving student performance.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
To enrich the acquisition of the 21st century learning skills and continuously nurture the science literate in the country, the Philippine basic education curriculum necessitates the development of several programs capitalizing on the... more
To enrich the acquisition of the 21st century learning skills and continuously nurture the science literate in the country, the Philippine basic education curriculum necessitates the development of several programs capitalizing on the learners' inquisitiveness through problem solving. However, while programs constantly developed, teachers as curriculum implementers suffer from social injustice through the demands of each task. The development of Learning Exemplars (LE) is essential process of articulating standards from program to pedagogy. The utilization of LE effectively facilitates teachers' empowerment to manage curricular delivery. Hence, this study aimed to assess the validity of the developed Science investigation LE using the technology embedded approach (TEA) a ubiquitous technology aided platform specifically to determine LE unpacking, acceptability and expose improved practice along with the validation process. The participatory action research was used as the design using one cycle of the plan-do-study-act cycle with second person positionality. The data revealed that through TEA the LE have found an overall acceptable value in terms of the unpacking with respect to the indicators: organization and sense making; development and transfer; methods and facilitation; and creation. The same value was obtained in terms of the acceptability. Similarly, the data showed that TEA can ensure systematic, efficient and cost-cutting strategy towards LE demonstration. Moreover, the development of LE using TEA is described as empowering by allowing the participants to write comprehensively, reflect on the comments and feedback, and choose relevant learning activities relative to Science investigation. TEA indeed is practical, empowering, systematic and democratic processes.
Research Interests:
The Covid-19 pandemic has driven the significant and fastest changes to Basic Education in almost all parts of the world, compelled by physical distancing measures preventing face-to-face teaching and learning. This has led to an urgent... more
The Covid-19 pandemic has driven the significant and fastest changes to Basic Education in almost all parts of the world, compelled by physical distancing measures preventing face-to-face teaching and learning. This has led to an urgent transition to online distance learning by Basic Education institutions. In response to this, SMCM@HOME: Heightening Opportunities through Marian Education, and its main arm, the SMCM Instructional Delivery Package was designed, developed, implemented, and evaluated. With the result of the evaluation and interviews conducted with stakeholders, an intervention program was developed to address the challenges encountered. The major purpose of this study is to assess the effectiveness of the HOME package and elicit stakeholders’ perceptions on how to further improve its implementation. Parents, students, and teachers (N=652) from different levels were the research participants. A descriptive research design using the mixed method was utilized in this study. Quantitative data were extracted from the survey questionnaire while qualitative data were gathered from interviews. Findings revealed that parents, students, and teachers considered accessibility to technology, synchronous time, and level of activities as their common concerns. While both for students and teachers, module content and teacher training were considered as challenges encountered. Additionally, the majority of the parents suggested strengthening the feed backing mechanism to ensure that home-school partnership is given importance. Ultimately, having an intervention program as a key determinant to address concerns in online education may lead to improved satisfaction, learning, and teaching of SMCM parents, students, and teachers.
Research Interests:
To investigate the effects of using a Socio-Scientific Issues (SSI)-based module in teaching nanotechnology to health science college students, action research following the PDSA model was employed. Classroom observation checklist was... more
To investigate the effects of using a Socio-Scientific Issues (SSI)-based module in teaching nanotechnology to health science college students, action research following the PDSA model was employed. Classroom observation checklist was used to describe how the module was implemented in terms of students’ behavior and engagement, use of the module, and teacher's role. While students’ knowledge and formal reasoning were measured using a concept test on nanotechnology, which was administered before and after the use of the module. This study involved health science students (n1 = 96) and classroom observers (n2 = 3) who participated in the implementation of the module. Interviews and classroom observations were conducted to triangulate with the test scores. It was observed that the use of the module enhanced students’ behavior and engagement. Students’ critical thinking skills, creativity, communication, and collaboration were also evident. Results showed that there is a significant change in students’ conceptual understanding of nanotechnology as evidenced by the effect size (d = 0.93 - 1.51) at 98% confidence interval. Student responses during the interviews and their learning logs also verified the effectiveness of using the module as they find it interesting and relevant to their degree program. The results reveal that integrating SSI in the instruction of the nanotechnology unit under the course Science, Technology, and Society (STS) proved to be useful in improving students’ performance by engaging them in discussion involving issues that are timely and relevant to their degree program.
Research Interests:
Robotics technology is considered as a new learning program in the teaching and learning of science, particularly in STEM education. The creation of Robotics Program at the De La Salle Santiago Zobel (DLSZ) school, and its integration to... more
Robotics technology is considered as a new learning program in the teaching and learning of science, particularly in STEM education. The creation of Robotics Program at the De La Salle Santiago Zobel (DLSZ) school, and its integration to the curriculum prompted the researchers to come up with an assessment on how the students perceive their level of creativity and innovativeness in doing robotics. This descriptive study involved elite members of the robotics team from Grade 4--12 (n=46) who served as the respondents to the 7-item self-evaluation instrument adopted by the researchers. Results from this study revealed that the students perceived their level of creativity and innovation in terms of the Process to be at level 3 which is tagged as "Standard" and described as proficient level of student performance. Also, under Product Design, their perceived level of creativity and innovation was Standard with Value having the highest mean (3.43). The relationship between the students' perceptions on the Process and the Product Design of their robotics outputs proved to be significant (r=.686) at p ⩽ .01. While the levels of creativity and innovation among the elite members of the DLSZ robotics was described at the Above Standard level. Interestingly, students' sex and grade levels were found to be not significant to their perceived creativity and innovation levels. To understand fully the integration of robotics in the curriculum in relation to the performance of the students, a variety of instruments could be developed to gather a more valid and reliable assessment protocol. Likewise, assessments coming from the different collaborative stakeholders should be conducted.
Research Interests:
To probe how Robotics Intervention Strategy (RIS) facilitated the development of students' robotics basic programming skills, this study was conducted. Grades 4 to 12 student-participants (N=26) were taught using RIS module designed... more
To probe how Robotics Intervention Strategy (RIS) facilitated the development of students' robotics basic programming skills, this study was conducted. Grades 4 to 12 student-participants (N=26) were taught using RIS module designed by the teachers-researchers using the Response To Intervention (RTI) framework. The RIS module was consisted of Required Robotics Technical Skills (RRTS) Pre-test, Scaffolding, Performance Feedbacking, Periodic Drills, Progress Monitoring, and Required Robotics Technical Skills (RRTS) Post-Test. The RIS module involved the use of mobile learning devices, EV3 Lego Mindstorms Ev3 Core Set 45544, and playing field. An action research design was employed to determine the effectiveness of Robotics Intervention Strategy (RIS) among Robotics Elite Members of the De La Salle Santiago Zobel (DLSZ) School. The effectiveness was determined by students' performance in the RRTS developed by the researchers and teachers. The pretest score (M=2.50; SD=0.76158) implied that before the intervention, the elite team members' robotics technical skills was at the approaching proficiency level. After the intervention, the posttest score (M=4.31; SD=0.73589) suggested that the elite members' robotics technical skills were approaching the expert level. Moreover, Cohen's d value of 2.4046 indicated large effect of the Robotics Intervention Strategy (RIS). Paired t-test (t=-16.255; p=.000) analysis revealed that there was a significant difference in the elite members' pretest (M=2.50) and posttest scores (Mean=4.31) in the practical assessment, with the posttest score (M=4.31: SD=0.73589) significantly higher than the pretest score (M=2.50: SD=0.76158). This indicated that the RIS significantly improved the elite members' performance level. Results of the study supported the importance of intensive interventions because it gave an opportunity for the school's to figure out ways to serve the students better. The RIS facilitated the most specific needs for the students as the approach made modification, made adaptations, and reflected on RRTS performance-based approach so that the kind of intensive intervention the coaches provide was really specific to that student.
Research Interests:
The K-12 Basic Education Curriculum of the Philippines need to be constantly monitored for the least mastered content (LMC). The LMC is one of the basis of the Department of Education (DepEd) in improving the current curriculum. This... more
The K-12 Basic Education Curriculum of the Philippines need to be constantly monitored for the least mastered content (LMC). The LMC is one of the basis of the Department of Education (DepEd) in improving the current curriculum. This study utilized survey method using e-assessment to identify the LMC in Grades 3 to 10 and its causes. The results of the identified LMC is an indication that unattained knowledge and skills continuously recur in the latter part of education of the learners. It is apparent that the learning contents in four areas of Science (Earth Science, Biology, Chemistry, and Physics) have expected higher attrition as grade level increases. With the identified LMC among the grade levels, the Education Program Supervisors recommended for content training and workshops for teachers, provision of instructional materials for specific topics, team-teaching between a non-specialized teacher and a teacher expert and assessment training and workshops for teachers. The utilization of e-assessment enhances and hastens the identification of the LMC which promotes efficiency and immediate action of the DepEd.
Research Interests:
Problem - solving is one of the skills in Math that educators, researchers, and practitioners need to address as well as the students’ engagement in an online distance learning (ODL) mode. The need to redesign instructional modules,... more
Problem - solving is one of the skills in Math that educators, researchers, and practitioners need to address as well as the students’ engagement in an online distance learning (ODL) mode. The need to redesign instructional modules, activities, and teaching strategies is necessary. The present study aims to determine the impact of mathematical modeling in enhancing students’ problem-solving performance and to find out the level of engagement of students in accomplishing the Math Seesaw Learning Playlist in terms of their affective, behavioral, and cognitive engagement. This study employs a mixed-method research design. Pretest and Posttest were given to measure the performance of Grade One students (n = 147) in terms of problem solving. One sample T-test was used to determine whether there exists a significant difference between the pretest and posttest mean scores. The effect size (Cohen's d) was computed to check the magnitude or strength of the mathematical modeling strategy after the 2 - week intervention. Survey questionnaires and focus group discussion methods were implemented to elicit students’ feedback on the integration of mathematical modeling and their engagement in an online Math class. Students’ responses in the open-ended and closed-ended surveys were analyzed using the thematic analysis technique. Findings showed that there is a significant difference between the pretest and posttest mean scores in terms of their problem-solving performance and the level of engagement. Hence, the integration of mathematical modeling has an impact on enhancing the problem-solving performance and engagement of students.
Research Interests:
This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was... more
This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was employed to determine the study's objectives. One hundred twenty-nine students participated in this study: 7 students-low SES; 63 students-high SES; 59 students-excellent SES. Specifically, it aims to determine the levels of students' socioemotional skills, perceptions of the lessons' clarity and difficulty, and performance using lesson playlists and task cards. Also, it aims to assess the relationship between students' posttest scores and perceived lessons' clarity and difficulty. The quantitative data were analyzed using descriptive and inferential statistics and qualitative data through thematic analysis. This study revealed that the lesson playlists and task cards on earth and space lessons were useful as an intervention in online distance learning, considering students' socioemotional skills. This study also revealed that students with different socioemotional skills would have unifying perceptions of how they perceive the lessons' clarity and difficulty. If the students perceived the lessons are crystal clear, they would also perceive that the lessons are easy to understand.
Research Interests:
The onset of pandemic (Covid-19) brought schools to a nonface-to-face learning protocol and introduced Online Learning (OL) to continue the education among students. To determine how students perceive OL in their learning, this study was... more
The onset of pandemic (Covid-19) brought schools to a nonface-to-face learning protocol and introduced Online Learning (OL) to continue the education among students. To determine how students perceive OL in their learning, this study was conducted. This descriptive quantitative research involved the 3rd year medical students ($\mathrm{n}=117$) enrolled in Pathologic Obstetric course, AY2020-2021, who voluntarily confirmed as participants of the study. The main research instrument of this study employed the questionnaire on the Students' Attitude on Online Learning. The data obtained from this questionnaire was analyzed using the descriptive statistics through SPSS version 20. Results showed that the respondents generally agree that online learning is capable of increasing the student's interest in computers and learning. However, they think that the less face-to-face interaction might not promote social interaction and slow internet connection can significantly make online learning difficult. It was also found out that students generally disagree to the effectiveness of online learning because it is not practically economical and time-consuming, results to weak student-teacher interaction that threatens the quality of teaching-learning process in addition to its inability to ensure effectiveness of classroom work presentation. In terms of the ease in using online learning, it is observed that students in general had a negative attitude on this emphasizing that there should have been another form of learning implemented other than through computers. There is no significant difference in the attitude of the male and female respondents to online learning, except in the ability of online learning to be discouraging having slow computer and/or slow internet connection and online learning's ability to make student's become slaves to technology. These results will provide insights to educators and school administrations to introduce and implement a more visible and achievable blended learning approach, than the usual pure online learning approach.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Authentic assessments are known to provide evidence of skills application because these mirror tasks in real world situations. This study attempts to address the question: How can designing authentic online distance learning assessments... more
Authentic assessments are known to provide evidence of skills application because these mirror tasks in real world situations. This study attempts to address the question: How can designing authentic online distance learning assessments improve student performance in an Asian History class? Primary research data was obtained by selecting one Grade 7 intact class (N=38) with lesson on “Physical Features of Asia”. A learning guide and learning playlist were designed with authentic assessments using G Suite for Education applications. Thereafter, formal class sessions were facilitated to validate curriculum preparation and assessment design, where content processing and feedback-giving were carried out in a virtual classroom setting. The action research study employed the mixed-method approach. Quantitative data were analyzed using descriptive statistics while descriptive data were analyzed using thematic analysis. The results of this study show that authentic assessments enabled students to apply their skills in performing authentic tasks. They demonstrated learning based on their high assessment scores, high self-assessment ratings, and highly positive perception on how the lesson was delivered. Teachers also reflected on the relevance of what they teach, affirming that such tasks increased student engagement and motivated them to demonstrate what they have learned. The implications of this study help students develop their 21st century skills and make them future ready.
Research Interests:
Research Interests:
Teacher leaders especially in this time of pandemic play fundamental roles in augmenting the quality of teaching given the new normal of teaching. Effective leaders can have great impact to successful school performance hence, it is... more
Teacher leaders especially in this time of pandemic play fundamental roles in augmenting the quality of teaching given the new normal of teaching. Effective leaders can have great impact to successful school performance hence, it is necessary to assess their leadership readiness to ensure qualified pool of teacher leaders. In this study, the Teacher Leadership Readiness Survey served as the main instrument in order to determine their leadership readiness. It was administered during a webinar-workshop on the conduct of action research. Reflection journals and abstract analysis were used to triangulate the results of the survey questionnaire. A total of 33 respondents from a private school in the Philippines voluntarily participated. Results of the questionnaire show that the respondents' perception of school culture, teacher leadership demand, and supply are high. Relatedly, findings revealed that shared leadership is evident among the respondents. The themes generated from the reflection journals and abstract analysis affirm the high perceptions on the different leadership constructs of the study. Results can serve as benchmark in creating programs to translate the perceptions to actual practice, advance the leadership qualities of teachers, and effectuate succession planning for future leaders. Further studies can focus on the explicit and direct effects of teacher leaders to school improvement and student performance.
Research Interests:
Research Interests:
Research Interests:
Technology plays crucial role in accessing the higher-order competencies which are referred to as transversal competencies namely; critical and innovative thinking, interpersonal and intrapersonal skills, global citizenship, media and... more
Technology plays crucial role in accessing the higher-order competencies which are referred to as transversal competencies namely; critical and innovative thinking, interpersonal and intrapersonal skills, global citizenship, media and information technology. These competencies are necessary to thrive and be productive in today's world. Hence, the need to redesign and reconceptualize teaching and learning. As such, technology learning environment is framing the educational landscape rapidly and profoundly. Relatedly, teachers are major players in the educational landscape. They are the agents of knowledge and skills in bringing up digitally literate individuals and competent human resources. Therefore, it is necessary to expound their perspectives on technology integration in education. The present study aims to understand the proficiency level of grade school faculty on technology hardware and software, attitude and factors influencing adoption of technology. PITP (Perceptions on Technology Integration and Training Proficiency and Pedagogical Practices) served as the main instrument. (Cronbach α=0.976) The participants in the study included 44 teachers from De La Salle Santiago Zobel School. Findings revealed that majority of the teachers are somewhat proficient on the technical dimensions of digital literacy namely; hardware and software. For factors influencing technology adoption, results show that they have high perceptions on technology adoption. For technology integration attitude, result suggests positive attitude on technology integration in teaching. These findings reveal that there is a high level of proficiency and technology integration perception among teachers. The results of the present study can be used to further improve and solidify the existing technology program of the institution by building technical skills and developing strong foundation on teachers' attitude on technology integration in education.
Research Interests:
This paper introduces the Lead and Link (LL) technique in tracking conceptual saturation in a classical grounded theory (CGT) study. The LL was employed in a study which explored how engineering students solve Physics problems. Six... more
This paper introduces the Lead and Link (LL) technique in tracking conceptual saturation in a classical grounded theory (CGT) study. The LL was employed in a study which explored how engineering students solve Physics problems. Six engineering students enrolled in Physics 213 (Electricity and Magnetism) participated in the study. The data gathered from the participants included field notes, retrospective unstructured interview, and solution sheets. The LL conceptualization technique was used to guide the researcher in theoretical sampling and served as basis in declaring conceptual saturation. The study successfully returned a general model of how engineering students solve problems in Physics. “Playing with equations,” an in vivo term, emerged as the core category which was saturated in the study. It is defined as a quick and sneaky approach in solving Physics problems, characterized by matching the applicable equations with the given variables. © 2015 American Scientific Publishers
Research Interests:
Robotics brings education technology to a new level. Introducing robotics to schools does not only mean making hands-on activities but to prepare students for the future. The creation of Robotics Online Distance Learning at the De La... more
Robotics brings education technology to a new level. Introducing robotics to schools does not only mean making hands-on activities but to prepare students for the future. The creation of Robotics Online Distance Learning at the De La Salle Santiago Zobel (DLSZ) school, and its integration to the curriculum prompted the researchers to come up with an evaluation to determine the effectiveness of the proposed Robotics Instructional Design (RID) module for “Robotics Basic Movements” facilitated through Online Distance Learning (ODL). This collaborative action research involved Grade 3 (N1=224) and Grade 4 (N2=215) students of DLSZ who served as the participants to the proposed RID module. Results from this study revealed that In terms of learning modalities, majority of the students were able to manipulate the apps using their available equipment at home. The Grade 3 group 0.377 standard deviation from the average mean of 15.193 indicates the better performance. It is also seen that based on the computed Grade 4 group results, the standard deviation of 1.07 with the average mean of 4.235 is higher compared to the other group. Most of the performances are close to the expected average, causing a symmetrical data distribution. In terms of learning targets, these became helpful for the teachers working with the students. These made lessons and activities easier to plan, monitor, and assess students’ learning. These also guided instructional designers to make sure that all students would reach mastery level. It is suggested that the proposed RID module design should involve processes from designing, to building and programming. This innovative way of transmitting skills revealed to be useful for all robotics competencies.
Research Interests:
Research Interests:
Research Interests:
The Covid-19 Pandemic has introduced a New Normal way of living, this major adjustment carried a lot of changes affecting different areas of life and this includes the field of education. This transition affected the education framework... more
The Covid-19 Pandemic has introduced a New Normal way of living, this major adjustment carried a lot of changes affecting different areas of life and this includes the field of education. This transition affected the education framework and the implementation of student developmental programs which led St. Mary's college of Meycauayan to engineer a holistic education package that will ensure that students will learn even at home and part of the said packages is the SMCM Integrated Student Activity package or SIS which aimed to develop students particularly in the field of student leadership even observing an online distance learning set-up. With this, the study aimed to evaluate student leadership development in light of the new normal. This study adopted an action research design and followed a PDSA model wherein student leaders (N=8), college students and administrators (N=178) took part in the evaluation process. Mixed method approach was utilized for data evaluation. Thematic analysis for qualitative data and descriptive evaluative approach for quantitative data. Results shows that student leadership at home is viable, however, a STEP is needed to ensure that student leaders are fully equipped and competent in handling leadership tasks and duties at home and this summarizes in creating a leadership program that will Systematically address and support the identified needs of the student leaders, to Track the areas needed to be reinforced, to Explore the possibilities for holistic formation and to Participate as one community and take action to a more efficient and responsive student leadership process.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
© 2015 American Scientific Publishers. This study investigated how interactive applications facilitate the development of students’ knowledge, technical, and process skills on the topic—Plant Propagation in a constructivist Grade 4... more
© 2015 American Scientific Publishers. This study investigated how interactive applications facilitate the development of students’ knowledge, technical, and process skills on the topic—Plant Propagation in a constructivist Grade 4 Science classroom setting. Grade 4 student participants were taught using a blended learning instruction involving face-to-face sessions and electronic module (eModule) designed by the teacher using the Understanding by Design Framework. The electronic modules consisted of interactive applications (e.g., simulations, videos, games, worksheets, online readings, and online quizzes), which involved the use of mobile learning devices. In this study, interactive applications allow for back and forth interaction between students and the computer programs. A quasi-experimental research design was employed to determine how these interactive applications facilitate in developing students’ scientific reasoning skills. These skills were determined by students’ performance in a 23-item Knowledge and Technical Skills Test (KTST) and a 35-item Process Skills Test (PST) on Plant Propagation developed by the researchers. Paired t-test was used to determine differences in the students’ pretest and posttest performances on the KTST and on the PST. Results revealed significant differences between pretest and posttest where t(31)=−27.47, p \u3c 0.0005 in the KTST and t(31)=−31.42, p \u3c0.0005 in the PST. These results are suggestive that the use of interactive applications in the eModule facilitated the development of the students’ knowledge and technical skills (KTS) and the process skills (PS) in learning Plant Propagation. Interestingly, the process skills domain has a higher mean gain score compare with knowledge and technical skills. Results of the study underscores that a well-designed electronic module using varied interactive applications facilitate the development of the students’ scientific skills in understanding science concepts
Research Interests:
The conduct of Action Research (AR) is a powerful way of enabling teachers to continuously improve their teaching practices thereby enhancing students’ learning. Teachers are front liners in effecting educational reform hence, it is... more
The conduct of Action Research (AR) is a powerful way of enabling teachers to continuously improve their teaching practices thereby enhancing students’ learning. Teachers are front liners in effecting educational reform hence, it is fundamental that their perspectives and understanding about AR be clarified. In this study, a webinar-workshop via Google Meet was conducted to capacitate the teachers in the conduct of educational action research. Their perceptions and understanding were analyzed using the mixed-method approach. The 30-item PARQ (Perceptions about Action Research Questionnaire) served as the instrument in order to expound their perceptions about the principles, attitudes and processes in doing action research before and after the workshop. Reflection logs and evaluation reports were used to analyze the extent of their understanding and validate their perspectives. A total of 33 faculty members and administrators from basic education level voluntarily participated. Responses to PARQ and reflection journals revealed that result is indicative of their understanding of the AR process. In terms of attitudes, results suggest that they find enjoyment in trying out new things in teaching andviewed that they are given enough training on AR. They have a very good grasp of the basic principles of AR; AR involves collaborative methods; & results should be shared and disseminated. Participants agreed that AR starts at addressing the current situation and consequently improve educational processes through change. The results of the present study can be used by other educational institutions as reference to create their own professional development programs for their own faculty members to help them become action research practitioners.
Research Interests:
Research Interests:
The Covid-19 pandemic challenged different educational institutions in the country to provide different approaches to many educational concerns such as assessment of student learning and academic honesty. This study dealt with the... more
The Covid-19 pandemic challenged different educational institutions in the country to provide different approaches to many educational concerns such as assessment of student learning and academic honesty. This study dealt with the perceptions of students and teachers about the use of Multiple Attempts Format (MAF) in online assessments and how it addresses concerns in academic honesty. The Perceptions on MAF and Academic Honesty Questionnaire (PMAHQ) served as the main instrument. Of the 545 students who responded to the survey, 89% agreed and strongly agreed that MAF addresses concerns on academic honesty. They strongly agreed that through MAF, they are able to improve their scores in online assessments honestly, and that MAF strengthens their academic honesty. Relatedly, 100% of the 10 teachers who responded to the survey hold very positive perception on MAF. They strongly agreed that MAF teaches students about responsibility, making decisions, and taking risks to improve their scores. They also strongly agreed that because MAF provides students with immediate feedback (shows student's score in the previous attempt), it therefore helps the students decide if they will take the next attempt or not, to improve their scores. The insights obtained from both the students’ and the teachers’ perceptions may be used as bases for improving the online assessment practices in content subjects in the new normal in basic education.
Research Interests:
With the fast development of technology, mobile devices offer tremendous opportunities for students. With this new and exciting era in education, students with different cultural background from different community may have different... more
With the fast development of technology, mobile devices offer tremendous opportunities for students. With this new and exciting era in education, students with different cultural background from different community may have different experiences and perceptions for learning with mobile devices. This study explored the differences of using mobile devices for learning between Filipino schools and Chinese schools in the Philippines. A total of 529 senior high school students from three Filipino schools and three Chinese schools in Metro Manila participated in this study. Results indicated that students from Chinese schools have a comparative advantage in terms of mobile technical infrastructures, while students from Filipino schools were more frequently users of mobile devices for learning activity. Although students from Filipino schools found greater challenges in using mobile devices for learning activity, they were also more optimistic toward the adoption of mobile devices in the formal learning environment compared with their counterparts from Chinese schools. Additionally, students from both schools were highly concerned about issues like personal data protection, cheats and cyber bullying. Findings in this study suggest that students' social cultural background, together with their previous experience need to be carefully considered in order to successfully adopt mobile devices in the local context.
Research Interests:
Argumentation in science as an approach to scientific literacy has been gaining the education sectors' attention. However, as the demands in education changes, assessing the effectiveness of argument-based learning (ABL) in science... more
Argumentation in science as an approach to scientific literacy has been gaining the education sectors' attention. However, as the demands in education changes, assessing the effectiveness of argument-based learning (ABL) in science becomes more important. The researchers meta-analyzed 14 empirical research papers between 2011 and 2021 that were gathered from different meta-search engines and screened according to pre-determined criteria. The Comprehensive Meta-Analysis generated the effect size, forest and funnel plots, moderator analysis, and other relevant statistical results. Findings have shown that ABL is an effective pedagogy (ES = .803) in different scientific fields, educational levels, and modes of instruction (computer-based and non-computer based). The researchers recommended the use of ABL to enhance conceptual understanding in basic and tertiary science education; improve teachers' pedagogical skills on integrating ABL with different scientific disciplines and supplementary strategies; and conduct studies on ABL in relevance to varying settings such as online distance learning.
Research Interests:
Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolution era (FIRe), we gear our efforts to revolutionize the country’s STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics)... more
Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolution era (FIRe), we gear our efforts to revolutionize the country’s STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) Education. The country’s firm stand on improving the human capital, and its science, technology and innovation (Philippine Development Plan [PDP], 2017) is our way towards concretizing Education 4.0, to help bridge us to the FIRe phenomenon (featuring technological revolution to converge and fuse human and the cyber world [Van Duuren 2017] through analytics, artificial intelligence, cognitive technologies and the internet of things [IoT] Renjen 2018]to design interconnected digital enterprises capable of more informed decision making tasks [Mars et al., 2014]). We also confirm that a strong STEAM (professionals, and education) will contribute to the knowledge society and economy of the country (Government Office of the Slovak Republic 2018; Morales, 2017), as well as improve its economic competence and competitiveness (English, 2016).
The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
Research Interests:
Due to the COVID-19 pandemic, all private and public schools in the Philippines were forced to conduct all their classes online. In light of this, the study's objective was to look at the performance indicators of senior high school... more
Due to the COVID-19 pandemic, all private and public schools in the Philippines were forced to conduct all their classes online. In light of this, the study's objective was to look at the performance indicators of senior high school students taking online chemistry lessons in both public and private institutions in Northern Mindanao, Philippines. With 100 participants, a quantitative investigation using an online survey questionnaire was conducted. The results showed a statistically significant positive impact on collaborative skills (CS), creativity and innovation (CI) during online and distance chemistry learning. By gender, there were statistically significant differences in students' overall achievement (OA), participation level (PL), and collaborative skills (CS). The strongest correlations among the six performance indicators for students were seen in the areas of collaborative skills (CS) and technology application (TA). These results showed that, in the students' perspective, the COVID-19 pandemic gave chances for students' performance in online chemistry classes to strengthen their creativity and critical thinking skills.