Home Based Experiments

Home-Based Experimental Activities during New Normal as Alternative
Assessment: A Phenomenology
Statement of the Problem
Experimentation has long been used in the teaching and learning of biological
concepts. Students can study scientific principles, observe natural events, and explore
the world around them through science experiments. However, this COVID-19
pandemic has disrupted the educational system in the Philippines, particularly science
education. School facilities and laboratories are temporarily closed or inaccessible for
teachers and students. These events hinder the conventional process of doing
experiential learning activities, experiments, and scientific investigations (UNESCO,
2020). Because teaching and learning occur primarily in classrooms, they are the most
vulnerable to disruption. Education authorities chose to adapt to and embrace the New
Normal education (Crawford et al., 2020).
Thus, because education is no longer confined inside the confines of the school,
teachers provide home-Based Experimental activities (HBEs), and parents act as
educators’ collaborators. Home-based experiments are activities that utilize household
materials that have been adapted for the remote learning environment and are aligned
with standard learning competencies. By recognizing the households and kitchens as
extensions of laboratories, HBEs can deliver authentic learning experiences at home
(FlipScience, 2020).
From the international perspective, a study by Chu et al. (2021) aimed to present
students’ experiences using home-based biology experiments. It has been
demonstrated that common household items and kitchens can be used as alternative
laboratories in distance learning situations. Furthermore, it was shown that individuals
were having difficulty locating material that was relevant to their topic. The paper also
stressed the necessity of selecting a topic that is both interesting and relevant to your
interests. In conclusion, home-based biology experiments represent a timely, relevant,
and acceptable substitute for traditional laboratory experiments that are not always
available.
In the Philippines, a study by Robledo (20210 emphasizes that HBE, specifically

in Biology subject, encourages students to work independently under the supervision of
their parents and teachers. As collaborators, parents and guardians should safeguard
students’ safety, monitor their child’s progress, provide a safe and suitable work
environment, and report all accidents and concerns to the subject instructor. Finally, in
the new normal, home-based biology experiments develop instructional tools for
remote, genuine learning. Furthermore, this could address the issue of remote
learning’s lack of hands-on action. More research into the usefulness of HBEs in many
biological disciplines is needed.
Other researchers have never conducted this type of research. Additionally, no

published studies on the same subjects were discovered from a national or local
perspective. Another component of this study that the researcher examined was the
feasibility of constructing a program capable of safely sustaining and quantifying the
value of HBEs in the era of new normal education. Thus, the researcher will investigate
teachers' phenomenological narratives based on their actual experiences giving HBEs
during the process of learning and teaching in the new normal education. A significant
motivation for conducting this study is to qualify teachers' experiences, challenges, and
coping techniques in light of the widespread scrutiny of HBS. As a result of gaining a
greater understanding of how students learn, educators may build new and improved
teaching and learning approaches.
Research Questions
This study aims at new ideas and concepts of Biology teachers in establishing
HBS for students learning. Specifically, it seeks to answer the following questions:
1. How do Biology teacher-participants describe their lived experiences in

establishing HBEs towards students learning?
2. How do Biology teacher-participants describe their coping mechanisms in

establishing HBEs towards students learning?
3. What are the insights of Biology teacher-participants in establishing HBEs for
students learning?
Theoretical Lens
This study is anchored on Bruner’s Constructivism theory. As Yilmaz and

Bilican (2020) cited, constructivism emphasizes an individual’s active role in building
understanding and making sense of the information. Constructivist teaching is actively
involved in knowledge construction rather than passivity. According to Bruner’s
theoretical framework, learning is an active process in which people produce new ideas
or concepts based on their current and prior experiences. The person selects and
transforms data, formulates hypotheses, makes decisions, and relies on their expertise.
The individual’s cognitive structure (schema) gives sense and organization to their
perceptions and helps them go beyond their knowledge.
This study highly utilizes such theory because Biology teachers will process new
ideas from establishing HBEs towards students learning in the new normal education.
Through this, they get to know to discover principles by themselves. From there, they
can depend on their understanding and develop their problem-solving skills and
evaluation strategies.
Thus, the researcher believes that the critical challenge for teachers in
establishing HBEs is the process of applying modular distance learning and its
theoretical basis. According to a theoretical framework, addressing these concerns and
raising awareness of our teachers and students’ educational environment will increase
teacher retention, student achievement rates, and the overall standard of new normal
education.

Biology teachers Challenges

Experiences
in HBEs towards
students’
learning in the
new normal
education
Coping
Mechanism
Definition of Terms
As they were used in this study, the following terms were given their operational
definitions.
Biology. This refers to the science that deals with living organisms and their vital
processes. This subject is one of the major Philippine Curriculum which will be utilized
in this study on how Biology teachers establish HBEs towards students learning.
Home-Based Experiments. These are activities that utilize household materials
that have been adapted for the remote learning environment and are aligned o standard
learning competencies. This study will explore on how the utilization HBS provides
teaching and learning process in the new normal education.
Self-Learning Modules (SLMs). These refer to the self-contained unit or
package of study materials for use by learners at any level. It provides a learning activity
to learners when a group education or individual education session is not possible.
Modular Distance Learning (MDL). This refers to individualized instruction that
allows learners to use self-learning modules (SLMs) in print or digital format/electronic
copy, whichever applies to the learner.
References
Chu, M. M., Labarez, E. H., Reños, L., Velasco, J. R., & Robledo, D. A. (2021). Out of
the Classroom: IB Students’ Experiences and Tips on the Use of Home-based
Biology Experiments for Internal Assessment. Universe International Journal of
Interdisciplinary Research, 1(11).
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R.,
Magni, P.A., Lam, S. (2020). COVID-19: 20 countries’ higher education intra-
period digital pedagogy responses. Journal of Applied Learning and Teaching,
3(1), https://doi.org/10.37074/jalt.2020.3.1.7
FlipScience. (2020, October 5). “Tagapagdaloy”: How Filipino parents can help ensure
successful modular distance learning - FlipScience. FlipScience - Top Philippine
Science News and Features for the Inquisitive Filipino.
https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-distance-
learning
Ozdem-Yilmaz, Y., & Bilican, K. (2020). Discovery Learning—Jerome Bruner. Science
Education in Theory and Practice, 177-190.
Robledo, D. A. R. OUT OF THE CLASSROOM: IB STUDENTS’EXPERIENCES AND
TIPS ON THE USE OF HOME-BASED BIOLOGY EXPERIMENTS FOR
INTERNAL ASSESSMENT.
UNESCO. (2020). The new normal – what needs to be different than before? | Unesco
Futures of Education. En.unesco.org.
https://en.unesco.org/futuresofeducation/debates/the-new-normal

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Home-Based Experimental Activities during New Normal as Alternative

Statement of the Problem

In the Philippines, a study by Robledo (20210 emphasizes that HBE, specifically

Other researchers have never conducted this type of research. Additionally, no

1. How do Biology teacher-participants describe their lived experiences in

2. How do Biology teacher-participants describe their coping mechanisms in

This study is anchored on Bruner’s Constructivism theory. As Yilmaz and

Biology teachers Challenges

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