Danila, Jennifer Salas. 4 0
Creative electronic instructional materials in Biology for the enhancement of Science skills / 6 6 Jennifer Salas Danila. - - - xviii, 146 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2016.;A thesis presented to the faculty of College of Education, Graduate Programs Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Master of Arts in Education major in Biological Science.
5
The study explained the effects of electronic instructional materials in teaching Biology compared to the traditional method among second year BS Business Administration students of STI College, Caloocan enrolled during the first semester of school year 2015-2016. Specifically, the study seeks to answer the following questions: (1) What are the pretest and posttest mean scores of the students who attended the traditional method and electronic instructional material method of teaching of the following a) achievement test (b) attitude test (c) assessment in psychomotor skills? (2) Is there a significant difference between pretest and posttest mean scores of the students who attended traditional method and electronic instructional method in terms of the following (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (3) What are the mean gain scores of the students in traditional method and electronic instructional method of teaching in terms of the following: (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (4) Is there a significant difference in the mean gain scores of the students in traditional method and electronic instructional method of teaching in terms of the following (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (5) Is there any significant correlation in the mean gain scores in traditional method and electronic instructional method of teaching in terms of the following (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (6) Is the electronic instructional material developed by the researcher effective in the enhancement of the science skills of the students? This study adopted the quasi0experimental design in that it attempted to discover the effect of electronic instructional method in the cognitive, affective and psychomotor skills of the two intact classes in biology. A purposive sampling technique has been used in determining the respondents of the study. The respondents consisted of thirty (30) students from two sections of second year students. Four (4) instruments were employed in the study which included biology achievement test, biology attitude test, assessment of the psychomotor skills test and the software evaluation for the enhancement of science skills in biology. The entire instruments had received strong recommendation from the validators for the utilization in biology instruction. Students exposed to electronic instructional method performed better in their mean scores in the posttest of the achievement test (M=29.27, attitude test (M=92.47), and psychomotor skills test (M=85.80) while control group showed lower posttest mean scores in the achievement test (M=21.20), psychomotor test (M=71.87) and unfavorable result in attitude test (M=85.27) with negative mean gain score (-2.53). It can be inferred that the negative result could be due to lack of interest in studying biology using the traditional method. The results suggest that experimental group showed very favorable results in the enhancement of the cognitive, affective and psychomotor skills. The experimental group achieved highly satisfactory rating in the achievement test, very favorable attitude in the attitude test and an excellent rating in the psychomotor skills test. It was found out that (1) There is a significant difference in the pretest and posttest mean scores between the experimental and control groups. (2) The mean gain scores of the experimental group revealed a higher mark in the achievement test; psychomotor test and attitude test compared to the control group. (3) There is a significant difference in the mean gain score of the students in traditional method and electronic instructional method of teaching in the achievement test, attitude test, and assessment in psychomotor skills. Based on the results of the biology attitude pretest and posttest, the positive attitudes towards biology common to both groups were feeling that lectures in Digestive, Respiratory and Cardiovascular System are very interesting, helps students understand their body system and environment and students feel good in reciting it. On the other hand, both groups have shown tendencies towards the same negative attitudes as (1) considering chosen topics in biology as the most difficult topic (2) Complicates knowledge about life and (3) prefers to hang out with friends than to study it. Despite those challenges, students still show interest in the study of biology by appreciating its value and challenges brought about by newly introduced instructional method. The study also aimed to show correlation among the achievement test, psychomotor test and attitude test. This correlation verified that there is no significant relationship among the three science skills test. Both instructional methods showed indicator to discover level of how cognitive, psychomotor and affective skill development influence each other. It revealed that electronic instructional material and traditional lecture showed a weak significant correlation between achievement test, psychomotor test and attitude test. Weal correlation signifies that there were other factors influencing the increase or decrease in performance of the students. It implies that neither of the two teaching method can predict the outcome of the performance in the three learning domains. The result of comparing the relationship among the three science skills test could trigger the search for the improvement of new ways of science teaching and learning to enhance science skills. Based on the findings and conclusions derived from this study, the cause of higher gains attributed to the treatment in the study indicates that electronic instructional material should be more widely used pedagogy in the tertiary schools and encourage students to work on the computer to enhance their science skills in biology. The high mean scores in the three science skills test has been gleaned from using electronic instructional material, it is therefore required for the lecturers using traditional method to acquaint themselves with the distinctive characteristics of these techniques to integrate learning in all aspect. The researcher also recommends replicating this study with a bigger sample attending the electronic instructional method and traditional lecture and broader topics to establish higher degree of credibility among the results.
5
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/ 2
/ 2
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Creative electronic instructional materials in Biology for the enhancement of Science skills / 6 6 Jennifer Salas Danila. - - - xviii, 146 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2016.;A thesis presented to the faculty of College of Education, Graduate Programs Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Master of Arts in Education major in Biological Science.
5
The study explained the effects of electronic instructional materials in teaching Biology compared to the traditional method among second year BS Business Administration students of STI College, Caloocan enrolled during the first semester of school year 2015-2016. Specifically, the study seeks to answer the following questions: (1) What are the pretest and posttest mean scores of the students who attended the traditional method and electronic instructional material method of teaching of the following a) achievement test (b) attitude test (c) assessment in psychomotor skills? (2) Is there a significant difference between pretest and posttest mean scores of the students who attended traditional method and electronic instructional method in terms of the following (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (3) What are the mean gain scores of the students in traditional method and electronic instructional method of teaching in terms of the following: (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (4) Is there a significant difference in the mean gain scores of the students in traditional method and electronic instructional method of teaching in terms of the following (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (5) Is there any significant correlation in the mean gain scores in traditional method and electronic instructional method of teaching in terms of the following (a) achievement test (b) attitude test (c) assessment in psychomotor skills? (6) Is the electronic instructional material developed by the researcher effective in the enhancement of the science skills of the students? This study adopted the quasi0experimental design in that it attempted to discover the effect of electronic instructional method in the cognitive, affective and psychomotor skills of the two intact classes in biology. A purposive sampling technique has been used in determining the respondents of the study. The respondents consisted of thirty (30) students from two sections of second year students. Four (4) instruments were employed in the study which included biology achievement test, biology attitude test, assessment of the psychomotor skills test and the software evaluation for the enhancement of science skills in biology. The entire instruments had received strong recommendation from the validators for the utilization in biology instruction. Students exposed to electronic instructional method performed better in their mean scores in the posttest of the achievement test (M=29.27, attitude test (M=92.47), and psychomotor skills test (M=85.80) while control group showed lower posttest mean scores in the achievement test (M=21.20), psychomotor test (M=71.87) and unfavorable result in attitude test (M=85.27) with negative mean gain score (-2.53). It can be inferred that the negative result could be due to lack of interest in studying biology using the traditional method. The results suggest that experimental group showed very favorable results in the enhancement of the cognitive, affective and psychomotor skills. The experimental group achieved highly satisfactory rating in the achievement test, very favorable attitude in the attitude test and an excellent rating in the psychomotor skills test. It was found out that (1) There is a significant difference in the pretest and posttest mean scores between the experimental and control groups. (2) The mean gain scores of the experimental group revealed a higher mark in the achievement test; psychomotor test and attitude test compared to the control group. (3) There is a significant difference in the mean gain score of the students in traditional method and electronic instructional method of teaching in the achievement test, attitude test, and assessment in psychomotor skills. Based on the results of the biology attitude pretest and posttest, the positive attitudes towards biology common to both groups were feeling that lectures in Digestive, Respiratory and Cardiovascular System are very interesting, helps students understand their body system and environment and students feel good in reciting it. On the other hand, both groups have shown tendencies towards the same negative attitudes as (1) considering chosen topics in biology as the most difficult topic (2) Complicates knowledge about life and (3) prefers to hang out with friends than to study it. Despite those challenges, students still show interest in the study of biology by appreciating its value and challenges brought about by newly introduced instructional method. The study also aimed to show correlation among the achievement test, psychomotor test and attitude test. This correlation verified that there is no significant relationship among the three science skills test. Both instructional methods showed indicator to discover level of how cognitive, psychomotor and affective skill development influence each other. It revealed that electronic instructional material and traditional lecture showed a weak significant correlation between achievement test, psychomotor test and attitude test. Weal correlation signifies that there were other factors influencing the increase or decrease in performance of the students. It implies that neither of the two teaching method can predict the outcome of the performance in the three learning domains. The result of comparing the relationship among the three science skills test could trigger the search for the improvement of new ways of science teaching and learning to enhance science skills. Based on the findings and conclusions derived from this study, the cause of higher gains attributed to the treatment in the study indicates that electronic instructional material should be more widely used pedagogy in the tertiary schools and encourage students to work on the computer to enhance their science skills in biology. The high mean scores in the three science skills test has been gleaned from using electronic instructional material, it is therefore required for the lecturers using traditional method to acquaint themselves with the distinctive characteristics of these techniques to integrate learning in all aspect. The researcher also recommends replicating this study with a bigger sample attending the electronic instructional method and traditional lecture and broader topics to establish higher degree of credibility among the results.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/