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Mark Angelo M. Abello; Clarenz Anne P. Aguilar and Marvin A. Chiong. |
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IInterventional impacts of project method and multimedia tool practice on the academic performance of non-equivalent Grade 9 Science Learner Groups from Adamson University / |
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Mark Angelo M. Abello; Clarenz Anne P. Aguilar and Marvin A. Chiong. |
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October 2014.46 |
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Thesis: (Bachelor of Secondary Education with Specialization in Biological Sciences) - Pamantasan ng Lungsod ng Maynila, 2014. |
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ABSTRACT: STATEMENT OF THE PROBLEM: The research study was geared towards finding out whether project method and multimedia project tools have effects on the academic performance of Grade 9 Science students. Specifically, the study aims to answer the following problems: 1. What is the perception of Grade 9 Science students on their: a. Manipulative and Arts Skills b. Computer Manipulative Skills c. Collaborative and Social Skills d. Project Making Skills 2. What is the academic performance in the validated teacher-made achievement test and authentic performance in the validated scoring rubrics of the stuidents who will use traditional tools in their project? 3. What is the academic performance in the validated teacher-made achievement test and authentic performance in the validated scoring rubrics of the students who will ise multimedia tools in their project. 4. What is the academic performance of the students in the validated teacher-made achievemen test who will not use project method? 5. Is there a significant difference between the academic performances of the students who will use multimedia tools and those who will use traditional materials? 6. Is there a significant difference between the academic performances of the students who will do multimedia project and those who will not do project? 7. Is there a significant difference between the academic performances of the students who will do traditional project and those who will not do project? 8. Is there a significant difference between the academic performance of those students who did not do any project, those who did traditional project and those who did multimedia project? 9. Is there a significant relationship beween the academic and authentic performance of the students who used multimedia tools? 10. Which of the instructional materials used have a greater effect on the student learning, traditional or multimedia tools? HYPOTHESES: The hypotheses used for the study was two-tailed or non-directional, mainly focosed on the findings for significant difference and relationships between the variables obtained in the study. A 0.05 Level of Significance was used in testing the said hypotheses. RESEARCH DESIGN: The study used Quasi-Experimental Design, particularly the non-equivalent groups. Certain factors of experimental study were omitted such as the consideration for pre-post testing and long time frames. Descriptive and correlational surveys were also used in the study. SAMPLE AND SAMPLING TECHNIQUES: Multi-staged sampling was used in determining the samples whi have participated in the study. The first sampling stage used is the restricted random sampling. Three (3) classes were taken randomly from eight Grade 9 classes in Adamson University. Factors such as class schedules, scien ce teachers and room assignments were not given consideration in selecting the three participating classes. The second stage of the sampling was purposive sampling. The second stage of sampling was essential for the selection of control and treatment groups between the participating classes, and thus, for the validity of the selected samples who have undergone intervention. Responses obtained from the surveying process was used as the bases for the selection of the control and treatment groups. THE SUBJECTS: The respondents were Grade 9 students from Adamson University, basic education department taking up the new grade 9 K to 12 science curriculum. The selected classes were studying the same topics at the time of the study as prescribed by the written curriculum guidelines. Moreover, the participating grade 9 science classes are selected randomly and purposely based on statistical parameters obtained while in the sampling process. THE RESEARCH INSTRUMENTS: Five research tools were used in the study. The first research tool was the survey questionnaire. The survey questionnaire contained twenty (20) close-ended questions which elicited responses from the students about their perception to project making, as well as the usage of traditional and multimedia tools in accomplishing a given project task. The survey responses were requisites for the second sampling stage. The survey questionnaire was validated ba various educational experts prior to the surveying process. The second research tool was the test questionnaire. Two phases of test validation were done prior to the actual testing of the test to ensure test validity and reliability. The test questionnaire was validated by educational experts on the first phase of test validation and was pilot tested in the second validation. From 40 items, the test was reduced to 30 items. Project proposal and storyboards were the third research instrument. The project proposal contained the activity and report sheets used by the students while doing the project, as well as the formats that was be followed. The project proposal for the traditional and multimedia project is wholly similar to one another but for the materials used for the project. The proposal also explained the methods of evaluation that was used for project assessment. The project proposal and storyboards were validated by experts on educational field. The scoring rubrics were the fourth research tools. The scoring rubrics were used for the evaluation of the project outcomes. The total points rendered from the scoring rubrics was 30 points. The scoring rubrics were validated simultaneously together with the project proposal. The last research tool was the classroom observation reports. The information obtaines from the observation report was independent in itself. It only served as provider of additional inferences for the iresearchers to cite instances that might have affected the outcomes of the study. PROCEDURE AND STATISTICAL TREATMENTS DATA GATHERING The gathering of data started during the second state of sampling. Aside from getting the perception of students on project making and using specific tools for projects, the responses obtained from the survey was used to determine which among the participating classes will be the control and treatment group. After the surveying procesds, the treatment groups (traditional and multimedia tool project classes) have undergone project implementation for three (3) weeks. The activities involved in the project was aligned to the topics and concepts discussed in the classroom. Moreover, the project activities were not meant to be done inside the classroom except for instances where the students themselves presented their output for evaluation. The data gathered from the implementation stage was the raw scores of the students output and performance through the scoring rubrics. While the treatment group have undergone the project implementation, the non-project class was made to proceed under normal paces as done by their teacher. To compensate for the teaching methods and instructional materials used by the teacher in the non-project class, regular observations were made on all the participating classes for comparision and inferences. After the intervention, a 30 item test was administered to the three participating classes. The said test were pilot tested to a 4th grade 9 class prior to the actual test administration. The raw score from the 30 item test obtained from the test administration of the three participating classes will be tested for significant differences using the z - Test for paired differences and the Kruskal-Wallis One-Way ANOVA by ranks or H - Test. The parameters obtained from such test determined the effectiveness of project method. The raw scores from the 30 point scoring rubrics was correlated with the raw scores of the project classes (treatment groups) in their 30 item test using the Pearson's Product Moment Correlation Coefficient or Pearson's r. the coefficient obtained from such tests was used to determine which among the project tools used by the students are more effective. The t-Test for correlations were used to test for significant relationships. SUMMARYM CONCLUSION, RECOMMENDATION: The conclusions were drawn based in the inferences from gathered data along the research process. These data were obtained through the use of various research tools like survey, test questionnaire and scoring rubrics, which elicited response from the srudents regarding their authentic and academic performance. |
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It was found out in the study that the Grade 9 Science students from Adamson University perceived technological tools as more convenient and easy to use than traditional tools. This findings were somehow supported by related literatures and studies that cited the perception of high school students in the use of technological tools. Also, the said findings were supported by studies that showed 21st century learners were more participative and active in class when they use technological tools. The data collected during the study elicited responsed about the academic and authentic performance of the students in Grade 9 Integrated Science III. It was shown that the students who did traditional tools have comparatively higher academic performance compared with the multimedia and non-project class, through there was no significant difference between these obtained parameters because the variability of the collected data were different and wide-ranging depending on the performance of the students from the 30 item exam. This findings was supported by the study that emphasized the importance of the learners viewpoint in using instructional materials and its relative effect on the learning process. There was no significant relationship between the authentic and academic performance of the students who used both traditional and multimedia tools. This means that both tools were relatively ineffective, although the traditional is more effective between the two. There was no significant difference between the academic performance of the students who did tradit |
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| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
|---|
| Operating system |
|
| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |