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Validation of the module for biology using Paulinian Alternative Learning Framework / Louniza P. Napay. 6

By: Napay, Louniza P. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. xiv, 148 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: ABSTRACT: This quasi-experimental research was undertaken to validate the Biology module using the Paulinian Alternative Learning Framework. The proponent utilized researcher-made unit test validated by experts in order to study the effectiveness of Blended Learning in the achievement and development of independent/ self-directed students. It also looked into possibility of enhancing the module. It was found out that no significant difference existed between the pre-test of control and experimental group, indicating that both groups started equally in terms of content. Though the mean of experimental group is higher than the control group in the posttest, still this resulted to no significant difference between the two groups. This indicates that both guided learning and blended learning with module are comparable in teaching photosynthesis and cellular respiration. Mean gains between the groups showed that experimental have a higher positive gain in knowledge component but lower in understanding component. This result revealed the point of enhancement of the module. There is a need to enhance the content and online presentation of the module to accommodate improvement in understanding and encouraged more participation among the students. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2805 .N37 2013 (Browse shelf)	Available		G1287
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2805 .N37 2013 (Browse shelf)	Available		G1288

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Previous	LB 2805 .M37 2004 Assessment of the current performance status of the high school department of Colegio de San Juan de Letran and its implications to the school emergence in the 21st century /	LB 2805 .M37 2004 Assessment of the current performance status of the high school department of Colegio de San Juan de Letran and its implications to the school emergence in the 21st century /	LB 2805 .M37 2004 Assessment of the current performance status of the high school department of Colegio de San Juan de Letran and its implications to the school emergence in the 21st century /	LB 2805 .N37 2013 Validation of the module for biology using Paulinian Alternative Learning Framework /	LB 2805 .N37 2013 Validation of the module for biology using Paulinian Alternative Learning Framework /	LB 2805 .N38 2005 Relative effectiveness of the literature-based and the traditional teaching approaches : a comparative study /	LB 2805 .N38 2005 Relative effectiveness of the literature-based and the traditional teaching approaches : a comparative study /	Next

Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2013.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment for the requirements of Master of Arts in Educational Administration. 56

ABSTRACT: This quasi-experimental research was undertaken to validate the Biology module using the Paulinian Alternative Learning Framework. The proponent utilized researcher-made unit test validated by experts in order to study the effectiveness of Blended Learning in the achievement and development of independent/ self-directed students. It also looked into possibility of enhancing the module. It was found out that no significant difference existed between the pre-test of control and experimental group, indicating that both groups started equally in terms of content. Though the mean of experimental group is higher than the control group in the posttest, still this resulted to no significant difference between the two groups. This indicates that both guided learning and blended learning with module are comparable in teaching photosynthesis and cellular respiration. Mean gains between the groups showed that experimental have a higher positive gain in knowledge component but lower in understanding component. This result revealed the point of enhancement of the module. There is a need to enhance the content and online presentation of the module to accommodate improvement in understanding and encouraged more participation among the students.

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