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Teaching central dogma of molecular biology using an outcome-based education integrated learning system : effects to student academic achievement / Melody C. Dumalasa. 6

By: Dumalasa, Melody C. 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. xii, 99 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 study is designed to investigate the use of OBE Integrated learning system in teaching the topics of central dogma of molecular biology for grade 10 junior high school students. The study explored on how technology use can be best utilized in improving student understanding of fundamental concepts in biology. The study used quasi-experimental research design. Non-random, purposive sampling which involved a total of sixty (60) participants from four heterogeneously grouped sections in a public high school in Quezon City. The participants that formed the experimental and comparison groups were pre-determined prior to using the outcome-based education (OBE) integrated learning system. The selection of participants to comprise both the experimental and comparison groups was carried out on basis of matching profiles based on age, gender, socioeconomic status (SES), and previous science grade (PSG). The results of the study showed that from the experimental group revealed higher mean ratings for the CDCC prior to the use of the OBE Integrated Learning System in teaching the topic central dogma of molecular biology as compared to the comparison group. In addition, students from the experimental group obtained higher mean ratings for the Central Dogma Concept Test (CDCT) after the use of the outcome-based education integrated learning system as compared to the comparison group. With the foregoing findings, the improved academic achievement of the experimental group is positively linked with the use of OBE integrated learning system. 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	QH 308.2 .D86 2017 (Browse shelf)	Available		G1441

Total holds: 0

Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2017.;A thesis presented to the faculty of College of Education-Graduate Programs in partial fulfillment of the requirements for the degree of Master of Arts in Education major in Biological Science. 56

ABSTRACT: This study is designed to investigate the use of OBE Integrated learning system in teaching the topics of central dogma of molecular biology for grade 10 junior high school students. The study explored on how technology use can be best utilized in improving student understanding of fundamental concepts in biology. The study used quasi-experimental research design. Non-random, purposive sampling which involved a total of sixty (60) participants from four heterogeneously grouped sections in a public high school in Quezon City. The participants that formed the experimental and comparison groups were pre-determined prior to using the outcome-based education (OBE) integrated learning system. The selection of participants to comprise both the experimental and comparison groups was carried out on basis of matching profiles based on age, gender, socioeconomic status (SES), and previous science grade (PSG). The results of the study showed that from the experimental group revealed higher mean ratings for the CDCC prior to the use of the OBE Integrated Learning System in teaching the topic central dogma of molecular biology as compared to the comparison group. In addition, students from the experimental group obtained higher mean ratings for the Central Dogma Concept Test (CDCT) after the use of the outcome-based education integrated learning system as compared to the comparison group. With the foregoing findings, the improved academic achievement of the experimental group is positively linked with the use of OBE integrated learning system.

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