ABSTRACT
Home-based biology experiments (HBEs) are practical learning activities that allow students to perform safe and relevant experiments at home. Motivated by the need to innovate teaching approaches in science education due to the COVID-19 pandemic, this study was conducted to determine the effects of home-based biology experiments (HBEs) on their knowledge gains, self-efficacy, and perceived level of engagement. In addition, students' teachers' and parents' feedback were also investigated. This study employed a quasi-experimental research design using a mixed-method approach involving a pre-test/post-test design in which ten teacher-collaborators and 836 pupils participated. Fifteen-item teacher-made parallel tests and the 38-item perceptions, self-efficacy and engagement questionnaire were distributed via Google Forms. Results revealed that most participants strongly agreed that HBEs were lesson congruent and risk-free, the materials were readily available, and it was fun and challenging (M=3.56, SD=0.77). Moreover, HBEs were found to be effective in improving pupils' knowledge gains (T=119, z=-4.56, p=0.04), self-efficacy (M=3.36, SD=0.71), and perceived level of engagement (M=3.45, SD=0.69). Responses were significantly different when grouped according to grade level, gender, and type of HBEs used. The results of thematic analysis were categorised as "Affordances" and "Constraints". Six subthemes emerged from the Affordances: "Safety", "Feasibility", "Independent Learning", "Learning Material", and "Affordability", while there were four subthemes for "Constraints": "Expenses", "Student Interaction", "Availability", and "Time Management". It can be concluded that home-based biology experiments are effective and relevant teaching strategies to deliver practical learning in the distance learning modality. © 2023,Journal of Turkish Science Education. All Rights Reserved.
ABSTRACT
The world is in the midst of a COVID-19 education crisis, and schools need to urgently overcome this and emerge stronger. It is in times of crisis that good leaders emerge. As such, De La Salle Santiago Zobel School (DLSZ) is in the process of revisiting its leadership practices regarding the selection of administrators. The major purpose of this study was to gather the perspectives of the employees about leadership appointments, taking on administration roles, and succession planning and development. This collaborative action research employed a descriptive mixed method approach. Employees (N=174) from different departments and offices were the research participants. Quantitative data were extracted from the online survey questionnaire. The qualitative data, subjected to thematic analysis, were gathered from document review, open-ended questions from the survey, and future creating workshops. The guidelines, criteria for selection and screening process are described in its Administrators Manual. While findings revealed that the majority of the respondents are knowledgeable about and in favor of the DLSZ's appointment practices, less than half of them expressed willingness to be administrators. Those who favorably considered assuming school leadership roles had similar opinions about acquiring graduate degrees and corresponding certifications. Results showed that almost all of the employees regarded that succession planning initiatives can bring forth a positive impact in honing future leaders. Based on this study, DLSZ may prioritize implementing a succession planning and development program which will facilitate the effective identification, selection, and development of its leaders. © 2022 ACM.
ABSTRACT
The Covid-19 pandemic has driven the significant and fastest changes to Basic Education in almost all parts of the world, compelled by physical distancing measures preventing face-to-face teaching and learning. This has led to an urgent transition to online distance learning by Basic Education institutions. In response to this, SMCM@HOME: Heightening Opportunities through Marian Education, and its main arm, the SMCM Instructional Delivery Package was designed, developed, implemented, and evaluated. With the result of the evaluation and interviews conducted with stakeholders, an intervention program was developed to address the challenges encountered. The major purpose of this study is to assess the effectiveness of the HOME package and elicit stakeholders' perceptions on how to further improve its implementation. Parents, students, and teachers (N=652) from different levels were the research participants. A descriptive research design using the mixed method was utilized in this study. Quantitative data were extracted from the survey questionnaire while qualitative data were gathered from interviews. Findings revealed that parents, students, and teachers considered accessibility to technology, synchronous time, and level of activities as their common concerns. While both for students and teachers, module content and teacher training were considered as challenges encountered. Additionally, the majority of the parents suggested strengthening the feed backing mechanism to ensure that home-school partnership is given importance. Ultimately, having an intervention program as a key determinant to address concerns in online education may lead to improved satisfaction, learning, and teaching of SMCM parents, students, and teachers. © 2022 ACM.
ABSTRACT
The Covid-19 Pandemic has introduced a New Normal way of living, this major adjustment carried a lot of changes affecting different areas of life and this includes the field of education. This transition affected the education framework and the implementation of student developmental programs which led St. Mary's college of Meycauayan to engineer a holistic education package that will ensure that students will learn even at home and part of the said packages is the SMCM Integrated Student Activity package or SIS which aimed to develop students particularly in the field of student leadership even observing an online distance learning set-up. With this, the study aimed to evaluate student leadership development in light of the new normal. This study adopted an action research design and followed a PDSA model wherein student leaders (N=8), college students and administrators (N=178) took part in the evaluation process. Mixed method approach was utilized for data evaluation. Thematic analysis for qualitative data and descriptive evaluative approach for quantitative data. Results shows that student leadership at home is viable, however, a STEP is needed to ensure that student leaders are fully equipped and competent in handling leadership tasks and duties at home and this summarizes in creating a leadership program that will Systematically address and support the identified needs of the student leaders, to Track the areas needed to be reinforced, to Explore the possibilities for holistic formation and to Participate as one community and take action to a more efficient and responsive student leadership process. © 2022 ACM.
ABSTRACT
Environmental education allows students to investigate environmental problems, formulate necessary tests and analyses, and undertake activities to improve the condition of the environment, which are primarily done through field trips, forest visits, and community immersions. However, these outdoor activities have been discontinued and prohibited due to the travel restrictions brought by the COVID-19 pandemic. This study utilized virtual Google Earth Learning Activities (GELA) to provide alternative virtual experiences for the students learning environmental concepts. Moreover, this study aimed to assess the effects of GELA on students' environmental awareness and environmental attitudes. A quasi-experimental research design following a mixed-method approach was used in the study. The participants were 156 senior high school students from a private school in Manila, Philippines. Survey questionnaires were distributed online via Google forms, and the Focus Group Discussion was conducted synchronously thru Zoom video conferencing. Results revealed that students' environmental awareness moderately increased after performing the GELA (g=0.87, p<0.05), while there was a significantly high increase in students' environmental attitudes (g=0.66, p<0.05). Furthermore, it was also revealed that ecological awareness could predict ecological attitude, implying that there is also a good attitude towards the environment to those with great environmental awareness. Three themes were generated in the thematic analysis: Scientific Learning, Independent Learning, and Student Engagement. Overall, this study found that GELA is an effective teaching tool enhancing students' environmental awareness and attitude. © 2022 ACM.
ABSTRACT
The paradigm shift caused by COVID-19 in education calls for education contextualized at home. The Department of Education (DepEd) directs the educators to implement Blended Distance Learning (BDL) executed in both online and offline modalities. Such pedagogy extends to how the science laboratory experiments will be conducted. To attain the goal in developing scientific, technological, and environmental literate students, the integration of Home-Based Experiments (HBE) was considered the intervention in this study to create a science learning environment, enhance science attitude and involves parents. Three intact classes consisting of Grade 9 students were the respondents of the study. They were taught based on the required Most Essential Learning Competencies (MELC). The integration of activities using practical science at home were done on a step-by-step basis following the inquiry-based approach with the aid of a helpdesk. The study utilized adopted Biology Achievement Test (BAT) and face and content validated Science Learning Environment, Attitude and Parental Involvement Questionnaires to measure the intended objective of the study. Three intact classes of Research were taught based on the required Most Essential Learning Competencies and integration of activities using practical science at home on step-by-step basis in an inquiry-based approach with the aid of a helpdesk were done. The effectivity of the intervention in terms of the students' learning achievement, learning environment, science attitude, and parental involvement were analyzed. Data shows a significant difference in learning achievement in Biology, the inventory in learning environment showed high desirable interest and somewhat influential level of satisfaction in terms of science attitude. Students perceived the learning experience as a means to learn the concept and allow them to practice self-directed learning though a comprehensive direction stated in the Learning Activity Sheets (LAS). Students perceived the safety of HBE according to the standards of the conduct of the experiment and health protocols during COVID-19. The experience made them appreciate the opportunity to experience the conduct of experimentation however, the need of learning materials in the experiment itself was accorded as the most interesting factor to improve in the conduct in this study. The given observation was also recognized in the evaluation of parents in terms of their involvement followed by the clarification of concept ask by the students. The study further recommends validation of portable learning kit to be delivered at home coupled in Students Learning Modules (SLEMs) as next phase of the study. © 2021 IEEE.
ABSTRACT
The onset of pandemic (Covid-19) brought schools to a nonface-to-face learning protocol and introduced Online Learning (OL) to continue the education among students. To determine how students perceive OL in their learning, this study was conducted. This descriptive quantitative research involved the 3rd year medical students ($\mathrm{n}=117$) enrolled in Pathologic Obstetric course, AY2020-2021, who voluntarily confirmed as participants of the study. The main research instrument of this study employed the questionnaire on the Students' Attitude on Online Learning. The data obtained from this questionnaire was analyzed using the descriptive statistics through SPSS version 20. Results showed that the respondents generally agree that online learning is capable of increasing the student's interest in computers and learning. However, they think that the less face-to-face interaction might not promote social interaction and slow internet connection can significantly make online learning difficult. It was also found out that students generally disagree to the effectiveness of online learning because it is not practically economical and time-consuming, results to weak student-teacher interaction that threatens the quality of teaching-learning process in addition to its inability to ensure effectiveness of classroom work presentation. In terms of the ease in using online learning, it is observed that students in general had a negative attitude on this emphasizing that there should have been another form of learning implemented other than through computers. There is no significant difference in the attitude of the male and female respondents to online learning, except in the ability of online learning to be discouraging having slow computer and/or slow internet connection and online learning's ability to make student's become slaves to technology. These results will provide insights to educators and school administrations to introduce and implement a more visible and achievable blended learning approach, than the usual pure online learning approach. © 2021 IEEE.