Science Education and Teaching
IMPROVING STUDENT ACHIEVEMENT FOR
SCIENCE IN GRADE SEVEN USING STRATEGIC
INTERVENTION MATERIALS (SIM)
Bernard Nino Q. Membrebe *
bernard.membrebe@gmail.com
Eastern Visayas State University
Tacloban City, Philippines
Aiselle Jassen B. Anadia
aiselle_24@yahoo.com
Leyte National High School, Tacloban City
The main concern of this study was to prepare,
validate and test the effectiveness of the
Strategic Intervention Materials (SIM) as an
instructional material in science for grade seven.
Two grade seven heterogeneous science classes
were used in determining the effectiveness of
the Strategic Intervention Materials (SIM).
Findings revealed that there were significant
differences obtained on the level of academic
achievement (pre- and post-test results) on the
two methods (conventional and SIM). Also, there
is a significant difference to the two methods in
improving the academic achievement of grade
seven students. Apparently, the effect of the use
of the strategic intervention material to the
profile of grade seven students shows no
significant difference on the academic
achievement (post-test), thus, the three
variables on the profile of the students, namely:
its gender, the general average and the reading
comprehension does not affect the level of
academic achievement of the students on the
SIM group. The study suggests that the Strategic
Intervention Material (SIM) developed can be
adopted as instructional material for the
improvement in teaching science, to facilitate
and carry out the three way process of learning,
most importantly to improve achievement of the
students.
Keywords: Strategic intervention materials,
achievement, science, grade seven
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
ILLUSTRATIVE WORKSHEETS: AN ALTERNATIVE
TOOL FOR ENHANCING PROBLEM SOLVING
SKILLS IN PHYSICS
Ivy Baclay-Lagamon
ivydbaclay@yahoo.com
De La Paz National High School
The purpose of this study was to determine the
effectiveness of using illustrative worksheets as
a tool for enhancing problem solving skills in
Physics of Fourth Year Students in Fourth
Congressional District of Iloilo Academic Year
2013-2014. Quasi-experimental research design
was used for this study. The results of the tests
were subjected to both descriptive and
inferential statistics using the SPSS computer
software. Inferential statistics were set at .05
level of significance. The study revealed a “fair”
performance on the pre-test scores of the
students in problem solving skills in Physics on
the control and experimental group before the
intervention and the difference was statistically
not significant. The students’ performance in the
post-test in the control group was interpreted as
“satisfactory” and “very satisfactory”
performance for experimental group. The study
also revealed that there was a significant
difference in the post-test of the control and
experimental group. The experimental group
was given an intervention using the illustrative
worksheets.
Keywords: Illustrative worksheets, performance,
problem solving skills
38
Science Education and Teaching
SCIENCE CONCEPTS AND PRACTICES OF THE
IRAYA TRIBE
Kristent Leo D. Tuscano
Ktuscano1@gmail.com
Occidental Mindoro National High School
The study was undertaken as an attempt to
determine the science concepts and practices
of the Iraya tribe of Sitio Calomintao and to
match the science concepts with applied in
their practices in the areas of livelihood, food,
and health of the Iraya tribe to the standard
scientific concepts. Results showed that there
was a match between the science concepts
applied in the practices of the key informants in
the areas of livelihood, food, and health and the
standard scientific concepts used in the K-12
science curriculum. The following are the
guiding principles or inputs to the localized
curriculum for the Iraya tribe: learning is an
active process which the learner uses sensory
input and constructs meaning out of it; people
learn to learn as they learn; learning involves
language; learning is a social activity; and
learning is contextual. The localized science
curriculum for the Iraya was facilitated using
contextual learning approach and was based on
the sound educational pedagogy called
constructivism. The integration of the practices
of the Iraya tribe in terms of livelihood, food,
and health to the localized curriculum
promoted a strong link between scientific
literacy and keeping their cultural uniqueness,
including their technology intact.
Keywords: guiding principles of constructivism
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
REFLECTIVE SCIENCE JOURNAL WRITING: AN
INSTRUCTIONAL TOOL TO IMPROVE STUDENTS’
SKILLS IN PLOTTING AND INTERPRETING
MOTION GRAPHS
Lourdes M. Medrano
medlourdes123@gmail.com
Urdaneta City National High School
Urdaneta City
This study aimed to enhance students’ skills in
plotting and interpreting motion graphs through
the use of Reflective Science Journal Writing
(RSJW). The subjects of the study were the IV-
Xenon students of the Urdaneta City National
High School, S.Y 2014-2015. Rubrics were used in
the assessment of the students’ reflective
science journal, laboratory activities and
achievement tests. Findings revealed that
students through their RSJW, understand the
topic on graphing motion and learned to focus
on the significant points of the lesson. The
students found the lessons clear because the
important principles and processes in
plotting/graphing data were discussed. The
students were also became attentive and active
in the class discussion because everyone was
free to interact and express his/her opinion in
their own dialect or mother tongue. They were
no longer afraid to express their own ideas, and
learned to defend their answers. RSJW also
encouraged them to ask questions and realized
that graphing and analyzing motion graph is not
as difficult as what they thought. Students
verbalized that they have developed better skills
in graphing gathered data on speed, velocity and
acceleration. The reflective journal also helped
the students enhance their graphing skills, in
keeping records of their own learnings and
practiced analyzing by thinking about the
questions they wanted to ask in relation to the
lessons taught.
Keywords: motion, reflective, journal, graphing,
analyzing
39
Science Education and Teaching
ENVIRONMENTAL AWARENESS AMONG HIGH
SCHOOL STUDENTS OF LAMBUNAO ILOILO
Lowe Ana Marie L. Trance
lam_ligad@yahoo.com
Iloilo Science and Technology University
Iloilo City, Philippines
Environmental awareness is the key concern
nowadays because of climate change. Lots of
discussions were carried in the search for
appropriate approaches and solutions to
environmental problems. On the other hand,
environmental awareness should start at early
stage of education to raise concern toward the
environment. This study aims to determine the
levels of environmental knowledge and attitude
of high school students of Lambunao, Iloilo. A
two-stage stratified random sampling was used
in choosing the samples. A validated researcher-
made survey questionnaire with questions and
items based on local environmental concerns of
the municipality was utilized. Results present a
significant number of students having a low level
of environmental knowledge and that this
knowledge affects their attitude toward their
environment. The results form part of efforts
initiating lifelong learning for all to be able to live
and work toward a sustainable environment.
Also, it becomes a basis in reinforcing
environmental education as being taught
through formal curriculum.
Keywords: Environmental awareness,
environmental knowledge, environmental
attitude
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
FACILITATING CONTENT KNOWLEDGE
ACQUISITION ON FORCE AND MOTION
THROUGH STUDENT- FORMULATED MODELS
Marie Khul C. Langub
marie.khul@gmail.com
Southern Leyte State University
Joseph M. Manlunas
Bontoc National High School
This study aimed how students’ content
knowledge in force and motion can be acquired
and enhanced through student-generated
models. The study made use of the quasi-
experimental design which uses pretest -
posttest non-equivalent group design. A
questioning technique with the use of pre- and
post-test inventories in multiple-choice format
was used as instruments to gather the
information and data needed. Mean, Levene’s
test and T-test were used in the analysis of data.
It was found out that The level of content
knowledge for both the control group and
experimental group before the experiment is
fair; The level of content knowledge of the
students who belong to the experimental group
improved and became satisfactory after the
experiment; The null hypothesis that says there
is no significant difference in the increase on the
level of content knowledge of the control and
experimental group before and after the
experiment was rejected because the increase
on the level of content knowledge is significantly
different. It is then concluded that Student-
formulated models intervention is very effective
in improving students’ understanding of Science
concepts, particulary in force and motion.
Keywords: student-formulated models, content
knowledge, student performance, force and
motion
40
Science Education and Teaching
TEACHER-GUIDED INDEPENDENT
COOPERATIVE LEARNING (ICL) SESSIONS: IT’S
EFFECT TO STUDENTS’ PERFORMANCE IN
SCIENCE
Marites P. Torres
metet0216@yahoo.com
Pototan National Comprehensive High School
West Visayas State University
In this study, 160 Grade 10 students of Pototan
National Comprehensive High School were
group into two, where Group A did not received
the intervention, while Group B received the
intervention i.e. Teacher-Guided Independent
Cooperative Learning. This study utilizes the Pre-
test-Post-test Control Group design. Pre-test
were given at the start of the study. The
intervention was implemented to determine the
effect of Teacher-Guided ICL on Grade 10
students’ performance and find out whether
there is a significant relationship between
learning aids used by the students and their
performance in science. The results indicated
that in the duration of six weeks, students
attended the regular classes four times a week;
students have learned the science concepts,
whether the ICL is a teacher-guided or not, the
students’ scores increased significantly. The
post-test scores of Group B students, who
received the Teacher-Guided ICL intervention,
do not greatly differ from the post-test scores of
Group A students, those who did not received
intervention. The learning aids used by the
students have no significant relationship with
their performance in science. The researcher
recommends the strengthening of the ICL
program in schools.
KNOW-WANT-LEARNED (KWL) IN AN INQUIRY-
BASED SCIENCE CLASS
Marie Khul C. Langub
marie.khul@gmail.com
Southern Leyte State University
This research study aims to determine the level
of retention using Know-Want-Learned (KWL)
strategy in an Inquiry-Based Science class,
among developing learners. The design adopted
was two intact non-equivalent quasi-
experimental research, pre-test, posttest,
experimental and control group. The research
instruments used in the study were hand-outs as
learning material, KWL Chart and test
questionnaires (pretest and posttest). For data
analysis Mean, Standard Deviation, Paired t-test,
and Chi-square + Eta Correlation were used as
statistical tools. Based on the result of this
research, the Know-Want -Learned (KWL)
teaching Strategy in an Inquiry-Based Class
enhanced better retention and recalling of
concept in Science 7 among developing learners.
Keywords: Inquiry, KWL, Science Class,
Teaching Strategy

Keywords: Teacher-guided Independent

Cooperative Learning, performance,
Cooperative Learning, Scaffolding

3rd International Conference on Education for Sustainable Development 41

Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
Science Education and Teaching
SEVEN AREAS OF AUTHENTIC SCIENTIFIC
PRACTICES AMONG SCIENTIFICALLY GIFTED
STUDENTS
Angelo P. Olvido
angelvido26@yahoo.com
Philippine Science High School-WVC
Jaro, Iloilo City, Philippines
The sequential exploratory mixed-method
design was used to qualitatively and
quantitatively explore PSHS-WVC scholars’
scientific practices in Biology. Sixty scholars
participated in the qualitative phase, while 120
scholars took part in the quantitative phase. The
qualitative results revealed that scholars
perceived scientific practices as mediators in
enhancing communication skills and relations,
improving research skills, increasing social
/environmental awareness, developing better
personality, and discovering new knowledge.
Laboratory experiments, collaborative activities,
field trips, examinations, and teacher/peer
consultations strengthened the scholars’
scientific practices. Scholars valued scientific
practices as guides in making sound judgments,
recollection of experiences, and future
academic/career application. The quantitative
results revealed that when taken as an entire
group and classified according to various
categories, scholars showed a desirable level of
scientific practices in biology. There were no
significant differences in the scholars’ scientific
practices when classified according selected
variables. The quantitative findings of the study
empirically support the qualitative findings
based on the scholars’ narratively revealed
scientific practices.
Keywords: gifted scholars; mixed-method;
scientific practices
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
ADDRESSING CLIMATE CHANGE ADAPTATION
AND DISASTER PREPAREDNESS IN SIARGAO
ISLAND COASTAL COMMUNITIES
Carlos H. Donoso
Surigao State College of Technology
Del Carmen, Siargao Island, Philippines
The Philippines, like many of the world’s poor
countries, will be among the most vulnerable to
the impacts of climate change because of its
limited resources. Thus addressing climate
change and disaster preparedness of coastal
communities in Siargao Island, Philippines is the
main objective of this study . Based on its results
and findings, the study recommends the
following: Those who are at least high school
level need more trainings in adaptation and
preparation to put their knowledge into practice.
Education and training of the community on
climate change are the preventive measure
needed by those who have not finished
elementary education and / or are living away
from the seashore and those with at least three
family members to mitigate or reduce the risk
during calamities. Organize resource team and
equip them w/ strategies/technique and basic
equipment and mobilize resource action.
Upgrading of coastal infrastructure in
consideration of high water levels. Establish
construction of sea walls and dikes. Embraces
the eco-town framework firmly. Choose the
appropriate crops that would thrive on a
particular season. Encourage the people to
invest for insurances including their properties.
Relocation of coastal population and mangrove
regeneration.
Keywords: Climate change, climate change
adaptation, disaster preparedness, Siargao
coastal communities.
42
Science Education and Teaching
DIGLOSSIC TEST: AN ALTERNATIVE METHOD IN EFFECT OF SCIENCE LEARNING MODULES ON
ASSESSING STUDENT PERFORMANCE IN CONTENT MASTERY AND CONCEPTUAL
BIOLOGY UNDERSTANDING OF GRADE 9 STUDENTS

Harry R. Palmes Roly B. Bayo-Ang

ryushime_04@yahoo.com rbayoang@yahoo.com
Calinog National Comprehensive High School Batasan Hills National High School
Calinog, Iloilo
This action research utilizing quasi-experimental
study investigated the effect of science
This quantitative, quasi-experimental research
intervention modules in Filipino and in English on
aimed to investigate the effects of using diglossic
mastery of content (MOC) and conceptual
language as a form of assessment tool in
understanding of forty nine Grade 9 students.
assessing student performance in Biology. This
Analysis of content mastery scores revealed
involves 40 students divided into control and
significant difference in the mean scores of the
experimental groups. The participants were
control and experimental group, t (46) = -2.14,
assigned to either pure English type of
p<.05. The experimental group achieved an MPS
examination (control) or diglossic type of
of >75% in three of the five lessons while none in
examination (experimental) by matched-pairing
the control group. Analysis of the pretest and
according to their mean grades on English and
posttest scores of the control group in the test
Science and Technology in the first grading
for conceptual understanding (TCU) showed no
quarter. The findings of the study revealed that
significant difference, t (18), =1.44, p>.05, while
the pre-test scores of both pure English and
pretest and posttest scores of experimental
diglossic language type of assessment groups
group revealed significant difference, t (29) = -
were comparable, showing the same “Low”
5.08,p<.05. Comparison of posttest scores of
score in terms of their pre-knowledge in Biology
control and experimental group revealed no
topics. There was no significant difference
significant difference t (42) =1.67, p>.05.
between the pre-test scores of the two groups,
Performance in TCU and MOC of the control
but there was a significant difference between
group are not significantly correlated, r (17)
the posttest scores of the two groups, showing
=.307, p>.05; but significantly correlated, r (27)
diglossic type of assessment the highest of the
=.571, p<.05, for the experimental group. The
two treatments in terms of mean scores in the
intervention module in Filipino promotes
posttest. There was a significant difference in the
conceptual understanding and mastery of
mean gain between the pre-test and post test of
content than module in English.
both controlled and experimental groups, this
shows the scores of both two groups significantly
Keywords: action research, Filipino module,
increased, however the group of students
conceptual understanding, content mastery
exposed to diglossic type of assessment have a
higher mean compared to that of the latter
group after the treatment.

Keywords: Diglossic test, assessment, student

performance

3rd International Conference on Education for Sustainable Development 43

Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
Science Education and Teaching
RELATIONSHIP OF SPIRITUAL INTELLIGENCE
AND BIOLOGY ACHIEVEMENT OF GRADE 8
STUDENTS IN VISAYAS STATE UNIVERSITY
LABORATORY HIGH SCHOOL
Christy M. Desades
christydesades28@gmail.com
Visayas State University
Visca, Baybay City, Leyte, Philippines
This study aimed to determine the relationship
between Spiritual Intelligence and Biology
Achievement of 105 out of 120 Grade 8 students
of Visayas State University Laboratory High
School, Baybay City during the Academic Year
2014 – 2015. This study made use of
standardized question Spiritual Intelligence Self‐
Report Inventory questionnaire (SISRI-24) by D.
King (2008) divided in four subscales - Critical
Existential Thinking (CET), Personal Meaning
Production (PMP), Transcendental Awareness
(TA), and Conscious State Expansion (CSE). The
fourth quarter grade in Biology of the
participants was the other variable considered.
For descriptive statistics mean and standard
deviation were used, for inferential statistics, t-
test for independent samples and Pearson r
were used, both set at 0.05 alpha level. Findings
of the study revealed that spiritual intelligence of
students regardless of sex and religious
affiliation is “high” (M= 2.54; SD= 0.49). Female
students have significantly higher achievement
in Biology than male counterpart. Religious
affiliation is not a factor in Biology achievement
of participants. Pearson r test shows weak
relationship between Critical Existential
Thinking-CET (r = .232; p = .017) and
Transcendental Awareness-TA (r = .315; p = .001)
as subscales of Spiritual Intelligence with Biology
Achievement.
Keywords: Spiritual Intelligence, Biology
Achievement, Critical Existential Thinking (CET),
Transcendental Awareness (TA)
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
UNDERSTANDING OF SCIENCE CONCEPTS AS
INFLUENCED BY COGNITIVE AND AFFECTIVE
SKILLS OF GRADE 8 STUDENTS
Jereline D. De Pablo
jee_trick07@yahoo.com
Mianay National High School
Mianay, Sigma, Capiz
The study aimed to determine the level of
cognitive and affective skills, and understanding
of science concepts of Grade 8 students of
Mianay National High School for school year
2014-2015. This survey-correlational research
study was conducted among the 114 students.
The data in this study were gathered using the
researcher-made test, questionnaire, and
rubrics. The independent variables were the
cognitive and affective skills while dependent
variable was the understanding of science
concepts of grade 8 students. The statistical
tools used in analyzing and interpreting the data
were frequency count, percentage, mean,
standard deviation, ANOVA, and Pearson’s r. The
level of significance was set at 0.05 alpha. The
findings of the study revealed that the level of
cognitive skills is “poor”; the affective skills is
“good”; the level of understanding of science
concepts is “satisfactory”; generally, there are
significant differences in the level of
understanding of science concepts among the
levels of cognitive skills, but there are no
significant differences in the level of
understanding of science concepts among the
levels of affective skills; and there are significant
relationships between cognitive skills and
understanding of science concepts. However,
there are no significant relationships between
affective skills and understanding of science
concepts.
Keywords: Cognitive skills, affective skills,
science concepts
44
Science Education and Teaching
CORRELATES OF THE PERFORMANCE OF
THIRD YEAR STUDENTS IN CHEMISTRY
Myla V. Lalicon
mylalalicon0131@gmail.com
Mangaldan National High School
This study determined the correlates of the
performance in Chemistry among third year
students of the Mangaldan National High School
during the school year 2010-2011. The study
found out that most of the respondents were
females, belong to big families, have fathers and
mothers who have undergone secondary
education. These parents are skilled workers
whose families have low monthly income. The
students have favorable attitude towards
Chemistry and they often practice good study
habits. They also showed an average
performance in Chemistry. The students
perceived that the school – related which
includes classroom, library, chemistry laboratory
room, laboratory apparatuses, and chemicals /
reagents were highly available but the
instructional materials and chemistry laboratory
set- ups were only available. As to the level of
adequacy, they perceived the following school-
related to be highly adequate, this includes
classroom, library, and chemistry laboratory
room. Other school – related that they found to
be adequate are instructional materials,
laboratory apparatuses, chemistry laboratory
set-ups and chemicals/ reagents. Also, the study
found out that the relationship between the
level of performance in Chemistry and the
student- related variables is significant at 0.05
level. The gender, family size, mother’s
educational attainment, father’s educational
attainment, father’s occupation and monthly
family income are factors which significantly
correlate with the performance of the students
in Chemistry.
Keywords: correlates, performance, student-
related variables, teacher-related variables,
school-related variables
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
CORRELATES OF SCIENCE PERFORMANCE
Nicanor G. Parreño, Jr.
Iloilo State College of Fisheries-San Enrique
Campus, San Enrique, Iloilo
This study was primarily an investigation of the
relationship of diagnostic test in science,
attitude towards science, grade point average
and science performance of totally enumerated
46 BSA 1 students of Iloilo State College of
Fisheries-San Enrique Campus, San Enrique,
Iloilo, first semester school year 2014-2015. The
researcher validated test was utilized in
classifying students’ diagnostic test in science
into different categories, attitude towards
science was adapted from a published attitude
naire, while the grade point average was based
on their fourth year high school average. Science
performance of the respondents was based on
their final grade in General Biology. Frequency
were utilized as descriptive statistics and
Pearson’s r were the inferential statistics
employed. Alpha level was set at .05 for two-
tailed tests. Results showed that BSA 1 students
had a moderately high performance in science,
satisfactory diagnostic test in science, positive
attitude towards science and low grade point
average. No significant relationship existed
between grade point average and attitude
towards science, grade point average and
science performance, diagnostic test in science
and attitude towards science and attitude
towards science and science performance.
Finally, significant relationship existed between
grade point average and diagnostic test in
science, and diagnostic test in science and
science performance.
Keywords: diagnostic test, attitude,
performance
45
Science Education and Teaching
ASSESSMENT OF SELF, PEER, AND GROUP IN
COLLABORATIVE LEARNING ACTIVITIES IN
SCIENCE
Resty T. Margarse
resty_margarse@yahoo.com
Pototan National Comprehensive High
School/West Visayas State University
This descriptive-correlational study investigated
the assessment of the students of themselves,
their peers and their groups in collaborative
learning activities, group performance and
achievement in Science. Researcher-made
questionnaires, average grades in group
activities and mean percentage scores (MPS) in
the Division Unified Test were used to
determine the levels of assessment, group
performance, and achievement in Science,
respectively. Mean, weighted average mean,
and standard deviation were used as descriptive
statistical tools while One-Way ANOVA, t-test
and Pearson’s r were employed for the
inferential data analysis. All data analyses were
processed through the Statistical Package for
Social Sciences (SPSS) software. Results showed
that there were significant differences in the
achievement of students in Science when they
were classified according to group performance
and in the group performance of the students
when they were classified according to the
levels of assessments as revealed by rho (р)
values greater than 0.05, the level of significance
(α). Significant correlation existed between
group performance and achievement in Science.
Therefore, it is concluded that a positive attitude
towards self, peers and group during
collaborative learning activities determines both
a high level of group performance and a high
level of achievement in Science.
Keywords: self, peer and group assessment;
collaborative learning; performance;
achievement
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
SCIMAZING GAME’ AS AN OUTDOOR TEACHING-
LEARNING STRATEGY IN HIGH SCHOOL
SCIENCE
Ryan R. Tiu
legion_rye@yahoo.com
Eastern Samar National Comprehensive High School
Borongan City, Eastern Samar
Bernard Nino Q. Membrebe
bernard.membrebe@gmail.com
Eastern Visayas State University
Tacloban City, Philippines
Approaches in constructivist learning point out
on the idea of an active and experiencing learner
in an environment where knowledge is not
transmitted to the learner rather constructed
through activity like games. Game-based
learning is a strategy that engages students in
the topic, makes learning fun and motivates
learning outside of the classroom. ‘Scimazing
Game’, an outdoor game-based teaching-
learning strategy was developed for a high
school Science class to determine the outcome
of the achievement of the students, and allow
the learners to have fun while gaining knowledge
and skills at the same time. Using the ‘Scimazing
Game’ strategy, results showed an increase in
the test results of the students. Pre- and post-
test scores of the students were also subjected
to paired t-test and showed significant
difference. Likewise, the three variables on the
profile of the students, namely: its gender, age,
and general weighted average shows no
significant association on the academic
achievement of the students. This result
supports the increasing attention of utilizing
game-based teaching-learning strategy and
management as a powerful medium for teaching
and learning. ‘Scimazing Game’ provides a varied
strategy and innovative resource that would
help increase the students’ academic
achievement in Science.
Keywords: science, game-based learning,
Scimazing game, achievement
46
Science Education and Teaching
PROBLEM SOLVING SKILLS AND PHYSICS
PERFORMANCE OF BS MATHEMATICS
STUDENTS
Alan N. Muñoz
anmunoz_1972@yahoo.com
Iloilo Science and Technology University
Iloilo City, Philippines
This descriptive correlation study aimed to
determine the problem solving skills and
performance in physics of the students and the
relationship between them. To determine the
problem solving skills and physics performance
of the students, the Teacher-Made Problem
Solving Test and rubrics developed by Muñoz
(2014) were used in this study. The respondents
were the thirty (30) third year Bachelor of
Science in Mathematics, taking Physics 3 at Iloilo
Science and Technology University, Iloilo City
during the first semester of SY 2015-2016.
Frequency distribution, means and standard
deviation were used in determining the level of
problem solving skills and problem solving
performance of the students. The Pearson-
product moment correlation was used to
investigate the existence and the significance
between variables. Results of the study revealed
that both the problem solving skills and physics
performance of BS Math students belonged to
the category beginning. The results suggest that
they have not adequately developed the
fundamental knowledge and skills as well as core
understanding of doing authentic performance
task. Problem solving skills namely identifying
cases, describing cases, matching cases with
principle, and mathematical procedures or
algorithm are significantly related to the
performance of students in physics. Further it
appears that matching cases and mathematical
procedures are problem solving skills that both
predict physics performance.
Key words: Problem Solving Skills, Physics
Performance, Problem Solving
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
STUDENTS ACHIEVEMENT IN SCIENCE WITH ICT
INTEGRATION IN SELECTED SECONDARY
SCHOOLS OF SURIGAO DEL SUR
Carolina Mojica - Rogero
carolinarogero@yahoo.com.ph
Tandag Pilot Elementary School
Tandag City Division, Surigao del Sur
This study determined the students’
achievement in Science with ICT integration in
selected secondary schools of Surigao del Sur. It
utilized a descriptive - correlation method of
research using survey questionnaire to generate
the data on the sub-problems posed. The
research respondents who were considered in
this investigation comprised the teachers
handling Integrated Science, Biology, Chemistry,
and Physics. It also includes the students in
Science who served as the respondents to
triangulate the responses of the teachers.
Through a researcher- made instrument, the
data of the study were generated using the SPSS
software applying the following statistical
treatment Weighted Mean, Pearson Product
Moment of Correlation or Pearson R. The result
showed that the Science teachers demonstrated
less mastery on the intricacies in the utilization
of ICT to integrate in science instruction as
characterized in their level of technology
competence. There was also a short fall mastery
level of achievement of students in Science
based in the Mean Percentage Scores (MPS) in
the last two quarterly assessments.
Further analysis showed that there was no
significant relationship that exists between the
technological competence of Science teachers
and the level of achievement of students in
Science.
Keywords: Student Achievement, ICT
Integration
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Science Education and Teaching
IDENTIFIED LEAST MASTERED SKILLS IN
SCIENCE 6 OF THE GRADE 6
PUPILS IN THE DIVISION OF VALENZUELA CITY:
BASIS FOR A PROPOSED WORKTEXT
Aniceto T. Balungcas
Santiago A. De Guzman Elementary School
(Special Science)
Division of City Schools- Valenzuela, Valenzuela
City, Philippines
In the perception of having a deteriorating
quality of education in the country, ways of
uplifting it is now considered as a task among
teachers. Reasons for these hindrances in the
quality of our educational system may vary into
many factors so as with the solutions needed.
This study focused on the identified least
mastered skills in science and health 6 among
grade six pupils that served as a basis in
developing a worktext. Based on the results of
the National Achievement Test, body systems
such as circulatory and nervous, carbon dioxide-
oxygen cycle, changes in matter, forces and
motion, layers of the earth, and stars were found
to be least mastered skills of the grade six pupils
in the Division of Valenzuela. The master
teachers and science teachers are in agreement
that the proposed worktext is very highly
acceptable in terms of objectives, organization,
language and style, content, usability, adequacy
and illustration. Based on the common
assessment of the master teachers and science
teachers ‘respondents, the proposed worktext in
science and health 6 is very highly acceptable.
The developed worktext has positive effect on
the pupils ‘performance as shown from the
result of the pretest and posttest. Furthermore,
there is significant difference in the result of the
pretest and posttest of the pupils subjected to
worktext in science and health 6.
Keywords: Least Mastered Skills, National
Achievement Test, Proposal
3rd International Conference on Education for Sustainable Development
Punta Villa Resort, Arevalo, Iloilo City, Philippines, October 25-27, 2015
SCIENCE MOTIVATION AND LEARNING
STRATEGIES AMONG NON- SCIENCE MAJORS:
THE IMPACT ON BIOLOGY PERFORMANCE
Erma N. Nacionales *
Pelagio M. Muyong, Jr., Joann C. Gavasan
Iloilo Science and Technology University-Miagao
Miagao, Iloilo, Philippines
Motivation engages students in activities that
facilitate learning. The present study was
undertaken in order to determine the impact of
motivation and learning strategies in Biology
among non- science majors. The respondents of
this study were the 83 Information Technology
students taking Biology at ISAT- U. Results
showed that non-science majors were highly
motivated to learn biology; the overall
motivation level was the same throughout the
semester. A significantly very high intrinsic
motivation, high relevance in learning biology
and extrinsic motivation contributes to the
overall high motivation. Average performers had
significantly higher motivation scores than low
performers, and not significantly different with
high performers. Significant effect of time was
found for overall motivation of performers.
Average performers’ total motivation scores
decreased. Significant effect of time was found
for metacognitive regulation and critical thinking
skills. Science motivation were significant
predictors throughout the semester. Of the
constructs, intrinsic and extrinsic motivation,
personal relevance and self-determination were
significant predictors during the midterm while
assessment anxiety and self-efficacy were for
the final term. Among the learning strategies,
organization, metacognitive regulation and
rehearsal, often used by the students were
significant predictors of midterm grade, and
critical thinking and elaboration for the final
grade
Keywords: Predictors, performance, motivation,
learning strategies, Biology
48