Lydia Roleda | De La Salle University (original) (raw)
Papers by Lydia Roleda
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
The new K-12 curriculum aims to improve the reasoning skills of the learners as they moved from o... more The new K-12 curriculum aims to improve the reasoning skills of the learners as they moved from one level to another. In line with this, the researcher made a cross-sectional study on the scientific reasoning skills across Grades 7,10, and 12 as well as their metacognitive regulation skills under teachers who use blended learning approach in the new K-12 curriculum which is a combination of face to face interaction and an online platform in teaching Physics. The teachers used ck12.org as an online platform for assignments and quizzes in their Physics classes. The researchers chose two sections per grade level. The study consisted of 49 grade 7 students and 54 grade 10, and 45 grade 12 students. A total of 148 students participated in the study. The researcher found out that in terms of scientific reasoning, grade 7 has no significant difference with grade 10. However, both grade 7 and grade 10 have significant difference in scientific reasoning with grade 12. In terms of metacognitive regulation, the three groups (grade 7, 10 and 12) have no significant difference. Using Pearson r correlation, the study suggested that there is no significant correlation between scientific reasoning and metacognitive regulation.
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
This study aimed at exploring the effects of gamification on the motivation of freshmen engineeri... more This study aimed at exploring the effects of gamification on the motivation of freshmen engineering students in Physics. Physics for Engineers 2, a course focused on the fundamentals of electricity and magnetism, was gamified by incorporating elements like experience (XP) points, badges, leaderboards and replayable quests. To determine if gamification has significant effect on students' motivation, the responses of the students in the Physics Motivation Questionnaire administered before and after the implementation were analyzed using the Wilcoxon Signed Rank test. Results showed that gamified instruction brought about a significant increase in all the five components of student motivation in Physics, namely: intrinsic motivation, self-efficacy, grade motivation, career motivation and self-determination. For corroboration, the qualitative data gathered from students' weekly journal entries and interview transcripts were coded to determine their perspectives and feedback on t...
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
Nature of Science (NOS) is normally not part of science instruction and science assessment in the... more Nature of Science (NOS) is normally not part of science instruction and science assessment in the Philippines. It was not an explicit domain in the science curriculum. The main goal of this study was to find out the impact of historical short stories on the students' NOS view and academic achievement in the Grade 10 students of one of the public junior high schools in South Luzon. To achieve this goal, the researchers utilized a learning management system (LMS) where the students can read and download the stories in their computers or mobile phones. They were also asked to turn in their homework and journals in this LMS. Purposive sampling was used in choosing the participants. The Student Understanding of Science and Scientific Inquiry (SUSSI) and content test were taken by the student-participants during the pretest and post-test to assess NOS views and achievement, respectively. The dependent t-test was used to compare the pretest and post-test science content test scores and...
Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning - IC4E '19, 2019
Gamification is the use of game elements and game-design techniques in non-game contexts. It has ... more Gamification is the use of game elements and game-design techniques in non-game contexts. It has five main elements: points, badges, leaderboards, rules and levels. A classroom that has any or all of these elements can be considered a gamified classroom. This study explored the effects of a gamified environment to the motivation and achievement of high school students in Physics. The framework of the study is anchored on the Self-Determination Theory which claims that humans are inherently active, inquisitive and self-motivated even without external reward. However, extrinsic motivators can be converted to intrinsic motivators if they are meaningful, pleasurable and consistent with a person's worldview. To determine if gamification has a significant effect on the student motivation, the students' responses to the pre-gamification and post-gamification administration of the Physics Motivation Questionnaire were compared using the paired sample t-test on SPSS. Its effects to student achievement in Physics, on the other hand, was identified after calculating the mean normalized gains for all the pretests-posttests administration after each of the 5 modules. Feedback from students, teacher-implementer and external observers were collected and analyzed. Results showed that gamified instruction brings about a significant increase in student achievement in Physics but not in student motivation. However, the feedback coming from students, teacher-implementer and external observers substantiate the influence of gamification to student motivation. Implementation must be done properly so that no unhealthy competition develops, no student becomes extremely grade conscious that he or she ends up resorting to cheating and that an environment conducive to learning is maintained inside the classroom. Consequently, it is recommended that more rigorous studies should be done to further confirm or invalidate the effects of gamification in learning Physics that are exposed in this study.
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
Recently, the research community has taken interest on the use of gamification to engage and moti... more Recently, the research community has taken interest on the use of gamification to engage and motivate students. However, researches reveal mixed results on its effect on students which suggest that individual differences should be considered in designing gamified systems. As an initial step towards this goal, this study investigated on the game element preferences and engagement of students with different player types. The participants in the study were seventy-three (73) students taking up College Physics 1 course in a private university. The player type of the students was profiled based on the Gamification User Type Hexad Model. The gamified course was designed based on the suggested game element preferences of each player type. To determine the game element preferences and engagement of students, self-report instruments were used. Students were asked to answer a survey on game element preferences and the Student Course Engagement Questionnaire (SCEQ). They were also asked to par...
This study explored secondary Physics students' perceptions of measurement under the data col... more This study explored secondary Physics students' perceptions of measurement under the data collection, data processing and data set comparison phases of an experiment. The framework of the study was based on Allie et al. (1998) which classifies views of measurement as point paradigm or set paradigm. The point paradigm is characterized by a students' preference to merely choose a data point as representative value of a set of measurements. On the other hand, the set paradigm is exemplified by the computation of the average as the representative value of the set of measurements. The most common perceptions of the students on measurement were probed using the modified Physics Measurement Questionnaire (PMQ). The extent of relationship between respondents' measurement perceptions across the three experimental phases with gender, and curriculum was explored using the Pearson r correlation. It was found that the respondents were more likely to consistently favor the point parad...
Empowering Science and Mathematics for Global Competitiveness, 2019
The use of graphs as reasoning tool in transferring content knowledge of one area to another thro... more The use of graphs as reasoning tool in transferring content knowledge of one area to another through source processing was explored in this study. The study investigated the parameters under which beginning physics students use graphs as a tool in mediating a content area (mathematics) into another (physics). One hundred fifty-seven students were given kinematics problems. One set of problems required the active use graphical representation, the other passive graphical representation. To control for transfer effect of established knowledge, pure text problems were also administered. ANOVA was used to determine if there is a significant difference in the mean scores of the students in the three activities. Furthermore, students were given achievement tests and graphing skills test. The scores from these two tests were correlated. In general, the results showed that active representation of graph is a powerful tool in enhancing problem solving skills of students.
Advanced Science Letters, 2017
EDULEARN18 Proceedings, 2018
This study, which explored the effects of a gamified environment to the motivation and achievemen... more This study, which explored the effects of a gamified environment to the motivation and achievement of high school students in Science during the
This is a two-phase study which employed a mixed-method sequential explanatory design to explore ... more This is a two-phase study which employed a mixed-method sequential explanatory design to explore the effects of a gamified instruction to the motivation and achievement of high school students in Science. The Science Motivation Questionnaire II was utilized to determine if gamification causes a significant increase in student motivation in Science. On the other hand, the mean normalized gains for all the pretests-posttests administration were carefully analyzed to find out if the technique causes a significant increase in student achievement in Science. Feedback from students, teacherimplementer and external observers were collected and analyzed for every phase. Both the quantitative and qualitative data collected substantiate the conclusion that gamified instruction brought about a significant increase in both student motivation and achievement in Science. It is recommended that gamified instruction be tried out in more Science classrooms with utmost caution so as to prevent studen...
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
The new K-12 curriculum aims to improve the reasoning skills of the learners as they moved from o... more The new K-12 curriculum aims to improve the reasoning skills of the learners as they moved from one level to another. In line with this, the researcher made a cross-sectional study on the scientific reasoning skills across Grades 7,10, and 12 as well as their metacognitive regulation skills under teachers who use blended learning approach in the new K-12 curriculum which is a combination of face to face interaction and an online platform in teaching Physics. The teachers used ck12.org as an online platform for assignments and quizzes in their Physics classes. The researchers chose two sections per grade level. The study consisted of 49 grade 7 students and 54 grade 10, and 45 grade 12 students. A total of 148 students participated in the study. The researcher found out that in terms of scientific reasoning, grade 7 has no significant difference with grade 10. However, both grade 7 and grade 10 have significant difference in scientific reasoning with grade 12. In terms of metacognitive regulation, the three groups (grade 7, 10 and 12) have no significant difference. Using Pearson r correlation, the study suggested that there is no significant correlation between scientific reasoning and metacognitive regulation.
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
This study aimed at exploring the effects of gamification on the motivation of freshmen engineeri... more This study aimed at exploring the effects of gamification on the motivation of freshmen engineering students in Physics. Physics for Engineers 2, a course focused on the fundamentals of electricity and magnetism, was gamified by incorporating elements like experience (XP) points, badges, leaderboards and replayable quests. To determine if gamification has significant effect on students' motivation, the responses of the students in the Physics Motivation Questionnaire administered before and after the implementation were analyzed using the Wilcoxon Signed Rank test. Results showed that gamified instruction brought about a significant increase in all the five components of student motivation in Physics, namely: intrinsic motivation, self-efficacy, grade motivation, career motivation and self-determination. For corroboration, the qualitative data gathered from students' weekly journal entries and interview transcripts were coded to determine their perspectives and feedback on t...
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
Nature of Science (NOS) is normally not part of science instruction and science assessment in the... more Nature of Science (NOS) is normally not part of science instruction and science assessment in the Philippines. It was not an explicit domain in the science curriculum. The main goal of this study was to find out the impact of historical short stories on the students' NOS view and academic achievement in the Grade 10 students of one of the public junior high schools in South Luzon. To achieve this goal, the researchers utilized a learning management system (LMS) where the students can read and download the stories in their computers or mobile phones. They were also asked to turn in their homework and journals in this LMS. Purposive sampling was used in choosing the participants. The Student Understanding of Science and Scientific Inquiry (SUSSI) and content test were taken by the student-participants during the pretest and post-test to assess NOS views and achievement, respectively. The dependent t-test was used to compare the pretest and post-test science content test scores and...
Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning - IC4E '19, 2019
Gamification is the use of game elements and game-design techniques in non-game contexts. It has ... more Gamification is the use of game elements and game-design techniques in non-game contexts. It has five main elements: points, badges, leaderboards, rules and levels. A classroom that has any or all of these elements can be considered a gamified classroom. This study explored the effects of a gamified environment to the motivation and achievement of high school students in Physics. The framework of the study is anchored on the Self-Determination Theory which claims that humans are inherently active, inquisitive and self-motivated even without external reward. However, extrinsic motivators can be converted to intrinsic motivators if they are meaningful, pleasurable and consistent with a person's worldview. To determine if gamification has a significant effect on the student motivation, the students' responses to the pre-gamification and post-gamification administration of the Physics Motivation Questionnaire were compared using the paired sample t-test on SPSS. Its effects to student achievement in Physics, on the other hand, was identified after calculating the mean normalized gains for all the pretests-posttests administration after each of the 5 modules. Feedback from students, teacher-implementer and external observers were collected and analyzed. Results showed that gamified instruction brings about a significant increase in student achievement in Physics but not in student motivation. However, the feedback coming from students, teacher-implementer and external observers substantiate the influence of gamification to student motivation. Implementation must be done properly so that no unhealthy competition develops, no student becomes extremely grade conscious that he or she ends up resorting to cheating and that an environment conducive to learning is maintained inside the classroom. Consequently, it is recommended that more rigorous studies should be done to further confirm or invalidate the effects of gamification in learning Physics that are exposed in this study.
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020
Recently, the research community has taken interest on the use of gamification to engage and moti... more Recently, the research community has taken interest on the use of gamification to engage and motivate students. However, researches reveal mixed results on its effect on students which suggest that individual differences should be considered in designing gamified systems. As an initial step towards this goal, this study investigated on the game element preferences and engagement of students with different player types. The participants in the study were seventy-three (73) students taking up College Physics 1 course in a private university. The player type of the students was profiled based on the Gamification User Type Hexad Model. The gamified course was designed based on the suggested game element preferences of each player type. To determine the game element preferences and engagement of students, self-report instruments were used. Students were asked to answer a survey on game element preferences and the Student Course Engagement Questionnaire (SCEQ). They were also asked to par...
This study explored secondary Physics students' perceptions of measurement under the data col... more This study explored secondary Physics students' perceptions of measurement under the data collection, data processing and data set comparison phases of an experiment. The framework of the study was based on Allie et al. (1998) which classifies views of measurement as point paradigm or set paradigm. The point paradigm is characterized by a students' preference to merely choose a data point as representative value of a set of measurements. On the other hand, the set paradigm is exemplified by the computation of the average as the representative value of the set of measurements. The most common perceptions of the students on measurement were probed using the modified Physics Measurement Questionnaire (PMQ). The extent of relationship between respondents' measurement perceptions across the three experimental phases with gender, and curriculum was explored using the Pearson r correlation. It was found that the respondents were more likely to consistently favor the point parad...
Empowering Science and Mathematics for Global Competitiveness, 2019
The use of graphs as reasoning tool in transferring content knowledge of one area to another thro... more The use of graphs as reasoning tool in transferring content knowledge of one area to another through source processing was explored in this study. The study investigated the parameters under which beginning physics students use graphs as a tool in mediating a content area (mathematics) into another (physics). One hundred fifty-seven students were given kinematics problems. One set of problems required the active use graphical representation, the other passive graphical representation. To control for transfer effect of established knowledge, pure text problems were also administered. ANOVA was used to determine if there is a significant difference in the mean scores of the students in the three activities. Furthermore, students were given achievement tests and graphing skills test. The scores from these two tests were correlated. In general, the results showed that active representation of graph is a powerful tool in enhancing problem solving skills of students.
Advanced Science Letters, 2017
EDULEARN18 Proceedings, 2018
This study, which explored the effects of a gamified environment to the motivation and achievemen... more This study, which explored the effects of a gamified environment to the motivation and achievement of high school students in Science during the
This is a two-phase study which employed a mixed-method sequential explanatory design to explore ... more This is a two-phase study which employed a mixed-method sequential explanatory design to explore the effects of a gamified instruction to the motivation and achievement of high school students in Science. The Science Motivation Questionnaire II was utilized to determine if gamification causes a significant increase in student motivation in Science. On the other hand, the mean normalized gains for all the pretests-posttests administration were carefully analyzed to find out if the technique causes a significant increase in student achievement in Science. Feedback from students, teacherimplementer and external observers were collected and analyzed for every phase. Both the quantitative and qualitative data collected substantiate the conclusion that gamified instruction brought about a significant increase in both student motivation and achievement in Science. It is recommended that gamified instruction be tried out in more Science classrooms with utmost caution so as to prevent studen...