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Papers by Angelo Mark
Science International, 2021
Developing students' 21st-century skills is one of the major goals of the Philippine education sy... more Developing students' 21st-century skills is one of the major goals of the Philippine education system. It has been a major problem in the education sector to integrate, innovate, and support learners in today's generation to develop a broad set of competencies necessary to compete in the global race of skills. This study aimed to improve students' conceptual understanding and creativity skills in physics using problem-based learning and project-based learning method. This study used a quasi-experimental pretest-posttest nonequivalent research design. Two heterogeneous classes were utilized as participants of the study. The first class intact class was designated as the first experimental group (n=42) utilizing problem-based learning, while the other intact class was designated as the second experimental group (n=36) using the project-based learning method. The creativity and conceptual understanding skills were measured using an open-ended questionnaire and scored using researcher-made rubrics with Krippendorff's alpha of 0.98 and 0.97, respectively. Results revealed significant improvement in conceptual understanding and creativity skills due to employing both teaching methods. Moreover, there is no significant difference in student's conceptual understanding and creativity skills as influenced by the two teaching methods. The absence of difference suggests that the two teaching methods contributed to the equal improvement of students' scores. Based on these results, it is suggested to use these teaching methods in other physics topics that require content and 21st-century skills mastery.
Science International, 2021
Developing students' 21st-century skills is one of the major goals of the Philippine education sy... more Developing students' 21st-century skills is one of the major goals of the Philippine education system. It has been a major problem in the education sector to integrate, innovate, and support learners in today's generation to develop a broad set of competencies necessary to compete in the global race of skills. This study aimed to improve students' conceptual understanding and creativity skills in physics using problem-based learning and project-based learning method. This study used a quasi-experimental pretest-posttest nonequivalent research design. Two heterogeneous classes were utilized as participants of the study. The first class intact class was designated as the first experimental group (n=42) utilizing problem-based learning, while the other intact class was designated as the second experimental group (n=36) using the project-based learning method. The creativity and conceptual understanding skills were measured using an open-ended questionnaire and scored using researcher-made rubrics with Krippendorff's alpha of 0.98 and 0.97, respectively. Results revealed significant improvement in conceptual understanding and creativity skills due to employing both teaching methods. Moreover, there is no significant difference in student's conceptual understanding and creativity skills as influenced by the two teaching methods. The absence of difference suggests that the two teaching methods contributed to the equal improvement of students' scores. Based on these results, it is suggested to use these teaching methods in other physics topics that require content and 21st-century skills mastery.