Learning Science: Factors and its Relation to Academic Performance (original) (raw)
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Cypriot Journal of Educational Sciences
The researchers designed and conducted this study using the predictive analytics to determine the different science performance predictors of the first batch of K to 12 curriculum in Valencia District, Valencia, Negros Oriental. The researchers had chosen three kinds of predictors namely; student-related predictors, teacher-related predictors, and school-related predictors. For the student-related predictors, parents’ educational attainment, parents’ occupation, family income, IQ level, learning styles and previous grade level science performance. The teacher-related predictors include teachers’ educational qualifications, length of science teaching experience, relevant science trainings and seminars attended, and exposure to access internet connection. On the other hand, the school-related predictors include the type of school, class size, ratio of science books to number of students and conformity of science laboratory equipment and apparatus to K to 12 standards. The researchers ...
Factors Affecting the Performance in Science of Grade Six Pupils in Sta. Cruz Elementary School
Psychology and Education: A Multidisciplinary Journal , 2023
The study aimed to determine the factors affecting the performance in Science of grade six pupils in Sta. Cruz Elementary School. The study considered 311 grade six pupils as respondents of the study. The sample size was determined utilizing the Slovin's formula. They were chosen through simple random sampling technique. They were described in terms of sex, monthly family income, sibling position and parents' educational attainment. Descriptive survey design was applied utilizing a researcher-made questionnaire-checklist as the main instrument in gathering the needed data on the factors affecting the performance in Science of grade six pupils with respect to learning environment, study habits and peer influence. Likewise, documentary analysis was applied since the average grades of the pupils in Science were utilized to determine the level of their academic performance. The study revealed that the pupil-respondents are mostly males. Majority belong to families with more than three children. Most of them belongs to families with monthly income below ₱10,000. Most of the parents did not finish their college education. Learning environment, study habits and peer influence often affect the academic performance in Science of the grade six pupils. Sex, monthly family income and mother's educational attainment are Significant on the extent of the factors affecting the performance in Science of the respondents. On the other hand, sibling position and mothers' educational attainment are not significant. Grade six pupils obtained Satisfactory performance in Science as revealed by their average grades in the subject in the first grading period. The test rejected the null hypothesis for the correlation between the perceived extent of the factors and academic performance of the pupils. That study concluded that the perceived extent of the factors affecting the performance in Science of the pupils with respect to learning environment, study habits and peer influence differ significantly when they are grouped according to sex, monthly family income and mother's educational attainment. Academic performance of pupils is significantly associated on the learning environment, study habits and peer influence. The study recommended that teachers should continuously maintain the positive learning environment to enhance pupils' performance in Science. Pupils should be motivated and monitored to improve their study habits thereby improving their academic performance. Pupils should be exposed to varied learning activities to enhance their level of interest, attitude and performance. The proposed plan of action is recommended for implementation. Similar studies may be conducted considering other variables.
IOER International Multidisciplinary Research Journal, 2020
The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that requires learners to utilize learning materials and learning spaces needed for a meaningful understanding of the scientific concepts and for developing their scientific literacy. This is anchored to the constructivism theory that supports 'learning by doing.' A laboratory is an essential place for active learning and science teaching that would provide students with opportunities to think creatively and critically to solve real-world problems. This study assessed the current status of the science laboratory facilities in two public junior high schools in the province of Lanao del Sur. This is to assess the current condition and availability of laboratory facilities and to identify the challenges faced by science teachers. This study employed descriptive case study method, in which the participants were from two selected schools in Lanao del Sur. A researcher-made checklist of laboratory facilities and semi-structured interviews were used to gather the data. Frequency was used as a statistical tool for quantifying the number of available laboratory facilities and equipment. Based on the findings, both schools have inadequate laboratory facilities that hinder the performance of the activities in the science module designed by the Department of Education. The lack of a laboratory room, the inadequacy of laboratory facilities and science equipment, defective laboratory equipment, the inadequacy of learning materials, lack of water supply, lack of electricity are common issues in both schools. Teacher-respondents of this study have difficulty in teaching some science concepts and are not fully equipped on how to use some science equipment. Addressing the identified challenges is recommended to achieve quality education for all.
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Development of Elementary School Science Education in the Philippines
科学教育研究, 1996
To examine and analyze past developments in elementary school science education program ln the Phllippines to better understand the present situation for the fomulation of an appropriate course of action in instructional materials developmellt is the major purpose of this study, What events in the history of Philippine elementary school science education had significantly affected and influenced the present status of elementary school science has been investigated. Based on informations gathered from primary and secondary sources. the focus of education in the past seemed to be the learning of a new language and new culture causing the persistence of problems in sciene education up to the present These problems include language, irrelevance of science, not qualified teachers and irrelevant and irresponsive textbooks to local needs. Elemantary school teachers had little preparation for science teaching. Textbooks written in Spanish and English, respectively, were used. Considering this past scenario, the fbllowing points should be considered : (1) development of instructional materials based on the conditions of a local community ; (2) thematic or needs-based
International Journal of Instruction, 2016
In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the Questionnaire of Factors Affecting Students' Science Achievement (QFASSA). The data were analyzed by using the descriptive analyzing technique. The factors affecting students' science achievement were analyzed under five dimensions. The result of the study shows that the most important factors affecting student science achievement according to student science teachers are the items in the dimensions of teacher and curriculum. The results also indicates that the most important predictor of science achievement is-teaching the topics in a way that may arouse the students' curiosity‖ in the teacher dimension of QFASSA.
International Journal of Educational Research & Social Sciences, 2022
School is an educational institution in charge of meeting the educational goals that have been entrusted through law. Therefore, efforts are needed to improve the educational quality based on students' achievement, which can be carried out through various ways by the stakeholders in the educational institution. The current research was conducted to identify the relationship between the use of learning facilities and science learning achievement. The method applied is descriptive quantitative using questionnaire data and deep interviews. The total population involved is 407 students, of which 186 of them were selected as the research samples using Proportional Stratified Random Sampling technique. Based on the research, it was revealed that there was a positive relationship between the use of learning facilities and science learning achievement, which is indicated by the correlation test of rxy (0.180) > rtab (0.143). Furthermore, the deep interviews showed that students had d...
Science Teaching and Learning in Japan and the Philippines: A Comparative Study
UniversalJournalofEducationalResearc, 2020
This study aims to compare the science curriculum in Japan and the Philippines. Results show that the lesson plan is a requirement in both countries. But Japanese has no fixed standard and in the Philippines, it is found in the Teachers’ Guide and ready-made lesson plan. Each science teacher in Japan and the Philippines created instructional materials to make science teaching fun and interesting. The time allotment for both countries is different. In Japan, around 45 to 50 minutes for 2 to 3 days a week in allgrade levels. While in the Philippines, 1 to 4 times a week in elementary and junior high school, and 80 minutes for the whole year in senior high school. Also, science classes in Japan have only around 35 students, but more than 40 students in the Philippines. During the experiment, each group in Japan is composed of 4 members, while around 8 to 10 in the Philippines. The scarcity of science facilities and equipment is one common perennial problem in the Philippines. But in Japan, state-of-the-art materials are used during laboratory activities and many Japanese science teachers are still creating innovations. Japan has no specific guidelines for the grading system. But Filipino students are graded base on the standard. All science teachers in Japan and the Philippines take licensure examination before allowing them to teach at any grade level. Both countries have positive and negative points in the implementation of the science pedagogy. Learning from each other’s best practices will help the science curriculum.
University College of Education Osmania University, 2020
Science as a subject in the school curriculum is beyond doubt a necessity as it imparts knowledge of certain established facts and laws that enhance the overall development of every being in complete consciousness of his life as well as his surroundings. Science is the sum of all experience gained by human hitherto. Such experiences are interpreted in the light of past experience and information. To ensure students effectiveness in learning, theoretical lessons in science should be followed by practicals in the laboratory, so that they understand well the concept taught. This study was undertaken with an objective to compare the utilization of science laboratories by students and teachers of government and private higher secondary school. The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for teachers. The study’s findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students’ academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study’s context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.