Volume 2 (2019)
Digital immigrants teaching digital natives A call for a paradigm shift
Aprhodite M. Macale and Josephine D.J. Quimbo
ABSTRACT: Societal changes and technological progress have changed the landscape of our society and have re-shaped the mindset of our students. Generally, majority of educators today are digital immigrants teaching digital native students. It is inevitable that teachers learn the language of our learners; that is, internet connection, gadget, and technology. This paper aims to present the role of paradigm shift in facing the challenges of the 21st century teaching and learning. Specifically, it presents the existence of a digital divide in the classroom with the students as the digital natives and the teachers being the digital immigrants. It is made clear that a continuum set of characteristics is observed among the digital natives and the digital immigrants which educators should take advantage of in terms of choosing teaching strategies in the classroom. Data from the World Economic Forum and Knowledge Assessment Methodology validates the important role of digitization and paradigm shift in education in elevating the Philippine’s Global Competitiveness Index, Knowledge Economy Index and Knowledge Index. Findings of this paper call the attention of Filipino educators to re-think the integration of technology in the teaching and learning process; thus, equipping students with 21st century skills. Further, as Filipino teachers and students endeavor in integrating technology in the classroom, they should learn digital citizenship, online etiquette, proper validation of information, and how to avoid cheating and plagiarism.
Environmental knowledge and sensitivity of Senior High School Students
John Mark E. Abilo and Joji D. Linaugo
ABSTRACT: This descriptive-correlational study aimed at determining the levels of environmental knowledge and sensitivity of senior high school students. The relationship between environmental knowledge and sensitivity was likewise determined. The respondents were the 194 Grade 11 students classified according to their sexes and strands and were selected through stratified proportional random sampling. This study utilized the “Environmental Knowledge Test”, and the “Environmental Sensitivity Questionnaire”. The statistical tools used were mean and standard deviation for descriptive statistics. t-test, Pearson’s r and One-Way Analysis of Variance all set at 0.05 were employed as inferential statistical tools. Findings showed that the students had average level of knowledge and sensitivity. Findings also revealed that there was no significant difference in students’ level of knowledge when grouped according to sex and there is a significant difference when they were grouped according to their strands. A significant difference in the students’ environmental sensitivity was observed when they were grouped according to sex and there was no significant difference in their level of environmental sensitivity when they were grouped according to strands. Furthermore, no significant relationship was found to exist between the students’ environmental knowledge and sensitivity.
Guided discovery approach improves learners’ test scores in Science
Gemma G. Pragale
ABSTRACT: This quasi-experimental research determined the effectiveness of guided discovery and conventional approaches on learners’ test scores in Grade 8 Science at La Paz National High School, La Paz, Iloilo City during the school year 2017-2018. The research instrument used in this study was a researcher-made test which was validated, reliability tested and item analyzed. The statistical tools employed were the mean, standard deviation, Wilcoxon Signed Ranks test and Mann-Whitney U test using SPSS (Statistical Packages for Social Sciences). The statistical significance was set at 0.05. The results of the study showed that students have average science test score before using the guided discovery approach but after the intervention students attained above average test score in science. A significant difference was also noted in the students’ post test scores. Hence, guided discovery approach is more effective in increasing students’ test score in science compared to conventional approach.
Integrating strategic intervention materials (SIM) in Science to low achieving learners
Yolly Ann Aranda, Renz Aena Diaz, Melbin Sombilon, Cheryl Ann F. Gicana
ABSTRACT: This quasi-experimental study employed pre-test-post-test research design to investigate the effect of the integration of strategic intervention material (SIM) in teaching grade seven Science to low achieving learners. This study was conducted to determine the pre-test and post-test performances of SIM and nonSIM group, and to find out the significant difference between the performance of the two groups. The researchers used purposive sampling to identify the respondents. After the pre-test, least learned topics were identified. These topics were Substance and Mixture, Metals and Non-metals and Solution. Descriptive and inferential statistics were employed to analyze and interpret the obtained data. Prior to the intervention of the study, the two groups were equivalent in terms of their academic performance in Science. The post-test result of the SIM group was higher compared to the post-test result of the non-SIM group. Also, a highly significant difference was found between the pre-test and post-test performance of SIM group after the conduct of the intervention. The investigation revealed that SIM as an instructional material was effective in teaching grade seven science to low achieving learners.
The usefulness and impact of ChemSaga as a tool to teach periodic table of elements
Kevin Clyde A. Ong and Joji D. Linaugo
ABSTRACT: This paper determined the usefulness and impact on students’ academic achievement of an educational board game. Researcher-designed “ChemSaga” reinforce the conceptual topics of Periodic Table of Elements. The game tests learned skills and concepts regarding history of the Periodic Table of Elements, positions of elements that are found in the Periodic Table of Elements, and periodic trends. The experiment was implemented to 44 Grade 8 students of Mansilingan AgroIndustrial High School. The students’ level of satisfaction and acceptability to the game as an educational tool were evaluated using a 5-point Likert-type scale. The results showed that students well accepted the game “ChemSaga.” The distribution of students’ responses in the survey is the majority “satisfactory” score in both students’ level of satisfaction and level of acceptability. Findings also showed that there is no significant difference in the students’ academic achievement after exposure to educational board game across different sexes. Therefore, the game is applicable regardless of the students’ sex. The game successfully helped improve students’ academic performance in reinforcing their background and foundations in the Periodic Table of Elements, providing enjoyable activities in the classroom and enabling the socialization of the students.