Volume 3 (2020) ISSN: 2619-7391
Science-Related Attitudes and Academic Achievements of Students
with Varied Learning Styles
This descriptive-correlational study examines the substantial connection of Science-Related Attitudes (SRA) to the Academic Achievements (AA) of students with varied Learning Styles (LS). Using Yamane’s formula, 382 samples were drawn and stratified into five selected schools in one of the Department of Education (DepEd) Schools Divisions in Central Philippines. A standardized test of Science-Related Attitudes (TOSRA) by Fraser and Visual-Auditory-Kinesthetic (VAK) Learning style test by Chislett and Chapman were administered. Salient findings of the study revealed that females exceeded males in terms of Academic Achievements and Science-Related Attitudes. Additionally, learners from the family with the highest income attained the highest Academic Achievements and positive Science-Related Attitudes. Kinesthetic students also have positive science attitudes towards science compared to Visual and Auditory learners. Furthermore, there is a significant relationship between Science-Related Attitudes and Academic Achievements. This implies that Science-Related Attitudes along with its seven scales have a significant impact to elevate academic achievements among learners.
Development and Acceptability of E-module for Flipped Classroom
This design research aimed to develop an e-module as a tool for Mathematics in the Modern World in a flipped classroom model. The respondents of this study were first-year college students for the researcher-made test, acceptability of the e-modules and interview, and five experts for the evaluation of the acceptability of the e-module. The data-gathering instruments were a researcher-made test, students’ and experts’ evaluation questionnaires, and interviews. Data analysis techniques employed were frequency count, percentage, mean, standard deviation, and thematic analysis. The study revealed that there were eight least learned lessons of first-year college students in Mathematics in the Modern World. The developed e-module in Mathematics in the Modern World has the following parts: title, learning objectives, overview, discussion, references, evaluation activity, answer key, checkpoint, and the key to correction. The acceptability of the developed e-modules as evaluated by the experts and the students in general and in terms of different criteria was rated “Highly Acceptable”. Furthermore, the students agreed that the e-module was unique and innovative, provided immediate feedback, flexible, and effective. Thus, the e-module indeed served its purpose to cater to the needs of the 21st-century learners of a technology-enhanced instructional material that is flexible, innovative, interesting, and acceptable which would facilitate their construction of knowledge through videos and coming to class prepared in a flipped classroom model. It is recommended that further research be conducted to ascertain the effect of the developed e-module on students’ academic performance and develop more e-modules for relevant subjects.
Disaster Preparedness and Resilience of Peer Helpers in a State University
This mixed-method research ascertained the disaster preparedness and level of resiliency among peer helpers in West Visayas State University main and external campuses, for Academic Year 2018-2019. Seventy-six (n=76) participants were selected through stratified sampling. Eighteen (n=18) peer helpers were selected through convenience sampling who served as participants for the focus group discussions (FGD). A validated researcher-made assessment on disaster preparedness and resiliency were used. Descriptive statistics (frequency count, percentage, mean and standard deviation) and inferential statistics (Pearson’s r, .05 alpha) were utilized. Results show that peer helpers had moderate levels of disaster preparedness and resiliency. Female peer helpers are found to be more prepared than males. Furthermore, there is a significant relationship in peer helpers’ disaster preparedness and resiliency. This means that the higher the disaster preparedness of peer helpers the more resilient they become. However, the results of the FGD reveal that participants realize their inadequacy in terms of disaster preparedness and coping skills. There is an expressed need for skills training on these areas specifically, in relation to providing psychological support to disaster survivors as part of their role as peer helpers. As students are honed to be prepared in times of disaster, they must also be trained to learn the skills to be resilient.