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MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
_____________________
A Research Presented to PHILIPPINE NORMAL UNIVERSITY North Luzon
______________________
In Partial Fulfillment of the requirements Of Master of Arts in Education with Specialization in Science Education
______________________
MAYFLOR G. AGUSTIN 2017
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
TABLE OF CONTENTS I. Problem and its Background 1.1. Introduction
3
1.2 Research Paradigm
8
1.3 Statement of the Problem
8
1.4 Objectives of the Study
9
1.5 Assumptions of the Study
9
1.6 Significance of the Study
10
1.7 Scope and Delimitation
11
II. References
12
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND 1.1
Introduction In the last 20 years Science Education studies have been conducted
to determine not only cognitive abilities but also affective abilities. These studies have been dominated by Constructivist Theory in which each learner individually and socially constructs meaning as s/he learns. According to Constructivist theory, students do not passively absorb information but rather, creates and modifies knowledge structure to achieve meaningful learning (Palmer 2005). When students try to learn new Science concepts, they use their existing schemas, knowledge, beliefs, and interests to understand and interpret any new information and this may result in their ideas becoming modified or revised. The knowledge of the basic Sciences forms the bedrock for any scientific of development of all nations. This will enable men to manipulate the nations economy so that they will no longer depend on the foreign experts and thus conserve the foreign exchange earnings.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
According to a presentation made by the Southeast Asian Ministers of Education Officer (SEAMEO-INNOTECH) on additional years in Philippine Basic Education (2010). The comparative data on Basic and Pre-University Education in Asia shows that the Philippines allots 10 years not just for the basic education cycle but also for the pre-university education while all other countries have either 11-12 years in their basic education style. At present the Philippines is trying to further improve the Education system by implementing K-12 EBEC. The K-12 Science curriculum is learner-centered and Inquirybased, emphasizing the use of evidence in constructing explanations., concepts and skills in Life Sciences, Physics, Chemistry and Earth Sciences are presented with four levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of another concepts. The concepts and skills are integrated rather than discipline-based, stressing the corrections across Science topics and other disciplines as well as applications of concepts and thinking skills to real life(K-12 Curriculum Guide Science). Science in the K-12 curriculum is presented in spiral progression whereas different subject areas are presented in every quarter.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
The problem in implementing this new curriculum is that Junior high school experience sudden change in their study pattern. Example is the transition from old to new curriculum. They graduated from the old curriculum which is the Revised Basic education Curriculum (RBEC), wherein lessons are introduced in a very different manner. Eventually, they were introduced to the new curriculum which is the K-12 wherein the approach is very much different when they were in elementary years. Teachers and the students then in the Grade 7 experience a dilemma in dealing with each learner because most of the learners were not based from what they have learned in the elementary. In Science subject, students were not hesitant because of the idea that Science is difficult to understand and boring based from their experiences in their lower years of education. Students motivation to learn Science in general is a major concern because the lesson presented to them is somewhat new compare when they were in elementary. Now the K-12 is in its 4rth year implementation and the researcher would like to find at the motivational factor and attitude toward Science that may influence their Science performance showing that the approach of the learner to what they had previously practiced. It is therefore an important factor to identify the effective components of learning Science education. One of these components its motivation factors is interesting to know.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
Motivational factors that has influence on Science Performance of the learner and their attitude toward Science. The Researcher would like to assess the motivational factors and attitude toward Science that influences the students Science performance. In studying the motivation to learn Science, Science Education Researches attempt to explain why students strive to learn Science, what emotions they feel as they strive, how intensively they strive, and how long they strive. To explain students motivation, it is important to examine what contributes to it. This knowledge can help Science teachers sustain and enhance student motivation.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1.2 Research Paradigm DESIGN AND DEVELOPMENT OF CONTEXTUALIZED AND LOCALIZED ICTBASED MODULES
VALIDATION BY EXPERTS, TEACHERS AND STUDENTS ENHANCED STUDENTS’ PERFORMANCE IN GENERAL BIOLOGY I
1.3 Statement of the Problem The main purpose of the study was to develop and validate contextualized and localized ICT-based learning modules on selected topics in General following questions:
Biology I. Specifically, it aims to answer the
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1. Were the developed modules appropriate in terms of its objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts, teachers, and students? 2. Is there a significant difference among the perceptions of the students, teachers, and experts with respect to acceptability of the developed modules? 3. Would the developed modules enhance student’s performance? 1.4 Objectives of the Study The study seeks to develop a contextualized and localized ICT-based learning module on selected topics in General Biology I Specifically, the research aims to: 1. Determine the validity of the developed modules in terms of it objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts, teachers, and students. 2. determine if there a significant difference among the perceptions of the students, teachers, and experts with respect t acceptability of the developed modules. 3. determine if the developed modules enhance student’s performance
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
1.5 Assumptions of the Study 1. The developed modules are acceptable in terms of its objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts, teachers , and students.
2. There a significant difference among the perceptions of the students, teachers, and experts with respect to the acceptability of the developed modules. 3. The developed modules can enhance student’s performance.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1.6 Significance of the Study This study hopes to offer insights on the use of current developments in technology, focusing on ICT-based learning tasks and contextualization in developing a student-centered learning instruction. The results of this study can bring forth conceptual understanding upon the teachers concerned, students, and administration on the possibility of using ICT and contextualization together as a competitive strategy in the delivery of a student-centered education. The students can benefit from this study. It will provide them a learning environment where they can acquire knowledge in General Biology I at their own pace, capability, and learning skills. This will initiate innovations in the delivery of instruction of not only in General Biology I but other subjects in the Senior High School Curriculum.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1.7
Scope and Delimitation
The study will be delimited to: 1. development of contextualized and localized ICT-based learning modules on selected topics in General Biology I. 2. validation of the module in terms of it objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts and teachers in Area II and Grade 11 STEM students of Dona Aurora Senior High School, Aurora, Isabela. 3. the use of the ADDIE model in the development and validation of the module
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
References Fogel, George K. A Model of Learner-Centered Approach and Best Practices in Distance Education. Guzey, Selcen. Teaching Science with Technology: Case Studies of Teachers’ Development of Technology, Pedagogy, and Content Knowledge. University of Minnesota. Opina, Arlene Salve. The Development and Validation of Online Learning Modules for
College English. American Journal of Contemporary
Research. Vol. 4. 2014 Pearl, Joan. Localization and Contextualization of the Curriculum. 2014 Perin, Dolores. Facilitating Student Learning Through Contextualization. CCRC Working Paper No. 29. February 2011. Yusuf, M. O. & Afolabi, A. O. (2010). Effects of Computer Assisted Instruction (CAI) on Secondary School Pupils’ Performance in Biology. The Turkish Online Journal of Educational Technology, Vol. 9, No. 1, 62–69. Zupanec, Vera. EFFECTIVENESS OF COMPUTER-ASSISTED LEARNING IN BIOLOGY TEACHING IN PRIMARY SCHOOLS IN SERBIA. 2013
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
B. Web
https://ccrc.tc.columbia.edu/media/k2/attachments/facilitating-learning-contextualizationworking-paper.pdf
http://www.tandfonline.com/doi/abs/10.1080/713694977?journalCode=crst20
http://files.eric.ed.gov/fulltext/ED406212.pdf
http://euacademic.org/BookUpload/15.pdfhttp://euacademic.org/BookUpload/15.pdf
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
_____________________
A Research Presented to PHILIPPINE NORMAL UNIVERSITY North Luzon
______________________
In Partial Fulfillment of the requirements Of Master of Arts in Education with Specialization in Science Education
______________________
MAYFLOR G. AGUSTIN 2017
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
TABLE OF CONTENTS I. Problem and its Background 1.1. Introduction
3
1.2 Research Paradigm
8
1.3 Statement of the Problem
8
1.4 Objectives of the Study
9
1.5 Assumptions of the Study
9
1.6 Significance of the Study
10
1.7 Scope and Delimitation
11
II. References
12
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND 1.1
Introduction In the last 20 years Science Education studies have been conducted
to determine not only cognitive abilities but also affective abilities. These studies have been dominated by Constructivist Theory in which each learner individually and socially constructs meaning as s/he learns. According to Constructivist theory, students do not passively absorb information but rather, creates and modifies knowledge structure to achieve meaningful learning (Palmer 2005). When students try to learn new Science concepts, they use their existing schemas, knowledge, beliefs, and interests to understand and interpret any new information and this may result in their ideas becoming modified or revised. The knowledge of the basic Sciences forms the bedrock for any scientific of development of all nations. This will enable men to manipulate the nations economy so that they will no longer depend on the foreign experts and thus conserve the foreign exchange earnings.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
According to a presentation made by the Southeast Asian Ministers of Education Officer (SEAMEO-INNOTECH) on additional years in Philippine Basic Education (2010). The comparative data on Basic and Pre-University Education in Asia shows that the Philippines allots 10 years not just for the basic education cycle but also for the pre-university education while all other countries have either 11-12 years in their basic education style. At present the Philippines is trying to further improve the Education system by implementing K-12 EBEC. The K-12 Science curriculum is learner-centered and Inquirybased, emphasizing the use of evidence in constructing explanations., concepts and skills in Life Sciences, Physics, Chemistry and Earth Sciences are presented with four levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of another concepts. The concepts and skills are integrated rather than discipline-based, stressing the corrections across Science topics and other disciplines as well as applications of concepts and thinking skills to real life(K-12 Curriculum Guide Science). Science in the K-12 curriculum is presented in spiral progression whereas different subject areas are presented in every quarter.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
The problem in implementing this new curriculum is that Junior high school experience sudden change in their study pattern. Example is the transition from old to new curriculum. They graduated from the old curriculum which is the Revised Basic education Curriculum (RBEC), wherein lessons are introduced in a very different manner. Eventually, they were introduced to the new curriculum which is the K-12 wherein the approach is very much different when they were in elementary years. Teachers and the students then in the Grade 7 experience a dilemma in dealing with each learner because most of the learners were not based from what they have learned in the elementary. In Science subject, students were not hesitant because of the idea that Science is difficult to understand and boring based from their experiences in their lower years of education. Students motivation to learn Science in general is a major concern because the lesson presented to them is somewhat new compare when they were in elementary. Now the K-12 is in its 4rth year implementation and the researcher would like to find at the motivational factor and attitude toward Science that may influence their Science performance showing that the approach of the learner to what they had previously practiced. It is therefore an important factor to identify the effective components of learning Science education. One of these components its motivation factors is interesting to know.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
Motivational factors that has influence on Science Performance of the learner and their attitude toward Science. The Researcher would like to assess the motivational factors and attitude toward Science that influences the students Science performance. In studying the motivation to learn Science, Science Education Researches attempt to explain why students strive to learn Science, what emotions they feel as they strive, how intensively they strive, and how long they strive. To explain students motivation, it is important to examine what contributes to it. This knowledge can help Science teachers sustain and enhance student motivation.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1.2 Research Paradigm DESIGN AND DEVELOPMENT OF CONTEXTUALIZED AND LOCALIZED ICTBASED MODULES
VALIDATION BY EXPERTS, TEACHERS AND STUDENTS ENHANCED STUDENTS’ PERFORMANCE IN GENERAL BIOLOGY I
1.3 Statement of the Problem The main purpose of the study was to develop and validate contextualized and localized ICT-based learning modules on selected topics in General following questions:
Biology I. Specifically, it aims to answer the
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1. Were the developed modules appropriate in terms of its objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts, teachers, and students? 2. Is there a significant difference among the perceptions of the students, teachers, and experts with respect to acceptability of the developed modules? 3. Would the developed modules enhance student’s performance? 1.4 Objectives of the Study The study seeks to develop a contextualized and localized ICT-based learning module on selected topics in General Biology I Specifically, the research aims to: 1. Determine the validity of the developed modules in terms of it objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts, teachers, and students. 2. determine if there a significant difference among the perceptions of the students, teachers, and experts with respect t acceptability of the developed modules. 3. determine if the developed modules enhance student’s performance
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
1.5 Assumptions of the Study 1. The developed modules are acceptable in terms of its objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts, teachers , and students.
2. There a significant difference among the perceptions of the students, teachers, and experts with respect to the acceptability of the developed modules. 3. The developed modules can enhance student’s performance.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1.6 Significance of the Study This study hopes to offer insights on the use of current developments in technology, focusing on ICT-based learning tasks and contextualization in developing a student-centered learning instruction. The results of this study can bring forth conceptual understanding upon the teachers concerned, students, and administration on the possibility of using ICT and contextualization together as a competitive strategy in the delivery of a student-centered education. The students can benefit from this study. It will provide them a learning environment where they can acquire knowledge in General Biology I at their own pace, capability, and learning skills. This will initiate innovations in the delivery of instruction of not only in General Biology I but other subjects in the Senior High School Curriculum.
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
1.7
Scope and Delimitation
The study will be delimited to: 1. development of contextualized and localized ICT-based learning modules on selected topics in General Biology I. 2. validation of the module in terms of it objectives, content, design characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the pool of experts and teachers in Area II and Grade 11 STEM students of Dona Aurora Senior High School, Aurora, Isabela. 3. the use of the ADDIE model in the development and validation of the module
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
PHILIPPINE NORMAL UNIVERSITY – NL The National Center For Teacher Education
References Fogel, George K. A Model of Learner-Centered Approach and Best Practices in Distance Education. Guzey, Selcen. Teaching Science with Technology: Case Studies of Teachers’ Development of Technology, Pedagogy, and Content Knowledge. University of Minnesota. Opina, Arlene Salve. The Development and Validation of Online Learning Modules for
College English. American Journal of Contemporary
Research. Vol. 4. 2014 Pearl, Joan. Localization and Contextualization of the Curriculum. 2014 Perin, Dolores. Facilitating Student Learning Through Contextualization. CCRC Working Paper No. 29. February 2011. Yusuf, M. O. & Afolabi, A. O. (2010). Effects of Computer Assisted Instruction (CAI) on Secondary School Pupils’ Performance in Biology. The Turkish Online Journal of Educational Technology, Vol. 9, No. 1, 62–69. Zupanec, Vera. EFFECTIVENESS OF COMPUTER-ASSISTED LEARNING IN BIOLOGY TEACHING IN PRIMARY SCHOOLS IN SERBIA. 2013
MOTIVATIONAL FACTORS AND ATTITUDE TOWARD SCIENCE IN THE K-12 CURRICULUM THEIR INFLUENCE ON THE SCIENCE PERFORMANCE OF THE STUDENTS
B. Web
https://ccrc.tc.columbia.edu/media/k2/attachments/facilitating-learning-contextualizationworking-paper.pdf
http://www.tandfonline.com/doi/abs/10.1080/713694977?journalCode=crst20
http://files.eric.ed.gov/fulltext/ED406212.pdf
http://euacademic.org/BookUpload/15.pdfhttp://euacademic.org/BookUpload/15.pdf
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