Academic Performance In Science Research Articles

A Meta-Analysis of the Effectiveness of Video-Based Instruction on Students’ Academic Performance in Science and Mathematics

Video-based instruction has been a necessary part of teaching and learning in 21st-century education. However, as video-based instruction continues to evolve, evaluating its effectiveness in improving students’ performance in various disciplines is deemed necessary. This study analyzed empirical research on the effectiveness of video-based instruction in improving students' performance in Science and Mathematics. The study filtered 4,874 research articles gathered using various meta-search engines. Using the inclusion and exclusion criteria set, only 14 research articles conducted from 2019 to 2023 qualified for this meta-analysis with a classic fail-safe N analysis value of 2627, p0.001, obtaining non-susceptible to publication bias. The Jamovi software version 2.4 was used in determining the effect size (Hedge’s g), the forest plot, and the funnel plot analysis of the gathered data. The collected studies showed that video-based instructions were utilized in the primary (n=355), secondary (n=611), and tertiary (n=72) level education in various topics of Science and Mathematics subjects. The analysis of the k=14 empirical studies obtained from 2019 to 2023 denotes a large-positive effect of video-based instruction in Science (k=7), g = 2.28, and Mathematics (k=7), g=1.79, subjects with an average effect size of g=2.03 (95% CI: 1.2991 to 2.7657).

Path Analysis of Grit, Self-Efficacy, Self-Regulation, and Science Academic Performance in Online Learning

Aims: This study investigates the relationships between grit, self-efficacy, self-regulation, and Science academic performance among junior high school students in an online learning context. While previous research has established the importance of these non-cognitive skills in academic success, their specific interplay during the pandemic remains underexplored. This study tested a model examining the impact of grit, self-regulation, and self-efficacy on students' Science academic performance in an online setting, focusing on the extent of these traits, their relationships with performance, individual contributions, and the mediating role of self-regulation and self-efficacy. Study Design: The research employed a quantitative design and path analysis. Place and Duration of Study: The study included 216 junior high school students from a private school in Bacolod City during the 2020-2021 school year selected through random sampling. Methodology: Data were collected through online surveys, completed via Google Forms over two weeks. The instruments used were the Short Grit Scale, Self-Efficacy Online Learning Questionnaire, and Academic Self-Efficacy Scale for Filipino Junior High School. Descriptive and inferential statistics were used to analyze data, with model relationships tested using path analysis. Results: Findings revealed that students exhibited average levels of grit and moderately high levels of self-efficacy and self-regulation. Grit did not directly impact Science academic performance, nor did self-regulation or self-efficacy mediate this relationship. An unexpected finding was that consistency of interest negatively impacted time management, while perseverance of effort positively influenced metacognitive skills, time management, and persistence. Conclusion: These results highlight the complexity of factors influencing academic performance in online learning environments. While grit, self-efficacy, and self-regulation are essential for student development, their direct impact on academic performance requires further investigation. This study underscores the need for educational strategies that cultivate these non-cognitive skills to improve students' academic performance across diverse learning settings and modalities.

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p < 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

Learners Attitude and Academic Success Towards Science

Aim. COVID-19 disrupted education, leading to new learning methods. Other factors like attitude are overlooked but can aid effective learning. This paper explores two major variables: the learners’ learning attitude and academic performance in science. The study analysed students’ learning attitude, academic performance, and relationships in a blended learning setting for science. Method. The study used a mixed-methods design, with both quantitative and qualitative phases. Participants were in a blended learning program. Results. Learning can happen in a blended learning modality, with the learners’ mean grade of 87.03 (Very Satisfactory). Learners have a favourable learning attitude towards science (3.49; moderate attitude). The highest aspect of the learning attitude of learners in the blended learning modality is affective (3.72; high attitude), followed by cognitive (3.62; moderate attitude) and behavioural (3.15; moderate attitude). Furthermore, there was a positive correlation, r(78) =.48, p < 0.01, between the LLATS and SAP of the learners in blended learning. Conclusion. Learning can effectively take place in a blended learning modality. Learners exhibit a positive attitude towards science learning in a blended learning environment, with affective attitudes ranking the highest, followed by cognitive and behavioural attitudes. This can be attributed to the teachers’ efforts in providing ample opportunities for the development of both affective and cognitive aspects of attitude. However, the pandemic has presented limitations in cultivating positive behaviour attitude. Learners persevered through challenges, thanks to dedicated teachers fostering positivity and academic growth.

A Study of Scientific Attitude as Predictors of Achievement in Science of Class X Students: Analysing Socio-demographic Variables in Gender and Locality

Science is fundamentally a body of knowledge built upon empirical evidence, rigorous experimentation, and logical reasoning. It encompasses a vast array of disciplines, from physics and chemistry to biology and psychology, each offering insights into different aspects of the natural world. This study investigates the role of scientific attitude as a predictor of achievement in science among Class X students. Utilizing the Scientific Attitude Scale, we examined variations in Scientific Attitudes among different demographics, including boys and girls, and students from rural and urban schools. The research aims to understand how these attitudes influence students' academic performance in science. By analysing data from diverse educational settings, this study seeks to identify key factors that contribute to higher achievement in science and provide insights into enhancing scientific education. The findings are expected to inform educators and policymakers on the importance of fostering positive scientific attitudes to improve overall student performance in science subjects.

Science Teacher Competence and Implementation of Authentic Learning Approach in Online Learning Modality and Student Academic Performance in Science

The science curriculum is designed to be learner-centered, constructivist, and inquiry-based, using evidence to build explanations. This study aimed to investigate the competence level of teachers in the implementation of an authentic learning approach. It employed a quantitative descriptive correlational design using an online survey among grade 10 junior high school science teachers and students from seven (7) private schools in Butuan City during the academic year 2021-2022. Results consistently indicated high teaching competence among science teachers in most schools; however, certain indicators such as gamification, Phet simulations, and conducting small-scale research still need to be implemented in some schools. Significant differences in competence and implementation of authentic learning approach were noted based on schools, attributed factors such as the use of learning management system, resource availability, and online training for teachers. Moreover, a significant relationship was found between the competence of teachers and the implementation of an authentic learning approach. The study also found a commendable level of proficiency in the academic performance of students. However, no significant relationship was observed between teacher competence and the implementation of an authentic learning approach to students' academic performance. These findings suggested that students cultivated a sense of independence in their learning process. It emphasized that empowering students to take ownership of their learning journey and leveraging teachers' expertise as facilitators lays the foundation for enhanced academic success in science education.

Science Comics as Educational Materials and its Impact on Elementary Students’ Science Academic Performance

Science Comics as Educational Materials and its Impact on Elementary Students’ Science Academic Performance

Computer-Aided Strategic Intervention Material (CA-SIM) in Chemistry 7

This research study developed Computer-Aided Strategic Intervention Materials (CA-SIM) in Chemistry 7 to promote students’ academic performance in science. The study aimed to answer four specific questions related to the format, steps in development, acceptability, and attitudes towards the CA-SIM. The study used a descriptive-developmental design and employed survey questionnaires and evaluation checklists for experts and students as research instruments. The data revealed that the CA-SIM is highly acceptable and satisfying for both teachers and students, with a rating of 2.57. The CA-SIM has ten lessons based on the competencies given by the new curriculum and follows the ADDIE model. The study concludes that the CA-SIM is a modern and effective way to teach Chemistry 7, making teaching and learning easier and more enjoyable. It is recommended that teachers can modify the CA-SIM based on the learners’ needs and contextualize the materials. The study provides a useful reference for other schools and teachers who teach Chemistry.

Improving students' academic achievement and attitude in science through comprehensive evaluation

Evaluation is to promote, evaluation is to develop. Based on the Student Evaluation Guidelines issued by the Ministry of Education of China as a theoretical framework, this study incorporated classroom performance, extracurricular performance, academic achievement and extended evaluation into the comprehensive evaluation of primary school science learning, and conducted eight years of practical exploration. The data of scientific attitude (classroom performance, extracurricular performance, extended evaluation) and academic performance of 178 students in Grade 3 for a period of 3 years were analyzed. Through multiple comparisons of descriptive statistics, analysis of variance and analysis of variance with Spss26, the research found that: (a) The use of comprehensive evaluation to improve pupils' academic performance in science presents a gradual increasing trend, and there is a significant difference during the school period. (b) Using comprehensive evaluation to improve pupils' attitude towards science learning, showing an overall growth trend. (c) The use of comprehensive evaluation to improve students' classroom performance and expansive evaluation plays a promoting role, showing a gradually increasing trend, and there is a significant difference during the study period. (d) Comprehensive evaluation has a certain impact on the improvement of students' extracurricular performance.

A thematic analysis on understanding the mastery of knowledge sharing and outcome expectations on student academic performance in science at Junior High School Level

Learning Science, Knowledge Sharing, Outcome Expectations, and Academic Performance. Participants predominantly express a favorable stance towards learning science, which is enjoyable and challenging, though they face hurdles such as language barriers and stress. Underlining the need for supportive learning conditions, the study reveals that knowledge sharing, driven by intrinsic motivation, aids in addressing gaps and enhances academic performance. Anticipations in science education significantly influence students' motivation and academic success, as seen through the value placed on control, focus, and the functional role of science in daily life. Improved academic performance, attributed to overcoming challenges, motivation, and a positive shift in attitude, underscores the significance of collaborative learning and individualized approaches. These findings emphasize the intricate interplay among positive attitudes, knowledge sharing, expectations, and academic achievement in shaping students' experiences in science education. Teachers and educational institutions can leverage these insights to refine teaching methods and create inclusive environments that foster student success in science education while addressing obstacles like language barriers and stress.

Motivation and Academic Performance of Secondary Students in Science: A Correlational Study

Motivation theories have suggested that motivation and academic performance are positively related. While many studies worldwide have explored this relationship, investigation in the Philippine educational setting remains scarce. Hence, this study described the levels of students’ motivation towards learning and academic performance in science and determined whether a significant relationship existed between these variables. Employing a correlational research design, this study surveyed 318 secondary students in a private, diocesan school in Davao del Norte, Philippines. Mean, standard deviation, and Pearson r were used to analyze the data. Results showed students’ motivation towards learning was generally high, and their academic performance was very satisfactory. Among the factors considered for motivation, only performance goal posted a moderate level, while other aspects, such as achievement goal, active learning strategies, learning environment stimulations, science learning value, and self-efficacy, registered high levels. Furthermore, this study revealed the students’ motivation towards learning and academic performance were positively and significantly correlated. While this study already found high motivation and very satisfactory academic performance among students, the researchers still recommend raising them to very high and outstanding levels, respectively. Further research on this topic with a more representative sample is highly recommended. Using other constructs to relate to any of the variables is also encouraged

Student’s Attitudes, Study Habits, and Academic Performance in Science Using Self-Learning Modules

This study examined students’ attitudes, study habits, and academic performance in science using self-learning modules. This type of research is a descriptive-correlational design utilizing a standardized survey questionnaire. The research subjects were 174 secondary students in a public school. Data analysis used descriptive techniques, Pearson’s correlation coefficient, and multiple regression analysis. Findings revealed that students have a positive attitude toward science and have fair study habits. Students are very satisfactory in time management, concentration, goal setting preparation and follow-up, comprehension, and use of resources. Hence, students positively perceive that Science teachers in distance learning using the SLMs make science enjoyable and present material. This study concluded that using the self-learning modules, students have positive attitudes toward science, very satisfactory study habits, and most of the students have satisfactory academic performance. No correlation was found between students’ academic performance and attitudes toward science using self-learning modules and between academic performance and study habits in science. However, a positive correlation existed between students’ attitudes toward science and study habits using self-learning modules. This study will have important implications for education in the new normal, including improving student engagement and motivation by understanding the relationship between attitudes, study habits and academic performance will help educators to design self-learning modules that support students in developing positive attitudes, study habits, leading to improved engagement and motivation.

An ethnic advantage: teacher-student ethnicity matching and academic performance in Nepal

ABSTRACT Reducing the standardised test score gap between ethnic minority and majority students remains a global challenge in education. Research on this matter is sparse in Nepal, where ethnic minorities comprise the country’s majority population but experience systemic oppression. We hypothesised that the lack of proportional teacher diversity has contributed to lower outcomes on standardised tests among ethnic minority students in Nepal. We collected data of eighth-grade students and their teachers from 10 secondary schools in two towns in Nepal through convenient and snowball samplings. Multiple linear regression was used to explore the relationship of teacher-student ethnicity matching and teachers’ ethnicity on students’ academic performance in science, mathematics, social studies, and the Nepali language using students’ exit examinations. Our analysis showed a statistically significant positive association between teacher-student ethnicity matching and students’ mathematics and social studies test scores, an ethnic advantage. In most cases, teachers from minority groups were associated with a significantly higher student-test-score than Brahmin teachers, who were in majority in teaching force. We recommend that policymakers, international education organisations, and researchers attend to teacher-student ethnicity matching and teachers’ ethnicity through strategic hiring and professional developments for teachers to redress educational disparities in Nepal.

How Do Executive Functions Influence Children’s Reasoning About Counterintuitive Concepts in Mathematics and Science?

Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children’s mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., Journal of Cognitive Enhancement, 4, 296–314, 2020). The current study aimed to investigate the role of EFs and the moderating effects of S&T training on counterintuitive mathematics and science reasoning. A sample of 372 children in school Years 3 (7- to 8-year-olds) and 5 (9- to 10-year-olds) were allocated to S&T, active control or teaching as usual conditions, and completed tasks assessing verbal and visuospatial working memory (WM), IC, IQ, and counterintuitive reasoning, before and after training. Cross-sectional associations between counterintuitive reasoning and EF were found in Year 5 children, with evidence of a specific role of verbal WM. The intervention benefited counterintuitive reasoning in Year 3 children only and EF measures were not found to predict which children would most benefit from the intervention. Combined with previous research, these results suggest that individual differences in EF play a lesser role in counterintuitive reasoning in younger children, while older children show a greater association between EFs and counterintuitive reasoning and are able to apply the strategies developed during the S&T training to mathematics and science subjects. This work contributes to understanding why specifically the S&T intervention is effective. This work was preregistered with the ISRCTN registry (TRN: 54726482) on 10/10/2017.

Science Student Teachers’ Perception of Internet Use on Their Performance in Science at Bagabaga Colleges of Education, Tamale

The internet has become a very important platform for many activities. It has gained prominence in many sectors including the educational sector. In this modern era, the rapid advancement of internet has revolutionized the way we access and disseminate information. This quantitative descriptive research was conducted to find out the science student teachers’ perception of internet use on their academic performance in science at Bagabaga College of Education in the Northern Region of Ghana. Bagabaga College of Education was purposively selected in the Northern Region for the study. Random sampling technique was used to get participants to participate in the study. In all, 20 science student teachers were selected to form the sample. A survey design was used that sought to get the perceptions of the internet use on the academic performance of the Participants. The instrument used to collect data for the study was the questionnaire which participants responded to. The questionnaire was administered by the researcher himself to seek the opinions of the science student teachers’ on the use of internet at the Colleges of Education. The data collected was presented in simple numbers and percentages for analysis. The results showed that the student teachers’ perceived internet to be very important to their studies. On the advantages, 55% to 60% of the students saw internet as advantageous to their studies. Also, 35% to 40% felt journals were very important. The results also indicated that the students’ use of internet really impacts positively on their performance in science. The study further revealed challenges to the use of internet among students; prominent among which was the lack of skills to search for information. It is therefore, highly recommended that students be given training on how to search for information in the internet

Differentiated Instruction for an Enhanced Students’Academic Performance in Science 10 (PHYSICS)

The study aimed to determine the effectiveness of Differentiated Instruction strategy using selected Multiple Intelligences activities on the students’ performance in Science 10 (Physics). The researcher employed quasi-experimental research and a descriptive method utilizing questionnaires as the principal tool to gather the data. The respondents involved in the study were the One Hundred Twenty (120) Grade 10 Junior High School students of Bagong Nayon II National High School, Antipolo City, during the school year 2022-2023. They were grouped according to their dominant Multiple Intelligence. The study revealed that among the first five dominant multiple intelligences of the students, the majority of the students are more on intrapersonal intelligence rather than the other. This implies that some of the respondents perform more in intrapersonal tasks and skills which would then indicate that teachers should assess each learner's multiple intelligence to know and enhance students' performance in academics. The use of Differentiated Instruction in teaching Science 10 (Physics) greatly improved the performance of the students in terms of their academics. This was shown on the pretest and posttest performance of the students in which their posttest performance increased greatly after the utilization of differentiated instruction in teaching Science 10. It can also be noted that the Intrapersonal Group of students got the highest increase in mean score. The average mean score in the pretest is 19.49 and 35.69 in the posttest with the mean increase of 16.20. This implies that although the students were given different activities, they all performed well. Based on the findings of the study, teachers can use differentiated instruction for the purpose of enhancing the academic performance of the students. This also implies that the prepared activities intended for these groups of students were effective. Therefore, a student-focused approach of teaching fosters an effective learning environment and excellent academic performance.

Barriers to science learning and science academic performance: A case of online learners residing far from school

This study made use of a correlational mixed-method design. It aimed to determine the level of barriers to science learning experienced by learners and its relationship to their science academic performance. The learners under study are those residing abroad or outside the city where the school is located and chose to remain in the online learning modality despite the implementation of limited-onsite and full-onsite learning modalities. A quantitative and a qualitative phase make up the study. The quantitative phase utilized data from 16 respondents that met the criteria set by the researcher. It reports that the level of barriers to learning science experienced by the learners ranges from a mean score of 1.50 (very low) to 2.88 (moderate) with an average of 2.08 (low). It is also apparent that the most significant barrier the learners experience is linked to time and support for studies (TSS) and academic skills (AS). Additionally, based on the results, the Pearson correlation coefficient is -.517, and the p-value is .040 with alpha 0.05. This data shows there is a significant relationship between the barriers to science learning experienced by learners online and their science academic performance. Hence, as the barriers to science learning experienced by learners online increase, their science academic performance decreases and vice versa. The qualitative phase utilized FGD and revealed the same results, supporting the quantitative results.

Improving Students' Academic Performance in Science 9 through Project Tickle (Technology-based, Innovative, Creative, Knowledge-based Learning Education

Improving Students' Academic Performance in Science 9 through Project Tickle (Technology-based, Innovative, Creative, Knowledge-based Learning Education

Involvement of Home Facilitators and the Learners' Academic Performance in Science

Involvement of Home Facilitators and the Learners' Academic Performance in Science

Involvement of Home Facilitators and the Learners’ Academic Performance in Science

The research intended to gauge the degree of engagement of home facilitators and how it is related to learners’ academic success at Science in Grade 10. Descriptive-correlational research design and used convenience sampling were utilized. Epstein’s model of parental participation, which consists of 30 items, was employed. The questionnaire was administered to 39 home facilitators and students from the designated drop-off point. The study’s findings revealed that in parenting, volunteering, and decision-making, home facilitators showed high involvement. In terms of community collaboration, communication and home learning, home facilitators showed moderate involvement. Findings also suggested that there is no substantial difference in Grade 10 learners’ educational results in Science when arranged in accordance to sex, monthly family income, and home facilitators’ highest educational attainment; there is also no significant difference in the level of involvement of home facilitators when arranged in accordance by sex and educational level. Moreover, the findings suggested show there is no correlation between Grade 10 learners’ academic success in Science and the extent of home facilitator participation. Based on these results, recommendations were made. School programs geared toward involvement and support of home facilitators may be enhanced and developed in order to strengthen the interaction of school, home, and community in pursuit of the betterment of the academic performance of the learners. Keywords: level of involvement, academic performance, home facilitators