Academic Performance In Science Research Articles

Predictors of Students’ Academic Performance in Science 7 Using Alternative Delivery Mode

The COVID-19 pandemic brought an abrupt change in the world, including the educational system. To prevent academic freeze, and for the public safety, distance learning is adopted, and in Philippines, modular learning is adopted in general. Science is a subject that is considered difficult, and it challenged the teachers in making the students grasp the concepts well, most especially to the Grade 7 students who transition to secondary school. A descriptive correlational research design was used to determine the predictors of students’ academic performance in Science 7 using Alternative Delivery Mode (ADM)-modules at a secondary school in Central Philippines. These predictors which some are found in the Learner Enrollment and Survey Form (LESF) are age, sex, learning styles, academic achievement in English, utilization of gadget, parents’ educational attainment, and family income. Fifty-two (52) Grade 7 students were taken as respondents through stratified sampling technique. A 40-item multiple-choice validated researcher-made questionnaire that covers the Most Essential Learning Competencies (MELCs) from the first to second quarters was administered to the respondents. The results of the test in Science 7 are interpreted as Low/Below Standard. From the seven variables tested for the study, it is only the learning style that weakly predicts students’ academic performance in Science 7 using Alternative Delivery Mode (ADM) modules. It is recommended that teachers should provide set of activities catering different learning styles of the students that the modules/learning activity sheets will be enhanced to improve the students’ performance.

The Relationship Between Students' 21st-Century Skills and Academic Performance in Science and Mathematics

This study aimed to reveal a relationship between high school students' 21st-century skills and academic performance in mathematics and science courses. The research was designed in a relational survey model. In the study group, there were 596 students. Descriptive statistics, the one-way analysis of variance, the Pearson correlation test, and simple partial regression analyzed the research data. As a result of the research, it was concluded that the 21st-century skills of high school students are above the intermediate level. It is also revealed that there is no significant difference between the dimensions other than critical thinking and problem-solving of 21st-century skills scores according to the type of high school. According to high school type, a difference was found in the dimension of critical thinking and problem-solving. It has been concluded that there is a significant relationship between the 21st-century skills scores of high school students and their academic performances in science and mathematics courses. Information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation skills, and 21st-century skills overall scores could be used to predict academic performances in science and mathematics courses. The other variables like social responsibility and career awareness cannot predict academic performances in science and mathematics courses concerning this study.

Challenges of parents and their child’s academic performance in modular distance learning

The study focuses on the challenges of parents and their child's academic performance in science in modular distance learning. In this descriptive-survey research design, data were gathered from 10 parents of grade four pupils in San Nicolas Elementary School using convenience sampling. Gathered data were systematically treated and analyzed using frequency, percentage count, mean, standard deviation, and Pearson-r correlation. Findings revealed that individual-related challenges such as supervision of child's studies, and poor teaching skills were the most significant challenges parents experienced in implementing modular learning. Parents disagreed that instructional and institutional challenges affect them in modular distance learning. The respondents' children performed satisfactorily in science during the first and second quarters of the school year. There was a moderately significant relationship between individual-related and instructional-related challenges. However, a weak significant relationship is surfaced between parents' institutional-related challenges and their child’s academic performance. No significant difference was observed regarding individualrelated, instructional-related, and institutional-related challenges when grouped according to their profile variables. The researcher concluded that this study on modular distance learning contributed fairly and minimally to students' science performance brought about by continued social and academic adjustment. School and parents' involvement in implementing modular learning is essential for improving the modality.

Equity in teaching science during times of crisis: a study with Portuguese science teachers.

This work aims to examine how science teachers ensured equity during the COVID-19 pandemic. The participants are six science teachers who were teaching in different middle schools within the Lisbon district. Their classes were heterogeneous, with students from different socio-economic backgrounds and ethnicities, and with diverse levels of motivation to learn science and in their academic performance in science. Data were collected through written reflections and interviews. In a crisis context such as COVID-19, which affected schools worldwide, the study contributes to deepening our knowledge about equity during crisis, presenting several measures taken by teachers to deal with the pandemic. Teachers gave instructions to their students to attend classes through public television, which was accessible to the entire population, and developed complementary materials on it. Also, they created moments of individualized support to face situations of inequity, using distance learning platforms or other means of communication. Teachers built and implemented activities that value hands-on and problem solving, enabling their students to achieve academic success. We believe this paper allows the science education community to reflect on possibilities to ensure equity in the context of unpredictable crises.

EFFECT OF MASTERY LEARNING APPROACHES IN IMPROVING STUDENTS’ LEARNING OUTCOMES AT ELEMENTARY LEVEL

The basic purpose of current work is to determine the effect of the Mastery Learning Approaches (MLA) on improving students' academic performance in science, as well as their effect on improving students' learning outcomes. These were conducted in order to determine the best methods of teaching for the improvement of students' science learning outcomes. The non-equivalent post-test, pre-test experimental design was used in this study. In Multan tehsil Saddar, 43 basic educational elementary schools were chosen using a simple random sampling technique. According to the study, MLA can help improving students' learning outcomes in science. It is thus recommended that the Education Ministry should conduct trainings for science teachers on how to effectively implement these pioneering teaching tactics during instruction so that students can be guided to learn meaningfully and are helped in remembering, what they have learned in science. Keywords: Mastery learning, Learning outcomes.

Schools' Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ's Elementary, Middle and High Schools.

Schools in urban neighborhoods receive less funding, have less programming, and have poorer infrastructure. Such disparities may impede academic outcomes among youth. This study used publicly available data to examine the association between school characteristics and surrounding neighborhood environment on educational outcomes across three academic years among 132 schools in Passaic County, New Jersey. Further, we assessed how schools' socioeconomic status could buffer the effects of a school's neighborhood disadvantage on academic outcomes. Results supported compound deprivation theory highlighting that lower-performing schools were located in lower-resourced neighborhoods. Further, school characteristics and neighborhood resource deprivation were associated with lower math, English, and science academic performance. Additionally, we found that associations between neighborhood resources and math and science academic outcomes were strongest in schools with greater economic support. We provide implications for research and practice by identifying multi-faceted approaches to challenge educational disparities addressing school and neighborhood-level disadvantages to improve educational outcomes for youth.

EFFECT OF MIND MAPPING APPROACHES IN IMPROVING STUDENTS’ LEARNING OUTCOMES AT ELEMENTARY LEVEL

The basic purpose of current work is to determine the effect of the Mind Mapping Approach (MMA) on improving students' academic performance in science, as well as their effect on improving students' learning outcomes. These were conducted in order to determine the best methods of teaching for the improvement of students' science learning outcomes. The non-equivalent post-test, pre-test experimental design was used in this study. In Multan tehsil Saddar, 43 basic educational elementary schools were chosen using a simple random sampling technique. The eighth-grade classes were used for the research. The "Science Achievement Test" was used for data collection (SAT). According to the study, MMA can help improving students' learning outcomes in science; with, MMA that could improve students' learning outcomes more effectively. It is thus recommended that the Education Ministry should conduct trainings for science teachers on how to effectively implement these pioneering teaching tactics during instruction so that students can be guided to learn meaningfully and are helped in remembering, what they have learned in science. Keywords: Mastery learning, Mind Mapping, Learning outcomes.

Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model

ABSTRACT Based on self-determination theory and achievement goal theory, this study provided a serial multiple mediation model that examined how students’ perceptions of teacher autonomy support (PTAS) relate to different achievement motivations (mastery and performance-approach goals), and further associate with students’ intellectual risk-taking (IRT) engagement and academic performance (AP). A self-report questionnaire and a standardised science academic test were completed by 520 primary school students from China. The structural equation modelling revealed that the positive association between PTAS and students’ AP was serially mediated by achievement motivations and then intellectual risk-taking engagement. Though the unexpected negative direct effects of PTAS on AP suggested the need to optimise autonomous instructional practices, the positive indirect and total effects highlighted the contributions of PTAS to students’ achievement motivation and IRT engagement. The findings instantiated how autonomy support may promote students’ achievement motivations and further influence their learning engagement and academic performance in science. This study would be valuable for educational researchers and practicing teachers as it extends our understanding of what factors are influential in promoting students’ learning outcomes and how they correlate in science learning processes.

Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills?

ABSTRACT This study investigates the effects of process-oriented guided inquiry learning (POGIL) on the academic performance and science process skills of Grade 10 Filipino students in science. Specifically, this study aimed to (1) determine and compare the level of academic performance of students when exposed to POGIL and non-POGIL and (2) assess the scientific process skills of students before and after being exposed to POGIL and non-POGIL. Two (2) Grade 10 were tested using POGIL and the traditional lecture method (non-POGIL). Using a teacher-made pre/post assessment and an adapted basic science process skills test, results showed that (1) the academic performance of the POGIL class was ‘Satisfactory’ (x̄ = 77.76), while the non-POGIL class attained the ‘Fairly Satisfactory’ level (x̄ = 67.00); a statistically significant difference was found to occur for the level of academic performance between the POGIL and non-POGIL groups (f = 31.072; p < 0.001). (2) The science process skills of the students in POGIL were ‘Nearing Mastery’ (x̄ = 6.68), while the non-POGIL reached ‘Moving towards Mastery’(x̄ = 5.99); there was a statistically significant difference in the science process skills of learners between POGIL and non-POGIL groups (t = 4.52; p = 0.006).

SYSTEMATIC LITERATURE REVIEW OF INTERVENTIONS SUPPORTED BY INTEGRATION OF ICT IN EDUCATION TO IMPROVE LEARNERS' ACADEMIC PERFORMANCE IN STEM SUBJECTS IN KENYA

Poor Learners' Academic Performance in Science, Technology, Engineering &amp; Mathematics (STEM) Subjects has become one of the main problems of education systems in many countries and worldwide learning institutions. They are expected to become more common in the forthcoming decades. This article aims to provide a systematic literature review and a descriptive evaluation of the interventions supported by the integration of information and communication technology (ICT) in education to improve learners' academic performance in STEM Subjects. This paper adopted a systematic literature review of five databases namely: -Emerald, EBSCOhost, JSTOR, Wiley Online, and Taylor &amp; Francis. The paper provides a quantitative and qualitative description of `critical studies about Interventions Supported by Integration of ICT in Education for the Improvement of Learners' Academic Performance in STEM Subjects in Kenya. The following factors were considered for the analysis: teacher's plausible skills capacity interventions, Access to ICT in Education, and availability of digital content in the cloud. The systematic review demonstrated that interventions supported by the integration of information and communication technology (ICT) in education to improve learners' academic performance in STEM Subjects have several gaps that need to be addressed to make them more effective. Study findings show varying perspectives regarding ICT integration in STEM subjects. ICT access, skills capacity interventions, and access to cloud digital content pose a challenge in teachers' pedagogical practices, affecting learner performance. Despite the comprehensive literature search and review across geographical regions within limits of time and access, it is clear that the study findings prepare the ground for further research and the possibility of capacity-building interventions,&#x0D; This paper has established a need for a more effective pedagogical design promoting technology-supported collaborative learning to prepare learners for the twenty-first century STEM subjects. Further, this study recommends future studies to evaluate interventions to overcome barriers, including teacher access to ICT Education in parts of the world, technology infrastructure, software, and relevant teacher training curriculum for STEM competencies. In addition, further work is required to address the challenge of the glaring lack of access, relevant content, and the necessary infrastructure for digital cloud solutions, particularly with rich STEM subjects’ content.

PARENTS’ CHALLENGES AND THEIR CHILD’S ACADEMIC PERFORMANCE IN SCIENCE IN THE MODULAR DISTANCE LEARNING

&lt;p&gt;This study investigates parents' challenges and their child's academic performance in science in modular distance learning. It also tests the significant difference between parents’ challenges to their profile variables and their child’s academic performance. In this descriptive-survey research design, data were gathered from 318 parents of secondary students in public secondary schools situated on the island using convenience sampling. Gathered data were systematically treated and analyzed using frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson-r correlation. Findings revealed that individual-related challenges such as finances, supervision of child's studies, and poor teaching skills were the most significant challenges parents experienced in implementing modular learning. Parents disagreed that instructional and institutional challenges affect them in modular distance learning. The respondents' children performed satisfactorily in science during the first and second quarters of the school year. There was a moderately significant relationship between individual-related and instructional-related challenges. However, a weak significant relationship is surfaced between parents' institutional-related challenges and their child's academic performance. No significant difference was observed regarding individual-related, instructional-related, and institutional-related challenges when grouped according to their profile variables. The study concluded that modular distance learning contributed fairly and minimally to students' science performance brought about by continued social and academic adjustment. School and parents' involvement in implementing modular learning is essential for improving the modality.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0932/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Exploring the Relationship between Class Participation and Student Performance in Science

This study is a cross-sectional study and finds out class participation as an essential indicator in elevating the performance of the students. It explored the factors affecting the degree of class participation and its effect on science performance. Students of grade IX were selected as the sample for the study. In addition to a structured, self-administered questionnaire, the mid-term exam result was taken as an academic performance of the students. Appropriate inferential statistical tests, like the t-test and Pearson’s Product Moment Correlation, were computed to find the gender differences in-class participation and academic performances of the students and their relationships respectively. Further, an Exploratory Factor Analysis (EFA) was performed to explore factors affecting class participation. The inferential statistics results indicated that while there is no statistically significant difference between class participation and academic performance in science by gender, there does exist a positive association between class participation and academic performance. The EFA results revealed three principal factors responsible for varying degrees of class participation, namely the students’ affective traits, students’ cognitive traits and teachers’ traits.

Effectiveness of Sci-Math Board Game for Elementary Science and Mathematics

This study aimed to see how effective the Sci-Math Board Game is, at improving elementary learners’ academic performance in Science and Mathematics. Twenty Grade VI pupils from Tuyangan Elementary School in Tuyangan, Kabugao, Apayao participated. At the start of the academic year 2021-2022, the researcher used quasi-experimental research to conduct this study. The researcher employed quasi-experimental research to conduct this study at the start of the school year 2021-2022. The results showed that utilizing the Sci-Math Board Game in teaching and learning processes is successful, especially when teaching science and math. While playing board games, players can engage in computational thinking, teamwork, and creativity. Furthermore, there was a significant change in the participants' Science and Mathematics performance before and after using the Sci-Math Board Game as an instructional tool.

Language Proficiency and Academic Performance in Science: Basis for Developing Intervention Activities

Language Proficiency and Academic Performance in Science: Basis for Developing Intervention Activities

Scientific Reasoning, Critical Thinking, and Academic Performance in Science of Selected Filipino Senior High School Students

This correlational study on quantitative in nature was conducted to determine the relationship of scientific reasoning skills, critical thinking skills, and performance in Science of senior high school (SHS) students at Tapaz National High School, Capiz, Philippines. The variables in this study are the six different strands in SHS, namely, Science, Technology, Engineering, and Mathematics (STEM); General Academic Strand (GAS); Accountancy, Business, and Management (ABM); Home Economics (HE); Information and Communications Technology (ICT); and Shielded Metal Arc Welding (SMAW). The study used three instruments to quantify its goal with the statistical tools used to analyse data, i.e. the mean, standard deviation, and Pearson's r correlation coefficient. All inferential tests were set at 0.05 alpha level. The findings of the study revealed that the level of scientific reasoning skills of SHS students when taken as a whole was "high", and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT were "high" while the SMAW was on “average” level of critical thinking skills. While when taken as a whole is found "developed" and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT are "developed" while the SMAW is "moderately developed"; and their level of performance in Science, when taken as a whole, is "very satisfactory" and when grouped according to strand, the STEM, GAS, ABM, and HE were "very satisfactory" while the ICT and SMAW are "satisfactory". A significant relationship among the variables was taken as a whole and grouped according to strand. Students should learn to engage in scientific argumentation to develop their scientific reasoning and critical thinking skills. Also, the teachers should build up certain students' skills to better their performance in Science and other subjects. The school administration should also look for more sustainable programs and workshops for the teachers and students to improve their studies and lives.

Effects of Podcast on the Academic Performance in Science of Grade 10 Learners

The aim of this study was to develop a Science Podcast to see how successful it was in improving academic performance among Grade 10 students. The descriptive-correlational approach was used, as well as the true experimental method, which used a pre-test post-test control group configuration. The learners and subject area of the analysis were chosen using purposive sampling. The study subjects were divided into two groups of forty (40) Grade 10 students, twenty (20) males and twenty (20) females. Ten (10) DepEd Quezon Science teachers were also used as respondents to assess the podcast's acceptability. The Acceptability of the Developed Science Podcast for Grade 10 students was determined to: Objective with a mean of 4.50, indicating that it is Highly Acceptable. In descending order, Assessment (4.34); Time-frame (4.34); Content (4.30); and Language Level (4.25) were all interpreted as Very Much Acceptable with an overall weighted mean of 4.35. Results have shown that the experimental group's academic success has increased dramatically as a result of their use of Science Podcast. As a result, Science Podcast can help teachers and students in motivating, associating ideas, and summarizing lessons.

Relationship of Career Assessment Examination Result to the Academic Performance of Secondary School Students

This study focused on investigating the performance of a private high school graduating students in the yearly conducted National Career Assessment Examination given by the Department of Education. The researchers would like to know if the present curriculum content used by a private high school is in line with the national standard. To serve this purpose, the NCAE results of a private high school for two school years were gathered and recorded. Then their academic performances in Mathematics, Science and English (base on final grade) were noted. T-test was used to see if there is a significant difference between these two factors. It was found out that the mean percentile rank of a private high school students in Science for the past two years was 67.05 with a standard deviation of 21.90. In Mathematical Ability , their mean percentile rank was 79.23 with a standard deviation of 16.51. And the mean percentile rank for English was 79.80 with a standard deviation of 18.48. On the other hand, the mean academic performance in Science was 85.50 with a standard deviation of 4.80. In Mathematics, the mean academic performance was 85.41 with a standard deviation of 5.64. And in English, their mean academic performance was 84.00 with a standard deviation of 4.64. Using t-test, it was concluded that there is no significant difference between the result in NCAE and the students’ academic performance. Base on these findings and conclusion, recommendations directed to specific persons were laid down, and future researchers were encouraged to replicate the study for the future graduating students of a private high school.

Learning Styles of Students Amidst Pandemic Vis-À-Vis Academic Performance in Science 10: A Basis For Proposed Intervention Plan

This research looked upon the learning styles of selected Grade 10 students amidst pandemic vis-à-vis academic performance in science to have a basis for proposed intervention plan to better deliver science instructions for the best teaching and learning experiences where correlations of academic performance and learning styles of the respondents were analyzed. The result shows that majority of the respondents are auditory learners. There are very few kinesthetic learners. Most of the respondents got a Satisfactory level on their academic performance during the first quarter. While there was a noticeable increase in their academic performance during the second quarter where majority of the respondents got Very Satisfactory level. Learning style of the respondents significantly affect their academic performance. This implies that learning style correlates highly to the academic performance. This means that the learning style of the students is connected to their academic performance. Being aware of this, teachers can develop lessons and activities that suits well their learners learning styles. In this way, they are helping their students in developing their skills and increasing their academic performance.

COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ENGAGEMENT IN SCIENCE

This study determined the students’ academic achievement and engagement in science. A quasi-experimental research design was utilized. The study results showed that students exposed to CAI obtained “fairly satisfactory” results in the post-test, while those exposed to non-CAI showed “needs improvements” both in the pretest and post-test. Moreover, for students’ engagement in science, the CAI group had a high engagement level for affective, cognitive, and behavioral domains. In contrast, the non-CAI group had moderate engagement before and after the intervention. The students’ academic performance in science exposed to CAI is significantly higher than those exposed to non-CAI. Also, there is a significant difference in students’ engagement level for a cognitive domain in favor of CAI. It is concluded that CAI as a science learning tool enhances the students’ cognitive engagement.

Zambian Secondary School Biology Teachers’ Profiles of Planned Topic-specific Pedagogical Content Knowledge for Teaching Respiration

Teachers’ pedagogical content knowledge (PCK) has the potential to influence lesson planning, teaching and students’ academic performance in science. Since PCK is embodied in lesson planning (as planned PCK), this study employed the multiple-case design to describe in-depth the biology teachers’ profiles of planned topic-specific PCK (plTSPCK) for teaching respiration. While the target population comprised all biology teachers in Chipata district of Zambia, data were collected from nine teachers drawn from six secondary schools. The study used face-to-face lesson planning interviews which were audio-recorded and transcribed verbatim. Mavhunga and Rollnick’s model of TSPCK was adopted as the analytical framework. After analysing each interview transcript, the teachers’ integration of plTSPCK components was summarised into plTSPCK maps. The findings reveal that (a) the integration of the plTSPCK components in the teachers’ profiles was idiosyncratic; (b) the components conceptual teaching strategies, curricular saliency and students’ prior knowledge were central to the integration of plTSPCK; and (c) representations and what makes the topic easy/difficult were the least integrated components. The study recommends enhancing teachers’ PCK through teacher professional development activities such as lesson studies using the TSPCK framework as an analysis tool for the lesson plans and the observed lesson to demonstrate the planned and enacted PCK respectively.