This research assessed the status of online interactive resources for asynchronous modality in teaching grade 12 General Biology 1 at the University of Cebu – METC Campus, Cebu City during School Year 2020 – 2021 as the basis for an enhanced learning module. This study utilized a quasi-experimental method of research employing the use of a non-equivalent control group pretest-posttest design. Two sections of Grade 12 STEM with a total of 47 students participated as research respondents, in both the experimental and the control groups.
The students answered a 40-item multiple-choice questionnaire as a research instrument. The control group was treated with only pure-text modules and PowerPoint presentation. In contrast, students from the experimental group utilized online interactive resources containing some hyperlinked lectures, video lectures, interactive games, animations, and some simulated demonstrations that were adopted and utilized for Grade 12 STEM learners in General Biology 1.
Table of Contents
Chapter 1 THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
Theoretical Background of the Study
THE PROBLEM
Statement of the Problem
Null Hypothesis
Significance of the Study
RESEARCH METHODOLOGY
Design
Flow of the Study
Environment
Respondents
Instruments
Data-gathering Procedures
Statistical Treatment of Data
Scoring Procedures
DEFINITION OF TERMS
Chapter 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
PRETEST PERFORMANCES OF THE STUDENTS FROM THE CONTROL AND THE EXPERIMENTAL GROUPS
Characterizing the Phases of the Cell Cycle and Their Control Points
Describing the Stages of Mitosis/ Meiosis given 2n=6
Explaining the Significance or Applications of Mitosis/ Meiosis
Identifying Disorders and Diseases that Result from the Malfunction of the Cell during the Cell Cycle
POSTTEST PERFORMANCES OF THE STUDENTS FROM THE CONTROL AND THE EXPERIMENTAL GROUPS
Characterizing the Phases of the Cell Cycle and Their Control Points
Describing the Stages of Mitosis/ Meiosis given 2n=6
Explaining the Significance or Applications of Mitosis/ Meiosis
Identifying Disorders and Diseases that Result from the Malfunction of the Cell during the Cell Cycle
SIGNIFICANT DIFFERENCE BETWEEN THE PRETEST AND POSTTEST PERFORMANCES OF THE STUDENTS FROM THE CONTROL AND THE EXPERIMENTAL GROUPS
SIGNIFICANT DIFFERENCE BETWEEN THE POSTTEST PERFORMANCES OF THE STUDENTS FROM THE CONTROL AND THE EXPERIMENTAL GROUPS
STUDENTS’ FEEDBACK TOWARD ONLINE INTERACTIVE RESOURCES
Chapter 3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations
Chapter 4 OUTPUT OF THE STUDY
Rationale
Objective
Scheme of Implementation
Enhanced Learning Module
Module 1: Competency 1
Module 2: Competency 2
Module 3: Competencies 3 & 4
References
Research Objectives and Topics
This study aims to evaluate the effectiveness of online interactive resources for asynchronous learning in teaching Grade 12 General Biology. It seeks to compare student performance between a control group receiving traditional materials and an experimental group utilizing digital interactive tools to determine if these resources enhance understanding of cell division processes.
- Comparison of student pretest and posttest performance in General Biology 1.
- Assessment of the impact of online interactive tools on learning outcomes.
- Evaluation of students' feedback regarding the use of asynchronous interactive modules.
- Identification of effective pedagogical strategies for online science instruction.
- Development of an enhanced learning module based on research findings.
Auszug aus dem Buch
Rationale of the Study
Since time immemorial, textbooks play a significant role in the teaching and learning process (Walker, 2011). For the learners, it is a framework or guide that helps them to organize their learning. However, it has also limitations, which may contribute to the dissatisfaction of the learners towards the course or subject (Walker, 2011), of which, may also lead to low student performance (Matthew, 2012). As cited by the Department of Education-Bureau of Curriculum Development-JDRA (2019), the results of the Grade 12 Basic Education Exit Assessment (BEEA) for the last two years were in the low proficient level in the Science subject area with mean percentage scores of 31.26 and 32.11, respectively, compared to other subject areas. Additionally, the Department of Education, through the National Education Testing and Research Center (NETRC), disclosed that in the entire trend of the National Achievement Test (NAT) since 2004 until the most recent results, a large number of examinees have low mastery in Science and Technology (Cabajar, 2019).
Globally, the Philippines ranked almost at the bottom of the list of 17 nations that took part in the large-scale evaluation of educational achievement. Specifically, the Second International Science Study (SISS) and Trends in International Mathematics and Science Study (TIMSS), which are series of international assessments on mathematics and science established by International Association for the Evaluation of Educational Achievement (IEA), placed the Philippines in disadvantaged positions among participating nations.
Summary of Chapters
Chapter 1 THE PROBLEM AND ITS SCOPE: This chapter introduces the research context, highlighting the need for innovative teaching strategies in Science due to poor student performance and the shift to asynchronous learning during the pandemic.
Chapter 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA: This chapter presents the statistical results from pretests and posttests for both control and experimental groups, analyzing student performance across specific biological competencies.
Chapter 3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS: This chapter synthesizes the results, concluding that online interactive resources effectively improve student performance, and provides recommendations for integrating these tools into the curriculum.
Chapter 4 OUTPUT OF THE STUDY: This chapter outlines the development of an enhanced learning module for Grade 12 General Biology designed to integrate interactive resources for better student engagement.
Keywords
Science Teaching, General Biology, asynchronous modality, online interactive resources, Quasi-Experimental Method, Cebu City, Philippines, student performance, educational technology, cell cycle, mitosis, meiosis, learning module, STEM, instructional strategy.
Frequently Asked Questions
What is the core focus of this research?
The research examines the effectiveness of using online interactive resources to improve student achievement in Grade 12 General Biology within an asynchronous learning environment.
What are the key areas covered in this study?
The study focuses on four primary competencies: characterizing cell cycle phases, describing mitosis/meiosis stages, explaining the significance of these processes, and identifying cell-related disorders.
What is the primary research goal?
The goal is to determine if students using online interactive resources perform better than those using traditional text-based materials and to design an enhanced learning module based on these results.
Which methodology was employed for this research?
The study utilized a quasi-experimental, non-equivalent control group pretest-posttest research design.
What is addressed in the main body of the work?
The main body evaluates students' pretest and posttest performances, compares the mean differences between control and experimental groups, and analyzes student feedback regarding the interactive learning platform.
Which keywords define this publication?
Key terms include Science Teaching, General Biology, asynchronous modality, online interactive resources, Quasi-Experimental Method, and STEM education.
How did the experimental group interact with the learning materials?
The experimental group utilized online resources including hyperlinked lectures, video lectures, interactive games, animations, and simulated demonstrations.
What was the key finding regarding Competency 2?
The data revealed a statistically significant difference in student performance for Competency 2 (describing mitosis/meiosis stages), suggesting the interactive strategy had a measurable positive impact compared to traditional methods.
Why are textbooks considered insufficient according to the author?
The author argues that traditional textbooks have limitations that may lead to learner dissatisfaction and low academic performance, necessitating more engaging, student-centered digital alternatives.
- Quote paper
- John Kenneth Taneo (Author), 2021, Online interactive resources for asynchronous modality in teaching grade 12 General Biology, Munich, GRIN Verlag, https://www.grin.com/document/1192076
