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
- Abstract
- Acknowledgment
- Dedication
- Chapter 1: Introduction
- Background of the Study
- Statement of the Problem
- Hypothesis
- Significance of the Study
- Scope and Delimitation
- Definition of Terms
- Chapter 2: Review of Related Literature
- Chapter 3: Research Methodology
- Research Design
- Participants
- Research Instrument
- Data Gathering Procedure
- Statistical Treatment of Data
- Chapter 4: Presentation, Analysis and Interpretation of Data
- Chapter 5: Summary, Conclusions, and Recommendations
Objectives and Key Themes
This research aimed to assess the effectiveness of online interactive resources in asynchronous teaching of Grade 12 General Biology 1. The study utilized a quasi-experimental design to compare the learning outcomes of students using interactive resources with those using traditional methods. The primary goal was to determine whether the incorporation of online interactive resources enhances student understanding and performance.
- Effectiveness of online interactive resources in science education.
- Comparison of learning outcomes between traditional and online interactive methods.
- Application of asynchronous learning modalities in a Grade 12 science context.
- The impact of interactive elements (hyperlinks, videos, games, animations) on student learning.
- Potential for wider application of online interactive resources across various science subjects.
Chapter Summaries
Abstract: This abstract summarizes a research study assessing the effectiveness of online interactive resources for asynchronous teaching of Grade 12 General Biology 1. A quasi-experimental design with a non-equivalent control group pretest-posttest was employed. The study compared the performance of students using interactive resources (experimental group) versus traditional methods (control group). Findings indicated that while both groups showed improvement, the experimental group demonstrated a significantly higher mean difference in posttest scores, suggesting the effectiveness of online interactive resources in enhancing student understanding. The study concludes that these resources offer an effective alternative teaching strategy, applicable not only to Biology, but potentially to Physics, Chemistry, and Earth Science as well.
Chapter 1: Introduction: This chapter sets the stage for the research, providing background information on the growing importance of online learning, particularly in asynchronous modalities. It clearly states the problem of inadequate resources for asynchronous science education and formulates a research question focusing on the effectiveness of online interactive resources. The chapter also explains the significance of the study, highlighting its potential contribution to improving science education practices. The scope and delimitation clarify the specific context of the research (Grade 12 General Biology 1 at a particular university) and the definition of key terms ensures a shared understanding of the concepts used throughout the research.
Chapter 2: Review of Related Literature: This chapter presents a comprehensive review of existing research and literature pertinent to online learning, asynchronous instruction, the use of interactive resources in science education, and the challenges and opportunities associated with these approaches. It examines various pedagogical models and technologies used for online instruction, as well as studies on student learning outcomes under different teaching approaches. The literature review provides theoretical support for the research hypothesis and sets a robust framework for understanding the context of the present study.
Chapter 3: Research Methodology: This chapter details the research design, a quasi-experimental method using a non-equivalent control group pretest-posttest design. The chapter specifies the participants (two sections of Grade 12 STEM students), describes the research instrument (a 40-item multiple-choice questionnaire), and outlines the data gathering procedure. Crucially, it explains how the experimental and control groups differed in their learning materials (interactive resources versus traditional methods) and defines the statistical methods used to analyze the data. This section showcases the rigorous and systematic approach to the research.
Chapter 4: Presentation, Analysis and Interpretation of Data: This chapter presents the collected data, including descriptive statistics and inferential statistical analyses that test the research hypothesis. It provides a detailed examination of the pretest and posttest scores for both the experimental and control groups, comparing the performance of students in both groups. The results are interpreted in light of the research questions and previous literature, providing insights into the effectiveness of the online interactive resources.
Keywords
Science Teaching, General Biology, asynchronous modality, online interactive resources, Quasi-Experimental Method, eLearning, educational technology, student performance, learning outcomes, Philippines
Frequently Asked Questions: Effectiveness of Online Interactive Resources in Asynchronous Teaching of Grade 12 General Biology 1
What is the main topic of this research study?
This research study investigates the effectiveness of online interactive resources in asynchronous teaching of Grade 12 General Biology 1. It compares the learning outcomes of students using interactive resources with those using traditional teaching methods.
What is the research design used in this study?
A quasi-experimental design with a non-equivalent control group pretest-posttest was employed. This involved comparing two groups of students: an experimental group using interactive resources and a control group using traditional methods.
What are the key objectives and themes of this research?
The main objective was to determine if incorporating online interactive resources enhances student understanding and performance in Grade 12 General Biology 1. Key themes include the effectiveness of online interactive resources in science education, a comparison of learning outcomes between traditional and online methods, and the application of asynchronous learning in a Grade 12 science context.
What online interactive resources were used?
While the specific resources aren't explicitly listed, the text mentions interactive elements such as hyperlinks, videos, games, and animations were incorporated into the learning materials for the experimental group.
What were the findings of the study?
The study found that while both groups showed improvement, the experimental group (using interactive resources) demonstrated significantly higher mean differences in posttest scores. This suggests the effectiveness of online interactive resources in enhancing student understanding.
What are the implications of the study's findings?
The findings suggest that online interactive resources offer an effective alternative teaching strategy, potentially applicable to other science subjects like Physics, Chemistry, and Earth Science. The study highlights the potential for improving science education practices through the use of such resources.
What is included in each chapter of the research?
The research is structured as follows: Chapter 1 (Introduction), Chapter 2 (Review of Related Literature), Chapter 3 (Research Methodology), Chapter 4 (Presentation, Analysis and Interpretation of Data), and Chapter 5 (Summary, Conclusions, and Recommendations). Each chapter covers the relevant aspects of the research process, as detailed in the "Chapter Summaries" section.
What are the key words associated with this research?
Key words include Science Teaching, General Biology, asynchronous modality, online interactive resources, Quasi-Experimental Method, eLearning, educational technology, student performance, learning outcomes, and Philippines.
What type of students participated in the study?
The study participants were two sections of Grade 12 STEM students.
What was the research instrument used to collect data?
A 40-item multiple-choice questionnaire was used as the research instrument.
- Citar trabajo
- John Kenneth Taneo (Autor), 2021, Online interactive resources for asynchronous modality in teaching grade 12 General Biology, Múnich, GRIN Verlag, https://www.grin.com/document/1192076
