<p>The new normal education policy in response to the pandemic crisis pushed institutions to shift from traditional face-to-face to asynchronous instruction that posed challenges particularly to science courses in higher education. The purpose of this study was to understand the learning experiences of the students and the implications of asynchronous teaching instruction in the Science, Technology, and Society course. This study utilized a convergent parallel mixed method of research employing descriptive-comparative and descriptive phenomenological research designs. There were 100 respondents for the quantitative part and 12 participants for the qualitative part. Based on the quantitative findings, the overall implementation of asynchronous instruction in the course was "excellent." Specifically, the level of implementation was "very satisfactory" in terms of Content and Course Evaluation, while "excellent" in terms of Instructional Design, Student Assessment, and Technology. There was no significant difference in the level of implementation of the course asynchronous instruction when analyzed by specialization. Moreover, based on the qualitative analysis, the learning experiences of students in asynchronous instruction were both positive and negative that implied two-way learning experiences. The general recommendation gleaned from the students was science, technology, and society asynchronous delivery improvement that covered teacher improvement, SIM improvement, and assessment tool improvement. The general recommendations of this study were improving asynchronous instruction delivery through teachers training proposals, modification of self-instructional materials, increasing the awareness and effective use of the varied assessment tools in sustaining the needs and interest of students in studying the course, creating a safe learning environment for the students, and conducting future researches to reveal significant factors which affect the learning experiences of students and the other points that the current researchers have not yet explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>
<p>The implementation of online learning modality in the “New Normal Education” shifted the track of education institutions across the globe from conducting face-to-face classes to holding online-classes. The study presented in this paper aimed to explore students’ attitude towards online-based learning system in the “New Normal” education. Specifically, it investigated the factor structure and the level of attitudes of 200 students towards online-based learning system. This study utilized a mixed method of research utilizing in-depth interview and a dimension reduction technique through Principal Component Analysis. Results revealed that, attitudes toward online-based learning system is multidimensional exploring eight dimensions namely: Engagement, Convenience, Satisfaction, Technology Acceptance, Adaptability, Interaction, Self-Regulation and Control. Moreover, the level of attitudes of students revealed a high level of convenience, technology acceptance, adaptability, interaction, assessment satisfaction, self-regulation and control and a moderate level of student engagement. Thus, the researchers recommend a training proposal for teachers as well as recalibrating the result of the study utilizing Confirmatory Factor Analysis. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>
The Philippines is geographically located in the Pacific ring of fire, making the country one of the most vulnerable countries to natural disasters. With this, proper mitigations such as disaster preparedness and awareness among the citizens are essential to minimize the casualties whenever disaster strikes. Thus, this study aimed to assess Senior High School Students' competency level (SHS) on Disaster Risk Reduction and Management (DRRM) topics. A descriptive-comparative quantitative design was used to attain the objectives of the study. Moreover, an adopted questionnaire was used in this study. A total of twohundred twenty-two (222) Senior High School Students from the University of Mindanao - Digos participated in the survey. The study results revealed that Senior High School Students’ DRRM competency level needs improvement and showed no significant differences when analyzed according to their grade level, strand, and age, except for the topic, “Application of DRRM Concepts,” when analyzed by age. In contrast, it was found that there is a significant difference in students’ competency according to their sex. Therefore, the findings of the study implied that there is a need for curriculum enhancement and training programs for teachers to address the gaps pertaining to DRRM.
This study aims to assess the effectiveness of the created educational board game as a supplemental tool in learning the core concepts of the periodic table of elements. A quasi-experimental approach was utilized in addressing the objectives of the study wherein a total of thirty-two (32) students from the STEM strand participated in the study (sixteen (16) experimental group, sixteen (16) control group. An interview was also conducted after the post-test to determine the students’ experiences while playing the board game. The result of the study revealed that there is no significant difference in the pre-test mean score of the control (M=41.750, SD=13.959) and experimental group (M=48.938, SD=10.221); (t(30)=1.66, p>.05). However, the post-test mean scores show a significant difference in the control (M=26.063, SD=19.223) and experimental group (M=57.268, SD=13.169); (t (30)=1.42, p<.05). This means that the created educational board game is an effective supplemental tool in learning the concepts of the periodic table of elements. In addition, the interview revealed that participants enjoyed the game and recommended that the game be utilized in learning the periodic table of elements. Based on the findings, the researchers recommended that the created educational board game be utilized as a supplement in teaching the periodic table of elements in chemistry subject.
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