Knowledge, Attitudes, Beliefs, and Student’s Academic Performance on Dynamic learning Program

Abstract

The study aims to assess the students’ level of knowledge, attitudes, beliefs, and academic performance in a dynamic learning program (DLP). The Dynamic Learning Program (DLP), which is based on activity-based multidomain learning, requires students to work independently in order to read the concept notes and complete the exercises before the lesson is discussed and explained. This way, students can independently discover and understand the lesson. Students learn more by acting than by merely listening, according to the theory. This study utilized descriptive statistics to determine the students’ level of knowledge, attitudes, beliefs, and academic performance. The Pearson Product Moment Correlation Coefficient and multiple-linear regression were both used to determine which variable or variables, alone or in combination, best predict students' academic achievement in mathematics. This study was conducted at Pangantucan Community High School, Pangantucan, and Bukidnon. The respondents of this study were the 120 grade-11 students who were exposed to Dynamic Learning Program. The results of this study shown that the students are highly knowledgeable about DLP, and this teaching methodology was highly accepted and valued by the PCHS students. The academic performance of the students is above the average, it implies that the students who were exposed to dynamic learning programs have a good performance in their mathematics subject. However, the Pearson product-moment correlation showed that the student’s knowledge, attitude, and beliefs on Dynamic learning Program was not significantly correlated to their academic performance. And also, in the multiple-linear regression results showed that students’ knowledge, attitudes, and beliefs on dynamic learning couldn’t predict the academic performance of the students in their mathematics subject during modular distance learning modality.

Exploring students’ experiences in the dynamic learning program model

“…In response to these challenges, educational institutions in the Philippines have undertaken continuous reform initiatives aimed at elevating the standard of education. One of the notable initiatives concerning uplifting the quality of education was launched by a couple who has pioneered an innovative approach to education known as the Central Visayan Institute Foundation -Dynamic Learning Program (CVIF-DLP) (Asenorio et al, 2022).…”

“…It has reached 400 schools and 19 The CVIF-DLP has four key pillars that have been substantiated by recent neuroscientific discoveries (Bernido & Bernido, 2020), which include parallel classes, activitybased learning by doing, in-school comprehensive portfolio, and strategic rest. There are a few research proving its effectiveness (Asenorio et al, 2022;Bernido & Bernido, 2020) rooted on quantitative measures, specifically students' performance in standardized tests. Yet, this approach predominantly evaluates only one of the three learning domains for the holistic development of students -the cognitive domain.…”