Predictors of Chemistry Learning Among First Year University Students

Mangubat, Florieza M.; Picardal, Marchee Tabotabo

doi:10.29333/iji.2023.1622a

Cited by 6 publications

(5 citation statements)

References 27 publications

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“…The current findings show that both the localized litmus paper and the computer interactive simulator can be utilized, as there is no significant difference between the post-test results of the two groups of respondents. These findings strengthen the results gathered by Mangubat and Picardal (2023), which revealed that practical laboratory experiments can increase students' performance in chemistry. Similarly, the study conducted by Yucor (2018), Cabuyoc (2020) and Joharaj Acabal et al (2022) revealed no differences in learning between the different groups of students after being subjected to localized apparatus and interactive simulation as interventions in mathematics, biology, and physics lessons.…”

Section: Difference Between the Post-test Performances Of The Two Gro...supporting

confidence: 89%

Localized Litmus Paper and Computer Interactive Simulator in Teaching Acids and Bases

Benong,

Piñero,

Futalan

et al. 2024

JIP

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This study aimed to determine the effectiveness of using localized litmus paper and computer interactive simulation in teaching the concepts of acids and bases. The respondents of the study are the grade seven students of a private school in Dumaguete City, during the academic year 2023-2024. The researcher utilized the descriptive, correlational, comparative, and Cluster-Randomized Controlled Trial (CRT) methods of research. This study also made use of researcher-made questionnaires that measured the performance of the students in using the two methods of instruction, respectively. The statistical tools used in this study include standard deviation, mean, t-tests for dependent and independent data, and Spearman’s rho. The findings revealed that there is a significant improvement in the student’s performance after using localized litmus paper (p=0.001 < α=0.05) and computer interactive simulator (p=0.000 < α=0.05). Overall, both methods of instruction proved to be vital and effective (p= 0.597 > 0.05) in the student’s learning of the concepts of acids and bases. The results suggest that both approaches can be valuable tools for educators, enabling them to effectively cater to students’ different learning styles or maximize teaching effectiveness through varied instructional strategies. While using both methods of instruction resulted in comparable posttest success, the usage must be coupled with classroom dynamics, a helpful learning environment, improved study habits of students, and teachers’ positive behavior to achieve higher student performance. Additionally, the findings indicate that both methods are useful teaching tools that the Department of Education and various private basic education institutions can use in teaching acid-base lessons.

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Section: Difference Between the Post-test Performances Of The Two Gro...supporting

confidence: 89%

Localized Litmus Paper and Computer Interactive Simulator in Teaching Acids and Bases

Benong,

Piñero,

Futalan

et al. 2024

JIP

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show abstract

“…Through communication, students can converse with their teachers and peers to improve their understanding of chemistry, enhancing their level of thinking. Mangubat and Picardal (2023) emphasized that a supportive learning environment and other motivational factors can help underprepared students succeed academically, even in the most challenging course like chemistry.…”

Section: Resultsmentioning

confidence: 99%

Anecdotes of University Students in Learning Chemistry: A Philippine Context

Mangubat

2023

JPII

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Contrasting approaches, principles, and previous learning experiences widely confront chemistry instruction. Therefore a comprehensive and precise understanding of the nature and mechanism of chemistry instruction is essential in attaining mastery of science subjects like chemistry. This study explored the determinants that affect students’ chemistry in tertiary education. This study utilized an explanatory sequential mixed-method research design wherein quantitative data is collected and analyzed. Qualitative data was collected and analyzed based on quantitative results. The respondents (n=253) were the students who took their chemistry subjects from 2016-2017, 2017-2018, 2018-2019, and 2019-2020. The study revealed that the type of school significantly affects students’ chemistry learning. Based on students’ responses, it was revealed that classroom dynamics, a supportive learning environment, the prospect for attractive compensation, poor study habits, non-aligned of academic track, and teachers are the determinants affecting students’ academic performance in chemistry.

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“…Teachers often feel underprepared and uncomfortable teaching biotechnology, leading to limited time spent on these topics (Mueller et al, 2015). Following Mangubat and Picardal's (2023) recommendations, funding for books, glassware, heating tools, fire extinguishers, and other chemistry teaching supplies should be given top priority to protect students during experiments. This recommendation is relevant to experiments involving biotechnology.…”

Section: Lack Of Physical Resources/facilitiesmentioning

confidence: 99%

Challenges in Teaching Biotechnology in the Philippine STE Program

Elladora,

Gaylan,

Taneo

et al. 2024

IJLTER

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To develop the full potential and enhance the science skills, mathematical abilities, and English proficiency among Filipino learners, the Department of Education implemented a special program in science, technology, and engineering at the basic education level. The students are taught based on an enhanced science-technology-oriented curriculum to prepare them for college and science, technology, engineering, and mathematics-related careers. Since the focus of this program was on science, technology, mathematics, and research, the inclusion of biotechnology subjects is integral in supporting the learners to develop an interest and aptitude in these fields. This study looked into the challenges that schools and educators face in teaching biotechnology using the qualitative research design, specifically a phenomenological approach. Interviews were conducted to obtain data. A multi-step method was employed when interviewing the 11 public high school science teachers about the challenges they encountered in teaching biotechnology. They were interviewed based on how they teach the subject, their teaching approaches, the depth of their understanding of the subject, and their specific teaching challenges. Results identified five essential themes: (a) Expertise Mismatch, (b) Abstract Nature of the Subject, (c) Deficiency in Foundation Knowledge, (d) Lacking Teaching Strategies, and (e) Lack of Learning Resources. A multi-faceted approach can be adopted to approach these identified challenges proactively. This should encompass (a) improvement in teacher training, (b) curriculum overhauling, (c) provision of essential resources, and (d) implementation of innovative teaching methodologies.

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Predictors of Chemistry Learning Among First Year University Students

Cited by 6 publications

References 27 publications

Localized Litmus Paper and Computer Interactive Simulator in Teaching Acids and Bases

Localized Litmus Paper and Computer Interactive Simulator in Teaching Acids and Bases

Anecdotes of University Students in Learning Chemistry: A Philippine Context

Challenges in Teaching Biotechnology in the Philippine STE Program

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