Science Investigatory Project Instruction: The Secondary Schools Journey

Sanchez, Joje Mar P.; Rosaroso, Rufina C.

doi:10.56278/tnl.v13i1.1234

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…Previous research has shown that students' engagement was enhanced through project-based learning units (Juuti et al, 2021), robotics courses (Verner et al, 2021), science investigatory projects (Sanchez & Rosaroso, 2019), and team-based capstone courses (McCubbins et al, 2018). Although these studies provide satisfactory results and findings on how students were engaged in STEAM-oriented courses, this article offers the specific dimensions of students' engagement rather than focusing on a general form that failed to consider the unique contributions of each aspect of the engagement.…”

Section: Students' Engagement In Steammentioning

confidence: 95%

“…Science Investigatory Projects, Capstone, and Robotics (SIPCaR) are avenues where higher-order thinking skills are honed (Alarde et al, 2021a;Sullano et al, 2021), basic research skills are instilled, and science characters are developed (Sanchez & Rosaroso, 2019) in the basic education level. This paper seeks to find out whether doing innovative projects remotely engages students and develops R&D skills.…”

Section: Research Questionsmentioning

confidence: 99%

“…With the fragmented implementation of the SIPCaR projects, a particular school could adhere to its best practices to gauge students' inclination towards science. Effective mentoring and instruction (Sanchez & Rosaroso, 2019), providing appropriate materials and tools, promoting a childfriendly learning space, conducting frequent feedback systems, utilizing practical assessment tools, and implementing a reward system are keys to successful inquiry and solutions-generation. Until DepEd should come to a policy in institutionalizing SIPCaR projects in basic education curriculum, implementing schools are motivated to integrate these projects because of their potential and impact on students' technological and scientific skills and could help shape the nation's Science and Technology (S&T) advancements.…”

Section: Science Investigatory Projects Capstone and Robotics (Sipcar)mentioning

confidence: 99%

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Developing SIPCaR projects utilizing modern technologies

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2022

LUMAT

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Due to the onset of the COVID-19 pandemic, the education sector responded quickly to change the mode of delivering instructions to students in hybrid learning. Since in-school learning is no longer feasible, schools are devising teaching-learning pedagogies that are practical to achieving positive students' learning and quality instruction. This study aims to find out the impact of science investigatory projects, capstone projects, and robotics (SIPCaR) to students' engagement, and research and development (R&D) skills, and learning outcomes. Using purposive sampling and mixed-method research design, results revealed that students were very engaged, their R&D skills and learning outcomes proficiency are highly evident. Students were very cognitively engaged, behaviorally engaged, socially engaged, and moderately emotionally engaged, with means 4.27, 4.16, 4.41, and 3.44, respectively. Their R&D skills consist of analytical skills, information seeking skills, problem-solving skills, communication skills, and methodology skills are proficient with means 4.10, 4.06, 3.80, 4.30, and 3.78, sequentially. The findings of the study prove that, if appropriately implemented, SIPCaR projects open countless opportunities for students to achieve high-level learning outcomes, collaborate and innovate modern technologies that could potentially help emerging societal problems. Despite the challenges posed by the health crisis, STEM educators may formulate activities that result in students' holistic development in a remote classroom setting.

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Section: Students' Engagement In Steammentioning

confidence: 95%

Section: Research Questionsmentioning

confidence: 99%

Section: Science Investigatory Projects Capstone and Robotics (Sipcar)mentioning

confidence: 99%

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Developing SIPCaR projects utilizing modern technologies

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2022

LUMAT

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“…Additionally, doing SIP enhances students' research skills and contributes to their values formation in which they become resourceful, creative, persistent, and patient. Scientific values are instilled to develop scientist-inspired characters (Sanchez & Rosaroso, 2019). Students broaden their scientific understanding towards their selected science disciplines.…”

Section: Perceived Effect Of Project I-create As To Learning Outcomesmentioning

confidence: 99%

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2021

IMRJ

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Science investigatory projects (SIP) provide students the opportunity to apply their gained knowledge, skills, and attitude (KSA) in Science. This study aimed to implement an intervention program called Project i-CREATE (Intensive Collaboration through Research Enhancement and Advancement Training and Exercise) at San Pablo City Science Integrated High School on school year 2019-2020. Moreover, it attempted to investigate its perceived effectiveness as to learning outcomes and explore the students' lived experiences. Explanatory sequential design was employed. Survey-questionnaire was used as the main instrument to describe the students' perceptions. This was administered among 90 respondents who were selected purposively. Mean and standard deviation were computed to analyze the data. Results showed that the students improved their KSA, developed 21st century skills, and became more motivated and interested. Furthermore, a Focus Group Discussion (FGD) was held among select participants to gather their lived experiences in conducting SIP as exposed to the intervention program. Thematic analysis was used to derive emerging themes such as (1) SIP provides opportunities for improvement and development; and (2) SIP entails challenges such as lack of resources and lack of training that hampers its success. Consequently, there was an increase in the number of science research projects produced, colloquia and forums conducted, partnership, publication, and winning in local science fairs signifying the success of the intervention program. Project i-CREATE helped to develop young researchers and improve the schools' science research program. Its implementation may be further strengthened through identifying other areas of development and opening its channels for benchmarking.

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“…First, the duration of undergraduate research experience positively contributes to graduate school performance in their research http://ijlter.org/index.php/ijlter skills (Gilmore et al, 2015). Second, participation in research undertaking has been associated with enhanced ability in doing science along with other scientific values and skills such as oral communication, professional writing, research skills, and academic skills (Thiry et al, 2011;Sanchez & Rosaroso, 2019). Thirdly, it enables them to understand and visualize the role of teachers with those opportunities and problems that may confront them as professional teachers as research-derived knowledge is instrumental for effective learning processes and whole school improvement (Mincu, 2015).…”

Section: Introductionmentioning

confidence: 99%

Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Picardal

Sanchez²

2022

IJLTER

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Undergraduate research as a high-impact educational practice aims to develop the personal and professional growth of preservice teachers and prepares them to be effective practitioners in the field. With the sudden shift in instructional delivery, a dearth of studies focusing on students’ experiences in conducting research in the online learning environment is observed. This study examined the experiences of 80 preservice teachers from a teacher education institution implementing a pure online instructional delivery in conducting educational research through descriptive phenomenology. Their narrative accounts were obtained through their post-assessment reflective journal with seven guide questions and were analyzed using thematic analysis. Their nuances articulated that students' prior knowledge and experiences in research, presence of support groups, availability of learning resources, and perceived benefits were the enabling factors for their learning success. However, there were also challenges along the way such as communication barriers, lack of resources, overlapping responsibilities, and the quality of their output and performance. The presence of a supportive virtual learning environment and online learning community is critical to learning outcomes and the quality of learning experiences.

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Science Investigatory Project Instruction: The Secondary Schools Journey

Cited by 4 publications

References 7 publications

Developing SIPCaR projects utilizing modern technologies

Developing SIPCaR projects utilizing modern technologies

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Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

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