Improving STEM Students’ Understanding in Protein Synthesis through Literacy-Based Conceptual Change Strategies | Back
December 01, 2020 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2019 |
| Year Completed: | 2019 |
| Funding Type: | Funded |
| Research Scope: | Division |
| Division: | Cristina Ballerta |
| Locale of the Study: | Ilocos Sur National High School |
| Research Status: | Published |
| Publish Date: | December 01, 2020 |
| Research Type: | Action Research |
| Fund Source: | BERF |
| Grant Amount: | Php 0.00 |
| Year Completed: | 2019 |
| Cite Research (APA): |
Abstract:
Students\' diverse learning progress is evident in every classroom. An observation by onernof the researchers is that most of the students have difficulty understanding the concepts of proteinrnsynthesis, as manifested by the results of their examinations and activity outputs. Consequently, itrnis evident in various research findings that protein synthesis is one of the hardest topics regardedrnby biology students. The purpose of this experimental research is to determine how literacy-basedrnconceptual change strategies improve students’ understanding of the topic, protein synthesis in twornbiology classes of the Science, Technology, Engineering, and Mathematics (STEM) Strand ofrnSenior High School (SHS) in Ilocos Sur National High School (ISNHS) of school year 2019-2020.rnA validated teacher-made pretest and post-test was used as data-gathering tool. The statistical toolsrnutilized were the mean and t-test for dependent and independent samples. Moreover, thernexperimental group that was exposed to literacy-based conceptual change strategies obtained anrnoutstanding rating, while the control group that was taught using the traditional method obtained arnvery satisfactory rating, which means that both groups had an improvement in their understandingrnof the topic, as shown by the results of the t-test. Eventually, it was found out there exists arnsignificant difference on the post-test mean scores of the two groups. It was, therefore, concludedrnthat the use of literacy-based conceptual change strategies is effective in improving students’ levelrnof understanding. Finally, the researchers recommend the use of the said strategies in teaching otherrnScience concepts in the division.
Keywords: No provided keywords
Students\' diverse learning progress is evident in every classroom. An observation by onernof the researchers is that most of the students have difficulty understanding the concepts of proteinrnsynthesis, as manifested by the results of their examinations and activity outputs. Consequently, itrnis evident in various research findings that protein synthesis is one of the hardest topics regardedrnby biology students. The purpose of this experimental research is to determine how literacy-basedrnconceptual change strategies improve students’ understanding of the topic, protein synthesis in twornbiology classes of the Science, Technology, Engineering, and Mathematics (STEM) Strand ofrnSenior High School (SHS) in Ilocos Sur National High School (ISNHS) of school year 2019-2020.rnA validated teacher-made pretest and post-test was used as data-gathering tool. The statistical toolsrnutilized were the mean and t-test for dependent and independent samples. Moreover, thernexperimental group that was exposed to literacy-based conceptual change strategies obtained anrnoutstanding rating, while the control group that was taught using the traditional method obtained arnvery satisfactory rating, which means that both groups had an improvement in their understandingrnof the topic, as shown by the results of the t-test. Eventually, it was found out there exists arnsignificant difference on the post-test mean scores of the two groups. It was, therefore, concludedrnthat the use of literacy-based conceptual change strategies is effective in improving students’ levelrnof understanding. Finally, the researchers recommend the use of the said strategies in teaching otherrnScience concepts in the division.
Keywords: No provided keywords
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