Professional Documents
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Godezano
Melanie L. Macaraan
Rocky P. Margate
Ma. Lucia M. Oliva
Marella Claire B. Papuran
Nikki Mayvin Tomol
CHAPTER 1
Purpose of the Research
2017-2018.
CHAPTER 1
Purpose of the Research
In a rapidly changing global society, the importance of
Science education to a country must not be underestimated.
Consequently, the emphasis must be on teaching and learning
of Science so as to yield the desired results and achieve the
national goals on Science education.
SAMAR COLLEGE
CHAPTER 1
Significance of the Study
2017-2018.
CHAPTER 1
Definition of Terms
Academic Performance
Conceptually, this terms refers to the outcome of education or the extent
to which a student, teacher, or institution has achieve their educational goals;
commonly measured by examinations or continuous assessment (Ward et al.,
1996:2-5). Operationally, this term refers to how well the student-respondents
meet standards set out by the institution, specifically by the major subjects.
Biological Science
Conceptually, this term refers to the study of life and living organisms,
their life cycles, adaptations and environment. There are many different areas of
study under the umbrella of biological sciences including biochemistry,
microbiology and evolutionary biology (www.timeshighereducation.com,
September 23, 2017). Operationally, this term refers to the specialization of
secondary education students who are the respondents of the study.
CHAPTER 1
Definition of Terms
College Students
Conceptually, this term refers to the person formally engaged in
learning, especially one enrolled in a tertiary school (www.dictionary.com,
July 23, 2017). Operationally, this term refers to the college students from a
particular private tertiary institution in the City of Catbalogan, Samar who are
the respondents in this study.
Laboratory
Conceptually, this term refers to a place equipped for experimental
study in science or for testing and analysis (www.merriam-webster.com,
September 22, 2017). Operationally, this terms referred to the same context
as define in the preceding statement, except that it specifically referred to a
place where laboratory teaching is conducted by the science teachers for
the benefit of the students.
CHAPTER 1
Definition of Terms
Laboratory Equipment
Conceptually, this refers to the type of equipment found in a building or room
equipped for conducting scientific research or for teaching practical
science, as for carrying out scientific experiments, etc
(www.collinsdictionary.com, September 25, 2017). Operationally, this term
refers to the hands-on experiences of student-respondents in the laboratory.
Laboratory Experience
Conceptually, this refers to the opportunities for students to interact
directly with the material world (or with data drawn from the material world),
using the tools, data collection techniques, models, and theories of science
(www.smartscience.net, September 25, 2017). Operationally, this term refers
to the hands-on experiences of student-respondents in the laboratory.
CHAPTER 1
Definition of Terms
Laboratory Teaching
Conceptually, this term refers to sessions that are commonly used in
the traditional science-based labs, but they are also often used in other
areas such as computing, medicine, engineering and design
(www.teaching.unsw.edu.au, September 22, 2017). Operationally, this terms
referred to utilization of laboratory equipment in teaching laboratory classes
of Bachelor of Secondary Education major in Biological Science students in
Samar College.
Scientific Attitude
Conceptually, this refers to a disposition to act in a certain way or a
demonstration of feelings and/or thoughts.
(www.crystaloutreach.ualberta.ca, September 22, 2017). Operationally, this
term refers to the favor or disfavor expressed by the student-respondents
towards laboratory learning.
CHAPTER 1
Definition of Terms
Scientific Method
Conceptually, this refers to the principles and procedures for the
systematic pursuit of knowledge including the formulation of a problem, the
gathering of data through observation and experiment, and the formulation
and testing of hypotheses (www.merriam-webster.com, September 23, 2017).
Operationally, this term refers to how the student-respondents processes
experiments and solving scientific problems.
Scientific Skill
Conceptually, this refers to the ability to use scientific knowledge to identify
questions that can be answered through a scientific process and draw conclusions
based on facts to understand the natural world and the changes made to it by
human activity and to help to make decisions about
it(www.crystaloutreach.ualberta.ca, September 22, 2017). Operationally, this term
refers to the skills acquired by the student-respondents during laboratory classes.
CHAPTER 2
1) Ufondu, (2009:84-88)
2) (Omiko, 2015:1-17)
5) (Tobin, 1990:405)
6) (Dikmenli, 2009:1)
CHAPTER 2
Review of Related Studies
The following items are some of the related studies which were
thoroughly reviewed by the researcher that was found to be relevant to this
study. Similarities to this study are hereby presented.
1) Uba (2012)
3) Akani (2015)
4) Olubu (2015)
METHODOLOGY
Table 1
Age and Sex of the Student-Respondents
Age Female Male Total Percentage
f % f %
Table 2
Civil Status of the Student-Respondents
Single 37 94.87
Married 2 5.13
Total 39 100.00
CHAPTER 4
Table 3
Parents’ Highest Educational Attainment
Educational Levels Father Mother
f % f %
No Schooling 0 0.00 0 0.00
Elementary Level 2 5.13 2 5.13
Elementary Graduate 4 10.26 1 2.56
High School Level 1 2.56 3 7.69
High School Graduate 16 41.03 9 23.08
College Level 11 28.21 11 28.21
College Graduate 5 12.82 11 28.21
MA/MS/MAT/MAEd Units 0 0.00 1 2.56
MA/MS/MAT/MAEd Graduate 0 0.00 0 0.00
Ph.D./Ed.D./D.A. Units 0 0.00 1 2.56
Ph.D./Ed.D./D.A. Graduate 0 0.00 0 0.00
Total 39 100.00 39 100.00
CHAPTER 4
Table 4
Gross Monthly Family Income of the Student-Respondents
Income Brackets Frequency Percentage
Php 50,000.00 and Above 0 0.00
Php 40,000.00 – Php 49,999.00 0 0.00
Php 30,000.00 – Php 39,999.00 3 7.69
Php 20,000.00 – Php 29,999.00 1 2.56
Php 10,000.00 – Php 19,999.00 11 28.21
Below Php 10,000.00 24 61.54
Total 39 100.00
CHAPTER 4
Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
Sub-Mean 3.91 A
CHAPTER 4
Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
B. SCIENTIFIC SKILLS DEVELOPMENT OF STUDENTS
Sub-Mean 3.97 A
CHAPTER 4
Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
C. SCIENTIFIC METHOD FOR LEARNING SCIENCE
Sub-Mean 3.71 A
CHAPTER 4
Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
D. MATCHING OF SCIENTIFIC ABILITIES WITH LABORATORY EXPERIENCES
Sub-Mean 4.22 A
CHAPTER 4
Table 5
Student-Respondents’ Perception on the Effects of Laboratory
Teaching
Indicators Weighted Mean Description
Legend:
Scale Value: Interpretation:
4.5 – 5.0 Strongly Agree (SA)
3.5 – 4.4 Agree (A)
2.5 – 3.4 Undecided (U)
1.5 – 2.4 Disagree (D)
1.0 – 1.4 Strongly Disagree (SD)
CHAPTER 4
Table 7
Academic Performance of the Second Year Student-Respondents in
BioSci 103, BioSci 104, and BioSci 105
Grades BioSci 103 BioSci 104
Frequency Percentage Frequency Percentage
Table 7
Academic Performance of the Second Year Student-Respondents in
BioSci 103, BioSci 104, and BioSci 105
Grades BioSci 103 BioSci 104 BioSci 105
f % f % f %
1.00 0 0.00 0 0.00 0 0.00
Table 8
Academic Performance of the Third and Fourth Year Student-
Respondents in BioSci 103, BioSci 104, and BioSci 105
Grades BioSci 103 BioSci 104 BioSci 105
f % f % f %
1.00 2 8.00 1 4.00 0 0.00
1.1 – 1.5 13 52.00 11 44.00 12 48.00
1.6 – 2.0 8 32.00 9 36.00 12 48.00
2.1 – 2.5 2 8.00 4 16.00 1 4.00 Legend:
1.0 - Excellent
2.6 – 3.0 0 0.00 0 0.00 0 0.00 1.1 – 1.5 - Superior
1.6 – 2.0 - Very Good
5.0 0 0.00 0 0.00 0 0.00 2.1 – 2.5 - Good
2.6 – 3.0 - Fair/Passing
Total 25 100.00 25 100.00 25 100.00 5.0 - Failure
Inc. - Incomplete
Mean 1.55 1.66 1.61 Dr. - Dropped
Table 9
Academic Performance of the Third and Fourth Year Student-
Respondents in BioSci 110, BioSci 111, and BioSci 112
Grades BioSci 110 BioSci 111 BioSci 112
f % f % f %
1.00 0 0.00 0 0.00 0 0.00
1.1 – 1.5 9 36.00 12 48.00 17 68.00
1.6 – 2.0 12 48.00 11 44.00 6 24.00
2.1 – 2.5 3 12.00 1 4.00 1 4.00 Legend:
1.0 - Excellent
2.6 – 3.0 1 4.00 1 4.00 1 4.00 1.1 – 1.5 - Superior
1.6 – 2.0 - Very Good
5.0 0 0.00 0 0.00 0 0.00 2.1 – 2.5 - Good
2.6 – 3.0 - Fair/Passing
Total 25 100.00 25 100.00 25 100.00 5.0 - Failure
Inc. - Incomplete
Mean 1.72 1.66 1.58 Dr. - Dropped
Table 10
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Scientific Attitude and their Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.588 0.677 NS Accept Ho
Sex 8.700 0.171 NS Accept Ho
Civil Status 6.622 0.217
Parents’ Highest
Educational Attainment
Table 11
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Scientific Skills Development and their
Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.562 0.407 NS Accept Ho
Sex 0.316 0.861 NS Accept Ho
Civil Status 16.175 0.058
Parents’ Highest
Educational Attainment
Table 12
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Scientific Method for Learning Science and
their Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 1.612 0.086 NS Accept Ho
Sex 9.669 0.775 NS Accept Ho
Civil Status 13.905 0.744
Parents’ Highest
Educational Attainment
Table 13
Results of Correlation Analysis between Student-Respondents’ Perception on the
Effect of Laboratory Teaching along Matching of Abilities and Laboratory
Experiences and their Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 2.775 0.592 NS Accept Ho
Sex -1.656 0.790 NS Accept Ho
Civil Status 2.459 0.305
Parents’ Highest
Educational Attainment
Table 14
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 103 (Biology) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age -0.983 0.000 S Reject Ho
Sex 10.875 0.741 NS Accept Ho
Civil Status 11.290 0.824 NS Accept Ho
Parents’ Highest
Educational Attainment
Table 15
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 104 (Microbiology) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.690 0.847 NS Accept Ho
Sex 3.481 0.316 NS Accept Ho
Civil Status 3.657 0.245 NS Accept Ho
Parents’ Highest
Educational Attainment
Table 16
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 105 (Ecology) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age -0.041 0.226 NS Accept Ho
Sex -0.028 0.419 NS Accept Ho
Civil Status 0.170 0.167 NS Accept Ho
Parents’ Highest
Educational Attainment
Table 17
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 110 (Biochemistry) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.051 0.301 NS Accept Ho
Sex 0.164 0.191 NS Accept Ho
Civil Status 0.842 0.083 NS Accept Ho
Parents’ Highest
Educational Attainment
Table 18
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 111 (Inorganic Chemistry) and Profile
Parents’ Highest
Educational Attainment
Table 19
Results of Correlation Analysis between Student-Respondents’ Academic
Performance in BioSci 112 (Organic Chemistry) and Profile
Profile Variates rxy/2 p-value Evaluation Decision
Age 0.092 0.064 NS Accept Ho
Sex 0.409 0.539 NS Accept Ho
Civil Status 0.412 0.711 NS Accept Ho
Parents’ Highest
Educational Attainment
Table 20
Results of Correlation Analysis between Student-Respondents’
Perception on the Effects of Laboratory Teaching and their
Academic Performance in their Major Subjects in Science
performance in BioSci 103 (Biology). The teachers teaching Biology in the BSED
Biological Science Program in Samar College must consider the students’ ages
Biology class.
CHAPTER 4
Thus, the teachers must strictly and religiously implement utilization of laboratory
years old. Of this number, 18 or 81.82 percent were females whereas 12 or 70.59
were males. There were six or 15.38 percent student-respondents who were
– 37 years old.
CHAPTER 5
The mean age for the female student-respondents was computed at 21.51
years old, with a standard deviation of 3.60 years while the mean age for the
was computed at 21.08 years old, with a standard deviation of 3.65 years.
CHAPTER 5
respondents was college, with five or 12.82 percent while the lowest level of
percent whose mothers were college level and college graduate. This was
were high school graduates. The highest level of education attained by the
the lowest level of education attained by the mothers of two or 5.13 percent who
families with gross monthly income below Php 10,000.00, followed by 11 or 28.21
learning how to experiment, with a weighted mean of 4.54. Yet, they disagreed
to learning
CHAPTER 5
classify things, with a weighted mean of 4.38, and on developing the ability to
mean of 4.05.
CHAPTER 5
obtained at 3.97.
CHAPTER 5
7. As regards the effect of laboratory teaching on the scientific method for learning
and in not being able to imagine things being learned, with a weighted mean of
2.85.
CHAPTER 5
4.62 for use of laboratory helps students draw conclusions based on findings,
and 4.56 for use of laboratory helps students to organize information or materials
weighted mean of 4.23; and difficulty in retaining facts more permanently in any
grades between 1.6 and 2.0, interpreted as very good academic performance
in BioSci 103 (Biology), while there were two or 40 percent who obtained grades
(Biology). The mean grade of the first year student-respondents in BioSci 103 was
104 (Microbiology) while there were two or 40 percent who obtained grades
between 1.6 and 2.0, interpreted as very good academic performance in the
same subject. The mean grade for BioSci 104 (Microbiology) of the first year
10. There were five or 55.56 percent second year student-respondents who obtained
grades between 1.6 and 2.0, interpreted as very good academic performance
in BioSci 103 (Biology) while the remaining four or 44.44 second year student-
academic performance in the same subject. The mean grade for the said
between 1.6 and 2.0 for BioSci 104 (Microbiology), interpreted as very good
second year student-respondents had grades between 1.1 and 1.5, interpreted
grade of the student-respondents in the said subject was 1.61, with a standard
while there were eight or 32 percent who obtained grades between 1.6 and 2.0,
There were, however, two or eight percent third and fourth year student-
On the contrary, there were two or eight percent third and fourth year student-
respondents who obtained grades between 2.1 and 2.5, interpreted as good
respondents.
CHAPTER 5
For BioSci 104 (Microbiology), there were 11 or 44 percent third and fourth
year student-respondents who obtained grades between 1.1 and 1.5, interpreted
as superior academic performance in the said subject. This was followed by nine
or 36 percent who obtained grades between 1.5 and 2.0, interpreted as very
good academic performance in BioSci 104 (Microbiology) of the third and fourth
year student-respondents.
CHAPTER 5
interpreted as good academic performance in BioSci 104. The mean grade for
the said subject obtained by the third and fourth year student-respondents was
obtained grades between 1.6 and 2.0, interpreted as very good academic
between 2.1 and 2.5, interpreted as good academic performance in BioSci 110.
performance in BioSci 110. The mean grade for BioSci 110 of the third and fourth
For the academic performance in BioSci 111 (Inorganic Chemistry) of the third and
There was one or four percent student-respondent who obtained grade between 2.1
and 2.5, interpreted as good academic performance in BioSci 111 and one or
four percent student-respondent who obtained grade between 2.6 and 3.0,
mean grade in BioSci 111 was posted at 1.66, with a standard deviation of 0.34.
CHAPTER 5
laboratory experiences and each of their profile variates based on the values of
p. The p values obtained were posted at 0.592 for age, 0.790 for sex, 0.305 for
civil status, 0.262 for fathers’ educational attainment, 0.161 for mothers’
educational attainment, and 0.645 for gross monthly family income. These
values proved to be greater than the level of significance at 0.05, df=37, for two-
tailed hypothesis testing. This then led to the acceptance of the hypothesis.
CHAPTER 5
16. Only the student-respondents’ age had significant relationship with their
0.000 was posted which proved to be lesser than the level of significance at 0.05,
df=37, for two-tailed hypothesis testing. This then led to the rejection of the
variates based on the p values. The p values of 0.064 was obtained for age,
0.539 for sex, 0.711 for civil status, 0.310 for fathers’ educational attainment, 0.489
for mothers’ educational attainment, and 0.169 for gross monthly family income.
These values proved to be greater than the level of significance at 0.05, df=23,
those enrolled in the tertiary level in terms of age inasmuch as they were in their
early 20s, mostly females, still predominantly single, with fathers who had lower
levels of education and mothers who had higher levels of education, and with
scientific methods for learning, and matching of abilities and their laboratory
experiences.
CHAPTER 5
BioSci 105 (Ecology), BioSci 110 (Biochemistry), BioSci 111 (Inorganic Chemistry),
related.
CHAPTER 5
1. The Science teachers in the BSED Biological Science Program must strictly and
with laboratory.
4. The school administrators, teachers and other stakeholders in Samar College must
see to it that the Science laboratory is well-provided with adequate facilities and
Thank You!