scholarly journals Biology Learning Station Strategy (BLISS): Its Effects on Science Achievement and Attitude towards Biology

2019 ◽  
Vol 1 (2) ◽  
pp. 78-89
Author(s):  
Danilo Villar Rogayan
Keyword(s):  
High School ◽  
Junior High School ◽  
Curriculum Design ◽  
Science Achievement ◽  
Learning Strategy ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Science Students ◽  
Biology Learning

Science education faces monumental changes in terms of curriculum design and approach brought about by the challenges of globalization and diversifying educational landscapes. This study sought to test the effects of Biology Learning Station Strategy (BLISS) to the academic achievement and attitude of junior high school Science students. This action research utilized a within-group pretest-posttest experimental design involving 28 Grade 10 Science students of a government-run secondary school in Central Luzon, Philippines. The study found out that prior to the intervention, the junior high school Science students were performing below average in terms of Science achievement and have slightly positive attitude towards Biology. After the intervention, the students’ Science achievement and their attitude towards Biology had improved. BLISS was found to be an effective differentiated learning strategy in improving the Science achievement and attitude towards Biology of students. There was a positive correlation between Science achievement and attitude towards Biology.

scholarly journals Supporting Struggling Grade 8 Science Students’ Motivation, Participation and Performance through Peer-Tutoring Approach

2017 ◽  
pp. 147-157 ◽  
Author(s):  
Joy Bellen ◽  
Amalia Jomoc
Keyword(s):  
High School ◽  
Peer Support ◽  
Junior High School ◽  
Peer Tutoring ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Struggling Students ◽  
Science Students ◽  
Grade 8

Research shows that cognitive and affective abilities among science students can be enhanced using peer tutoring approach. However, peer tutoring approach remains an underutilized peer support (Bond & Castagnera 2006). This study determined the effects of peer tutoring approach in motivation, participation and academic performance of grade 8 students. Using regression discontinuity design, the respondents were non-struggling, struggling who accepted peer tutoring and struggling students who declined peer tutoring. Results showed that struggling students who accepted peer tutoring showed better participation, expert like perceptions of junior high school science, and exam performance relative to their peers who were not attending the peer tutoring sessions. The results of this study provide evidence to teachers who want to plan targeted peer support for students who are struggling in junior high school science.

Pengembangan Instrumen Penilaian Autentik Berbasis PBL Pada Materi Dampak Pencemaran Bagi Kehidupan Di Sekolah Menengah Pertama

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Timma Dormauli Siallagan ◽  
Syamsurizal Syamsurizal ◽  
Bambang Hariyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Scientific Approach ◽  
Processing Information ◽  
Asking Questions

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students.  The worksheet were developed based on scientific approach. The stages include:  observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define,  design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

2021 ◽  
pp. 073563312110015
Author(s):  
Ting-Ling Lai ◽  
You-Sheng Lin ◽  
Chi-Yin Chou ◽  
Hsiu-Ping Yueh
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Electrochemical Cells ◽  
Head Mounted Display ◽  
Science Classes ◽  
Desktop Vr ◽  
Experimental Group

The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

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