Comparative Effectiveness of Interactive Multimedia, Simulation Games, and Blended Learning on Science Performance of Learners With Special Needs

This chapter investigated the comparative effectiveness of interactive multimedia, simulation games, and blended learning on science performance of learners with special needs. The study adopted the pre-test post-test control group quasi-experimental research design. The pre-test was used to determine the prior knowledge of the learners. Three intact classes in three schools were assigned to the experimental groups “Interactive Multimedia Platform,” “Simulation Games Box,” and “Blended Learning Parcel.” The post-test was conducted at the end of learners' exposure to the treatment. The data collected were analyzed using t-test. The findings suggested that the use of blended learning enhances the performance of special needs learners better than interactive multimedia and simulation games.

Factors Influencing the Learning of Class XII Science: A Perspectives of Students

The purpose of this study is to investigate the factors influencing students’ higher secondary level science performance in one of the higher secondary schools of Bhutan. A total of 150 students were selected through purposive sampling. The sample includes both current classes XI and XII and former class XII graduates of the school. Through the use of mixed method research design, the data were collected using survey questionaries and interview in focus group. The quantitative data were analysed using descriptive statistics techniques and qualitative based on themes. The result of the study showed that the science performance of students were negatively affected by the inadequate support from school administration, lack of experienced and dedicated teachers and, poor supports from parents and relatives of the students. Thus, this study recommends school administration to take extra initiative towards improving students’ academic performance and teachers to explore different teaching pedagogies that can stimulate students’ interest towards learning science.

The Comparisons between Ethnicity and Poverty Level on Eight Graders’Science Performance

The purposed of this study was to examine the relationships between ethnicity and poverty level with eight graders’ science performance. This study utilized the 8th grade data file (2006 - 2007) from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and had the sample size of 7,305 students. A full 2-way ANOVA model was applied to test the ethnicity and poverty level effects on the students’ science performance. Results indicated that ethnicity and poverty had significant effects on students’ science performance. White students have the highest mean score, followed by Asian, but African American students have the lowest mean scores. The gap on the mean scores between the highest and the lowest group was 20 points. White and Asian students do better on science performance, while Hispanic and African American students have lower scores. The impact among the interactions of ethnicity and poverty persisted within the breakdown of 10 subgroups’ outcomes. The subgroup of Asian “at/above poverty” had the highest mean scores, while the subgroup African American “below poverty” had the lowest scores. Future studies should continue to investigate African American students in conjunction with science performance.

THE EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY ENGAGEMENT FACTORS ON SCIENCE PERFORMANCE BETWEEN SINGAPORE AND TURKEY USING MULTI-GROUP STRUCTURAL EQUATION MODELING

Information and Communication Technology (ICT) engagement, as a multidimensional construct, plays an increasingly important role in education. The main purpose of this research was to explore the effects of ICT engagement factors on science performance across Singapore and Turkey conditional to the sufficient degree of measurement invariance of ICT engagement scale. The multi-group confirmatory factor analysis results demonstrated strong factorial invariance of ICT engagement scale across Singapore and Turkey, so we were able to use ICT engagement scale to meaningful and valid comparisons between these countries. After obtaining measurement invariance, a multi-group structural equation modeling was used for the comparison of the effects of ICT engagement factors on student’s performance of science between these two countries. While interest in ICT, perceived ICT competence and perceived autonomy in using ICT have significant positive direct effect on science performance in both countries, the direct effect of social relatedness in using ICT on science performance is negative in both Singapore and Turkey. Also, when compared with Singapore, the effects of all ICT engagement constructs on student’s performance are higher in Turkey. Keywords: ICT engagement, measurement invariance, multi-group SEM, science performance, PISA 2018

SCIENCE PERFORMANCE AND SCHOLASTIC APTITUDE OF GRADE 9 LEARNERS

This study determined the relationship between scholastic aptitude comprised of reading comprehension, verbal ability, mathematical ability, logical reasoning ability, and visual manipulative skills and Science performance of Grade 9 learners in a privately run basic education institution in Lapu-lapu, Cebu, Philippines during the school year 2015-2016. Descriptive and correlational research designs were carried out to assess the relationship among the identified variables. The study anchored its framework on the Multiple Intelligence Theory and the Primary Mental Abilities Theory. Secondary data on learners’ Science performance, scholastic aptitude and selected demographic profile were considered. Findings revealed a strong association in reading comprehension and Science performance of both sexes between scholar and non-scholar leaners. Moderate direct correlations were noted between learners’ scholastic aptitude pertaining to verbal ability, mathematical ability, logical-reasoning ability and visual manipulative skills, and their science performance. Science performance statistically differed between male and female, and between scholar and non-scholar learners. Female scholar learners performed better than their male non-scholar counterparts in science. In conclusion, scholastic aptitude has bearing on achievement of female scholar learners with respect to their science performance. There is enough evidence to conclude that scholastic aptitude goes hand in hand with science performance. It is imperative then that parents and teachers should work together to develop learners’ scholastic aptitude particularly in reading comprehension to reduce if not eliminate, the sex gap in science performance of learners in the study area. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>