Students satisfaction, self-efficacy and achievement in an emergency online learning course

This study aimed to evaluate the impact of an emergency online learning course on students’ satisfaction, self-efficacy and achievement. This study used a convergent mixed methods approach with an action research design to explore students’ experiences and outcomes in an emergency online science course. This study involved 25 voluntary participants from a private college in Manila, Philippines, who were enrolled in the Science, Technology and Society online course during the 2019–2020 academic year. Data were collected using a variety of instruments, including questionnaires, reflective journals and semi-structured interviews. The results showed that the developed emergency online learning course positively impacted students’ satisfaction, efficacy and achievement. Students were satisfied with their interactions with classmates and teachers and the course content. They also expressed confidence in their ability to perform online tasks independently and master the subject through pre-recorded videos. This study suggests that effective student-teacher interaction, peer relationships, relevant and relatable course content, well-designed lesson materials, clear assessment tasks, differentiated tasks to meet individual learning preferences and teacher creativity are essential factors for student satisfaction, efficacy and achievement in emergency online learning courses

Construction and Validation of Biology Assessment Test (BAT) for Junior High School Students

This test development study aims to develop and validate an achievement test in Biology designed for junior high school completers. Test items were pooled from selected lessons in Biology. The researchers prepared a table of specification (TOS) and subjected the102- item multiple choice type of examination to validation by experts. After the initial validation, the test had 88 items that were pilot tested among 172 grade 11 students at a private university. The researcher did item analysis which classified 67 items as "average," 21 as "hard," none as" easy," 10 as "very good", 12 as "good," 19 as “fair” and 47 as "poor." Consistency and reliability were obtained using Kuder-Richardson (KR) 20. A total of 22 items were retained of the 88 based on validation and item analysis. Three items that were initially classified as "fair" and with "marginal" difficulty index were revised to produce a 25-item final version of the Biology Achievement Test

Teaching presence in an online Science, Technology, and Society (STS) course: A mixed methods study

The study used the teaching presence (TP) construct of the Community of Inquiry (CoI) framework to explore the online learning environment. The pandemic offered a new context for this exploration, as many educational institutions worldwide were forced to switch to online distance learning. The study employed an action research methodology with an explanatory sequential mixed methods approach. It was participated by 64 undergraduate students enrolled in an online Science, Technology, and Society (STS) course. The data sources included responses to the developed Teaching Presence Questionnaire (TPQ), individual interviews, reflective journals, lesson recordings, and student artifacts in the learning management system. Quantitative and qualitative data were analyzed using Rasch analysis and open and focused coding, respectively. Integration in quantitative and qualitative findings was represented through joint displays. The study found that solving technical problems, summarizing lessons, providing more examples, and addressing misconceptions about the topic are the most important teaching practices for establishing TP in the online STS course. The analysis also revealed the need for an additional indicator to capture teacher\u27s flexible adjustment of the learning design to accommodate changing scenarios in social life (e.g., a resurgence of COVID infections in the community). The findings can inform the design and enactment of future online courses to foster teaching presence and enhance students\u27 learning experiences in the virtual environment. In general, this study evaluated an online course and tested the scope of CoI to guide online teaching during the pandemic. Keywords: Community of Inquiry, Teaching Presence, Action Research, Mixed Methods, Rasch measurement, Arts-Based Researc