DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES

Several studies have reported positive effects of digital badges on students’ academic performance and behavior. A digital badge serves as an indicator of an accomplishment or skill that can be showcased, accessed, and verified online. The researcher investigated how students perceive digital badges as rewards in a biology course through a phenomenological study. Gamified lesson plans and students’ portfolios were used to implement gamification and award digital badges. The study involved Filipino Grade 12 STEM students (n = 41) from a single intact class, and interviews were conducted with a subset of 10 students. By analyzing student responses in their portfolios and interviews, four key themes of digital badges were identified: class participation, learning outcomes, time management, and social interaction. The results revealed that these themes were influenced by factors such as competition, a sense of accomplishment, self-improvement, status recognition, and evidence of achievement. It was found that, while digital badges can be beneficial for high-performing students, they may have detrimental effects on low-performing students. The researcher recommended that the identified themes and their underlying drivers be considered when developing digital badges and in future studies on digital badges and gamification

SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement

I-STEM-PBL: Framework on biology education for sustainable development

The United Nations Educational, Scientific, and Cultural Organization is urging the scaling up of sustainable development (SD) interventions in education. To address this, I explored a framework for biology education that combines Integrated Science, Technology, Engineering, and Mathematics with Problem-Based Learning, termed I-STEM-PBL. The aim was to improve instruction and meet evolving educational needs while evaluating my own teaching practices. The study was contextualized in reigniting youth interest in Pili (Canarium ovatum), an endemic product in Sorsogon, where I taught. Employing a practitioner inquiry approach, I applied the Plan, Do, Study, and Act model. A mixed methods design collected quantitative data (N = 38) and qualitative data (n = 20) at a public secondary school in Sorsogon, Bicol, Philippines, renowned for Pili production. The findings highlighted positive feedback from students, indicating action-orientation, learner-centeredness, and transformative learning. Throughout the I-STEM-PBL process, students demonstrated conceptual learning and scientific creativity. The evaluation revealed the module\u27s effectiveness in improving students\u27 understanding of biomolecules and their behaviors towards SD, as well as their perceptions of active learning. However, as a teacher-researcher, I faced challenges alongside the students, including time and resource limitations. These challenges were mitigated through the implementation of differentiated instruction and an emphasis on communication and collaboration. Insights emphasized the importance of guidance, active engagement, and a supportive learning environment. The study\u27s limitations included a small sample size and location-specific findings, emphasizing the need for replication with larger and more diverse samples. Recommendations include integrating the I-STEM-PBL into the curriculum, providing professional development programs for teachers to ensure effective implementation, and enhancing the framework to strike a balance between the objectives of SD and the curriculum standards set by the DepEd. Keywords: Education for sustainable development, problem-based learning, STEM education, sustainable developmen

Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis

This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this metaanalysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion

Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the COVID-19 pandemic

The massive shift from face-to-face classes to online learning due to the COVID-19 pandemic made the assessment of students' capacity to regulate their learning more important. The researchers conducted an explanatory sequential mixed methods design with validation of a five-point 24-item Likert scale questionnaire called the online self-regulated learning questionnaire (OSLQ) for use with Filipino students. The OSLQ was disseminated using cross-sectional survey method through Google Forms and 301 preservice teachers in the Philippines responded. To substantiate the data from the survey, the researchers conducted an interview with the selected participants (n = 10) and faculty members (n = 5) determined through intensity sampling. The confirmatory factor analysis and Cronbach's alpha estimates revealed that the OSLQ is valid and reliable (α = 0.921). The results showed that the participants' self-regulated learning (SRL) skills and strategies are above average, with high levels of environment structuring and goal setting but low on task and help-seeking strategies. They encountered several challenges in employing SRL in online courses. The findings of the study signify the need to use the validated OLSQ for Filipino preservice teachers in various context and to innovate activities that promote SRL skills and strategies