Fast feedback methods in teaching G7 physics

Current literature shows that providing students with feedback plays a vital role in learning and improving student achievement. This study sought to determine the effect of using the Fast Feedback Methods (FFM) on the students’ learning in terms of their mastery of the content and their intrinsic motivation to learn physics. The framework was based on the premise that there has to be a continuous interaction between teacher and students to check on students’ conceptual progress (or lack thereof) and to provide constructive feedback in order to promote learning. The methodology was patterned from a local research of van den Berg (2003). Fast feedback is a method which involves the whole class with the students working individually but at the same pace through a set of questions that may be answered in the form of short responses, sketches, graphs, or drawings. The said approach is given at the end of each lesson as a form of formative assessment. In this study, FFM were not only utilized in the class but were also given through online assignments. Class observations were made to ensure that the conduct of classes adhere to the FFM protocol. An intact section of Grade 7 students from a public school in a major city in the Philippines were purposely selected as respondents. Data for FFM’s effect in terms of students’ mastery were obtained from the formative assessment instruments and posttest, while the intrinsic motivation was explored using a modified Intrinsic Motivation Inventory (IMI). Statistical analysis was performed. Selected students were interviewed to triangulate the results. It was found out that FFM had a positive effect on the students’ mastery of the content. In addition, the IMI result revealed that the students have a high level of intrinsic motivation to learn physics when they are engaged in FFM. © 2017 American Scientific Publishers All rights reserved

Students\u27 perceptions of science classes in the Philippines

This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students - perceptions that relate to different aspects of the teacher\u27s pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science. © Education Research Institute 2008

Gearing K to 12 Philippine science for national development and ASEAN competitiveness

This exploratory investigation describes the perceptions of students and teachers on how the Philippines can be ushered towards national development and ASEAN competitiveness through technology integrated basic science education. Qualitative and quantitative data were gathered from the survey instruments, focused group discussions and responses to open ended questions of 779 students and 75 teachers. The survey instruments were adapted from the surveys done by P21 organization. Results revealed that while students see technology as an important factor in their learning, they fail to appreciate the extent of its application in their education. Their level of satisfaction on technology use is high no matter how limited the availability and use of technology in their school is. They still lack the awareness of the use of technology as an aid to understand science and mathematics concepts. On the other hand, science teachers’ notion of 21st century technology and software applications in the classroom are primarily about personal gadgets like laptops, tablets, SMARTPHONES, computers and touch screen devices. They also recognize the limited use of technology in their schools and hardly consider computer software as technology for science. They expressed their need for training on modern science laboratory instruments and access to modern technology primarily the personal computers and other electronic gadgets. They believe that the schools have limited means for technology integrated curriculum because of lack of access to electronic gadgets. © 2017 American Scientific Publishers All rights reserved