Enhancing science process skills and performance through simulated virtual activities/
Sarmuyan- Sagun, Riziel M.
Enhancing science process skills and performance through simulated virtual activities/ Riziel M. Sarmuyan- Sagun - Bayombong: Nueva Vizcaya State University, 2021. - xi, 92 leaves : colored illustrations ; 28 cm.
Science education is essential in understanding the environment. With the COVID-19 pandemic around the corner, teaching science has been a challenge. Incorporating virtual simulation activities is a must for students to be able to understand science without having actual laboratory set-up to explore.
This study focused on enhancing the science process skills and performance of students through virtual simulation activities. Specifically, it determined the levels of science process skills and science performance of the students based on their pretest and posttest mean scores, and the difference in their gained scores as well as the relationship between the variables. In this study, two questionnaires were handed to 48 randomly chosen senior high school students enrolled in Chemistry 2. The questionnaires underwent both validity and reliability tests. Moreover, this study employed the descriptive-correlation design on a single-group pretest-posttest design. Pretests and posttests were administered to the same group of respondents both designed to measure their science process skills and science performance after applying the virtual simulation activities.
In the analysis, descriptive statistics was used to determine the mean scores of the students in the pretest and posttest establishing their levels of science process skills and science performance when grouped according to their profile variables. Meanwhile, paired sample t-test was used to determine significant differences in the levels of science process skills and science performance of the learners based on their pretest and posttest mean scores. Moreover, normalized gain analysis to determine the effect of virtual simulation activities on the science process and performance of the learners. Finally, Pearson-r correlation coefficient was determined to establish significant relationship between science process skills and science performance of the respondents.
Results showed that the respondents have an average level of both science process skills and science performance. Significant differences in their mean scores were observed for both variables. Furthermore, the normalized gain scores of the students fall under the moderate category implying a moderate effect of the virtual simulation activities on the science process skills and performance of the students. In addition, significant positive correlations were observed between the interpreting component under science process skills and the understanding, evaluating, and creating components of science performance of the students. Hence, it is recommended that virtual simulation activities be strategically incorporated in modules used in the blended learning modality.
Keywords: Science process skills, science performance, virtual simulated virtual activities, YouTube Tutorials, C-K12 Exploration Series, PhET Interactive Simulation, Khan Academy, Crocodile Chemistry
Thesis (Master of Education in Science Education - General Science)
Includes appendices and bibliographical references.
Enhancing science process skills and performance through simulated virtual activities/ Riziel M. Sarmuyan- Sagun - Bayombong: Nueva Vizcaya State University, 2021. - xi, 92 leaves : colored illustrations ; 28 cm.
Science education is essential in understanding the environment. With the COVID-19 pandemic around the corner, teaching science has been a challenge. Incorporating virtual simulation activities is a must for students to be able to understand science without having actual laboratory set-up to explore.
This study focused on enhancing the science process skills and performance of students through virtual simulation activities. Specifically, it determined the levels of science process skills and science performance of the students based on their pretest and posttest mean scores, and the difference in their gained scores as well as the relationship between the variables. In this study, two questionnaires were handed to 48 randomly chosen senior high school students enrolled in Chemistry 2. The questionnaires underwent both validity and reliability tests. Moreover, this study employed the descriptive-correlation design on a single-group pretest-posttest design. Pretests and posttests were administered to the same group of respondents both designed to measure their science process skills and science performance after applying the virtual simulation activities.
In the analysis, descriptive statistics was used to determine the mean scores of the students in the pretest and posttest establishing their levels of science process skills and science performance when grouped according to their profile variables. Meanwhile, paired sample t-test was used to determine significant differences in the levels of science process skills and science performance of the learners based on their pretest and posttest mean scores. Moreover, normalized gain analysis to determine the effect of virtual simulation activities on the science process and performance of the learners. Finally, Pearson-r correlation coefficient was determined to establish significant relationship between science process skills and science performance of the respondents.
Results showed that the respondents have an average level of both science process skills and science performance. Significant differences in their mean scores were observed for both variables. Furthermore, the normalized gain scores of the students fall under the moderate category implying a moderate effect of the virtual simulation activities on the science process skills and performance of the students. In addition, significant positive correlations were observed between the interpreting component under science process skills and the understanding, evaluating, and creating components of science performance of the students. Hence, it is recommended that virtual simulation activities be strategically incorporated in modules used in the blended learning modality.
Keywords: Science process skills, science performance, virtual simulated virtual activities, YouTube Tutorials, C-K12 Exploration Series, PhET Interactive Simulation, Khan Academy, Crocodile Chemistry
Thesis (Master of Education in Science Education - General Science)
Includes appendices and bibliographical references.
