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040			_cNVSU
100			_aAlmendra, Nathaniel R.
245			_aModels of senior high school students: achievement in science as influenced by metacognitive awareness of reading strategies and reading strategies and reading comprehension/ _cNathaniel R. Almendra
260			_aBayombong: _bNueva Vizcaya State University, _c2016.
300			_axii, 86 leaves : _billustration ; _c28 cm.
500			_aThis study investigated the Science Laboratory Learning Environment and academic performance of Grade 7 students in Science in Kasibu, Nueva Vizcaya. This study was conducted among the 267 Grade 7 students in the five public secondary schools. The respondents of the study rated the modified SLLE questionnaire. The data were acquired through a survey-questionnaire consisting of two parts socio-demographic profile and laboratory learning environment indicators. The researcher analyzed the data using descriptive-inferential methods. Descriptive methods were used to present the profile of the students, their perceptions on the laboratory learning environments and academic performance in science. On the other hand, the correlational methods explored the differences and relationships among the factor variables. Results showed that almost two-thirds of the students are females and in their early teens. They are performing very satisfactorily in their science subjects. The science laboratory learning environments are satisfactory. Student cohesiveness indicators and material environment indicators were mostly observed. However, there is an observed need to improve on laboratory materials and equipment. Significant differences were observed in most of the indicators of laboratory learning activities when they were grouped according to sex and ethnicity. Males and respondents with different ethnicities tend to look at the positive side of the science laboratory learning environments. In addition, age, sex, and distance between residence and school of the respondents were found to be significant different by academic performance in Grade 7 Science. Lastly, there was no significant relationship between the perceptions of the respondents about the laboratory learning environment indicators and their academic performance in science except for the rule clarity indicators. This meant that if the laboratory's structure and expectations were not always communicated and implemented during laboratory sessions, then the students tend to have a higher academic performance. This may be attributed to the behavior of the students who tend to explore rather than be stickler of rules. Most often than not, it in this situation that discoveries arise. The freedom students’ experiences tend to encourage them to gear up and discipline themselves Reading strategy and reading comprehension were moderately and significantly correlated with Integrated Science achievement. The predictors of student's Integrated Science achievement vary according to strand. Reading comprehension was a significant predictor of Integrated Science achievement for STEM, ABM, GAS and TVL HE while reading strategy was a significant predictor of achievement for TVLEIM. Moreover, reading comprehension and reading strategy were significant predictors of achievement for HUMSS while both reading comprehension and reading strategy were not predictors of achievement for SPAD and SPORTS. Overall, reading strategy and reading comprehension were significant predictors of Integrated Science Achievement. Finally, students who were global and instructional readers tend to perform better in Integrated Science.
500			_aThesis (Master of Education in Science Education - General Science)
504			_aIncludes appendices and bibliographical references.
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