Interest And Performance of Grade 10 Students in Science Modular Learning
Article Sidebar
Main Article Content
Abstract
This study aimed to investigate the students’ performance in science caused by their interest in science and their demographic profile indicated by sex, parents’ highest educational attainment, family income, and availability of gadget in a modular learning setting. An interest survey questionnaire which was developed and validated by the researcher and a demographic profile survey were administered to 122 grade 10 students of RPMD National Science High School, Marawi City, Philippines in the first month of the school year 2021-2022. The students were exposed to offline modular learning throughout the school year. The average final grade of the students at the end of the school year served as their performance in science. To support the quantitative data, in-depth interviews were conducted after the final grades became available. The quantitative data were treated and analyzed using descriptive statistics, Pearson correlation coefficient, Chi-square test, and Gamma test while the qualitative data were analyzed thematically. The findings of the study revealed that the interest in science was significantly related to performance in science (r=.522, p<.05, two tailed test). It also revealed that the sex was significantly associated with the interest in science (χ^2=7.149, p<.05, df=2) and the performance in science (χ^2=8.57, p<.05, df=2) in favor of girls. However, parents’ highest educational attainment, family income and availability of gadgets were not associated significantly with both interest and performance in science. Meanwhile, the qualitative data revealed that the higher the interest in science of the students, the greater the efforts they exerted in studying the modules and the higher the performance obtained. The study’s limitations include a small sample size, the lack of significant associations with parents’ education and family income, and its focus on offline modular learning, which may not apply to other educational contexts. Additionally, the timing of interviews after performance assessments may have limited insights into how students’ interest developed. Practical implications suggest the need for more engaging teaching strategies, gender-responsive policies, professional development for modular learning, and further research to explore other factors influencing science performance.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abaidoo, A. (2018). Factors contributing to academic performance of students in a junior high school. Retrieved from https://www.grin.com/document/450284
Abu Bakar, N., Mamat, I., & Ibrahim, M. (2017). Influence of Parental Education on Academic Performance of Secondary School Students in Kuala Terengganu. International Journal of Academic Research in Business and Social Sciences, 7(8), 2222-6990, 2017.
Ali, S., Haider, Z., Munir, F., Khan, H. & Ahmed, A. (2013). Factors Contributing to the Students’ Academic Performance. A case study of Islamia University, Sub-Campus. Science and Education Journal, 1(8), 1-10.
Ampaso, S. S. (2019). Effects of Computer Assisted Instruction on Grade 9 Students’ Conceptual Understanding, Performance, and Interest in Chemistry [Unpublished master’s thesis]. Mindanao State University Marawi City.
Balbaguio, L. B. et al. (2020). Effects of Electronic Gadgets in the Academic Performance of Senior High School Students. https://doi.org/10.2139/ssrn.3736606
Cambridge University Press. (n.d.). Interest. In Cambridge Dictionary. Retrieved [April 28, 2024], from https://dictionary.cambridge.org
Cañete, K. & Potane, J. (2022). Senior High School Students' Assessment of Academic Support on Modular Distance Learning During COVID-19. International Journal of Arts and Social Science, 5(2), 110-123.
Collison, J. (2020, April 7). 10 Benefits and Uses of Electronic Gadgets in Learning. The Average Guy. https://theaverageguy.tv/2020/04/07/10-benefits-and-uses-of-electronic-gadgets-in-learning/
Conel, E. B. (2021). Factors affecting students’ interest in learning science. IOER International Multidisciplinary Research Journal, 3(1), 32-41.
Cordero, T. (2018, March 15). PHL education system underperforms in East Asia Pacific —WB report. GMA News Online. Retrieved from: https://www.gmanetwork.com
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Research Gate. Retrieved from https://www.researchgate.net/publication/224927532
Dabney, K. P., Tai, R. H., & Scott, M. R. (2016). Informal Science: Family Education, Experiences, and Initial Interest in Science. International Journal of Science Education, Part B, 6(3), 263-282, from https://doi.org/10.1080/21548455.2015.1058990
Dahliani, E., Rahmatan, H., & Djufri. (2020). The correlation between students' interest and learning outcomes in biology. Journal of Physics: Conference Series, 1460, 012072. https://doi.org/10.1088/1742-6596/1460/1/012072
Darko-Asumadu, D. A., & Sika-Bright, S. (2021). Parental Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana. Open Education Studies, 3, 96-109. https://doi.org/10.1515/edu-2020-0142
Department of Education (DepEd). (2020). DepEd order no. 012 s. 2020: Guidelines on the implementation of modular distance learning for SY 2020-2021. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
Djumingin, S., Weda, S., & Maman, M. (2021). The Relationship Between the Use of Gadgets and Students' Interest in Learning Literature at Higher Education in Indonesia. Turkish Journal of Computer and Mathematics Education, 12(14), 5896-5912.
A. El Refae, G., Kaba, A., & Eletter, S. (2021). The impact of demographic characteristics on academic performance: face-to-face learning versus distance learning implemented to prevent the spread of COVID-19. International Review of Research in Open and Distributed Learning, 22(1), 91-110.
Idris, M., Hussain, S., & Ahmad, N. (2020). Relationship between Parents’ Education and their children’s Academic Achievement. Journal of Arts and Social Sciences, 7(2), 82-92, 2020, from https://doi.org/10.46662/jass-vol7-iss2-2020(82-92)
Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: a case of secondary school level. Journal of Quality and Technology Management, 7(2), 2011, 1 ‐ 14.
Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548-564. https://doi.org/10.1080/09500693.2017.1296599
Fraser, B. J. (1981). Test of science-related attitudes (TOSRA). CYFAR. https://cyfar.org/sites/default/files/Attitude%20Towards%20Science%20(middle%20school%20and%20high%20school).pdf
Gobena, G. A. (2018). Family Socio-Economic Status Effect on Students' Academic Achievement at College of Education and Behavioral Sciences, Haramaya University, Eastern Ethiopia. Semantic Scholar. https://www.semanticscholar.org/paper/Family-Socio-Economic-Status-Effect-on-Students'-at-Gobena/b931bff360d3dc281e76ae5fea3eb8a9b1c83753
Hacieminoglu, E. (2015). Elementary School Students’ Attitude toward Science and Related Variables. International Journal of Environmental and Science Education, 11(2), 35-52. https://doi.org/10.12973/ijese.2016.288a
Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children's interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190-196.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549–571.
Hulleman, C., and Harackiewicz, J. (2009). Promoting interest and performance in high school science classes. Science 326, 1410–1412, from https://doi.org/10.1126/science.1177067
Jia, C., Yang, T., Qian, Y., & Wu, X. (2020). The Gender Differences in Science Achievement, Interest, Habit, and Creativity. Science Education International, 31(2), 195-202. https://doi.org/10.33828/sei.v31.i2.9
Joseph, A., John, O., Eric, I., Yusuf, S., & Olubunmi, A. (2015). Effect of Gender on Students’ Academic Performance in Computer Studies in Secondary Schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and Practice, 6(33), 2015, 2222-1735.
Kang, Hense, Scheersoi, & Keinonen (2018). Gender study on the relationships between science interest and future career perspectives. International Journal of Science Education, Volume 41, Issue 1, 2019.
Kohlhaas, K., Lin, H., & Chu, K. (2010). Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance. RMLE Online Research in Middle Level Education, 33(7), 1940-4476. https://doi.org/10.1080/19404476.2010.11462070
Machebe, C. H., Ezegbe, B. N. & Onuoha, E. J. (2017). The Impact of Parental Level of Income on Students' Academic Performance in High School in Japan. Universal Journal of Educational Research, 5(9), 1614-1620. https://doi.org/10.13189/ujer.2017.050919
Magsambol, B. (2020, December 9). PH lowest among 58 countries in math, science – global assessment. Rappler. Retrieved from https://www.rappler.com
Malipot, M. H. (2023, December 7). 2022 PISA results a 'clear indication' that PH education system is in ‘worst state’ --- PBEd. Manila Bulletin. Retrieved from https://mb.com.ph
Mappadang, A., Khusaini, K., Sinaga, M., & Elizabeth, E. (2022). Mappadang, A., Khusaini, K., Sinaga, M., & Elizabeth, E. (2022). Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business & Management, 9(1), 2101326. https://doi.org 10.1080/23311975.2022.2101326
Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12.
OECD (2020), “Girls’ and boys’ performance in PISA”, in PISA 2018 Result (Volume II): Where All Students Can Succeed, OECD Publishing, Paris. https://doi.org/10.1787/f56f8c26-en
Othman, N., Khairuz, M., & Jamaludin, T. (2020). The Impact of Electronic Gadget Uses with Academic Performance among Secondary School Students. Research Gate. https://www.researchgate.net/publication/338791252_The_Impact_of_Electronic_Gadget_Uses_with_Academic_Performance_among_Secondary_School_Students
Paciorek, E. (1997). Mathematics and Science Attitude Survey Instrument. CYFAR. https://cyfar.org/sites/default/files/PsychometricsFiles/Interest%20in%20Science%20%28high%20school%20and%20college%20girls%29_0.pdf
Pagayocan, J. G. (2018). The Effects of Modelling Construction-Oriented Modular Instruction on Students’ Conceptual Understanding, Performance and Interest in Biology. Master’s Thesis. Mindanao State University Main Campus, Marawi City, Philippines.
Raya, R. R. (2021, July 18). PISA, TIMSS, and quality education. Business World. Retrieved from https://www.bworldonline.com
Roque, J. P. (2023). Modular Distance Learning in the Area of Education During the New Normal: A Systematic Review. AIDE Interdisciplinary Research Journal, 3(1), 253–268. https://doi.org/10.56648/aide-irj.v3i1.67
San Juan, R. (2019, December 4). DepEd welcomes PISA results, recognizes 'gaps' in education quality. The Philippine Star. Retrieved from https://www.philstar.com
Syaputri, S., & Usman, O. (2019). Effect of the Use of Gadget, Parenting Parents, Peer Environment, Teacher Teaching Skills of Learning Interest. Parenting Parents, Peer Environment, Teacher Teaching Skills of Learning Interest (December 27, 2019). http://dx.doi.org/10.2139/ssrn.3510021
Villar, M. C. G., Filipinas, J. P., Villanueva, J. B. and Cabello, C. A. (2022). The Transition, Transformation, and Adaptation from Modular-Printed Instruction to Limited Face-To-Face Classes: A Phenomenology. Psych and Education: A Multidisciplinary Journal, 4(9), 932-940.
Walker, J. D., Cotner, S. H., Baepler, P. M., & Decker, M. D. (2008). A delicate balance: integrating active learning into a large lecture course. CBE—Life Sciences Education, 7(4), 361-367. https://doi.org/10.1187/cbe.08-02-0004
Western Governors University Blog. (2020, May 30). Five Educational Learning Theories. Western Governors University. https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close