Level of Understanding and Performance in Earth Science among STEM Students
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Abstract
This study was conducted to determine if there is a significant relationship between level of understanding and performance of students involving thirty grade 12 STEM students. A self-made questionnaire was used and the grade point average of the students in Earth Science. The result showed that the level of understanding of the thirty grade 12 STEM students in Earth Science during the limited face-to-face was easy (mean = 2.08, SD = 0.15). It implies that, even though students have a limited amount of face-to-face time, they find the subject easy. The overall average of the respondent’s GPA was outstanding which implies that students performed well in Earth Science. The relationship between students' performance in earth science and their level of understanding, according to analysis using Pearson correlation, there is no correlation between students' performance in Earth Science and their level of understanding because the correlation value (r-value), which is -0.057, corresponds to a probability value of 0.766, which is greater than the 0.05 level of significance. Thus, the study's null hypothesis is not rejected. It also implies that limited face-to-face interaction does not affect the level of understanding and performance of the Grade 12 STEM in Earth science subject. The teachers must provide instructional materials and promote cooperative learning activities for their learners, specifically to make the students classes interesting in terms of laboratory activities. He or she must engage the learners to participate actively, integrate the learning strategy to enhance students’ learning, and have a positive outlook on the Earth Science subject.
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