Asia Research Network Journal of Education

Integrating Indigenous Practices in Chemistry Instructional Material for a Culturally Responsive STEM Curriculum

Efefany Jumarito — 2024-04-30

Integration of STEM approach and cultural practices and preference of students will work as a means of contextual learning that helps non-IP teachers connect to students and; achieve cultural responsiveness and instructional congruency to avoid students being challenged in their own cultural ways of knowing. The major aspiration of this study is to construct a proposed Chemistry instructional material integrating indigenous practices of the Subanens for a culturally responsive STEM curriculum for Grade 10 learners. Structured interview schedule and observation were used in obtaining the data which are necessary as inputs to the proposed instructional material. Results showed that IP learners and teachers put forward to integrating culturally responsive teaching for three reasons (1) cultural preservation because Subanen practices and language are getting lost, (2) strengthen cultural identity that is to prevent young people from feeling of being discriminated, (3) better teaching-learning experience for teachers to choose strategies that are suitable and relatable to student’s experiences that are mostly relevant to their culture. Meanwhile, attending to their water practices it was found out that residents sourced-out water from “Bhuwal” a subanen term for spring through the use of bamboo water drain called “Sheluyong”. Water source, accessibility, availability, river activities, sanitation, quality and health relation as part of water practices were the domains of investigation. Succeeding to the perusal is the development of the proposed instructional materials, the first version (v1) of the lesson was validated by experts. Considering their comments and suggestions, a second version (v2) was crafted having achieved a rating from experts of 3.70 out of 4.0 points and a content validity coefficient of 0.90 out of 1.0 which is an indicative of a very good, valid instructional material and recommended for utilization.

The Ecosystem STEM Education Learning Activity: Terrarium and Aquarium Model

Kong Sam Ol — 2024-04-30

In this paper will clarify STEM learning activity of the Ecosystem for the case of designing Terrarium and Aquarium model. The STEM learning activity will be developed based on Sutaphan and Yuenyong (2019) which consisted of 7 stages including (1) Identification of social issues, (2) Identification of potential solutions, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluation of the solution, and (7) Socialization and completion decision stage. Through the learning activity, students could enhance to practice their existing knowledge in designing Terrarium and Aquarium. Those pieces of knowledge may involve Science (ecosystem, photosynthesis, respiration, food chain, matters, reaction…), Technology (technical devices in tanks, using platforms to research, designing poster or report), Engineering (constructing model), Mathematics (measuring length, calculating the size, balance of O₂ and CO₂) and human (the role of human in saving ecosystem). This paper will discuss how to provide students chance to apply STEM knowledge through these activities.

Assessing the Attitudes Towards Work Immersion and the Career Pathways Selection among Technical Vocational Grade 12 Students at Eulogio Rodriguez Vocational High School

Francis Elizarde — 2024-04-30

This quantitative research at Eulogio Rodriguez Vocational High School intends to assess the attitudes of Technical Vocational Grade 12 students regarding work immersion and the choice of career routes. It also seeks to understand the students' perspectives and experiences with work immersion and their decision-making process while selecting a career route. Researchers performed a thorough investigation to understand the factors influencing students' decisions to continue their career pathways. The studies were utilized to create profiles for 183 respondents. It looks at how students perceive job immersion. The work attitudes of the respondents made up their profile, and descriptive statistics like frequencies, means, and standard deviation were used to determine their career paths. To ascertain whether there is a significant correlation between the respondents' academic success and their job pathways, the researcher does a Phi Cramer's V test. The researcher utilized a Chi-Square Test to see if there was a significant link between sex and area of specialty.

When grouped by field of expertise, the significance of the differences in the respondents' opinions about their attitudes toward work was assessed using one-way ANOVA.

The study discovered a significant link between students' views of work immersion and their desired career paths in grade 12. The study found a significant correlation between the student’s area of specialization and gender. The Researcher categorized the factors that affected students' decisions to pursue their career routes according to their expertise; the study discovered no statistically significant difference in respondents' judgments of their attitude toward the profession.

Mastery Level of the Biology Tenth Graders: Basis for Remedial Instruction

EDNA NABUA — 2024-04-30

This study aimed to determine the mastery level in different Biology competencies of tenth graders in one of the public high schools in Misamis Oriental, Mindanao, Philippines, and to determine the competencies not mastered, least mastered, nearly mastered, and mastered to serve as the basis for remedial instruction. Grade 10 learners were purposively sampled. Across all grade levels, there was a lack of mastery in biology competencies. The overall mean percentage score of 56.05 (least mastered) indicates difficulty in meeting the desired outcomes. The obtained score indicates a lack of mastery in the following general topics: animal and plant parts and functions, heredity, biodiversity and evolution, and ecosystem. When grouped according to gender, male and female students do not differ significantly in their mastery level. This finding could imply that biology topics are equally difficult for male and female students. Based on the results, it can be deduced that there was a lack of mastery in biology competencies indicating difficulty in meeting the desired mastery level set by the Department of Education. The Grade 10 and Grade 7 biology competencies in the K to 12 science curriculum most essential learning competencies gained the lowest mastery. Students' prior knowledge of the subject is relatively poor. The best score, and that non-mastery and low mastery of students from the previous grade level resulted in no mastery to low mastery in the succeeding year levels, which was exacerbated during the pandemic when there is limited face-to-face interaction and modular learning is the mode of instructional delivery. Based on the findings and conclusions of the study, the researcher suggests developing contextualized learning modules and strategic intervention materials that can be used for remediation.

Correlating Students’ Personality Types with Curriculum Exits in Paliparan III Senior High School

Francis Espiritu — 2024-04-30

The study was conducted to determine the correlation between student personality types and curriculum attrition of selected 12th-grade senior high school graduates from Paliparan III Senior High School, City of Dasmariñas, Cavite.

The variables treated for their relationship were the RIASEC personality types of the students and their preferred majors. Respondents were 502 students, including 256 males and 246 females.

The descriptive correlative research design was used in the study. Frequency and percentage distribution were used to present the descriptive data. Chi-Square was used to determine the significant relationship between students' personality types and curriculum-resultant nominal data.

The result of the statistical treatment used in this study yielded the following findings: In relation to the personality types, most of the students surveyed were Social with a total of 122 out of 502 students; 117 of 502 students were Conventional; 86 students were Realistic; 70 students were Artistic; 54 students were Investigative, and 53 out of 502 students were Enterprising. On the other hand, the results showed that among 399 out of 502 students, many surveyed students would choose higher education or the “Kolehiyo” curriculum. These students believe a college degree offers diverse employment opportunities and greater earning potential.

Furthermore, the hypothesis that no significant association existed between RIASEC personality types and SHS curriculum completions was rejected.