SEAQIS Journal of Science Education

Investigating The Impact of Acquired Fundamental Laboratory Skills in Chemistry on The Student's Actual Academic Achievement in Rutsiro District of Rwanda

2024-02-15T02:02:35+00:00

The enhancement of fundamental laboratory abilities in advanced learners has multiple implications for academic performance. Corrective action is necessary for secondary school pupils who are taking chemistry as a core subject because of their poor performance in the subject. The aim of this study was to find out how advanced-level learners learned fundamental laboratory skills in chemistry and how those skills affected their academic performance in two secondary schools. In the investigation, an empirical method was applied. Quantitative data were collected and analysed during the data-gathering processes. From the Rutsiro district of Rwanda, mathematical-chemistry-biology and physics-chemistry-biology combinations in chemistry were studied by a sample of senior five learners in advanced secondary education who were studying chemistry as a core subject. Quantitative data were gathered using a closed questionnaire and a positivist approach that uses deductive research. The theory was the starting point, and it was determined whether or not practical laboratory skills had been established. There were186 respondents in the target group, of which 80 were chosen from several secondary schools, one of which was a boarding school (the School of Excellence) with a fully functional chemical lab and the other a 12-year-old BE (Basic Education) that had chemistry kits but no chemistry lab. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The results of the paired t-test show that the test mean difference (M = 1.363) is less than the school mean difference (M = 1.463). At the 0.001 level of significance, the results of the analysis suggest that the scores for the two means differed statistically significantly (t (79) = 0.000, n = 80, P < 0.001). The results of the statistical test indicate that students' views towards chemistry were somewhat influenced by the fundamental laboratory chemistry practical skills taught in schools. Students who failed practical tests for basic laboratory skills may not have access to well-equipped labs, but their interest in chemistry can be sustained through practical work.

Learning Materials Utilizing Sustainability Pedagogy in Grade 8 Ecology

2024-01-24T01:16:12+00:00

Science education in the Philippines is anchored on the United Nations (UN) goals on sustainability education, as provided in K to 12 Science Curriculum, which envisions learners to be environmentally literate, critical problem solvers, and responsible stewards of nature. However, K to 12 implementations in the Philippines faced several challenges that resulted in student’s poor awareness and knowledge about Philippine wildlife and conservation, as well as low proficiency in science. In order to enhance the proficiency and competence of students in ecology, learning materials utilising sustainability pedagogy were developed. A Descriptive-developmental research method was used to evaluate the developed learning materials (DLMs) and describe the experiences of students in the DLMs. A Four-Point Likert Scale technique was employed to evaluate the DLMs. structured journaling and thematic analysis were used to determine the experiences of students in using the DLMs in ecology. The experts’ evaluation showed that the five DLMs utilising sustainability pedagogy in grade 8 ecology passed the criteria of DepEd (Department of Education) as stipulated in the Learning Resources Management and Development System (LRMDS). Introduced features, sustainability-themed, issue-based, contextualised, and reflective likewise obtained very satisfactory result. Students found the DLMs interesting, comprehensible, promote awareness, relevant to the community’s environmental issues, and helped them to express their opinions. The study recommended that the valid and modified DLMs utilising sustainability pedagogy may be used by biology teachers in their lessons, can still be improved and further contextualised as well as used in other topics in ecology and environmental science.

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

2024-02-12T10:18:27+00:00

In alignment with the United Nations Sustainable Development Goals 2030 (UN SDGs 2030), which emphasise the importance of ensuring education inclusivity and quality for all, this study investigated the quality of education in the context of science teachers’ knowledge and practice related to laboratory waste disposal. Understanding the critical role that science teachers have in fostering a safe and sustainable learning environment, the research focused on the gap between the awareness and application of proper laboratory waste management techniques. Filling this gap is imperative not only for the well-being of the school community but also for the contribution to the broader goals of sustainable development outlined in the UN SDGs 2030. Consequently, this study assessed teachers’ knowledge and practice in handling laboratory waste disposal. As a qualitative research, this study used a phenomenological design with semi-structured interviews using open-ended questions to gather data from 20 public science teachers from Santa Rosa City and Cabuyao City in Laguna Province as respondents. Regarding teachers’ knowledge, three themes emerged, namely: (1) recycling techniques, (2) waste segregation and disposal, as well as (3) treatment of laboratory waste. However, the majority of science teachers admit that they have limited knowledge of how laboratory waste should be disposed of. They tended to apply basic knowledge of waste management that they already knew, despite being aware that laboratory waste should be treated differently from solid waste generated by our offices at schools. Teacher’s practice on laboratory waste disposal involved three steps, including identification, segregation of laboratory waste, and laboratory waste management disposal. Unfortunately, all were found to be inadequate to maintain proper laboratory waste disposal at schools. Hence, this study highlights the need to enhance awareness and facilitate training on laboratory waste disposal among teachers in public schools. Specific training and education on laboratory waste management, treatment, and disposal are essential for teachers in public schools who work in laboratory settings. Regular monitoring and evaluations of teachers’ laboratory waste disposal practices should also be implemented to ensure that they adhere to the proper procedures

STEM Students’ Motivation, Interest, and Career Direction Amid New Normal Education: A Narrative Inquiry Research

2024-01-29T02:59:44+00:00

The abrupt transition of learning modalities and the global health crisis brought by the COVID-19 pandemic have reshaped the learners’ experiences and insights, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. Hence, this study was conducted to explore the stories of senior high school STEM learners on how the new normal education impacted their motivation, interest, and career direction using a narrative inquiry research design. Purposive sampling was used to select twelve participants from a public senior high school offering the STEM strand. A Semi-structured interview guide, which underwent expert judgment, was used to collect data. After securing consent forms, in-depth interviews were conducted via online platforms. Data collected were transcribed, coded, categorised, and thematised, applying Polkinghorne’s analysis of narratives. Results illustrated that students’ (a) motivation has declined, causing discouragement in STEM activities, however, their passion and goals kept them eager; (b) interest was elevated by their constant commitment to STEM endeavours, yet less enthusiasm has become evident; (c) career direction was still definite as fuelled by relevance, though some have restructured theirs due to the drastic change of circumstances. Furthermore, students devised adaptive strategies to further enrich themselves in STEM undertakings such as improving STEM identity, fostering STEM competence and habits, reorganisation of tasks, and peer collaboration. The findings of this study led to the creation of an action plan to further improve the STEM learning experiences of students amid the radical educational change. This research employed a holistic perspective as it considers the nature, aspect, and meaning of students’ narratives.

Patterns of Metacognitive Levels in Chemistry Problem-posing

2024-01-30T02:56:53+00:00

This study aims to describe the patterns of metacognitive levels in chemistry problem-posing activity of 76 undergraduate students from the Chemistry Education Department of Yogyakarta State University. Chemistry articles used in this investigation and the chemistry problems were classified based on the taxonomy of chemistry problem-posing skills where problems were later classified into seven metacognitive levels. Semiotic analysis was conducted to find the meaning of the signs found in the chemistry problems. This data analysis used and modified the three steps of the semiotic analysis with a phenomenological reduction method. Chemistry problem-posing in this current study shows the flow of the formulation for each problem. The input aspect for the formulation determines the process and the output result. The seven patterns are sorted into four participant types in submitting the chemistry problems: planning error (for poor, fair, and low intermediate level), evaluation error (for intermediate level), the imbalance metacognitive (for high intermediate and excellent level), and balance metacognitive (for outstanding level). The higher the level, the more complex and multiperspective determinations used for arranging a chemistry problem.