Journal of Innovation, Advancement, and Methodology in STEM education

Science Fiction Movie Scenes: Its Impact on Students’ Achievement Scores in Learning Newton’s Laws of Motion

DC Joy L. Salvador, Leemarc Alia, Baby Eve N. Asequia, Rizza Paz S. Onganiza — Sat, 31 Aug 2024 00:00:00 +0700

Science fiction fosters students’ curiosity, creativity and innovation, and interest in science by combining real-world and fantastical aspects of science and technology. The objective of this study is to have an eye opener to deal with students who are least learners and have a hard time in understanding a specific concept of science. By using pre-experimental research, this study attempts to determine the difference of the pretest and posttest scores of both control and experimental groups with and without the integration of science fiction movie scenes. The respondents of this study were the two sections of Grade 8 junior high school in Lugait National High School. The findings revealed that integrating science fiction movie scenes in teaching Newton’s 3 Laws of Motion, significantly affects the academic scores of students. The finding inferred that the group of respondents who undergo the intervention has higher results of posttest compared to those groups of respondents who were taught without the intervention. Notably, the integrated method shows a lower percentage in the beginning level (6.70%) and higher percentages in developing (33.30%), approaching proficiency (23.30%), and have an equal percentage in advanced levels (16.70%) compared to the traditional method. Posttest scores reveals that the traditional method has more students in proficient and advanced levels, while the integrated method excel in these categories. Statistical analyses indicate no significant difference in pretest scores, but a substantial improvement in post-test performance for the traditional method, as evidenced by a significantly higher mean score. Similarly, the integrated method demonstrates significant improvement in post-test scores, reinforcing its meaningful enhancement in student performance. Integrating movie scenes into the teaching of Newton’s laws of motion offers numerous benefits, from increased engagement and improve conceptual understanding to enhanced memory retention and critical thinking skills. By leveraging the power of multimedia, educators can create more dynamic and effective learning environment that caters to diverse learning styles and brings the fascinating world of physics to life.

Students' Perspectives on Integrating Agricultural Concepts into Contextualized Probability Lessons

Asnaifah Saga, Joan Rose Luib, Alexis Michael Oledan, Mary Joy Luga — Sat, 31 Aug 2024 00:00:00 +0700

This study investigated students' perceptions of contextualized probability lessons that integrate agricultural concepts. It is a qualitative descriptive study that collected data using a perception questionnaire and a short interview with 36 students with diverse levels of proficiency and farming backgrounds. It was analyzed using Braun and Clarke's six-step thematic analysis. The analysis revealed five main themes: engagement, relevant problems, collaborative learning, improved understanding, and challenges in learning. The results highlight the effectiveness of integrating agricultural concepts into probability lessons to increase student engagement. Despite being perceived as challenging, students found the lessons enjoyable and practical, which enhanced their interest. Think-pair-share and group activities that encourage the exchange of knowledge and mutual support emerged as essential factors in collaborative learning that enhance their educational experiences. Moreover, students perceive the lessons as relevant and relatable to real-life experiences, improving their understanding of probability concepts. However, students encountered challenges with calculations, particularly fractions. Although they have expressed, continued practice and teacher support have substantially improved understanding over time. Furthermore, this study emphasized the effectiveness of contextualized teaching in making probability concepts more engaging and accessible to students by integrating real-life context into mathematics instruction.

Development of Contextualized Strategic Intervention Materials (CSIMs) in Ecosystem

Sat, 31 Aug 2024 00:00:00 +0700

This study aimed to develop Contextualized Strategic Intervention Materials (CSIMs) to enhance the conceptual understanding of Grade 7 students in Ecosystem. The developed CSIMs focused on the topics in Ecosystem for Grade 7 students, aligned with the Most Essential Learning Competencies of the K-12 Curriculum. The development of the contextualized SIM utilized the Research and Development (R&D) model of Borg and Gall (1983). The experts with a mean of 3.93 rated the developed Contextualized Strategic Intervention Materials (CSIMs) “Very Satisfactory”. This indicated good quality in terms of content, format, presentation, organization, accuracy, and up-to-datedness.

Knowledge, Attitude, Perception and Level of Awareness on the Used of Herbal Plants among MSU-IIT CED Students: Basis for STEM Lesson Plan

Vanjoreeh Madale, Monera Salic-Hairulla — Sat, 31 Aug 2024 00:00:00 +0700

Chemically synthesized medication development and mass production have undergone a transformation during the past century. Despite this, many communities in developing countries still rely on traditional medicine and herbal medicines for their primary care. The purpose of this study was to identify the medicinal plants used by college students and to assess young people's knowledge, attitudes, views, and level of awareness regarding the use of herbal plants as medicine. The study employed a descriptive quantitative and qualitative design. The study made use of a questionnaire that had been adopted and modified. 80 specifically chosen students from the MSU-IIT College of Education's Department of Science and Mathematics Education. The majority of responses were female, unmarried, and Cebuano, with an average age of 20 to 21. Furthermore, Barangay Tibanga was where the bulk of the respondents called home. The respondents knew about the use of herbal medicine and had generally favorable opinions and perceptions about it. Additionally, it was shown that the leaf was the most frequently utilized component in herbal plant preparation while decoction was the most frequently used method. Malunggay, Calamansi, and Guava were the most frequently used herbal plants, according to the ethnobotanical study, while Watsisaw was the least frequently used herbal plant noted by the students. In addition, respondents had noted more therapeutic plants utilized in their neighborhood. Thus, it can be said that the younger generations living in Iligan City are still aware of the presence and applications of herbal plants in their neighborhood. Implementing a STEM lesson will also contribute to the preservation and appreciation of herbal plants and their long history of use.