Advanced Journal of STEM Education

A Pedagogical Perspective on the Reiteration of Blended Learning: A Review Paper vis-a-vis Pre-Post Pandemic

2024-02-21T12:13:14+07:00

The COVID-19 pandemic has changed the paradigm of traditional education to alternative learning modalities. One of these changes was the use of blended learning in the educational system. Blended learning is a pedagogical approach that combines face-to-face instruction with online learning as a viable solution to address the challenges introduced by the pandemic. The approach began to gain popularity in the Philippines during the post-pandemic period. The use of ICT to facilitate distance learning was emphasized during the lockdown period. As COVID-19 cases declined and classes started re-opening, adherence to health protocols, such as social distancing, was implemented. In this regard, limitations in the class population and outside exposure were addressed by the blended learning approach. Hence, this review article reiterates the pedagogical perspective of blended learning in the educational system during the global and local health crises. This paper reviews the nature of blended learning in the educational system by examining the various theories and models used, more specifically focusing on the advantages and disadvantages of blended learning in basic education. The reiteration of blended learning during the pandemic and related studies are also some focal points of this review article. In brief, blended learning refines the traditional modalities used in the educational system into something suitable for post-pandemic. It integrates the use of digital materials to create a more effective and engaging mode of delivery for learning. With these insights, the development of blended learning is inevitable in the education sector.

Effectiveness of Quantom Kit as a Supplementary Learning Material in Enhancing the Academic Performance

2024-09-20T19:38:09+07:00

Science education benefits greatly from the supplementary learning materials that provide hands-on, interactive experiences, enhancing student engagement and understanding scientific concepts. This study evaluated the effectiveness of the Quantom Kit as a supplementary learning material to improve the academic performance of Grade 8 students at Looc Integrated School. Using a quasi-experimental design, 50 students were divided into two groups: an Experimental group that used the QuanTom Kit and a Comparison group that relied solely on the Periodic Table. Results showed that the Experimental group consistently outperformed the Comparison group in pretests, posttests, and six formative tests. Independent Samples T-tests revealed a significant difference in mean scores between the groups (p < .01), confirming the Quantom Kit’s positive impact on student performance. Paired Sample t-tests also demonstrated significant improvements in mean scores between pretest and post-tests within each group. While both groups showed improvement, the Experimental group achieved significantly higher post-test scores and larger effect sizes, highlighting the Quantom Kit’s effectiveness in enhancing academic performance. This study underscores the value of incorporating interactive learning materials into science education to enhance student achievement.

Unraveling the Connections: Exploring the Relationship between Teaching Effectiveness and Academic Achievement in Blended Learning Environments

2024-10-25T18:17:01+07:00

With the rise of blended learning, assessing the factors influencing student academic performance has become essential. Teaching effectiveness is a critical component of this dynamic, potentially affecting students’ academic success. This study examines the relationship between teaching effectiveness and the academic performance of students engaged in blended learning environments. The primary objective of this research was to determine whether a significant relationship exists between teaching effectiveness and student academic performance. Specifically, this study evaluated various aspects of teaching effectiveness, including the learning environment and instructional practices, and their impact on student achievement. A descriptive-correlational research design was employed, using Simple Random Sampling to select 297 student respondents from the records provided by the university registrar’s office. The study measured teaching effectiveness using the university’s standardized School Form (SF) 7, while students’ academic performance was gauged via their general weighted average for the 2022-2023 academic year. Data analysis included calculating the mean and standard deviation to determine the levels of teaching effectiveness and academic performance, with Pearson’s r used to assess the correlation between these variables. The results indicated that the learning environment aspect of teaching effectiveness scored the highest, while instructional and assessment practices scored the lowest. Overall, teaching effectiveness was rated "Very Satisfactory." A significant positive correlation was identified between teaching effectiveness and student academic performance, thus contradicting the null hypothesis. The findings underscore a strong, consistent positive relationship among the various dimensions of teaching effectiveness, revealing that effective teaching in one area is linked with higher effectiveness in others. This interconnectedness highlights the importance of a comprehensive approach to enhancing teaching practices and suggests that improvements in teaching effectiveness can lead to better academic outcomes in blended learning contexts.

A Study on the Synthesis of [Gadolinium-( 1,4,7,10 -Tetraazacyclododecane 1,4,7,10 Tetraacetate Acid)-Folate] as a Targeted Contrast Agent for Cancer Diagnosis Using Magnetic Resonance Imaging

2024-08-13T00:47:14+07:00

Status of Scheduled Tribe Students in Science, Technology, Engineering and Mathematics (STEM) at the Level of Higher Education in India

2024-10-04T21:18:21+07:00

STEM fields play a pivotal role in driving innovation and economic growth. Ensuring equitable access for all students, including those from disadvantaged backgrounds, is crucial for fostering diversity and inclusivity. This study examines the enrollment status of Scheduled Tribe (ST) students in Science, Technology, and Engineering at higher education levels in India, focusing on their participation in STEM fields. This study explores the barriers that ST students face in accessing and persisting in STEM education and provides suggestions to enhance their participation and success. This study is qualitative and documentary in nature. All-India Survey on Higher Education Reports AISHE reports (2011-12 to 2021-22), Department of Higher Education, Ministry of Education, Govt. of India. The study revealed that in Bachelor of Science (B.Sc.) programs, male ST student enrollment was higher than females from 2011-2012 to 2018-2019, but this trend reversed from 2018-2019 to 2021-2022, with female enrollment surpassing males. Similarly, in Master of Science (M.Sc.) programs, male enrollment was higher until 2013-2014, after which female enrollment exceeded males from 2014-2015 to 2021-2022. However, in the engineering and technology fields (B.E., M.E., B.Tech., M.Tech.), male students consistently maintained higher enrollment rates than female students at both undergraduate and postgraduate levels.

The Role of Community College: Navigating the Issues and Interventions of Mabalacat City College Amidst COVID Pandemic

2024-10-25T17:33:48+07:00

The COVID-19 pandemic has generated a myriad of issues in educational systems across the globe. This community-based study aims to navigate the issues encountered by professors of Mabalacat City College during the pandemic and the interventions employed to address these issues. This study used a descriptive survey research design. In this study, a purposive sampling method was employed to obtain 27 professors. Survey questionnaires were distributed using Google Forms to the participants at Mabalacat City College. The data obtained from the participants were subject to the data privacy act. Thematic analysis and descriptive statistics were used to analyze the participants’ data. The results revealed two major themes faced during the pandemic which are “technical problems” and “classroom management”. The study found that the installation of DigiHubs provided opportunities for learners experiencing difficulties during the pandemic. These DigiHubs have various means, such as internet connection, gadgets, modules, and learning spaces, that foster a conducive environment. In addition, workshops/training sessions, seminars, and webinar sessions empowered technophobic professors who adhered to traditional modalities. Hence, these findings underscore the critical role of community colleges in the educational system, particularly during times of crisis.