ROMBLON STATE UNIVERSITY

Graduate Education and Professional Studies

Liwanag, Odiongan, Romblon

CLUSTER 1

MASC 212 Advance Biology 1st Semester S.Y 2023-2024

Title: Final Examination (Question A)

Submitted by: Harlinquin M. Manipol MaEd Science, GEPs-Rsu

Submitted to: Doc. John Philip Ramos

Title: Enhancing the Academic Performance and Learning Interest in Biology of Grade 10 Students Using Expanded PowerPoint Instruction
Name (s): Novelle Jayde Taculod, Felix Arcilla Jr.
References (URL):
https://www.researchgate.net/publication/344374668_Enhancing_the_Academic_Performance_and_Learning_Interest_in_Biology_of_Grade_10_Students_Usin
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Situation Statement of the Significance of the Theoretical/Conceptual Statistical Tools Research Design
Problem Study Framework ( SOP Based)

The poor academic The general objective of The study has a great The study did not The gathered data were In the context of this
performance in the field the study is to service and worth to present statistically treated study, quasi-experimental
of Science within the investigated the effects the following: a figure relating to the accordingly by utilizing research design was used
Philippines was of Expanded PowerPoint utilized conceptual tool analysis. Using to test the effects of
extensively recorded in Instruction on academic Students: The study framework. Mean, Standard expanded PowerPoint
global assessments of performance and shows that using deviation, and ANCOVA presentations on
science education. learning interest in the teaching strategies Hypothesis: the data of the study academic performance
In the years 2009 to Biology of natural specific to the subject There was no were treated and and the learning interest
2011, the Sioson selected Grade 10 and context can hypothesis analyze. of grade 10 students in
National High School students in Siocon improve academic mentioned in the study. 1. For (SOP 1 and SOP 2) biology. In selecting the
was declared as low- National High School, performance in the standard deviation participants, there was no
performing based on the Siocon Compostela, Biology, leading to Meanwhile, based on and random selection;
National Achievement Compostela Valley for better understanding the major idea of this mean was used to find instead, it was done in the
test. Besides this, low School Year 2016 – 2017 and grades. study, it can be stated out the students’ natural selection of intact
performance in Science Specifically, the study Teachers: The study that the Expanded pretest and posttest classes. It involved an
has become a trend not sought to: suggests that PowerPoint performances taught experimental and control
only at Siocon National 1.Analyze the Expanded Power Point Presentation has no with and without the group where pretest and
High School but students’ pretest and Presentation as significant effects on the use of Expanded Power posttest were
throughout the nation. posttest performance teaching strategies are student’s interest and point presentation in administered.
Similarly, the Trends in after being taught in an effective way to academic performance. teaching. On the other hand,
International Maths and Biology without the use teach Biology. These 2. A paired T-test for treatment was only
Science Study (TIMMS) of Expanded Power strategies can help correlated means was directed to the
laid bare a disheartening Point Presentation. improve teaching utilized to test the experimental groups. The
reality. Among 25 2. Evaluate the methods and enhance hypothesis; find out the difference between the
nations, Filipino grade 4 students’ pretest and students' learning significant difference post-test and pretest
students' academic posttest performance experience. between the two scores of the groups was
performance in science after being taught the School sections’ pretest and compared and calculated
subjects ranked among Biologywith the use of Administrators: The posttest performances to determine if the
the bottom three, with Expanded Power Point study shows that (SOP 3 and 4); and treatment had a
an average score of 332. Presentation; teaching 3. Independent T-test for
This position stood in 3. Determine the methods tailored to finding out the significant effect on the
stark contrast to the difference between specific significant difference post-test scores.
nation that secured the the student’s pretest contexts can boost between the two
highest score at 565, as and posttest student sections’ post-test
well as the global performances after academic performances (SOP 5)
ranking of 489, being taught in performance,
underscoring the Biology without the enabling informed
substantial gap in use of Expanded Power curriculum
performance (Martin et point presentation ; development.
al., 2004). 4. Evaluate the Curriculum
In Bruner's difference between Developers: The study
Constructivist Theory the students’ pretest provides evidence that
(1970) and Mayer's and posttest teaching Biology with
Cognitive Theory of performances after Expanded Power point
Multimedia Learning being taught in presentation strategies
(1997), affirm that Biology with the use can be more effective,
learning is a dynamic of Expanded Power aiding
process that involves Point Presentation, and; curriculum
organizing information 5. Determine the development.
to generate new ideas, significant difference Researchers: The
drawing on insights from between the study
prior learning students’ post-test Demonstrates that
experiences. As this performances taught Expanded Power Point
cognitive process in Biology with and presentation as
unfolds, the brain without the use of teaching
assimilates relevant Expanded Power Point strategies can improve
words, images, and Presentation. Biology students'
sounds to construct academic
coherent mental performance,
representations of new indicating
information and aligns potential benefits in
them with existing other
knowledge stored in subjects and contexts
memory. for future
The expanded research.
PowerPoint
presentation is more
dynamic. It includes
liveliness and motion
effects in the entrance,
 exit, and emphasis of
text or objects in the
presentation through an
application of animation
and transitions. It also
utilizes custom shows
where the presenter
could advance from the
main presentation to
whatever other
supplemental themes to
illustrate the distinct
aspects of the
presentation more
profoundly. Other than
that, it uses a single file
of numerous graphic
interchange format (GIF)
images that interchange
and appear like video
clips.

References:

Taculod, N. J., & Arcilla Jr., F. E. (2020). Enhancing the Academic Performance and Learning Interest in Biology of Grade 10 Students Using Expanded PowerPoint
Instruction. DOI: 10.18868/cte.02.060120.05.
Title: Flipped Classroom Approach in Teaching Biology: Assessing Students’ Academic Achievement and Attitude Towards Biology

Name (s): Gladys Ann O. Malto, Carmina S. Dalida2, and Catherine Genevieve B. Lagunzad3

Reference (URL): file:///C:/Users/luvca/Downloads/2403-Article%20Text-12410-2-10-20180607.pdf

Situation Statement of the Significance of the Theoretical/Conceptual Statistical Tools Research Design
Problem Study Framework ( SOP Based)

In the 21st-century Generally, the study’s The study has a great The study doesn’t 1.To analyze the The study utilized a
learning environment, main objective is to service and worth to the presented any student’s pre and post quasi-experimental
we are constantly determined the effects following: theoretical and test performance, the design and employed
challenged by the digital of the flipped classroom conceptual framework. independent samples t- both descriptive and
world, which is approach on students’ Students: The flipped Thus, Hypotheses are test was used to inferential statistics for
characterized by rapidly academic achievement classroom approach also not presented. compare the pretest and data analysis. It involved
growing global in and attitude, benefits students by However, it can be posttest scores of 80 Grade 10 students
knowledge and particularly their enhancing their learning inferred that, there is a students in the from a non-sectarian
continually advancing interest and confidence outcomes and fostering significant difference in Traditional Group. The private school in Metro
information and towards Biology. a positive attitude academic achievement p-value approach was Manila, divided into two
communication Specifically, this study towards the subject. It between students used to analyze groups: Traditional
technology. It is aims to; encourages active taught using the flipped statistical significance. Group (TG), which
undeniable that 1. .Analyze the participation, critical classroom approach and 2. To Evaluate, the t-test received conventional
technology has made a students’ pretest and thinking, and problem- students taught using a was used to compare instruction, and flipped
huge impact on today’s posttest performance solving skills. traditional approach in the pretest and post-test Group (FG), which
generation of learners. after being taught in Additionally, it provides Biology. scores of students in the received a combination
Teachers must take on Biology without the use opportunities for Flipped Group. The p- of online and face-to-
the challenge of utilizing of the Flipped Classroom individualized learning value approach was face instruction. The
technology to commit to Approach. and prepares students used to evaluate grouping was based on
a paradigm shift, from a 2. Evaluate the for future self-directed statistical significance. mental ability scores
teacher-centered to a students’ pretest and learning experiences in 3. To determine the from the OTIS-Lennon
student-centered posttest performance higher education and difference, the Scholastic Ability Test to
learning style, focusing after being taught the workforce. independent samples t- ensure equal footing in
not on how to teach, but Biology by the used of Teachers: Teachers test was used to terms of mental ability.
how to facilitate Flipped Classroom benefit from the flipped compare the pretest and
learning. Approach; classroom as it allows post-test scores
The Flipped Classroom 3. Determine the them to shift their role between the Traditional
Approach enables difference between from lecturers to and Flipped Groups to
learners to access the student’s pretest facilitators. With determine whether
educational content at and posttest reduced dominance in there were significant
their own pace and performances after the classroom, they can differences between the
apply their knowledge being taught in create a more two groups.
through various Biology without the collaborative and 4. In evaluating, the
activities when they use of Flipped interactive learning independent samples t-
attend in-person classes. Classroom Approach ; environment. Teachers test was used to
In this model, traditional 4. Evaluate the can provide compare the pretest and
instruction moves from difference between personalized feedback post-test scores
the classroom to the students’ pretest and support, addressing between the Traditional
individual study, and posttest the specific needs of and Flipped Groups to
transforming the performances after each student. evaluate whether there
classroom into an being taught in School Administrators: were significant
interactive learning Biology with the use School administrators differences between the
space where educators of Flipped Classroom see improvements in two groups.
guide students in the Approach, and; academic performance 5. The independent
creative application of 5. Determine the and student outcomes, samples t-test was used
concepts. Teachers are significant difference which positively impact to compare the post-test
encouraged to provide between the the school's reputation scores between the
students with various students’ post-test and attract more Traditional and Flipped
learning options, such as performances taught students. The approach Groups to determine
books, videos, or audio in Biology with and can lead to more whether there were
materials. Students are without the use of efficient resource significant differences
then expected to play a Flipped Classroom allocation, particularly between the two
central role in Approach. during disruptions like groups.
demonstrating their natural calamities.
understanding through Embracing innovative
practical tasks and teaching practices
classroom activities. positions schools as
forward-thinking
institutions.
Curriculum Developers:
Curriculum developers
find opportunities to
enhance the curriculum
by incorporating the
flipped classroom
approach, creating more
dynamic and interactive
learning experiences.
This alignment with
modern teaching
practices ensures that
students are better
 prepared for the digital
age and future
educational trends.
Future Researchers: The
study provides future
researchers with
opportunities to build
upon the evidence of
the benefits of the
flipped classroom. They
can explore its
effectiveness in other
subjects, different
educational settings, or
for specific student
populations,
contributing to the
growing body of
research on effective
teaching methods and
evidence-based
educational practices.

References:

Malto, G. A. O., Dalida, C. S., & Lagunzad, C. G. B. (2018). “Flipped Classroom Approach in Teaching Biology: Assessing Students’ Academic Achievement and
Attitude Towards Biology” in 4th International Research Conference on Higher Education (pp. 540-554). KnE Social Sciences. DOI: 10.18502/kss.v3i6.2403
Title: Cooperative Learning Approach as Innovation to Improve Students’ Academic Achievement and Attitude in Teaching Biology
Name (s): Resty C. Samosa
Reference (URL): Cooperative Learning: https://al-kindipublisher.com/index.php/jweep/article/view/1340/1085
Situation Statement of the Significance of the Theoretical/Conceptual Statistical Tools Research Design
Problem Study Framework ( SOP Based)

In the Philippines, the The general objective of The study has a great The study doesn’t 1.The study used T-Test The research design
science curriculum for the study is to assess the service and worth to the presented any for independent means utilized in this study is
senior high school has effectiveness of the following: theoretical and to compare the pretest quasi experimental and
been thoughtfully Cooperative Learning Students: The study conceptual framework. and posttest scores to focuses on evaluating
designed to equip Approach compared to suggests that the Thus, Hypotheses are analyze the differences the impact of two
students with the Direct Instruction Cooperative Learning also not presented. between the different teaching
knowledge and skills in Approach in Grade 11 Approach is more Meanwhile, in the based Cooperative Learning approaches on Grade 11
science. It aims to Senior High School of effective in enhancing from the literature Approach and Direct Senior High School
develop critical thinking Graceville National High both academic review it can be inferred Instruction Approach. students in Biology. It
abilities and problem- School students achievement and that there is no (SOP 1 SOP 4 and SOP 5) comprises an
solving strategies to regarding their attitude towards Biology significant differences 2.The T-Test for experimental group
enable students to make academic achievement when compared to the between the dependent means was taught using the
informed decisions in in Biology and their Direct Instruction Cooperative Learning used to evaluate the Cooperative Learning
their everyday lives. attitude towards the Approach. This means Approach and the Direct pretest and posttest Approach (Flipped
Nonetheless, there subject. that students exposed to Instruction Approach. performance of Group) and a control
remains an issue of Specifically, the study cooperative learning students in the group taught through
underachievement in sought to: may benefit from Cooperative Learning the Direct Instruction
Graceville National High 1. Analyze the pretest improved learning Approach to determine Approach (Traditional
School revealed in the and posttest outcomes and a more significant gains. (SOP 2 Group).
previous mean performance of Grade positive attitude toward and SOP 3) The study uses a pre-test
percentage score in 11 Senior High School the subject. and post-test structure,
biology in the School students in Biology who Teachers: Educators can assessing both groups
Year 2019-2020, with were exposed to the consider the results of before and after an 8-
mean percentage scores Cooperative Learning this study when week instructional
falling below 50%. This Approach and those planning their teaching period. This design
concern arises from the taught using the Direct strategies. The enables a comparison
use of ineffective Instruction Approach. Cooperative Learning between the effects of
instructional strategies 2. Evaluate the pretest Approach appears to be the two teaching
and a predominantly and posttest a more effective method methods on student
teacher-centered performance of Grade for teaching Biology, and performance and
approach, limiting 11 Senior High School teachers may want to attitudes.
students' ability to grasp students in Biology who explore its
 scientific concepts and received instruction implementation in their The research involved 30
excel in examinations. through the Cooperative classrooms. Grade 11 students from
To adequately prepare Learning Approach. School Administrators: Graceville National High
students for the future, 3. Determine the School administrators School, selected based
educators must grasp difference in pretest and can use these findings to on their specific strands:
how students learn posttest performances inform decisions related Technical, Vocational
biology and adopt more of Grade 11 Senior High to instructional Livelihood (TVL) in
student-centered School students in methods. Investing in Home Economics and
teaching approaches. Biology who were training and resources Information,
Cooperative learning, exposed to the Direct for cooperative learning Communication, and
sometimes called small- Instruction Approach. strategies may lead to Technology. The
group learning, is an 4. Assess the difference better academic selection also
instructional strategy in in the attitude of Grade outcomes for students. considered their prior
which small groups of 11 Senior High School Curriculum Developers: performance in earth
students work together students towards Curriculum developers and life science.
on a common task. biology after being may find value in
Considering these exposed to the revising curricula to
challenges, the study Cooperative Learning incorporate cooperative
under consideration Approach compared to learning strategies as an
seeks to address the those taught using the effective pedagogical
situation. Direct Instruction approach in teaching
Approach. Biology.
5. Determine if there is a Future Researchers: The
significant difference in study provides a
post-test attitudes of foundation for further
Grade 11 Senior High research in the field of
School students in education. Future
Biology who were researchers may build
exposed to the upon these findings to
Cooperative Learning investigate the
Approach compared to effectiveness of
those taught using the cooperative learning
Direct Instruction approaches in other
Approach. subjects or educational
contexts.

References: Samosa, R. C. (2021). Cooperative Learning Approach as Innovation to Improve Students’ Academic Achievement and Attitude in Teaching Biology.
Journal of World Englishes and Educational Practices (JWEEP), Volume(3), (pp. 01-10) DOI: 10.32996/jweep.2021.3.1.1