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Factors Affecting Students' Concept Retention in Learning Science Online Using Instructional Videos
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Catherine B. Aguanta; Margery Anne T. Augusto; Jonajean V. Bajenting; Katrina Claire Buayaban; El Jane P. Cruz; Niña Faith Fantonial; Jane Aubrey M. Kwan; Jimmoy Legaspino; Dharel P. Acut; Marchee T. Picardal – Journal of Education and Learning (EduLearn), 2024
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs' effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction…
Descriptors: Science Instruction, Video Technology, Scientific Concepts, Retention (Psychology)
Does Process-Oriented Guided Inquiry Learning (POGIL) Improve Students' Science Academic Performance and Process Skills?
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Idul, Joevi Jhun A.; Caro, Virgencita B. – International Journal of Science Education, 2022
This study investigates the effects of process-oriented guided inquiry learning (POGIL) on the academic performance and science process skills of Grade 10 Filipino students in science. Specifically, this study aimed to (1) determine and compare the level of academic performance of students when exposed to POGIL and non-POGIL and (2) assess the…
Descriptors: Science Process Skills, Inquiry, Active Learning, Science Achievement