The Impact of Scientific Knowledge Questions Using Google Forms in conducting review sessions in Biology
DOI:
https://doi.org/10.61841/895sp979Keywords:
Higher Order Thinking skill, academic, performance, Google formsAbstract
--This study aimed to know the effectiveness of scientific knowledge questions using Google form in conducting review sessions in Biology.It sought to answer the problems with regard to the performance of the students in the pretest and posttest in the four competencies namely: description of how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis; explanation of how protein is made using information from DNA; explanation of how mutations may cause changes in the structure and function of a protein and explanation of how fossil records, comparative anatomy and genetic information provide evidence for evolution.The study utilized the Pretest and Posttest Design and underwent pilot testing and expert validation of master teachers and a Science Coordinator. The control and experimental groups were identified using fish bowl technique. Thirty five (35) students were used in both experimental and control groups. Pretest was given to both groups. Respondents from the experimental group were asked to answer scientific knowledge questions using Google form during review sessions for five (5) weeks. On the other hand, the respondents from the control group were given conventional way of conducting a review. After five (5) weeks, posttest was given to both groups. The pretest and posttest results were gathered and analysed through appropriate statistical treatment using SPSS Volume 21. The respondents in the experimental group were also interviewed to get their perceptions in answering scientific knowledge questions.who answered scientific knowledge questions using Google form during review sessions in Biology with a mean difference of 10.94.There was a significant difference between the pretest and post test mean scores of both experimental and control groups. Furthermore, most of the students in the experimental group said that answering scientific knowledge question using Google form helps them analyze the questions, enables them to understand the lessons well and helps them recall the lessons they’ve learned.It suggests that answering scientific knowledge questions using Google form in review sessions in Biology develops student’s analysis and deeper understanding about the concepts being taught. It can be concluded that better result is achieved since students are more engaged because videos and pictures are included in Google form. Google form is an effective tool in developing students’ skill in answering and analysing higher order thinking skills questions.
Downloads
References
Based on the analysis and interpretation of data, the following are hereby summarized:
1. There was an improvement on the performance of the students in the experimental group who answered scientific knowledge questions using Google form in review sessions in Biology with a mean difference of 10.94.
2. The posttest mean scores of the experimental group is significantly higher than their pretest means score, while the control group mean score in both tests are the same.
3. There is a significant difference between the posttest mean scores of the experimental and control groups since the p values in all competencies are less than 0.05 level of significance.
4. The feedback of the respondents after answering the scientific knowledge questions are as follow:
a. Almost all of the respondents said that it helped them analyze the questions
b. Most of the respondents said that it helped them understand the lesson well, give additional information about the topic being discussed, recall the lessons that they learned in class and it was hard at first but they learned to answer the questions after a couple of days
c. Some of the respondents said that it gave them happiness when answering the questions especially when they got the correct answers
Based on the findings of the study, Goggle Form is an effective tool in developing students’ skill in answering and analyzing scientific knowledge questions in the review sessions in grade 10 Biology. Moreover, using Google form in answering scientific knowledge questions is effective in enhancing the competencies of the students during review sessions in grade 10 Biology. Furthermore, using Google form in answering scientific knowledge questions is better than using conventional way of asking questions in grade 10 Biology. The respondents in the experimental group shows positive feedback in answering scientific knowledge using Google form in the review sessions in Biology.
XII. RECOMMENDATIONS
In view of the findings and conclusions of the study, the following recommendations are presented:
1. The teachers may use Google Form in asking questions while teaching Biology 10.
2. The students may use Scientific Knowledge Questions to develop their deeper understanding about Science concepts.
3. The School administration may support the use of Scientific Knowledge Questions by providing more computer units for the teachers to deliver the lessons in this manner.
4. A similar study may be conducted to validate the result of output of these undertaking
REFERENCES
1. Bhagwan, D. (2005). Educational uses of Information and Communication ofeducational techniques and methodology .New Delhi:Anmol Publication
2. Brookhary, S. (2010 ) Assess Higher order Thinking Skills in your classroom . New York : Supporting Educators Yesterday, Today and Tomorrow
3. Bransford JD, Brown AL, Cocking RR.( 2009) How people learn: brain, mind, experience and school.National Academy Press; Washington, D.C.
4. Custer ( 2010), Diverse Learners Participating in Regular Education. Argentina: Best educators
5. Lawson, S. (1999). Computer-based training: Is it the next wave? Professional
6. Safety, 44, 30-33. Martin, M. O., Mullis, S. & Chrostowki, S. J. (2004).
7. TIMSS 2003 Technical Report. Boston College, Chestnut Hill, M
8. Eisenberg, M and R. Berkowitz,(2011) Information Problem-Solving: The Big
9. Six Skills Approach to Library and Information Skills Instruction
10. Norwood, N.J.:
11. Howe,N., & Strause, W, (2014) Millennial Rising : The Next Great Generation . Califirnia: Vintage Publicatio
12. Mauro, C. (1994). Teacher Development in Computer Based Education:
13. Helping others to excel. M.Ed Thesis, University of Lethbridge
14. Pappas, C., ( 2015 ) The History of Blended Learning. New York: eLearning Industry
15. Perstein,J., (2017) Generation z . NewYork, New York : The Free Press Edition
16. Watson, J., (2002) ) Blended learning : The Convergence of online and Face to face Education. Promising Practices in Online Learning. New York: North American Council for Online learning
17. Zohart, A., & Dori, Y., (2008) Higher Order Thinking Skills and Low achieving student : Are they mutually exclusive? . Australia : Learning Science
18. Zoubi F. ( 2015) Experience and Education. New York: The Free Press edition
19. Abanador R., and Fleire J., (2014) Linking Formative Assessment to Scaffolding. American Journal, 64(5) 234-245. Retrieved from: https://eric.ed.gov/?id=EJ745460
20. Ablex, (1993), “High School Students’ Use of Databases: Results of a National Delphi Study, Journal of the American Society for Information Science 46 (May 1995): 284–98; L. H. Ehman and Others, “Using
Computer Databases in Student Problem Solving: A Study of Social Studies Teachers’ Classrooms,” Theory and Research in Social Education 20 179–206. 49
21. Alayyar, G., Fisser,P. & Voogt J., (2012). Pedagogical Content Knowledge in
22. Pre-Service Science Teachers: Support from blended learning.AustralasianJournal of Educational Technology . 28( 8) 234-240. Retrieved from: https://doi.org/10.14742/ajet.773
23. Aleven, V., Kay, J., Arroyo, I., Royer, J. M., & Woolf, B. P. (2011). Using an intelligent tutor and math fluency training to improve math performance.
24. International Journal of Artificial Intelligence in Education, 21(1/2), 135-152.
25. Anderson F., Sosniak R.,( 1994) A critical Approach to Critical Thinking : A Case for critical thinking in the English Language Clasroom. Journal of Research in Development Education. 15 (1) 27-34. Retrived from: https://www.jstor.org/stable/42802496
26. Askar, P.Y.(2016) Students perception of computer assisted instruction environment and their attitudes toward computer assisted learning.
27. Journal of Educational Research. 34(2) 133-139. Retried from https://doi.org/10.1080/0013188920340204
28. Barredo, D. (2013) Insider views of CLIL in Primary Education International Journal of Education and Research. 2(08) 345-354 Retrived from: http://ijier.net/ijier/article/view/221
29. Beyza, K. B & Hale B., (2015) The effect of computer aided teaching methodon the studnets academic achievement in the science and technology course Elsevier Journals. 9 (23) 235-238. Retrived from https://doi.org/10.1016/j.sbspro.2010.12.142
30. Bialo, E. (2011) The Effectiveness of technology in Schools: a Summary of Recent Research. Journal of Research in Development Education. 25(1) 125-145. Retrieved from:http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_Ef fectivenessofTechnologyinSchools_InfoPower.pdf
31. Aika, R., (2018) Private sector to hire and train 600,000 K to 12 graduates. Retrieved from http://timss2015.org/
32. Bialo and Sivin-Kachala, Reports on the Effectiveness, 2.
33. Pettersson, W. (2014) Ged Exam in Philippines?. Retrieved from http:// GedExamoorg/.
34. Understanding the generation Z and the way they learn. Retrievedfromhttp://www.csudh.edu/psych/Chronic_illness_conference_REWIRED_Understanding_the
_Net_Generation_and_the_Way_They_Learn_November_14_2009.pfd
35. Implementing Rules and Regulations of Republic Act No 9155. Retrievedfrom http://www.web.psc.gov.ph/Legal%20%20Mandates_/IRR%20of%20RA%20No.%209155.pdf
36. National Achievement Test in the Philippines. Retrievedfrom: https://www.philippinesbasiceducation.us/2013/07/the-national-achievement-test-in.ht
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
