Ateneo SERVE 2020 E-Book

TABLE ON CONTENTS

TITLE PAGES
Cover page
Organization Institutions
Overview of this Year’s Conference
About Ateneo Logo
Biosketch







































Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

A New Remote Reality: AR as a Support to Education in Crisis Situation

Lyka D. Lamoste, John Oliver P. Distor, and Catherine Genevieve B. Lagunzad

aRizal Technological University bDepartment of Biology, School of Science and Engineering, Ateneo de Manila University
*Corresponding Author: [email protected]

ABSTRACT

Being connected now mostly means being connected through technology. With what appeared unusual
months ago has transformed into a daily necessity. As all physical classrooms were closed due to the
pandemic, teachers and students have entered the world of digital education. One of the technologies that
raised the level of connectivity in most areas of work, entertainment, as well as in education is Augmented
Reality (AR), a powerful form of contextual mobile learning. As a technology, AR has been around quite a
while now. It offers opportunities to expand the borders of the classroom to create new dimensions in
mobile learning and to increase the students’ connection to the real world and to the concepts being
learned. In the same study which we conducted to determine the level of students’ academic performance
and attitude towards the use of AR and complemented the conventional mode of learning; results showed a
significant improvement in both academic achievement and attitude of students in science. With the
pandemic crisis yet unresolved, schools may not be able to conduct important co- curricular activities such
as attending exhibitions, visiting museums or going on educational tours for a long period of time. Instead of
visiting places personally, the use of an AR application on laptops or smartphones can open a world of
mixed reality, a new environment where physical and digital objects can co-exist and interact in real time.
To keep students engaged and motivated, AR can be used by students to learn about chemical elements, to
assemble molecules, to explore biodiversity, or to understand the content of a book better because of the
additional information it can provide. These fun activities for students to enjoy are available for free; some
of the AR applications are Animal 4D+ by Octagon Studio, workbooks by Zappar (i.e. Solar System Expedition
and Water Cycle Engineer) and Chemistry AR+ by Power Ten Development LLC. Integrating the advantages
of this technology for remote learning when used effectively by educators and students can make learning
more meaningful and engaging. Especially as a response to the realities of the times - class suspensions, in
crisis situations such as typhoons, floods, volcanic eruptions, and earthquakes, AR can bring a semblance of
a distant real world into every student’s home to create a more conducive learning environment.

Keywords: Augmented Reality, AR, science education, remote learning, technology, crisis situation

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Differentiated Instruction under Blended Learning: Maximizing Students’ Engagement

Gladys Ann O. Maltoa*, Catherine Genevieve B. Lagunzad PhDb, and Carmina S. Dalidaa

aPhilippine Science High School -Main Campus bDepartment of Biology, School of
Science and Engineering, Ateneo de Manila University

*Corresponding Author: [email protected]

ABSTRACT

In mainstream classes, students vary in terms of experiences, learning styles, strengths, abilities, readiness
and needs. Thus, using a one-size-fits-all method of teaching will not make students learn best. In this study,
differentiated learning, a pedagogical framework that involves providing various teaching and assessment
strategies based on the different abilities of students was implemented. It aims to ensure a maximized
learners’ engagement while adapting blended learning.
The ADDIE model (Analysis-Design-Develop-Implement-Evaluate) was used in the design of this study. Pre
online assessments were given to the students and the results served as the basis in grouping or classifying
the students according to proficiency. While in face-to-face instruction, groupings opened avenues in
designing more meaningful group activities.
Both descriptive and inferential statistics were used to analyze the data gathered. The results showed a
significant difference between the two groups’ academic achievement, which is in favor of the differentiated
group. Moreover, the data also revealed a significant improvement in students’ higher order thinking
skills. In terms of level of engagement, the results showed a remarkable increase in in favor of the dif-
ferentiated group. To make further inference on possible relationship between their academic achieve-
ment and engagement, a correlation was made. The correlation value showed that students’ level of en-
gagement is moderately correlated with their achievement. Thus, it implies that differentiated instruction
promotes engagement among students, which leads them to the improvement of their academic
achievement.
The results of this study can help teachers in designing classrooms under the new normal. Authentic
activities designed and performed through differentiated instruction can help students develop an
understanding of the same concept and higher engagement through classroom and online classroom
interaction.

Keywords: Differentiated instruction, Blended Learning, Achievement, Engagement

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Practicing Students’ Science Process Skills through Pocket Gardening

Marvice Joyce V. Onga*, Lyka D. Lamosteb, and John Oliver P. Distorb

aPhilippine Science High School – Main Campus bRizal Technological University
*Corresponding author: [email protected]

ABSTRACT

Many have turned their interest into growing plants during this time of pandemic. Some opt to grow
ornamental plants while some opt to grow crops. Aside from doing this as a hobby, people are now into
growing plants for them to somehow supplement their food supply. Whether a hobby or a solution to a
limited food access, this activity can also be a great avenue to incorporate scientific investigations. With
the global crisis that we are facing now, the government opted to cancel face-to-face classes until there is no
available vaccine against the virus, COVID-19. Thus, laboratory experiments and activities needed by the
students to enhance their science process skills will not be practiced for a longer period of time.
Alternatively, amidst the pandemic, students could still do scientific investigations at their homes through
gardening. Despite the limited space in urban areas, students can grow plants through the use of pocket
gardening. Gardens serve as living laboratories in which students see and experience firsthand what they are
learning and, in turn, apply that knowledge to real-world situations. Both gardening and doing scientific
investigation involves good planning. Not only they will develop their science process skills but also show
their respect for the environment. In this work, learning materials were prepared for the “new normal
education” by fusing science investigation and gardening to provide meaningful experiences to our students.
Students developed experimental design of their garden, gathered data in tending their plants, practiced
analytical and critical thinking skills as they analyzed their observations, and thought of ways on how to
improve their pocket gardens to yield more fresh produce. This way, young people learn the value of plant-
ing while honing their science process skills through scientific investigations.

Keywords: gardening, experimental design, pocket gardening, science process skills, scientific investigations

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Learning Electromagnetism Using Microscale Physics Lab Kits at Home
and Context-based Modular Activities in Junior High School

Richard R. Sagcala*, Joel T. Maquilingb, and Nestor S. Valerac

aQuezon City Science High School bDepartment of Physics, School of Science and Engineering,
Ateneo De Manila University cDepartment of Chemistry, School of
Science and Engineering, Ateneo De Manila University
*Corresponding Author: [email protected]

ABSTRACT

Due to the spread of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), a lot of schools were
temporarily suspended for operation, and Online Distance Learning (ODL) is highly suggested as a tool for
learning continuity. However, the ODL does not cover the laboratory skills development. Thus, this study
offers to improve both the learning and laboratory skills of the students in Physics by developing and
validating the effectiveness of microscale physics lab kits and context-based modular activities to 10th
graders in a junior high school. The effectiveness of these teaching materials were also evaluated and
quantified by teacher and student respondents via descriptive and quantitative measures. These teaching
materials aimed to promote the use of microscale and low-cost materials available at home, and encourage
the improvisation of sophisticated laboratory equipment and materials in physics. These materials were
evaluated by 12 teachers and field-tested by 30 Grade-10 students. A standardized multiple-choice pretest
and post-test consisting 50 items in physics were used to measure the mean gain performances of the
students who used these activities and kits. Pretests were also implemented to determine the least
mastered topics among these students before they were allowed to use the context-based activities and
kits. After using these materials, posttests were administered to students to measure the mean gain
performance. Both the teacher and student respondents found the microscale physics lab kits and context-
based modular activities effective and highly acceptable in physics, with weighted mean 4.53 on a scale of 5
respectively. Mean gain performance in physics increased significantly in the experimental group compared
to the traditional group, with Hake’s mean gain scores of 0.54 and 0.21. Therefore, the use of these learning
materials should continue to further promote and attain the goals of education, and learning must pursue
by all means, even at home.

Keywords: Context-based Learning, Electromagnetism, Microscale, Physics Lab Kits, Modular Activities,
Laboratory Skills

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Do-It-Yourself (DIY) Chemistry Experiments for Academic Achievement and
21st Century Skills of Students

Corina N. Samina*, Armando M. Guidote Jr.a, and Rhodora F. Nicdaoa

a School of Science and Engineering, Ateneo de Manila University, b Department of Chemistry, School of Science and Engineering,
Ateneo de Manila University c Department of Education, School of Social Sciences, Ateneo de Manila
*Corresponding Author: [email protected]

ABSTRACT

Many watchwords in education have risen such as “21st Century Skills (21CS)” and “Do-It-Yourself (DIY)”.

Both are grounded on project-based learning (PjBL) which deals with hands-on projects to apply theories. In

chemistry, theories seem to be very difficult to grasp. To address this, the study considered DIY

experiments to provide concrete learning and determine its impact on students’ academic achievement

and 21CS. These DIY experiments deal with different topics in General Chemistry. DIY1: “Making Crystals”

tackles types of crystalline solids by forming crystals out of mixing water and borax from an all-natural

powder. While DIY2: “Producing Sparklers” discusses types of solutions with sparklers being made from

mixing sugar and potassium nitrate obtained in some fertilizers. DIY3: “Creating Chemical Cold and Hot

Packs” addresses the energy changes. Cold packs were made by dissolving table salt and cornstarch in water

while hot packs used vinegar and baking soda. All these DIY experiments were done voluntarily by

students in their homes. A quasi-experimental non-randomized pretest-posttest group design was used in

this study. Three instruments were administered to two groups (n1 = 40, n2 = 38) of students: (1) researcher-

made test on General Chemistry, (2) Likert-scale Survey of 21CS (S21CS) developed by Ravitz J. (2014) and

(3) an open-ended questionnaire for the participants to describe their experiences. Based on the analyses,

DIY experiments had a significant effect on students’ academic achievement (p<0.000*). This is supported

by students’ responses stating that they have learned chemistry in a more interesting and very informative

manner. A negligible correlation was observed between academic achievement and 21CS. The DIY group

(MPRES21CS=2.79, MPOSTS21CS=3.79) obtained a higher increase in the mean S21CS scores than the non-DIY

group (MPRES21CS=2.90, MPOSTS21CS=3.69) indicating a better development of 21CS in the DIY group. Thus, DIY

experiments were undeniably beneficial to the students’ overall learning.

Keywords: Do-It-Yourself (DIY), General Chemistry, Project-based learning (PjBL), Academic Achievement,
21stCentury Skills (21CS)

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Use of Lego® Kits as Manipulatives, the Academic Performance, and the
Spatial Ability of Grade 9 – Science Students

Lavi Cornel A. Subanga* and Nestor S. Valerab

a Department of Biology, School of Science and Engineering, Ateneo de Manila University b Department of
Chemistry, School of Science and Engineering, Ateneo de Manila University
*Corresponding Author: [email protected]

ABSTRACT

Chemistry tries to understand the structures and the processes involved in different substances. Physical
models or manipulatives are often used to represent these structures, and other Chemistry concepts, to
foster better understanding of the lesson. The commercial ball and stick model manipulative kits are the
go-to manipulative for Chemistry teachers especially for the discussion of Lewis structures and molecular
geometry. LEGO®, on the other hand, is a famous toy that releases sets that can be used to teach STEM
topics, but not including Chemistry. This research determined the effects of LEGO® manipulative kits on the
academic performance and spatial ability of Grade 9- Science students and tried to compare the effects to
that of the what is traditionally used in the classroom (commercial ball and stick model kits). The students
who used the LEGO kits enjoyed the activity to an extent that not all of the students were able to finish the
activity. On the other hand, the students in the traditional manipulative group had a hard time using the
ball and stick model kits and needed more assistance from the teacher. Also. results of the study showed
that there is a statistically significant difference on the initial and final academic performance and spatial
analysis scores of the traditional manipulative group and the LEGO® manipulative group, but there is no sta-
tistically significant difference in the scores between the two groups. Based from the results of this study, it
was concluded that both manipulatives can help the students visualize chemistry concepts, and the LEGO
kits can be further improved by incorporating a customized brick as the central atom for the kit.

Keywords: academic performance, spatial ability, manipulative, Lego®

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Using the HazardHunterPH Website in Disaster Readiness and Risk Reduction

Karizz Anne L. Morantea,c*, Diane C. Maquilanb,c, and Joel T. Maquilingd

aPhilippine Science High School – Central Luzon Campus, Pampanga bTukuran Technical Vocational High School - Zamboanga del Sur
cDepartment of Biology, School of Science and Engineering, Ateneo de Manila University dDepartment of Physics,
School of Science and Engineering, Ateneo de Manila University
*Corresponding Author: [email protected]

ABSTRACT

In this time of pandemic and with a slew of natural hazards happening, knowledge in Disaster Readiness and
Risk Reduction (DRR) is important not only to Science, Technology, Engineering, and Mathematics (STEM)
students but to everyone. Data from government agencies is used in making different hazard maps which
are helpful in disaster preparation and can easily be accessed through the HazardHunterPH website (http://
hazardhunter.georisk.gov.ph). Using the website as reference, an activity was developed in the Ignatian
Pedagogical Paradigm framework, an active learning approach which emphasizes the use of reflected
experience to spur action. The activity is part of a set of modules developed for teaching Disaster Readiness
and Risk Reduction concepts to non-Science, Technology, Engineering, and Mathematics (non- STEM)
students. Evaluation of the activity after its implementation made use of students’ agreement on the
following criteria: clarity of instructions, efficacy for understanding and new learning, level of difficulty, and
engagement using a Likert Scale. Aside from quantitative data, qualitative data in the form of student
comments and instructor observations were used. Results show that students gave a 3.8 out of 4 (Strongly
Agree) positive rating for the activity. Additionally, students remarked that the activity was easy and helpful
for them since it enables them to know which hazards can possibly occur in their locations. Although the
resource is reliant on internet connectivity and availability of gadgets on the part of the students, the knowl-
edge learned from the activity can greatly help students and their families prepare for possible natural haz-
ards. Teachers can use the activity as jump off point in teaching DRR specifically on hazard maps.

Keywords: Disaster Readiness and Risk Reduction, HazardHunterPH, Ignatian Pedagogical Paradigm,
Active Learning

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Weaving Urban Agriculture and Science Education toward Sustainability,
Food Security, and Livelihood

John Oliver P. Distora*, Lyka D. Lamostea, and Marvice Joyce V. Ongb

aRizal Technological University bPhilippine Science High School - Main Campus
*Corresponding Author: [email protected]

ABSTRACT

The global health pandemic caused by coronavirus has not just affected people, it’s affecting our country’s
food security and livelihood as well. Due to many factors that include the temporary suspension of mass
transportation, the closure of some trading posts, and the tightening of borders in a bid to enforce the
necessary social distancing required to halt the spread of the virus, people have had experienced
insufficiency of food, immediate transformation of educational systems, slow economic growth, and sudden
change in the environment. This focuses on the integration of urban agriculture in the activities of biology
lessons, activities and instructional materials that stimulates students’ perspective in sustainability, food
security, and livelihood. This study presents short guided activities and learning materials focusing on urban
agriculture systems that can be constructed by the students in a small area, with regulated budget, and in a
short period of time. The students generate their own urban agriculture system that could produce their
own crops and vegetable varieties in a limited space and resources for consumption. Furthermore, this
addresses the students’ attitude and mindset in agriculture relative to biology. Although not the solution to
all economic and food security problems as many claim it to be, urban agriculture does have the potential
to improve the resilience of communities. For this reason, during this pandemic crisis, integrating urban
agriculture in science activities addressing sustainability, food security, and livelihood utilizing experiential
learning strategy, students’ may be able to learn and improve science skills and knowledge independently
and develop resilience.

Keywords: Urban Agriculture, Science Education, Sustainability, Food Security, Livelihood

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Teaching Lens’ Properties Using Discarded Plastic
Bottles: A Home-Based Activity

Noreen Mabbagu a and Ivan B. Culabab

aSta. Elena High School Marikina City b Department of Physics Ateneo de Manila University
*Corresponding Author: [email protected]

ABSTRACT

The Department of Education has declared that due to the COVID-19 pandemic classes in the basic education
will not be the usual face-to-face method. Alternative methods of teaching, like online classes, are being
explored. Without access to the laboratories, it will be a huge challenge for the science teachers to be able to
teach science within the guidelines of the K-12 Science curriculum – learner-centered, inquiry-based and
collaborative. This study presents some ideas on how science, specifically optics, can be conducted at home
with the elements of active learning. The simple and readily available materials at home like, plastic alcohol
containers, flashlight, and a rectangular clear plastic container are used to demonstrate

a.the bending of light as it passes through different media;
b.the effect of the curvature of the lens on the degree of bending of the light when it passes through

the lens;
c.the effect of the index of refraction of the lens on the degree of bending of light when it passes

through the lens;
d.the concepts of focal point and focal length; and
e.correct the misconception that a convex lens always cause parallel rays of light to converge to a

point.
The conduct of home-based activity in optics through localization of materials had showed positive results in
demonstrating the refraction of light rays; and concepts of focal point and focal length. This study also demon-
strated the relationship that exists between the lens’ refractive index and its curvature to the degree of re-
fracting parallel light rays. Furthermore, the study addressed the misconception that all parallel rays of light
converge to a point after passing a convex lens.

We hope that this simple experiment may be useful to teachers teaching optics in Physics and Physical Science
subjects.

Keywords: Preconceptions, In-service teachers, Curriculum, Training, FMCE, Forces and motion

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Synchronous and Asynchronous Physics Learning about Photoelectric
Effect Using PhET Simulation

D. N. Sudjito a*, D. Noviandini b, A. Pattiserlihun c, S. A. Hapsarab, and S. Aryani d

Department of Physics Education, Faculty of Science and Mathematics, Universitas Kristen Satya
Wacana Jl. Diponegoro 52-60, Salatiga 50711, Central Java Province, Indonesia
* Corresponding Author: [email protected]

ABSTRACT

Teaching nanoparticle in physics, such as photoelectric effect, needs tools to visualize the physical variables
so that students has better understanding of the concept. Students also need more time out of face-to-face
schedules to do independent studies or practicum for a comprehensive understanding. Though schools do
not necessarily have adequate laboratory equipment to conduct demonstrations or practicum on a
nanoscale. If there is, generally the equipment can only be used at school, cannot be brought home by
students to support their learning. Therefore it is necessary to design synchronous and asynchronous
learning to facilitate learning of the photoelectric effect. This study aims to design synchronous and
asynchronous physics learning about photoelectric effect using PhET simulation and to investigate the ef-
fectiveness of using them in the class. For the synchronous learning, PhET simulation was integrated as
learning media in face-to-face lesson plan. For the asynchronous learning, it was integrated in independent
practicum module. Both were conducted for undergraduate students. This research uses descriptive
methods, where observation sheets, questionnaire, and evaluation test were used for the research
instruments. All the instruments were validated before being implemented to the respondents. After the
implementations, more than 70% respondents gave positive response towards the synchronous and
asynchronous learnings of the photoelectric effect material. Thus, both designs of synchronous and
asynchronous learnings that integrate PhET simulation about photoelectric effects are effective to be
implemented in the class. So this research can also be developed for higher cognitive level or another
physics learning.

Keywords: photoelectric effect, simulation, synchronous, asynchronous, physics learning

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

What Do Environmental Literacy, Environmental Locus of Control, and Future
Orientation of STEM Students Tell Us?

Princes Raymunda G. Gatana*, Dr. Rosanelia T. Yangcob, and Dr. Sheryl Lyn C. Monterolab

a University of the Philippines Institute for Science and Mathematics Education Development b College of Education,
University of the Philippines * Corresponding author’s email: [email protected]

ABSTRACT

Most environmental problems in the Philippines are anthropogenic, hence, it is of great importance that
STEM students, the decision makers and key-players of society someday, to bring about great moves toward
environmental conservation in the future. Thus, it would be helpful to gauge in advance not only the status
of their environmental literacy but also to find out whether they believe that their actions can create
environmental impacts, and if they are inclined to consider future consequences of their actions/decisions.
There were three instruments used to measure the environmental locus of control (ELOC), future
orientation (FO), and environmental literacy (EL) of STEM students (N=512). The ELOC revealed a mean of
6.22 for the Recycling Attitudes, the highest among four dimensions, followed by Green Consumer (M=5.95),
Activism (M=5.74), and Advocate (M=5.54). This means that most STEM students believed that through
recycling, they could improve or mitigate the worsening condition of the environment. Meanwhile, students’
inclination to FO showed that students considered more distant outcomes or consequences of their actions
(M=3.10) rather than focusing on meeting their immediate needs (M=2.41). The EL results showed a low rate
of 56.26%.
The interrelationships among the LOC, FO, and EL all yielded significant, weak correlational results. The
weak relationships between FO and EL, and LOC and FO, and a negative relationship between LOC and EL,
are deviations from most extant research. The STEM students’ mindset, economic considerations, and
personal benefit among others, might have contributed to these results.
The baseline data from this study compel curriculum material developers and writers to continuously exert
more effort in improving the STEM students’ EL even in the new normal setting. It is also hoped that more
studies would embark on this area to contribute to this pioneering attempt in deepening the analysis of
STEM students’ EL, ELOC, and FO.

Keywords: environmental education; environmental literacy; environmental locus of control; future orientation;
STEM students

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Development and Validation of an Achievement Test on Science
Process Skills for Grade 10 Biology Students

Karla Mae V. Lapuz a*, Dr. Catherine Genevieve B. Lagunzad b, and Dr. Cornelia C. Soto c

a Saint Pedro Poveda College b Department of Biology, School of Science and Engineering, Ateneo de Manila University
c Department of Education, School of Social Sciences, Ateneo de Manila University
*Corresponding author’s email: [email protected]

ABSTRACT

Learning biology is an essential part of the new science curriculum guide of the K-12 program. As study in
biology grows, the challenges in learning biology also appear. These challenges focus on the skills that
needed to be developed to maximize learning in biology. For this to happen, the objective of the lesson,
instruction, and assessment should support one another. Nowadays, teachers do not have enough time to
create valid and reliable assessment. The more valid and reliable the assessment the more accurate it
becomes in measuring the learnings of the students.
The purpose of this study is to construct a valid and reliable achievement test that can assess the Grade 10
Biology students' science process skills. An instrumentation research design was used in developing a sci-
ence process skill achievement test (SPSAT). A 38 multiple-choice item and 27 point hands-on SPSAT with
table of specifications (TOS) was constructed. The data from SPSAT was assessed in terms of validity, reliabil-
ity, usability, and fairness.
The results revealed a high degree of validity in terms of content validity. The findings show a high positive
correlation (r = 0.75) between the SPSAT and APSA test and the 4th quarter test and SPSAT score. Analysis of
the construct validity reveals that SPSAT is divided into seven factors which represent different science
process skills. Furthermore, reliability analysis shows that the SPSAT has a high-reliability value (Cronbach
alpha = 0.948) Lastly, upon a detailed examination of the teachers and students’ responses, to open-ended
questionnaires showed a positive response to the usability and fairness of the SPSAT.
The developed SPSAT constructed for this study shows a high degree of validity and reliability that can be
used in order to gauge the level of mastery of the students when it comes to science process skills that the
students acquired.

Keywords: assessment, science process skills, validity, reliability, biology

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Spiral Progression of the K to 12 Most Essential Learning Competencies (MELCs)
in Junior High School (JHS) Geology Subdomain

Diane C. Maquilan ac*, Karizz Anne L. Morante bc, Cornelia C. Soto, PhD d, and Joel T. Maquiling, PhD e

a Science Department, Tukuran Technical Vocational High School, Zamboanga del Sur b Physics Unit, Philippine Science High School –
Central Luzon Camps, Pampanga c Department of Biology, School of Science and Engineering, Ateneo de Manila University
d Department of Education, School of Social Sciences, Ateneo de Manila University e Department of Physics,
School of Science and Engineering, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

One of the key features of the K to 12 Curriculum is the spiral progression of concepts. Spiral progression
enables a broader and deeper understanding through frequent repetition of content used in different con-
texts with increasing complexity. A comprehensive understanding of the Earth’s structure and process is im-
portant for disaster science awareness, preparedness, and sustainability. To address the challenges of the
current pandemic, the Department of Education released the Most Essential Learning Competencies
(MELCs). This paper aims to explore the extent of spiral progression of geology concepts in the Junior High
School (JHS) MELCs. This study involved the content analysis of the Learner’s Materials (LM) and Teacher’s
Guides (TG) to identify the scope, breadth, and depth of geology competencies. Five key questions (KQs),
modified and adapted from Bain and Siddique (2017), transformed the texts into codes. Sixty-five (65) coded
responses were summarized using descriptive statistics. With an almost perfect intercoder reliability (κ =
0.866, p-value < 0.001), results reveal an overall weak to moderate spiral progression of JHS geology MELCs.
The Grade 7 competencies on The Philippine Environment showed absent to very weak spiral progression
with the lack of foundations for these competencies in Middle School. Data on Grade 8 Earthquakes and
Faults exhibited weak to moderate while Grade 9 Volcanoes revealed moderate spiral progression. The
Grade 10 Plate Tectonics and The Earth’s Interior showed moderate to strong progression. The findings of
this study may serve as a guide in developing lessons. Activities that involve constant repetition of previously
learned concepts applied in a variety of real-life situations may enhance the teaching and learning process.

Keywords: Most Essential Learning Competencies (MELCs), K to 12 Curriculum, content analysis, Earth
Science, science education

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Investigating the Effects of Using Student-Generated Multiple-Choice Questions in the
Chemistry Achievement of Science High School Students

Katrina Villar a and Armando M. Guidote Jr., PhD b

a Department of Chemistry, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

Multiple-choice questions (MCQ) are commonly prepared for summative, high-stakes assessments. However,
involving students to efficiently generate their own for formative evaluation can also be a study method and a
valuable learning activity. The objective of this study is to examine the effect of using student- generated
multiple-choice questions, through the online tool PeerWise, to enhance achievement in general chemistry of
science high school students in the Philippines. Eighty-three (83) Grade 9 students were asked to participate in
the following MCQ activities: create at least one multiple-choice question about the current topics discussed in
their subject Chemistry 1, answer at least five, and comment on at least two peer- authored questions using
PeerWise, for two rounds in the 8-week duration of the study. The online tool generated a reputation score
based on its own algorithm that determines the quality and level of student engagement in the MCQ activities.
The students were also asked to accomplish a survey to assess their perception in the use of MCQ activities in
PeerWise. It was determined that there is a positive and significant correlation between the PeerWise
reputation score and final exam score, indicating that high engagement in the use of PeerWise can potentially
contribute to an increase in Chemistry exam scores. The MCQ outputs have been individually evaluated and it
was also noted that most students with high reputation scores have generated better quality of MCQs and
comments. This suggests that the quality of outputs is a defining factor that may have contributed to their
understanding of the lessons. The results of the survey show that 91.25% of the students agree that creating
MCQs helped them in the learning process. With that, the use of student-generated MCQ in PeerWise can be a
useful activity that can potentially help students study and learn chemistry.

Keywords: Student-Generated Multiple-Choice Questions, PeerWise, Constructive Evaluation, Contribution-
Based Pedagogy, Chemistry Education

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of
Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

Jina Denise Galiza, Armando Guidote Jr., and Rhodora Nicdao

a Philippine Women’s University- Jose Abad Santos Memorial School b Ateneo de Manila University, School of
Science and Engineering, Chemistry Department c Ateneo de Manila University, School of Social Sciences,
Education Department * Corresponding Author:* [email protected]

ABSTRACT

The level of content knowledge (CK) in Chemistry of public secondary school teachers in Manila was
assessed. This study correlated the CK in chemistry to chemistry background, teaching experience,
involvement in professional development and self-efficacy of science teachers in selected schools within the
Division of City School, Manila. The mentioned variables were studied to determine which greatly influenced
the level of content knowledge of teachers in Chemistry. It forms part of the basis for drafting a National
Promotional examination for public school teachers. The population of the study included one hundred
(100) Grade 7-10 science teachers from ten (10) public secondary schools in Manila. The Chemistry
Background and Teaching Experience Checklist, Professional Development Checklist, Self- efficacy Scale were
given before respondents took the chemistry content knowledge test. The data shows that 80% of the
respondents have very low chemistry background, and only 7% of the respondents have high chemistry
background. The majority of science teachers handling grades 7-10 have the low level of Content Knowledge
in Chemistry. Despite their possession of a degree, units in Master's, and substantial teaching experience,
they are likely considered as beginners only, not content experts. The variables such as teaching experience,
professional development, chemistry background, and self-efficacy are significantly correlated to the
content knowledge of teachers in chemistry. Teachers' professional development and self-efficacy exert the
strongest influence in the development of Content Knowledge of teachers in Chemistry.

Keywords: Teaching experience, content knowledge, self-efficacy, chemistry background, professional
development

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Teachers’ Process Skills in Science: Inputs to Training Modules
Development and Evaluation

Eufemio D. Adarayan Jr., Ivan B. Culaba, and Joel T. Maquiling, PhD

a Ateneo de Manila University, DepED – Pambujan National High School b Ateneo de Manila University,
School of Science and Engineering, Physics Department c Ateneo de Manila University,
School of Science and Engineering, Physics Department
* Corresponding Author: [email protected]

ABSTRACT

The objective of this study was to develop a system of enhancing teachers’ competencies in basic education,
specifically, their process skills in conducting experiments and investigation in science instruction. A re-
searcher-made pretest and posttest was validated and administered to 31 Science teachers from 4 public
high schools. The test was composed of two parts – a 30-item paper-pencil and 8-item practical tests. The
test focused on 8 basic science process skills, namely, (1) observing, (2) predicting, (3) measuring, (4) esti-
mating, (5) interpreting, (6) analyzing, (7) inferring, and (8) communicating. An intervention through a five-
day training-workshop in Science Process Skills was crafted with the results of the pretest as the basis.
The Active Learning model, which is a method under the inquiry approach, was employed in the design of
the training modules. These modules were validated by experts in the academe and Science trainers from
DepEd’s National Educator’s Academy of the Philippines. The study utilized the exploratory-sequential
mixed method research design where phase 1 involved the collection of quantitative data and was subse-
quently validated by phase 2 which was the collection of the qualitative data. Findings show that before the
training program the teacher-participants performed below expectations in their content knowledge of disas-
ter science and science process skills. After the training program, the teachers had significantly improved
their competence as revealed by the evaluation of their formative assessment and posttest performance.
Further analysis of the qualitative data show that the training modules improved not only the skills of the
teachers but also their over-all positive outlook of integrating these in their lessons.

Keywords: science process skills, teachers, training program, active learning

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

POSTERS

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Disaster Readiness and Risk Reduction Students’ Academic Achievement
in A Web-Based Learning Platform

Leah Mae B. Enero, Rene Juna R. Claveria, Cornelia C. Soto

aSenior High School Department, Batasan Hills National High School, Department of Education, Quezon City, Philippines
bEnvironmental Science Department, School of Science and Engineering, Ateneo de Manila University, Quezon City,
Philippines cEducation Department, School of Social Sciences, Ateneo de Manila University, Quezon City, Philippines
*Corresponding Author: [email protected]

ABSTRACT

Second Life (SL) is an online virtual world with pedagogical applications such as digital storytelling, role-

playing, and community engagement. As a web-based learning platform, this has already gained the at-

tention of educators around the globe, however, this has not been explored yet in the local educational set-

ting. The needs and expectations for an efficient and effective transfer of learning have become a chal-

lenge amidst today’s educational landscape transformation, this study proposes the use of SL as a web-

based learning platform in delivering blended instructions for senior high school students aging 16-17 years

old. Moreover, this aims to identify the effects of using SL in the academic achievement of the learners.

This is a Quasi-experimental Research using the Non-randomized Control Group, Pre-test – Post-test

Design, with SL as the independent variable and the students’ academic achievement as the dependent

variable. The participants were from a city-funded local university involving 30 students each with similar

cognitive ability, where one group used the traditional approach, and the other used SL as a learning plat-

form. In this study, the computed mean difference from their pre-test and post-test is 11.70 or 64% (SL) and

1.90 or 0.1% (non-SL). Based on the level of proficiency, this showed a significantly higher post- academic

achievement of 77% for the SL Group in terms of the frequency of students at an outstanding level.

This manifests that there is a significant difference in their gain scores after the experimental proce-

dure. Therefore, the inclusion of the web-based learning platform in the classroom discussion contributes

to the increase in students’ achievement not to mention its high usability for both synchronous and asyn-

chronous learning. The delivery of blended instructions may be challenging however, incorporating technol-
ogy as a part of the 21st-century learning will be an advantage to both the teacher and the students.

Keywords: academic achievement, Second Life, web-based learning platform, blended learning, synchro-
nous learning, asynchronous learning, disaster readiness and risk reduction

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Dimensions of Environmental Locus of Control and Components of Environmental Literacy:
Considerations in Designing Instructional Materials

Princes Raymunda G. Gatana*, Dr. Rosanelia T. Yangcob, and Dr. Sheryl Lyn C. Monterolac

a University of the Philippines Institute for Science and Mathematics Education Development b College of Education,
University of the Philippines *Corresponding author’s email: [email protected]

ABSTRACT

The Philippine environment has been facing the highest pressure from humans causing damages that are
mostly irreversible. Mitigating environmental damages can be best managed by environmentally literate
citizens. The STEM students being the key players of society someday is hoped to take great strides toward
environmental conservation in the future.
This study reports on the status and correlations of the components of environmental literacy (EL) and the
dimensions of environmental locus of control (ELOC) of STEM students (N=512). Students with high ELOC and
EL is believed to be easily influenced to develop protective environmental behavior.
The Environmental Literacy Test (ELT) and the Internal Environmental Locus of Control (INELOC) Tool were
used to measure ELOC and EL, respectively. Among the three components of ELT, environmental skills got the
highest (70.57%), while the lowest is environmental attitudes and behavior (44.82%) which could be the
result of their low environmental knowledge (53.40 %).
The INELOC dimensions had the following results: Recycling Attitude (M=6.22), Green Consumer (M=5.95),
Activism (M=5.74), and Advocate (M=5.54). The results revealed that most of the students were inclined to
believe that through recycling, they could improve or mitigate best the worsening condition of the
environment.
The correlations between the components and dimensions of ELT and INELOC revealed that correlations
between Advocate and ELT, and between Environmental Attitudes and Behavior and INELOC were only the
significant results, r (510) = - .198, and - .216, respectively.
The low ELT result implied that two of the envisioned results of the K-12 Basic Education Curriculum in the
Science area which are to develop environmentally literate and responsible stewards of nature, are most
likely not achieved. Hence, the EL of STEM students should continuously be improved even in this trying time.
These results should be taken into consideration in designing curriculum materials.

Keywords: environmental locus of control; environmental education; environmental literacy; STEM
students; locus of control

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Integration of Virtual Reality in Disaster Readiness Risk Reduction (DRRR) Using a Simulation
Training Program for Typhoon Hazard Awareness: AMBON

Cecille D. Pegtuan a*, Sao Athena M. Matanguiban b, and Richard R. Sagcal, MSc c

abc Quezon City Science High School Regional Science High School for National Capital Region, Philippines
Golden Acres corner Bago Bantay St, Quezon City, National Capital Region, Philippines
* Corresponding Author: [email protected]

ABSTRACT

Philippines is frequently visited by typhoons, not less than twenty typhoons annually to be exact. Although
the governments and non-government associations offer disaster educational programs and emergency
training to raise disaster preparedness and awareness in communities, there is still higher risks and chances
of casualties amongst citizens as they try to evacuate. Technology through Virtual Reality (VR) offers an
easier, accessible and more engaging forms of learning. VR provides an immersive user experience designed
to make users perceive life-like events. Moreover, VR can be accessed and downloaded on smart phones
given that a large percentage of Filipinos own one. The study integrated the use of VR in teaching Disaster
Readiness Risk Reduction (DRRR) using a Simulation Training Program in for Typhoon Hazard Awareness.
Programing, digital designing and digital printing were taught to students to come up with an improve mobile
application. Particularly, the AMBON was created, and it stands for “Assessment and Mitigation Based On
Natural Typhoon Hazards”, is a VR mobile application that aims to educate the number of people on proper
evacuation and mitigation of typhoon hazards. Its prototype was used for pilot testing and initial data
collection from a group of students in a selected high school. Results show that there has been a significant
difference between the groups of randomly selected students: students who first used AMBON influenced
higher Disaster Awareness than those in the control and traditional method groups. Recommendations
gathered after the pilot testing include extending access to operating systems other than android, like Apple’s
iOS. The application should be made available as well to those who live in areas that experience the effects of
typhoon the most. Moreover, AMBON should offer a wider inclusion of likely incidents and circumstances
that could happen during a typhoon.

Keywords: Disaster, Readiness, Risk Reduction, Typhoon Hazard Awareness, Typhoon Mitigation,
Simulation, Virtual Reality

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Exploring Lived Experiences of Junior High School Science Teachers in Facilitating
Learning Using Inquiry-based Approach

Annalisa F. Aglosolos a, b*, Catherine Genevieve B. Lagunzad, PhD b, and Cornelia C. Soto, PhD c

a Tañong High School, Marikina City b Department of Biology, School of Science and Engineering, Ateneo de
Manila University, Quezon City c Department of Education, School of Social Sciences, Ateneo de Manila
University, Quezon City * Corresponding Author: [email protected]

ABSTRACT

Science education boosts a curriculum that promotes inquiry-based approach in teaching science as it
involves multifaceted activities of making observations, asking questions, examining facts through
experimentation, using appropriate tools in gathering, analyzing and interpreting data, proposing possible
solutions and alternative explanations of a phenomenon and communicating the results. However, despite
the positive effects on students’ achievements, there is scant to no study that explores the fundamental
meaning structure of the Science teacher’s experiences, including their challenges and coping mechanisms,
in facilitating students’ learning using inquiry-based approach. With this gap, grounded on phenomenologi-
cal inquiry, alongside the Giorgi Descriptive Phenomenology (2009), this study explored the Junior High
School Science teacher’s experiences in facilitating learning and teaching science using inquiry-based
approach. It was found out that using teacher’s questions that stimulated higher-order thinking skills and
experimentation were used to direct teaching and learning towards inquiry. However, the students’ level of
comprehension and making their classroom a laboratory room contributed challenges in using the
inquiry-based approach. There is a lack of quality learning materials and facilities. Furthermore, there is no
responsible laboratory technician that resulted in lapses in the implementation of safety and emergency
measures. It was emphasized that their Learning Action Cell (LAC) sessions helped in getting the support
they need in addressing their challenges and sharing their best practices on the use of inquiry- based
approach but teachers' need of a professional development program that would address their current need
and difficulty were profoundly desired.

Keywords: Science teaching, inquiry-based approach, facilitating learning, phenomenology, learning
action cell

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Design and Fabrication of Agarose Gel Electrophoresis (AGE) Apparatus for
Teaching Molecular Biology

Zaldy D. Alimaa*, Dr. rer nat. Crisanto M. Lopez b, Maria Katrina C. Constantinoc , Ivan B. Culabad

a b c Department of Biology, School of Science and Engineering, Loyola Schools, Ateneo De Manila University
d Department of Physics, School of Science and Engineering, Loyola Schools, Ateneo De Manila University

Loyola Heights, Quezon City, Philippines * Corresponding Author: [email protected]

ABSTRACT

One of the significant issues in teaching Science in most developing countries like the Philippines is the
absence of necessary equipment and reagents to deliver the 21st-century instruction. One approach to
address the lack of standard science equipment is the improvisation or innovation of teaching material. Gel
electrophoresis is a widely used method to separate DNA molecules using a matrix subjected to an electric
field. The molecular weight of the DNA can be estimated by comparing the DNA samples to a standard DNA
marker of known molecular weight. The DNA is visualized using a fluorescent dye. The main goal of this
research was to come up with a low-cost agarose gel electrophoresis apparatus for research and
instructional purposes. Five expert-raters validated the fabricated BioMigZ unit based on function and
overall capability, quality of gel results, durability of the materials, cost and expenses of materials, safety of
its operation and maintenance, and environmental impact. The apparatus was implemented to public
science teachers through LAC sessions. Based on t-test result, there was a significant difference between
electrophoresis pre-test and post-test for the proficiency level of teachers as the obtained t (20) = 6.525 and
p = 0.001 which was less than 0.05 alpha level. From the generated themes of the FGD responses, teachers
believed that (1) lectures and in-depth discussion of DNA extraction and electrophoresis were the most
helpful parts of the LAC sessions; (2) utilization of BioMigZ apparatus was engaging; (3) handling of the
equipment and getting the accurate values were lab techniques they learned; (4) knowledge on
electrophoresis was improved; (5) they could employ different strategies of teaching electrophoresis from
traditional to novel approaches; (6) they could fabricate and improvise own science equipment and
implement them; and (7) they found the content and methods of this study as excellent.

Keywords: gel electrophoresis, DNA extraction, laboratory techniques, fabrication, low-cost materials,
focus group discussion

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Entrepreneurship in Biology Education: Crisis-Readiness in the New Normal

John Oliver P. Distor a*, Lyka D. Lamoste b, and Catherine Genevieve B. Lagunzad c

a Plant Biotechnology and Urban Agriculture Project, Research and Development Center, Rizal Technological University
b Office of the Vice President for Research and Extension Services, Rizal Technological University c Department
of Biology, School of Science and Engineering, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

As a response to mitigate coronavirus spread and save lives, governments in affected countries like the
Philippines imposed desperate measures of social distancing, widespread lockdown, restrictions on travel,
movement, and mass gatherings. Several courses of actions were taken in compliance to government
directives that included the transfer of classes, meetings, and parties into virtual spaces. The adverse effects
of the novel coronavirus pandemic are felt in many aspects of both private and public lives of citizens in
countries all over the world. To adapt to the new situation with the “stay home, stay safe” policy, and to
bring back a semblance of normalcy to people’s lives, educational institutions had to make the difficult
choice of moving the venue of instruction from school campuses to online classrooms. Likewise, with loss of
jobs and income due to closure of business and industry, people had to augment their household budgets by
engaging in e-commerce in online marketplaces. This study presents evidence of the positive effects of
integrating entrepreneurship in teaching biology on students’ academic achievement and motivation. With
integration of entrepreneurship in biology education, students showed a significant improvement in
academic performance, an apparent deepening of their understanding of science concepts, and
improvement of their motivation to learn, while attaining entrepreneurial skills that can lead to gainful
employment. These results therefore can form the basis for the assumption that when students’
entrepreneurial skills are developed during this crisis situation, even as we transition from the traditional
face-to-face instruction to online learning, the student’s motivation in learning biology may likewise be
improved. In addition, integration of entrepreneurship across curriculum could develop abilities, knowledge,
skills, and expertise in students that may prove useful for them to attain success not only at work but in
every aspect of their lives. Integrating entrepreneurship in biology education has the potential of preparing
individuals with adequate entrepreneurial skills and confidence as a pathway for creating and generating
gainful employment. Thus, this is the time when students must be exposed to practical science activities,
which can develop their motivational and socio-emotional skills, and build their resilience, so that they can
contribute meaningfully to society especially in the face of real-life crises.

Keywords: Entrepreneurship, Biology Education, Academic Achievement, Motivation

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Experience-Based Learning Activities and Videos: Tools to Augment Students’ Academic
Achievement and Attitude Towards Grade 7 Biology

Maria Ashlee C. Garcia a*, Catherine Genevieve B. Lagunzad b, and Queena N. Lee-Chua c

a Ateneo de Manila University and PAREF Rosehill School, Inc. b Ateneo de Manila University
c Ateneo de Manila University * Corresponding Author: [email protected]

ABSTRACT

Embedded in the Department of Education Grade 7 Science Curriculum is the goal in mind to facilitate the
transfer of meaningful learning from expert science educators to students for the latter to become
scientifically literate citizens equipped with an understanding of biology concepts amidst the lack of very
basic tangible learning resources. The purpose of this study is to 1) integrate experience-based learning
activities, and 2) produce original videos filmed and compiled from these activities in grade 7 biology lessons
on microscopy, cells (plants and animals), and microorganisms to promote students’ academic achievement
and science attitude.
Quasi-experimental research with a mixed-approach methodology was used to determine the effect of a
four-week intervention on the academic achievement and science attitude of grade 7 students. This study is
comprised of two groups with 35 students each: 1) Experience-Based Learning Group (EBLG), and 2) a Non
-Experience-Based Learning Group (NEBLG). Both groups were exposed to the same learning pedagogy.
However, EBLG carried out the validated researcher-made experience-based learning activities, as well as
the compilation of videos from these activities.
Quantitative data were analyzed using the normalized gain score, paired, and independent samples t-tests.
Qualitative data from science-teacher observers and a focus group discussion of students using open ended-
questions were also gathered to triangulate the quantitative data.
Findings revealed that both groups significantly improved in their posttest mean scores. However, the
students in the EBLG attained significantly higher posttest mean scores and average of gains than those who
were in the NEBLG. Moreover, the EBLG displayed a significantly more favorable attitude as measured by
the Biology Attitude Scale. Evidence from Pearson product-moment correlation shows that a significant
moderate relationship existed between students’ academic achievement and attitude.
The use of experience-based learning activities and original videos sheds light on the present science
education of the Philippines.

Keywords: Experience-based learning, grade 7 biology, science education, original videos, academic
achievement, science attitude

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

A Guide to Doing Augmented Reality (AR) for Remote Learning

Lyka D. Lamostea*, John Oliver P. Distor b, and Catherine Genevieve B. Lagunzad c

aRizal Technological University bRizal Technological University c Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

Being connected now mostly means being connected through technology. With what appeared unusual
months ago has transformed into a daily necessity. As all physical classrooms were closed due to the
pandemic, teachers and students have entered the world of digital education. One of the technologies that
raised the level of connectivity in most areas of work, entertainment, as well as in education is Augmented
Reality (AR), a powerful form of contextual mobile learning. As a technology, AR has been around quite a
while now. It offers opportunities to expand the borders of the classroom to create new dimensions in
mobile learning and to increase the students’ connection to the real world and to the concepts being
learned. In the same study which we conducted to determine the level of students’ academic performance
and attitude towards the use of AR and complemented the conventional mode of learning; results showed a
significant improvement in both academic achievement and attitude of students in science. With the
pandemic crisis yet unresolved, schools may not be able to conduct important co- curricular activities such
as attending exhibitions, visiting museums or going on educational tours for a long period of time. Instead of
visiting places personally, the use of an AR application on laptops or smartphones can open a world of mixed
reality, a new environment where physical and digital objects can co-exist and interact in real time. To keep
students engaged and motivated, AR can be used by students to learn about chemical elements, to
assemble molecules, to explore biodiversity, or to understand the content of a book better because of the
additional information it can provide. These fun activities for students to enjoy are available for free; some
of the AR applications are Animal 4D+ by Octagon Studio, workbooks by Zappar (i.e. Solar System Expedition
and Water Cycle Engineer) and Chemistry AR+ by Power Ten Development LLC. Integrating the advantages
of this technology for remote learning when used effectively by educators and students can make learning
more meaningful and engaging. Especially as a response to the realities of the times - class suspensions, in
crisis situations such as typhoons, floods, volcanic eruptions, and earthquakes, AR can bring a semblance of
a distant real world into every student’s home to create a more conducive learning environment.

Keywords: Augmented Reality, AR, science education, remote learning, technology, crisis situation

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Scaffolding Students’ Learning Through Flipped Classroom

Gladys Ann O. Maltoa*, Catherine Genevieve B. Lagunzad PhDb

a Philippine Science High School -Main Campus b Department of Biology, School of Science and Engineering,
Ateneo de Manila University * Corresponding Author: [email protected]

ABSTRACT

Under the new normal, one of the prime objectives of educators is to eradicate impediments in teaching
deliveries. Circumstances dictate that distance learning is viable to ensure continuous learning. Teachers,
then, have to utilize various ways of scaffolding to guide and support students’ learning, in managing their
own learning, and in developing their content mastery.
This study focused on the implementation of some scaffolding strategies by flipping the classroom. This
explored the potential value of technology-infused instruction through flipped classroom and scaffolding
students by giving assignments of varying levels of difficulty, tasks that promote virtual interaction for active
learning, and contextualized activities that allows students to construct meaning based on their own
experiences. A quasi-experimental design was used in this study. Two randomly assigned groups
participated. The (I) flipped classroom group and the (II) non-flipped classroom group.
At the end of the study, students’ achievement and level of engagement were measured. Based on the
quantitative analysis of two groups, the gain scores suggested that the flipped classroom group gained
significantly higher in both achievement and engagement than the non-flipped group. The relationship
between students’ achievement and level of engagement also revealed that there was a moderate
correlation between the students’ achievement and level of engagement.

Keywords: Scaffolding, Flipped Classroom, Achievement, Engagement

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Development of Adaptive and Self-organize Classroom in Biology Instruction
through Agile-based Learning Approach

Cheryl C. Mislang, MSc a*, Catherine Genevieve B. Lagunzad, PhD b

a Natural Science Jose Rizal University, Philippines ,b Department of Biology, School of Science and Engineering,
Ateneo de Manila University * Corresponding Author: [email protected]

ABSTRACT

The Agile methodology involves specific strategies adopted from software industries to
develop independent learning and agility. The agile-based learning through the scrum framework enables
the students to work on given learning goals and design their own way of transforming the concepts
into learning tasks. The teacher starts the scrum session by giving the learning goals or main topics and
facilitates all throughout the session, ensuring that the desired outcomes will be achieved. The students
work with their team (Sprint) and construct their learning canvas; a list of small chunks of tasks or specific
topics derived from the learning goals given by the teacher (Scrum Owner). The learning canvas can be
updated by the leader (Scrum Master) in the online platform called Trello.com, where the teacher can also
monitor the progress of each team. In every scrum session, each student in the team identifies the
important biology concepts by completing the learning radiator sheets and specifically shows understanding
of the topic or if there is still a need to revisit the concept. There is also a “stand up meeting” in each week
where every team presents its final product and biological concepts are synthesized. A quasi-experimental
design used to study the employment of agile-based learning approach in Biology instruction, confirmed
that agile-based learning approach has positive effects on students’ academic achievement. With significant
improvement in students’ conceptual understanding of biology topics, it is highly recommended that
agile-based learning approach be employed in flexible teaching and learning with the scrum framework as
the basis for designing the contents in virtual classrooms, not only in biology but in other branches of
science as well.

Keywords: agile-based learning, scrum framework, academic achievement, virtual classroom