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Panergayo, Albert Andry Echor
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Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino STEM Learners Panergayo, Albert Andry Echor; Gregana, Clarissa Fajardo; Panoy, Julie Fe Dimaunahan; Chua, Elisa Nocheseda
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino Stem Learners. Objectives: This descriptive-correlational study investigated the existing relationship of epistemological beliefs to the academic performance in Physics of Filipino STEM learners. It further described the levels of academic performance and sophistication of epistemological beliefs about Physics of the Filipino STEM learners. Methods: This study involved a convenient sample of 407 Grade 12 Filipino STEM learners enrolled in A. Y. 2021-2022. This study used EBAPS to solicit the epistemological views of the students in Physic. Findings: Frequency, mean and standard deviation shown that majority of the students have a very satisfactory academic performance but their epistemological beliefs about Physics are generally poorly sophisticated. Pearson product-moment coefficient revealed that the four non-orthogonal dimensions of epistemological beliefs about Physics (structure of scientific knowledge, nature of knowing and learning, evolving knowledge, source of ability to learn) established significant association to students’ academic performance except real-life applicability. Multiple regression analysis revealed that among five dimensions of epistemological beliefs structure of scientific knowledge and nature of knowing are found to be significant determinants of the students’ academic performance in Physics. Conclusions: It is recommended for the physics teachers to craft an instructional intervention to enhance the students’ epistemological beliefs in physics, which in turns affect the performance of the students in the class. Keywords: academic performance, epistemological beliefs, multiple regression.DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202302
Investigating the Factors Affecting the Teaching Efficacy of Filipino Science Teachers: A Correlational Study Panergayo, Albert Andry Echor; Gregana, Clarissa Fajardo; Panoy, Julie Fe Dimaunahan
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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This study investigated the factors influencing the science teaching efficacy of Filipino science teachers. A correlational research design was employed to collect the data from 261 Filipino science teachers using adapted and validated research instrument, encoded and administered via web-based program. The results uncovered that student technology use, 21st century learning attitudes, and teacher leadership attitudes are not significant predictors of science teaching efficacy.  The teaching outcome expectancy beliefs, STEM instruction, and STEM career awareness, however, can significantly explain the variation in the science teaching efficacy of the respondents. This indicates that teacher actions in science classroom, their pedagogical practices, and their awareness to STEM-fields should be considered in crafting capacity building program for science teachers. These factors are crucial in enhancing of teacher quality of science educators, thereby, uplifting the quality of science education in the country. Keywords: science teaching efficacy, stem career awareness, stem instruction, teaching outcome expectancy beliefs.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202203 
Google Classroom Adoption as Learning Management System in Senior High School Using Technology Acceptance Model Panergayo, Albert Andry Echor; Aliazas, John Vincent Callo
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Google Classroom Adoption as Learning Management System in Senior High School Using Technology Acceptance Model. Objectives: The purpose of this study was to determine the acceptance of Google Classroom as a learning management system for public high school at one state university in Laguna, Philippines, using the Technology Acceptance Model (TAM). It further determined the effect of online learning self-efficacy on the original TAM-related factors. Methods: Using a quantitative through survey method, the data were collected using a web-based program from 742 students and were analyzed using structural equation modelling. The content-validated research instrument was adapted from previous studies (Al-Maroof & Al-Meran, 2018; Fathema et al., 2015; Zimmerman and Kulikowich, 2016).  Findings: Findings revealed that all hypotheses were supported. Both perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the attitude towards use (ATU), according to the study's findings. The PU and ATU can likewise significantly predict behavioral intention to use (BIU), which in turn explains the actual usage (AU) of Google classrooms. Furthermore, Online learning self-efficacy (OLSE) demonstrates a positive impact on both PU and PEOU.  Conclusion: This study concludes that the students found Google Classroom as an effective tool for teaching and learning, as evidenced by a positive perspective and strong intent to continue using the platform. The salient implications for implementing LMS-based courses and future lines of research were also discussed. Keywords: behavioral intention to use, online learning self-efficacy, perceived ease of use, perceived usefulness, technology acceptance model.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202355
Co-Authors Aliazas, John Vincent Callo Chua, Elisa Nocheseda Gregana, Clarissa Fajardo Panoy, Julie Fe Dimaunahan