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Manalo, Franz Kevin
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Chemistry Education Environmental Science Physics

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Journal : SEAQIS Journal of Science Education

 1 
Challenges in Inquiry-Based Science Learning in Online Distance Learning Modality: Input to Action Plan Manalo, Franz Kevin; De Villa, Jennilou
SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (420.975 KB) | DOI: 10.58249/sjse.v2i01.42

Abstract

The K-to-12 science curriculum promotes the use of Inquiry-Based Science Learning (IBSL) as a pedagogy to achieve scientific literacy. However, the COVID-19 pandemic has disrupted the conventional education approach in migration to new normal. This sequential explanatory research was conducted to explore the students’ challenges encountered in IBSL in Online Distance Learning Modality (ODLM) at a public integrated high school. Stratified random sampling was used to select the 261 students as respondents from Grades 7 to 12. Researchers-developed survey questionnaires was administered online. Descriptive statistics was employed to analyse the collected data. Results revealed that majority of the students encountered not much challenges in learning resources, competence to technology tools, online self-efficacy, teachers’ pedagogy, motivation, and support system. However, specific indicators received higher mean, implying that certain challenges still existed. To further explore such challenges, in-depth interview was conducted among 12 purposively selected participants. Thematic analysis was utilised to interpret the data. Results disclosed other domains of challenges. Some students experienced limited interaction and received minimal assistance among peers. Meanwhile, lack of constant communication impeded continuous science learning. Fundamental science topics were not rigorously discussed, while the absence of experiments resulted to poor laboratory skills. Furthermore, online science pedagogies were not fully utilised. Challenges are evident; hence, these findings provide pedagogical insights to enhance the use of IBSL in new learning modality. An action plan is hereby proposed to reduce the challenges in IBSL in ODLM.
STEM Students’ Motivation, Interest, and Career Direction Amid New Normal Education: A Narrative Inquiry Research Manalo, Franz Kevin
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.132

Abstract

The abrupt transition of learning modalities and the global health crisis brought by the COVID-19 pandemic have reshaped the learners’ experiences and insights, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. Hence, this study was conducted to explore the stories of senior high school STEM learners on how the new normal education impacted their motivation, interest, and career direction using a narrative inquiry research design. Purposive sampling was used to select twelve participants from a public senior high school offering the STEM strand. A Semi-structured interview guide, which underwent expert judgment, was used to collect data. After securing consent forms, in-depth interviews were conducted via online platforms. Data collected were transcribed, coded, categorised, and thematised, applying Polkinghorne’s analysis of narratives. Results illustrated that students’ (a) motivation has declined, causing discouragement in STEM activities, however, their passion and goals kept them eager; (b) interest was elevated by their constant commitment to STEM endeavours, yet less enthusiasm has become evident; (c) career direction was still definite as fuelled by relevance, though some have restructured theirs due to the drastic change of circumstances. Furthermore, students devised adaptive strategies to further enrich themselves in STEM undertakings such as improving STEM identity, fostering STEM competence and habits, reorganisation of tasks, and peer collaboration. The findings of this study led to the creation of an action plan to further improve the STEM learning experiences of students amid the radical educational change. This research employed a holistic perspective as it considers the nature, aspect, and meaning of students’ narratives.
STEM Students’ Motivation, Interest, and Career Direction Amid New Normal Education: A Narrative Inquiry Research Manalo, Franz Kevin
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.132

Abstract

The abrupt transition of learning modalities and the global health crisis brought by the COVID-19 pandemic have reshaped the learners’ experiences and insights, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. Hence, this study was conducted to explore the stories of senior high school STEM learners on how the new normal education impacted their motivation, interest, and career direction using a narrative inquiry research design. Purposive sampling was used to select twelve participants from a public senior high school offering the STEM strand. A Semi-structured interview guide, which underwent expert judgment, was used to collect data. After securing consent forms, in-depth interviews were conducted via online platforms. Data collected were transcribed, coded, categorised, and thematised, applying Polkinghorne’s analysis of narratives. Results illustrated that students’ (a) motivation has declined, causing discouragement in STEM activities, however, their passion and goals kept them eager; (b) interest was elevated by their constant commitment to STEM endeavours, yet less enthusiasm has become evident; (c) career direction was still definite as fuelled by relevance, though some have restructured theirs due to the drastic change of circumstances. Furthermore, students devised adaptive strategies to further enrich themselves in STEM undertakings such as improving STEM identity, fostering STEM competence and habits, reorganisation of tasks, and peer collaboration. The findings of this study led to the creation of an action plan to further improve the STEM learning experiences of students amid the radical educational change. This research employed a holistic perspective as it considers the nature, aspect, and meaning of students’ narratives.
Co-Authors De Villa, Jennilou