"Community-based module on climate change adaptation using problem-base" by Renato M. Vergara

Community-based module on climate change adaptation using problem-based learning

Date of Publication

8-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Voltaire M. Mistades
Auxencia A. Limjap
Antriman V. Orleans
Socorro E. Aguja

Abstract/Summary

This research study investigated the effectiveness of problem-based learning approach by developing a modular instruction on climate change

adaptation. It attempted to assess the students’ achievement goal orientation, self- efficacy beliefs, self-regulated learning strategies, and level of conceptual

understanding before and after the pedagogical intervention and administration of the developed community-based module on climate change adaptation for a period of four weeks of instruction. One intact class of fourth year commerce students of Manuel S. Enverga University Foundation in Lucena City, enrolled in NS 101 (Physical Sciences) course for the second semester of School year 2018-2019 was randomly chosen as participants of the study. The concept test on climate change and climate change adaptation were administered as pre-test and post-test to look into students’ conceptual understanding prior and after the intervention respectively. Furthermore, to validate their responses in the given questionnaires and to delineate further their conceptual understanding, each student was asked to accomplish journal writing tasks which was done during the implementation of the module. Results of the study revealed that content and design of the module was highly accepted by the PBL experts. Similarly, the developed module on climate change adaptation was accepted by the content experts and student-users. It was revealed that prior to the instructional unit, the students had a very high personal mastery goal orientation and there was a slight increase after exposure to community-based module on climate change adaptation. Similarly, the performance-avoidance and performance-approach also increased slightly after the intervention. Results of the study also revealed that students’ self-efficacy beliefs increased after the intervention. After the intervention, the respondents of the study obtained very high mean scores in self regulated learning strategies. With regards to conceptual understanding of the respondents on the topic on climate change adaptation prior to exposure to problem-based learning approach, it can be noted that the students’ mean score was low but after the intervention, the students obtained a high mean score. This implies that the students academically performed better after the intervention. The results of the study seem to suggest that the use of community-based module in climate change adaptation significantly enhanced students’ mastery goal orientations, self-efficacy beliefs, and conceptual understanding, as well as help them develop self-regulated learning strategies that they consciously engage to help themselves learn better and improved better academically.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG008257

Keywords

Climate change adaptation

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Embargo Period

3-31-2025

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