Date of Publication

2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Biology

Subject Categories

Biology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Auxencia A. Limjap

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Bee Ching U. Ong
Robert C. Roleda
Glenn L. Sia Su
Filma G. Brawner

Abstract/Summary

This research study tried to investigate the effectiveness of POGIL (Process-Oriented Guided-Inquiry Learning) Approach, a constructivist-inspired teaching strategy, in the field of biology. It attempted to assess the students’ achievement goal orientation, self-efficacy beliefs, self-regulated learning strategies, and level of conceptual understanding within three weeks of instruction. One intact class of freshmen nursing students of Notre Dame University, Cotabato City, enrolled in NATSCI 101 (Survey of Biological Sciences) course for the second semester of School year 2008-2009 was randomly chosen as subjects of the study. To determine the learners’ achievement goal orientations before and after the pedagogical intervention, PALS (Patterns of Adaptive Learning Survey) was administered while MSLQ (Motivated Strategies for Learning Questionnaire) was used to measure the students' self-efficacy beliefs and self-regulated learning strategies before and after instruction. The Concept Test on Cell Cycle developed by the researcher was administered as a pretest and posttest 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 and individual interview was likewise conducted among the selected students (with extreme scores), which were done after posttest administration. Results of the study revealed that there was a significant difference between the mean pretest score and mean posttest score of the respondents’ mastery goal orientation while there were no significant differences in the learners’ performance-avoidance and performance-approach goal orientations. Moreover, there was a significant difference between the mean pretest score and mean posttest scores of the respondents’ self-efficacy beliefs. It was also evident that there were significant differences between the mean pretest scores and mean posttest scores of the respondents in the following strategies: Elaboration, Organization, Metacognitive Self Regulation, and Time/Study Environmental Management. On the other hand, there were no significant differences in the following strategies: Rehearsal, Critical Thinking, Effort Regulation, Peer-Learning, and Help-Seeking. With regard to level of conceptual understanding, there was a significant difference between the mean pretest score and mean posttest scores of the respondents. To add, there was significant correlation between mastery goal orientation and conceptual understanding. However, there was no significant relationship between performance-approach, performance-avoidance, self-efficacy beliefs and

conceptual understanding of the respondents, as well as between students’ self-regulated learning strategies and conceptual understanding. The results of the study seem to suggest that the use of POGIL strategy in biology instruction significantly enhances 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 achieve healthier gains academically.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004595

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

ix, 216 leaves ; 28 cm.

Keywords

Process-oriented guided inquiry learning; Learning strategies; College student orientation; Achievement motivation

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