The effects of various laboratory teaching methods on students' achievement in biology

Date of Publication

1990

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

Melecio C. Deauna

Defense Panel Chair

Milagros L. Relon

Defense Panel Member

Adelaida L. Bago
Florenda Santiago
Elizabeth S. Ong

Abstract/Summary

This study investigates the effects of three laboratory teaching methods, namely: indoor laboratory activities (ILA), outdoor laboratory activities (OLA) and combined indoor-outdoor laboratory activities (ILAOLA) on students' achievement in biology. Three non-equivalent groups of biology students from private sectarian schools with samples equal to 35, 49 and 55, respectively, were used in this study. These groups were subjected to a two-month normalization period and a two-month treatment period. Testing occurred prior to and after their exposure to respective laboratory teaching method. Pretest scores and method were used as covariates with other predictors such as: first year general average, first year science grades, sex and sex/teaching method. The conclusions of the study were: (1) the effect of outdoor laboratory activities was significantly greater than that of indoor laboratory activities and that of combined indoor and outdoor laboratory activities (2) the achievement of biology students was not affected by sex and (3) the effects of laboratory teaching methods and sex did not interact with each other.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG01749

Shelf Location

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

Physical Description

191 leaves, 28 cm.

Keywords

Biology--Study and teaching (Secondary); Academic achievement

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