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Background Methodology
Results and Discussion Conclusions and
Recommendations
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Ryan Deci
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Mike Muir, 2001
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RESEARCH PARADIGM
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STATEMENT OF THEPROBLEM
1. What are the students perceptions of their
learning environment in terms of:
1.1. student/ teacher relationship?
1.2. support for learning?
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2. What are the students perceptions of their learning
experience in terms of:
2.1. attitude towards making the videoclip presentation?
2.2. attitude towards the concept test?
3. What are the students motivations in studying science
concepts such as persistent organic pollutants?
4. Is there a significant difference between;4.1. the pre-test and post-test scores of the students?
4.2. the concept test scores and video clip scores of students with
different learning styles?
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SIGNIFICANCE OF THE STUDYThe researcher seeks to help the following:
1. Pre-service and in-service science teachers ,
by employing a learner-centered approach by using windows moviemaker to help advocate for the awareness regarding the detrimental
effects of persistent organic pollutants. Moreover, the concept test can be
replicated by educators to assess the understanding regarding persistent
organic pollutants.
2. The students,
for knowing and understanding the effects of persistent organic pollutants
and use their major courses in the advocacy to perform the preventive
measures and lastly, the general public, who in one way or the other aredirectly exposed with POPs.
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SCOPE AND DELIMITATIONS
1. The study is focused mainly on the video
output of the Ecology and EnvironmentalChemistry students of De La Salle- College
of St. Benilde enrolled during 2nd trimester
of 2008-2009 (September-December 2008).
2. The videos that depict the worsening
environmental condition due to persistent
organic pollutants through windows
moviemaker.
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3. The researcher conducted a 20-item two-tier
multiple choice concept test about POPs which weregiven prior to and after the POPs video clip
presentation.
4. The students were asked about their perceptions
regarding performance assessment task and the
concept test.
5. The student teacher assessment report from De La
Salle-College of St. Benilde-Center for Learning and
Performance Assessment (DLS-CSB CLPA) was
used to describe the student/ teacher rapport.
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Environmental
Chemistry and
Ecology are 3- unit
General Education
subjects offeredamong non-Science
major students of
DLS-CSB..
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MEANINGFUL EXPERIENCE OF THE
PARTICIPANTS
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MeanPair1two tier pre-test 33.05two tier post-test 35.34
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Paired Samples Test
Paired Differences
Mean df Sig. (2-tailed)Pair 2
two tier pre-test two tier post-test -2.290 99 .044
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*. The mean difference is significant atthe 0.05 level.
Multiple Comparisons (Post Hoc analysis)
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Multiple Comparisons (Post- Hoc analysis)
Dependent Variable(I) Learning
styles(J) Learning
styles Sig.2 tier pre-test LSD Auditory tactile .743
visual .394Tactile auditory .743
visual .195Visual auditory .394
tactile .1952 tier post-
testLSD Auditory tactile .356
visual .140Tactile auditory .356
visual .744Visual auditory .140
tactile .744Video LSD Auditory tactile .487
visual .235Tactile auditory
.487visual .036Visual auditory .235
tactile .036*. The mean difference is significant at the 0.05 level.
CO C S O S
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CONCLUSIONSCONCLUSIONS
1.The very satisfactory performance of the teacher based on the
student-teacher assessment report suggests that the teacher is
effective as the facilitator of learning in the classroomenvironment.
2. The students have a very positive perception in the
preparation of the videoclip. They believe that the videoclip is agood alternative for concept test to gauge their learning
regarding persistent organic pollutants. However, students still
believe that the concept test is the best way of gauging their
knowledge regarding persistent organic pollutants.
CONCLUSIONS
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CONCLUSIONSCONCLUSIONS
3. The students consider the bonding with their groupmates as the
best motivating factor for them to create a good videoclip.
4. The students get high scores in their videoclip presentation.This suggests that they are more interested in creating the video
rather than preparing for the concept test.
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CONCLUSIONSCONCLUSIONS6. The significant difference in the mean pre-test and post-testscores (in favor of the post-test) of the students suggests that
videoclip presentation and their prior knowledge regarding POPsenhanced their memory in answering the concept test.
7. The visual learners benefitted the most in the concept test and
the videoclip presentation as revealed by their scores. This meansthat their learning habits match the way they prepared for the
concept test and the videoclip better compared to other learning
styles.
RECOMMENDATIONSRECOMMENDATIONS
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RECOMMENDATIONSRECOMMENDATIONS
1. The participation of more science teachers to conduct team
teaching and involve majority if not all of the students enrolled
in Environmental Chemistry and Ecology in the course of the
study.
2. Future researchers/ educators to have more time allotment for
the preparation of the video. In this manner, the respondents
will have more time to visit relevant places and interview moreexperts regarding persistent organic pollutants. It is also
recommended that more test items will be incorporated in the
2-tier concept test to provide the students with more
comprehensive questions regarding persistent organic
pollutants.
RECOMMENDATIONSRECOMMENDATIONS
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RECOMMENDATIONSRECOMMENDATIONS
3. The students to come up with an individual audio-
visual presentation rather than by group. In this manner,
t-Test can be used to compute if there is a significant
difference between concept scores and the video clip
scores.
4. Aside from the individual learning styles, the
researcher should include the multiple intelligence as
part of the experience component of meaningful engagedlearning.
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