Students' Knowledge Gains, Self-Efficacy, Perceived Level of Engagement, and Perceptions with Regard to Home-Based Biology Experiments (HBEs)

Autor/inn/en	Robledo, Dave Arthur R.; Miguel, Frosyl F.; Arizala-Pillar, Genevieve; Errabo, Denis Dyvee; Cajimat, Rodney; Aguja, Socorro E.; Prudente, Maricar S.
Titel	Students' Knowledge Gains, Self-Efficacy, Perceived Level of Engagement, and Perceptions with Regard to Home-Based Biology Experiments (HBEs)
Quelle	In: Journal of Turkish Science Education, 20 (2023) 1, S.84-118 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Robledo, Dave Arthur R.) ORCID (Miguel, Frosyl F.) ORCID (Arizala-Pillar, Genevieve) ORCID (Errabo, Denis Dyvee) ORCID (Cajimat, Rodney) ORCID (Aguja, Socorro E.) ORCID (Prudente, Maricar S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Distance Education; Science Experiments; Biology; Science Instruction; Self Efficacy; Learner Engagement; Private Schools; Public Schools; Foreign Countries; Elementary School Students; Middle School Students; High School Students; Knowledge Level; Student Attitudes; Philippines + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Private school; Privatschule; Public school; Öffentliche Schule; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Wissensbasis; Schülerverhalten; Philippinen
Abstract	Home-based biology experiments (HBEs) are practical learning activities that allow students to perform safe and relevant experiments at home. Motivated by the need to innovate teaching approaches in science education due to the COVID-19 pandemic, this study was conducted to determine the effects of home-based biology experiments (HBEs) on their knowledge gains, self-efficacy, and perceived level of engagement. In addition, students' teachers' and parents' feedback were also investigated. This study employed a quasi-experimental research design using a mixed-method approach involving a pretest/post-test design in which ten teacher-collaborators and 836 pupils participated. Fifteen-item teacher-made parallel tests and the 38-item perceptions, self-efficacy and engagement questionnaire were distributed via Google Forms. Results revealed that most participants strongly agreed that HBEs were lesson congruent and risk-free, the materials were readily available, and it was fun and challenging (M=3.56, SD=0.77). Moreover, HBEs were found to be effective in improving pupils' knowledge gains (T=119, z=-4.56, p=0.04), self-efficacy (M=3.36, SD=0.71), and perceived level of engagement (M=3.45, SD=0.69). Responses were significantly different when grouped according to grade level, gender, and type of HBEs used. The results of thematic analysis were categorised as "Affordances" and "Constraints". Six subthemes emerged from the Affordances : "Safety", "Feasibility", "Independent Learning", "Learning Material", and "Affordability", while there were four subthemes for "Constraints": "Expenses", "Student Interaction", "Availability", and "Time Management". It can be concluded that home-based biology experiments are effective and relevant teaching strategies to deliver practical learning in the distance learning modality. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01