Presentation, developmental research

1. LEAST MASTERED BASIC PROCESS
SKILLS AND CONCEPTS IN BIOLOGY:
INPUT FOR THE DEVELOPMENT OF
BOOST – A CONTEXTUALIZED SELF-
LEARNING WORKBOOK​
LIANNE GRACE S. PARRENAS, CANDIDATE​
MAEd – Biological Science​
Proposal Defense
May 2022

2. BACKGROUND OF THE STUDY
The state of science education today is affected by
several problems, specifically the students' mastery
of concepts and process skills in subject matter such
as Biology. One of the common complaints and
problems teachers encounter in a science class is
the low retention of science concepts among
students as they move from one grade level to the
next.

3. BACKGROUND OF THE STUDY
Other problems raised by the teachers were the poor
acquisition and transfer of science process skills.
Hence, this study aims to strengthen students'
memory and understanding of the concepts and
skills in Biology through the material that has been
taken from their experience and applied to various
contexts in their lives.

4. BACKGROUND OF THE STUDY
During the current pandemic, learning activities also
faced the biggest challenge. Therefore, self–learning
materials were highly demanded. Teachers made
changes to their courses when they transitioned to
remote learning, which may have offset some of the
potential negative impacts on most students.

5. BACKGROUND OF THE STUDY
Sciences should be learned through minds-on and
hands-on; hence teachers must be able to create
virtual classroom conditions. However, not all
students were provided or could afford gadgets, and
some were located in very remote areas where they
struggled with signals and internet connections.

6. BACKGROUND OF THE STUDY
The researcher came up with developing a
contextualized self-learning workbook to help
learners' needs and teachers to provide
comprehensive practice for developing and
understanding scientific concepts and process skills
for their students during these difficult times.

7. Instructional Design Theory
Reigeluth (1999) described four significant
characteristics of instructional-design theory:
(1) It is design-oriented;
(2) It provides direct guidance on how to achieve
their goals;
(3) it identifies methods of instruction;
(4) It intend to control variables in the learning
environment to achieve specific
results.
THEORETICAL FRAMEWORK

8. Instructional Design Theory
ADDIE
Developed by Florida State University's Center for
Educational Technology in the 1970s, ADDIE is as
vital as ever to the field of instructional design today.
ADDIE stands for Analyze, Design, Develop,
Implement, and Evaluate. This model aims to provide
an effectively structured design method for creating
learning programs.
THEORETICAL FRAMEWORK

9. Constructivism Theory
This theory emphasizes a learner as an active
constructor of meaning and knowledge. Instruction
must also be concerned with the experiences and
contexts that make the student willing and able to
learn, and it must be structured (spiral organization)
and should be designed to facilitate and fill in the
gaps.
THEORETICAL FRAMEWORK

10. Constructivism Theory
Constructivist practices are also used in the
implementation and evaluation levels of ADDIE by
engaging students in the course's construction,
content, and revisions. Eliciting feedback from the
course's intended audience employs constructivist
strategies in the final two stages of the instructional
design process.
THEORETICAL FRAMEWORK

11. PARADIGM OF THE STUDY
INPUT
Least Mastered
Competencies
and Basic
Process Skills in
Biology
PROCESS
Design,Development
, Implementation,
and Evaluation of
the Contextualized
Self-Learning
Workbook in Biology
OUTPUT
Enhanced
Contextualized
Self-Learning
Workbook in
Biology

12. 1. What are the least mastered concepts and
basic process skills of the learners in Biology
8?
❖ 30 Grade 9 Special Science Class Learners
❖ Performance Test in Biology 8
❖ Frequency count
STATEMENT OF THE PROBLEM

13. 2. What instructional material will be developed
to improve learners’ mastery of concepts and
basic process skills in Grade 8 Biology?
❖ Contextualized Self-Learning Workbook
STATEMENT OF THE PROBLEM

14. 3. How do biology teachers and teacher experts
evaluate the workbook in terms of (a) learning
objectives, (b) content and activities, (c)
assessment, and (d) design and
presentation?
❖ 5 Biology Teachers, 5 Teacher Experts, 1
Curriculum Development Expert
❖ Evaluation Form adopted from Tellermo (2019)
❖ Mean, standard deviation
STATEMENT OF THE PROBLEM

15. 4. What are the significant learning experiences
of the learners in using the contextualized
self-learning workbook?
STATEMENT OF THE PROBLEM
❖ 30 Grade 9 Special Science Class Learners
❖ Students’ Evaluation form
❖ Mean, standard deviation

16. TYPE 1
DEVELOPMENTAL
RESEARCH DESIGN

17. METHODOLOGY
PARTICIPANTS NATURE OF PARTICIPATION
30 Grade 9 Learners
Pilot testing of Performance Test in
Biology 8
30 Grade 9 Learners Performance Test in Biology 8
Five biology teachers Try-out of the workbook
30 Grade 8 Learners
Try-out of the workbook/Evaluation of
the workbook
Five teacher experts Evaluation of the workbook
1 Curriculum development expert Evaluation of the workbook

18. METHODOLOGY
INSTRUMENTS
Performance test in Biology 8
● 50 Items Multiple choice
● 30 Grade 9 Learners
● Table of Specification
Students’ evaluation form
● 8 Items Checklist
● 30 Grade 8 Learners
Biology Teachers’ and
Experts’ evaluation form
● 5 JHS biology teachers
● 5 teacher experts and 1 curriculum
development expert
● Adopted from Tellermo (2018)

19. DATA COLLECTION
ANALYSIS
01 04
02
DESIGN
03
DEVELOPMENT IMPLEMENTATION
05
EVALUATION
ANALYSIS OF
GRADE 9
LEARNERS’
PERFORMANCE
IN BIOLOGY 8
DESIGNING
OF THE
CONTEXTUALIZED
SELF-LEARNING
WORKBOOK
DEVELOPMENT
OF THE
CONTEXTUALIZED
SELF-LEARNING
WORKBOOK
IMPLEMENTATION
OF THE
CONTEXTUALIZED
SELF-LEARNING
WORKBOOK
EVALUATION
OF THE
DEVELOPED
CONTEXTUALIZED
SELF-LEARNING
WORKBOOK

20. THANK YOU DEAR PANELS!
Dr. Baby Rose G. Robles
Associate Dean
Dr. Ignacio Tibajares Jr.
Outside Expert
Prof. Christine C. Coriento
Program Chair
Prof. Ma. Elena Bernadette P. Hojilla
Member
Dr. Dolly Rose F. Temelo
Statistics Professor
Prof. Gemma F. Gadian
Research Adviser