Independence of students in learning science: A study in San Isidro National High School, Lupao City
Keywords:
Independence in learning, Science student, Learning science
Abstract
Purpose of the study: This research aims to explore the independence of students in learning science.
Methodology: This research is a mixed research, which combines quantitative and qualitative approaches. The quantitative approach is shown by descriptive statistical data, while the qualitative approach is shown by the results of the interview. The sample of this study was 9th grade students at San Isidro National High School.
Main Findings: The results in this study indicate that the majority of students have a fairly good independence character in learning science, as indicated by the results of descriptive statistics, which shows as many as 34.9% of students have moderate independence. The remaining 6.6% of students are categorized as very low, 23.6% of students are categorized as low, 25.5% are categorized as high, and 9.4 students are categorized as very high.
Applications of this study: This research is very useful for science teachers in identifying and knowing the picture of students' independent character in learning science, especially in the Philippines.
Novelty/Originality of this study: This research only focuses on looking at the students' independent character in learning Natural Sciences, at San Isidro National High School, especially grade 9.
References
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[2] H. Jang, et al. “Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure,” Journal of educational psychology, Vol. 102, No. 3, pp. 588, 2010.
[3] P. Cavas, “Factors affecting the motivation of Turkish primary students for science learning,” Science education international, Vol. 22, No. 1, pp. 31-42, 2011.
[4] R. G. Duncan, and A. E. Rivet, “Science learning progressions,” Science, Vol. 339, No. 6118, pp. 396-397, 2013.
[5] R. Azevedo, “The role of self-regulated learning about science with hypermedia,” Recent innovations in educational technology that facilitate student learning, pp. 127-156, 2008.
[6] A. Septiani and N. Y. Rustaman, “Implementation of performance assessment in STEM (Science, Technology, Engineering, Mathematics) education to detect science process skill,” In Journal of Physics: Conference Series, Vol. 812, No. 1, p. 012052, IOP Publishing, Februaty 2017.
[7] B. Aydogdu, “The investigation of science process skills of science teachers in terms of some variables” Educational Research and Reviews, Vol. 10, No. 5, pp. 582, 2015.
[8] R. Siribunnam and S. Tayraukham, “Effects of 7-E, KWL and conventional instruction on analytical thinking, learning achievement and attitudes toward chemistry learning,” Journal of social sciences, Vol. 5, No. 4, pp. 279-282, 2009.
[9] J. Sapri, et al., “The Application of Dick and Carey Learning Design toward Student’s Independence and Learning Outcome,” In International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), Atlantis Press, April 2019.
[10] M. W. Syahroni, et al., “The Effect of Using Digimon (Science Digital Module) with Scientific Approach at the Visualizationof Students' Independence and Learning Results,” Jurnal Pendidikan IPA Indonesia, Vol. 5, No. 1, pp. 116-122, 2016.
[11] C. Matias, et al., “Observational attachment theory-based parenting measures predict children’s attachment narratives independently from social learning theory-based measures,” Attachment & human development, Vol. 16, Bo. 1, pp. 77-92, 2014.
[12] B. Hirsch and J. W. Ng, “Education beyond the cloud: Anytime-anywhere learning in a smart campus environment,” In 2011 International Conference for Internet Technology and Secured Transactions, IEEE, 2011, December, pp. 718-723.
[13] L. Argote and E. Miron-Spektor, “Organizational learning: From experience to knowledge,” Organization science, Vol. 22, No. 5, pp. 1123-1137, 2011.
[14] C. Chin and J. Osborne, “Students' questions: a potential resource for teaching and learning science,” Studies in science education, Vol. 44, No. 1, pp. 1-39, 2008.
[15] P. R. Aschbacher, et al., “Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine,” Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, Vol. 47, No. 5, pp. 564-582, 2010.
[16] V. L. P. Clark, and J. W. Creswell, “The mixed methods reader,” Sage, 2008.
[17] K. H. Esbensen and C. Wagner, “Theory of sampling (TOS) versus measurement uncertainty (MU)–A call for integration,” TrAC Trends in Analytical Chemistry, Vol. 57, pp. 93-106, 2014.
[18] C. Marshall and G. B. Rossman, “Designing qualitative research,” Sage publications, 2014.
[19] D. Sulisworo and N. Sutadi, “Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning,” International Journal of Evaluation and Research in Education, Vol. 6, No. 1, pp. 64-70, 2017.
[20] A. Hofstein and P. M. Kind, “Learning in and from science laboratories,” In Second international handbook of science education, Dordrecht: Springer, 2012, pp. 189-207.
[21] H. Y. Kim and G. U. Kim, “The Effect of Self-Directedness in Learing on Employment Readiness of Undergraduates in South Korea,” Journal of Education and Learning, Vol. 7, No. 3, pp. 125-133, 2018.
[22] B. A. Jimenez, et al., “An exploratory study of self-directed science concept learning by students with moderate intellectual disabilities,” Research and Practice for Persons with Severe Disabilities, Vol. 34, No. 2, pp. 33-46, 2009.
[23] E. Harskamp, et. al., “Group composition and its effect on female and male problem-solving in science education,” Educational Research, Vol. 50, No. 4, pp. 307-318, 2008.
[24] X. Lin-Siegler, et al., “Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science,” Journal of Educational Psychology, Vol. 108, No. 3, pp. 314, 2016.
[25] S. Freeman, et al., “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences, Vol. 111, No. 23, pp. 8410-8415, 2014.
[26] Kuswanto, Kuswanto. "Where is The Direction Of Physics Education?." Jurnal Pijar Mipa 15.1 (2020): 59-64.
[27] M. Barak and L. Shakhman, “Fostering higher‐order thinking in science class: teachers’ reflections,” Teachers and Teaching: theory and practice, Vol. 14, No. 3, 191-208, 2008.
[28] M. K. DiBenedetto and Bembenutty, “Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses,” Learning and Individual Differences, Vol. 23, pp. 218-224, 2013.
[29] G. Ocak and A. Yamaç, “Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement,” Educational Sciences: Theory and Practice, Vol. 13 No. 1, pp. 380-387, 2013.
[30] C. L. Liang and P. Dunn, “Entrepreneurial characteristics, optimism, pessimism, and realism–correlation or collision,” Journal of Business and Entrepreneurship, Vol. 22, no. 1, pp. 1-22, 2010.
Published
2020-05-31
How to Cite
[1]
Josel De Guzman, “Independence of students in learning science: A study in San Isidro National High School, Lupao City”, Ind. Jou. Edu. Rsc, vol. 1, no. 2, pp. 42-47, May 2020.
Section
Articles
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