Symbolic Representation Approach on Students’ Academic Performance and Portfolio in Science 10 via Modular Learning Modality


Authors : Aprille Kaye O. Jaranilla; Maris Jade Q. Orongan

Volume/Issue : Volume 8 - 2023, Issue 10 - October

Google Scholar : https://tinyurl.com/yc3mjev3

Scribd : https://tinyurl.com/mr48djjp

DOI : https://doi.org/10.5281/zenodo.10029936

Abstract : The study was conducted to assess the student’s academic performance in Chemistry through a symbolic representation approach (SRA) among the Grade 10 students of Concepcion National High School. Specifically, it aimed to: determine the level of academic performance of those students exposed to symbolic representation approach (SRA) and those exposed to non- SRA in terms of pretest and posttest; identify the level of student portfolio assessment of those students exposed to SRA and those exposed to non-SRA in terms of Content, Design and Organization, Creativity and Effort, Reflection, and Punctuality; find out if there is a significant difference in the academic performance of the students exposed to SRA and those exposed to non-SRA; and ascertain if there is a significant difference in the students’ portfolio assessment for students exposed to SRA and for those exposed to non-SRA. The study used a quasi-experimental research design which was conducted at Concepcion National High School. Grade 10 students were tapped to participate in the study. Results revealed that they acquired needed academic improvement performance in their pretest for both groups of students. For the student’s posttest, the SRA group gained an MPS of 67.38%, implying a fairly satisfactory mean-percentage score for academic performance. On the other hand, the non-SRA had an MPS of 58.42%, indicating a needs improvement in academic performance. In the student’s portfolio assessment, the overall SRA group attained a mean score of 81.78 of students, which signifies that the learners are approaching proficiency level; then the non-SRA, which had a mean score of 71.08, bringing the group to the beginning level. It was also found that the academic performance of the students exposed to the symbolic representation approach (SRA) has a significant difference from the non-SRA group. Lastly, there is also a significant difference in the student’s portfolio assessment rating between those exposed to SRA and non-SRA.

Keywords : Symbolic Representation Approach, Modular Learning, Academic Performance, Portfoli.

The study was conducted to assess the student’s academic performance in Chemistry through a symbolic representation approach (SRA) among the Grade 10 students of Concepcion National High School. Specifically, it aimed to: determine the level of academic performance of those students exposed to symbolic representation approach (SRA) and those exposed to non- SRA in terms of pretest and posttest; identify the level of student portfolio assessment of those students exposed to SRA and those exposed to non-SRA in terms of Content, Design and Organization, Creativity and Effort, Reflection, and Punctuality; find out if there is a significant difference in the academic performance of the students exposed to SRA and those exposed to non-SRA; and ascertain if there is a significant difference in the students’ portfolio assessment for students exposed to SRA and for those exposed to non-SRA. The study used a quasi-experimental research design which was conducted at Concepcion National High School. Grade 10 students were tapped to participate in the study. Results revealed that they acquired needed academic improvement performance in their pretest for both groups of students. For the student’s posttest, the SRA group gained an MPS of 67.38%, implying a fairly satisfactory mean-percentage score for academic performance. On the other hand, the non-SRA had an MPS of 58.42%, indicating a needs improvement in academic performance. In the student’s portfolio assessment, the overall SRA group attained a mean score of 81.78 of students, which signifies that the learners are approaching proficiency level; then the non-SRA, which had a mean score of 71.08, bringing the group to the beginning level. It was also found that the academic performance of the students exposed to the symbolic representation approach (SRA) has a significant difference from the non-SRA group. Lastly, there is also a significant difference in the student’s portfolio assessment rating between those exposed to SRA and non-SRA.

Keywords : Symbolic Representation Approach, Modular Learning, Academic Performance, Portfoli.

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