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August ±±, zo±z
• Results and Discussion
• Conclusions and
Non-science ma|or students are often
perp|exed why 5cience is incorporated in their
Others have fears that 5cience is a sub|ect on|y
for the inte||igent, unfashionab|e and the geek.
To make 5cience as substantia| and en|oyab|e
for the non-science ma|or students cou|d be a
What strategies wi|| arouse students'
interests in |earning science?
How wi|| a non-science ma|or student find
science substantia| and re|evant to their
ln Lhls sLudy, Lhe conceµLuul undersLundlng
of LLS-CS8 sLudenLs on lets|steot Otqao|c
lollotaots were ussessed uslng u conceµL LesL
und vldeo cllµ us u form of µerformunce
1he reseurcher consldered Lhe sLudenLs
leurnlng sLyles ln Lhe deslgn of Lhe clussroom
1he reseurcher chose Lhe Loµlc
Persistent Orgonic Po//utonts
slnce Lhese µolluLunLs ure
ubiquitous und persistent und
hus been found Lo udversely
uffecL Lhe envlronmenL.
1he reseurcher hoµes Lo muke
Lhe knowledge of POPs un
lnLelllglble, µluuslble und
frulLful exµerlence for Lhe
With the worsening prob|em that we encounter
with persistent organic po||utants, it is very
important to not on|y inform but a|so to invo|ve
the students to he|p minimize the prob|em.
However, with the high|y technica|
termino|ogies, it is the researcher's responsibi|ity
to come up with a teaching strategy that wi||
meet the students' |eve| of comprehension.
Mike Muir, 2001
Learnlng sLyles, Pands-on acLlvlLles
regardlng ÞCÞs maLrlx research and
2-Ller ConcepL LesLs
MLANINGIUL LNGAGLD LLAkNING
ÞercepLlons LesL regardlng concepL LesL
and vldeo cllp
Croup cholces, ueclslon maklng,
plannlng ln creaLlng Lhe vldeocllp
(Þerformance assessmenL Lask)
Advocacy and usefulness of ÞCÞs
concepLs ln Lhe sLudenLs' ma[or
course and ln Lhe real world and
uploadlng Lhe vldeos aL
STATEMENT OF THE
1. What are the students’ perceptions of their
learning environment in terms of:
1.1. student/ teacher relationship?
1.2. support for learning?
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?
SIGNIFICANCE OF THE STUDY
The researcher seeks to help the following:
1. Pre-service and in-service science teachers ,
by employing a learner-centered approach by using windows movie
maker 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
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 are
directly exposed with POPs.
SCOPE AND DELIMITATIONS
1. The study is focused mainly on the video
output of the Ecology and Environmental
Chemistry 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
3. The researcher conducted a 20-item two-tier
multiple choice concept test about POPs which were
given prior to and after the POPs video clip
4. The students were asked about their perceptions
regarding performance assessment task and the
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.
1he reseurcher used un Exp|oratory
1he reseurcher exµlored on Lhe efflcucy of
uslng vldeo cllµ µresenLuLlons µreµured by
sLudenLs us u meuns of ussesslng Lhelr
conceµLuul undersLundlng ln u meunlngful
enguged leurnlng envlronmenL.
Non-5cience ma|or students of the OL5-C5B
enro||ed in Eco|ogy and Environmenta| Chemistry
trimester 5Y zoo8-zooj.
Ecology are 3- unit
major students of
±. Concept test
z. Video c|ip presentation
¸. OL5-C5B CLPA 5tudent
Teacher Assessment Report
µ. Learning 5ty|e Inventory
A zo-item two-tier Concept test on POPs was used
to measure the understanding of the students
regarding persistent organic po||utants.
The researcher computed for the re|iabi|ity of the
Concept Test using kuder-Richardson formu|a-z±.
5tudents were asked to answer a Learning 5ty|e
5ignificant differences in concept test scores of
students with varied |earning sty|es were
investigated using post hoc mu|tip|e comparison
5tudents' scores in the Concept test and PAT are
compared using t-Test.
1he sLudenLs were scored Lwo wuys:
(±.) Raw score- where Lhe Leucher only consldered Lhe
number of correcL lLems und dld noL conslder Lhe
exµlunuLlon. lL wus used ln lLem unulysls. 1he
µerfecL score ls zo µolnLs.
(z.) The two-tier test inc|uded the exp|anation of
the students in scoring. 1he µerfecL score ls ±oo
µolnLs, one µolnL for Lhe correcL leLLer und u
muxlmum of µ µolnLs for Lhe exµlunuLlon. 1he Lwo-
Ller scores were used Lo comµuLe for Lhe µulred
The videos were checked according to:
i. Content (mode oj tronsmission,
chorocteristic jeoture ond ejjects oj POPs)
z. Co//oborotion (Re/otionship ond ropport)
¿. Motivation, P|anning, Oesigning and
q. Experience (Patterns and Learning sty|es
of the students)
¸. Meaning: Usefu|ness in the rea| Wor|d
1he Leucher munlfesLed Lhe leurner-cenLered
µurumeLers Lo u greuL exLenL ( ¸.µç) und Lhe Leucher
µerformunce wlLh resµecL Lo µlunnlng, µreµuruLlon,
clussroom envlronmenL, µrofesslonul
resµonslblllLles und leurner-cenLered µrucLlces
uccordlng Lo sLudenLs ls vety sat|sfactoty.
Uµholdlng order ln cluss ( ¸.¸¸) und huvlng dlulogues
wlLh Lhe sLudenLs when Lhere ure dlfflculLles LhuL
cuuse cluss lnLerruµLlon ( ¸.z6) ure exhlblLed by Lhe
Leucher ln a moJetate exteot.
1he Leucher exhlblLed suµµorL Lo Lhe leurners
by µerformlng Lhe followlng ln u qteat exteot
1he Leucher µuLs LogeLher lnformuLlon from
vurlous sources und conLexLuullze Lhe lessons
Lo Lhe sLudenLs' lnLeresLs.
1he sLudenLs ufflrm LhuL Lhe Leucher reluLes
Lo Lhe unlqueness of euch lndlvlduul.
1he Leucher derlves grudes from ulLernuLlve
sources (e.g. uLLendunce, qulzzes, µro|ecLs,
reclLuLlon, und µorLfollos).
1he Leucher µreµures LhoughL-µrovoklng
LesLs, µro|ecLs, und µroblem seLs und usks Lhe
sLudenLs Lo comµlle correcLed LesLs,
usslgnmenLs, und µro|ecLs.
As u whole, Lhe Leucher seLs u good exumµle
of u µrofesslonul ln her fleld und does her
ln ugreemenL wlLh Lecl's self-deLermlnuLlon
Lheory, Lhe µurLlclµunLs do huve u µoslLlve
uLLlLude und µerceµLlon wlLh regurds Lo Lhe
µreµuruLlon of Lhe vldeo.
1hey were uble Lo vlsuullze Lhelr resµecLlve
Mu|orlLy of Lhe µurLlclµunLs ugree LhuL Lhey
were uble Lo come uµ wlLh u good quullLy
vldeo us u synLhesls of Lhelr leurnlngs ubouL
µerslsLenL orgunlc µolluLunLs.
1he µurLlclµunLs were glven µromµL feedbuck
regurdlng Lhelr µerformunce.
6¸% of Lhe µurLlclµunLs ure scured of Lhe
µuµer und µencll LesL und nlneLy-four µercenL
gµ% of Lhe resµondenLs flrmly belleve LhuL
Lhe vldeo cllµjuudlo-vlsuul µresenLuLlon ls u
good ulLernuLlve Lo Lhe conceµL LesL.
,g% of Lhe µurLlclµunLs ugree LhuL Lhe
conceµL LesL ls sLlll Lhe besL wuy Lo guuge
Lhelr undersLundlng regurdlng POPs.
8g% of Lhe µurLlclµunLs ugree LhuL muklng
Lhe vldeo ls comµuLlble wlLh Lhelr leurnlng
sLyles whlle eleven µercenL ±±% dld noL
LlghLy-elghL µercenL (88%) of Lhe
µurLlclµunLs were more moLlvuLed Lo µreµure
for Lhe vldeo ruLher Lhun Lhe conceµL LesL.
ln ugreemenL wlLh Wlemen (zooç), Lhe
sLudenLs serlously enguge leurnlng sclence
when Lhe Leucher uLLuches lmµorLunce Lo
sLudenLs' bellefs, und how Leuchlng µrucLlces
uffecL Lhose bellefs.
ln-deµLh leurnlng wus lnculcuLed ln Lhe
mlnds of Lhe sLudenLs.
MEANINGFUL EXPERIENCE OF THE
two tier pre-test
two tier post-test
Paired Samples Test
Mean df Sig. (2-tailed)
two tier pre-test –
two tier post-test -2.290 99 .044
5tudents understanding of POPs
*. The mean difference is significant at
the 0.05 level.
Multiple Comparisons (Post- Hoc analysis)
2 tier pre-test LSD Auditory tactile
2 tier post-
LSD Auditory tactile
Video LSD Auditory tactile
*. The mean difference is significant at the 0.05 level.
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 classroom
2. The students have a very positive perception in the
preparation of the videoclip. They believe that the videoclip is a
good 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.
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.
6. The significant difference in the mean pre-test and post-test
scores (in favor of the post-test) of the students suggests that
videoclip presentation and their prior knowledge regarding POPs
enhanced 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 means
that their learning habits match the way they prepared for the
concept test and the videoclip better compared to other learning
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
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 more
experts 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
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
4. Aside from the individual learning styles, the
researcher should include the multiple intelligence as
part of the experience component of meaningful engaged