Search for publications, researchers, or questions or Discover by subject area Recruit researchers Join for free Login

Article PDF Available

Academic Achievement in Chemistry

Download full-text PDF
August 2022
DOI:10.12691/education-10-8-4
Read full-text
Authors:

Romiro Bautista
Jerick E Aquino
Quirino State University, Philippines

Chemika Students

Download citation Copy link

Citations (1) References (25)

Abstract

Discover the world's

The provision of virtual laboratory is paramount to a continuum of providing scientific
concepts and principles even during pandemic. The study was conducted to determine the
research
effectiveness of alternative hands-on laboratory e-session through simulated multi-media and
20+ million members
interactive knowledge simulation approach on student's academic achievement in Chemistry.
The One Group Pretest-Posttest Design (OGPPD) of the Pre-experimental Design was used in 135+ million publications
this study as it intends to collect viable data on the employment of Project CHEMIKA as a way
of leveraging the academic achievement of Junior High School (JHS) students in Chemistry
700k+ research projects
particularly in the study of Matter. The mean score of the students in the pretest and posttest
is increased. This increase is coined as an effectual result of the implemented provisions of
Join for free
Project CHEMIKA; There is a significant difference on the pretest and posttest mean score of
the students in Chemistry. This posts a significant increase in the posttest results; The
provisions of Project CHEMIKA posted a medium effect on the academic achievement of the
students in Chemistry. While the result of the study seems to suggest that the students have
better test results when exposed to the proposed intervention, there are important limitations
to note. The study was limited in the areas of size, duration, content, and methodology. Albeit
limited with the aforementioned parameters, Crocodile chemistry still appears to be a viable
application in aiding students learn Chemistry concepts and thereby enhancing students'
academic achievement. Chemistry teachers are encouraged to use this instructional
application in teaching Chemistry. Likewise, school administrators may consider presenting it
among Chemistry teachers for synchronous class discussions and experiments to enhance
existing approaches with the help of modern technology.

Public Full-text 1

Content uploaded by Romiro Bautista Author content

Content may be subject to copyright.

American Journal of Educational Research, 2022, Vol. 10, No. 8, 501-507

Available online at http://pubs.sciepub.com/education/10/8/4
Published by Science and Education Publishing
DOI:10.12691/education-10-8-4

CHEMIKA and Students’ Academic Achievement in

Chemistry
Jerick E. Aquino1, Romiro G. Bautista2,*
1
Secondary Education Department, College of Teacher Education, Quirino State University, Philippines
2
International Relations Office, Quirino State University, Philippines
*Corresponding author:

Received July 13, 2022; Revised August 19, 2022; Accepted August 28, 2022

Abstract The provision of virtual laboratory is paramount to a continuum of providing scientific concepts and
principles even during pandemic. The study was conducted to determine the effectiveness of alternative hands-on
laboratory e-session through simulated multi-media and interactive knowledge simulation approach on student’s
academic achievement in Chemistry. The One Group Pretest-Posttest Design (OGPPD) of the Pre-experimental
Design was used in this study as it intends to collect viable data on the employment of Project CHEMIKA as a way
of leveraging the academic achievement of Junior High School (JHS) students in Chemistry particularly in the study
of Matter. The mean score of the students in the pretest and posttest is increased. This increase is coined as an
effectual result of the implemented provisions of Project CHEMIKA; There is a significant difference on the pretest
and posttest mean score of the students in Chemistry. This posts a significant increase in the posttest results; The
provisions of Project CHEMIKA posted a medium effect on the academic achievement of the students in Chemistry.
While the result of the study seems to suggest that the students have better test results when exposed to the proposed
intervention, there are important limitations to note. The study was limited in the areas of size, duration, content, and
methodology. Albeit limited with the aforementioned parameters, Crocodile chemistry still appears to be a viable
application in aiding students learn Chemistry concepts and thereby enhancing students’ academic achievement.
Chemistry teachers are encouraged to use this instructional application in teaching Chemistry. Likewise, school
administrators may consider presenting it among Chemistry teachers for synchronous class discussions and
experiments to enhance existing approaches with the help of modern technology.
Keywords: academic achievement, action research, CHEMIKA, crocodile chemistry, virtual laboratory
Cite This Article: Jerick E. Aquino, and Romiro G. Bautista, “CHEMIKA and Students’ Academic
Achievement in Chemistry.” American Journal of Educational Research, vol. 10, no. 8 (2022): 501-507.
doi: 10.12691/education-10-8-4.

stimulate students’ interest in learning Chemistry. The

1. Introduction
The onslaught of CoViD-19 pandemic in 2020 had
challenged all schools and teachers to innovate and
reinvent classroom teaching procedures especially on the
provision of laboratory sessions in the sciences like the
case of Chemistry. Teachers are invited to think of
alternatives that can provide experiences at par with the
residential teaching and learning without compromising
the results and impact on the quality of teaching and
learning. Such alternatives include virtual laboratory,
computer-based applications, science apps, multi-media,
among others [1,2].
Chemistry, as a subject, presents concepts in an abstract
presentation that needs a complementary concept formation
to build a strong foundation as a science: the concept learned
from the Theory Room and the practical applications and
skills learned in the Laboratory Room. The complementation
between these two important aspects of science instruction
calls for strategic intervention programs, procedures, and
materials that can help teachers promote learning and to
inclusion of hands-on activities and other alternatives that
incorporate scientific processes, instrumentations, and
technological inclusions are believed to stimulate interest
in learning the subject no matter how intricate and abstract
it is [3,4,5]. Among the alternatives suggested by the
authorities include simulations or virtual laboratories.
Virtual laboratory is a virtual teaching and learning
environment aimed at harnessing students’ laboratory skill.
Virtual laboratories allow the execution of experiments
without teacher’s presence; therefore, students have a
major role in their learning process. Studies suggested that
virtual laboratory is an appropriate tool with which
Chemistry students prepare for practical work recalling
which stimulates interest, motivation, and efficacy in
learning [6,7,8]. When properly motivated and involved in
the process, students will come across learning affecting
their academic achievement [3,5,9].
Academic achievement in science is controlled by the
learners’ experiences, skills, and self-regulation as they
employ their distinct cognitive strategies in learning to
various learning encounters in both Theory and
Laboratory rooms [10,11,12]. As such, teachers should

Citations (1) References (25)

... At an individual level, academic achievement is also strongly associated with clarity and understandability, the teacher's stimulation of
the student's interest, elocutionary skills and the teacher's enthusiasm (Schneider & Preckel, 2017;Nicol & Macfarlane-Dick, 2006 Students'
interest and attitude to learning are the predominant factors in the mastery of any subject matter (Nja et al., 2022) as indicated by the
impact of positive attitudes towards science and technology influence science education (Sjøberg& Schreiner, 2010). Thus, academic
achievement in science is determined by the learners' experiences, skills, and self-regulation as different cognitive learning strategies are
deployed in a distinct learning context, whether in the classroom or laboratory (Aquino & Bautista, 2022; Nja et al., 2022). Further, student
perceptions of their cognitive learning practices are influenced by colleagues and teachers alike (Discipulo & Bautista, 2022). ...

Effects of the flipped learning approach on students' academic achievement in secondary schools in Kenya

Article Full-text available Dec 2022

Chebotib Nelly · Jackson Too · Prof Khaemba

View Show abstract

Recommended publications Discover more

Article Full-text available Article Full-text available

Project SIKAP Upscales Students' Scientific Attitude Unravelling the Experiences of Biological Science Majors
July 2022 · American Journal of Educational Research
in Using a Virtual Laboratory
January 2019 · American Journal of Educational Research
Marjorie V Cabañero · Jaybert Cabanero · Novemy
Ignacio · Romiro Bautista Remjai Carl · B Acenas · Reynante B Martin · Romiro Bautista

This study explores the efficacy of a teacher-made intervention program
along the development of scientific attitude among students. The
researchers believe that scientific attitude should be in a continuum despite
the pandemic by employing Predict Observe Explain (POE) strategy, hands-
on science through home-based laboratory, laboratory simulation, and
Focus Group Discussion (FGD). The Mixed ... [Show full abstract]
Science education, in the midst of technological advancement, calls for the
integration of ICT facilities that can enforce hands-on sciences both in
theory and laboratory to leverage it at par. The integration of Crocodile
Chemistry in the learning experiences of the students provide a
complementary leap that enables learners to understand concepts better in
an interactive manner. This study was ... [Show full abstract]

View full-text View full-text

Article Full-text available Article Full-text available

Pedagogical Beliefs, Techniques, and Practices towards Relationship between teacher’s attitude and student’s
Hands-on Science academic achievemnt in senior secondary school...
October 2022 · American Journal of Educational Research April 2014

Romiro Bautista · Fluther Ligado · Nelson D Guray Muideen Remilekun Gbadamosi

This research was conducted to determine the pedagogical beliefs,
techniques, and practices on effective hands-on science among the
teachers in a schools division in the Philippines. Using the descriptive
inferential research design, 87 teachers were identified through stratified
random sampling design. G*power was used to determine the required
number of samples. The study revealed that (1) the ... [Show full abstract]
The study found out the relationship among teachers’ attitude and student’
academic achievement in secondary school chemistry. Despite the
importance of chemistry to mankind and the effort of researchers to
improve on its teaching and learning, the achievement of students in
chemistry still remain low in Nigeria. Among the factors that have been
identified outcomes in chemistry are: poor method ... [Show full abstract]

View full-text View full-text

Last Updated: 09 Sep 2022

Company Support Business solutions

About us Help Center Advertising

News Recruiting

Careers

© 2008-2023 ResearchGate GmbH. All rights reserved. Terms · Privacy · Copyright · Imprint