The research design pathway of the study "Improving Science Literacy among

ABM and HUMSS Students through Context-Based Learning: A Situated

Learning Theory Approach" can be outlined as follows:

## Research Design Pathway

The study will employ a mixed methods research design, combining quantitative
and qualitative data collection and analysis methods to address the research
questions and hypotheses.

### Quantitative Phase

1. **Participants**: ABM and HUMSS students from selected schools.

2. **Intervention**: Implementation of context-based learning (CBL) in the

science curriculum for the experimental group, while the control group receives
traditional science instruction.

3. **Data Collection**: Pre-test and post-test measures of science literacy and

science achievement scores for both groups.

4. **Data Analysis**: Statistical analysis, including t-tests and ANOVA, to

compare the mean scores of the experimental and control groups.

### Qualitative Phase

1. **Participants**: Students, teachers, and administrators from the schools

involved in the study.

2. **Data Collection**: Interviews, focus group discussions, and classroom

observations to gather rich, in-depth data on the factors that influence the
effectiveness of CBL and the implications of the findings for science literacy
instruction.

3. **Data Analysis**: Thematic analysis of the qualitative data to identify patterns,

themes, and relationships.

### Integration of Findings

The quantitative and qualitative findings will be integrated to provide a
comprehensive understanding of the effects of CBL on science literacy and
achievement, differences in effects among ABM and HUMSS students, factors
influencing the effectiveness of CBL, and the implications of the findings for
science literacy instruction.

The research design pathway is informed by the situated learning theory

approach, which emphasizes the importance of learning in authentic contexts
and the social nature of learning. The study aims to provide valuable insights into
the potential of CBL to improve science literacy among ABM and HUMSS
students and to inform science education practices.

The search results provided some relevant articles on context-based learning

and science literacy, which can further inform the design and implementation of
the study[1][2][3][4][5].

Citations:

[1] https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1470347

[2] https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1470351

[3] https://files.eric.ed.gov/fulltext/EJ1136707.pdf

[4] https://www.sciencedirect.com/science/article/pii/S266637402200067X

[5] https://files.eric.ed.gov/fulltext/EJ1228452.pdf

In the study, the dependent variable is "science literacy and science achievement
among ABM and HUMSS students." The independent variable is "context-based
learning (CBL)." The moderator variable is "factors that influence the
effectiveness of CBL in promoting science literacy among ABM and HUMSS
students"[1][2][3][5]. The moderator variable changes the strength or direction of
the relationship between the independent variable (CBL) and the dependent
variable (science literacy and science achievement) [1][5].

Citations:
[1] https://study.com/learn/lesson/research-variables-types-independent-
dependent.html

[2] https://researchbasics.education.uconn.edu/variables/

[3] https://gradcoach.com/indepedent-dependent-variables/

[4] https://www.theanalysisfactor.com/whats-in-a-name-moderation-and-
interaction-independent-and-predictor-variables/

[5] https://www.scribbr.com/methodology/mediator-vs-moderator/

In the study "Improving Science Literacy among ABM and HUMSS Students
through Context-Based Learning: A Situated Learning Theory Approach," the
dependent variable is "science literacy and science achievement among ABM
and HUMSS students." The independent variable is "context-based learning
(CBL)." To harvest data from these variables, you can follow these steps:

1. **Quantitative Data**: For the dependent variable "science literacy and science
achievement among ABM and HUMSS students," you can collect pre-test and
post-test measures of science literacy and science achievement scores for both
groups (experimental and control). The data can be analyzed using statistical
methods, such as t-tests and ANOVA, to compare the mean scores of the
experimental and control groups[1][2][3].

2. **Qualitative Data**: For the independent variable "context-based learning

(CBL)," you can collect data through interviews, focus group discussions, and
classroom observations to gather rich, in-depth information on the
implementation of CBL in the science curriculum, the factors that influence its
effectiveness, and the perceived impact on students' science literacy and
achievement[1][2][3].

3. **Moderator Variable Data**: For the moderator variable "factors that influence
the effectiveness of CBL in promoting science literacy among ABM and HUMSS
students," you can collect data on factors such as students' background, socio-
economic status, gender, and other relevant demographic variables. This data
can be analyzed using statistical methods to identify any significant interactions
between the moderator variables and the relationship between the independent
and dependent variables[1][2][3][4][5].
 By harvesting data from these variables, you can gain a comprehensive
understanding of the effects of CBL on science literacy and achievement, the
factors that influence the effectiveness of CBL, and the implications of the
findings for science literacy instruction for ABM and HUMSS students.

Citations:

[1] https://study.com/learn/lesson/research-variables-types-independent-
dependent.html

[2] https://gradcoach.com/indepedent-dependent-variables/

[3] https://researchbasics.education.uconn.edu/variables/

[4] https://www.statology.org/moderating-variable/

[5] https://www.sciencedirect.com/science/article/pii/S266637402200067X

The mixed methods design of the study "Improving Science Literacy among ABM and
HUMSS Students through Context-Based Learning: A Situated Learning Theory
Approach" combines both quantitative and qualitative research methods to address the
research questions and hypotheses. The mixed methods design is characterized by the
following features:

1. **Convergent Parallel Design**: The study employs a concurrent parallel design,

where both quantitative and qualitative data are collected simultaneously and analyzed
separately. The quantitative data focuses on pre-test and post-test measures of science
literacy and science achievement scores for the experimental and control groups, while
the qualitative data involves interviews, focus group discussions, and classroom
observations to gather rich, in-depth information on the factors that influence the
effectiveness of CBL and the implications of the findings for science literacy
instruction[1][5].

2. **Data Integration**: The quantitative and qualitative findings will be integrated to

provide a comprehensive understanding of the effects of CBL on science literacy and
achievement, differences in effects among ABM and HUMSS students, factors
influencing the effectiveness of CBL, and the implications of the findings for science
literacy instruction. This integration will involve comparing the results of both methods
and exploring how the qualitative data can help explain or elaborate on the quantitative
findings, or vice versa[1][5].

3. **Sequential Explanatory Design**: The mixed methods design can also be seen as a
sequential explanatory design, where the quantitative data collected in the first phase
informs the selection of participants for the qualitative phase that followed. In this case,
the quantitative data on science literacy and science achievement scores will help
identify the participants for the qualitative phase, and the qualitative data will provide in-
depth insights into the factors that influence the effectiveness of CBL and the
implications of the findings for science literacy instruction[5].

The mixed methods design allows the study to leverage the strengths of both
quantitative and qualitative research methods, providing a more comprehensive and
nuanced understanding of the research questions and hypotheses. This approach is
particularly suitable for the study at hand, as it aims to explore the effects of context-
based learning on science literacy and achievement among ABM and HUMSS students,
as well as the factors that influence the effectiveness of CBL in promoting science
literacy[1][2][3][4][5].

Citations:

[1] https://files.eric.ed.gov/fulltext/EJ1228452.pdf

[2] https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1470351

[3] https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1470347

[4] https://files.eric.ed.gov/fulltext/EJ1298050.pdf

[5] https://files.eric.ed.gov/fulltext/EJ1059724.pdf

The sequential explanatory design is a mixed methods research approach in which

quantitative data is collected and analyzed first, followed by qualitative data collection
and analysis. The purpose of this design is to use qualitative data to explain or interpret
quantitative findings, especially when the quantitative results are unexpected[1]. The
design can be summarized as follows:
1. **Quantitative Data Collection and Analysis**: The study begins with quantitative data
collection and analysis, which serves as the main research. In this phase, numeric data
are collected and analyzed using appropriate statistical methods[1].

2. **Qualitative Data Collection**: After the quantitative data analysis, qualitative data is
collected to help explain or elaborate on the quantitative findings. This phase involves
collecting textual data, such as interviews, focus group discussions, or observations, to
provide a more in-depth understanding of the research questions and hypotheses[1].

3. **Integration of Findings**: The quantitative and qualitative findings are integrated to

provide a more comprehensive understanding of the research questions and
hypotheses. The qualitative data helps to explain or interpret the quantitative findings,
especially when the quantitative results are unexpected[1].

The sequential explanatory design is characterized by a distinct order of data collection

and analysis, with quantitative data collected and analyzed before qualitative data. This
design is particularly useful when the quantitative results are unexpected and require
further exploration through qualitative methods[1]. The design allows researchers to
leverage the strengths of both quantitative and qualitative research methods, providing
a more comprehensive and nuanced understanding of the research questions and
hypotheses[1][2][3][4][5].

Citations:

[1] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8355866/

[2] https://journals.sagepub.com/doi/pdf/10.1177/1525822X05282260

[3] https://catalyst.harvard.edu/community-engagement/mmr/hcat_mmr_sm-
6090567e0f943-60905896c80af-60e5fdbc2399e-60e5fdd8057fc-610bf777da6a0-
610bf7808de24-610bf792228a4-610bf8685d8f5-610bf871cbea9/

[4] https://researchguides.gonzaga.edu/qualitative/mixed-methods

[5] https://aricjournal.biomedcentral.com/articles/10.1186/s13756-020-00812-8

The sampling design and technique of calculation of sample size for the quantitative
phase of the study "Improving Science Literacy among ABM and HUMSS Students
through Context-Based Learning: A Situated Learning Theory Approach" can be
outlined as follows:

## Sampling Design and Sample Size Calculation

The study can use a simple random sampling technique to select a representative
sample of ABM and HUMSS students from the target population. The sample size can
be calculated using a sample size calculator, such as the one provided by Qualtrics,
which takes into account the confidence level, population size, and margin of error. This
will help determine the ideal sample size for the study, ensuring that the results are
statistically significant and representative of the target population[1].

The sampling design for the qualitative phase involves selecting participants who can
provide rich, in-depth information on the factors that influence the effectiveness of CBL
and the implications of the findings for science literacy instruction. This can be done
using purposive sampling, where participants are selected based on their knowledge
and experience with the study topic. The sample size for the qualitative phase will
depend on the saturation of data, which is the point at which no new information or
themes are emerging from the data[5].

By using a mixed methods approach, the study can leverage the strengths of both
quantitative and qualitative research methods, providing a more comprehensive and
nuanced understanding of the research questions and hypotheses. This approach will
help ensure that the study produces valid and reliable results that can inform science
education practices for ABM and HUMSS students.

Citations:

[1] https://www.qualtrics.com/blog/calculating-sample-size/

[2] https://catalyst.harvard.edu/community-engagement/mmr/hcat_mmr_sm-
6090567e0f943-60905896c80af-60e5fdbc2399e-60e5fdd8057fc-610bf777da6a0-
610bf7808de24-610bf792228a4-610bf8685d8f5-610bf871cbea9/

[3] https://researchguides.gonzaga.edu/qualitative/mixed-methods

[4] https://aricjournal.biomedcentral.com/articles/10.1186/s13756-020-00812-8
[5] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8355866/

The advantage of G*Power software for sample size calculation is that it is a free, user-
friendly, and widely used statistical software that supports sample size and power
calculation for various statistical methods (F, t, χ2, z, and exact tests). It provides a
graphical user interface (GUI) that allows researchers to calculate sample size and
power for various statistical methods without requiring extensive knowledge of statistics
and software programming. G*Power also provides effect size calculators and graphics
options, making it a versatile tool for researchers[1][2][3][4][5].

To use G*Power for sample size calculation, researchers can follow these steps:

1. Establish the research goals and hypotheses.

2. Choose appropriate statistical tests.

3. Choose one of the five possible power analysis methods.

4. Input the required variables for analysis.

5. Select the "calculate" button.

The software will then provide the sample size and power calculations for the selected
statistical method. The sample size calculation can be done using different approaches,
such as distribution-based, effect size-based, or a priori power analysis[1][2][3][4][5].

In summary, G*Power software is a useful tool for researchers to estimate the sample
size and conduct power analysis for various statistical methods. It is easy to use, free,
and provides a graphical user interface that allows researchers to calculate sample size
and power without requiring extensive knowledge of statistics and software
programming[1][2][3][4][5].

Citations:

[1] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8441096/
[2] https://www.jeehp.org/journal/view.php?number=409

[3] https://pubmed.ncbi.nlm.nih.gov/34325496/

[4] https://www.statisticssolutions.com/how-to-determine-sample-size-from-gpower/

[5] https://link.springer.com/content/pdf/10.3758/BF03203630.pdf