Status : Verified
| Personal Name | Honra, Joelash R. |
|---|---|
| Resource Title | Fostering self-regulation and life science-technical-vocational integrated skills through career-focused teaching |
| Date Issued | January 2020 |
| Abstract | This study was conducted to assess the effectiveness of career-focused teaching (CFT) compared to the science conventional teaching (SCT) approach in enhancing students’ self-regulation (SR) and life science-technical-vocational integrated skills (LSTVIS). Specifically, it sought to find out if students exposed to CFT showed significant improvement on their SR and LSTVIS than those students exposed to SCT, and if SR was a significant positive predictor of LSTVIS. The study followed the quasi-experimental pretest-posttest non-equivalent groups design. Two instruments were administered as both pretest and posttest in the study: the Self-Regulation Questionnaire (SRQ) was used to evaluate students’ initiative and responsibility in acquiring knowledge, and a researcher-made instrument, Life Science-Technical-Vocational Integrated Skills Questionnaire (LSTVISQ) was used to evaluate their perception on the skills that both Life Science and technical-vocational education have to be applied by the students in creating their knowledge products as guided by CFT. The mean pretest scores in SRQ and LSTVISQ were subjected to a two-tailed independent samples t-test to establish the initial comparability of the two groups prior to the intervention. The sample of the study consisted of two intact sections of Grade 11 TVL Animation students in a public high school institution in Makati City who were enrolled in Earth and Life Science during the first semester of the School Year 2019-2020. Seventy students served as the respondents, 35 of them were in the CFT class and the other 35 students were in the SCT class. Both classes were taught by the researcher. The study found out that students in the CFT class showed significant improvement on their self-regulation and life science-technical-vocational integrated skills compared to those who were in the SCT class as revealed by the mean posttest ratings analyzed using independent samples t-test. Also, it was found out that self- |
| Degree Course | Master of Arts in Education (Biology Education) |
| Language | English |
| Keyword | career-focused teaching, science conventional teaching, students’ self-regulation, life sciences, technical education, vocational education |
| Material Type | Thesis/Dissertation |
Preliminary Pages
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Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access