Asynchronous Learning: Its Effects on Academic Performance and Students’ Motivation In Science

This study examined students’ attitudes, study habits, and academic performance in science using self-learning modules. This type of research is a descriptive-correlational design utilizing a standardized survey questionnaire. The research subjects were 174 secondary students in a public school. Data analysis used descriptive techniques, Pearson’s correlation coefficient, and multiple regression analysis. Findings revealed that students have a positive attitude toward science and have fair study habits. Students are very satisfactory in time management, concentration, goal setting preparation and follow-up, comprehension, and use of resources. Hence, students positively perceive that Science teachers in distance learning using the SLMs make science enjoyable and present material. This study concluded that using the self-learning modules, students have positive attitudes toward science, very satisfactory study habits, and most of the students have satisfactory academic performance. No correlation was found between students’ academic performance and attitudes toward science using self-learning modules and between academic performance and study habits in science. However, a positive correlation existed between students’ attitudes toward science and study habits using self-learning modules. This study will have important implications for education in the new normal, including improving student engagement and motivation by understanding the relationship between attitudes, study habits and academic performance will help educators to design self-learning modules that support students in developing positive attitudes, study habits, leading to improved engagement and motivation.

Aim: This study aimed to assess junior high school students' attitudes toward artificial intelligence (AI) and their perceived usefulness of AI in science learning.Specifically, it sought to identify the most commonly used AI tools in science learning, determine students' attitudes toward AI, evaluate their perceived usefulness of AI, examine students' academic performance in science, and analyze the relationships among these variables. Methodology:The study employed a descriptive-correlational research design involving 246 junior high school students from Dupax Del Sur National High School.Data were collected using a self-developed survey questionnaire that was reviewed and validated by four expert science teachers.Statistical analyses included frequency and percentage, mean and standard deviation, and Pearson's r to determine relationships among variables.Results: Findings revealed that ChatGPT and Cici were the most commonly used AI tools in science learning.Students demonstrated a generally neutral attitude toward AI, while their perceived usefulness of AI in science learning was rated as useful.Students' academic performance in science was at a Very Satisfactory level.A significant relationship was found between students' attitudes toward AI and their perceived usefulness of AI in science learning.Moreover, students' attitudes toward AI showed a very weak but statistically significant negative relationship with academic performance, while perceived usefulness was not significantly related to academic performance. Conclusion:The study concludes that more positive attitudes toward AI are associated with higher perceived usefulness; however, positive attitudes alone may lead to overreliance on AI when not properly guided.Awareness of AI's benefits is insufficient to improve academic performance without structured and responsible use.These findings underscore the need for guided, ethical, and pedagogically sound AI training programs to support effective integration of AI in science learning.

Motivation and learning are interrelated. Motivation plays a very important role in learning. The present study was conducted to investigate the motivation of secondary-level students toward learning science. The factors i.e. self-efficacy, active learning strategies, science learning values, performance goal, achievement goal and learning environment stimulation were included to study the motivation of students for learning science. The sample for the present study consisted of 100 SSC students (50 males and 50 females). These students were selected randomly from both public and private schools of the district Haripur province Khyber Pakhtunkhwa (KP). The data was collected through a questionnaire from the respondents. The data was collected and analyzed in light of the objective of the study. To analyze the data frequencies, percentage and t test were used. The majority of the students have a good level of motivation for learning science on different selected components except for the performance goal for learning science. But motivation towards learning Science of female students is greater than male students. So it is recommended that efforts should be made to ensure that both male and female students have equal access to resources, opportunities, and support. Gender-sensitive teaching practices can be employed to address potential biases and create an inclusive learning environment where all students can thrive in science education.

The study measures and predicts the effect of attitude and interest of students on academic performance in science. It investigates which of the variables, as essential attribute to study integrated science, will predict students’ performance. Its aim is also to find out which one of the variables is influenced first under a particular teaching method. Three instruments were used for the study. They are, Science Oriented Attitude Scale (SOAS), Science Vocational Interest Inventory (SVII) and Achievement Test in Integrated Science (ATIS). The study is a quasi-experimental type. The sample of the study consisted of 30 Junior Secondary School one Students in Nigeria. Multiple regression was used to analyze the hypothesis raised for the study and the outcome shows that Science Interest possessed the strongest strength for predicting performance than attitude among the students in their different ability level group. It is therefore recommended that, teachers should use good innovative methods that will stimulate students’ interest in an attempt to make learning of science more meaningful to the learners and thereby generating improved leaning outcomes that will lead to a change of attitude to science. Key words: Students attitude, academic performance, basic science, vocational interest, prediction.

Interactional coherence in asynchronous learning networks: A rhetorical approach

Simulation of radiotherapy treatment setup is an integral part of the daily radiation oncology practice. Hence, simulation-based learning (SBL) plays a critical role in radiation oncology resident training. Such practical training approach enhances the precision of tumor delineation and the organs at risk (OARs), thus, directly influencing treatment efficacy and patient safety. Our review explores the application of the ADDIE (analysis, design, development, implementation, and evaluation) model in developing and implementing an SBL program of delineation skills training for the radiation oncologists. In this review, we discussed the phases of the ADDIE model as follows: analysis to determine the skills gap, design to tailor the training program to incorporate the advanced technology methods, development targets creating practical case scenarios and assessment tools, implementation assures the real-time feedback and the model-based debriefing sessions, and finally evaluation phase that employs the Kirkpatrick model. The application of the ADDIE model in SBL emphasizes that the training aligns with the educational needs. This enhances the clinical performance, and consequently, improves patient outcomes in radiation oncology. Applying the ADDIE model in SBL achieves the educational needs in radiation oncology delineation skills training, which will lead to enhance the clinical performance.

The low level of science literacy and student motivation demands innovative, relevant, and engaging learning media. This study aims to measure the effectiveness of a contextual-based plant encyclopedia in improving science literacy and student motivation in elementary schools. This study uses a quantitative method with a quasi-experimental one-group pretest-posttest design. The research population consists of 4th-grade students from SD Kotagede 3, Yogyakarta, with a sample of 20 students selected through simple random sampling. The research instruments include pretest-posttest questions to measure science literacy, Guttman scale questionnaires for learning motivation, as well as observation sheets and interviews to support qualitative data. We analyzed the data using descriptive statistics and the non-parametric Wilcoxon test, as the assumption test results indicated that the data did not meet the criteria for normality and homogeneity. The research results show a significant increase in students' science literacy (p < 0.001), although there was no significant increase in learning motivation (p = 0.492). These findings indicate that context-based encyclopedias are highly effective in supporting students' understanding of science concepts through the presentation of engaging and structured information. However, the minimal impact on learning motivation indicates the need for additional strategies, such as teacher guidance and increased media interactivity. The implications of this research include the integration of context-based encyclopedias as effective learning media and the need for supporting strategies, such as longer intervention durations and teacher guidance for more optimal results.

This study examined the relationship between autonomous learning and academic performance in science within a STEM-based educational approach, focusing on secondary school students in the Dominican Republic. A quasi-experimental design was implemented with a group of 38 students, using pre- and post-tests to assess levels of academic autonomy and performance in chemistry. Complementary data collection instruments included classroom observation guides, student learning logs, and semi-structured interviews. The intervention consisted of STEM-oriented activities that promoted inquiry, problem-solving, and collaborative work, carried out over one academic semester. The instruments applied were validated through expert judgment and reliability analysis (α = 0.98). Quantitative analysis employed paired Student’s t-tests and the normalized Hake gain, while qualitative analysis provided insights into individual profiles of autonomy and motivational factors. The results showed significant improvement in students’ science performance (g = 0.5), as well as in dimensions of autonomy such as time management, self-regulation, intrinsic motivation, and critical thinking. The findings highlight the relevance of the STEM approach in fostering autonomous learning processes that enhance academic achievement. This research contributes a replicable intervention model and provides guidelines for designing educational strategies and policies aimed at strengthening scientific education and sustainable development in secondary schools.

This study aims to (1) develop an assessment tool that can measure the ability to communicate with prospective Biology teachers, (2) test the appropriateness of the assessment tool, (3) measure the validity and reliability of the assessment instrument. The type of this research is Research and Development using the ADDIE (analysis, design, development, implementation, and evaluation) model. Testing of assessment equipment was carried out by two experts from Jakarta State University and Malang State University. The result obtained is the assessment of communication skill. Expert validation of communication skills instruments obtained a mean score with criteria valid for aspect of content, valid for the aspect of clarity, valid for the aspect of relevance, and very valid for the aspect of language. Overall expert validity test obtained an average of 3.68 with valid criteria and is suitable for use as an assessment tool. This research needs to be strengthened its effectiveness and efficiency by conducting product feasibility tests to biology per-service teachers in biology education. In addition this research is also able to be the basis for developing other research related to other 21st century skills based so that the learning process is able to provide solutions towards many problems the surrounding environment.Keyword: Google classroom, Communication, 21st century skills.

This research aims to develop a practical and valid media video learning with Powtoon video in Science learning for fifth grade students SDN 08 Minangkabau oriented to Problem Based Learning (PBL). This research is included as Research and Development (R&D) using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. This research is held on 2020/2021 academic year. Subjects of this research are three experts; material expert, media expert, and design expert, a fifth-grade teacher, and 16 fifth grade students. Instruments that are used in this research are expert validation sheet, teacher’s questionnaire sheet, and student’s questionnaire sheets. The result of this study shows that; 1) Media powtoon usage in Science learning oriented to Problem Based Learning (PBL) for fifth grade students SDN 08 Minangkabau is stated very valid by the experts with overall average score 92%, 2) Students and teacher’s responds result shows that Science learning with Powtoon media get average score 91,6% and 97,05%, both of them are categorized as very practical. As the result, it can be concluded that media video powtoon usage is very valid and practical in learning Science for fifth-grade elementary school students.

This study aimed to determine the effectiveness of digital textbooks on Brain-based Learning assisted by animated videos and Maze ChaseWordwall to improve science literacy and learning outcomes of high school students. The media was developed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research method used mixed methods, combining qualitative and quantitative methods. Based on the analysis results, digital textbooks on Brain-based learning assisted by animated videos and Maze ChaseWordwalls can effectively improve student learning outcomes and science literacy as indicated by the small-scale and large-scale class learning outcomes that obtained a high category with an N-gain value of 0.81. Furthermore, science literacy skills received an average score in the high category with a value of 86.ABSTRAK: Tujuan dari penelitian ini adalah untuk mengetahui keefektifan buku ajar digital berbasis Brain-based Learning yang dilengkapi dengan video animasi dan Maze Chase-Wordwall untuk meningkatkan literasi sains dan hasil belajar siswa SMA. Pengembangan media pada penelitian ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Metode penelitian yang digunakan ialah penelitian kombinasi (mixed methods) yaitu gabungan metode kualitatif dan kuantitatif. Berdasarkan hasil penelitian, dapat dinyatakan bahwa buku ajar digital dengan Brain-based Learning menggunakan video animasi dan Maze Chase-Wordwalls secara efektif dapat meningkatkan hasil belajar dan literasi sains siswa yang ditunjukkan dengan kategori hasil belajar kelas skala kecil dan skala besar yang memiliki kategori tinggi dengan memiliki nilai N-gain sebesar 0,81, sedangkan hasil kemampuan literasi sains memperoleh skor rata-rata pada kategori tinggi dengan memiliki nilai sebesar 86.

Motivation in Learning and Happiness among the Low Science Achievers of a Polytechnic Institution: An Exploratory Study

This study investigated Teacher Class management skills as determinants of students’ academic performance in science subjects in Uganda certificate of education examinations in Buikwe district, Uganda. The target population included all head teachers, head of departments, science teachers, students in public and private secondary schools, and all Secondary Science and Mathematics regional trainers in Buikwe district. Both Probability and non-probability sampling were used. Simple random sampling was used to select 110 Science teachers, 375 students were selected using cluster random sampling while 28 head teachers were selected through census purposive sampling and expert sampling was used to select regional trainers. Data was collected using questionnaires, interview, focused group discussions and document analysis guide and were subjected to both content and face validity. Cronbach alpha technique determined reliability of quantitative instruments. Quantitative data were analyzed using SPSS version 23 for descriptive and inferential statistics. Frequencies and percentages were used to summarize data while Chi-square Test for associations was used to test hypotheses. The qualitative data were subjected to thematic analysis and findings presented in narrative form. The key findings indicated that there was a significant relationship between teacher class management skills and students’ academic performance in science subjects. The study found out that due to a sizable number of science teachers who do part timing, the effectiveness of instruction was hindered which affected students’ academic performance. The study also determined that poor teaching methodologies, negative attitude among students, lack of text books and well equipped laboratories in some schools contributed to poor performance. The study concluded that teacher class management skills are key to students’ academic performance in science subjects and teachers may acquire it through self-improvement, participating in seminars and refresher courses. The study recommended that MOES needs to organize seminars and equip science teachers with the required teaching and management skills to teach science subjects. Article visualizations:

Learning in asynchronous online environments has gained importance over the last several decades, and educational environment shifts from the COVID-19 pandemic appear to have increased this need. Science educators and students need information about which approaches work in the asynchronous environment where informal feedback tends to be reduced, compared to other teaching modalities. In this study, we asynchronously implemented a learning module across 5 institutions that guided students (N = 199) from prescriptive data analysis through guided inquiry and eventually to open inquiry. The module focuses on the science behind climate change. Students work with the same authentic data sets used by professional scientists to examine geologic history and causes of climate change. By analyzing contemporary atmospheric carbon dioxide and temperature data and then using the 800,000-year record available from the Vostok ice core proxy record of atmospheric properties, students identify the causes of climate change and discover the unprecedented nature of recent atmospheric changes. Using a pre/post-module assessment, we demonstrate improvement in students’ understanding of climate change processes and statistical methods used to analyze data. However, there was no evidence that the module develops students’ scientific reasoning about the relationship between causation and correlation. Students maintained that correlation is not causation, even when a robust causal mechanism (i.e., the greenhouse effect) explains the link between atmospheric carbon dioxide and temperature. Finally, our analysis indicated that generally, anxiety about climate change was reduced during the module, such that students become less anxious about the climate change the more they learn about it. However, science-denying students experienced much higher anxiety about climate change than students who accepted the scientific consensus about climate change. Climate science-dissenting students were so few in this study that a statistical comparison was not possible, but this intriguing finding warrants further investigation of the role of anxiety in science denial. Mainly, this study demonstrates how asynchronous online learning environments can indeed support the achievement of learning objectives related to conducting authentic science, such as increasing understanding of climate change and statistical concepts, all while not provoking anxiety about climate change.

This research aimed to analyze the extent to which executive functions (EF) predict changes in Science academic performance (SAP) of primary school students, based on student self-reports and parental perceptions of their children’s executive functioning. Students attending primary school in Medina, Saudi Arabia was selected. A non-probability convenience sample was drawn. This sample consisted of 200 children from 3 schools. The present study corresponds to a non-experimental, quantitative design, with a descriptive-correlational scope. Descriptive analyses were performed, and the mean, standard deviation, and minimum and maximum values of the variables of interest were calculated. For inferential analyses, a correlation analysis was first conducted using Pearson’s correlation coefficient to examine the existence of significant correlations between the variables. The results showed that EF related to planning (PL) and working memory (WM), according to the perceptions of the students and their parents, can explain Science academic performance (SAP). The results provide evidence regarding the potential importance of using self-reports and parental reports of cognitive abilities in analyzing the relationship between executive functioning (EF) and Science academic performance (SAP), and in studying the influence of socioeconomic context on SAP in primary school students. These results regarding EF can inform interventions or policies concerning school performance in academic achievement.