Second Semester Comprehensive Exam
SOTERO O. MALAYAO JR
I.
Decomposing an Abstract
Instruction: You highlight the specific parts of the abstract with the color seen. The parts are
exact. No more and no less. Then email your answer to sotero.malayao@g.msuiit.edu.ph
1) Developing Scientific Citizenship
Identity Using Mobile Learning and
Authentic Practice
Duane E. Wallace, Alec M. Bodzin
Electronic Journal of Science Education Volume 21, Number 6, 2017 ISSN 1087-3430
This abstract contained only a) Introduction and significance of the study; b)
Methodology; and C) Result. Color these specific parts as violet, green, and pink.
This quasi-experimental study examined how the approach of mobile learning and authentic
practice (MobiLAP) may foster scientific citizenship among ninth grade students. It was
hypothesized that students that form identities as citizen scientists may have more favorable
attitudes to contribute to citizen science, have greater interest in science and technology and
may be more interested in pursuing education and careers in science, technology, engineering
and math (STEM). The treatment group participated in an authentic citizen science project where
they studied climate change, spent time in nature and used mobile devices to observe and report
phenological data. The control group had a "business as usual" classroom experience studying
climate change. The Scientific Citizenship, STEM Interest and Mobile Learning Survey (SCI-ML)
instrument was developed to understand students' citizen science identity formation and was
administered to both groups pre and post intervention. The instrument was found to be highly
reliable for both the entire scale and each of the four subscales. Findings revealed that the
MobiLAP approach had a significant impact on participant attitudes toward citizen science
identity and careers in STEM areas, but no significant improvement in attitudes toward mobile
learning or learning science and technology.
2)
Peer Assessment in Writing Expository Essays:
A Research on Tenth Graders of Vocational
School
Supriyadi Supriyadib Universitas Negeri Gorontalo
TECHNIUM Social Sciences Journal
This abstract contained a) scope of the study; b) Methodology; c) Results and
Discussion; and d) Conclusion. Color these specific parts as violet, green, pink, and
brown.
The present work was devoted to: (a) exploring peer assessment instruments (i.e., assessment
sheets) utilized by teachers in teaching expository essay writing for tenth graders of vocational
schools; (b) discussing the implementation and (c) the impact of peer assessment of the peer
assessment activities. In this study, the data were from information in the peer assessment
implementation. Methods of data collection involved observation, interview, and documentation.
The results showed that: (a) The peer assessment instruments were in compliance with the
competence standards in student assessment. (b) The implementation of expository writing
teaching and learning was to find out students’ progress and outcomes; it also aimed to improve
learning processes. (c) Peer assessment activities help schools enhance their learning quality
and teachers in comprehending the peer assessment processes. On top of that, the assessment
provides students with practical experience in assessing their peers’ works, thus boosting
students’ concentration in learning. Peer assessment also measures the affective domains of
students (by which it eases teachers to select appropriate teaching-learning strategies). In
conclusion, the assessment on students’ social attitude fall under a good category based on the
students’ average score.
3)
Emotional aspects of school learning: what do
students feel during lectures?
Ivana Ćirković-Miladinović, Radmila Milovanović, Biljana Stojanović
University of Kragujevac, Faculty of Education in Jagodina, Serbia
This abstract contained a) introduction and objective of the study; b) Methodology; c)
Results and Discussion; and d) Conclusion. Color these specific parts as violet,
green, pink, and brown.
Starting from the point of understanding learning and teaching, which includes considering the role
of emotional regulation in educational practice, the main goal of the research was to analyse
students’ emotional reactions to lectures and identify possible differences between students’
emotional reactions in Serbia, Hungary and Germany. The sample consisted of 305 students
between 14 and 19 years of age from Serbia, Germany and Hungary. The Shabot and Shabot
(2009) Questionnaire for self-assessment of emotional reactions in teaching was used to collect data
on students’ emotional reactions. The results showed that students in the overall sample respond to
lectures with weak and moderate emotional reactions. Statistically highly significant differences (p
<0.001) were found in the type and intensity of emotional reactions between students from Serbia
and Germany, Serbia and Hungary, as well as Germany and Hungary in almost all emotional
modalities. Significant differences (p <0.005) were also found between the sexes and students of
different ages in a small number of emotional reactions. The results indicate the importance of
encouraging pleasant emotional reactions in teaching and the need to pay more attention to
negative emotional reactions. Also, the research shows the need for further research in this area.
4)
Development of Play Model: Efforts to Improve
Basic Movement Skills for Elementary School
Students
Vicki Ahmad Karisman
Mochamad Asmawi Samsudin
Firmansyah Dlis
Universitas Negeri Jakarta
This abstract contained a) introduction; b) objective of the study;c) Methodology;
and d) Result. Color these specific parts as violet, green, pink, and brown.
Basic movement skill is important in performing movements in any sport activities. Having good
essential movement skills will make it easy for someone to do sports. One effort that should be
possible is through the development of a play model. The purpose of this study was to develop a
play model and the effectiveness of a play model on basic movement skills. Research and
development with Analyze Design Develop Implementation and Evaluation (ADDIE) was employed
to develop play models. The play model was designed in such a way through the stages of
identification, game user targets, learning outcome, game time, overall goals, game variations and
the final part of the game.
This study was participated by third grade elementary students with 84 students in total with an
average age of boys (± 9.5 years), and girls (± 9.7 years). The treatment was carried out 16 times for
twice a week during class break. This study used three instruments, namely student perception
questionnaire, knowledge test and the Test of Gross Motor Development (TGMD-2), with locomotor
test items and object skills. This study had produced a play model product and shown a significant
effect of developing a playing model on improving students' basic movement skills