ASSESSMENT OF STUDENTS' PERFORMANCE IN BIOLOGY: BASIS FOR
DEVELOPMENT OF QUICK-DRAW AS ENHANCEMENT ACTIVITY
ACUTAYAN, APRIL JOY O.
CELIS, ALVIN JOHN G.
DAPITON, ZYDEL A.
A Thesis Submitted to the Faculty of the College of Education,
Capiz State University Roxas City- Main Campus in
Partial Fulfillment of the Requirements
for the Degree of
BACHELOR OF SECONDARY EDUCATION
Major in Science
2022
College of Education
APPROVAL SHEET
Thesis Title: Assessment of Students’ Performance in Biology: Basis for Development
of Quick-Draw as Enhancement Activity
Student
: Acutayan, April Joy O., Celis, Alvin John G., and Dapiton, Zydel A.
Course
: Bachelor of Secondary Education, Major in Science
Advisory Committee:
DIRK DIESTRO, EdD
Adviser
_____________________
Date
MARIA SHEILA D. SIMON, EdD
Member
_____________________
Date
MA. CONSUELO Y. YAP, EdD
Member
_____________________
Date
Recommending Approval:
ARLYN L. MARTINEZ, MAT
Program Chairperson, BSEd
_____________________
Date
EMMANUEL D. DAYALO, EdD
Research Coordinator
_____________________
Date
Approved:
HAZEL D. JOAQUIN, PhD
Dean
_____________________
Date
Research No.: _____________________
ii
College of Education
ACCEPTANCE SHEET
In partial fulfilment of the requirements for the degree, Bachelor of Secondary
Education, major in Science, this research entitled “Assessment of Students’
Performance in Biology: Basis for Development of Quick-Draw as Enhancement
Activity”, prepared and submitted by Acutayan, April Joy O., Celis, Alvin John G., and
Dapiton, Zydel A. has been evaluated and recommended for Final Oral Examination.
DIRK DIESTRO, EdD
Adviser
Approved by the Examining Committee with the grade of _____________ on
__________________, 2022.
ARLYN L. MARTINEZ, MAT
Member
EMMANUEL D. DAYALO, EdD
Member
HAZEL D. JOAQUIN, PhD
Chairperson
Accepted as a partial fulfillment of the requirements for the degree, Bachelor of
Secondary Education, major in Science.
HAZEL D. JOAQUIN, PhD
Dean
iii
1
Abstract
Acutayan, April Joy O., Celis, Alvin John G., and Dapiton, Zydel A., Capiz
State University Main Campus, Roxas City, October 2021. “Assessment of Students’
Performance in Biology: Basis for Development of Quick-Draw as Enhancement
Activity”
Thesis Adviser: Dirk Diestro, EdD
The verge of online classes has been a challenge for both teaching and learning
strategies that it affected the learning process of the students causing them to have low
performance in their science subject. This study specifically aims to assess student
performance in biology as basis for the enhancement activity, to determine the level of
performance in biology of the participants before the utilization of enhancement activity,
to determine the level of performance in biology of the participants after the utilization of
enhancement activities, and to determine if there is a significant difference between the
pretest and posttest as to level of performance of the participants. In this study, researchers
employed the Quantitative Action Research using Experimental method, specifically Onegroup Pretest-posttest of Pre-experimental Research Design as it attempts to carry out a
test on a single group before the treatment is administered and after the treatment is
administered. Quick-Draw as the enhancement activity among the Grade 7 laboratory high
school students of Capiz State University – Main Campus to improve student learning in
their biology. It was found out that the least learned topic of the grade 7 students was in
Ecosystem after the administration of diagnostic test. A researcher-made questionnaire was
administered to the thirty (30) grade 7 students of Ivisan National High School students
who are not participants in the study to determine the reliability of the questionnaire and
was validated by biology teachers. The level of students’ pretest-posttest performance in
ecosystem in the experimental instruction transcends from satisfying to very satisfying. In
the given pretest and posttest, the computed mean showed that the administered
intervention positively affected student learning and performance in ecosystem.
Keywords: visual representation, student learning, ecosystem, teaching strategy, least
learned
Introduction
The centerpiece of teaching and learning process is, arguably, student assessment.
To determine whether teaching makes a difference, some method of obtaining and
analyzing evidence of student learning are utilized. In this manner, teaching requires some
process to know whether students are developing or improving their learning process and
whether the instruction is effective or not (Fisher and Bandy, 2019). To improve student
learning is the primary purpose of assessment. Through the use of assessments, teachers
gathered information that helps them identify the students’ difficulties in class (Cagen,
2020).
2
Biology is quite embraced by the secondary students. However, Biology, according
to Dumaz (2007) due to its variety of topics and concepts, it is viewed by students as a
difficult subject. The researchers aim to develop and implement an enhancement activity
among the participants to identify whether it increases student learning and their level of
performance in Biology. The ultimate purpose of education is to facilitate the learning
process. Effective instruction is the foundation of quality learning for all students, from
young children to college students.
Biology is something that anybody can learn, however it isn't always simple.
Understanding biological systems and processes can be difficult. According to Ochonogor
(2011), studying biology is quite embraced by the senior secondary students. However,
Biology, according to Dumaz (2007) due to its variety of topics and concepts, it is viewed
by students as a difficult subject.
One reason is that of Kidman (2008) which indicates that topics in biology are
difficult because they are not applicable to our daily regimen. It was investigated by
numerous researchers that in learning biology there are many difficulties (Tekka Ya,
Ozkan, & Sungur, 2001). There are numerous reasons that can also be considered in the
perspective of the students in which biology is a challenging subject. Aside from the
biological concepts which are abstract in nature, and such reasons are the students learning
styles (study habits) and the learning environment which is the classroom. In this case, if
the number of students are over the average number of students which can be
accommodated in a classroom can also be a challenge in the learning process of the students
(Atilla, 2012). Hence, apart from the topics/abstract concepts of the subject biology to the
interdisciplinary nature of biology (Tekkaya et al., 2006), there are also other reasons on
why students perceive biology as a difficult topic (Atilla, 2012).
Enhancement activities in the classroom can take many different forms and do not always
involve planned curriculum courses. When we think of student involvement, it is frequently
helpful to think of it in terms of good behavior (i.e., behavioral engagement), happy
feelings (i.e., emotional engagement), and, most importantly, student thinking (i.e.,
cognitive engagement) (Fredricks, 2014).
Enhancement enables learners to take a broader or more in-depth look at a concept
or issue, maybe through more research, addressing it through a different lens or
perspective, or relating the subject to a more relevant or satisfying aspect of the real world.
Researchers discovered that efficiently carrying out an activity can have a positive impact
on future active involvement (Schunk & Mullen, 2012).
Students learn through participating in the learning process by acquiring
information, processing it, and expressing what they have learned. According to Anderman
and Patrick (2012), when children embrace a new method because they want to learn and
comprehend (i.e. mastery orientations), rather than just get a high grade, seem clever,
please their parents, or surpass their friends (i.e. performance orientations), their
involvement is more likely to be complete and comprehensive. Whatever the activity, the
idea or purpose is usually the same—encourage further investigation, intrinsic curiosity,
and enhancement for a life - long learning.
Enhancement activities a cross-curricular enrichment activities are perfect for
teachers and supervisors working with an extended-day program. Enhance children's
creativity with a wide variety of crafts, puzzles, games, and outdoor activities that will help
you extend any topic. Build skills in critical thinking, listening, memory, visualization, and
3
concentration through singing, hands-on science experiments, physical education games,
word puzzles, art projects, and more (Wilson, Clifford 2009).
Atilla Cimer in 2012, conducted a study which aims to determine the biological
topics that students have difficulties learning, the reasons why secondary school students
have difficulties in learning biology, and ways to improve the effectiveness of students’
biology learning. Matter cycles, endocrine system and hormones, aerobic respiration, cell
division, and genes and chromosomes were identified as difficult topics in biology where
in a self-administered questionnaire including three open-ended questions was employed
to collect the data of the participants of 207 11th grade students in the district of Rize,
Turkey. This study results in the identification of specific topics in biology that the students
perceive as difficult were identified.
Agboghoroma and Oyovwi in 2015 also published a study that determines the effect
of students’ academic achievement on identified difficult concepts or topics in Senior
Secondary School Biology in Delta State, Nigeria wherein students perceived some topics
such as Hereditary, Genetics, Ecology as difficult while it was found out that gender (male
and female sex) and school location (urban and rural) had no effect on difficult concepts in
Biology. The sample was drawn from intact classes from four coeducational schools
located in urban and rural centers in Delta Central Senatorial District. A total of 160 male
and female students were used in the study. The sample were got using purposive sampling
technique and the methods used for evaluating the students was Concept mapping and the
Regular Teaching Methods, as experimental and control groups respectively.
According to Stephenson and Taube-Schock (2009), Quick Draw as an
enhancement activity engages students by allowing them to create visually impressive
illustrations within a short period of time along with minimal difficulty while it also allow
instructors to effectively teach the fundamental science concepts. An effective way to
develop memory and be able to generate visual models for higher order skills in biology of
learners is through drawing or illustrating (Heideman, et al. 2017). Drawing or illustrating
as part of an activity is superior to reading and writing because it forces the students to
process information in various ways such as visually, kinesthetically, and semantically
(Terada, 2019). According to Colin (2012) that visual information - compare to any form
of information - plays a fundamental role in terms of understanding.
Objectives of the Study
This study generally aimed to develop enhancement activities based on the
assessment of students’ performance in Biology.
Specifically, it aimed to attain the following:
1. To assess student performance in biology as basis for the enhancement activity.
2. To determine the level of performance in biology of the participants before the utilization
of enhancement activity.
3. To determine the level of performance in biology of the participants after the utilization
of enhancement activities.
4. To determine if there is a significant difference between the pretest and posttest as to
level of performance of the participants.
4
Methodology
One-group Pretest-posttest of Pre-experimental Research Design as it attempts to
carry out a test on a single group before the treatment is administered and after the
treatment is administered (Allen, 2017). Pretest was administered before the enhancement
activity through giving each participants the same Biology – related test. Posttest was
administered after the intervention which determined the effectiveness of enhancement
activity to improve student learning.
O2
Legend:
O1 – Pretest
X – Intervention
O2 – Posttest
Figure 1: Research Design adapted from One-Group Pretest–Posttest Design (Allen, 2017)
The study was conducted in Capiz State University Main Campus, Roxas City.
During the school year 2021-2022. The study involved laboratory high school student from
Capiz State University Main Campus that has a biology class, who were officially enrolled
during the school year 2021-2022.
The identification of the least learned topic of the grade 7 students was through
administration of a 40 item diagnostic test consisted of topics in biology based on the
curriculum issued by the Department of Education in which the identified least learned
topic with the lowest mean of 3.45 and an equivalent of 43% that verbally interpreted as
average mastery.
The researchers, contacted and coordinated with the adviser of the grade 7 students
from Ivisan National High School to test the reliability of the researcher-made
questionnaire based on the identified least learned topic which was ecosystem. The
researchers were able to obtain Cronbach’s alpha value of 0.856 which was interpreted that
the administered pilot test was reliable.
Then, a 40 item Pretest was administered to the grade 7 laboratory high school
students of Capiz State University – Main Campus through Google Form to identify the
level of performance of the students before the utilization of the enhancement activity,
entitled Quick-Draw. The developed enhancement activity presents an engaging visual
representation of the lesson that plays a fundamental role in terms of understanding (Colin,
2012).
The mechanics of how to execute the enhancement activity was developed wherein
the researchers showed terms and gave a short amount of time among the participants in
which they answered the follow-up question in each item related to their drawing. The
enhancement activity corresponds to the least learned topic in biology which was
ecosystem to improve student learning.
5
The developed Quick-Draw as enhancement activity was validated by biology
teachers. After validating the enhancement activity, the researchers administered the
developed enhancement activity to the participants in a 3 week period wherein the
researchers met with the participants through Google Meet for the implementation of
Quick-Draw as the enhancement activity after every discussion of the lessons under
ecosystem which was based on the module of the grade 7 students issued by the Department
of Education.
The researchers conducted a posttest to determine whether there is a change in the
performance of the students after the utilization of Quick-Draw as the enhancement
activity.
Following the collection of the pre-test and post-test administered, the data that was
determined by the collected necessary answers from the participants such as the topics
perceived as difficult and the corresponding enhancement activity.
Mean. This was used to determine the difference between the conducted pretest
and posttest administered by the researchers.
Interpretation is based on the following scale:
31.24-40.00 - Outstanding
23.43-31.23 – Very Satisfying
15.62-23.42 - Satisfying
7.81-15.61 - Unsatisfying
1.00-7.80 – Poor
Standard Deviation. This was used to measure the dispersion of a dataset relative
to the mean.
T-test. This was used to determine if there is a significant difference between the
means of two groups.
Results, Analysis and Discussions
Assessment of students’ performance in Biology
According to Ketterlin-Geller & Yavanoff (2009), diagnostic testing is the process
of locating and identifying pupils' areas of learning difficulties/weaknesses in a subject or
skill, as well as the underlying cause. It necessitates a thorough examination of one's
learning deficiencies. Table 1 shows the assessment of the students after the administration
of diagnostic test to identify the least learned in the following topic: Parts of the microscope
and their functions, the different levels of biological organization from cell to biosphere,
Animal Cells and Plant Cells, and Ecosystem. The least topic in Biology is Ecosystem with
the lowest mean of 3.45 with an equivalent of 43%, implies that the following 40 grade 7
students having least knowledge about the Ecosystem, more of that it gives us the
opportunity to administer 3 week intervention about the Ecosystem with four (4) lessons
to be discussed followed by our chosen enhancement activity which was Quick-Draw for
the intervention. To determine if we can enhance their performance in regards of the least
learned topic after the administration of the intervention and posttest.
6
Table 1: Assessment of student performance in Biology topics
Topic in Biology
a. Parts of the
microscope and
their functions
b. The different
levels of
biological
organization
from cell to
biosphere
c. Animal Cells
and Plant Cells
d. Ecosystem
Mean
Equivalent
Remarks
4.425
No. of items
in the test
8
55%
Average Mastery
5.275
12
44%
Average Mastery
5.35
12
45%
Average Mastery
3.45
8
43%
Average Mastery
Interpretation was based on the following scales:
81-100 – Mastered
61-80 – Nearly Mastered
60-41 – Average Mastery
40-21 – Low Mastery
0-20 – No Mastery
Level of student performance in Ecosystem
under Biology based on their pretest
mean score
Based on the result, as shown on table 2, it was revealed that after pretest (mean =
19.4250) obtained a mean score range between 15.62 and 23.42, which was verbally
interpreted as satisfying. Despite the satisfying mean score of the students after pretest, the
individual scores ranges from 7 (lowest score), and 23 - 25 (frequent scores of the students).
Further, this implies that before the intervention was given, students have the same level
of performance regarding the topics or lessons to be discussed. As stated by Bos, et al.
(2009) a pretest was embedded in order to increase the effect of the treatment. The learning
gain was insignificant if no treatment followed the pretest. The pretest design is based on
collecting a pretest measure of the desired outcome prior to delivering treatment (Salkind,
2010).
Table 2: Level of student performance in Ecosystem under Biology based on their
pretest mean score
Test
N
Std. Deviation
Pretest
40
6.58237
Mean
19.4250
Verbal Interpretation
Satisfying
7
Interpretation was based on the following scale:
31.24-40.00 - Outstanding
23.43-31.23 – Very Satisfying
15.62-23.42 - Satisfying
7.81-15.61 - Unsatisfying
1.00-7.80 – Poor
Level of student performance in Ecosystem
under Biology based on their posttest
mean score
Based on the result, as shown on table 3, it was revealed that after posttest (mean =
28.2750) obtained a mean score range between 23.43 and 31.23, which was verbally
interpreted as very satisfying. Posttest can be a useful for more effective teaching, in
addition to determining how much pupils have progressed (Salkind, 2010). This implies
that Quick-Draw as the enhancement activity was effective since it improved the level of
performance of the students after the administration of the posttest.
Table 3: Level of student performance in Ecosystem under Biology based on their
posttest mean score
Test
N
Std. Deviation
Mean
Verbal Interpretation
Post Test
40
9.43259
28.2750
Very Satisfying
Interpretation is based on the following scale:
31.24-40.00 - Outstanding
23.43-31.23 – Very Satisfying
15.62-23.42 - Satisfying
7.81-15.61 - Unsatisfying
1.00-7.80 – Poor
Significant difference between Pretest and
Posttest as to level of performance of
the participants
The result shows that there is a significant difference because the sig value was
lower than 0.05 level of significance, therefore it implies that the pretest and posttest scores
differs significantly in favor of posttest scores since the scores increases compared to the
pretest scores.
The significant difference based from the pretest and posttest mean implies that the
administered intervention on the grade 7 students improved student learning because of the
use of visual representation which was according to Colin (2012) that visual information compare to any form of information - plays a fundamental role in terms of understanding.
Moreover, it was stated by Clark and Pavio (1991) on their influential theory - the dual
8
coding theory - that combining verbal and non-verbal elements promotes easier
understanding of something, with the administered enhancement activity to the grade 7
students, it provided them an easier way of understanding and recalling the lessons. This
is because the activity, Quick-Draw, uses both verbal and non-verbal elements in
accordance to the widely accepted theory of Clark and Pavio. Another is that according to
Clark and Pavio (1991) the use of dual coding theory provides a description of what
happens while learning which then enables us to visualize and explain what we have
learned and according to Stokes (2001), with the help of visualization, it can provide a
sense of understanding of the previous unintelligible data more accessible and it can make
texts be more engaging and extraordinary.
Table 4: Level of performance before and after the utilization of enhancement activity
Score
Std.
Deviation
N
Mean
Pretest
40
19.4250
6.58237
Post test
40
28.2750
9.43259
t
5.125
df
39
Sig.
(2tailed)
Remarks
.000
Significant
Conclusions
The level of students’ pretest-posttest performance in Ecosystem under Biology in
the experimental instruction was poor to outstanding, respectively. This shows that prior
to the intervention, students had low knowledge and performance in Ecosystem under
Biology. This revealed that there are prior learning difficulties on the topic of Ecosystem
but with the introduction of the intervention, Quick-Draw as the enhancement activity,
students are able to understand the discussion with the help of the learning strategies
presented and the intervention being integrated in the learning of lessons.
The difference of students’ pretest-posttest performance in Ecosystem under Biology
in the experimental instruction had significantly increased. While the students are on the
same level prior to the conduct of the intervention as explicated by the mean score in the
pretest, the experimental group who had been exposed to the Quick Draw as an
enhancement activity used to enhance their knowledge and performance in biology under
the topic of Ecosystem. This had a greater observed increase in their posttest score which
points to the effectiveness of Quick Draw as an enhancement activity in enhancing the
students’ level of performance in biology under the topic of Ecosystem through online
learning set-up. It was concluded that the Quick Draw as an enhancement activity can
certainly improve their learning in ecosystem under biology. Students who follow the
Quick Draw enhancement activity shown a better learning performance.
9
There is a significant difference in the students’ pretest-posttest performance in
Ecosystem of the experimental instruction that showed the effectiveness of the
enhancement activity which improved student learning.
Recommendations
It is highly recommended to adopt and use the premise of Quick-Draw as an
enhancement activity in teaching Ecosystem online and as well as a tool for the further
enhancement of module development and instructional materials in Biology.
Students. The developed enhancement activity entitled “Quick-Draw” was proven
to be effective by the researchers in their conduct of Pretest and Posttest to the grade7
students. In this effect, the students may take this to practice skilfully their learning
strategies regarding their least learned topic in biology, in this case the topic therein is
Ecosystem. It is recommended by the researchers that students may engage themselves
more on self-directed learning approach. They may participate actively in self-directed
learning and collaborative works.
Teachers. The use of the developed enhancement activity may be beneficial in
terms of their teaching strategies. Quick-Draw may also provide visual representation of
the topics learned by the students. As stated by Buckley and Nerantzi (2020), there is a
great potential in enhancing teaching and learning with the utilization of visual
representation. Quick-Draw as a teaching strategy may be beneficial for the teachers
whether in online classes or in face-to-face because this enhancement activity is applicable
in both situation. It is important to have a grasp of the latest educational research,
techniques, and teaching strategies. Moreover, it is equally important to be able to assess
and analyze the impact of techniques within their own classroom.
Future researchers may bank on this study. This study will serve as a basis for
exploring the variety of enhancement activity as a teaching and learning strategy in both
online and face-to-face classes. Future researchers may also use and employ a different
research experimental design that can further extend the results of this study.
10
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CURRICULUM VITAE
Name: April Joy O. Acutayan
Address: Tugas Mambusao Capiz
Mobile Number: 09630344811
PERSONAL INFORMATION
Date of Birth:
April 18, 2000
Place of Birth:
Mambusao Capiz
Age:
21
Height:
5’6
Weight:
53
Nationality:
Filipino
Father:
William B. Acutayan
Mother:
Abadesa O. Acutayan
Graduated
School Attended
Year
Tugas Elementary School
2006 - 2012
a. JHS
Vicente Andaya Sr. National High School
2012 – 2016
b. SHS
Vicente Andaya Sr. National High School
2016 - 2018
Tertiary:
Capiz State University-Main Campus
2018 - 2022
Course:
Bachelor of Secondary Education
Elementary:
Secondary:
Major in Science
13
CURRICULUM VITAE
Name: Alvin John G. Celis
Address: Tugas Mambusao Capiz
Mobile Number: 09519242826
PERSONAL INFORMATION
Date of Birth:
April 17, 2000
Place of Birth:
Mambusao Capiz
Age:
21
Height:
5’6
Weight:
60
Nationality:
Filipino
Father:
Chito Celis
Mother:
Benny Gregorio
Graduated
School Attended
Year
Tugas Elementary School
2006 - 2012
a. JHS
Vicente Andaya Sr. National High School
2012 – 2016
b. SHS
Vicente Andaya Sr. National High School
2016 - 2018
Tertiary:
Capiz State University-Main Campus
2018 - 2022
Course:
Bachelor of Secondary Education
Elementary:
Secondary:
Major in Science
14
CURRICULUM VITAE
Name: Zydel A. Dapiton
Address: Brgy. Milibili Roxas City, Capiz
Mobile Number: 09150935038
PERSONAL INFORMATION
Date of Birth:
September 09, 1998
Place of Birth:
Roxas City
Age:
23
Height:
5’8”
Weight:
55
Nationality:
Filipino
Father:
Zaldy Dapiton
Mother:
Maribel Dapiton
Graduated
School Attended
Year
Don Manuel Arnaldo Memorial School
2006 - 2012
a. JHS
Colegio dela Purisima Concepcion
2012 – 2016
b. SHS
Colegio dela Purisima Concepcion
2016 - 2018
Tertiary:
Capiz State University – Main Campus
2018 - 2022
Course:
Bachelor of Secondary Education
Elementary:
Secondary:
Major in Science
15
Appendices
Appendix A: Letter for request for approval of the thesis title
September 28, 2021
Date
MA. LIDA A. SOLANO, PhD
Dean, College of Education
Main Campus, Roxas City
This University
Thru:
ARLYN L. MARTINEZ, MAT
Program Chairperson, BSEd
MA. CONSUELO Y. YAP, EdD
Research coordinator, College of Education
Madams:
1/We have the honor to request approval of my/our thesis title indicated below:
PROPOSED TITLE:
Assessment of Students' Performance in Biology: Basis for Development of QuickDraw as Enhancement Activity
Title defense was conducted on May 25, 2021
Very truly yours,
Acutayan, April Joy O.
Celis, Alvin John G.
Dapiton, Zydel A
Thesis Students
Course and Major: BSEd Science
Recommending Approval:
MA. CONSUELO Y. YAP, EdD
Research Coordinator
Approved:
ARLYN L. MARTINEZ, MAT
Program Chairperson, BSEd
MA. LIDA A. SOLANO, PhD
Dean, College of Education
16
Appendix B: Letter of Nomination of the Advisory Committee
September 28, 2021
Date
MA. LIDA A. SOLANO, PhD.
Dean, College of Education
Main Campus, Roxas City
This University
Thru:
ARLYN L. MARTINEZ, MAT
Program Chairperson, BSEd
MA. CONSUELO Y. YAP, EdD
Research Coordinator, College of Education
Madams:
I/We have the honor to nominate the following faculty members as members of my/our
Advisory Committee
PROPOSED TITLE:
Assessment of Students’ Performance in Biology: Basis for Development of
Quick-Draw as the Enhancement Activity
DIRK DIESTRO, EdD
Chairperson
representing
Science
Major Field
MA. CONSUELO Y. YAP, EdD
Member
representing
Science
Major Field
MARIA SHEILA SIMON. EdD
Member
representing
Science
Major Field
Very truly yours,
Acutayan, April Joy
Celis, Alvin John
Dapiton, Zydel
Thesis Students
Course and Major BSEd – Science
Recommending Approval:
MA. CONSUELO Y. YAP, EdD
Research Coordinator
ARLYN L. MARTINEZ, MAT
Program Chairperson, BSEd
Approved:
MA. LIDA A. SOLANO, PhD
Dean
Note: The signatures of the faculty members chosen as indicated above signify their
willingness to serve as members of the Advisory Committee
17
Document Type:
Document Code
FORM
ISO
9001:205
Document Title:
APPLICATION FOR TITLES, PROPOSAL,
PRE- ORAL AND FINAL DEFENSE
PRESENTATION
INS-F20
Revision No.
00
Effective Date
September
05, 2019
Page
Appendix C: Letter for Proposal-Oral Presentation
COLLEGE: Education
CAMPUS: Roxas City-Main Campus
September 22, 2021
Date
MA. LIDA A. SOLANO, PhD
Dean, College of Education
Sir/Madam:
I have the honor to apply for Proposal-Oral Presentation with details indicated below:
Thesis/Dissertation Title:
Assessment of Students' Performance in Biology: Basis for Development of Quick-Draw
as Enhancement Activity
Venue: Capiz State University – Roxas City
Date: January 19, 2022
Time: 8:00 am
Very truly yours,
ACUTAYAN, APRIL JOY O.
Signature over Printed Name
CELIS, ALVIN JOHN G.
Signature over Printed Name
DAPITON, ZYDEL A.
Signature over Printed Name
NOTED BY THE ADVISORY COMMITTEE
DIRK DIESTRO, EdD
Adviser
MA. CONSUELO Y. YAP, EdD
MARIA SHEILA SIMON, EdD
Member
Member
Recommending Approval:
ARLYN L. MARTINEZ, MAT
EMMANUEL DAYALO, EdD
Program Coordinator
Research Coordinator
Approved:
MA. LIDA A. SOLANO, PhD
Dean, College of Education
1 of 1
18
Document Type:
Document Code
FORM
ISO
9001:205
Document Title:
APPLICATION FOR TITLES, PROPOSAL,
PRE- ORAL AND FINAL DEFENSE
PRESENTATION
INS-F20
Revision No.
00
Effective Date
September
05, 2019
Page
Appendix D: Letter for Final-Oral Presentation
COLLEGE: Education
CAMPUS: Roxas City-Main Campus
January 14, 2022
Date
HAZEL D. JOAQUIN PhD.
Dean, College of Education
Sir/Madam:
I have the honor to apply for Final-Oral Presentation with details indicated below:
Thesis/Dissertation Title:
Assessment of Students' Performance in Biology: Basis for Development of Quick-Draw as
Enhancement Activity
Venue: Capiz State University – Roxas City
Date: January 19, 2022
Time: 8:00 am
Very truly yours,
ACUTAYAN, APRIL JOY O.
Signature over Printed Name
CELIS, ALVIN JOHN G.
Signature over Printed Name
DAPITON, ZYDEL A.
Signature over Printed Name
NOTED BY THE ADVISORY COMMITTEE
DIRK DIESTRO, EdD
Adviser
MA. CONSUELO Y. YAP, EdD
MARIA SHEILA SIMON, EdD
Member
Member
Recommending Approval:
ARLYN L. MARTINEZ, MAT
Program Coordinator
Approved:
EMMANUEL DAYALO, EdD
Research Coordinator
HAZEL D. JOAQUIN, PhD
Dean, College of Education
1 of 1
19
Appendix E: Grammarian/English Editor Certification
College of Education
GRAMMARIAN/ENGLISH EDITOR CERTIFICATION
This is to certify that the undersigned has reviewed and proofread the research study
titled “Assessment of Students' Performance in Biology: Basis for Development of
Quick-Draw as Enhancement Activity” by April Joy Acutayan, Alvin John Celis, and
Zydel Dapiton. The said manuscript underwent grammar check and technical editing, and
that all the corrections and recommendations made by the undersigned were accomplished
and were incorporated in the final manuscript by the researcher/s.
Further, this is to attest that the manuscript is now compliant with the standards and
conventions required of in the English language for academic and research papers.
Issued this 14th day of January 2022.
EMMANUEL DAYALO, EdD
Grammarian/English Editor
Date: January 14, 2022
20
Appendix F: Statistician’s Certification
College of Education
STATISTICIAN’S CERTIFICATION
This is to certify that the undersigned has reviewed and statistically analyzed the
data of the research study titled “Assessment of Students' Performance in Biology: Basis
for Development of Quick-Draw as Enhancement Activity” by April Joy Acutayan,
Alvin John Celis, and Zydel Dapiton. In addition, all the corrections and
recommendations made by the undersigned were accomplished and were incorporated in
the final manuscript by the researcher/s.
Further, this is to attest that the manuscript has now complied with the guidelines
set for the appropriate and proper utilization of statistical tools in the analysis and
interpretation of the collected data in their study.
Issued this 14th day of January 2022.
DIRK DIESTRO, EdD
Statistician
Date: January 14, 2022
21
Appendix G: Parent Consent
Grade 7 Students of Ivisan National High School
The parent consent was sent to the students through Google Form.
Responses:
22
23
24
25
Appendix H: Researcher-made Questionnaires and Key to Corrections
DIAGNOSTIC TEST FOR GRADE 7 STUDENTS
Name (optional):__________________________________________________________
Grade and Section: ________________________________ Age: _____ Sex: F___ M___
(Note: This questionnaire serves as an instrument in gathering information in the study:
Assessment of Students' Performance in Biology: Basis for Development of Quick-Draw as
Enhancement Activities. Kindly answer all the items in the questionnaire without fear or
reservation. Rest assured that all data given will be dealt with highest confidentiality and for
research purpose only.)
Very truly yours,
The Researchers
Direction: Encircle the letter of the correct answer.
2.
3.
4.
5.
6.
7.
8.
1. Supports the body tube
a. Arm
c. Stage
b. Eyepiece
d. Stage Clips
Contains the magnifying lens you look through
a. Nosepiece
c. Eyepiece
b. Diaphragm
d. Mirror
Maintains the proper distance between the eyepiece and objective lens.
a. Adjustment knob
c. Base
b. Body tube
d. Stage
Hold the slide in place.
a. Stage clips.
c. Adjustment knob
b. Arm
d. Nosepiece
Supports the slide being viewed.
a. Arm
c. Stage
b. Eyepiece
d. Stage Clips
Regulates the amount of light let into the body tube.
a. Coarse Adjustment
c. Diaphragm
b. Body Tube
d. Adjustment knob
Moves the body tube up and down for focusing.
a. Coarse Adjustment
c. Diaphragm
b. Body Tube
d. Adjustment knob
Supports the microscope
a. Adjustment knob
b. Body tube
c. Base
d. Stage
26
9. The smallest level of organization where the characteristic of life emerges is
a. atomic level
c. molecular level
b. cellular level
d. population level
10. Which of the following is a compound?
a. calcium
c. sodium chloride
b. hydrogen
d. oxygen
11. Which of the following is an organic compound?
a. CO2
c. CaCO3
b. CaHCO3
d. CH3CH2OH
12. Which of the following is a macromolecule?
a. ethyl alcohol present in wines and liquor
b. acetic acid in vinegar
c. urea in urine
d. protein
13. Energy is important to non-living and living things. Which of the following
sources of energy powered the formation of organic compounds in the early days
of primitive earth?
a. electrical discharges from lightning
c. solar radiation
b. nuclear power plant
d. solar cell
14. Which of the following does NOT characterize a living thing?
a. ability to respond
c. organization
b. classification
d. reproduction & development
15. Which of the following is the forerunner of the living cell?
a. protocell
c. macromolecules
b. cell membrane
d. coacervate droplet
16. Which of the following characteristics of living things is associated with
responsiveness?
a. All cells came from pre-existing cells.
b. Penguin can swim in icy Antarctica sea.
c. Beetle is a very tiny animal.
d. Plant bends toward source of light.
17. Which of the following is important to the continuation of a functioning cell/
organism?
a. Constant body temperature
c. Constant pH
b. Constant blood sugar level
d. All are important
18. Which of the following cells serves as body cover?
a. fat cell
c. muscle cell
b. neuron
d. cells of the inner lining of check
19. Which of the following tissues are present in ducts of glands?
a. parenchyma
c. nervous tissue
b. vascular tissue
d. epithelial tissue
20. What is the organ system responsible for food procurement?
a. nervous system
c. digestive system
b. muscular system
d. respiratory system
21. Where is the site of protein synthesis?
a. nucleus
c. ribosome
b. lysosome
d. mitochondria
22. Organisms whose cells do not have a nucleus are called
a. plants
c. eukaryotes
27
b. organelles
d. prokaryotes
23. What type of cell has these characteristics: contains DNA but no nucleus, contains
flagella, ribosomes, cytoplasm, and a cell membrane.
a. plant
c. animal
b. fungi
d. bacteria
24. A cell with relatively few energy needs will probably have a relatively small number of
a. ribosomes
c. mitochondria
b. lysosomes
d. chromosomes
25. In which of the following items would you expect to find cells?
a. strawberry
c. silver dollar
b. eyeglasses
d. plastic flower
26. Which of the following organelles transports materials inside the cell
a. lysosome
c. mitochondria
b. chloroplast
d. endoplasmic reticulum
27. Which of the following structures are common to both eukaryotic and prokaryotic cells?
a. nucleus
c. both b and c
b. ribosomes
d. cell membrane
28. Which of the following forms of life is not eukaryotic?
a. a bacterial cell
c. a plant cell like gumamela
b. protist such as an amoeba
d. a human cell such as a red blood
cell
29. Plant cells often have a box-like shape because of the
a. nucleus
c. cytoplasm
b. cell wall
d. cell membrane
30. Which organelle has no membrane?
a. vacuole
c. ribosome
b. lysosome
d. chloroplast
31. Which of the following statements is always true?
a. All cells have a cell wall.
c. All cells contain a chloroplast.
b. All cells contain a nucleus.
d. All cells have a cell membrane.
32. A cell is observed to contain a nucleus, mitochondria and chloroplasts. From this
information you can conclude that the cell is:
a. a plant cell
c. a bacterial cell
b. an animal cell
d. a prokaryotic cell
33. What is generally agreed upon as being the greatest threat to our wildlife resources?
a. global warming
c. ozone depletion
b. habitat loss
d. pollution
34. Which action can have the greatest impact on reducing the threat of global warming?
a. composting
c. reducing
b. recycling
d. planting a tree
35. Why should we care about the rainforests?
a. They provide or nurture biodiversity.
b. They are sources of food and other resources.
c. They are a source for medicines and other chemicals.
d. All of the above.
36. Suppose that planktons are small autotrophs that absorb energy from the sun. The shrimp
eats the plankton. The tuna eats the shrimp. The shark eats the tuna. Which of these is the
primary consumer?
28
a. plankton
c. shrimp
b. shark
d. tuna
37. Which of the following biomes is with permafrost and no large trees?
a. desert
c. temperate deciduous forest
b. grasslands
d. tundra
38. Which of the following is characteristic of predation?
a. One organism kills and consumes another.
b. One organism lives in or on another and benefits.
c. Two organisms live together and neither is harmed.
d. Two organisms nourish each other; both benefit.
e. Two organisms feed side by side from the same food.
39. Which land biome has more varied plant life than any other biome?
a. deciduous forest
c. tropical rain forest
b. grassland
d. tundra
40. In a food pyramid, the amount of energy that any level of organism receives decreases
a. up the pyramid
c. down the pyramid
b. in all levels
d. across the pyramid
Thank you very much!
Prepared by: BSEd – Science 4A Research Group no.7
29
DIAGNOSTIC TEST FOR GRADE 7 STUDENTS
KEY TO CORRECTIONS
1. A
11. D
21. C
31. D
2. C
12. D
22. D
32. A
3. B
13. A
23. B
33. B
4. D
14. B
24. C
34. C
5. C
15. A
25. A
35. D
6. C
16. D
26. D
36. B
7. D
17. D
27. B
37. D
8. C
18. D
28. A
38. A
9. B
19. D
29. B
39. C
10. C
20. C
30. C
40. A
30
PILOT TEST FOR GRADE 7 STUDENTS
Biology: Ecosystem
Name (optional):__________________________________________________________
Grade and Section: ________________________________ Age: _____ Sex: F___ M___
(Note: This questionnaire serves as an instrument in gathering information in the study:
Assessment of Students' Performance in Biology: Basis for Development of Quick-Draw as
Enhancement Activities. Kindly answer all the items in the questionnaire without fear or
reservation. Rest assured that all data given will be dealt with highest confidentiality and for
research purpose only.)
Very truly yours,
The Researchers
Direction: Encircle the letter of the correct answer.
1. What is generally agreed upon as being the greatest threat to our wildlife resources?
a. global warming
c. ozone depletion
b. habitat loss
d. pollution
2. Which action can have the greatest impact on reducing the threat of global warming?
a. composting
c. reducing
b. recycling
d. planting a tree
3. Why should we care about the rainforests?
a. They provide or nurture biodiversity.
b. They are sources of food and other resources.
c. They are a source for medicines and other chemicals.
d. All of the above.
4. Suppose that planktons are small autotrophs that absorb energy from the sun. The shrimp
eats the plankton. The tuna eats the shrimp. The shark eats the tuna. Which of these is the
primary consumer?
a. plankton
c. shrimp
b. shark
d. tuna
5. Which of the following biomes is with permafrost and no large trees?
a. desert
c. temperate deciduous forest
b. grasslands
d. tundra
6. Which of the following is characteristic of predation?
a. One organism kills and consumes another.
b. One organism lives in or on another and benefits.
c. Two organisms live together and neither is harmed.
d. Two organisms nourish each other; both benefit.
e. Two organisms feed side by side from the same food.
7. Which land biome has more varied plant life than any other biome?
a. deciduous forest
c. tropical rain forest
b. grassland
d. tundra
8. In a food pyramid, the amount of energy that any level of organism receives decreases
a. up the pyramid
c. down the pyramid
31
b. in all levels
d. across the pyramid
9. Which of these is a consumer-producer relationship?
a. birds eating beetles
c. hawks eating rabbits
b. snakes eating frogs
d. caterpillars eating tomatoes
10. The relationship in which one organism is helped and the other is harmed is known as
c. commensalisms
c. parasitism
d. mutualism
d. symbiosis
11. All of the following are abiotic factors EXCEPT:
a. air
c. soil
b. animals
d. sunlight
12. Freshwater biomes include all of the following EXCEPT:
a. estuaries
c. ponds
b. lakes
d. rivers
13. The level of the food chain which contains the most energy are the:
a. decomposers
c. omnivores
b. herbivores
d. producers
14. Which of the following is NOT a way to prevent extinction?
a. preserving natural areas
b. keeping endangered animals as pets
c. breeding endangered animals in captivity
d. reintroducing endangered animals to nature
15. How might products be designed so that they are more "environment-friendly"?
a. Less energy should be required for their use.
b. Less energy should be used in their manufacture.
c. Products should be designed to be recycled or reused.
d. All of the above make products more "environment-friendly".
16. It is considered as the largest biome in the world, what is it?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
17. In this biome, only lichens and mosses dominate the place and no trees. What is this biome?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
18. What biome is found in along 30 degrees latitude north and 30 degrees latitude south?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
19. Which of the following are included in freshwater biomes?
a. Pond
b. Stream
c. Lake
d. Sea
32
20. They provide much of the world’s oxygen supply and take in huge amounts of carbon
dioxide.
a.
b.
c.
d.
e.
Fish
Algae
Plants
Both b and c
None of the above
21. What kind of tropic interaction when one member benefits while the other is not harmed?
a. Mutualism
b. Commensalism
c. Competition
d. Herbivory
22. In this trophic interaction one member kills and utilizes the other member.
a. Predation
b. Parasitism
c. Competition
d. Commensalism
23. Which of the following best describes competition as trophic interaction?
a. Members are both benefited from the interaction
b. One member benefits while the other is harmed
c. Two or more species compete for a limited resource
d. Consumes flora
24. What is a food relationship that shows the flow of energy in an environment?
a. Ecosystem
b. Food web
c. Food chain
d. Ecological balance
25. Interlocking food chains is referred to as?
a. Ecosystem
b. Food web
c. Food chain
d. Ecological balance
26. What is the amount of energy available at each successive level?
a. Trophic Level
b. Biological Level
c. Food Chain
d. Food Web
27. The transfer of energy from one organism to another remains at 100%
a. True
b. False
c. Either a or b
28. In an ecosystem, what is considered as the primary consumers?
a. Carnivores
b. Planktons
c. Plants
d. Herbivores
33
29. What is then considered as the secondary consumer?
a. Animals
b. Herbivores
c. Carnivores
d. Humans
30. Everything that surrounds us is part of what?
a. Ecosystem
b. Environment
c. Ecology
d. All of the above
31. These are believed to be contributing to an increase in average global temperatures. What
are these?
a.
b.
c.
d.
Natural events and human activities
Global warming and Climate Change
Greenhouse gases
All of the above
32. The following are the impacts of Global Warming, EXCEPT;
a. Extreme Weather Patterns
b. Rapid changes in global temperature
c. Ecosystem Impacts
d. Lowering Sea Level
33. Why do we cut down trees?
a. When the population grows, people cut down trees to clear space to build houses,
schools, factories, and other buildings
b. People may clear land to plant crops and feed livestock.
c. All the trees in an area are cut and sold for lumber and paper.
d. All of the above
34. The following are the value on why we save endangered species, EXCEPT;
a. Aesthetic/Recreational
b. Commercial
c. Agricultural
d. Ecological
e. Political
35. Our planet is continually changing, causing habitats to be altered and modified. Natural
changes tend to occur at a gradual pace, usually causing only a slight impact on individual
species. What is this factor that may lead to a species endangerment?
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
36. This factor refers to native species that are part of a specific geographic area.
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
34
37. A species that faces this factor may become severely endangered or even extinct due to the
rate in which the species is being used, what factor is this?
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
38. What is the best known mammals of the Ice Age?
a. Bison
b. Woolly mammoths
c. Musk Ox
d. Moose
39. What is the ultimate fate of energy?
a. To be lost as heat
b. To be consumed
c. To be transferred
d. To be recycled
40. Which of the following best describes an earth-friendly situation?
a. conserve fuel and water
b. recycle old papers and plastic containers
c. buy fruits and vegetables that are wrapped in plastic
d. decomposing of biodegradable materials
Thank you very much!
Prepared by: BSEd – Science 4A Research Group no.7
35
KEY TO CORRECTIONS
PILOT TEST FOR GRADE 7 STUDENTS
Biology: Ecosystem
1. B
11. B
21. A
31. B
2. C
12. A
22. D
32. A
3. D
13. C
23. D
33. D
4. B
14. C
24. E
34. B
5. D
15. B
25. C
35. D
6. A
16. A
26. A
36. B
7. C
17. B
27. D
37. A
8. A
18. D
28. B
38. C
9. D
19. C
29. A
39. D
10. C
20. D
30. C
40. D
36
PRETEST FOR GRADE 7 STUDENTS
Biology: Ecosystem
Name (optional):__________________________________________________________
Grade and Section: ________________________________ Age: _____ Sex: F___ M___
(Note: This questionnaire serves as an instrument in gathering information in the study:
Assessment of Students' Performance in Biology: Basis for Development of Quick-Draw as
Enhancement Activities. Kindly answer all the items in the questionnaire without fear or
reservation. Rest assured that all data given will be dealt with highest confidentiality and for
research purpose only.)
Very truly yours,
The Researchers
Direction: Encircle the letter of the correct answer.
1. What is generally agreed upon as being the greatest threat to our wildlife resources?
a. global warming
c. ozone depletion
b. habitat loss
d. pollution
2. Which action can have the greatest impact on reducing the threat of global warming?
a. composting
c. reducing
b. recycling
d. planting a tree
3. Why should we care about the rainforests?
a. They provide or nurture biodiversity.
b. They are sources of food and other resources.
c. They are a source for medicines and other chemicals.
d. All of the above.
4. Suppose that planktons are small autotrophs that absorb energy from the sun. The shrimp
eats the plankton. The tuna eats the shrimp. The shark eats the tuna. Which of these is the
primary consumer?
a. plankton
c. shrimp
b. shark
d. tuna
5. Which of the following biomes is with permafrost and no large trees?
a. desert
c. temperate deciduous forest
b. grasslands
d. tundra
6. Which of the following is characteristic of predation?
a. One organism kills and consumes another.
b. One organism lives in or on another and benefits.
c. Two organisms live together and neither is harmed.
d. Two organisms nourish each other; both benefit.
e. Two organisms feed side by side from the same food.
7. Which land biome has more varied plant life than any other biome?
a. deciduous forest
c. tropical rain forest
b. grassland
d. tundra
8. In a food pyramid, the amount of energy that any level of organism receives decreases
a. up the pyramid
c. down the pyramid
b. in all levels
d. across the pyramid
37
9. Which of these is a consumer-producer relationship?
a. birds eating beetles
c. hawks eating rabbits
b. snakes eating frogs
d. caterpillars eating tomatoes
10. The relationship in which one organism is helped and the other is harmed is known as
a. commensalisms
c. parasitism
b. mutualism
d. symbiosis
11. All of the following are abiotic factors EXCEPT:
a. air
c. soil
b. animals
d. sunlight
12. Freshwater biomes include all of the following EXCEPT:
a. estuaries
c. ponds
b. lakes
d. rivers
13. The level of the food chain which contains the most energy are the:
a. decomposers
c. omnivores
b. herbivores
d. producers
14. Which of the following is NOT a way to prevent extinction?
a. preserving natural areas
b. keeping endangered animals as pets
c. breeding endangered animals in captivity
d. reintroducing endangered animals to nature
15. How might products be designed so that they are more "environment-friendly"?
a. Less energy should be required for their use.
b. Less energy should be used in their manufacture.
c. Products should be designed to be recycled or reused.
d. All of the above make products more "environment-friendly"
16. It is considered as the largest biome in the world, what is it?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
17. In this biome, only lichens and mosses dominate the place and no trees. What is this
biome?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
18. What biome is found in along 30 degrees latitude north and 30 degrees latitude south?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
19. Which of the following are included in freshwater biomes?
a. Pond
b. Stream
c. Lake
d. Sea
20. They provide much of the world’s oxygen supply and take in huge amounts of carbon
dioxide.
38
21.
22.
23.
24.
25.
26.
27.
28.
29.
a. Fish
b. Algae
c. Plants
d. Both b and c
e. None of the above
What kind of tropic interaction when one member benefits while the other is not harmed?
a. Mutualism
b. Commensalism
c. Competition
d. Herbivory
In this trophic interaction one member kills and utilizes the other member.
a. Predation
b. Parasitism
c. Competition
d. Commensalism
Which of the following best describes competition as trophic interaction?
a. Members are both benefited from the interaction
b. One member benefits while the other is harmed
c. Two or more species compete for a limited resource
d. Consumes flora
What is a food relationship that shows the flow of energy in an environment?
a. Ecosystem
b. Food web
c. Food chain
d. Ecological balance
Interlocking food chains is referred to as?
a. Ecosystem
b. Food web
c. Food chain
d. Ecological balance
What is the amount of energy available at each successive level?
a. Trophic Level
b. Biological Level
c. Food Chain
d. Food Web
The transfer of energy from one organism to another remains at 100%
a. True
b. False
c. Either a or b
In an ecosystem, what is considered as the primary consumers?
a. Carnivores
b. Planktons
c. Plants
d. Herbivores
What is then considered as the secondary consumer?
a. Animals
b. Herbivores
c. Carnivores
d. Humans
39
30. Everything that surrounds us is part of what?
a. Ecosystem
b. Environment
c. Ecology
d. All of the above
31. These are believed to be contributing to an increase in average global temperatures. What
are these?
a. Natural events and human activities
b. Global warming and Climate Change
c. Greenhouse gases
d. All of the above
32. The following are the impacts of Global Warming, EXCEPT;
a. Extreme Weather Patterns
b. Rapid changes in global temperature
c. Ecosystem Impacts
d. Lowering Sea Level
33. Why do we cut down trees?
a. When the population grows, people cut down trees to clear space to build houses,
schools, factories, and other buildings
b. People may clear land to plant crops and feed livestock.
c. All the trees in an area are cut and sold for lumber and paper.
d. All of the above
34. The following are the value on why we save endangered species, EXCEPT;
a. Aesthetic/Recreational
b. Commercial
c. Agricultural
d. Ecological
e. Political
35. Our planet is continually changing, causing habitats to be altered and modified. Natural
changes tend to occur at a gradual pace, usually causing only a slight impact on individual
species. What is this factor that may lead to a species endangerment?
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
36. This factor refers to native species that are part of a specific geographic area.
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
37. A species that faces this factor may become severely endangered or even extinct due to the
rate in which the species is being used, what factor is this?
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
40
38. What is the best known mammals of the Ice Age?
a. Bison
b. Woolly mammoths
c. Musk Ox
d. Moose
39. What is the ultimate fate of energy?
a. To be lost as heat
b. To be consumed
c. To be transferred
d. To be recycled
40. Which of the following best describes an earth-friendly situation?
a. conserve fuel and water
b. recycle old papers and plastic containers
c. buy fruits and vegetables that are wrapped in plastic
d. decomposing of biodegradable materials
Thank you very much!
Prepared by: BSEd – Science 4A Research Group no.7
41
KEY TO CORRECTIONS
PRETEST FOR GRADE 7 STUDENTS
Biology: Ecosystem
1. B
11. B
21. A
31. B
2. C
12. A
22. D
32. A
3. D
13. C
23. D
33. D
4. B
14. C
24. E
34. B
5. D
15. B
25. C
35. D
6. A
16. A
26. A
36. B
7. C
17. B
27. D
37. A
8. A
18. D
28. B
38. C
9. D
19. C
29. A
39. D
10. C
20. D
30. C
40. D
42
POST-TEST FOR GRADE 7 STUDENTS
Biology: Ecosystem
Name (optional):__________________________________________________________
Grade and Section: ________________________________ Age: _____ Sex: F___ M___
(Note: This questionnaire serves as an instrument in gathering information in the study:
Assessment of Students' Performance in Biology: Basis for Development of Quick-Draw as
Enhancement Activities. Kindly answer all the items in the questionnaire without fear or
reservation. Rest assured that all data given will be dealt with highest confidentiality and for
research purpose only.)
Very truly yours,
The Researchers
Direction: Encircle the letter of the correct answer.
1. Which of the following does not describe an earth-friendly situation?
a. conserve fuel and water
b. recycle old papers and plastic containers
c. buy fruits and vegetables that are wrapped in plastic
d. decomposing of biodegradable materials
2. What is the ultimate fate of energy?
a. To be lost as heat
b. To be consumed
c. To be transferred
d. To be recycled
3. What is the best known mammals of the Ice Age?
a. Bison
b. Woolly mammoths
c. Musk Ox
d. Moose
4. A species that faces this factor may become severely endangered or even extinct due to the
rate in which the species is being used, what factor is this?
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
5. This factor refers to native species that are part of a specific geographic area.
a. Alien species
b. Habitat change
c. Habitat destruction
d. Overexploitation
6. Our planet is continually changing, causing habitats to be altered and modified. Natural
changes tend to occur at a gradual pace, usually causing only a slight impact on individual
species. What is this factor that may lead to a species endangerment?
a. Alien species
43
b. Habitat change
c. Habitat destruction
d. Overexploitation
7. The following are the value on why we save endangered species, EXCEPT;
a. Aesthetic/Recreational
b. Commercial
c. Agricultural
d. Ecological
e. Political
8. Why Do We Cut Down Trees?
a. When the population grows, people cut down trees to clear space to build houses,
schools, factories, and other buildings
b. People may clear land to plant crops and feed livestock.
c. All the trees in an area are cut and sold for lumber and paper.
d. All of the above
9. The following are the impacts of Global Warming, EXCEPT;
a. Extreme Weather Patterns
b. Rapid changes in global temperature
c. Ecosystem Impacts
d. Lowering Sea Level
10. These are believed to be contributing to an increase
in average global temperatures.
What are these?
a. Natural events and human activities
b. Global warming and Climate Change
c. Greenhouse gases
d. All of the above
11. Everything that surrounds us is part of what?
a. Ecosystem
c. Ecology
b. Environment
d. All of the above
12. In an ecosystem, what is considered as the primary consumers?
a. Carnivores
c. Plants
b. Planktons
d. Herbivores
13. What is then considered as the secondary consumer?
a. Animals
c. Carnivores
b. Herbivores
d. Humans
14. The transfer of energy from one organism to another remains at 100%
a. True
c. Either a or b
b. False
15. What is the amount of energy available at each successive level?
a. Trophic Level
c. Food Chain
b. Biological Level
d. Food Web
16. Interlocking food chains is referred to as?
a. Ecosystem
b. Food web
c. Food chain
d. Ecological balance
44
17. What is a food relationship that shows the flow of energy in an environment?
a. Ecosystem
b. Food web
c. Food chain
d. Ecological balance
18. Which of the following best describes competition as trophic interaction?
a. Members are both benefited from the interaction
b. One member benefits while the other is harmed
c. Two or more species compete for a limited resource
d. Consumes flora
19. In this trophic interaction one member kills and utilizes the other member.
a. Predation
c. Competition
b. Parasitism
d. Commensalism
20. What kind of tropic interaction when one member benefits while the other is not harmed?
a. Mutualism
c. Competition
b. Commensalism
d. Herbivory
21. They provide much of the world’s oxygen supply and take in huge amounts of carbon
dioxide.
a.
b.
c.
d.
e.
Fish
Algae
Plants
Both b and c
None of the above
22. Which of the following is NOT included in freshwater biomes?
a. Pond
b. Stream
c. Lake
d. Sea
23. What biome is found in along 30 degrees latitude north and 30 degrees latitude south?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
24. In this biome, only lichens and mosses dominate the place and no trees. What is this biome?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
25. It is considered as the largest biome in the world, what is it?
a. Tundra
b. Taiga
c. Deserts
d. All of the above
26. How might products be designed so that they are more "environment-friendly"?
a. Less energy should be required for their use.
b. Less energy should be used in their manufacture.
45
c. Products should be designed to be recycled or reused.
d. All of the above make products more "environment-friendly".
27. Which of the following is NOT a way to prevent extinction?
a. preserving natural areas
b. keeping endangered animals as pets
c. breeding endangered animals in captivity
d. reintroducing endangered animals to nature
28. The level of the food chain which contains the most energy are the:
a. decomposers
c. omnivores
b. herbivores
d. producers
29. Freshwater biomes include all of the following EXCEPT:
a. estuaries
c. ponds
b. lakes
d. rivers
30. All of the following are abiotic factors EXCEPT:
a. air
c. soil
b. animals
d. sunlight
31. The relationship in which one organism is helped and the other is harmed is known as
a. commensalisms
c. parasitism
b. mutualism
d. symbiosis
32. Which of these is a consumer-producer relationship?
a. birds eating beetles
c. hawks eating rabbits
b. snakes eating frogs
d. caterpillars eating tomatoes
33. In a food pyramid, the amount of energy that any level of organism receives decreases
a. up the pyramid
c. down the pyramid
b. in all levels
d. across the pyramid
34. Which land biome has more varied plant life than any other biome?
a. deciduous forest
c. tropical rain forest
b. grassland
d. tundra
35. Which of the following is characteristic of predation?
a. One organism kills and consumes another.
b. One organism lives in or on another and benefits.
c. Two organisms live together and neither is harmed.
d. Two organisms nourish each other; both benefit.
e. Two organisms feed side by side from the same food.
36. Which of the following biomes is with permafrost and no large trees?
a. desert
c. temperate deciduous forest
b. grasslands
d. tundra
37. Suppose that planktons are small autotrophs that absorb energy from the sun. The shrimp
eats the plankton. The tuna eats the shrimp. The shark eats the tuna. Which of these is the
primary consumer?
a. plankton
c. shrimp
b. shark
d. tuna
38. Why should we care about the rainforests?
a. They provide or nurture biodiversity.
b. They are sources of food and other resources.
c. They are a source for medicines and other chemicals.
46
d. All of the above.
39. Which action can have the greatest impact on reducing the threat of global warming?
a. composting
c. reducing
b. recycling
d. planting a tree
40. What is generally agreed upon as being the greatest threat to our wildlife resources?
a. global warming
c. ozone depletion
b. habitat loss
d. pollution
Thank you very much!
Prepared by: BSEd – Science 4A Research Group no.7
47
KEY TO CORRECTIONS
POST-TEST FOR GRADE 7 STUDENTS
Biology: Ecosystem
11. B
21. D
31. C
2. A
12. D
22. D
32. D
3. B
13. C
23. C
33. A
14. B
24. A
34. C
15. A
25. B
35. A
16. B
26. D
36. D
8. D
17. C
27. B
37. B
9. D
18. C
28. A
38. D
10. A
19. A
29. A
39. C
20. B
30. A
40. B
1. C
4. D
5. A
6. C
7. E
48
Appendix I: Statistical Analysis
Cronbach’s Alpha
RELIABILITY
/VARIABLES=Item_1 Item_2 Item_3 Item_4 Item_5 Item_6 Item_7 Item_8 Item_9 Item_10
Item_11 Item_12
Item_13 Item_14 Item_15 Item_16 Item_17 Item_18 Item_19 Item_20 Item_21 Item_22
Item_23 Item_24
Item_25 Item_26 Item_27 Item_28 Item_29 Item_30 Item_31 Item_32 Item_33 Item_34
Item_35 Item_36
Item_37 Item_38 Item_39 Item_40
/SCALE(‘ALL VARIABLES’) ALL
/MODEL=ALPHA
/STATISTICS=DESCRIPTIVE SCALE CORR
/SUMMARY=TOTAL.
Reliability
Notes
Output Created
29-NOV-2021 21:30:11
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
N of Rows in Working
Data File
30
Matrix Input
Missing Value
Handling
Definition of Missing
User-defined missing
values are treated as
missing.
Cases Used
Statistics are based on
all cases with valid data
for all variables in the
procedure.
49
Syntax
RELIABILITY
/VARIABLES=Item_1
Item_2 Item_3 Item_4
Item_5 Item_6 Item_7
Item_8 Item_9 Item_10
Item_11 Item_12
Item_13 Item_14
Item_15 Item_16
Item_17 Item_18
Item_19 Item_20
Item_21 Item_22
Item_23 Item_24
Item_25 Item_26
Item_27 Item_28
Item_29 Item_30
Item_31 Item_32
Item_33 Item_34
Item_35 Item_36
Item_37 Item_38
Item_39 Item_40
/SCALE(‘ALL
VARIABLES’) ALL
/MODEL=ALPHA
/STATISTICS=DESCR
IPTIVE SCALE CORR
/SUMMARY=TOTAL.
Resources
Processor Time
00:00:00.03
Elapsed Time
00:00:00.02
50
[DataSet0]
Warnings
The determinant of the covariance matrix is zero or approximately zero. Statistics based on
its inverse matrix cannot be computed and they are displayed as system missing values.
Scale: ALL VARIABLES
Case Processing Summary
N
Cases
%
Valid
30
100.0
0
.0
30
100.0
Excludeda
Total
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach’s Alpha
Cronbach’s Alpha Based on
Standardized Items
.865
N of Items
.862
REMARKS: Test questionnaire is reliable (Cronbach’s alpha value = 0.856)
40
51
Item Statistics
Mean
Std. Deviation
N
Item_1
.4333
.50401
30
Item_2
.2000
.40684
30
Item_3
.8000
.40684
30
Item_4
.1667
.37905
30
Item_5
.3667
.49013
30
Item_6
.7667
.43018
30
Item_7
.7667
.43018
30
Item_8
.4667
.50742
30
Item_9
.5000
.50855
30
Item_10
.5333
.50742
30
Item_11
.8000
.40684
30
Item_12
.9000
.30513
30
Item_13
.7000
.46609
30
Item_14
.3667
.49013
30
Item_15
.5333
.50742
30
Item_16
.4333
.50401
30
Item_17
.4667
.50742
30
Item_18
.6000
.49827
30
Item_19
.3333
.47946
30
52
Item_20
.5000
.50855
30
Item_21
.5333
.50742
30
Item_22
.6000
.49827
30
Item_23
.3667
.49013
30
Item_24
.5333
.50742
30
Item_25
.6000
.49827
30
Item_26
.5000
.50855
30
Item_27
.5333
.50742
30
Item_28
.4000
.49827
30
Item_29
.4333
.50401
30
Item_30
.3333
.47946
30
Item_31
.3000
.46609
30
Item_32
.5333
.50742
30
Item_33
.6667
.47946
30
Item_34
.4333
.50401
30
Item_35
.4667
.50742
30
Item_36
.2000
.40684
30
Item_37
.3333
.47946
30
Item_38
.7000
.46609
30
Item_39
.3000
.46609
30
53
Item_40
.1000
.30513
30
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach’s
Alpha if
Item
Deleted
Item_1
19.0667
54.961
.269
.
.863
Item_2
19.3000
54.631
.404
.
.861
Item_3
18.7000
54.631
.404
.
.861
Item_4
19.3333
54.713
.422
.
.861
Item_5
19.1333
53.085
.546
.
.857
Item_6
18.7333
55.375
.260
.
.863
Item_7
18.7333
54.616
.381
.
.861
Item_8
19.0333
52.240
.644
.
.855
Item_9
19.0000
56.138
.109
.
.867
Item_1
0
18.9667
54.309
.355
.
.862
18.7000
55.666
.229
.
.864
Item_1
2
18.6000
56.731
.087
.
.866
Item_1
3
18.8000
54.441
.373
.
.861
Item_1
1
54
Item_1
4
19.1333
53.775
.446
.
.860
Item_1
5
18.9667
55.757
.160
.
.866
Item_1
6
19.0667
55.237
.231
.
.864
Item_1
7
19.0333
53.551
.460
.
.859
Item_1
8
18.9000
54.093
.393
.
.861
Item_1
9
19.1667
54.213
.394
.
.861
Item_2
0
19.0000
58.345
-.178
.
.873
Item_2
1
18.9667
52.654
.586
.
.856
Item_2
2
18.9000
52.714
.589
.
.856
Item_2
3
19.1333
54.395
.358
.
.862
Item_2
4
18.9667
52.309
.635
.
.855
Item_2
5
18.9000
52.783
.579
.
.857
Item_2
6
19.0000
53.310
.492
.
.859
Item_2
7
18.9667
54.723
.299
.
.863
55
Item_2
8
19.1000
52.645
.599
.
.856
Item_2
9
19.0667
52.547
.605
.
.856
Item_3
0
19.1667
53.730
.464
.
.859
Item_3
1
19.2000
56.372
.091
.
.867
Item_3
2
18.9667
54.792
.290
.
.863
Item_3
3
18.8333
53.799
.454
.
.860
Item_3
4
19.0667
55.306
.222
.
.865
Item_3
5
19.0333
56.861
.014
.
.869
Item_3
6
19.3000
56.424
.104
.
.866
Item_3
7
19.1667
54.764
.314
.
.862
Item_3
8
18.8000
54.993
.291
.
.863
Item_3
9
19.2000
55.545
.210
.
.865
Item_4
0
19.4000
56.317
.178
.
.864
56
Scale Statistics
Mean
19.5000
Variance
Std. Deviation
57.224
N of Items
7.56466
40
Mean
DESCRIPTIVES VARIABLES=Pretest Post_test
/STATISTICS=MEAN STDDEV.
Descriptives
Notes
Output Created
Comments
Input
Missing Value
Handling
11-JAN-2022 11:42:30
Active Dataset
Filter
Weight
Split File
N of Rows in Working
Data File
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
Elapsed Time
DataSet0
<none>
<none>
<none>
40
User defined missing
values are treated as
missing.
All non-missing data are
used.
DESCRIPTIVES
VARIABLES=Pretest
Post_test
/STATISTICS=MEAN
STDDEV.
00:00:00.00
00:00:00.00
57
[DataSet0]
Descriptive Statistics
N
Mean
Std. Deviation
Pretest
40 19.4250
6.58237
Post_test
40 28.2750
9.43259
Valid N (listwise)
40
T-TEST PAIRS=Pretest WITH Post_test (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.
T-Test
Notes
Output Created
Comments
Input
Missing Value
Handling
11-JAN-2022 11:43:12
Active Dataset
Filter
Weight
Split File
N of Rows in Working
Data File
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
DataSet0
<none>
<none>
<none>
40
User defined missing
values are treated as
missing.
Statistics for each
analysis are based on the
cases with no missing or
out-of-range data for any
variable in the analysis.
T-TEST PAIRS=Pretest
WITH Post_test
(PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS
.
00:00:00.00
58
Elapsed Time
Pair 1
Pretest
Post_test
00:00:00.00
Paired Samples Statistics
Mean
N
Std.
Deviation
19.4250
40
6.58237
28.2750
40
9.43259
Std. Error
Mean
1.04076
1.49142
Paired Samples Correlations
N
Correlation
Pair 1
Pretest & Post_test
Mean
P
a
ir
1
Pretes
t–
Post
test
8.850
00
40
Sig.
.105
Paired Samples Test
Paired Differences
Std.
Std.
95%
Devia
Error
Confidence
tion
Mean
Interval of the
Difference
Lowe
Upper
r
10.92
1.726
058
69
12.34
5.357
257
43
.519
t
df
Sig.
(2tailed
)
5.1
25
39
.000
59
Appendix J: Holistic Rubric
Rubric for rating the work/drawing of the participants:
Points
Criteria
5
Directions were followed. Use of own unique ideas and imagination.
Well organized drawing that represents the term presented with labels.
No erasures, the use of colors and/or pen are clean, drawings are
recognizable. The work was done upon the given time and presentable
drawing.
4
Followed most directions. Use of some creativity. Drawings are
organized but without labels. No erasures but colors and drawing were
not clean. Work with enough time but not presentable drawings.
3
Followed some directions. Use of few creative details. Drawings are not
organized and without labels. Has erasures and use of colors are not
clean. Small effort are shown, as some of the details are absent.
2
None of the directions were followed. No creativity being shown. Lack
of drawings and without labels. Has erasures and no colors at all.
Rushed through and did not work on the drawing.
1
Needs improvement. No work submitted.
Rubric adapted from Lesson Plans for Grade-School Teachers (Smith, 2021).
60
Appendix K: Intervention
Date: November, 16 2021
 Conducting Diagnostic test
 Short Orientation
Date: December 6, 2021


First Intervention
Lesson 1: Ecosystem Ecology
61
62
63
Date: December 07, 2021
 Second Intervention
 Lesson 2: Interaction in the Ecosystem
64
65
Date: December 14, 2021


Third Intervention
Lesson 3: Energy Flow in the Ecosystem
66
67
Date: December 20, 2021
 Last Intervention
 Lesson 4: Environmental Issues