Kinesthetic learning approach and process skills in science laboratory activities

https://doi.org/10.35912/jshe.v5i1.2086
Published: Nov 5, 2024

Abstract:

Abstract

Purpose: This study aimed to determine the influence of students’ kinesthetic learning approach on e-learning process skills in a science laboratory during the COVID-19 Pandemic.

Research methodology: This quantitative study utilized a descriptive-correlational approach. This study administered two sets of survey questionnaires: an adapted survey questionnaire and a validated researcher-made questionnaire to determine the level of kinesthetic learning approach on e-learning and the level of students’science process skills. Mean and Pearson’s r were the statistical tools used in this study. Further, there is no significant relationship between the kinesthetic learning approach of students and their science process skills.

Results: The findings showed that the level of kinesthetic learning approach of the students on e-learning in the new normal education is average and contributory to these findings were critical thinking, collaborative skills, creativity and innovation, and technology application. Meanwhile, the level of students’ process skills in performing laboratory activities in science is high; specifically, the indicator basic science process skills are high and integrated science process skills are high.

Limitations: Using a complete enumeration technique, 128 Grade 9 students during the school year 2021-2022 were selected based on the criterion that they experienced conducting science laboratory activities in a new normal setting.

Contribution: The findings of the study were deemed significant to students, teachers, school administrators, and future researchers because they highlighted the need to align learning approaches to the learning needs of students, specifically in the science learning process, for them to actively engage and participate in learning.

Keywords: Kinesthetic learning approach to e-learning, science process skills, science, grade 9 students, quantitative study descriptive-correlational approach.

How to Cite: Legaspino, D., Yanong, C. G. F., Anino, R. J. C., Wenceslao, N., Tolin, M. C., & Caparas, J. T. S. (2024). Kinesthetic learning approach and process skills in science laboratory activities.

Journal of Social, Humanity, and Education/ Vol4No4, 277-297.

Keywords:
1. Kinesthetic learning approach to e-learning
2. science process skills
3. science, grade 9 students
4. quantitative study descriptive-correlational approach
Authors:
1 . Daphne Legaspino
St. Mary’s College of Tagum, Inc., Tagum City, Davao del Norte, Philippines
2 . Chylsea Gelyn Yanong
St. Mary’s College of Tagum, Inc., Tagum City, Davao del Norte, Philippines
3 . Noemi Wenceslao
St. Mary’s College of Tagum, Inc., Tagum City, Davao del Norte, Philippines
4 . Rosejhon Joy Anino
St. Mary’s College of Tagum, Inc., Tagum City, Davao del Norte, Philippines
5 . Margarito Tolin
St. Mary’s College of Tagum, Inc., Tagum City, Davao del Norte, Philippines
6 . Jhonnelle Tien Caparas
St. Mary’s College of Tagum, Inc., Tagum City, Davao del Norte, Philippines
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How to Cite
Legaspino, D., Yanong, C. G., Wenceslao, N., Anino, R. J., Tolin , M., & Caparas, J. T. (2024). Kinesthetic learning approach and process skills in science laboratory activities. Journal of Social, Humanity, and Education, 5(1), 1–21. https://doi.org/10.35912/jshe.v5i1.2086
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Vol. 5 No. 1 (2024): November
Articles
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References

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    Sansom, R. L. (2020). Pressure from the Pandemic: pedagogical dissatisfaction reveals faculty beliefs. Journal of chemical education, 97(9), 2378-2382.

    Santos, M. D., & David, A. P. (2017). Self-and teacher-assessment of science process skills. The Normal Lights, 11(1).

    Sauro, K. (2022). The effects of incorporating kinesthetic learning on learning outcomes and on-task behavior.

    Staff, E. (2017). Kinesthetic Learning: A Hands-On Approach to Teach the Public About EM.

    Susanti, R., & Anwar, Y. (2019). Implementation of learning based on scientific approach to improve science process skills of biology education students in general biology course. Paper presented at the Journal of Physics: Conference Series.

    trietiak. (2020). Online Collaborative Learning in Higher Education: A Review of the Literature.

    UTA. (2017). Importance of Science Education in Schools.

    Williams, T. (2021). Why Is Quantitative Research Important?

    Willits, C. (2020). PA Virtual School Newsroom

    Wood, N., & Sereni-Massinger, C. (2016). Engaging online kinesthetic learners in active learning. Paper presented at the N. Callaos, J. Horne, M. Savoie, B. Sanchez, & A. Tremante, Proceedings of the 7th International Multi-Conference on Complexity, Informatics and Cybernetics and Society and Information Technologies.

    Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420.

    Zeidan, A. H., & Jayosi, M. R. (2015). Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World journal of Education, 5(1), 13-24.

  1. Abd Rauf, R. A., Rasul, M. S., Mans, A. N., Othman, Z., & Lynd, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science, 9(8), 1911-2017.
  2. Abedini, Y. (2020). Students’ creativity in virtual vs. Classroom courses on the basis of their personality traits: A prediction study. Electronic Journal of E-Learning, 18(6), pp525?536-pp525?536.
  3. Adkins, D. G. (2020). Effects of Hands-On Experiences on Student Achievement, Interest, and Attitude in Chemistry.
  4. Aktamis, H., & Ergin, Ö. (2008). The effect of scientific process skills education on students' scientific creativity, science attitudes and academic achievements. Paper presented at the Asia-Pacific forum on science learning and teaching.
  5. AlMahdawi, M., Senghore, S., Ambrin, H., & Belbase, S. (2021). High school students’ performance indicators in distance learning in chemistry during the COVID-19 pandemic. Education Sciences, 11(11), 672.
  6. Babinc?a?kova?, M. r., & Bernard, P. (2020). Online experimentation during COVID-19 secondary school closures: Teaching methods and student perceptions. Journal of chemical education, 97(9), 3295-3300.
  7. Balmeo, M. G. (2022). Junior High School Students' Science Process Skills Evaluation through Alternative Laboratory Experiment. Online Submission, 2(1), 72-86.
  8. Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning: BCcampus.
  9. Bhandari, P. (2023). Correlational Research | When & How to Use.
  10. Bilgin, I. (2006). THE EFFECTS OF HANDS-ON ACTIVITIES INCORPORATING A COOPERATIVE LEARNING APPROACH ON EIGHT GRADE STUDENTS'SCIENCE PROCESS SKILLS AND ATTITUDES TOWARD SCIENCE. Journal of Baltic Science Education(9).
  11. Christensen, D. (2019). How does technology affect education?
  12. Coronado, R. (2019). Correlations between Science Process Skills and Test-Taking Abilities among Grade VIII Students: Input in Designing Test Matrix. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2B).
  13. Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking in an online, project-based course. Computers in Human Behavior, 119, 106705.
  14. Esjeholm, B.-T. (2012). The relation between students’ creativity and technological knowledge in cross-curricular technology and design projects. Paper presented at the PATT 26 Conference.
  15. Everett, D. (2018). How to teach rate experiments.
  16. Fugarasti, H., Ramli, M., & Muzzazinah, M. (2019). Undergraduate students’ science process skills: A systematic review. Paper presented at the AIP Conference Proceedings.
  17. Huezo, E. (2017). Benefits of Collaborative Assignments in Online Courses.
  18. Irwanto, I., Rohaeti, E., Widjajanti, E., & Suyanta, S. (2017). Students’ science process skill and analytical thinking ability in chemistry learning. Paper presented at the AIP Conference Proceedings.
  19. Khayotha, J., Sitti, S., & Sonsupap, K. (2015). The Curriculum Development for Science Teachers' Training: The Action Lesson Focusing on Science Process Skills. Educational Research and Reviews, 10(20), 2674-2683.
  20. Kramer, M., Olson, D., & Walker, J. (2018). Design and assessment of online, interactive tutorials that teach science process skills. CBE—Life Sciences Education, 17(2), ar19.
  21. Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality?based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034-2049.
  22. Maranan, V. M. (2017). Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance. Online Submission.
  23. McCombes, S. (2019). Descriptive Research | Definition, Types, Methods & Examples.
  24. McLeod, S. (2018). Questionnaire: Definition, examples, design and types. Simply psychology, 78, 350-365.
  25. Noris, M., & Saputro, S. (1970). The Virtual Laboratory Based on Problem Based Learning to Improve Students' Critical Thinking Skills. European Journal of Mathematics and Science Education, 3(issue-1-june-2022), 35-47.
  26. Pacifico, E., & Prudente, M. (2021). Grade 12 STEM students’ perceptions and experiences in home-grown chemistry experiments. Paper presented at the DLSU Research Congress.
  27. Padilla, M. J. (1986). The Science Process Skills. Research Matters... To the Science Teacher.
  28. Pegg, M. (2017). D is for Dewey: His approach to education. Retrieved from.
  29. Prabha, S. (2016). Laboratory experiences for prospective science teachers: A meta-analytic review of issues and concerns. European Scientific Journal, 12(34), 235-250.
  30. Research, L. n. d. Total population sampling.
  31. Room, T. G. Making Science Fun: STEM Education And Kinesthetic Learning.
  32. Safaah, E., Muslim, M., & Liliawati, W. (2017). Teaching science process skills by using the 5-stage learning cycle in junior high school. Paper presented at the Journal of Physics: Conference Series.
  33. Salam, H., Setiawan, A., & Hamidah, I. (2010). Pembelajaran berbasis virtual laboratory untuk meningkatkan penguasaan konsep pada materi listrik dinamis. Paper presented at the Proceedings of The 4th International Conference on Teacher Education.
  34. Samsudin, M. A., Haniza, N. H., Talib, C. A., & Ibrahim, H. M. M. (2015). The relationship between multiple intelligences with preferred science teaching and science process skills. Journal of Education and Learning, 9(1), 53-59.
  35. Sansom, R. L. (2020). Pressure from the Pandemic: pedagogical dissatisfaction reveals faculty beliefs. Journal of chemical education, 97(9), 2378-2382.
  36. Santos, M. D., & David, A. P. (2017). Self-and teacher-assessment of science process skills. The Normal Lights, 11(1).
  37. Sauro, K. (2022). The effects of incorporating kinesthetic learning on learning outcomes and on-task behavior.
  38. Staff, E. (2017). Kinesthetic Learning: A Hands-On Approach to Teach the Public About EM.
  39. Susanti, R., & Anwar, Y. (2019). Implementation of learning based on scientific approach to improve science process skills of biology education students in general biology course. Paper presented at the Journal of Physics: Conference Series.
  40. trietiak. (2020). Online Collaborative Learning in Higher Education: A Review of the Literature.
  41. UTA. (2017). Importance of Science Education in Schools.
  42. Williams, T. (2021). Why Is Quantitative Research Important?
  43. Willits, C. (2020). PA Virtual School Newsroom
  44. Wood, N., & Sereni-Massinger, C. (2016). Engaging online kinesthetic learners in active learning. Paper presented at the N. Callaos, J. Horne, M. Savoie, B. Sanchez, & A. Tremante, Proceedings of the 7th International Multi-Conference on Complexity, Informatics and Cybernetics and Society and Information Technologies.
  45. Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420.
  46. Zeidan, A. H., & Jayosi, M. R. (2015). Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World journal of Education, 5(1), 13-24.