Vic Marie I. Camacho

Philippine Normal University

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Ruel A. Avilla

Philippine Normal University

Adolfo P. Roque

Philippine Normal University

Arlyne C. Marasigan

Philippine Normal University

Janir T. Datukan

Philippine Normal University

Nelson Torres García

Universidad de Ciencias Médicas de Pinar del Río

Virgil Duad

Philippine Normal University

Fidela Q. Arañes

Technological University of the Philippines

Jose Paolo O. Bantang

De La Salle University

Crist John M. Pastor

Philippine Normal University

Crisanta A. Ocampo

Philippine Normal University

Cooperative Institutions

Philippine Normal University

De La Salle University

Creative Commons

National University

Technological University of the Philippines

University of Santo Tomas

Universidade de Santo Amaro

Central Luzon State University

Polytechnic University of the Philippines

Dr. Jose N. Rodriguez Memorial Hospital

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Predict-Explain (peoe) Approach: Tool in Relating Metacognition to Achievement in Chemistry

Ann Bajar-Sales Ruel A. Avilla Vic Marie I. Camacho

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Rapid wave and storm surge warning system for tropical cyclones in Mexico

2015 AGU Fall Meeting (2015)

Christian M. Appendini Michel Rosengaus R. Meza Vic Marie I. Camacho

Storm Surge

Extratropical cyclone

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Appraisal on the Knowledge of Water Code and Perceptions on Water Management Practices and Wastewater Management of the Department of Physical Sciences

The Normal Lights (2012)

Vic Marie I. Camacho

This study appraised the respondents' knowledge of water code and perception of water efficiency practices and wastewater management in the Department of Physical Sciences at PNU. Results showed that respondents were knowledgeable in the general provisions of the Water Code of the Philippines; however, the university needs to revisit the provisions on appropriations, and control of water. The respondents perceived that there is enough supply of water in their homes, but not in the university, and are willing to pay for water services. They practice water conservation at home and in the university as much as perceive that the university has done efforts in water conservation. The study recommends that wastewater be treated since the respondents are willing to pay for such service. Also the university must actively pursue a vigorous campaign on water conservation as well as create an Environmental Management Division to address environmental issues including water management. Finally, water conservation be included in the Earth and Environmental Science curriculum.

Code of practice

10.56278/tnl.v6i1.73

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Assessing Conceptual Understanding in Chemistry Using Representation

Advanced Science Letters (2018)

Ryan Lansangan Antriman V. Orleans Vic Marie I. Camacho

Representation

10.1166/asl.2018.12459

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Predict-Explain-Observe-Explain (PEOE) Approach: Tool in Relating Metacognition to Achievement in Chemistry.

Princess Ann Bajar-Sales Ruel A. Avilla Vic Marie I. Camacho

The study was conducted to investigate the effectiveness of Predict-Explain-Observe-Explain (PEOE) approach to student’s performance in chemistry. This study also determined the correlation of metacognition to student achievement. Specifically, it sought to find out: (1)if there is a significant difference between the pretest and posttest scores of the metacognitive group (MG); (2) if there is a significant difference between the pretest and posttest scores of the comparison group (CG); (3 ) if there is a significant difference between the posttest scores of the MG and CG; (4) if there is a significant relationship between the metacognitive awareness and achievement in chemistry; (5) the domains of metacognitive awareness should be that are evident among MG and CG; and (6) the learning strategies that the students utilized during the accomplishment of the PEOE tasks. This quasi-experimental study used seven (7) developed tasks employing PEOE approach to promote metacognition. Instruments such as Metacognitive Awareness Inventory (MAI) to measure students’ metacognitive awareness, and teacher-made summative test in Chemistry were used. Students’ journal entries were also culled to validate the data and looked for unique responses that would arise from the comparison (CG) or experimental (MG) group. Results showed that both groups had significantly improved posttest scores, with MG gaining significantly higher posttest scores. For metacognition awareness, while both groups preferred procedural knowledge in the knowledge of cognition domain, they differ in the regulation domain where CG preferred comprehension monitoring while MG favored using debugging strategies. Other learning strategies identified by MG are cooperation, communication and focus on their goal.

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Towards Developing Science of Survival (SOS) Pamphlets for "Typhoon, Flashflood, Storm Surge and Tsunami" and for "Earthquakes and Their Aftermath": A Pilot Study.

International Electronic Journal of Environmental Education (2017)

Gladys C. Nivera Vic Marie I. Camacho Shila Rose D. Sia Ruel A. Avilla Benilda Butron

The catastrophic devastation from recent natural calamities in the Philippines such as Typhoon Yolanda and Central Visayas earthquake in 2013 had made disaster preparedness a primary concern in the country. Prompted by the critical need to use science to save lives, this study developed Science of Survival (SOS) pamphlets titled When the Wind Rages and Water Rises: A Science of Survival Pamphlet for Typhoon, Flashflood, Storm Surge and Tsunami and When the Earth Moves: A Science of Survival Pamphlet for Earthquakes and Their Aftermath (Liquefaction, Fire, Landslide and Tsunami). The study used the` developmental research design consisting of three phases: needs and context analysis phase, design, development and formative evaluation phase, and semi-summative evaluation phase. By carefully documenting the iterative process of analysis, design, evaluation and revision, insights were sought with regard to the development of pamphlets that provide useful and scientifically accurate information about surviving natural calamities such as typhoons and earthquakes. Experts from government agencies involved in disaster risk reduction and management, science experts in the university, and students who were victims of major disasters reviewed and evaluated the pamphlets. The results of the semi-summative quantitative evaluation showed that both pamphlets are highly acceptable as supplementary resource materials on disaster response and management.

Typhoon

Storm Surge

Preparedness

Natural hazard

Disaster risk reduction

10.18497/iejee-green.74135

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Initial Validation of the Chemistry MicroLab Kit (Chem. μLab Kit) in Facilitating Learning of Selected Chemistry Concepts for K-12 Science

The Normal Lights (2015)

Crist John M. Pastor Fidela Q. Arañes Janir T. Datukan Virgil Duad Jose Paolo O. Bantang

The introduction of the Chemistry MicroLab Kit (CμLK) aims to assist student learning of chemistry in a more interactive and practical way. Each kit was designed to address certain topics in chemistry that may otherwise be too abstract to do in a lecture-discussion set up. Among the many topics tackled in secondary school, 13 undergraduate students were hand- picked for this preliminary study. The test subjects for this initial phase of the research both majors and non-majors, were currently enrolled in a Chemistry course. It was also triedout at the Institute for Teaching and Learning (formerly Center for Teaching and Learning) with selected third year students. In this preliminary study, the students found three activities to be interesting and well-balanced: Gas Laws in a Box, Particulate Nature of Matter, and Solution Rules. In assessing the activities, they highly rated the easy language used for understanding the procedures, followed by setup of the experiments and a step-by-step presentation of the procedures. Initial results of the study find it a promising addition to the secondary level chemistry activities because CμLK enhances students' attitudes and motivation toward chemistry laboratory work.

10.56278/tnl.v9i2.131

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Initial Validation of the Chemistry MicroLab Kit (Chem. Î¼Lab Kit) in Facilitating Learning of Selected Chemistry Concepts for K-12 Science

The Normal Lights (2015)

Crist John M. Pastor Fidela Q. Arañes Janir T. Datukan Virgil Duad Jose Paolo O. Bantang

The introduction of the ChemistryÂ MicroLab Kit (CI¼LK) aims to assist student learning ofÂ chemistry in a more interactive and practical way. EachÂ kit was designed to address certain topics in chemistry thatÂ may otherwise be too abstract to do in a lecture-discussionÂ set up. Among the many topics tackled in secondaryÂ school, 13 undergraduate students were hand- picked forÂ this preliminary study. The test subjects for this initialÂ phase of the research both majors and non-majors, wereÂ currently enrolled in a Chemistry course. It was also triedout at the Institute for Teaching and Learning (formerly Center for Teaching and Learning) with selected third year students. In this preliminary study, the students found three activities to be interesting and well-balanced: Gas Laws in a Box, Particulate Nature of Matter, and Solution Rules. In assessing the activities, they highly rated the easy language used for understanding the procedures, followed by setup of the experiments and a step-by-step presentation of the procedures. Initial results of the study find it a promising addition to the secondary level chemistry activities because CI¼LK enhances studentsâ€™ attitudes and motivation toward chemistry laboratory work.

Presentation (obstetrics)

Chemistry Education

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The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge

KIMIKA (2016)

Jr. G. Ybañez Manolito Charmaine Sagayap Vic Marie I. Camacho

This paper aims to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors such as primary language at home, subject interests, type of school graduated, family monthly income, and available studying materials on acquisition of Chemistry content knowledge of fifty-four (54) randomly selected pre-service science teachers from a state university. Using One-way Analysis of Variance (ANOVA) and Pearson r formula, the results of this 2-way interaction showed an F ratio of 1.025 with a significance level of 0.445. This finding is significant as it implies that combined high levels of English language proficiency and reasoning skills enhance students’ abilities to learn science content. In addition, a significant main effect for the variable scientific reasoning skills, an F ratio of 0.550 with a significance level of 0.815 show that English Proficiency does not significantly affect the Chemistry Skills of the Science Students. Science Reasoning Skills is correlated with Chemistry performance. Further, higher scientific reasoning skills are attributed to better Chemistry Skills. Primary language significantly affects language proficiency while subject interest affect the students skills in subject areas.

Affect

Language proficiency

10.26534/kimika.v27i2.28-37

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Citations (2)