000 03374naa a2200349Ia 4500
003 OSt
005 20260203113855.0
008 260203s2017 xx 000 0 und d
040 _beng
_cFoundation University
050 _a(GS-MAEGS) LG 221 D35 G73
_bA5 E38 G46 .2025 B46
099 _a1515
100 _aBenong, Shery-ann T.
_93222
_eauthor.
245 1 0 _aA comparative analysis of conventional, digital, and localized tools in teaching enzyme function and activity /
_cShery-ann T. Benong.
264 _aDumaguete City
_bFoundation University,
_c2025
_42025
300 _ax, 121 leaves :
_bill. (col.) ;
_c28 cm
_3volume
_fresources
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _3rdacarrier
_avolume
_bnc
502 _aGraduate thesis (Education Major in General Science, Master of Arts in) -- Foundation University, 2025.
504 _aIncludes bibliographical references and appendices
520 _aAbstract This study investigated the effectiveness of three instructional strategies, Conventional Teaching Method, Computer Interactive Simulator, and Localized Instructional Material, in enhancing the performance and engagement of Grade 11 students in learning enzymes and the factors affecting enzyme activity. Grounded in Kolb's Experiential Learning Theory, a true experimental pretest-posttests design was used at St. Louis School of Don Bosco, Dumaguete City during the Academic Year 2024-2025, with 39 students randomly assigned to one of the three groups. Data were collected using pretest and posttest and a validated engagement questionnaire measuring behavioral, emotional, agentic, and cognitive engagement. Results revealed statistically significant improvements in student performance across all groups, with CIS showing the highest effect size, followed closely by LIM, with Cohen's d values of 2.66 and 2.01, respectively. Analysis of variance, however, showed no significant difference among posttest scores, indicating that all three methods were comparably effective. Engagement results highlighted that students in the CIS and LIM groups exhibited very high levels of engagement across all components, while the CTM group reflected moderate to high engagement. Furthermore, no significant positive correlation was found between student engagement and academic performance. These findings suggest that integrating simulations and culturally relevant materials into instruction can enhance both conceptual understanding and student involvement in science education. Keywords: academic performance, computer interactive simulato, conventional teaching method, enzyme, localized instructional material
650 _aEnzymes
_xStudy and teaching.
_914586
650 _aEducational technology
_xUse in education.
_914587
650 _aTeaching methods
_xComparative studies.
_914588
658 _aThesis Writing 2 (Pre/Final Oral Defense) :
_bEducation Major in General Science, Master of Arts in ;
_cMA 101.
690 _2FU
_aacademic performance
_91773
690 _2FU
_acomputer interactive simulato
_914589
690 _2FU
_a conventional teaching method
_914590
690 _2FU
_aenzyme
_914591
690 _2FU
_alocalized instructional material
_914592
942 _2lcc
_cTH
_hLG 221 D35 G73
_iA5 E38 G46 .2024 B46
_k(GS-MAEGS)
999 _c5523
_d5523