Examining Students in Science: The Relationship of Science Engagement and Conceptual Understanding in Biology Across Sex (74867)

Session Information: Assessment Theories & Methodologies
Session Chair: Jonathan Barcelo

Thursday, 23 November 2023 10:55
Session: Session 2
Room: Room 608
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

One of the recent issues in education today is the growing student engagement crisis in classrooms across the country. Survey findings revealed that the vast majority of educators are more concerned about the student’s engagement in classroom-based learning. The finding showed 50% of student respondents claimed they are not engaged in what they are learning in school while 95% of teacher-respondents believe that student disengagement is a top priority. Student engagement has been identified as a primary variable in understanding dropout, one of the keys to addressing low achievement and a robust predictor of achievement. This study explored the differences in the level of students’ engagement in learning science and also described the performance in the conceptual understanding of Biology, across sex. This also determined the significant relationship between students’ science engagement and conceptual understanding, across sex. The study used purposive sampling and descriptive-correlational research design. The findings of the study showed the strength of the linear relationship between conceptual understanding and science engagement varies by sex. Thus, the results indicate that conceptual understanding is moderately associated with engagement in science lessons and tasks in females, but there is no relationship between conceptual understanding and science learning involvement or science effort and preparation in either males or females.

Maria Theresa Tadena, Mindanao State University-iligan Institute of Technology, Philippines
Edna Nabua, Mindanao State University-Iligan Institute of Technology, Philippines

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00