Resti Tito VİLLARİNO, Maureen Lorence VİLLARİNO

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Kırsal Bölge Ortaokulu Öğrencilerinin Biyoloji Akademik Performansı: Öğrenme Etkinlikleri Geliştirmenin Temelleri

Biyoloji eğitimi, değişken, belirsiz, karmaşık, muğlak, yıkıcı ve çeşitli bir ortamda yaşamak için çok önemlidir. Ayrıca, biyoloji eğitimi alanyazını bilgi, tutum ve beceri yeterlilik boşluklarına dayalı olarak öğrenciler için öğrenme aktiviteleri geliştirmeyi önermektedir. Bu nedenle, bu çalışma, Filipinler'in Cebu kentindeki kırsal bir belediyedeki farklı devlet okullarında rastgele seçilen 150 sekizinci sınıf biyoloji öğrencisi arasında sınav puanları açısından akademik performansı değerlendirdi. Çalışmada betimsel araştırma modeli kullanılmıştır. Öğrencinin biyolojideki akademik başarılarını belirlemek için Eğitim Bakanlığı Öğrenim Kılavuzu'na bağlı test kullanıldı. Çalışmanın verileri biyoloji öğretmenlerinden toplanmış ve frekans ve yüzde olarak ifade edilmiştir. Veriler SPSS Statistics 27 kullanılarak hesaplanmıştır. Öğrencinin akademik performansının çoğunluğu Sindirim Sistemi Biyolojisi (n=%65,43,33), Biyoçeşitlilik (n=%68,45,33) ve Ekosistem (n=%56,37,34) yeterliliklerinden oluşmaktadır. Cevaplayıcıların çoğunluğunun puanlarının beklentileri karşılamadığını göstermektedir. Çalışmanın sonuçları öğretmenlerin, öğrencilerine biyoloji dersinde işlenen konuların tam olarak kavranmasını sağlamak için öğretim uygulamalarında öğrencilerin ihtiyaçlarına ve bilgi boşluklarına dayalı olarak gerekli öğrenme aktivitelerini dikkatli bir şekilde planlamasını önermektedir.
Anahtar Kelimeler:

Akademik başarı, biyoloji, lise, öğrenme etkinlikleri.

Academic Performance of Rural Junior High School Students in Biology: Basis for Learning Activities Development

Biology education is crucial for living in a volatile, uncertain, complex, ambiguous, disruptive, and diverse environment. Moreover, most literature suggested developing learning activities for students based on the knowledge, attitudes, and skills competency gaps. Thus, this study assessed the academic performance in terms of their examination scores among the 150 randomly selected Grade Eight Biology students in different public schools in a rural municipality in Cebu, Philippines. It employed a descriptive research methodology. The test questionnaire was anchored on the Department of Education Learning Guide in determining the student's academic performance in Biology. The respondents' data were gathered from their Biology teachers and were expressed in frequencies and percentages. Data were computed using SPSS Statistics 27. The majority of the student's academic performance in Biology for Digestive System (n=65,43.33%), Biodiversity (n=68,45.33%), and Ecosystem (n=56,37.34%) competencies indicate that the majority of the respondents' scores did not meet expectations. Our findings strongly recommend that teachers carefully plan and provide necessary learning activities based on the needs and knowledge gaps of the students in their instructional practices to give their students a thorough grasp of the topics covered in the Biology class.
Keywords:

academic performance, Biology, Junior High School, Learning Activities,

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Eurasian Journal of Teacher Education-Cover
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2020
  • Yayıncı: Mesut ÖZTÜRK
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