The effect of brain-based learning strategy on the science achievement and self-efficacy of students with varied brain hemisphericity / (Record no. 29376)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02928nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250224151214.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250224b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | TUPM |
| Language of cataloging | eng |
| Transcribing agency | TUPM |
| Modifying agency | TUPM |
| Description conventions | rda |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | THE Q 101 |
| Item number | E88 2021 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Estanislao, Cecilia G. |
| Relator term | Author. |
| 245 ## - TITLE STATEMENT | |
| Title | The effect of brain-based learning strategy on the science achievement and self-efficacy of students with varied brain hemisphericity / |
| Statement of responsibility, etc. | Cecilia G. Estanislao. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Manila : |
| Name of publisher, distributor, etc. | Technological University of the Philippines, |
| Date of publication, distribution, etc. | 2021. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiv, 126 pages : |
| Other physical details | col. ill. ; |
| Dimensions | 29 cm. + |
| Accompanying material | 1 CDROM (4 3/4 in) |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| 500 ## - GENERAL NOTE | |
| General note | Master's thesis. |
| 502 ## - DISSERTATION NOTE | |
| Dissertation note | College of Science. -- |
| Degree type | Master of Arts in Teaching - General Science : |
| Name of granting institution | Technological University of the Philippines, |
| Year degree granted | 2021. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliography. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The main purpose of this study was to determine the effects of brain-based learning<br/>strategy (BBL) on the science achievement of grade 8 students and their self-efficacy<br/>across their brain hemisphericity. It was conducted at Pulong Sta.Cruz National High<br/>School in Sta. Rosa City, Laguna during the 3rd quarter of the school year 2019-2020.<br/>The sample of the study involved one heterogenous section of grade 8 students composed<br/>of 37 students which was chosen using purposive sampling. The study utilized the single<br/>group pretest-posttest pre- experimental design and the conduct of the study lasted for<br/>two weeks. The Brain Dominance Inventory (BDI) was administered to the students to<br/>classify their brain hemisphericity while the Self-Efficacy Questionnaire (SEQ) was<br/>administered to determine their level of self-efficacy before and after the treatment. The<br/>Science Achievement Test (SAT) was used to get their pretest and posttest scores.<br/>Rubrics scoring was utilized on the students’ outputs in the BBL activities to determine<br/>their performance. Results revealed that there is a significant difference between the<br/>pretest and posttest scores in the SAT and SEQ using paired t-test. This indicates that the<br/>students improved their science achievement and self-efficacy after their exposure to<br/>BBL. However, there is no significant difference between the posttest scores in the SAT<br/>and SEQ across brain hemisphericity groups, using t-test for independent samples. This indicates that BBL is equally effective in improving the science achievement and self-efficacy of the students regardless of whether they are left-brained or right-brained. Their performance in the BBL activities is described as good. Morever, responses of the students’ in Learning Experiences Survey (SLES) revealed that the students had positive<br/>experiences in learning science after the use of BBL strategy. They found the activities enjoyable and meaningful. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Science |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Master's Thesis |
| Suppress in OPAC | No |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Inventory number | Total checkouts | Full call number | Barcode | Date last seen | Copy number | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | TUP Manila Library | TUP Manila Library | Thesis Section-2nd floor | 02/24/2025 | THE-4898 | THE Q 101 E88 2021 | THE0004898 | 02/24/2025 | 1 | 02/24/2025 | Master's Thesis |