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040 _aTUPM
_beng
_cTUPM
_dTUPM
_erda
050 _aTHE Q 101
_bM57 2024
100 _aMiranda, Edward V.
_eAuthor
245 _aThe effect of collaborative argumentation-based learning on the academic achievement and engagement of grade 9 STE students in chemistry /
_cEdward V. Miranda.
260 _aManila :
_bTechnological University of the Philippines,
_c2024.
300 _axi, 202 pages :
_bcol. ill. ;
_c29 cm. +
_e1 CDROM (4 3/4 in)
336 _2rdacontent
337 _2rdamedia
338 _2rdacarrier
500 _aMaster's thesis.
502 _aCollege of Science. --
_bMaster of Arts in Teaching - General Science :
_cTechnological University of the Philippines,
_d2024.
504 _aIncludes bibliography.
520 _aThis study determined the effects of Collaborative Argumentation-Based Learning (CABLE) on the academic achievement and engagement of Grade 9 STE students in Chemistry. A one-group pretest-posttest pre-experimental research design was employed in the study. The participants were Grade 9 Science, Technology and Engineering program students (n = 27) in Pitogo High School, a public high school in Brgy. Pitogo, Taguig City, Philippines. The interpretation of the data gathered were done both qualitatively and quantitatively. Quantitative data were obtained from the validated Chemistry Achievement Test and revised scoring rubrics for persuasive essay writing, while the students’ responses to the behavioral and social engagement questionnaire supported the qualitative data. The results showed an increase in the achievement of learners before and after the CABLE implementation. Also, the results revealed that the students’ behavioral and social engagement in chemistry were improved using CABLE. The positive interaction between the pretest-post-test scores to the Students’ Quality of Learning (SQL) led to the development of the guidelines to be used by the teachers and students for future implementation. Keywords: Collaborative Argumentation; Behavioral Engagement; Social Engagement; Chemistry; Engagement
650 _aScience
942 _2lcc
_cTHE
_n0
999 _c29385
_d29385