Authors :
Aprille Kaye O. Jaranilla; Maris Jade Q. Orongan
Volume/Issue :
Volume 8 - 2023, Issue 10 - October
Google Scholar :
https://tinyurl.com/yc3mjev3
Scribd :
https://tinyurl.com/mr48djjp
DOI :
https://doi.org/10.5281/zenodo.10029936
Abstract :
The study was conducted to assess the
student’s academic performance in Chemistry through a
symbolic representation approach (SRA) among the
Grade 10 students of Concepcion National High School.
Specifically, it aimed to: determine the level of academic
performance of those students exposed to symbolic
representation approach (SRA) and those exposed to non-
SRA in terms of pretest and posttest; identify the level of
student portfolio assessment of those students exposed to
SRA and those exposed to non-SRA in terms of Content,
Design and Organization, Creativity and Effort,
Reflection, and Punctuality; find out if there is a
significant difference in the academic performance of the
students exposed to SRA and those exposed to non-SRA;
and ascertain if there is a significant difference in the
students’ portfolio assessment for students exposed to
SRA and for those exposed to non-SRA. The study used a
quasi-experimental research design which was conducted
at Concepcion National High School. Grade 10 students
were tapped to participate in the study.
Results revealed that they acquired needed academic
improvement performance in their pretest for both
groups of students. For the student’s posttest, the SRA
group gained an MPS of 67.38%, implying a fairly
satisfactory mean-percentage score for academic
performance. On the other hand, the non-SRA had an
MPS of 58.42%, indicating a needs improvement in
academic performance. In the student’s portfolio
assessment, the overall SRA group attained a mean score
of 81.78 of students, which signifies that the learners are
approaching proficiency level; then the non-SRA, which
had a mean score of 71.08, bringing the group to the
beginning level. It was also found that the academic
performance of the students exposed to the symbolic
representation approach (SRA) has a significant
difference from the non-SRA group. Lastly, there is also a
significant difference in the student’s portfolio assessment
rating between those exposed to SRA and non-SRA.
Keywords :
Symbolic Representation Approach, Modular Learning, Academic Performance, Portfoli.
The study was conducted to assess the
student’s academic performance in Chemistry through a
symbolic representation approach (SRA) among the
Grade 10 students of Concepcion National High School.
Specifically, it aimed to: determine the level of academic
performance of those students exposed to symbolic
representation approach (SRA) and those exposed to non-
SRA in terms of pretest and posttest; identify the level of
student portfolio assessment of those students exposed to
SRA and those exposed to non-SRA in terms of Content,
Design and Organization, Creativity and Effort,
Reflection, and Punctuality; find out if there is a
significant difference in the academic performance of the
students exposed to SRA and those exposed to non-SRA;
and ascertain if there is a significant difference in the
students’ portfolio assessment for students exposed to
SRA and for those exposed to non-SRA. The study used a
quasi-experimental research design which was conducted
at Concepcion National High School. Grade 10 students
were tapped to participate in the study.
Results revealed that they acquired needed academic
improvement performance in their pretest for both
groups of students. For the student’s posttest, the SRA
group gained an MPS of 67.38%, implying a fairly
satisfactory mean-percentage score for academic
performance. On the other hand, the non-SRA had an
MPS of 58.42%, indicating a needs improvement in
academic performance. In the student’s portfolio
assessment, the overall SRA group attained a mean score
of 81.78 of students, which signifies that the learners are
approaching proficiency level; then the non-SRA, which
had a mean score of 71.08, bringing the group to the
beginning level. It was also found that the academic
performance of the students exposed to the symbolic
representation approach (SRA) has a significant
difference from the non-SRA group. Lastly, there is also a
significant difference in the student’s portfolio assessment
rating between those exposed to SRA and non-SRA.
Keywords :
Symbolic Representation Approach, Modular Learning, Academic Performance, Portfoli.
