BIOTA Philippines Conference System, 52nd BIOTA Annual National Convention and Scientific Sessions

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BIODIVERSITY CONSERVATION THROUGH SCIENCE EDUCATION: COMPARING THE IN-SCHOOL AND AFTER-SCHOOL CONTEXTS
Moises Norman Zaragoza Garcia, Maria Rosario Virginia Cobar Garcia

Last modified: 2017-03-13

Abstract


This is an interventional, purposive, single-group study with two phases: Phase 1 involved the use of an instructional intervention that utilized the 5E Model of Bybee et.al (2006), in the in-school (formal) and after-school (non-formal) contexts. Governed by the Theory of Planned Behavior of Ajzen (1991), the research specifically aimed at investigating (at pre- and post-instruction) the learners’ Scientific Reasoning, Conceptual Understanding, Beliefs, Attitude, Empathy, Self-efficacy, and Behavioral intentions. Phase 2 focused on the comparison of the intervention’s effectiveness between the two settings. The study involved 249 freshmen from the College of Accountancy (in-school setting) and 262 freshmen from the College of Nursing (after-school context). Quantitative data were collected and analyzed using descriptive, inferential, and multi-variate statistics. Also, Structural Equation Modeling and path analyses were utilized to explore the causal effects among the seven variables. Finally, results obtained from the two contexts were compared and analyzed. Results revealed an improvement of the seven dependent variables from pre-test to post-test after ten weeks of intervention for both settings. However, the In-school learners exhibited much improved scientific knowledge as compared with the After-school group; though other variables under study were equally improved on both school settings. SEM results have revealed In-school learners exhibiting their willingness to participate in biodiversity conservation both via the knowledge-based cognitive and affective domains; while only the latter influenced the After-school learners’ willingness to conserve. This research provided insights as to how environmental education through The National Environmental Awareness and Education Act of 2008 (Philippine Senate & House of Representatives, 2008) and the Vatican’s encyclical Laudato Si (2015), can effectively be integrated into the tertiary level of education, either in-school or after-school setting.

  • Sub-Theme: Biology Education (Inquiry-Based Teaching and Learning, Educational Technology Integration)
  • Competing Paper

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