Project Simogrates: Technology-Aided Instruction in Protein Synthesis for Grade 11 STEM Students
Rein Paul P. Tomas, SST-I, Roxas Stand-Alone Senior High School; Rodamel D. Dumlao, Teacher III, Roxas Stand-Alone Senior High School
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ABSTRACT
This study aims to determine the effectiveness of Project SiMoGraTeS (Simulations with Motion Graphics Teaching Scheme) in learning Protein Synthesis among Grade 11 STEM students at Roxas Stand-Alone Senior High School for the school year 2021-2022. A quasi-experimental design was used, allowing 64 respondents equally divided to form a control and experimental group through purposive random sampling. Statistical tools included independent samples t-test, frequency count and percentage, mean and standard deviation, and paired-samples t-test in treating the data. Findings revealed that the mean post-test score of the experimental group was interpreted as “Outstanding” meanwhile “Good” on the control group. It was also deduced that there was a significant difference (0.05<0.001) between the mean difference (10.85) of pre-test and post-test scores of the experimental group and no significant difference (0.05>0.073) in the control group. There was no significant difference (0.05>0.071) between the experimental and control groups' pre-test scores. However, the two groups exhibited a significant difference (0.05<0.001) between their post-test mean scores, indicating higher achievement obtained by the experimental group using Project SiMoGraTeS. Lastly, the experimental group exudes positive learning experiences when using Project SiMoGraTeS. Therefore, this study is highly recommended for use by other teachers teaching the same topic.
Keywords: STEM students, modular approach, PhET, protein synthesis, academic performance
Year: 2023
posted on September 9, 2023
How to Cite
Tomas, R. P., & Dumlao, R. (2023). Project Simogrates: Technology-Aided Instruction in Protein Synthesis for Grade 11 STEM Students. Saringit, 3(1), 179-183.
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