Artificial Intelligent Systems and Machine Learning

Abstract

Learning is a process which brings out change in the individual’s way of responding as an outcome of practice or other experience. It is also a process by which knowledge is obtained. Learning occurs when a person comes to know something previously unknown. The more learning is enriched when the factors of a learning environment are responsibly present. The educational principle suggests that pupils who are actively engaged in the learning process are more likely to achieve success. Once the pupils are actively engaged in their own learning process, they begin to feel empowered and their personal achievement and self-direction level rise.  This experimental study aimed to determine the effectiveness of learning styles-based differentiated instruction on the academic achievement of grade five pupils in Science and Health V of Timoteo Paez Elementary School in the Division of City Schools, Pasay City, Philippines for the school year 2014 – 2015. This study employed the randomized pre-test-posttest control group design. The data gathering instruments that was utilized were the VARK Learning Style Inventory and a validated teacher-made test. The data generated from the research instruments were recorded, analyzed, and interpreted using the weighted mean, standard deviation, One-Way Analysis of Variance, and Independent T-test. In the context of the findings of the study, the following conclusions and implications were drawn. Pupils have different learning styles; they may be Visual, Aural, Read/Write and Kinesthetic. The mean pretest scores of the control and the experimental groups were not significant. The academic achievement of the posttest of the pupils taught in Science and Health V using learning styles-based differentiated instruction was found to be significant. Likewise, the learning styles-based differentiated instruction is effective in developing the scientific abilities of the pupils. This implies that learning styles-based differentiated instruction is effective in improving academic standing of the pupils. Further, it is effective in improving the academic standing of the pupils. Recommendations were raised based on the findings of the study.

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Inquiry-Based Learning Approach (IBLA) in Catholic, Basic Education has an enormous effect that would exemplify its importance in Secondary Science Subjects. This approach establishes itself from other Constructivist guided approaches in the case that teachers carefully scaffold the students as they challenge them with new scientific materials. [1] In this article, we will discuss the effect of articulation of Inquiry-Based Learning Approach in Science seven along with the pretest and post-test prepared by the researcher and was validated by experts in the field. This quasi-experimental research will reveal the great influence of the Inquiry-Based Learning Approach over Non-Inquiry-Based Learning Approach in the scientific literacy of the students. This quasi-experimental research was designed to evaluate the articulation of inquiry-based learning approach in Science 7 along with the pre-test and post-test which were prepared by the researcher and was validated by experts in the field, and was implemented. There were two groups which were classified as Inquiry-Based Learning Group (IBLAG) and the Non-Inquiry-Based Learning Group (NIBLAG). Each group was composed of thirty (30) grade seven students of San Felipe Neri Catholic School (SFNPS). The researcher utilized purposive random sampling in choosing the participants. This was determined by their Science second quarter/previous grade. Consequently, the respondents’ previous grade in the quarter determined their group. Mean Score, Weighted Mean, t-Test Independent and t-Test Dependent were utilized in the analysis of the data gathered. The statistical tests were performed using the Cronbach’s Alpha and VASSARSTAT. The data revealed the significant difference between pre-test and post-test of the Inquiry-based learning (IBLA), which is 5.84 that lead to the rejection of the null hypothesis and for the non-inquiry-based learning approach a mean value of 1.63 considering setting α at 0.05. The findings revealed the great influence of the Inquiry-Based learning approach in the scientific literacy of the students. Thus, the researchers recommend that teachers should be exposed to these teaching methods through seminars on this topic to enhance their skills and knowledge on how to implement the Inquiry-Based method/approach in the classroom.

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This study was anchored from Item-Response Theory, which conducted an item analysis on the developed School Achievement Test (SAT) in Disaster Readiness and Risk Reduction for Senior High School learners. The study that employed descriptive-comparative research design utilized twenty-four Grade 12 learners taking up General Academic Strand (GAS) of Batch 2020 who took the subject during the second semester of the past school year, 2018-2019.

The researcher created 120-item test based on the desired learning competencies of the subject Disaster Readiness and Risk Reduction, a special core subject in the Senior High School Curriculum. The questions were subjected to validity and reliability analyses using different statistical formula: Mean, Standard Deviation, Standard Error of the Mean (SEM), Upper-Lower Formula, and Split-half reliability.

As a result of the analyses, the test obtained 72.58 mean score and 3.64 standard error measurement, and would expect 95% test takers test score to vary from 68.94 to 76.22 score. Also, an acceptable 0.818 reliability coefficient was obtained based on the reliability analysis. The item analysis result reveals that 51 items have difficulty index in the range of 0.3 to 0.7 and 69 items have discrimination index of greater than 0.2. In finality, 42 items should be retained, 27 items should be revised, and 51 items to be rejected.

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The present world is calling for an immediate large-scale transformation in educational process impacted by the pandemic COVID-19. Many institutions concluded to online learning as an instant remedy to keep educating learners outside school. Despite the advantages learners can gain from this method, it cannot be denied that numerous studies have revealed problems associated with low levels of preparedness and capabilities of learners exposed to online learning, resulting to high drop outs. Relatively, this study explored on learners’ readiness to Online Teaching and Learning (OTL) of Dela Paz National High School in Antipolo City, Philippines. The survey determines level of readiness in terms of technology accessibility, technological confidence, support, and training, and attitude of learners towards success of OTL as adapted from a survey questionnaire, which was further developed electronically, validated and tested for usability by IT and content experts.

Seventy-four respondents were randomly selected from the population of Junior and Senior High School learners of Dela Paz National High School enrolled during school year 2019-2020. Data was collected and subjected to statistical analysis for interpretation.

The responses imply that both levels of learners are ready to be engaged in online teaching-learning as they have access to gadgets with internet connection. In terms of confidence, skills, and social support, the results give an impression of positive readiness level to online education, however, it was noted that in terms of trainings, they have to be provided with intervention strategies to prepare them for using LMS. For assessing learners’ attitude, the two-group respondents manifested confidence towards successful OTL sharing the same perception on study habits, abilities, motivation and usefulness, except for time management. This can be attributed to the difference on the number of tasks needed to be accomplished by the learners at home, school, etc.

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A good relationship amongst colleagues to develop and improve himself or herself for the betterment of the institution. Collegiality is a relationship that enables the instructors and supervisors work as one without any conflicts in a non – intimidating environment that could help the institution to address the issues through sharing of thoughts and ideas. The objective of this study is to investigate the application of collegial supervision by using comic strips as an instructional material in teaching History and Philosophy of Science to students. The focus is on the collaborative effort of the instructors and supervisors in creation of the material for student learning. The research was carried out using researcher – made questionnaire distributed to 30 teacher respondents who were equally divided into Science and Non – science majors. Statistical treatment included frequency, percentage and T – test. Results revealed that there was a significant difference between the views and opinions of Science and Non – science major instructors and supervisors based on the computed T – values. The study recommended that practicing collegial supervision on the field creates an encouraging environment to both the instructors and supervisors to assist each other. It was suggested as a means to determine each strengths and weaknesses to aid in the improvement of teaching and supervisory skills. The study also recommended trainings, workshops and seminars for both instructors and supervisors.

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