Master of Arts major in Biology

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Attitude and academic achievement in Biology of PMA class 2014
(2011-10) Almoite, Anaclito Gohangna Jr.
This study investigated the relationship of attitude and academic achievement in Biology of PMA Class 2014. First, this study assessed the attitude of cadets in Biology in the cognitive, affective, and behavioral dimension. Second, this study identified the level academic achievement in Biology of PMA Class 2014. Finally, this study correlated attitude and academic achievement in Biology of PMA Class 2014. This study was conducted to determine the relationship between attitude and academic achievement in Biology of PMA Class 2014. Specifically this study aimed to answer the following questions:1. What is the cadets' attitude towards biology in the following dimensions: a. cognitive b. affective c. behavioral Hypothesis: The cadets' attitude towards biology in three dimensions is positive. What is the level of achievement in Biology of the PMA class 2014? Hypothesis: The level of academic achievement in Biology of Class 2014 is satisfactory. 3.What is the relationship between the attitude towards Biology and academic achievement in Biology of the cadets? Hypothesis: There is a significant relationship between attitude towards Biology and academic achievement in Biology of the cadets. 4.What program may be developed to improve the attitude of cadets towards Biology? The descriptive-correlational method and document analysis were used in this study because it described the attitude of the cadets towards Biology in three dimensions and the level of academic achievement in Biology of PMA class 2014, and the relationship of attitude and academic achievement in Biology. The sample from which data in this research was drawn consisted of one hundred seventy five (175) out of the total population of three hundred ten (310) cadets. To determine the cadet's attitude towards Biology, frequency and weighted mean were used. The mean of every item and the factor mean in the 30- item Biology Attitude were obtained after which, every item was interpreted based on the four-point Likert scale. The frequency of every item was also obtained in the three dimensions, namely cognitive, affective, and behavioral. Frequency, Percentage, Mean, and Standard Deviation were used to identify the level of academic achievement in Biology of PMA Class 2014. Pearson's r was used to determine the relationship between attitude towards Biology and academic achievement in Biology of PMA Class 2014. The correlation coefficient of each dimension (cognitive, affective, and behavioral) was also obtained. This is to identify the degree of relationship of attitude and academic achievement in the three dimensions. The following are the major findings of the study: 1.The cadets' attitude towards Biology is positive in cognitive, affective, and behavioral dimension. 2.The level of achievement in Biology of PMA Class 2014 is very satisfactory. 3.There is a significant relationship between cognitive, affective, and behavioral attitude and academic achievement in Biology of PMA Class 2014. In light of the findings of the study, the following are the conclusions: 1.The PMA cadets like Biology. 2.The cadets are successful in passing their Biology course in the academy. 3. Attitude is a predictor of academic achievement in Biology. In relation with the findings and conclusions of this research, the following are recommended: 1.Biology has to be taught using more innovative strategies and technologies to sustain the interest of cadets in the course. 2. Faculty Development Programs and /or teacher trainings have to be considered stressing upon supervised and independent study as essential methods of teaching to promote good attitude towards Biology.3.Positive attitude formation has to be made an important objective of education. For this purpose, a democratic atmosphere might be created in the classroom by using diverse methods of grouping students, teaching, and evaluating them. 4.Other Recommendations: a. Similar studies may be carried out in other courses to generalize result of the present study with other subjects. b. A follow up study be done to include other factors such as gender, IQ, educational background, age, socio-economic status, and others that may affect the attitude of cadets towards other courses in the academy. c. Findings of this study should be considered in curriculum design, training of teachers and policy matters regarding curriculum development.
Coconut water-mung bean (CWMB): A medium for microbial growth
(2013-05) Tucay, Cipriano Jr. Nead
Culture medium for the cultivation of microorganisms is an essential tool in Microbiology. Nowadays various types of commercial media are being utilized for this purpose. Bacterial growth requirements are essential for the growth and identification of organisms in the laboratory. Coconut water and mung bean extract are cheap sources and their components are essential for microbial cultivation. The combination of coconut water and mung bean extract can support the growth of bacteria and fungi. Four microorganisms, two of which are bacteria E. coli and S. aureus, and 2 fungi, Penicillium spp., and R. stolonifer were used as representative organisms to determine the efficacy of coconut water-mung bean with commercial agar as solidifying agent as a medium for microbial growth. The medium can be classified as solid, complex, and non-specific. As a complex medium, its chemical components vary greatly. These organisms were cultivated in five different media preparations with different concentration of coconut water and mung bean in order to determine which among the five treatments will support the best growth of these sample organisms. The rate of growth was measured by using the streak plate to evaluate or assess the earliest possible growth of the representative bacterial samples as determined by the presence of visible CFU's within 24 hours incubation at 37 °C. The growth of E. coil and S. aureus was evident after 24 hours incubation period. The growth of the microorganism in the particular medium is an indicator that will cover and satisfy the basic nutritional requirements of a successful culture medium. The incubation period was extended to 48 hours in order to obtain any change in the culture media. The fungal cultures were evaluated on day 4 and day 6 incubation periods. The rate of growth of Penicillium spp., and R. stolonifer was demonstrated differently among the treatments. The following are the major findings of the study: 1.Bacterial Growth a. The rate of growth of E. coli and S. aureus in T4 (25% CW + 75% MB) is comparable to control, To (NA) after 24 hours incubation at 37°C. b. For E. coli, the biggest colony size, which is 2.1 mm is seen in both To (NA) and T2 (100% MB). For S. aureus the biggest colony size which is 2.2 mm is seen in To (NA) followed by T2 (100% MB), T3 (50% CW + 50% MB) and T4 (25% CW + 75 % MB) which is 1.8 mm. c. The colonial morphology of E. coli in all treatments is the same, that is, the colonies are circular, convex and smooth. For S. aureus, all the colonies show clumping of cells where isolated cells are circular, pinhead, convex with entire margins in all the treatments. d. The color of E. coli and S. aureus colonies in To (NA) and T2 (100% MB) is white, while in T1 (100% CW), T3 (50% CW + 50% T4 (25% CW + 75 % MB) and T5 (75% CW + 25% MB) the colonies are cream in color. e. The colony surface appearance of E. coli is glossy and translucent in all the treatments, while for S. aureus, the colonies are all translucent in all the treatments. f. Change in the agar resulting from bacterial growth as yellowish discoloration is seen in T2 (100% MB) initially for E. coli after 24 hours incubation. This change on the medium became widespread after 48 hours incubation. This change is not seen in S. aureus after 24 hours incubation. It is only evident after 48 hours incubation. There is no pitting of the agar plate on all the agar surfaces in all treatments. 2.Fungal Growth a. Colonial Morphology The initial growth of Penicillin spp. can be seen clearly in To (SDA) and T4 (25% CW + 75% MB). The growing colonies are seen as white and then blue green in color and the surface is velvety to powdery with flat, filamentous or cottony in texture. The plate reverse is seen as pale to yellowish which is characteristic of this fungus. In all the replicates of Penicillium spp., the best growth is seen in T4 (25% CW + 75 % MB) after 4 to 6 days incubation at 30°C. There is growth of Penicillium spp., in less than 5 days incubation where the colonies are distinct and differentiated. Consequently, the growth of Penicillium SPP., is poor in T1 (100% CW), T2 (100% MB), T3 (50% CW + 50% MB) and T5 (75% CW + 25% MB). The initial growth of R. stolonifer can be seen clearly in To (SDA). The colonies are fluffy, cotton-candy like growth surrounded by a white ring which became black due to maturation of the sporangiospores. The growth of R. stolonifer after 4 to 6 days incubation at 30°C in all the replicates within the sample group is comparable in treatments T3 (50% CW + 50% MB), T4 (25% CW + 75% MB) and T5 (75% CW + 25% MB). The growth of R. stolonifer is moderate in T1 (100% CW) and T2 (100% MB). b. Cellular Morphology i. Hyphal morphology In all the treatments, Penicillium slop., have septate hyaline hyphae with simple or branched conidiophores, metullae, phialides and conidia. The phialides are seen singly or in groups giving a brush-like appearance which is the chracteristic feature of this fungus. On the other hand in all the treatments, R. stolonifer have rhizoids that are root-like extending near the base. ii. Spore morphology The spores of Penicillium spp., show the same morphology in all the treatments. The spores have conidiophores that form a branching structure with each branch terminating in secondary branches from which chains of conidia are borne. In addition, in T4 (25% CW + 75% MB) there is complex method of sporulation in which conidia are borne on phialides produced on secondary branches metullae. The conidia are round, unicellular, and visualized as unbranching chains at the tips of the phialides. In all treatments, R. stolonifer spores are seen produced within the sporangium. In light of the findings of the study, the following are the conclusions: 1. The different concentrations of CW and MB used to cultivate E. coli and S. aureus are comparable to NA in terms of colonial morphology, color and surface appearance but not in terms of rate of growth, color size and change in agar media. 2. Different concentrations of CW and MB have different effects on the growth of Penicillium spp., and R. stolonifer in terms of colonial and cellular morphology. In relation with the findings and conclusions of this research, the following are recommended: 1. Formulation of culture media using CW and MB should be polished to make these more viable to support growth of bacteria in the Microbiology laboratory by determining the most specific ratio that will yield best results. 2. Production of culture media using CW and MB should be refined to make these more feasible in growing fungi in the Microbiology laboratory by determining the most specific ratio that will yield the best results. 3. Others: a. A better method of extraction of mung bean so as not to affect the color and consistency of the medium should be experimented on. b. Further research on the production of powdered form of the materials used in this study for longer shelf life should be conducted. c. These culture media should be tested on some fastidious bacteria and other forms of fungi since coconut water and mung bean extract has the necessary vitamins and amino acids that are specifically needed to support the growth of these organisms.
English proficiency and academic performance of grade 8 students in science
(2016-04) Belcher, Michelle Zarate.
English, as the medium on instruction, has been one of the factors blamed for the poor performance in science among the secondary students in the Philippines. The blame is strongly directed at English over the years as the Philippines continues to lag behind other countries in the field of science. In the local scene, the performance of the students in science in the secondary level is also very alarming as results from the National Achievement Test are still far from the benchmarked passing rate. Researchers have continuously stressed the need to be proficient in the academic language as deficiency in such would lead to a student not being able to assimilate and absorb the learning. The inability to listen, speak, read or write with comprehension in English often results to poor scholastic performance. Poor performance in science would equate to the students not being able to deliver the expected competencies. This in turn would impede the nation's growth and development. This descriptive-correlational study sought to investigate whether there is a relationship between the level of English proficiency and academic performance in science among the Grade 8 students in the district of Tubao, La Union. Specifically, this study sought to determine the English proficiency level and academic performance in science of the Grade 8 students in the district of Tubao La Union. Moreover, this study also sought to determine the relationship between the English proficiency level of Grade 8 students and their academic performance in science when the respondents are grouped according to gender, first language, socioeconomic status and ethnicity. In this study, it was hypothesized that there is a significant relationship between the English proficiency level and academic performance in science of the Grade 8 students in Tubao, La Union when the respondents are grouped according to gender, first language, socio-economic status, and ethnicity. The data used were obtained by administering a researcher-made English proficiency test (EPT) consisting of 40 items, of which its reliability and validity were established, to 542 Grade 8 students in the district of Tubao. A demographic profile questionnaire was also administered to determine the extent at which the aforementioned moderating variables moderate the strength of association between English proficiency and academic performance. Pearson's Product Moment Correlation and moderated regression analysis were employed to explore the relationship between the variables under study. The following are the major findings of the study: 1.The overall English proficiency level of the respondents is poor. 2.The overall academic performance of the respondents in Science 8 is fairly satisfactory. 3. There is no significant difference in the relationship between the English proficiency level of Grade 8 students and their academic performance in science when grouped according to gender, first language, socio-economic status; and ethnicity. In light of the findings of the study, the following are the conclusions: 1.The Grade 8 students in the district of Tubao have difficulties in word meanings, using correct grammatical syntax, and comprehending science ideas or terms. 2.The Grade 8 students in the district of Tubao failed to meet the academic standards set out in the Grade 8 science K-12 curriculum. 3.Gender, first language, socio-economic status and ethnicity, does not change the interaction level between academic performance and English proficiency level. In relation with the findings and conclusions of this research, the following are recommended: 1.Every school in Tubao must prioritize the enhancement of the English proficiency level of the students by encouraging them to speak and write in English both inside and outside the classroom. 2.Every school in Tubao, La Union should formulate an action plan for use in improving the academic performance of Science 8 students. 3.Formulation of intervention programs for improving English proficiency and academic performance should be sensitive to the socially and economically disadvantaged students. 4.Further researches on the relationship between English proficiency level and academic performance should be done with the use of standardized English proficiency test. 5.Future research could also be employed to provide a more comprehensible information on the effects of the different variables on the relationship between the English proficiency level and academic performance in science.
Factor correlates of the level of academic performance in science at the University of Baguio Science High School
(2009-01) Simon, Julius A.
This study aimed to give understanding about profound changes Science and technology undergo everyday in consonance with digital and fast pacing lifestyle and demands. Serving as catalyst for these changes is education designed to shape the quality of the students' lives as they come of age in the 21st century. The purpose of this study was to strengthen science instruction at the University of Baguio Science High School amidst challenging competition among science-based learning institutions in the country. This study aimed to determine the factor correlates on the level of academic performance in Science at the University of Baguio Science High School. Specifically, it sought to answer the following questions: 1. What is the level of attainment of the objectives of Science instruction at the University of Baguio Science High School as perceived by the teachers? 2. What is the extent of the use of identified teaching methods and strategies by science teachers in teaching science? 3. What is the extent of the utilization of instructional materials by science teachers? 4. What is the level of instructional competencies of Science teachers? 5. What is the level of academic performance of students in Science? 6. What is the correlation between academic performance and a. extent of use of identified teaching methods and strategies; b. extent of utilization of instructional materials; and c. level of instructional competencies of teachers? This study made use of descriptive ex-post facto survey method of research and was anchored on the concept of evaluation. Data were processed using the Statistical Package for the Social Sciences (SPSS) Version 15. Based on the problems, the following were the findings of this research: 1. As perceived by the science teachers the objectives of science instruction at the University of Baguio Science High School is very much attained. 2. Science teachers often use relevant methods and strategies in their teaching. 3. The students perceived that science teachers often use instructional materials in their lessons. 4. Instructional competencies of teachers reflected as outstanding along the teaching skills, affective and interpersonal skills, management skills and evaluation skills. 5. The University of Baguio Science High scholars achieved satisfactory performance in science. 6. There is a very weak relationship between academic performance in Science and level of instructional competencies of teachers. In the light of the findings derived from this study, the following conclusions are derived: 1. The emphasis in the teaching of Science and Technology at the University of Baguio Science High School is the holistic development of the learner. 2. Science teachers failed to employ all possible teaching methods and strategies used in teaching science. 3. Science teachers do not maximize the utilization of all instructional materials. 4. Science teachers are competent which means they are very confident and that they address the needs of the students with regard to learning. 5. The University of Baguio Science High scholars reciprocate the efforts of their science teachers through their satisfactory performance in science. 6. There is a very weak correlation between the academic performance in Science and the identified teaching-learning factors. After a careful review of the findings and analyses of data, the following recommendations are posited: 1. A seminar on the formulation of specific learning objectives for the science teachers be organized and conducted as part of the summer in-service training program. 2. A seminar-workshop on specific teaching methods and strategies applicable in teaching scientific concepts or principles. 3. The science teachers be encouraged to utilize instructional materials. 4. Problems encountered by the students in their academic and non academic concerns can be decreased or at least eased out through the help the University of Baguio Center for Counseling and Student Development (formerly UB Guidance Center). 5. The subject matter, skills, and attitudinal objectives reflect careful planning by the science teachers. 6. Another research undertaking which will tackle the conflicting results of this study.
Indigenous Knowledge Systems and Practices (IKSP) in the teaching of science
(2012-06) Donato, Xylene Grail Bawing
Indigenous Knowledge Systems and Practices (IKSP) are local knowledge developed over centuries of experimentation and are passed orally from generations to generation. It was found to be an important catalyst to sustainable development due to their direct connection to resource management and conservation. However, these knowledge, systems and practices are at escalating rate of deterioration due to consistent assimilation that resulted from the continuing loss of interest of these practices from young people. Thus, empirical evidence to showcase importance to environmental protection and cultural preservation are encouraged. Likewise, studies connecting these indigenous knowledge and practices to academic curriculum are highly regarded to be influential in their preservation. Moreover, this paper seeks to find out the relevance of indigenous knowledge systems and practices in the teaching of science among secondary public science teachers in Baguio City. This study aims to investigate the Indigenous Knowledge Systems and Practices (IKSP) used in the teaching of science among secondary public science teachers in Baguio City and to determine their extent of effectiveness in achieving the objectives of the subjects and the problems that they encounter from using it. Specifically, it sought to answer the following questions: 1. What Indigenous Knowledge Systems and Practices (IKSP)are used by teachers in the teaching of the following science subjects: a. Integrated Science; b. Integrated Biology; c. Chemistry; and d. Physics? 2. What is the extent of effectiveness of the Indigenous Knowledge Systems and Practices (IKSP)in the teaching of the following science subjects: a. Integrated Science; b. Integrated Biology; c. Chemistry; and d. Physics? Hypothesis: There is a significant difference in the extent of effectiveness of the Indigenous Knowledge Systems and Practices (IKSP) in the aforementioned subjects. 3. What are the problems encountered by the teachers in the use of Indigenous Knowledge Systems and Practices (IKSP) in the teaching of Science? This study adopted the descriptive survey method of research in determining the IKSP used and the extent of effectiveness as well as the problems encountered by teachers while incorporating it in the teaching of science subjects. Seventy one(71)science teachers were respondents in the study. These respondents were asked to identify which among the list of IKSP identified from the questionnaire are incorporated during science discussions. Mean was used to represent the extent of effectiveness of these IKSP in teaching science subjects, while frequency and percentage were used to present the dominant IKSP used as well the problems encountered in incorporating these IKSP in teaching science subjects. One - way analysis of variance was used to determine the statistical difference of the effectiveness of the IKSP in teaching the subjects. The Scheffe's test was used to further investigate the difference between the means. Data were analyzed using the Statistical Package for Social Studies for accuracy and precision of results. Statistical values were tested at0.05 level of significance. The following are the findings of the research: 1. The top three ranked IKSP used by teachers in Integrated Science are traditional ways of measuring; the use of herbal, botanical plants and insects as medicine; knowing and preparing native wines / beverages as well as indigenous health practices. On the other hand, Integrated Biology teachers make use of IKSP that concerns the naming and characterization of trees, shrubs and other plants found on land even the use of herbal, botanical plants and insects as medicine as well as maternal and childcare; making of indigenous or native recipes and knowing and preparing native wines or beverages; and naming and characterization of birds and other animals found on air and in land. In Chemistry, the top three ranked IKSP used are knowing and preparing native wines or beverages; traditional measuring and making of indigenous or native recipes as well as uses of herbal, botanical plants and insects for medicine. Lastly, in Physics, the top three ranked IKSP used are traditional ways of measuring, musical instruments from natural resources, and indigenous people practices on their communal forests. 2. The IKSP identified were found to be effective in teaching the different Science subjects. However, the results show that IKSP were more effective in teaching Integrated Biology and Integrated Science than Chemistry and Physics. 3. The top two ranked identified problems in incorporating IKSP in science subjects are limited books, Internet and other possible sources of IKSP as well as the lack of sufficient evidences, visual aids and other resources during discussions. Based on the findings, the following conclusions are drawn: 1. Secondary science teachers use several concepts on Indigenous Knowledge Systems and Practices (IKSP) to elaborate, explain and help connect the students understanding to the local and traditional knowledge that is present in their surroundings. Moreover, comprehension on the similarities and connections of indigenous knowledge to modern science is determined by both parties to further explain the concepts discussed in the classroom. 2. The IKSP identified differ in its effectiveness when incorporated in the teaching of different science subjects. Several IKSP were found to be appropriate and highly effective as well as effective in specific subjects and moderately effective on other subjects. This then states that not all IKSPs can be used in one, two or all of the science subject topics as examples. 3. The system of the Department of Education greatly influences the teachers. Wherein, teachers prefer to hold on and base their teachings to what the authority places on the table (memorandums and order), impeding the willingness to grow and preserve their indigenous knowledge. With this, it is passed on to the younger generation producing students who are at the same time becoming gatekeepers. Based on the collected findings and constructed conclusions, the following recommendations are drawn: 1. Teachers should continue and add more Indigenous Knowledge Systems and Practices (IKSP) during science discussions making sure that the concepts of the IKSP being used to relate to the topic are appropriate while taking into consideration the different methods and strategies. Explaining the relevance of the IKSP examples to the students will further boost their interest to the subject and to indigenous knowledge. 2. Public secondary science teachers should have a solid understanding of IKSP, being able to explain, expound and deliver it effectively to the students. Requiring further readings, and personal experiences for teachers to undertake. 3. Educators should be more resourceful and responsible in a way that they have to make use of several interventions like interviewing Indigenous People (IP). For example, National Government Units such as National Commission for Indigenous Peoples (NCIP) can share their ideas on IKSPs 4.Other Recommendations a. Teachers should take into consideration the interest of their students in learning. They need to expose students in several areas to better explain to them the relationship of science topics discussed with that of the IKSP. These may include the use of pictures and motion pictures, and/or documentary experiences, lectures with activities, drawings, etc. This intervention can eliminate gatekeepers and promote better comprehension regarding science concepts; b. Schools and teachers should collect resources or make their own researches on the IKSP, which has been observed on the olden days to present from their provinces or community. These can be used during classroom discussions; c. Private and public School Heads in Baguio City with the support of the Schools Division Superintendent should encourage and convince their science teachers in the secondary level to incorporate IKSP in their subject syllabus. This should influence other schools in the region to continuously promote indigenous knowledge of the Filipino people; d. Seminars, trainings, symposiums and other gatherings should be inculcated to school programs and projects to improve the knowledge of students and teachers regarding IKSP; e. IKSP should be incorporated during science contests, projects and programs, whether in school, division, or regional level. This activity will enrich young minds; f. A manual inclusive of indigenization of material or products for all science subjects covered under K to 12, specifically from Grades 7 to 11 should be developed and pilot tested; g. An in-depth comparative research on methods and strategies used by science teachers before and after incorporating IKSP to the subject should be considered. This should also include the pre and post performance of students as influenced by IKSP.
Indigenous plant extracts as botanopesticides against greenhouse whiteflies
(2009-04) Kebasen, Chester B.
Organic farming in the Cordilleras is fast becoming a trend in crop production mostly due to low prices of non-organically grown crops, increasing prices of farm inputs like fertilizers and pesticides and increase health awareness of buyers. However, due to its non-use of synthetic pesticides, pest control systems in organic farming have been much of a challenge to practitioners. The study aimed to verify and compare the effect of extracts coming from lantana and sunflower against greenhouse whiteflies. The importance of this study is to aid the development of organic farming in the area in terms of crop protection by looking into technologies that organic farmers may adopt and implement in their farms that will fit in their organic farming framework and guidelines. The study determined the efficacy of the sunflower and lantana as botanopesticide against greenhouse whiteflies. The following are the specific problems that the study aimed to answer: 1. What is the mortality rate of whiteflies exposed to each botanopesticide? Hypothesis The mortality rate of whiteflies exposed to each botanopesticide is high. 2. Is there a significant difference between the two indigenous plant extracts in reducing the population of greenhouse whiteflies? Hypothesis There is a significant difference between the two indigenous plant extracts in reducing the population of greenhouse whiteflies. 3. Is there a significant difference among the levels of concentration of indigenous plant extracts on the population of white flies? Hypothesis There is a significant difference among the levels of concentration of indigenous plant extracts on the population of whiteflies. The study made use of three-week old tomato host plants enclosed in lxlx2 mesh-cloth cages. The whiteflies, which were reared in a special rearing cage, were introduced into these mesh-cages at a ratio of 50 whiteflies per cage. They were then sprayed with the extracts of sunflower and lantana at these ratios: 1:.05, 1:1 and 1:1.5 plant matter-water ratio. The indigenous plants' extracts were obtained through grinding and filtering the plant matter mixed with varying amounts of water. The filtrate coming from the different treatments were applied on host plants with whiteflies for three times at a three-day interval. Analysis of variance was used to analyze the gathered data. The following are the major findings of the study: 1. The mortality rate of whiteflies exposed to lantana and sunflower treatments is high; 2. There is no significant difference between the lantana and sunflower plant extracts in reducing the population of greenhouse whiteflies; and 3. There is no significant difference among the levels of concentration of lantana and sunflower plant extracts on In the light of the findings of the study, the following are the conclusions: 1. Lantana and sunflower are effective botanical pesticides to control the population of greenhouse whiteflies as their effect is comparable with the conventional pesticide Decis R100. 2. Either lantana or sunflower can be used by farmers as an alternative in the control of whitefly population. 3. Lantana and sunflower can be used effectively against whiteflies even at 1:1.5 plant matter-water ratio. The following are the recommendations as based on the conclusions drawn from the study: 1. Further investigations should be conducted on the use of lantana and sunflower as botanical pesticides, especially on other insect pests. 2. Studies to further explore concentrations or dilutions of plant matter other than what was used in this experiment have to be implemented. 3. Studies should be conducted to determine other extraction methods that could fit into the farming systems of common farmers. 4. Further researches on the other forms of pesticides derived from these plants can also be conducted and improved, aside from its extracts. 5. Studies on different organic forms of sticker/ surfactant technology that would be compatible with lantana and sunflower extracts can be done.
Perceived level of competency and achievement in science among middle years programme students of Binus International School.
(2011-10) Wallace, Loyd Marquez
Excellence in education has always been Bina Nusantara's foremost aim. From its infancy as a Computer Training Course in 1974, Bina Nusantara has grown and evolved to a mature internationally recognized educational institution that is fully committed to the education of Indonesian youth.The Middle School at BIS Simprug encompasses Grades 6 to 10 and the curriculum is based upon the International Baccalaureate Middle Years Programme (IB-MYP). The need to identify and determine the level of competency and achievement of grade ten science students based on their own perception and the online report marks are of great interest in this study. Data collected from this can be used to evaluate whether or not the Grade 10 students were able to achieve the specific target competencies set for learning in year five of the MYP. This is of immense value owing to the fact that the MYP is student-centered. Similarly, the curriculum is intended to prepare students to succeed in the Diploma Programme (DP). This study focused on the students' perceived level of competency and achievement in science among Grade 10 students in Binus International School Simprug, Jakarta, Indonesia. Specifically, it attempted to answer the following: 1. What is the perceived level of competency of the selected Grade 10 students of Binus International School Simprug, along the six science objectives namely (a) One world, (b) Communication in Science, (c) Knowledge and Understanding of Science, (d) Scientific Inquiry, (e) Processing Data, and (f) Attitudes in Science based on: a. gender; b. length of stay; c. family size; d. birth order? Hypothesis: The perceived level of competency of the selected Grade 10 students of Binus International School Simprug along the six science objectives is thorough. 2. What is the level of achievement of the selected Grade 10 students of Binus International School Simprug in each of the 6 science objectives namely: a. One World; b. Communication in Science; c. Knowledge and Understanding; d. Scientific Inquiry; e. Processing Data; f. Attitudes in Science? Hypothesis: The achievement of the selected Grade 10 students of Binus International School Simprug in each of the 6 science objectives is high. 3. How do the students' perceived level of competence and level of achievement in Science correlate? Hypothesis: There is a high correlation between the students' perceived level of competency and level of achievement in Science. 4. What action plan may be proposed to enhance the level of competency and level of achievement of Binus International School Simprug students in Science? Descriptive and correlational researches were adopted as research methods of the study. Descriptive-survey through questionnaire was utilized to gather data on the perceived level of competency of the population along the 6 Science objectives. In addition, correlational research was employed in determining the relationship between the perceived level of competency and achievement in science General weighted mean using Likert scale and Chi-square were used in this research. The following are the major findings of the study: Grade 10 students of BIS - Simprug in the MYP generally perceived their level of competency as thorough along: "one world"; "communication"; "knowledge and understanding"; "scientific inquiry"; and "processing data" while perceived their level of competency as outstanding along "attitudes" in all the variables such as gender, length of stay in the MYP, family size, and birth order. The Binusian students have satisfactory level of achievement in most of the science objectives except for "attitudes" where they have high level of achievement. It was found that there is a slight correlation between the perceived level of competency and level of achievement of the BIS students along "one world", "communication", "scientific inquiry", and "attitudes" while negative there is a negative slight correlation along "knowledge and understanding" and "processing data". With respect to the findings, the following are the conclusions of this research study: 1. The MYP students of BIS - Simprug have met some of the set criteria in each of the science objectives in all the variables such as gender, length of stay in the MYP, family size, and birth order. 2. The MYP students of BIS - Simprug have attained an average performance in most of the science objectives. 3. Level of achievement in science is not necessarily influenced by one's perceived level of competency. In relation with the findings and conclusions of this research, the following are highly recommended: 1. Students must enhance their perception on the different science objectives by taking into consideration the significance of the various criteria and by involving themselves into the actual implementation or attainment of the objectives. 2. Binusian students must improve their performance in all the science objectives by following proper and appropriate procedure in science guided with the application of technology and be presented in various forms. It is suggested that greater emphasis must be placed on the systematic and sustained training of students in intellectual skills and strategies of various types and that such training should be integrated, throughout the courses, with the focus on the science objectives. 3. Students' process skills along experimenting, observing and communicating should further be developed through varied science activities and projects. Other process skills should also be enhanced and mastered through school seminars and workshops or lectures by some known scientists and researchers. 4. An action plan is proposed to improve the perception on competency and achievement in all the science objectives.
Plants used in healing practices of the Applai tribe in Tadian, Mt. Province
(2011-01) Albing, Graciaflor Valle
The purpose of this study was to determine the medicinal plants used by the Applai tribe. Specifically, it sought to answer the following questions: 1. What illnesses are common among the Applai Tribe? Hypothesis: The illnesses that are common among the Applai Tribe are colds, cough and diarrhea. 2. What are the plants utilized by the local healers of the Applai tribe? Hypothesis: the plants utilized by the local healers of the Applai Tribe are banana (baat, sword agave (maguey) and wire grass (sang sangitan). 3. What are the parts of the plants commonly utilized in treating the illness? Hypothesis: The parts of the plants commonly utilized in healing the illnesses are the whole plant, stem or the leaves. 4. What are the methods by which the plants are prepared and applied? Hypothesis: The methods by which the plants are prepared and applied are decoction and oral administration by drinking. 5. What Information, Education and Communication (IEC) material can be developed to enhance awareness to herbal medicine among the members of the Applai Tribe? The descriptive method of research was used in this study. This research covered the medical plants used by the Applai Tribe. The data gathered were examined carefully.The following are the major findings of the study. 1.The people of the Applai tribe are commonly infected with cough, colds, painful urination, diarrhea, tooth ache, skin abscess, fever, scabies, and Tinea flava.2. All of the 20 local healers utilize mango (mangga), banana (baat), pomelo (suwa) and indian cherry (dael). The least used is maguey which only corresponds to 5%. 3.The most utilized part of the medicinal plants in healing illnesses are the leaves which corresponds to 60 %. The least utilized is using the whole plant and the stem which corresponds to 5 %. 4.Nine plants (45 %) are prepared through decoction while one plant only (5 %) is prepared through infusion, cutting into halves or rubbing. 5.Forty five percent (45 %) of the medicinal plants were orally administered through drinking taken as herbal teas. The other medicinal plants were orally administered through eating (15 %) and topically used through poultice (20 %), plaster (20 %), bathing (15 %), steam bath which is only 10%. The least is using the extract which is only 5 %. Based on the findings, the following are the conclusions of the study. 1.The common illnesses that affect the people are cough, common colds, Urinary Tract Infection, diarrhea, tooth ache, skin abscess, fever, scabies and Tinea flava. 2.Medicinal plants are used by local healers to alleviate the common illnesses. 3.The most common part of medicinal plants used are the leaves. 4.Decoction is the most common method of preparation of the twenty (20) medicinal plants. 5.Oral intake is the common method of administration of these medicinal plants. Based on the findings the following proposals are offered: 1.There has to be a more thorough study on the common illnesses among the Applai tribe to further elaborate on the illnesses. 2.Cultivation of medicinal plants among the people of the Applai tribe has to be encouraged to boost the use of medicinal plants. 3.A phytochemical analysis to isolate and characterize the bioactive components of these plants has to also be encouraged to further identify if these plants are really safe and effective for consumption. 4.There has to be a follow up study focusing on effectiveness of preparation and application of the medicinal plants. 5.The local healers with the Barangay officials have to conduct information dissemination on the use of medicinal plants to acknowledge its importance to the community. 6.The local healers and the community have to be encouraged to use the manual on medicinal plants produced in this study for their guidance.
Root induction in Chico (Achraszapota), Pear ( Pyruscommunis L.) and Persimmon (Diospyrus Virginia L.) as affected by IBA and NAA
(2014-06) Kiaki, Andres P.
Plant regulating substances has been found to affect varied physiological activities of plants. Theoretically, the list includes almost every process in plant development such as control of rooting, flowering, fruit development, senescence, overcoming environmental stress, control of germination and dormancy, increasing plant resistance to pest, and many others. One of the oldest uses for plant growth regulators (synthetic compounds or plant hormones that modify plant physiological processes) has been to initiate or accelerate the rooting of cuttings. The rooting of cuttings has been shown to be influenced by auxin, a general term used to denote substances that promote elongation in shoot cells such as indoleacetic acid (IAA), indolebutyric acid (IBA), napthaleneacetic acid (NAA). In the cutting, which is a portion of plants such as stems, leaf bud, or root which is separated from plants and induced to form roots of its own, the natural auxin produced in young leaves and buds moves naturally down the plant and accumulates at the cut base along with sugars and other food materials. The natural formation of fruits is apparently triggered by the accumulation of an optimum auxin level in relation to these substances. In a wide variety of plants, rooting is markedly increased by addition of synthetic auxin. Other auxins have a very narrow effective range of concentrations. Concentrations below the critical level are ineffective in root initiation whereas those above the critical level not only inhibit both root growth and bud development but may cause morphological injury. Plant regulating substances have been found to affect varied physiological activities of plants. One of the oldest uses for plant growth regulators (synthetic compounds or plant hormones that modify plant physiological processes) has been to initiate or accelerate the rooting of cuttings (Nickell, 1986). The rooting of cuttings has been shown to be influenced by auxin, a general term used to denote substances that promote elongation in shoot cells such as indoleacetic acid (IAA), indolebutyric acid (IBA), napthaleneacetic acid (NAA). In order to stimulate rooting in chico, pear and persimmon cuttings, 2 commercially prepared hormones were used to soak the cuttings of these fruit-bearing trees. These hormones are IBA and NAA. Cuttings were soaked for 24 hours in three different concentrations of hormones (100 ppm, 200 ppm and 300 ppm) prior to their insertion in the rooting media. The experimental method of research was utilized in this study. The Randomized Complete Block Design (RCBD) was used to determine if there were significant differences among the means. The dilutions were the main factors that were studied while time in terms of number of weeks was utilized for the blocks. The following findings can be drawn from the study: 1.Different dilutions of IBA had no significant effect on: a. the number of roots of chico stem cuttings. b. the length of roots of chico stem cuttings. c. the time between application and root appearance of chico stem cuttings. 2. Different dilutions of NAA had no significant effect on: a. the number of roots of chico stem cuttings. b. the length of roots of chico stem cuttings. c. the time between application and root appearance of Chico stem cuttings. 3. Different dilutions of IBA had no significant effect on: a. the number of roots of pear stem cuttings. b. the length of roots of pear stem cuttings. c. the time between application and root appearance of pear stem cuttings. 4. Different dilutions of NAA had no significant effect on: a. the number of roots of pear stem cuttings. b, the length of roots of pear stem cuttings. c. the time between application and root appearance of pear stem cuttings. 5. Propagating persimmon through stem cuttings using different dilutions of IBA did not succeed as far as the experiment is concerned. 6. Propagating persimmon through stem cuttings using different dilutions of NAA did not succeed as far as the experiment is concerned. The following conclusions can be drawn from the study: 1. Different dilutions of IBA can promote root induction in chico and pear stem cuttings but not in persimmon. 2. Different dilutions of NAA can promote root induction in chico and pear stem cuttings but not in persimmon. 3. Different dilutions of IBA have similar effects in the length of roots in chico and pear stem cutting. 4. Different dilutions of NAA have similar effects in the length of roots in chico and pear stem cuttings. 5. Different dilutions of IBA did not induce root production in persimmon. 6. Different dilutions of NAA did not induce root induction in persimmon. On the basis of positive findings, it is recommended that: 1. Higher dilutions of IBA and NAA may be used again in the future. IBA and NAA in combination are recommended for future studies. 2. It is recommended in pear stem cuttings that lower dilutions of NAA may be tried in the future. 3. It is also recommended for future researches that a comparison of using a powder or talc form from a dilution of hormones (IBA and NAA) be made to find out if there is significant difference in inducing root growth in pear stem cuttings. 4. Time should be increased or prolonged in studying chico stem cuttings using the hormones IBA and NAA. 5. Time should be increased or prolonged in studying pear stem cuttings using the hormones IBA and NAA. 6. other recommendations: a. A research be made to find out particular medium is chico most suitable when propagating thru cuttings. b. A when conducting a future study on cuttings, great care should be taken into consideration of the test planting material. c. A study be made on monitoring the growth of cuttings propagated in a glass house to its full maturity, outside the glass house without now the use of intermittent mist.
Strategies in teaching science in Diocesan Schools in Itogon
(2015-04) Abaggue, Melanie Emilio.
Teaching is more than standing before a class and applying a few specific techniques. It is an intricate, exacting, challenging job (Kochhar 2006). Teaching is an evolutionary field, and as always, times are changing where new methods and practices are constantly being introduced that teachers must adapt to ensure students success. The belief that teachers have about Science and Science instruction plays a critical role in shaping their patters of instructional behavior (Polourde, 2002). A harmonious mic of knowledgeable Science teachers who are skilled in a variety of teaching methodologies and imbued with worthwhile values and attitudes, plus positive personal traits and interests possessed by the learners, and comfortable and conducive learning environment can guarantee a successful attainment of the pervading goals of science teaching (Corpuz, Salandanan & Rigor, 2006). The efficiency of a teacher is indicated by his ability to impart knowledge and to inculcate in the pupils the desirable outcomes of teaching science (Das, 2005). Carrier (2011) stated that teaching strategies shape the learning environment. As part of the lesson design, an effective teacher selects a particular teaching strategy or a set of strategies to engage students in learning. Article 36 of the manual of regulations for higher education institutions (MORPHEI) states that there are teaching strategies that can be transferred from one subject to the next. There are also strategies that are more specific to a subject area and specific science teaching strategies. This study aimed to determine the strategies used in teaching science in diocesan schools in Itogon, Benguet. Specifically, the researcher sought to answer the following: 1. What is the extent of awareness on the use of strategies in teaching science as perceived by a. teachers b. students? 2. What is the extent of impact of the use of teaching strategies in science on students learning as perceived by a. teachers b. students? 3. What is the degree of effectiveness of the use of strategies in teaching science as perceived by a. teachers b. students? Descriptive survey method and documentary analysis were used in this study to determine the extent of awareness, extent of impact, and degree of effectiveness of the use of strategies in teaching science as perceived by teachers and students. The respondents were the science teachers and students in the three (3) selected diocesan schools in Itogon, Benguet specifically Saint Louis High School of Balatoc, Inc., Sacred heart high school and Saint Louis Antamok. Self-constructed questionnaires for both teachers and students were used as data gathering instrument and data were treated using general weighted mean. The following are the major findings of the study: Teachers and students of the Diocesan schools are both moderately aware on the use of strategies in teaching science. The use of strategies in teaching science are found to have a great impact on student learning as perceived by the teachers while considered as having moderate impact on the student learning as perceived by the students. In terms of the degree of effectiveness, teachers and students consider the use of strategies as moderately effective. With the respect to the findings, the following are the conclusions of this research, the following are highly recommended: 1. To enhance the extent of awareness of the use of strategies in teaching science, there has to be a faculty development program like seminars, workshops, and training to be regularly participated by all the science teachers. 2. To enrich the extent of impact of the use of strategies in teaching science on the students learning, there has to be regular and systematic implementation of these strategies in accordance with the lessons presented, methodologies used, and technology applied. 3. To deepen the degree of effectiveness of the teaching strategies in teaching science, there has to be consistent monitoring and evaluation, including the appraisal of the accurate strategies used. 4. Other recommendations a. There has to be a thorough utilization of various strategies in teaching science by integrating it to various teaching-learning activities to ensure better student. b. Students have to be provided with important interactive, engaging science tasks and activities to improve their learning. c. teachers ought to pay attention to the teaching-learning activities and assignments that would allow students to execute tasks and carry out activities to its completion that ends with the understanding needed. d. A faculty development program is proposed to improve the use of strategies in teaching science.
The Effects of varying levels of mungbean pulp on the performance of Peterson broilers
(1989-03) Badival, Elena Tarlit,
The major purpose of this study was to obtain a baseline information on possible feed supplements for poultry. Specifically, it was conducted to determine the effects of varying levels of mungbean pulp on the performance of Peterson broilers. It was intended to determine further level that will give the best result not only on weight performance but also on net return per bird. A total of eighty chicks were used as subjects on the study. Completely Randomized Design (CRD) was used. Blue Ribbon Feeds were used as base ration and dried mungbean pulp was used as feed supplement. Four treatments used were as follows: T0 - Control== pure commercial feeds (no mungbean pulp added) T1 - 15 percent mungbean pulp mixed with commercial feeds T2 - 25 percent mungbean pulp mixed with commercial feeds T3 - 35 percent mungbean pulp mixed with commercial feeds. Data gathered were initial weight, feed consumption, gain in weight, feed conversion efficiency and total weight.This study yielded the following specific findings: Highly significant differences exist among the different treatments in terms of feed consumption, gain in weight, fee conversion efficiency and total weight. These aspects decreased as the percentage of mung bean pulp mixed with the base ration was increased. Palatability was one factor that affected these. In terms of gain in weight, T0 (Control) had a mean gain in weight of 6,419 kilograms. Among the treatments given mung bean pulp preparations, T1 (15 percent mung bean pulp) has the next gain in weight of 6.0 kilograms followed by T2 (25 percent mung bean pulp) with a mean gain in weight of 5.425. T3 (35 percent mung bean pulp) had the least mean gain in weight of 4.696. However, no significant statistical difference was found between the birds fed with pure commercial feeds and the birds fed with 15 percent mung bean pulp. In terms of feed consumption, the birds fed with pure commercial feeds had a mean consumption of 12. 874 kilograms, the bird fed with 15 percent mung bean pulp with 12.492 kilograms, the birds with 25 percent mung bean pulp with 12.452 kilograms and the birds with 35 percent mung bean pulp with 12.038 kilograms. In the aspect of feed conversion efficiency, T0 had the highest feed conversion efficiency with a mean of 2.006. Among those given mung bean pulp. T1 had a feed conversion efficiency of 2.084, T2 with 2.578 and T3 with 2.243. No statistical significant difference was found between the birds fed with pure commercial feeds and the birds fed with 15 percent mung bean pulp. In terms of total weight. T0 had the highest mean total weight among the treatments, with a mean total weight of 6.592 kilograms. Among the treatments given mung bean pulp preparation, the birds fed with 15 percent mung bean pulp gave the best result with a mean total weight of 6.175 kilograms, the birds given 25 percent mung bean pulp with 5.6 kilograms and the birds given 35 percent mung bean pulp with 4.862 kilograms. Again no significant statistical difference was found between the birds fed with pure commercial feeds and the birds fed with 15 percent mung bean pulp. Highly significant differences exist among the different treatment means in terms of total expenses incurred. Total expenses incurred decreased as the percentage mung bean pulp mixed commercial feeds was increased. The birds fed with pure commercial feeds incurred the highest mean production cost of ₱179.67, the birds fed with 15 percent mung bean pulp with ₱170.82, the birds fed with 25 percent mung bean pulp with ₱166.565 and the birds fed with 25 percent mung bean pulp with ₱160.00. Highly significant differences exist among the different treatments in terms of total profit. The total profit decreased as the percentage of mung bean pulp mixed with commercial feeds was increased. The birds fed with pure commercial feeds has the highest mean total profit of 60.84, the birds given 15 percent mung bean pulp with 63.82, the birds fed with 25 percent mung bean pulp with 46.236 and the birds fed with 35 percent mung bean pulp with 24.77. No statistical difference was found between birds fed with pure commercial feeds and the birds fed with 15 percent mung bean pulp. Feed consumption patterns are not consistent, as such the feed conversion efficiency as well. Improved palatability of mung bean pulp meal will improve feed consumption and feed conversion efficiency as well. As a whole, there is no significant statistical difference in terms of gain in weight, feed conversion efficiency, total weight and total profit between birds feed with pure commercial feeds and the birds fed 15% mung bean pulp which proves that this treatment or mixture is best as a feed supplement for Peterson broilers. 1. Find out ways of improving mung bean pulp palatability to improve feed consumption and consequently improve feed conversion efficiency and total gain in weight as well. 2. Find out what point in poultry growing is mung bean pulp best given.