Utilization of Problem-Based Learning Activities (PBLA) in Promoting 21st Century Skills and Positive Academic Emotions in Elementary Science

Utilization of Problem-Based Learning Activities (PBLA) in Promoting 21st Century Skills and Positive Academic Emotions in Elementary Science.

Comments and Suggestions from Colloquium. Comments/Suggestions/ Recommendations Panelists who Suggested Action Taken Revise title Dr. David Revised the title Academic emotions could be positive Enhancing connotes improving positive emotions Dr. David Only the positive emotions were retained All throughout the manuscript, positive academic emotions were retained Propose theoretical framework for the use of PBL Dr. David Theoretical Framework was constructed Show in the conceptual framework what are the PBL that could affect academic emotions Dr. David Inclusion of literature Choose only the appropriate emotions that could be addressed during instruction Dr. David Exclusion of negative emotions Negative emotions were omitted all throughout the paper Design pre-post single group design Dr. David The quasi-experimental design was recast Get the 3 positive emotions Dr. David Only the positive emotions were retained Include the literature for 21 st century skills Dr. David Inclusion of related literature and studies Avoid using traditional method Dr. David The word traditional was replaced by conventional Explain the meaning of traditional method Dr. Abenes Deepening of the meaning of traditional method What are you investigating – PBL or PBLA? Dr. Chung Used PBL/PBLA sparingly Include 21 st century in the measurement of achievement Dr. Chung Inclusion of 21 st century questionnaire.

Introduction/Background. "There can be no knowledge without emotion.” - Arnold Bennett.

Introduction/Background. school administrators teachers pupils May serve as additional body of information in maximizing the use of PBL activities to improve learners’ skills and academic emotions..

Thesis and Research Gap. Few studies were conducted on the Filipino learners’ 21st century skills and academic emotions (e.g., Bernardo, Ouano , & Salanga , 2009; King, 2010; Villavicencio & Bernardo, 2013; Madigma , 2013), the researchers need the need to expound this research inquiry in the elementary level, particularly in Science subject. This unexplored realm of research merits the conduct of the study..

Objective. The primary objective of the research endeavor was to assess the utilization of the Problem-Based Learning Activities (PBLA) in Science VI in promoting the pupil’s 21 st century skills and positive academic emotions in a public elementary school in the Division of Pampanga during the School Year 2019-2020..

Research Statements or Questions. The study answered the following questions: 1. To what extent do students practice the following 21 st century skills in learning science before and after their exposure to PBLA? 1.1 critical thinking skills; 1.2 collaboration skills; 1.3 communication skills; and 1.4 creativity and innovation skills? 2. Is there a significant difference in the extent of practice of the students of the 21 st century skills before and after their exposure to PBLA? 3. To what extent do students exhibit the following academic emotions before and after their exposure to PBLA in learning Science: 3.1 enjoyment; 3.2 hope; and 3.3 pride? 4. Is there a significant different in the level of academic emotions of the students before and after their exposure to PBLA in learning Science?.

Conceptual Framework.

Theoretical Framework. The tenets of the study were embedded on: Jean Piaget’s Constructivist Learning Theory Abraham Maslow’s Hierarchy of Needs Theory..

Methodology. Research Design: Pre-posttest Single Group True Experimental Research Design Participants: 35 Grade Six pupils with 74% below scores and they have poor 21st century skills and positive academic emotions Instruments: Problem-Based Learning Activities (PBLA) Lesson Plans Survey Forms (21 st Century Skills and Positive Academic Emotions) Data Analyses: Mean, Standard Deviation, and T-test.

Methodology. Data Collecting Procedures. Data Analyses: Mean, Standard Deviation, and T-test.

Findings. 21 st- Century Skills of the Learners Before Their Exposure to the PBLA Domains Mean SD Interpretation Critical Thinking Skills 3.16 0.93 1-3 times per month Collaboration Skills 3.20 1.23 1-3 times per month Communication Skills 3.23 1.41 1-3 times per month Creative and Innovation Skills 3.51 1.28 1-3 times per week Positive Academic Emotions of the Learners Before Their Exposure to the PBLA Enjoyment 2.44 0.84 Sometimes Hope 1.91 0.82 Sometimes Pride 1.90 0.85 Sometimes.

Findings. Significant Difference in the Extent of Practice of the Students of the 21 st Century Skills Before and After Their Exposure to PBLA.

Findings. Indicators Group Mean SD t-value p-value Remarks Decision Enjoyment Before 2.44 0.84 -52.33 0.01 Significant Reject H 0 After 3.56 0.53 Hope Before 1.91 0.82 -19.92 0.03 Significant Reject H 0 After 3.76 0.45 Pride Before 1.90 0.85 -17.80 0.04 Significant Reject H 0 After 3.81 0.40 Overall Before 2.70 0.87 -6.92 0.00 Significant Reject H 0 After 3.71 0.47.

Findings. Indicators Group Mean SD t-value p-value Remarks Decision 21 st Century Skills Pre-test 3.27 1.22 -14.18 0.00 Significant Reject H 0 Posttest 4.42 0.67 Positive Academic Emotions Pre-test 2.70 0.87 -6.92 0.00 Significant Reject H 0 Posttest 3.71 0.47.

Conclusions. 1. The pupils have moderately exhibited the 21 st century skills and become highly exhibited after their exposure. 2. There is a significant difference in the 21 st century skills of the pupils before and after their exposure to the PBLA, leading to the rejection of the null hypothesis that attests further that the PBLA improves significantly the learners’ 21 st century skills. 3. The pupils have moderately positive academic emotions before their exposure to the PBLA and became highly exhibited after their exposure. 4. There is a significant difference in the positive academic emotions of the pupils before and after their exposure to the PBLA, leading to the rejection of the null hypothesis that attests further that the PBLA improves significantly learners’ positive academic emotions..

Recommendations. 1. The developed PBLA may be applied further in various school settings to attest further its impact on the 21 st century skills of the learners, especially those skills beyond the 4C’s such as literacy skills, technological skills, media skills, intrapersonal skills, interpersonal skills, etc. 2. Since the favorable impact of PBLA on the 21 st century skills have been confirmed in the study, other PBLA may be crafted based on the other least mastered competencies of the learners to strengthen further its claims. 3. The developed PBLA may be applied also on the negative academic emotions of the learners since it has been proven effective on improving further the positive academic emotions. Such may be discussed further via LAC (Learning Action Cell) and INSET (In-service Training) sessions. 4. Other PBLA catering positive academic emotions not explored in the study may be developed further to provide more empirical data in enriching this body of research, especially those positive academic emotions embedded in the Filipino culture and values systems..

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