The effects of geospatial technology on students' attitude and academic achievement in earth science

Date of Award


Document Type


Degree Name

Master of Science in Science Education



First Advisor

Soto, Cornelia C., Ph.D.


Google Earth is an emerging geospatial technology used in the visualization, mapping, and measurement of Earths surface features. Several studies reported the integration of this technology in the teaching and learning process, but only few evaluated its effectiveness in the enhancement of students academic performance, skills, and attitudes. In the Philippines, no available research was found in the literature that specifically addressed this research topic. This quasi-experimental study used a mixed-approach methodology to determine the effect of a four-week Google Earth-based lessons on the cognitive performance and attitude of students. Validated achievement tests and attitudinal questionnaires were administered to sixty nine, junior high school learners before and after the intervention. Two Earth Science classes were taught similar instructional contents using different teaching methods. The experimental class utilized Google Earth while the control class used traditional tools such as maps, still images, and models in learning the same topics. Quantitative data were analyzed using normalized gain score, paired, and independent samples t-tests. Qualitative data from science teacher observers and focus group discussion of students using open ended-questions were also gathered to triangulate the quantitative data. Findings revealed that both classes significantly improved in their posttest mean scores. However, the students assigned in the Google Earth-mediated classroom attained significantly higher posttest mean scores and average of gains than those students who used traditional tools. Also, the experimental class displayed significantly more favorable attitude than the control class as measured by the Science Attitude Scale. Evidence from Pearson product moment correlation shows that a significant moderate linear relationship existed between students attitude and academic achievement.


The B5.R464 2018