The Effect of Maker-Centered Learning in the Content Knowledge and Self-Efficacy of Pre-Service Teachers

Date of Award

7-1-2022

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Armando Victor M. Guidote, Jr., PhD

Abstract

The aim of the study is to determine the effect of maker-centered learning (MCL) on the content knowledge and science teaching self-efficacy of pre-service teachers. Participants in the study were 60 Physical Science pre-service teachers enrolled in a state university. The study employed a quasi-experimental pretest-posttest design. The participants were grouped into two pre-determined groups of 30 participants: the TL group, exposed to traditional method of teaching, and the MCL group, exposed to MCL activities. These activities include building an improvised electrolysis apparatus, construction of reference copper electrodes, and assembly of low-cost photometer to be used for performing laboratory experiments in electrochemistry and spectroscopy.

The content knowledge of the participants were measured using a 30-item multiple choice test before and after the implementation of the learning methods. The science-teaching self-efficacy of both groups were measured using STEBI-B questionnaire. Quantitative analysis of the results of the content knowledge test and science teaching self-efficacy survey utilized independent samples t test, paired samples t test, normalized gain scores, and Pearson r correlation. Qualitative analysis was employed using results from the focus group discussion to have a better understanding of the quantitative results.

The seven-week study revealed that there is a significant difference between the pretest and posttest scores of the participants, indicating improvement in content

knowledge in electrochemistry and spectroscopy. The experimental group, however, has a statistically significant higher posttest score than the control group. This indicates better improvement in content knowledge with the use of MCL activities. Both groups shown improvement in science teaching self-efficacy after the implementation of the study. However, the experimental group gained higher survey ratings compared to the control group, indicating better improvement in science teaching self-efficacy. There is also a moderate positive linear relationship between content knowledge and science teaching self-efficacy.

Qualitative analysis reveals themes on knowledge acquisition and attitude change after the implementation of the activities, it was revealed that the creation of laboratory apparatuses increases interest and enjoyment, provides visual stimulation, and develops creativity and cooperation that helps learning concepts better. This could provide teacher education institutions an alternative approach in teacher training.

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