Dr. Morales is an educator recognized for her contributions to science and STEAM education, gender, indigenous knowledge, and teacher development programs. She was the Principal Investigator of the CHED-project, TPACK in Philippine STEAM Education, a collaborator of the Erasmus Project, Education Science Teachers for All, an inventor of LAMESA. She has authored articles published in high impact journals. Her more than two decades of mentoring and continued advocacy helped the country produce 21st Century-skilled Filipinos.
Sex: Female
Education:
Doctor of Philosophy in Science Education (Physics), De La Salle University, 2013
Master of Science in Teaching (Physics), De La Salle University, 2001
Bachelor of Science in Physics for Teachers, Philippine Normal University, 1996
Field of Specialization
Physics--Study and Teaching
Researches:
Article title: Assessment practices in Philippine higher STEAM education
Authors: Celina P. Sarmiento, Marie Paz E. Morales, Levi E. Elipane, Brando C. Palomar
Publication title: Journal of University Teaching & Learning Practice 17(5): 18, 2020
Abstract:
The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers’ best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators.
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Article title: VUCAD2: A Focus on the D's
Authors: Marie Paz E. Morales
Publication title: Asia Pacific Higher Education Research Journal (APHERJ) 7(1), 2020
Abstract:
They found that D’s are present and are aggravated by the fact that the community lacks proper discipline in waste disposal that consequently deliver a big impact in the environment. Information on such Ds may later reach “acumen,” described as building personal and team capacity for leadership judgement, agility and decision making about business and people matters, as well as leveraging team diversity and talents (Woodward, 2017).
The D’s (disruption and diversity) are very evident in all human activities in this era. VUCAD2 realities traverse the domains of education exhibiting wider perspective of the changing environmental challenges. Hence, we are not called just to train fully grown minds, but we are to act to grow bigger minds to pathom Volatility, Uncertainty, Complexity, Ambiguity, Disruption and Diversity in Education through research and other research-related activities (Carvan, 2015).
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Article title: Profiling the Research Culture of Philippine Higher Education Institutions
Authors: Portia Roxas-Soriano, Marie Paz E. Morales, Wilma S. Reyes
Publication title: EDUCARE 13(1): 1-16, 2020
Abstract:
This survey study conducted some years ago critically examined the research culture profile of the six out of seven member institutions of the Philippines’ SUCs (State Universities and Colleges) in the NCR (National Capital Region). A content validated, researcher-developed survey instrument determined the information necessary to profile the research culture of the participant universities. Results of the study showed that accordingly, the participant-SUCs, whether clustered as teaching-intensive or research-intensive, seek to establish an operational research center to manage all related activities. The idea of a stand alone research center provides autonomy to the center that probably enables a more efficient and effective research management. This management shift considerably influences the research culture profile defined in three senses: development; environment; and beliefs, skills, and custom, which primarily provide the entirety of research capability of the university. Finally, attempts to improve the research culture profile should sustain the balance of the trifocal nature of the university: teaching service; community outreach provision; and research culture to completely bring out the university’s true essence. With a strong faculty profile, international linkages, and collaboration may be easily forged, which will eventually help build research culture profile in the context of teaching and community service. It takes also serious and strategic efforts to build a culture of research within the university and unique to the university without leaving behind the core purpose of a university–to teach and help improve the community.
Article title: Continuity of Learning
Authors: Marie Paz E. Morales
Publication title: The Normal Lights 14(2), 2020
Abstract:
Agenda 2030 has flourished as the aim of the decade. In the field of education, this global aim targets to achieve Sustainable Development Goal# 4 themed as “Ensuring inclusive and equitable education and promote lifelong learning opportunities for all.” As such, this theme encompases sub-components to improve global education. These sub-components include better access to education by inclusion of a year of free pre-primary education, equity and inclusion (for gender and those with disabilities), and quality and learning outcomes (underscoring quality and empowered teachers to help foster creativity and knowledge, and ensures acquisition of defined skills in an educational setting that also emphasizes human rights education). Finally, all actions towards achievement of these sub-components are laid out within lifelong learning approaches (The 2030 Agenda for Sustainable Development and the SDGs, 2020).
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Article title: A Learned Society through LifeLong Learning Approach
Authors: Marie Paz E. Morales
Publication title: Asia Pacific Higher Education Research Journal (APHERJ) 7(2), 2020
Abstract:
Higher Education Research Journal, 7 (2), pp. 29-46. and tertiary programs. Borrico (2020) investigated the registered nurses’ perception towards Continuing Nursing Education (CNE). He found, however, that most participants voluntarily participate in CNE through selffinancing schemes. They seem to be motivated by the promise of promotion, but some hindering factors include high course fees, limited time, and unavailability of preferred courses. Borrico (2020) recommended that WHO placed emphasis on the need for strategic planning with regard to continuing professional education for nurses.
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Article title: Self-professed Proficiency of Philippine Higher Education (PHE) Teachers of STEAM Disciplines
Authors: Marie Paz E. Morales, Caesar P. Palisoc, Ruel A. Avilla, Celina P. Sarmiento, et al.
Publication title: Philippine Journal of Science 149(2): 415-426, 2020
Abstract:
This study determined the self-professed proficiency of Philippine higher education (PHE) teachers of science, technology, engineering, agri/fisheries, and mathematics (STEAM) disciplines. Through the lens of technological pedagogical content knowledge (TPACK) framework and the standards of teaching the disciplines in STEAM in advance and higher learning as spelled out in the indicators of proficiency used in this research, the study informed the status of teacher quality in the different disciplines of STEAM. Sampled (Tier 1: stratified random sampling for 156 schools; Tier 2: complete enumeration) 1940 teachers (representing the different STEAM disciplines) took the online survey in January–December 2018. Selected teachers from the set provided interviews and classroom observations for data triangulation. Data analysis (i.e. programmed scoring framework, descriptive statistics, percentile rank, and t-test) determined that self-rated proficiency defined their competence. In terms of the aforementioned framework and standard, they perceived themselves as “Highly Proficient to Distinguished” teachers. The qualitative data worked with these findings, but some coupled with student achievement (through licensure performance) revealed that teachers may have over-rated themselves. Males and females do not register significant differences in their perception of proficiency. School type (private and government-owned) do not index significant differences as well, except in Community Linkages and TPACK as a whole. These findings may inform policy creation to build a stronger Philippine Workforce 4.0. In fact, the tool (proficiency instrument) may be envisioned to initiate a highly structured micro-credentialing system of STEAM education in the country.
Article title: Sustaining Quality in the New Normal
Authors: Marie Paz E. Morales
Publication title: The Normal Lights 14(1), 2020
Abstract:
Amidst the current situation where everyone faces significant changes in all sorts of activities (teaching and learning, research, recreation, and even survival), all of us seek to sustain quality in everything we traditionally engage in. We also strive to pursue quality in the new endeavors we are about to partake as brought about by the recent events. Our 14th issue this June 2020 includes 10 articles crafted by esteemed authors during this time of transition to what everyone calls,“the new normal”. We emphasize that these articles represent the concept of quality amidst adversity. Themed as such, we categorize that the 10 articles present how authors sustain quality in the education domain, in the curriculum, in the process through pedagogy and tools, and what may be thought of as plans and activities within “the new normal”.
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Article title: Teacher support material in physics for the explicit-reflective instruction of the nature of science
Authors: MH Baltazar, MP Morales
Publication title: Empowering Science and Mathematics for Global Competitiveness: Proceedings of the Science and Mathematics International Conference (SMIC 2018): 197, 2018
Abstract:
Nature of Science (NOS) is one of the components of scientific literacy that is poorly represented in science curriculum materials in the Philippines. Thus, the main goal of this study was to find out how the Nature of Science (NOS) would develop basic scientific literacy through the developed Teacher Support Material (TSM) for the explicit-reflective instruction of the nature of science for K to 12. The Student Understanding of Science and Scientific Inquiry (SUSSI) revealed that both the student and teacher respondents held naïve views on scientific laws versus theories, social and cultural influence on science. Based on the findings of NOS, teacher support material was designed, developed and validated. The material was implemented to Grade 9 students where the participants demonstrate changed levels of NOS literacy using the Test of Basic Scientific Literacy (TBSL). On the other hand, the use of TSM was effective in enhancing the scientific literacy of students. Suggestions for further studies were made, which include the use of explicit-reflective instruction of NOS in the present curriculum as an innovative approach of promoting common and accurate views of NOS in science classrooms.
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Article title: Novel written task as a formative assessment strategy in physics
Authors: RC Dalmacio, MP Morales
Publication title: Empowering Science and Mathematics for Global Competitiveness: Proceedings of the Science and Mathematics International Conference (SMIC 2018), 2018
Abstract:
This study investigated the incorporation of a formative assessment strategy called the Novel Written Task (NWT) in Physics instructions and its impact on the cognitive learning achievement of seventy-eight Grade 10 students. The researcher-designed 5E lessons integrated the assessment activities in the three physics modules (Electricity and Magnetism, Electromagnetic Spectrum, and Optics). Achievement tests and short quizzes measured the effect of the intervention throughout the course. NWT results revealed low consistency in students’ factual knowledge and reasoning, their misconceptions, common errors, and overgeneralizations. The students exhibited significant learning gains during formative and summative evaluations with small to large effect sizes. Findings also revealed meaningful improvement in the higher-order cognitive process skills of the students.
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Article title: The Role of Qualitative Research in Education 4.0: Reflections from a State-Funded Model-Building Qualitative Research
Authors: Marie Paz Morales
Publication title: World Conference on Qualitative Research 1:337-339, 2019
Abstract:
The major shift in educational contour brought about by the Fourth Industrial Revolution (4IR) challenges every component of the traditional educational landscape (Morales, Anito, Avilla, Abulon, et al., 2019; Shahroom & Hussin, 2018; Chao, 2017). In higher education, the relevance of qualitative research in Education 4.0 is a significant point of interest. This paper primarily presents our reflection points after conducting a three-tier qualitative data analysis, which is a component of a state-funded research project (Morales, Anito, Avilla, Sarmiento, et al., 2019).
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Article title: Education under FIRe
Authors: Marie Paz Escano Morales
Publication title: The Normal Lights 13(1), 2019
Abstract:
FIRe or the Fourth Industrial Revolution era is currently designing the landscape of the many aspects of society including education and the job market. Generation z learners (within age range 13-19)(EAB, 2018) may eventually find their niche (the future) in the workfield only if equipped with the 21st century skills. These skills (eg, critical and creative thinking, design thinking, time management, personal and social capabilities with ethical and intercultural understanding [Australian Curriculum, Assessment and Reporting Authority, 2016; Taylor, 2016]) with the now known liquid skills (eg, verbal communication, creative and critical thinking, active listening, and a disposition towards lifelong learning [Infosys, 2016]) require a new learning paradigm that may be able to bring the learners to 21st century-skilled state. Popularly as Education 4.0, this new education paradigm sets the education terrain to a system that focuses on the following attributes: remote and self-paced learning, personalized teaching and learning, field experiences, internships and mentoring, collaborative work for task completion, exposure to data interpretation, digital tests, inputs to designing and updating the curriculum, and re-skilling and upskilling of teachers (Education 4.0-Mobile Learning, 2017; Fisk, 2017).
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Article title: Towards Education 4.0
Authors: Marie Paz Escano Morales
Publication title: The Normal Lights 12(1), 2018
Abstract:
Education 4.0 (E4) framework known as “The Dawn of Digital Monarchy” is believed to direct Generation Z (13-19 years old) learners to the new skill set that would be required by the jobsof-the-future. These skills include: new media literacy, virtual collaboration, cognitive load management, social intelligence, computational training, transdisciplinary, design mindset, novel and adaptive thinking, and sense making (Dockkweiler, 2018). A leapfrog to such framework emphasizes the vision of Education 4.0—innovation society and knowledge economy—an imperative for the success of Industrial Revolution 4.0 (IR4) that features cyber-physical systems (Renjen, 2018; Van Duuren, 2017). Drivers to the goals of Education 4.0 may include STEM learning, learning by doing, rote to rigor, and team learning.
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Article title: Education for the Generation Z
Authors: Marie Paz Escano Morales
Publication title: The Normal Lights 12(2), 2018
Abstract:
“New Collar Workforce” or Workforce 4.0, is the new buzz to describe the envisioned 21st century workers (Boisvert, 2018) with enhanced creative and critical thinking skills coupled with new skill set inclusive of emotional intelligence and cognitive flexibility (How to ensure your workforce is ready for Industry 4.0, 2018). Thus, a shift in education paradigm, termed as “Education 4.0 (E4. 0)”(Hussin, 2018) may be on its way to align the current skill set of the workforce to those envisioned learning outcomes. This new vision of learning (E4. 0) features learners learning the skills and the know-how of sourcing these skills and knowledge. The new paradigm sets forth a learning environment built around the new breed of learners with database-indulged performance tracking and monitoring. This condition gears all education efforts towards excellence and quality.
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Article title: Exploring Teachers’ Beliefs and Science Curricular Alignment: Cases of Senior High School Philippine STEM Teachers
Authors: Zaldy Jose Lazara Jr, Marie Paz Morales
Publication title: Journal of Educational and Human Resource Development 6: 120-132, 2018
Abstract:
This study determined the efficacy beliefs of completely enumerated STEM (Science, Technology, Engineering and Mathematics) teachers in a government-owned school in Rizal Province, Philippines and their role in the alignment of the intended, enacted and received Grade 11 science curriculum during the AY 2017-2018. Descriptive case study (qualitative research design) utilizing both qualitative and quantitative strategies, thoroughly examined the STEM curriculum and the teacher participants’ teaching efficacy beliefs. Proper alignment of the intended and teacher efficacy beliefs-influenced enacted curriculum confirmed from the class interaction and students’ engagement, resulted to a high passing rate of students in their final examination and a high percentage of students who obtained passing grades (received curriculum). These high level of efficacy beliefs helped the teacher cases come up with a better enacted curriculum consistent with the intended curriculum, which stimulated the received curriculum. These results may inform STEM teacher-trainings and in-service programs curricular assessment and evaluation as well, for improved implementation of the curricular reform. Furthermore, identification of congruence and gaps within the intended, enacted and received curriculum can be done to analyze the current status of the curriculum. Significantly, results may improve enacting the new curriculum (K to 12) that may better highlight the spiral progression of content standards and learning competencies for each grade level and emphasize connections and inter-relations in STEM to better prepare our Generation Z learners for the new industrial era.
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Article title: Science fluency in primary school: Student transition from Filipino to English language learning
Authors: Maribel D. Ganeb, Marie Paz E. Morales
Publication title: Issues in Educational Research 28(3): 596-612, 2018
Abstract:
This study critically explored Filipino third graders’ fluency in science to determine their readiness to comprehend and understand fourth level science, which is taught in English. This mixed design case research purposively sampled 30 third graders from a government-owned elementary school. An oral reading technique using a pre-selected science text passage determined the participants’ fluency in science in terms of word recognition and decoding, reading speed, and reading prosody. The results show that our third graders registered low ratings in all the three components of reading fluency. They are categorised as instructional readers of common terms, but are frustrated readers of science terms. They have very low reading speed and based on their reading prosody, more than half of these learners are labelled as non-fluent readers. This resulting dysfluency may be sourced from non-congruence of the complex morpheme and phonemes of English medium compared to the home language of the learners (Filipino). The home language of learners in the Philippines depends on ethno-linguistics grouping, thus a comparative study may be done to extract more information on how to align and help our learners be ready to accommodate level 4 science.
Article title: Influence of Physical Activities to Science Performance
Authors: RS Wilson, DR Constantino, Marie Paz E. Morales, Ruel A. Avilla
Publication title: Asia Pacific Journal of Multidisciplinary Research 5(4), 2017
Abstract:
This study explored the physical activities of fifth and sixth graders that projected correlations to science performance and how these physical activities may be utilized for classroom purposes in the context of science-related play activities. Descriptive survey correlational design directed the data collection and analysis of the physical activities of purposively selected 133 fifth and sixth graders. Primarily, the study used a researcher-developed and validated instrument (Physical Activity Questionnaire [PAQ]), and standard instruments: Philippine National Physical Activity Guide (PNPAG) and General Physical Activity Questionnaire (GPAQ). The latter classified the physical activities into five domains which directed the interpretation of the participants‟ responses. The Pearson-r Moment of Correlation described the level of correlation of the frequency of engagement to physical activities (limited to local and localized activities) and the science grade of the respondents. Results show that each of the physical activity domains showed specific correlations to science performance of the respondents. For further research, enrichment of the relationship of the physical activities and the science performance may focus on possible moderating variables like economic status, and time allotment for physical activities.
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Article title: Touching varied elements for Quality Education
Authors: Marie Paz E. Morales
Publication title: The Normal Lights 10(1), 2017
Abstract:
Research-based articles have guided scientific readers in their search for truth and understanding about the world they live in through the veracity and dedication that come with creating academic literature. Particularly for Philippine education, The Normal Lights has continuously provided substantial researches and newfound knowledge for use of teachers and those who seek to quench their thirst for ideas. In this issue, we offer 10 distinguished research articles, meticulously produced with varying intentions and inspirations for their conduct. Out of the 10 articles, half are single-authored ones, four are multipleauthored articles (teams of three), and one, a co-authored paper. In terms of coverage, three of the articles similarly looked into reading skills, techniques, and comprehension of elementary children. The remaining seven are: on peace education framework and its relevance; an eye-opening article on the misalignment of student teaching programs (STPs) of selected teacher education institutions (TEIs) with professional standards for teachers; definition and achievement of “academic success” based on the American School Counselors Association (ASCA) academic development standards; a useful instructional framework for teaching Abstract Algebra online; parental involvement in primary and secondary education; the significance of spiritual intelligence among Philippine Normal University pre-service students; and the attainment of intergroup forgiveness through recategorization and emergence of a superior identity.
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Article title: Writing Research for our Readers
Authors: Marie Paz E. Morales
Publication title: The Normal Lights 10(2), 2017
Abstract:
In all its steps, the writing process involves thinking which is actually the hardest part of writing. As researcher-writers, we are expected to be patient, and we consider critiques to better our craft. The reflective process through which our articles are refined entails revisions, rephrasing, proper citations, formatting, and so on. Above all these processes is the underlying message we, as authors, send to our readers.
Academic journal writing is a balance between what the authors want to share and what is expected from the authors by editors and readers. Effective writers are sensitive to what captures the interests of fellow researchers and are able to influence them through their words. The Normal Lights, as an educational scientific journal, serves as a platform for such forms of writing that disseminates relevant and timely researches in teacher education. The Philippine Normal University-Publication Office proudly presents in this volume 10 carefully selected articles that delineate its educational objectives.
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Article title: On Quality Assurance in Education
Authors: Marie Paz E. Morales
Publication title: The Normal Lights 11(2), 2017
Abstract:
Quality assurance as described by Bucki (2017) is a methodology used in developing products and services that ensure a level of quality, which encompasses the processes and procedures that systematically monitor several aspects in terms of quality standards. This category is most sought after in all agencies and organizations, even in the academe. Quality assurance in the academe may be related to facets of knowledge generation, knowledge management, and stakeholders’ satisfaction. Consequently, institutions of basic and higher learning play a significant role in a knowledgebased society where growth of data and technologies are rapidly occurring. These are agencies that serve as knowledge reservoir, which capitalize through information products (eg documents, databases, softwares) or by knowledge exchange, which are codified in records (eg publications, reports, documents, etc.). In fact, OECD (2004) spells out the role of institutions in the perspective of knowledge management as a productive tool for knowledge creation, innovation and sustainability (Hasan, et al., 2006; Armbrecht et al, 2001; Suh, Sohn & Kwak, 2004); knowledge flow and transfer (Armbrecht et al., 2001); and technical information systems (Armbrecht et al., 2001).
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Article title: Cultural Historical Activity Theory (CHAT): Influenced Case Research of a Philippine Physics Class
Authors: Marie Paz E. Morales
Publication title: The Asia-Pacific Education Researcher 26(1): 85-96, 2017
Abstract:
The study critically explored the case of Pangasinan learners’ physics learning process using culture and language-influenced curriculum materials in physics (CLI-CMP). Case research using cultural historical activity theory (CHAT) designed the study to provide unique ideas on how socio-cultural theory, a recent field of study of Physics Education Research, works best and contributes through a bottom-up approach to the body of knowledge in this research area. Sampled 48 grade 10 participants and their physics teacher, a Pangasinan native, used the designed CLI-CMP for 10 weeks to determine how effective the tool is in addressing student misconceptions in physics. Data gathered from the design and development of the CLI-CMP, classroom observations, interviews, and focus-group-discussions extracted information on how the customized curriculum materials provided means of meaning making and conceptual change, which may eventually lead to achieving scientific literacy. The results show that better conceptual understanding observed in the physics class may be significantly due to the socio-culturally influenced curriculum materials. Further analysis using CHAT framework (methodical level) determined the coherence and progressive characteristics of the activities in a particular physics unit which matched Engeström’s expansive learning cycle and served as a suited tool to mediate the subject to the object and to the goal attainment. Exploration of the learning process using the epistemological level of analysis of CHAT framework provided how the mediating tool may have addressed the noted student misconception emphasizing learning science as participatory to the community and socio-culturally influenced.
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Article title: Organizing and Systematizing Knowledge Management through an Automated University-based Research Portal
Authors: Marie Paz E. Morales, Edna Luz R. Abulon, Roxan C. Ermita, Adonis P. David
Publication title: Asia Pacific Journal of Multidisciplinary Research 5(3), 2017
Abstract:
Grounded on the need for higher education institutions to promote and practice knowledge management and research culture through technology, the present study reports the development of a web-based research portal in one government-owned university. To address the objectives of designing, developing, and evaluating the research portal, the study implemented three phases: Phase 1 focused on the planning and designing of the research portal; phase 2 involved the development and try-out of the research portal; and phase 3 refers to the evaluation of the research portal. The output of the design and development phases is a web-based research portal that has automated features on research procedures, publication processes, database management, and research dissemination and utilization. The results of the quantitative part of the evaluation phase indicate that the research portal has high to excellent quality in terms of the following features: construction and features; design and aesthetics; completeness; accuracy; functionality; usefulness; and user-friendliness. The high to excellent rating may be sourced from the novelty of the program, but the platform’s user-friendly features encouraged users of all ages, to make their research activities more manageable and more efficient. Qualitative comments from the evaluation of the portal supported the quantitative results although certain limitations were identified for the enhancement of the research portal. Researchers recommend that the web-based research portal be fully operational and be made accessible to various stakeholders while continually monitoring, evaluating, and enhancing its design and features.
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Article title: Tracing the science education graduates
Authors: Eden V. Evangelista, Marie Paz E. Morales
Publication title: International Journal of Research Studies in Education 6(2): 69-80, 2017
Abstract:
Retrospective analysis and evaluation through tracer studies is one of the most common ways to self-initiated University’s self-evaluation scheme to determine adequacy, relevance and alignment of its curricular offerings to the national and international standards for better human resource of the country. The current tracer study determined the same domains through descriptive survey design in order to evaluate the science education curricular program of the graduate education offered by the country’s premier teacher education institution. With about 41% retrieval rate; data from the 15 outcomes or products of the aforecited program provided the following: satisfaction (M= 2.82) to high satisfaction (M= 3.11, 3.38) with the University’s facilities, services, and learning environment respectively; high extent of skill-use (knowledge and technical, research, problem-solving, human relations) in their professional careers; and strong agreement on adequacy (M= 4.29) and relevance (M= 4.17) of the curricular program. Though the products of the program highly regard the program for its relevance and adequacy, more improvement is seen to be done on the other aspects such as the number of graduates produced each year to compensate and fill in the big gap produced by the curricular transition in the national scene. Better mobility may also be achieved if the programs would consider ASEAN and international touch.
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Article title: Transitions and transformations in Philippine physics education curriculum: A case research
Authors: Marie Paz E. Morales
Publication title: Issues in Educational Research 27(3): 469-492, 2017
Abstract:
Curriculum, curricular transition and reform define transformational outcome-based education (OBE) in the Philippine education system. This study explores how alignment may be done with a special physics education program to suit the OBE curricular agenda for pre-service physics education, known as an outcome-based teacher education curriculum (OBTEC). A comparison of the program's intended curriculum and enacted curriculum initiated a retrospective evaluation with purposively selected cases of physics teachers in the country's National Center for Teacher Education (NCTE). Insights in the match between the intended transition curriculum and the teachers' enacted curriculum likewise determined the congruence and gaps in these two curricula deduced from the analysis of the comparison. Accordingly, significant congruence observed in each of the three matched domains (lesson design and implementation, content, and classroom culture), as confirmed by well-satisfied students' communicative behaviour and high student engagement (received curriculum), may prove that the special physics education program transformed into the transition curriculum adheres to the traits of transformational OBTEC. Accordingly, teachers' sustained the match while enacting the transition physics education program that visibly confirmed a successful enacting of transition curriculum. Full assessment can provide an entire landscape of operationalising the transition program, which may lead to refinement of the transition program to produce better curriculum outcomes. These outcomes may deliver a strong human capital to help build and sustain the country's economic growth through knowledge-based means.
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Article title: Investigating The Effects Of Customized Cognitive Fitness Classroom On Students Physics Achievement And Integrated Science Process Skills
Authors: Joefrey R. Chan, Marie Paz E. Morales
Publication title: International Journal of Research Studies in Education 6(3): 81-95, 2017
Abstract:
Cognitive fitness, a product of neuroscience research that offers activities that fits how the brain learns best may offer insights to students’ learning of science concepts. The study critically explored the effect of customized cognitive fitness classroom activities on the academic achievement of students in physics and their integrated science process skills (ISPS).
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Article title: “Yin” in a Guided Inquiry Biology Classroom–Exploring Student Challenges and Difficulties
Authors: Jed Aries F. Castro and Marie Paz E. Morales
Publication title: Journal of Turkish Science Education 14(4): 48-65, 2017
Abstract:
Student encountered challenges in performing guided inquiry learning (GIL) activities are a minority literature in science education, but may provide valuable inputs to developing science process skills vital to scientific literacy. This study determined the challenges and difficulties by science-oriented students in performing GIL activities in biology. Cluster sampling determined the participants in the pre-survey (69 grade 8 students) and the actual investigation (30 grade 8 students). A validated survey questionnaire pre-identified the six major difficulties of the students. Validated student and expert questionnaires assessed the level of difficulty in each of the task on the six pre-identified challenges. Results show that science-oriented students and the experts assessed the following with a fair difficulty level: background knowledge; performance of laboratory procedure; managing extended activities; designing an experiment; and writing a laboratory report. The same group assessed the task–data analysis to be “difficult.” The upper (high average to superior IQ) group and lower (average to above average) groups of science oriented students provided a non-significant difference in their difficulty assessment of all the tasks. However, replicating the study to include low cognition students from non-science oriented schools may provide a wider perspective of these student-encountered difficulties and challenges in GIL.
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Article title: Exploring gender disparities in science and mathematics classrooms in the basic education
Authors: ME Morales, Ruel A. Avilla, Allen A. Espinosa
Publication title: International Journal of Research Studies in Education 5(3): 39-58, 2016
Abstract:
The present study assessed gender equality in science and mathematics classrooms in terms of instructional language, classroom materials, teaching aids, textbooks, curriculum, activities, and interactions as well as classroom management. Mixed methods research was 7 employed in the study. Quantitative data were gathered using the Observation Protocol for Gender Equity in Classroom (Espinosa & Morales, 2015). Interviews, focus group discussions and classroom observations generated the qualitative data in the study. Participants in the study were conveniently selected by the researchers. Analysis of the interview transcripts showed agreement and disagreement with the observation reports. However, in most instances, participants believed that equality in gender should always prevail in the classroom and that if disparity manifests, both the student and the teacher are responsible in maintaining equality in the classroom.
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Article title: Exploring the Impact of Culture-and Language-Influenced Physics on Science Attitude Enhancement
Authors: Marie Paz E. Morales
Publication title: Journal of Science Education and Technology 25(1): 34-49, 2016
Abstract:
“Culture,” a set of principles that trace and familiarize human beings within their existential realities, may provide an invisible lens through which reality could be discerned. Critically explored in this study is how culture- and language-sensitive curriculum materials in physics improve Pangasinan learners’ attitude toward science. Their cultural preference or profile defined their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning processes. The culture- and language-influenced curriculum materials in physics were heavily influenced by Pangasinan learners’ cultural preference or profile. Results of the experimental participants’ pretest and posttest on science attitude measure, when compared, showed significant statistical difference. Assessment of science attitude enhancement favored the experimental group over the control group. Qualitative data gathered from postimplementation interviews, focus group discussions, and journal log entries indicated the same trend in favor of the experimental participants. The study yielded that culture and language integration in the teaching and learning processes of physics concepts allowed students to develop positive attitude to science, their culture, and native language.
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Article title: Does gender inequality influence interest in pursuing a career in science or mathematics teaching?
Authors: Marie Paz E. Morales, Ruel A. Avilla, Allen A. Espinosa
Publication title: Issues in Educational Research 26(1): 65-81, 2016
Abstract:
The present study explored gender inequality in K to 12 basic education, based on the experiences of first year pre-service science and mathematics teachers. It also determined if pre-service teachers' pursuit of a career in science or mathematics teaching was related to gender influences. A survey instrument was used to gather data for the study. Data were then subjected to descriptive statistics, multiple regression and Pearson moment correlation analyses. Results showed that the majority of students experienced gender inequality in their K to 12 basic education. However, they agreed that they still pursued a career in science or mathematics teaching based on factors such as teacher-student interaction, teaching strategy, verbal teacher response and instructional materials. Gender inequality therefore is not a great predictor of career choice in science and/or mathematics teaching. However, to increase enrolments in the course, in-service science and mathematics teachers should focus on enhancing and developing the factors which influence the students' career choices.
Article title: Exploring indigenous game-based physics activities in pre-service physics teachers' conceptual change and transformation of epistemic beliefs
Authors: Marie Paz Escaño Morales
Publication title: Eurasia Journal of Mathematics, Science and Technology Education 13(5), 2016
Abstract:
Laro-ng-Lahi (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students’ epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled in an introductory physics course in a Philippine university. Context-culture-based framework dictated how the traditional Filipino games blend with Newtonian concept formation to motivate conditions and conceptual ecology for conceptual change to occur. These physics activities conducted by the participants in each session directed their explicit learning of Mechanics concepts. Pre-post-test design using the Force Concept Inventory and Epistemological Beliefs Assessment for Physical Science detected the participants’ conceptual change and epistemic beliefs improvement respectively. Qualitative data from student interviews and journal insights supplemented the quantitative data. Results showed that these physics activities indicated significant change in the students’ conception interpreted as conceptual change. The study also indicated incremental development of epistemic beliefs, however, the progress observed was not statistically significant. Consequently, it is recommended that sustained and prolonged exposure of pre-service undergraduate physics students to culture-influenced instructional designs may lead to eventually developing sophisticated epistemic belief systems consequently providing better teaching and learning framework and service for quality education.
Article title: Examining teachers' conception of and needs on action research
Authors: Marie Paz E. Morales, Edna Luz R. Abulon, Portia R. Soriano, Adonis P. David, et al.
Publication title: Issues in Educational Research 26(3): 464-489, 2016
Abstract:
Action research is viewed as a path towards better student achievement. This track may be attained through the reflective nature instilled in the teacher that sparks initiatives to promote better classroom practices in the aspects of pedagogy, assessment, and parental involvement. This descriptive survey explores Filipino teachers' conceptions of and needs on action research which may be barriers to implementing action research in their classrooms. Participants were randomly selected science and mathematics teachers in government schools in the Philippine's capital city. Their concepts about action research were investigated by a survey and interviews, which indicated that they had positive views about action research helping to develop student learning in science and mathematics, and promote lifelong learning. Teachers' prior concepts on its long-lasting impacts transcend from instructional practice to addressing student problems. Furthermore, their perceived moderate level of difficulty in conducting action research indicated some areas needing professional development programs, such as statistics, data organisation, literature searching, and writing reports. Recommendations include professional development training programs to address issues in classroom practices through action research and for the Philippine government to review workloads of teachers and provide them with better opportunities for theory-practice-influenced teaching.
Article title: Participatory action research (par) cum action research (ar) in teacher professional development: A literature review
Authors: Marie Paz E. Morales
Publication title: International Journal of Research in Education and Science 2(1): 156-165, 2016
Abstract:
This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of Action Research (AR) and Participatory Action Research (PAR) to plot research cell design or teacher network design to enhance research for action, action for research and creation of knowledge and theories while solving problems occurring in classroom settings. The discussion focuses on reflective practice and andragogy as the featured characteristics of AR and PAR. These are noted to develop quality teachers to attain quality learning and quality assurance. The review also provides probable benefits of PAR framework to Philippine education; probable challenges and issues that may arise in the implementation; and future directions of PAR implementation in the Philippines aimed to attain education quality through teacher quality.
Full text available upon request to the author
Article title: Are we there yet - Exploring on the Job training of the Philippine Pre-Service Biology Students
Authors: Eden V. Evangelista, Marie Paz E. Morales
Publication title: International Journal Of Biology Education 4(1): 44-62, 2015
Abstract:
Critical assessment using Context-Input-Process-Product (CIPP) model of the research- and laboratory-based on-the-job training (OJT) program of pre-service biology teacher highlights this study. Researcher-made instrument anchored on CIPP checklist and interview protocols deduced pertinent data from the third year pre-service biology teachers in two consecutive years. Results show that OJT students assessed the OJT program as ‘effective’ in the aspects of context and input. Furthermore, they evaluated the process and product of the OJT program as ‘very effective’. Overall, a significant difference occurred in the program assessment rating of the OJT students for the two consecutive years, in favor of the most recent year as an improved OJT program. All the aspects of the CIPP model significantly change for better assessment in the recent year except for the product construct. Qualitatively, verbal comments and interview responses of the participants provided good qualities of the OJT program that needs to be sustained for better implementation of theory-practice framework. OJT students’ negatively stated verbal comments, however, provided inputs for enhancement of the OJT program in order to help pre-service education train for scientifically literate students to ultimately reach the goal of sustainable development and lifelong learning of Filipino learners.
Article title: Promoting physics in action thru Laro Ng Lahi-Based physics activities
Authors: Marie Paz Escaño Morales
Publication title: International Journal of Learning and Teaching 7(1), 2015
Abstract:
Culture and game-based physics activities are anticipated to promote active and fun learning of physics concepts. The study features non-conventional design and development of physics activities using traditional Filipino games also known as “Laro ng Lahi”. These non-conventional processes in the development comprise literature reviews, document analyses, and interviews. The eight developed “Laro ng Lahi”-based physics activities are presented as activity pack intended for highschool physics and introductory physics students. Key features of these activities include standard and synchronized rules and game mechanics, aligned and matched competencies in the K+12 science curriculum, inclination to student conceptual development, penchant for the preservation of Filipino culture and traditions, comprehensible texts and procedures and use of locally-available or indigenous materials. Results of the development study show that the “Laro ng Lahi”-based physics activities are content valid based on expert ratings (4.74 out of 5) with moderate to substantial agreement for the inter-rater reliability and an excellent over-all reliability index (0.90) suggesting a good and standard supplementary and support material for classroom use and for a wider goal of promoting active physics learning – Physics in Action.
Full text available upon request to the author
Article title: Influence of culture and language sensitive physics on science attitude enhancement
Authors: Marie Paz E. Morales
Publication title: Cultural Studies of Science Education 10(4): 951-984, 2015
Abstract:
The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners’ attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and development of culture and language sensitive curriculum materials in physics were heavily influenced by these learners’ cultural preference or profile. Pilot-study using interviews and focus group discussions with natives of Pangasinan and document analysis were conducted to identify the culture, practices, and traditions integrated in the lesson development. Comparison of experimental participants’ pretest and posttest results on science attitude measure showed significant statistical difference. Appraisal of science attitude enhancement favored the experimental group over the control group. Qualitative data deduced from post implementation interviews, focus group discussions, and journal log entries showed the same trend in favor of the experimental participants. The study revealed that culture and language integration in the teaching and learning process of physics concepts enabled students to develop positive attitude to science, their culture, and native language.
Full text available upon request to the author
Article title: Development and Validation of Culture-Sensitive Physics Learning Environment Survey (CS-PLES)
Authors: Marie Paz E. Morales
Publication title: Journal of Educational Sciences 9(2): 66-79, 2014
Abstract:
The study combined qualitative approaches with quantitative research design to come up with a survey instrument called Culture-Sensitive Physics Learning Environment Survey (CS-PLES). This survey instrument is intended to extract the learners’ beliefs and expectations on the integration of culture and language in the teaching and learning process of physics concepts. Significant contribution of the instrument can be traced to establishing and defining the constructs and categories on how curriculum localization and context-based science learning can be developed aligned with students’ expectations and beliefs. The development process employed non-conventional processes adopted from literature which included pilot study to identify pre-deterministic constructs and specific categories for the items to be included in the survey. Data analysis included descriptive statistics and factor analysis to establish the categories or constructs of the survey instruments. Reliability measures of the instrument and its respective constructs were established for standardization. These categories were intended to aid researchers for an in-depth analysis when the instrument is administered for its purpose. The raw statistical categories were qualitatively paralleled with the pre-deterministic constructs to establish congruence of the survey tool to Instructional Congruence Framework (ICF).
Full text available upon request to the author
Article title: Culture and language sensitivity Physics on student concept attainment
Authors: Marie Paz E. Morales
Publication title: International Journal of Learning and Teaching 6(1): 1-12, 2014
Abstract:
The purpose of the study was to determine gain in student concept attainment of Filipino learners through culture and language sensitive Physics. Filipino learners were profiled culturally through cultural dimensions, epistemological beliefs and students’ views on integration of culture and language in the teaching and learning process. The categories of cultural profile (cultural dimension, epistemological beliefs, and student views on integration of culture and language) which uniquely described the participant ethnic groups as distinct learners with distinct cultural characteristics were the major bases in customizing culturally sensitive curriculum materials (CS-CMIP: Culturally Sensitive Curriculum Material in Physics). The CS-CMIP’s were used to establish cultural and language sensitive physics to determine attainment of physics concepts of the experimental participants. Pre-test and post-test comparisons of the concept attainment of the experimental participants showed significant statistical differences. Qualitative data deduced from interviews, focus-group-discussions, journal logs, and classroom observations showed the same trend in favor of the experimental participants. Insights deduced from the study i ncluded the idea that to grasp the larger part of the whole, one must take the bits and pieces at a time. Being local does not mean being behind, but attaining the unique identity to reveal a distinctive kind of learner globally. Learning physics through culture and language background ensures preservation of the tradition of the ethnic group while disclosing to the outside world the uniqueness of the group –being global by being local.
Article title: Spark inspired Science classroom
Authors: Marie Paz E. Morales
Publication title: INTED2014 Proceedings: 3801-3809, 2014
Abstract:
Mixed method was employed to critically explore how a specific PASCO-designed technology (SPARK Science Learning System) is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It is focused on the feasibility as well as the effectiveness of using the SPARK Science Learning System as a primary tool in learning science that leads to learning and achievement of the students. Correlation of the ability of the technology to develop high intrinsic motivation to student achievement was used to design framework on how to meaningfully integrate SPARK Science Learning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and SPARK Science Learning System evaluation were developed and validated for the purpose of deducing data needed for the study. Interviews were done to delve into the deeper thoughts and emotions of the participants. Data culled from these interviews would be used to validate all numerical data deduced from the study. Cross-case analysis of the data was done to reveal some recurring themes, problems and benefits derived by the students in using the SPARK Science Learning System to further establish its effectiveness in the curriculum as a forerunner to the shift towards the 21st Century Learning.
Full text available upon request to the author
Article title: Modelling spark integration in Science classroom
Authors: Marie Paz E. Morales
Publication title: Asia Pacific Journal of Multidisciplinary Research 2(1), 2014
Abstract:
The study critically explored how a PASCO-designed technology (SPARK ScienceLearning System) is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It highlights on modelling the effectiveness of using the SPARK Learning System as a primary tool in learning science that leads to learning and achievement of the students. Data and observation gathered and correlation of the ability of the technology to develop high intrinsic motivation to student achievement were used to design framework on how to meaningfully integrate SPARK ScienceLearning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and evaluation form were developed and validated for the purpose of deducing data needed for the study. Interviews were done to delve into the deeper thoughts and emotions of the respondents. Data from the interviews served to validate all numerical data culled from this study. Cross-case analysis of the data was done to reveal some recurring themes, problems and benefits derived by the students in using the SPARK ScienceLearning System to further establish its effectiveness in the curriculum as a forerunner to the shift towards the 21st Century Learning.
Full text available upon request to the author
Article title: Influential Factors in Modeling SPARK Science Learning System
Authors: Marie Paz Escaño Morales
Publication title: International Journal of Learning, Teaching and Educational Research 4(1), 2014
Abstract:
The study is focused on the exploration of influential factors in modelling PASCO-designed technology in science classes. Mixed method was employed to critically explore how the SPARK Science Learning System is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It is focused on the feasibility as well as the effectiveness of using the SPARK Science Learning System as a primary tool in learning science that leads to learning and achievement of the students. Correlation of the ability of the technology to develop high intrinsic motivation to student achievement was utilized to identify important factors in designing framework on how to meaningfully integrate SPARK Science Learning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and SPARK Science Learning System evaluation form were developed and validated for the purpose of deducing data needed for the study. Interviews were done to cull the deeper thoughts and emotions of the participants. Data deduced from these interviews were used to validate all numerical data extracted from the study. Analysis of the data was done to disclose some recurring themes, problems and benefits derived by the students in using the SPARK Science Learning System to further institute its effect in the curriculum as a precursor to towards envisioning the 21 st century learning.
Article title: Non-Traditional Design and Development of Culture and Language Sensitive–Curriculum Material Evaluation Tool
Authors: MP Morales
Publication title: Asia Pacific Journal of Education, Arts, and Sciences 1(2), 2014
Abstract:
The study critically explored nonconventional processes on development and validation of an evaluation instrument entitled:“Culture and Language Sensitive-Curriculum Material Evaluation Tool.” This is an evaluation tool intended to assess and evaluate culture and language sensitive curriculum materials in physics and other sciences. The nontraditional processes highlighted the use of empirical data from pilot study to come up with the statements and constructs for the instrument congruent to instructional congruence framework. Averages of ratings of experts of the evaluation instrument were found to be within the highest range of the 5-point Likert scale (4.74 and 4.98). Aiken’s content validity coefficient ranged from 0.94 to 0.99. Inter-rater Kappa coefficient was 0.83 rated as excellent agreement of raters while inter-class coefficient was 0.71 (single) and 0.98 (average) rated as very strong (single) and almost perfect agreement (average) respectively. Reliability was established qualitatively and quantitatively. Overall reliability measure was rated excellent using Cronbach’s alpha with a coefficient of 0.99. Each of the construct’s reliability coefficients was found to be 0.98 rated as excellent.
Full text available upon request to the author
Article title: Cultural and Epistemological Profile of Filipino Learners
Authors: Marie Paz Escano Morales
Publication title: Electronic Journal of Science Education 18(6): 6, 2014
Abstract:
Several researches identified that many students find physics the most difficult science subject. The quest to find ways to make learning physics more meaningful and interesting has lasted for decades. Even with all the new strategies and pedagogies being used, many students still find the subject formidable. This study critically explored the learning characteristics of Filipino physics students which will serve as baseline data for curriculum design. Value Survey Module 2008 (VSM 08) and Epistemological Beliefs Assessment for Physical Sciences (EBAPS) were used to determine the cultural dimension indices and the epistemological beliefs of 385 participants grouped according to ethnicity. Percentage contributions of the three identified ethnic groups (Tagalog, Bicol and Pangasinan) were determined by taking the population ratio of each ethnic group with the total population of the three ethnic groups. Hofstede’s cultural interpretation and education perspective interpretation of cultural values and beliefs were used to deduce the significance of the cultural dimension indices of the sample ethnic groups. EBAPS axes interpretation was also deduced per ethnic group to establish the distinct epistemology of all three ethnic groups. In comparing the ethnic groups per cultural dimension index and per EBAPS axes the study noted the similarities and differences of the learning characteristics of the different learners in cultural perspective. Each ethnic group showed unique and distinct cultural dimensions and epistemology. The Pangasinan learners were culturally tagged as student-centered, while Bicol and Tagalog learners as teacher centered
Article title: The impact of culture and language sensitive physics on concept attainment
Authors: Marie Paz Escaño Morales
Publication title: International Journal of Learning, Teaching and Educational Research 2(1), 2014
Abstract:
The study was designed to determine gains in student concept attainment of Pangasinan learners of the Philippines through culture and language sensitive Physics. Pangasinan learners were culturally profiled by determining the cultural dimensions, epistemological beliefs and students’ views on integration of culture and language in the teaching and learning process. The unique cultural profile of the Pangasinan learners was used to design culture and language sensitive curriculum materials in physics. The designed culture and language sensitive curriculum materials presented physics lessons and activities using the traditions, beliefs, practices, artifacts and the native language of Pangasinan. Implementation of these curriculum materials was done to determine if integration of culture and language would result in better attainment of physics concepts of the experimental participants. Pre-test and post-test comparisons of the concept attainment of the experimental participants showed significant statistical differences in favor of the experimental participants. The group showed better concept development with greater percentages of correct responses in the concept tests administered to the participants. Qualitative data deduced from interviews, focus-group-discussions, journal logs, and classroom observations showed the same trend in favor of the experimental participants. Insights deduced from the study included the idea that the use of native language must be complemented by the use of culture of the learner to achieve better concept attainment in physics.