Asynchronous Learning: Its Effects on Academic Performance and Students’ Motivation In Science

Annabeth Aque, Manuel Barquilla, Amelia Buan, Joy Bagaloyos

Abstract


The main purpose of the study is to determine the effect of asynchronous learning to academic performance and students’ motivation towards Science. It is necessary since motivation serves as a foundation for better understanding of science concepts in an asynchronous setting. The respondents are 201 grade 11 students of Iligan Computer Institute (ICI) who are enrolled during the Academic Year 2020-2021. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was used in the study for the development of asynchronous lesson on Genetic Engineering with Google Classroom as the online platform. The research utilized SMTSL (Students Motivation Towards Science Learning) questionnaire developed by Tuan, et al. (2005) composed of 35 questions encompassing six (6) domains of motivation namely, self-efficacy, active learning strategies, science learning value, performance goal, achievement goal and learning environment stimulation. Quantitative data together with qualitative analysis showed that students are moderately motivated towards science learning in an asynchronous environment. The highest identified domain is science learning value indicating that students find the relevance of science with daily life which makes them motivated to learn science even in a remote learning environment where there is no direct contact and supervision. In contrast, self-efficacy and performance goal are the least domains suggesting that students are least concerned with their own ability to perform well in science learning tasks and they do not compete with other students and get attention from the teacher. Using the researcher-made achievement test and performance task to measure their academic performance, 80% of the students belong to approaching proficiency, proficient and advanced groups showing that students did well in science in an asynchronous learning environment.  Moreover, students’ motivation was significantly correlated with science academic performance so science academic performance can be used as indirect evidence of students’ motivation. Based on these findings, it is recommended that curriculum experts and educators consider factors of motivation in revisiting the science curriculum in an asynchronous environment.

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References


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DOI: http://dx.doi.org/10.21043/thabiea.v4i1.9806

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