The Effect of Teaching Strategies on the Academic Achievement and Study Attitude in Climate Change and Disaster Risk Management Subject of ISU Jones Campus in Light of Covid – 19

Kristine Mae C. Sadang
Isabela State University-Jones Campus
Brgy. 1, Jones, Isabela, Philippines

DOI: https://doi.org/10.54476/apjaetvol1issue2jun202220687

Abstract

This study investigated the effect of teaching strategies on students’ academic achievement and study attitude in Climate Change and Disaster Risk Management subject in Isabela State University-Jones Campus in light of Covid19. This experimental study employed true experimental designs having a randomized post-test-only; a mixed-method of research design both qualitative and quantitative forms were employed too. There were 82 participants involved in this study, 40 participants in Self-regulated learning (SRL) (asynchronous) for 2nd Year BSA 2 and the other section designated as e-learning (synchronous) for BSC 1 with 42 participants. It used statistical tools such as: mean (M) and standard deviation (SD), Pearson’s correlation (r), analysis of covariance (ANCOVA) and two-way independent analysis of variance (ANOVA). Major findings revealed that, on average, the students answered 60% of the items in the preliminary examination correctly, whereas students in asynchronous classes scored slightly higher than those in synchronous. There is no significant correlation between the academic achievement of the students and their study attitude. More so, there is a significant difference in the study attitude of the students across teaching strategies after controlling for academic achievement. It was found that after controlling for academic achievement, students in asynchronous lessons have significantly higher study attitudes compared to those in synchronous. Lastly, there is no significant difference in the academic achievement of the students across gender and year levels.

Keywords: Education, Climate Change, Synchronous, Asynchronous

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