SOLO-based Formative Assessments in Teaching and Learning Earthquakes
The study examined how well Structure of the Observed Learning Outcome (SOLO)-based formative evaluations might improve students’ comprehension in the context of science education, with an emphasis on seismic events like earthquakes. Using a mixed-method research design, the study assesses students’...
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ICASE
2024-12-01
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| Series: | Science Education International |
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| Online Access: | https://www.icaseonline.net/journal/index.php/sei/article/view/728 |
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| author | Conie Mae Sudaria Joje Mar Sanchez |
| author_facet | Conie Mae Sudaria Joje Mar Sanchez |
| author_sort | Conie Mae Sudaria |
| collection | DOAJ |
| description | The study examined how well Structure of the Observed Learning Outcome (SOLO)-based formative evaluations might improve students’ comprehension in the context of science education, with an emphasis on seismic events like earthquakes. Using a mixed-method research design, the study assesses students’ entry understanding, how they advance through formative assessments, and how they consolidate their knowledge at the exit phase. Study findings revealed a significant difference between students’ understanding (t = 26.128, p = 0.000) and high acceptance of SOLO-based assessments (μ = 4.47, SD = 0.42). Simultaneously, qualitative insights shed light on emerging themes, emphasizing students’ adoption of particular teaching strategies and cooperative learning approaches. The results highlight the pedagogical benefits of SOLO-based assessments and support their inclusion as a crucial element of contemporary science instruction. In addition, actionable suggestions are outlined for instructors and curriculum developers, focusing on incorporating visual aids and cooperative learning techniques. Although the study provides invaluable insights, it also recognizes its inherent limits and suggests directions for future research to build on and improve upon these findings. |
| format | Article |
| id | doaj-art-4ac51bfc03c74d798aa6ffdd2ee10c5d |
| institution | DOAJ |
| issn | 2077-2327 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | ICASE |
| record_format | Article |
| series | Science Education International |
| spelling | doaj-art-4ac51bfc03c74d798aa6ffdd2ee10c5d2025-08-20T02:52:58ZengICASEScience Education International2077-23272024-12-0135440842010.33828/sei.v35.i4.11SOLO-based Formative Assessments in Teaching and Learning EarthquakesConie Mae Sudaria0Joje Mar Sanchez1Department of Graduate School, College of Teacher Education, Cebu Normal University, Philippines; Department of Junior High School, Cabalawan National High School, Cebu Province Division, PhilippinesDepartment of Graduate School, College of Teacher Education, Cebu Normal University, Philippines; Institute for Research in Innovative Instructional Delivery, Cebu Normal University, PhilippinesThe study examined how well Structure of the Observed Learning Outcome (SOLO)-based formative evaluations might improve students’ comprehension in the context of science education, with an emphasis on seismic events like earthquakes. Using a mixed-method research design, the study assesses students’ entry understanding, how they advance through formative assessments, and how they consolidate their knowledge at the exit phase. Study findings revealed a significant difference between students’ understanding (t = 26.128, p = 0.000) and high acceptance of SOLO-based assessments (μ = 4.47, SD = 0.42). Simultaneously, qualitative insights shed light on emerging themes, emphasizing students’ adoption of particular teaching strategies and cooperative learning approaches. The results highlight the pedagogical benefits of SOLO-based assessments and support their inclusion as a crucial element of contemporary science instruction. In addition, actionable suggestions are outlined for instructors and curriculum developers, focusing on incorporating visual aids and cooperative learning techniques. Although the study provides invaluable insights, it also recognizes its inherent limits and suggests directions for future research to build on and improve upon these findings.https://www.icaseonline.net/journal/index.php/sei/article/view/728earthquakesformative assessmentscience teachingsolo taxonomy |
| spellingShingle | Conie Mae Sudaria Joje Mar Sanchez SOLO-based Formative Assessments in Teaching and Learning Earthquakes Science Education International earthquakes formative assessment science teaching solo taxonomy |
| title | SOLO-based Formative Assessments in Teaching and Learning Earthquakes |
| title_full | SOLO-based Formative Assessments in Teaching and Learning Earthquakes |
| title_fullStr | SOLO-based Formative Assessments in Teaching and Learning Earthquakes |
| title_full_unstemmed | SOLO-based Formative Assessments in Teaching and Learning Earthquakes |
| title_short | SOLO-based Formative Assessments in Teaching and Learning Earthquakes |
| title_sort | solo based formative assessments in teaching and learning earthquakes |
| topic | earthquakes formative assessment science teaching solo taxonomy |
| url | https://www.icaseonline.net/journal/index.php/sei/article/view/728 |
| work_keys_str_mv | AT coniemaesudaria solobasedformativeassessmentsinteachingandlearningearthquakes AT jojemarsanchez solobasedformativeassessmentsinteachingandlearningearthquakes |