Email this article Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino STEM Learners
Abstract
Abstract: Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino STEM Learners. Objectives: This descriptive-correlational study investigated the existing relationship of epistemological beliefs to the academic performance in Physics of Filipino STEM learners. Methods: This study involved a convenient sample of 407 Grade 12 Filipino STEM learners enrollexd in A. Y. 2021-2022. This study used EBAPS to solicit the epistemological views of the students in Physics. Findings: Pearson product-moment coefficient revealed that the four non-orthogonal dimensions of epistemological beliefs about Physics, i.e structure of scientific knowledge, nature of knowing and learning, evolving knowledge, source of ability to learn, established significant association to students’ academic performance except real-life applicability. Multiple regression analysis revealed that among five dimensions of epistemological beliefs, structure of scientific knowledge and nature of knowing and learning are found to be significant determinants of the students academic performance in Physics. Conclusions: Physics teachers are emphasized to craft an instructional intervention to enhance the students epistemological beliefs in physics, which in turns affect the performance of the students in the class.
Keywords: academic performance, epistemological beliefs, STEM learners, physics teacher.
Abstrak: Keyakinan epistemologis dan Performa Akademik dalam Fisika bagi Pelajar STEM Kelas 12 di Filipina. Tujuan: Studi deskriptif-korelasi ini menyelidiki hubungan antara keyakinan epistemologis dengan kinerja akademik dalam Fisika bagi pelajar STEM Filipina. Metode: Penelitian ini melibatkan 407 pelajar STEM Kelas 12 di Filipina tahun ajaran 2021-2022. Penelitian ini menggunakan instrumen EBAPS untuk mengumpulkan pandangan epistemologis siswa dalam Fisika. Temuan: Koefisien product-moment Pearson mengungkapkan bahwa empat dimensi non-orthogonal dari keyakinan epistemologis tentang Fisika yaitu struktur pengetahuan ilmiah, sifat pengetahuan dan pembelajaran, pengetahuan yang berkembang, sumber kemampuan untuk belajar, memiliki hubungan yang signifikan dengan kinerja akademik siswa kecuali pada dimensi real-life applicability. Analisis regresi berganda mengungkapkan bahwa di antara lima dimensi keyakinan epistemologis tersebut, struktur pengetahuan ilmiah dan sifat pengetahuan dan pembelajaran ditemukan sebagai faktor paliing signifikan prestasi akademik siswa dalam pelajaran Fisika. Kesimpulan: Guru fisika ditekankan untuk membuat intervensi instruksional guna meningkatkan keyakinan epistemologis siswa pada pelajaran fisika, yang pada gilirannya mempengaruhi performa siswa di dalam kelas.
Kata kunci: performa akademik, keyakinan epistimologis, pelajar STEM, guru fisika.
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