Web based learning includes
online course content which includes the use of the discussion forums via email,
videoconferencing, and live lectures. The study assessed the science
proficiency and motivation in Biology of Grade 12-STEM strand students in
Valencia National High School for the academic year 2022-2023. It sought to
determine the level of science proficiency in pre-test, post-test and retention
test; assess the level of students’ motivation when exposed to WBLE in relation
to active learning strategies, science learning value, achievement goal and
intrinsic value; ascertain any significant difference on the level of student’s
science proficiency in terms of: pretest, post-test, and retention test, and to
find out any significant difference on the student’s motivation between
pre-survey and post survey.
The study used a
qualitative method research design. Results showed that students’ science
proficiency in pretest is very low, however as they were exposed to WBLE,
posttest and retention tests results yielded higher. WBLE has potentially
increased students’ science proficiency specifically in the retention test.
Among the motivational factors, active learning strategies and science learning
value had the increase in mean. It denotes that students’ active learning
strategies were improved and their achievement goal increased as exposed to
WBLE. In the same way, the overall mean of students’ motivation increased after
the intervention and was recognized at the level of high motivation. There is
no significant difference in the pretest and posttest however there is a
significance obtained between posttest and retention test. WBLE significantly
increased students’ science proficiency from posttest to retention test.
Results revealed that Grade-12 STEM strand students' science proficiency
increased from low to high after being exposed to WBLE. WBLE has significantly
increased students’ motivation also towards learning Biology.