Theses

Pyruvate decarboxylase activity of Cyperus rotundus L. under upland and lowland conditions

Sun, 01 Jan 2006 00:00:00 GMT

Pyruvate decarboxylase activity of Cyperus rotundus L. under upland and lowland conditions Villalobos, Mizpah C. Pyruvate decarboxylase (PDC) activity was measured from the roots of Cyperus rotundus seedlings obtained from upland and lowland ecosystems. PDC activity was detected in small amounts in the lowland plants but was almost absent in the upland plants during germination in their respective ecotype environments. Subjecting the seedlings to 24 h of hypoxia resulted in a significant increase in enzyme activity in the lowland plants but leveled off as hypoxia was prolonged to 48 h. The upland plants exhibited an increase in PDC activity after 24 h hypoxia treatment following germination under upland conditions, which was further increased as the hypoxic treatment was extended to 48 h. Total amylase activity present in the tubers of the lowland plants prior to germination was found to be high. Amylase activity in the lowland tuber decreased alter 24 h and 48 h of hypoxia following germination in water-saturated soil, but no change in amylase activity levels took place in the upland tubers prior to and during germination, and after 24 h and 48 h of hypoxia treatment. Thus, the lowland ecotype of C. rotundus adapted to flooded conditions by maintaining high levels of soluble sugars to fuel the ethanol fermentation pathway, and by utilizing low rates of ethanol fermentation to conserve energy sources throughout extended periods of flooding stress. The production of PDC isozymes was not observed to occur in the lowland weed ecotype after 24 h and 48 h of hypoxic treatment following germination. The PDC enzyme induced by hypoxia in both the upland and lowland weeds was characterized to have a distinct lag phase. Abstract only

Academic motivation and online engagement of graduate students

Wed, 01 Jan 2020 00:00:00 GMT

Academic motivation and online engagement of graduate students Ermitaño, Jade S. Various studies have been conducted on motivation and engagement separately among students, however, only few studies talk about the Academic Motivation of graduate students and the use of engagement as a dependent variable. Studies conducted also were usually on participants who were on the normal school setting. This study looked into the Academic Motivation and Online Student Engagement of 133 graduate student participants using the ERG Theory to see if this would yield to similar or different results. Using the Descriptive Correlational Research Design, the study revealed that graduate students are highly Academically Motivated (x̄ =5.092) in terms of Professional Growth, Better Job Opportunities, Self-fulfillment, Achieving Future Goals and Plans and for Other People. However, there were no measurable difference between age (p >0.511), sex (p> 0.739), residence (p >0.067), post-graduate degree (p > 0.890) and occupation (p > 0.560) towards Academic Motivation. Participants were also highly Engaged Online (x̄=3.6529) for they seek Intellectual Advancement, Interpersonal Engagement, Personal Commitment to Studies and Career/Job Opportunities. There was a significant difference when grouped according to sex (p <0.032), age (p <0.042), and occupation(p <0.01) where males were significantly higher compared to females. Multiple comparison between variables results highlighted that there are significant differences existing between below 26 years old and 26 to 35 years old (p < 0.014), between unemployed and educational instruction (p< 0.00), between unemployed and health care support (p<0.09), between unemployed and management occupation (p<0.017), between educational instruction and management occupation (p<0.018), and between educational instruction and others (p<0.026). No significant differences were found on residence (p> 0.322) and post graduate degree (p > 0.362). The study yielded significant relationship between Academic Motivation and Online Student Engagement (p<0.003). Graduate students find Time Management as the greatest struggle followed by Personal Problems, Work-School-Life Balance, Online Class, Work and School thus a Proposed Psychosocial Program for Graduate Students: Kaya, Kinakaya at Kakayanin! was recommended by the researcher. Abstract only

Purposive communication students’ use of language learning strategies and its relation to sex, discipline, and level of achievement

Tue, 01 Jan 2019 00:00:00 GMT

Purposive communication students’ use of language learning strategies and its relation to sex, discipline, and level of achievement Camacho, Rhys D. Due to the reform in the educational landscape of the Philippines, there have been major changes, particularly in the college curricula. With these changes, teachers and, particularly, students have been coping with the demands of the new General Education (GE) subjects, and one of these is Purposive Communication. It is therefore imperative to look into the learning process of the students, specifically on what strategies they use to satisfactorily comply with the requirements in the new GE subjects. This research intended to assess the dominant language learning strategies (LLSs) used by Central Philippine University (CPU) Purposive Communication (GE 1) students. It also sought to find out whether there are significant differences in the following: LLSs used by male and female GE 1 students, LLSs used by GE students from different disciplines, and LLSs used by high-proficiency and average-proficiency students. The participants in the study were the randomly selected 309 male and female first-year general education students (out of 34 sections from 7 colleges) using the Slovin’s formula with 0.05 margin of error. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) questionnaire, and the final grades of the students in their GE 1 class were used as measures of learning strategy preferences and academic achievement, respectively. To corroborate the answers from the questionnaire, twelve College of Business and Accountancy (CBA) students were selected (employing the purposive sampling) for the semi-structured interview. Quantitative and qualitative data analyses generated meaningful findings related to the use of learning strategies. Based on the final individual grades and the corresponding answers of the students to Oxford’s (1990) SILL questionnaire, the most dominantly used LLSs among the advanced group are the metacognitive strategies. Affective strategies were the least dominantly employed out of the six LLSs. The same result was revealed in terms of level of achievement. The average-achieving GE 1 students used metacognitive strategies as their most dominant LLSs, and the affective strategy as the least dominant LLSs. Moreover, metacognitive strategies were the most dominantly employed LLSs among GE 1 students from the seven disciplines. No significant difference was identified between LLSs and sex, and LLSs and level of achievement. However, a significant difference existed between LLSs and discipline. A further recommendation is that future studies explore the role of learning strategies on both cognitive and affective outcomes in technology-based learning setting. Abstract only

The effectiveness of magnetic atomic models as tools in the understanding of chemical bonding concepts

Sat, 01 Jan 1977 00:00:00 GMT

The effectiveness of magnetic atomic models as tools in the understanding of chemical bonding concepts Ganchero, Fe C. This study involved the construction of the magnetic atomic models and the determination of their effectiveness as tools for the understanding of chemical bonding concepts. The atomic models represented were; sodium, lithium, chlorine, iodine, hydrogen, carbon, oxygen, and fluorine. Styrofoam spheres were used to represent individual atoms of the chemical elements. The scale employed for the atomic radius was 4 centimeters per Angstrom unit. The relative electronegativity value of each atom was represented by two compact magnets placed opposite each other at 3 millimeters from the surface of the sphere. The magnets were adjusted to their respective magnetic strengths by coating these with scotch tape, A try-out involving the use of the constructed magnetic atomic models of the atoms was done in two high school chemistry classes. The control group received pure lecture method whereas the experimental group was allowed to perform activities involving the use of the models in addition to the same lecture given to the former group. Pretest and posttest were administered to both groups to gauge their accomplishment. The test paper of thirty matched-pairs of students were analyzed. From the results of the 16-item test given to the two groups of students the findings were summarized: 1. The pretest scores of the two groups were generally lower than their posttest scores. 2. The mean of the posttest scores of the control group was lower than the mean of the posttest scores of the experimental group. 3. The mean difference of the posttest scores between the two groups was significant at the .05 probability level. Based on the findings the following conclusions were arrived at: 1. By allowing the students do an activity, where constructed magnetic atomic models are used, their understanding of chemical bonding concepts was improved. 2. The use of the three-dimensional model of the atoms is indispensable when presenting a lesson on chemical bonding. 3. On the part of the students involved in the study, the constructed magnetic atomic models were effective as tools in the study of chemical bonding. Should similar studies be done it is recommended that the following be undertaken: 1. In the construction of the models more magnets should be placed in each sphere so that there will be uniform magnetic forces all throughout. For the atomic radius a scale other than 4 centimeters per Angstrom unit may he used. 2. Other methods may be employed in adjusting the magnetic strengths such as the use of other materials instead of the scotch tape or by varying the dimensions of the magnets used for each atom. 3. Aside from paper clips other forms of iron objects may be used, to represent the bonding electrons of the atoms. 4. The number of models should not be limited only to eight atoms. Each group of elements in the Periodic Table should be represented by two or more atomic models. 5. Several try-outs may be made for the purpose of comparison of results.