Influential Factors in Modeling SPARK Science Learning System

Abstract

The study is focused on the exploration of influential factors in modelling PASCO-designed technology in science classes. Mixed method was employed to critically explore how the SPARK Science Learning System is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It is focused on the feasibility as well as the effectiveness of using the SPARK Science Learning System as a primary tool in learning science that leads to learning and achievement of the students. Correlation of the ability of the technology to develop high intrinsic motivation to student achievement was utilized to identify important factors in designing framework on how to meaningfully integrate SPARK Science Learning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and SPARK Science Learning System evaluation form were developed and validated for the purpose of deducing data needed for the study. Interviews were done to cull the deeper thoughts and emotions of the participants. Data deduced from these interviews were used to validate all numerical data extracted from the study. Analysis of the data was done to disclose some recurring themes, problems and benefits derived by the students in using the SPARK Science Learning System to further institute its effect in the curriculum as a precursor to towards envisioning the 21^st century learning.