Journal of Innovation, Advancement, and Methodology in STEM education

Development of Design Skills for Local Material Reinforced Bricks Using the STEM Education Concept through the PAR: SAPS Process of Grade 9 Students

2025-05-23T10:30:52+07:00

This research aimed to (1) develop design skills related to local material-reinforced bricks using STEM education concepts through the PAR-SAPS process among Grade 9 (G9) students and (2) examine their satisfaction with the learning experience. The study involved 21 students from a secondary school in Surin Province. Research instruments included three STEM-integrated lesson plans, a design skills assessment (reliability = 0.86), and a satisfaction questionnaire (reliability = 0.81). Data was collected over three instructional rounds, with design skills assessed after each session and satisfaction evaluated upon completion. Descriptive statistics were used for data analysis. The results revealed significant improvement in students’ design skills, with mean scores rising from 46.67 in round 1 to 60.33 in round 2 and 72.33 in round 3. Additionally, student satisfaction with the learning process was very high (mean = 4.65). These findings indicate that integrating STEM education with the PAR-SAPS model effectively enhances students’ scientific process skills particularly in modeling and design while promoting meaningful, engaging learning experiences. The study highlights the model's potential for developing 21st-century competencies and its applicability in science and technology education.

Investigation of Antioxidant Extracts from Etlingera Elatior Flowers and Citrus Reticulata Blanco Peels through Optimized Microwave-Assisted Extraction for Anti-Acne Potential of Skincare Serum and Face Mask Formulation

2025-09-29T20:08:05+07:00

This study aimed to develop skincare serum and face mask formulations for acne treatment using extracts from Etlingera elatior flowers and Citrus reticulata blanco peels. Extracts were prepared through Microwave-Assisted Extraction (MAE), and the optimal extraction conditions for phenolic compounds from Etlingera elatior flowers were determined. The total phenolic content (TPC) of the extracts was quantified, and their antioxidant activities were evaluated. Furthermore, the antibacterial activity of Etlingera elatior flower extract against Cutibacterium acnes was assessed using the disc diffusion method. The optimal extraction condition for phenolic compounds from Etlingera elatior flower powder was identified as follows: 4 g of flower powder with 40 mL of ethanol as the solvent, under microwave power of 400 W for one 30-second cycle. This condition yielded an extract with a TPC of 0.51 ± 0.03 mg GAE/g extract. For Citrus reticulata blanco peel extract, the TPC was 0.24 ± 0.05 mg GAE/g extract. Antioxidant activity analysis revealed that Etlingera elatior extract and Citrus reticulata blanco peel extract exhibited notable free radical scavenging activity, with IC₅₀ values of 56.85 ± 2.25 µg TAE/mL and 1,249.59 ± 78.67 µg TAE/mL, respectively. Additionally, Etlingera elatior extract demonstrated significant inhibitory effects against Cutibacterium acnes, comparable to standard substances commonly employed in acne treatment. Stability testing confirmed that the prototype skincare serum formulation exhibited favorable stability. These findings indicate that the developed formulations incorporating Etlingera elatior flower and Citrus reticulata blanco peel extracts can be utilized to produce prototype skincare serum and face mask products depending on the users’ needs. Such formulations not only offer potential efficacy in acne management but also contribute to value-added utilization of these distinctive local plant resources.

Development and Validation of Game-based lesson in teaching Grade-8 Electricity

2025-07-02T21:54:36+07:00

This study addressed the persistent challenge of low science literacy in the Philippines, particularly in teaching abstract topics like electricity. Despite the pedagogical potential of Digital Game-Based Learning (DGBL), its application is limited by a scarcity of validated instructional materials and a lack of teacher training. To address this gap, a game-based lesson was developed based on the DiGIBST pedagogical model and underwent a rigorous evaluation process. Three science teachers, acting as expert evaluators, assessed the lesson plan using a structured rating sheet focused on planning, content, pedagogy, and DiGIBST integration. Additionally, a pilot test was conducted with 35 Grade 8 students. The evaluation results, including ratings of "Good" and "Satisfactory" from the teachers and qualitative insights from interviews, provided crucial empirical data. The interviews revealed that the lesson was effective in enhancing student engagement and conceptual understanding, with participants highlighting the game’s hands-on nature and its ability to provide a safe environment for learning about a dangerous topic. However, feedback from both groups also identified significant technical limitations, such as device lag, which posed a major barrier to effective implementation. Based on these insights, the game-based lesson was revised to enhance its pedagogical and practical effectiveness, contributing a contextually grounded and empirically tested instructional material to the Philippine educational landscape.

Problems and Proposed Solutions of Teachers on the Implementation of Science, Technology, Engineering, and Mathematics (STEM) Strand of Senior High Schools in Marawi City and Lanao Del Sur, Philippines

2025-07-02T21:55:16+07:00

This study was significant in identifying the problems and proposed solutions of teachers on the implementation of Science, Technology, Engineering, and Mathematics (STEM) strand in Senior High School (SHS). It explored and evaluated the STEM-SHS in terms of Teacher Preparation, Curriculum Enhancement, Teaching Strategies and Techniques, Learning Resources, Student Preparation, and Administrative Support. This study used the exploratory-evaluative research design covering fifty (50) teachers from various public and private Senior High Schools offering STEM Strand in Marawi City and Lanao Del Sur. They were identified and selected through purposive or non-probability sampling. It also utilized triangulation of data to validate the results of one instrument with other two instruments using Survey Questionnaire, Interview Guide, and Field Notes. However, the classroom observation was not utilized due to the health restrictions against Covid-19 pandemic. The study revealed that the problems encountered, they viewed the following: (1) teacher preparations as slightly a problem; (2) curriculum enhancement as slightly a problem; (3) teaching strategies and techniques as slightly a problem; (4) learning resources as moderately a problem; (5) student preparations as moderately a problem; and (6) the administrative support as slightly a problem. Furthermore, it revealed the following proposed solutions on the implementation of STEM strand: attending various seminars and trainings on the K to 12 curriculum; mastering the competencies and skills in enhancing the curriculum; contextualizing the curriculum; allocating funds for teaching and learning resources and infrastructures; and hiring additional qualified and competent teachers needed by every Senior High School.

Developing 7E Model Lesson Plan for Grade 9 Students: Fostering Science Literacy and Environmental Awareness of Climate Change

2025-04-25T23:17:35+07:00

This action research study focuses on developing and evaluating a 7E model lesson plan for grade 9 students to enhance science literacy and environmental awareness of climate change. The research design employed a quasi-experimental approach with a one-group pretest and posttest design, involving 30 students from Ranao Institute for Science and Technology Preparatory School Inc. The study utilized a variety of statistical measures, including mean, frequency, percentage, and normalized gain, to assess the impact of the 7E model intervention. Findings indicate a significant improvement in students' conceptual understanding of climate change concepts, with a posttest average score of 10.6 and a normalized gain of 0.45. The implementation of the 7E model lesson plan demonstrated enhanced student engagement and interest in the topic, as reflected in the overall weighted mean of 3.421. Ethical considerations were carefully observed throughout the study, ensuring participant consent, privacy protection, and data confidentiality. The study concludes that the 7E model lesson plan effectively enhances students' comprehension of climate change concepts and fosters positive attitudes towards environmental stewardship and sustainability practices.

Investigating Students' Misconceptions in Learning Magnetic Field and Force for Cambodian High Schools

2025-07-15T15:56:19+07:00

This study aims to analyze students’ misconceptions to examine the difficulties students face in learning about magnetic fields and forces in Cambodian high schools. Methodology included both quantitative and qualitative data. Quantitative data were collected from 1,685 high school students who completed a 30-item multiple-choice diagnostic test. Qualitative data was obtained through semi-structured interviews with 30 selected students. The results revealed several recurring misconceptions, including the misapplication of the Right-Hand Rule (RHR), difficulty in translating between two-dimensional diagrams and three-dimensional models, confusion with vector symbols, misinterpretation of magnetic poles, and a misconception of the magnetic force between current-carrying wires. There are five patterns of misconception, including misapplication of the RHR, symbol confusion, misconceptions about magnetic poles, misinterpretation from 2D to 3D representations, and misconceptions concerning magnetic forces between current-carrying wires. In the Cambodian context, a significant number of students had misconceptions about converting and understanding the spatial relationship between the 2D representation and the actual 3D orientation of magnetic fields and forces. Most students struggle with interpreting 2D to 3D diagrams; they are challenged by rotating the object, visualizing orientation changes when the current direction or magnetic field direction changes, interpreting its position from different views, and misapplication of RHR. The implications of this study suggest that instructional strategies should place more emphasis on helping students translate between 2D diagrams and 3D models, supported by explicit training in applying the Right-Hand Rule. Incorporating interactive tools, hands-on activities, and visualization strategies into curriculum design could reduce misconceptions and improve students’ conceptual understanding of magnetic fields and forces. For further study, the findings emphasized the need to develop students’ ability to visualize 3D representations from 2D diagrams and apply RHR through hands-on activities to enhance conceptual understanding in physics.

Needs Assessment-Based Instructional Material on Non-Mendelian Patterns of Inheritance for Grade 9

2025-05-23T11:12:33+07:00

Students often struggle with understanding scientific concepts, particularly in Biology. This study was conducted to develop and evaluate an instructional module designed to address the least mastered competencies in Biology. Specifically, it aimed to construct a contextualized module on non-Mendelian patterns of inheritance and subject it to formative evaluation. The participants included 120 Grade 10 students and 5 Biology teachers from Hinaplanon National High School. Data were collected through a Biology Diagnostic Test, a learning style inventory, and a teacher needs assessment survey. Expert validation, the Fry Readability Graph (Fry, 1968), and the Romey Student Involvement Index (Romey, 1968) were employed to ensure the module’s appropriateness and effectiveness. Results of the diagnostic test revealed that explaining different patterns of non-Mendelian inheritance was among the least mastered competencies, while students’ preferred learning styles were solitary and visual. Based on these findings, a blended contextualized module was developed and evaluated by experts and students. The evaluation indicated that the module demonstrated high content validity, appropriate readability, and active student involvement. Overall, the findings suggest that the module is suitable for Grade 9 learners and can serve as a valuable resource for improving comprehension and engagement in Biology.

Awareness and Practices on Solid Waste Management among Junior High School Students: Basis a Contextualized STEM Lesson

2025-05-24T23:12:40+07:00

This study investigates the level of awareness and practices related to solid waste management among junior high school students, aiming to establish a foundation for a contextualized STEM lesson. Using a descriptive survey method, data were collected to assess their knowledge, attitudes, and behaviors regarding waste segregation, recycling, and environmental responsibility. Findings revealed high awareness among students (G7-10) regarding solid waste concepts, their impacts, prohibited activities, community initiatives, and their roles—mainly informed by media, school campaigns, and teachers. However, students have limited knowledge of the laws regulating solid waste management and recycling. These insights informed the development of a STEM lesson plan tailored to local environmental challenges, promoting active student engagement and sustainable habits through crafting a prototype from recycled material.

Development of a Contextualized Teaching Portfolio for Higaonon Learners

2025-06-02T13:13:39+07:00

Interpreting graphs is a vital skill for students to navigate the modern world. However, many continue to struggle with this skill, especially Indigenous learners who often find it difficult to relate mathematical content to their lived experiences. This study aimed to develop a contextualized teaching portfolio on graph interpretation tailored for Grade 8 Higaonon learners. The development followed the Successive Approximation Model (SAM), comprising three phases: Preparation, Development, and Implementation. During the development phase, the initial draft of the portfolio underwent expert validation and was revised based on the feedback received. The revised version was pilot-tested and further refined through iterative development. The improved portfolio was then implemented in a Grade 8 Higaonon class. Findings indicated that the contextualized teaching portfolio enhanced learners’ engagement, understanding, and confidence in mathematics, which students attributed to its use of real-life contexts and interactive learning activities.