Journal of Innovation, Advancement, and Methodology in STEM education

Performance of Grade 9 Learners in PISA-like Financial Literacy Test

Eliza Jean Dacut — 2026-06-30

The PISA-like Financial Literacy Test was developed to assess how Grade 9 learners apply mathematical knowledge and problem-solving skills to real-life financial contexts. Using the ADDIE model, the study contextualized test items within Philippine settings, including GCash transactions, phone plans, pizza purchases, currency exchange, and bicycle ownership. Expert validators confirmed the strong relevance and alignment of the items with the PISA financial literacy framework. Master teachers rated the instrument as Very Good in terms of design, layout, and illustrations, recommending only minor revisions for clarity. The test obtained a Cronbach’s Alpha reliability coefficient of 0.76269, indicating acceptable internal consistency of the scoring guide. Findings revealed that learners exhibited proficiency in tasks involving direct computation, such as currency conversion; however, they experienced difficulty in higher-order reasoning and budgeting contexts, particularly when comparing phone plans and evaluating financial information. Most learners performed at or below the Beginning Proficient Level, suggesting limited ability to transfer mathematical concepts to authentic financial decision-making. Case analyses identified two distinct problem-solving approaches: quantitative reasoning, which emphasizes computational precision, and contextual reasoning, which values practicality and affordability, highlighting a gap between mathematical accuracy and real-world application. The study concludes that the contextualized PISA-like test is a valid and effective assessment tool for measuring financial literacy. It recommends integrating financial literacy more explicitly within the K-12 Mathematics curriculum, enhancing teacher training on contextual learning, and conducting further research on learners’ financial literacy progression and socioeconomic influences.

Identifying Student Errors Using Newman's Error Analysis in the Teaching Through Problem-Solving (TTP) Approach

Diofel Malmis — 2026-06-30

This study identifies the specific mathematical errors committed by learners exposed to the Teaching Through Problem-Solving (TTP) approach. While TTP is an active learning method that fosters deep understanding by presenting problems before formal solutions , there is a scarcity of research investigating how student errors manifest within this specific instructional model. Using Newman’s Error Analysis (NEA), the researcher analyzed the written solutions of 32 Grade 7 students at Mindanao State University-Iligan Institute of Technology College of Education-Integrated Developmental School to categorize hurdles into five stages: reading, comprehension, transformation, process skills, and encoding. The findings reveal that Comprehending Error was the most frequent challenge in Problem 1 (34.375%), while Encoding Error emerged as the primary obstacle in Problem 2 (34.375%). These results suggest that while students generally possess strong fundamental literacy, they struggle with moving from literacy to mathematical interpretation and providing narrative closure to their solutions. By pinpointing these exact stages of failure, educators can develop targeted scaffolding and instructional strategies to address the root causes of student difficulties in student-centered environments.

Creativity-Related Instructional Strategies in Secondary Mathematics Classrooms: A Case Study

Diana Rose Jasmin — 2026-06-30

The Philippine mathematics curriculum encouraged teachers to promote students’ creativity in the classrooms to equip students with “21st century skills”. However, mathematics instruction often emphasized traditional teaching methods which limit students’ creative thinking. Additionally, fewer studies documented how creativity-related instructional strategies were enacted in a mathematics classroom, especially in the Philippine context. Therefore, this case study investigated the creativity-related instructional strategies employed by a teacher in teaching mathematics. The study was conducted in a laboratory school of a state university in Region X, Philippines. The class involved a teacher and 34 7th grade students. Data collection was done through observations, and interviews. Seven classes about division on polynomials were continuously observed. These were video recorded, transcribed verbatim, and segmented into classroom talk episodes. Qualitative content analysis, guided by a coding framework, was used to analyze the episodes. On the other hand, interviews with the teacher were audio recorded, transcribed verbatim, and analyzed thematically to support findings. The findings revealed that the teacher employed a range of creativity-related instructional strategies. These were categorized into four general themes: (1) allow collaborative making sense of mathematics, (2) elicit conjectures with respect, (3) stimulate divergent thinking, and (4) guide convergent thinking. Specific instructional strategies in each theme were discussed. However, opportunities for students to connect ideas to real-world contexts were limited. The findings suggested that the teacher was able to create opportunities for the students to express creative thinking in the mathematics classroom.

Science Teachers’ Knowledge, Attitudes, and Practices on SDGs in Science Instruction

Ranulfo Mayol — 2026-06-30

This study investigated the knowledge, attitudes, and practices (KAP) of secondary science teachers in integrating the Sustainable Development Goals (SDGs) into science instruction within the framework of Education for Sustainable Development (ESD). Using a descriptive survey design with supplementary qualitative data, 28 junior high school teachers from public schools in Iligan City, Philippines were purposively selected. Data were collected through a validated KAP questionnaire and analyzed using descriptive statistics and thematic analysis. Findings revealed that teachers demonstrate high knowledge, particularly in environmental aspects of sustainability, but show moderate understanding of SDGs as an interconnected global framework. Teachers exhibited very positive attitudes, reflecting strong commitment to sustainability and learner-centered values. While practices were generally high, integration was predominantly contextual and environmentally focused rather than interdisciplinary and systems-oriented. Qualitative findings highlighted gaps in sustainability competencies, including systems thinking and action-oriented pedagogy, as well as structural constraints such as limited training, resources, and institutional support. The study concludes that strengthening teacher competencies and providing sustained systemic support are essential for achieving meaningful and holistic SDG integration in science education.

Teachers’ Practices and Students’ Experiences of Gamification in High School Science Classes

Liza Marie Liscano — 2026-06-30

Gamification is increasingly applied in science education to improve students' engagement, motivation, participation, and interaction. But little research has focused on the implementation of gamification by high school science teachers and the students' experiences of gamified science activities in the classroom. Through a qualitative descriptive study, data was collected from six in-service science teachers and thirty secondary school students in the Division of Iligan City. Data were collected by conducting preliminary interviews and semi-structured interviews and analyzed by thematics analysis and comparative analysis. The results indicated that teachers employed the following elements of the game to encourage interaction, teamwork, motivation, and meaningful learning of science such as using points, badges, challenges, feedback, rewards, and progression to promote engagement, collaboration, motivation. Students generally experienced gamified science lessons as enjoyable, interactive, collaborative, and motivating. The comparative analysis showed that teachers’ practices and students’ experiences aligned in terms of engagement, participation, collaboration, and motivation. However, students also reported challenges related to unclear mechanics, time pressure, challenging scoring systems, and overwhelming competition, which sometimes hindered their conceptual understanding. The study suggests that gamification can support high school science learning when it is clearly structured, aligned with curriculum objectives, inclusive, fairly paced, and focused on learning rather than solely on rewards or competition.

Teachers’ Assessment of Learners’ Basic Science Process Skills: Basis for A Garden-Based Learning Intervention

Jesscel Jane Buot — 2026-06-30

Abstract. This study evaluated elementary learners’ basic science process skills (SPS) based on teachers’ assessment and classroom observations as a basis for a garden-based learning intervention. Using a descriptive research design, data were collected from ten teachers and twenty-four Grade 4 learners through a validated 50-item Likert-scale questionnaire. Results showed that learners demonstrated high proficiency in classifying, moderate levels in observing and measuring, low performance in predicting and communicating, and very low performance in inferring skills. Teachers’ assessment practices were generally moderate, with high reliance on worksheets and limited use of hands-on and outdoor activities. A pre-test and post-test analysis revealed a statistically significant improvement after the intervention (Z = -4.28, p < .001; r = 0.87), indicating a large effect. The findings underscore the importance of integrating inquiry-based, contextualized, and experiential learning approaches, such as garden-based learning, to address deficiencies in higher-order science process skills. The study recommends strengthening hands-on and outdoor assessment practices and promoting authentic learning environments that support scientific thinking, problem-solving, and real-world application.

Keywords: science process skills; teachers’ assessment; elementary science; garden-based learning; inquiry-based outdoor intervention

Development of Contextualized Learning Material for Enhancing the Teaching of Biology

Zeebeedee Kuizon — 2026-06-30

Contextualized instruction enhances science learning by linking concepts to learners’ cultural and real-life experiences; however, its application in Biology remains limited due to insufficient localized materials, limited teacher training, and challenges in integrating Indigenous knowledge. This study aimed to identify a Grade 9 Biology learning competency in need of contextualization as a basis for the development of a Contextualized Learning Material (CLM) and to examine teachers’ perspectives on contextualized instruction. This study employed a Research and Development (R&D) design guided by the Successive Approximation Model (SAM) and focused on the needs assessment phase. It was conducted in an IPED-implementing secondary school in Mapurog, Bonifacio, Misamis Occidental, where both Subanen and non-Subanen learners are enrolled. Participants included Science teachers with at least five years of teaching experience. Data were collected through interview assessment questionnaires and semi-structured interviews and analyzed using weighted mean and qualitative content analysis. Findings revealed that teachers actively integrate contextualization through real-life, environmental, and cultural connections in Biology instruction. The learning competency “describing the biotic and abiotic features of tropical rainforests, swamps, estuaries, mangrove forests, and coral reefs” was identified as most in need of contextualization. Four themes emerged: real-life and cultural integration, priority areas for contextualization, instructional support, and implementation challenges. Teachers emphasized the need for localized materials, training, and community partnerships. The study concludes that effective contextualized Biology instruction requires sustained institutional support and culturally grounded resources. The identified competency provides a strong basis for developing a Contextualized Learning Material that promotes culturally responsive, relevant, and meaningful science learning.

Developing a STEM Education Learning for Visualization in Chemistry Conceptual Understanding Among Grade 10 Students

Chuanchuen Malila — 2026-06-30

This Research and Development (R&D) study developed a STEM education learning management approach integrating visualization media to enhance chemistry conceptual understanding of stoichiometry among Grade 10 students. Conducted during the second semester of academic year 2024, the study involved a purposive sample of 30 Grade 10 students at Keannakhonwittayalai School, Thailand. The developed approach consists of five phases: (1) Visual Engagement, (2) Concept Exploration, (3) Hybrid Representation (linking macroscopic, sub-microscopic, and symbolic levels), (4) Expression and Reflection, and (5) Meaningful Applications. Research instruments included validated lesson plans, a 15-item two-tier chemical conceptual understanding test (KR-20 = 0.87), and student observation and reflection forms. Results showed the developed approach was highly appropriate; expert validation yielded a Content Validity Index (IOC) of 0.80–1.00 and a mean suitability score of 4.73 (SD = 0.31). Furthermore, students’ post-test conceptual understanding scores (M = 19.46, SD = 2.17) were significantly higher than their pre-test scores (M = 12.63, SD = 2.88) at the .05 level, with a moderately high normalized gain of 0.54. Behavior observations and learning reflections revealed that the development strategy effectively engaged students, who noted that visualization media helped them comprehend unobservable sub-microscopic chemical concepts.