Journal of Innovation, Advancement, and Methodology in STEM education

Health Literacy and Relationship Factors in Exercise Behavior Affecting Health of Students Nakhon Sawan Rajabhat University

Wandee Chaweejan — 2026-02-13

This study aimed to determine the levels of health literacy and examine the relationship between specific dimensions of health literacy and exercise behavior among undergraduate students at Nakhon Sawan Rajabhat University. Methodology was a quantitative cross-sectional survey. Sample was conducted among 284 undergraduate students, selected via stratified random sampling. The research instruments included the European Health Literacy Survey Questionnaire (HLS-EU-Q) and the Exercise-Related Factors Questionnaire. Data was collected through paper-based formats online and analyzed using descriptive statistics and inferential statistics, including Chi-square and Fisher’s Exact tests, with a significance level set at p < 0.05. The findings revealed that four out of six health literacy dimensions had a statistically significant positive relationship with exercise attitudes: Access to Health Information and Services (p=0.016), Interacting to Increase Knowledge (p=0.012), Changing One's Own Health Behavior (p=0.014), and Presenting Health Information (p=0.018). In these dimensions, students with high literacy levels reported overwhelmingly positive attitudes toward exercise. Conversely, Understanding Health Information (p=0.069) and Making Health Decisions (p=0.057) did not reach statistical significance. Interestingly, these cognitive and evaluative dimensions showed an inverse descriptive trend, where higher literacy scores were associated with more negative or realistic attitudes toward exercise, suggesting a "burden of knowledge" regarding the complexities of health maintenance. The study demonstrates that social, functional, and advocacy-based health literacy are the primary drivers of positive exercise attitudes among university students. While technical understanding of health information is important, it does not directly translate into motivation. Therefore, health promotion interventions should focus on simplifying access to services, fostering communicative confidence, and encouraging peer-led health advocacy to effectively improve exercise behaviors and overall student health.

Investigating Solutions to Non-Routine Mathematics Problems in a Collaborative Setting

Rowaidah Abdulrahman — 2026-03-28

The study investigated Grade 9 students’ solutions to non-routine mathematics problems (NRPs) in a collaborative learning setting. The implementation aimed to enhance learners’ problem-solving proficiency and collaborative engagement through structured NRPs aligned with the Most Essential Learning Competencies (MELCs) prescribed by the Department of Education (DepEd), Philippines for the first quarter, particularly on solving quadratic equations using methods such as completing the square and applying the quadratic formula. Specifically, the study sought to (1) develop non-routine problems and (2) examine students’ strategies in solving algebraic problems. A mixed-methods design was employed involving twenty-five (25) Grade 9 learners from TNHS, a public school in Lanao del Sur. Findings consistently aligned with the study’s objectives. First, in developing NRPs suited to Grade 9 learners, teachers’ evaluation confirmed their validity and instructional relevance, with all five problems rated Excellent (overall mean = 3.47). These ratings highlighted strong content validity, clarity of presentation, and appropriateness to learners’ cognitive readiness. Second, in examining learners’ strategies and proficiency, group outputs showed steady progress from Beginning in NRP 1 (x̄ = 2.45) to Proficient in NRP 5 (x̄ = 3.80), with an overall mean of 3.42 (Approaching Proficiency). Classroom observations reinforced this trajectory, rising from Apprentice in NRP 1 (x̄ = 3.27) to Proficient in NRP 5 (x̄ = 4.87), though some groups continued to struggle with generalizing solutions and systematically recording procedures. Qualitative insights further confirmed that learners demonstrated flexible reasoning, increased confidence in non-routine problem solving, and stronger engagement during collaborative work. Overall, the integration of contextualized NRPs aligned with MELCs on quadratic equations effectively enhanced students’ mathematical proficiency, problem-solving confidence, and collaborative participation, thereby achieving both research objectives and demonstrating the pedagogical value of non-routine problems in fostering higher-order thinking among Grade 9 learners.

Mathematical Readiness of Grade 12 Students for STEM-related College Courses

Queeny Eliza D. Saludares — 2026-03-28

This study investigates the college mathematical readiness of Grade 12 students, particularly those in STEM and non-STEM strands, and examines the relationship between their senior high school mathematics performance and college mathematical readiness. Utilizing a descriptive-correlational design, the study involved 108 Grade 12 students. The College Mathematics Readiness Test (CMRT) was administered to assess their proficiency in Algebra, Geometry, Statistics and Probability, Trigonometry, Pre-Calculus, and Calculus. Results indicate that 76.92% of STEM students have average mastery, suggesting moderate readiness for college-level mathematics, while 67.07% of non-STEM students exhibit low to very low mastery, indicating a lack of readiness for STEM-related college courses. The study found no statistically significant relationship between senior high school mathematics performance and college mathematical readiness, highlighting a potential disconnect between high school and college mathematics standards. The findings underscore the need for bridging the gap in mathematics instruction between basic education and higher education institutions to better prepare students for STEM fields in college.

Sleep Routine among Grade 10 Learners in the Science Curriculum: Its Influence on Academic Performance in Biology, Chemistry, and Physics

Johana Mae Talledo — 2026-03-28

Sleep quality and quantity are significant for adolescent learners because they have an impact on academic performance, cognitive function, mental health, and general well-being. This is a quantitative study where the relationship between sleeping routines and academic achievement in biology, chemistry, and physics among 66 Grade 10 learners in the science curriculum is examined.Respondents’ sleep time, wake time, and number of sleep hours per day during a 5-month period were monitored, and results revealed that 97% of the respondents have inadequate sleeping habits. Students only sleep for an average of 6 hours and 18 minutes instead of 8 to 10 hours for people their age. Furthermore, regression and correlation models identified that both sleeping late and waking early have both positive and significant influences on their performance in biology and chemistry, and in biology and physics, respectively. This practice among students is alarming because compromising adequate sleep time for higher achievement is never recommended since it can lead to negative effects on health, cognition, and behavior. Moreover, results support existing literature that indicates adequate sleep results in good school performance, as more sleep time is a positive predictor of better performance in chemistry and physics. Albeit the fact that there are several intrinsic factors and external influences that affect sleeping routines among adolescents, schools should help learners practice good study and sleeping habits, and efficient time management to avoid jeopardizing students’ well-being for the short-term goal of higher grades.

Enhancing Elementary Student Teachers’ Scientific Inquiry Skills through Community-Based Laboratory Tools: A Case Study of the KRU-Rak Thin Closed-System Teacher Production Program

Phatsarapron Sahakit — 2026-03-29

The issue of teacher shortages in Thailand persists, particularly in small schools located in remote areas. Many teachers are unwilling to take long-term positions in these areas, resulting in a lack of educational opportunities for students. This study investigates the impact of community-based laboratory tools on the scientific inquiry skills of 67 elementary student teachers within the KRU-Rak Thin Closed-System Teacher Production Program in Thailand. Utilizing a mixed-methods case study design, the research addressed two primary objectives: determining how community-based tools enhance inquiry competencies and identifying the best practices that emerge from their implementation. Data was collected through a scientific inquiry skills test, rubric-based lesson plan evaluations, semi-structured interviews, focus group discussions, classroom observations, and reflective journals. Findings revealed a significant quantitative improvement in participants’ inquiry skills, with post-test scores showing statistically significant gains. Qualitatively, the results demonstrated a professional shift in lesson planning from traditional, content-driven instruction to context-responsive inquiry cycles. Student teachers developed critical data collection and interpretation skills through authentic field investigations, such as community walking maps and fishbone diagrams, which effectively reconceptualized the local community as a "living laboratory." The study further identified emerging best practices, including the development of student-designed learning strategies that utilize local ecological phenomena and the implementation of school-community innovation projects that support local income generation. These interventions resulted in transformative changes in participants' professional identity, shifting their roles from mere content deliverers to confident community-based facilitators. By bridging the gap between formal science and community knowledge, the program fosters a more sustainable, culturally relevant, and collaborative approach to science education.