Journal of Innovation, Advancement, and Methodology in STEM education

Smart Bracelet: Empirical Multi-Purpose Bracelet GPS Tracker

Wed, 31 Dec 2025 00:00:00 +0700

This research aimed to develop and evaluate a smart multi-purpose GPS tracker bracelet designed to enhance user safety by enabling emergency location sharing and alerts through an SOS button with SMS functionality. The participants of the study were the researchers, who designed, assembled, and tested the prototype device within Iligan City, Philippines. An experimental research design was employed to assess the device’s detection range and response time for both calls and text messages. Data was collected through multiple field trials conducted at varying distances, and results were analyzed using descriptive statistics, including mean response times. Findings revealed that the device performed optimally in open spaces, with an effective detection range of up to 2.54 km and average response times of 12.3 seconds for calls and 13.6 seconds for texts. Although minor limitations were observed in coordinate detection speed, the smart bracelet demonstrated potential for improving child and student safety by providing parents and guardians with real-time location monitoring.

Familiarity And Uses of Common Ethnobotanical Plants Among Young Higaonon Students: Basis for a Contextualized Stem Lesson

Lea Salon, Monera Salic-Hairulla — Wed, 31 Dec 2025 00:00:00 +0700

This study explores the ethnobotanical knowledge and practices of young Higaonon students in Northern Mindanao, Misamis Oriental, Philippines, focusing on their familiarity and utilization of common medicinal and culturally significant plants. Rooted in the rich indigenous traditions of the Higaonon tribe, the research aims to document plant-based knowledge that has been transmitted across generations and assess its relevance in the context of modern education. Using qualitative methods such as structured interviews, focus group discussions, and participatory observation, the study identifies key plant species known to the students, their traditional uses (e.g., for treating wounds, fever, stomach ailments, and ritual purposes), and the extent to which this knowledge is retained and practiced. Results reveal that while some ethnobotanical knowledge persists among the youth, there is a noticeable decline in familiarity due to limited intergenerational transmission and the influence of modern healthcare systems. The findings underscore the importance of integrating indigenous knowledge into the STEM curriculum to promote cultural preservation, environmental awareness, and scientific inquiry. By contextualizing STEM lessons around local ethnobotanical practices, teachers can foster deeper engagement among Higaonon students and bridge traditional wisdom in biology at the secondary level. This study serves as a foundational step toward developing culturally responsive teaching materials that honor indigenous heritage while enhancing academic relevance and student identity in science learning. The results obtained from the study served as the basis for crafting the contextualized Problem-Based STEM lesson on the essential uses of ethnobotanical plants.

The Influence of Mathematics Learning Playlists in Student's Understanding

Angela Panim, Myrna Lahoylahoy, Joy Magsayo, Fhelmar Rondillas — Wed, 31 Dec 2025 00:00:00 +0700

This study examines the influence of Mathematics Learning Playlists on student’s understanding of mathematical concepts, specifically in the topic of combinatorics. Utilizing the SAM (Successive Approximation Model) as the framework for development, the learning playlists were designed to provide structured, engaging, and self-paced learning experiences. The researcher-developed learning playlists consisted of researcher-made video lessons, self-learning activities (SLA), exercises, and quizzes. These were evaluated, then implemented among the purposively selected forty-one (41) Grade 10 Junior High School students in one of the public schools in Iligan City. The study employed a descriptive research design, measuring students’ performance through pre-test and post-test assessments to determine the influence of the intervention. A paired t-test was conducted to analyze the difference in scores, revealing statistically significant improvement in student’s understanding on Combinatorics after using the learning playlists. Students claimed that the Mathematics learning playlists helped them to understand the Combinatorics. The respondents perceived that the learning playlists was easy to follow, offering clear explanations, step-by-step solutions, flexible to revisit lessons anytime, and they overwhelmingly recommend Mathematics learning playlists as a valuable tool in teaching and learning. These findings indicate that Mathematics learning playlists serve as an instructional tool in enhancing conceptual understanding and academic performance. The study recommends the wider adoption of this strategy in mathematics education and further research on its long-term impact across different grade levels and mathematical domains.

Keywords— Mathematics Learning Playlists, student understanding, SAM model, combinatorics, self-paced learning

Development of Contextualized Teaching Through Problem-Solving (TTP) Lesson Plan in Measurement

Wed, 31 Dec 2025 00:00:00 +0700

The lack of contextualized Teaching Through Problem-Solving (TTP) lesson plans hinders the effective use of problem-solving as a teaching strategy. This study developed and evaluated contextualized TTP lesson plans in measurement for Grade 7 students in Northern Mindanao using the ADDIE model. Analysis, design, and development were guided by teacher insights and reviewed by TTP practitioners using a table of specifications, with three iterative cycles yielding positive feedback aligned with contextualization, the TTP framework, and the Most Essential Learning Competencies (MELCs). The implementation revealed limited student progress, underscoring the significance of lesson refinement. Thematic analysis of student experiences and focus group discussions with teachers indicated that the lesson plans fostered engagement, collaboration, and critical thinking, but challenges with reading comprehension, time management, and unequal participation were noted. These findings suggest that integrating mathematical problems into locally relevant contexts enhances TTP effectiveness, but careful alignment with core TTP components is essential for optimal learning outcomes.

Enhancing Physics Problem-Solving Skills on Waves through Problem-Based Learning (PBL) Integrated with the Inquiry Method and Polya's Problem-Solving Techniques for Grade 11 Students at Buakhao School

Wed, 31 Dec 2025 00:00:00 +0700

This study investigates the effectiveness of using the Problem-Based Learning (PBL) management process combined with Polya's problem-solving techniques in enhancing students' physics problem-solving abilities and their satisfaction with the learning method. The research aims to (1) assess the students' ability to solve physics problems after engaging in PBL, with the goal of meeting the 70% performance criterion, and (2) evaluate student satisfaction with the learning approach. The sample group consisted of 33 students grade 11 from Buakhao School during the first semester of the academic year 2024. The research tools included six learning management plans, a multiple-choice test with four sets of ten questions each, and a satisfaction questionnaire with 20 items. Data analysis was performed using mean, standard deviation, and t-tests (one sample). The results showed that (1) students' physics problem-solving abilities significantly improved after the PBL-based instruction with Polya’s techniques, surpassing the 70% criterion, with statistical significance at the 0.05 level, and (2) student satisfaction with the PBL approach was at a high level (Mean = 4.63, SD = 0.70).

Reflecting on Feedback: How Formative Feedback Shapes Pre‑Service Science Teachers' Pedagogical Content Knowledge of Inquiry from Context‑Based STEM Lesson Designs

Pairoh Sohsomboon, Thidaporn Souysaart, Chokchai Yuenyong — Wed, 31 Dec 2025 00:00:00 +0700

This study addresses a persistent gap in teacher education, namely the limited empirical understanding of how structured formative feedback influences pre-service science teachers’ design and revision of inquiry-based, context-based STEM lessons. Employing a qualitative method intervention with 33 pre-service science teachers, participants completed four iterative lesson-design cycles framed by an inquiry from a context-based model (Sutaphan & Yuenyong, 2019). They received targeted formative feedback informed by a validated rubric (inquiry alignment, contextual relevance, pedagogical content knowledge, and assessment coherence). Qualitative measures include rubric scores, self-efficacy surveys, and lesson coherence indices; qualitative data comprise reflective journals and semi-structured interviews analysed via thematic coding. Thematic analysis is expected to reveal four central mechanisms-targeted conceptual framing, scaffolding assessment design, context-driven motivation, and reflective revision-that mediate these gains. The study contributes novel empirical evidence and a pragmatic rubric for linking formative feedback to concrete design improvements, offering methodological advances for evaluation and practical guidance for integrating the iterative feedback cycle into teacher education to strengthen preservice science teachers’ capacity to design inquiry-rich, contextually meaningful STEM learning experiences