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Improving the teaching practice of Science, Technology, and Society (STS) is the primary goal of this action research and it was done by developing STS Modules that incorporated the frameworks of UNESCO Transversal Competencies and UN Sustainable Development Goals, and Seamless Blended Digital Learning Modality (SBDLM). These modules were utilized to determine its effects on student’s Transversal Competencies, Conceptual Understanding, Sustainable Development & Solution-oriented Mindset, and on the perceptions of STS faculty members. This study utilized action research design to improve the STS teaching practice by developing and implementing STS Modules and evaluating their effects on the above-mentioned variables. Based on the results, the STS module contributed to the improvement of student’s conceptual understanding, inculcation of transversal competencies, and cultivation of sustainable development and solutions-oriented mindset. The modules are perceived by the students and virtual classroom observers as helpful as they assist the students to maximize learning even if there is minimal interaction between teachers and students because of the situations brought by COVID-19 pandemic. The study recommends continuous utilization of these STS Modules for its further improvement, modification of learning activities towards contextualization once these STS modules are adapted by future researchers in designing Seamless Blended Digital Learning Course Plan for flexible, agile, and responsive learning modality.

Due to the COVID-19 pandemic, all private and public schools in the Philippines were forced to conduct all their classes online. In light of this, the study's objective was to look at the performance indicators of senior high school students taking online chemistry lessons in both public and private institutions in Northern Mindanao, Philippines. With 100 participants, a quantitative investigation using an online survey questionnaire was conducted. The results showed a statistically significant positive impact on collaborative skills (CS), creativity and innovation (CI) during online and distance chemistry learning. By gender, there were statistically significant differences in students' overall achievement (OA), participation level (PL), and collaborative skills (CS). The strongest correlations among the six performance indicators for students were seen in the areas of collaborative skills (CS) and technology application (TA). These results showed that, in the students' perspective, the COVID-19 pandemic gave chances for students' performance in online chemistry classes to strengthen their creativity and critical thinking skills.

This study aimed to provide an overview of the TPACK framework area in terms of bibliometrics by analyzing TPACK-related studies in the Scopus database. The analysis revealed the distribution of studies according to their countries, institutions, authors, and keywords, as well as the trends in the number of studies over time. The results showed that the United States and Australia were the leading countries in TPACK research, and that several universities had established strong collaborations in this field. The study also identified the most cited authors, publications, and keywords in TPACK literature. Moreover, the analysis revealed that current issues, such as pedagogical knowledge, digital competence, and COVID-19, are becoming increasingly important in TPACK research. The study concludes that further investigation is required in this domain to keep up with the digital era in education, and that future studies should use various bibliometric and systematic review methods together and consider high-impact journals. The findings of this study are expected to guide researchers and subject experts in specifying different research subjects in TPACK. &nbsp

For decades of experience in teaching Chemistry, a chemical equation is usually balanced by writing a coefficient before the formula of atoms, ions, or molecules. In this study, the effect of a pedagogical intervention on the understanding and confidence of students was investigated by combining the guided-inquiry approach and the process of drawing of particles on balancing a chemical equation in a Philippine science classroom context. This action research gathered both qualitative and quantitative data in two phases. Initially, a three-tiered concept test determined the students' initial understanding and perceived confidence in balancing chemical equations using particulate drawings. The inquiry-based worksheets were implemented and investigated for its effectiveness. Specific cases from reflection responses and interviews were presented. The use of three-tiered tests and inquiry-based particulate worksheets exhibited significant change and a moderate positive correlation between conceptual understanding and confidence. This study was able to help Grade 11- STEM students improve their understanding and became more confident in learning the unseen particulate level of Chemistry concepts.

This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.

The learning environment plays a crucial role in the promotion of school science. Redesigning the science classroom into a metacognitive learning environment is imperative in developing students’ 2...

Technology leadership drives the technology integration program of any educational institution. School administrators take challenging tasks in integrating technology in the classroom. Their roles are critical to ensure that students’ learning in today’s context is globally relevant. Relatedly, this study examined the technology integration leadership of school administrators involved in a school-wide initiative via a three-module series seminar workshop on action research using descriptive qualitative research approach. A thematic analysis of the written abstracts provided an overview of the technology leadership of school administrators. Specifically, results revealed four technology related themes namely; School Policy Development, Professional Development of Teachers, Blended Learning Approach, & Teaching Strategies to Enhance Learning. Further research focusing on each theme is recommended to determine its impact to the actual teaching and learning implementation in the school.

The COVID 19 brought several changes to all industries worldwide and created the “new normal” set-up in the provision of services, which includes education. The usual face-to face set up has become a threat to the safety of the students, thus different alternatives and options were studied and well-planned to continue the delivery of quality instruction for the clientele, maintaining the viability of the school to continuously operate. With the enrollment data in place, a comprehensive plan was done to address all the concerns of the new normal. This is the main objective for the development of the SMCM@HOME: Heightening Opportunities through Marian Distance Education, and its main arm, the SMCM Instructional Delivery Package. The study used the descriptive evaluative research and respondents were the parents, students, teachers, and administrators of the school. Relevant results of the study include discovering and unboxing the changes in the instructional delivery brought by the Online Distance Education, immersion to the process of modules development and creative learning activities in each subject area, implementation of the online teacher made modules in the delivery of instruction and exploration of varied learning and teaching applications for instruction, intensified mentoring program & strengthened parents' assistance engagement. The SMCM Instructional Delivery Package was able to receive a very satisfied rating thus proves its efficiency and efficacy in the delivery of quality Catholic education to all Ignacian Marians.

The paradigm shift caused by COVID-19 in education calls for education contextualized at home. The Department of Education (DepEd) directs the educators to implement Blended Distance Learning (BDL) executed in both online and offline modalities. Such pedagogy extends to how the science laboratory experiments will be conducted. To attain the goal in developing scientific, technological, and environmental literate students, the integration of Home-Based Experiments (HBE) was considered the intervention in this study to create a science learning environment, enhance science attitude and involves parents. Three intact classes consisting of Grade 9 students were the respondents of the study. They were taught based on the required Most Essential Learning Competencies (MELC). The integration of activities using practical science at home were done on a step-by-step basis following the inquiry-based approach with the aid of a helpdesk. The study utilized adopted Biology Achievement Test (BAT) and face and content validated Science Learning Environment, Attitude and Parental Involvement Questionnaires to measure the intended objective of the study. Three intact classes of Research were taught based on the required Most Essential Learning Competencies and integration of activities using practical science at home on step-by-step basis in an inquiry-based approach with the aid of a helpdesk were done. The effectivity of the intervention in terms of the students' learning achievement, learning environment, science attitude, and parental involvement were analyzed. Data shows a significant difference in learning achievement in Biology, the inventory in learning environment showed high desirable interest and somewhat influential level of satisfaction in terms of science attitude. Students perceived the learning experience as a means to learn the concept and allow them to practice self-directed learning though a comprehensive direction stated in the Learning Activity Sheets (LAS). Students perceived the safety of HBE according to the standards of the conduct of the experiment and health protocols during COVID-19. The experience made them appreciate the opportunity to experience the conduct of experimentation however, the need of learning materials in the experiment itself was accorded as the most interesting factor to improve in the conduct in this study. The given observation was also recognized in the evaluation of parents in terms of their involvement followed by the clarification of concept ask by the students. The study further recommends validation of portable learning kit to be delivered at home coupled in Students Learning Modules (SLEMs) as next phase of the study.

This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was employed to determine the study's objectives. One hundred twenty-nine students participated in this study: 7 students-low SES; 63 students-high SES; 59 students-excellent SES. Specifically, it aims to determine the levels of students' socioemotional skills, perceptions of the lessons' clarity and difficulty, and performance using lesson playlists and task cards. Also, it aims to assess the relationship between students' posttest scores and perceived lessons' clarity and difficulty. The quantitative data were analyzed using descriptive and inferential statistics and qualitative data through thematic analysis. This study revealed that the lesson playlists and task cards on earth and space lessons were useful as an intervention in online distance learning, considering students' socioemotional skills. This study also revealed that students with different socioemotional skills would have unifying perceptions of how they perceive the lessons' clarity and difficulty. If the students perceived the lessons are crystal clear, they would also perceive that the lessons are easy to understand.

Education in the 21st century is oriented towards innovation in the future. Robotics is a constructivist tool which can leverage student's knowledge, skills, and attitude (KSA) using design-based paradigm to explore novel teaching and learning environment. Utilizing a 5D (define-discover-dream-design-destine) inquiry model of appreciative inquiry, this educational action research aimed to describe students' competence and their confidence in building cities through robotics. Four projects were evaluated to determine the students' competence in knowledge, skills, and attitude. Adapted self-efficacy inventory questionnaire is administered at the end of the intervention to determine students' confidence. In terms of competence in knowledge, the students are proficient in the processes involving research like problem identification, determine sources of information, and analyze problems. Proficient in innovative solution including team solution, innovation, and solution development. Lastly, proficient in presentation including sharing, creativity, and presentation effectiveness. In terms of skills, the students are proficient in the processes involving mechanical design, programming and strategy and innovation. In terms of values, the students are proficient in the processes involving inspiration, teamwork, and gracious professionalism. Moreover, data revealed that in terms of confidence students can achieve goals set by themselves, certain to accomplish task, accomplish essential outcomes, succeed in most endeavor, successful to overcome challenges, and perform effectively in several tasks.

Teacher leaders especially in this time of pandemic play fundamental roles in augmenting the quality of teaching given the new normal of teaching. Effective leaders can have great impact to successful school performance hence, it is necessary to assess their leadership readiness to ensure qualified pool of teacher leaders. In this study, the Teacher Leadership Readiness Survey served as the main instrument in order to determine their leadership readiness. It was administered during a webinar-workshop on the conduct of action research. Reflection journals and abstract analysis were used to triangulate the results of the survey questionnaire. A total of 33 respondents from a private school in the Philippines voluntarily participated. Results of the questionnaire show that the respondents' perception of school culture, teacher leadership demand, and supply are high. Relatedly, findings revealed that shared leadership is evident among the respondents. The themes generated from the reflection journals and abstract analysis affirm the high perceptions on the different leadership constructs of the study. Results can serve as benchmark in creating programs to translate the perceptions to actual practice, advance the leadership qualities of teachers, and effectuate succession planning for future leaders. Further studies can focus on the explicit and direct effects of teacher leaders to school improvement and student performance.

The onset of pandemic (Covid-19) brought schools to a nonface-to-face learning protocol and introduced Online Learning (OL) to continue the education among students. To determine how students perceive OL in their learning, this study was conducted. This descriptive quantitative research involved the 3rd year medical students ( $\mathrm{n}=117$ ) enrolled in Pathologic Obstetric course, AY2020-2021, who voluntarily confirmed as participants of the study. The main research instrument of this study employed the questionnaire on the Students' Attitude on Online Learning. The data obtained from this questionnaire was analyzed using the descriptive statistics through SPSS version 20. Results showed that the respondents generally agree that online learning is capable of increasing the student's interest in computers and learning. However, they think that the less face-to-face interaction might not promote social interaction and slow internet connection can significantly make online learning difficult. It was also found out that students generally disagree to the effectiveness of online learning because it is not practically economical and time-consuming, results to weak student-teacher interaction that threatens the quality of teaching-learning process in addition to its inability to ensure effectiveness of classroom work presentation. In terms of the ease in using online learning, it is observed that students in general had a negative attitude on this emphasizing that there should have been another form of learning implemented other than through computers. There is no significant difference in the attitude of the male and female respondents to online learning, except in the ability of online learning to be discouraging having slow computer and/or slow internet connection and online learning's ability to make student's become slaves to technology. These results will provide insights to educators and school administrations to introduce and implement a more visible and achievable blended learning approach, than the usual pure online learning approach.

The environmental contamination by benzotriazole ultraviolet stabilizers (BUVSs) has received consider attention due to their long-term and widespread usage in various consumer and industrial products in accordance with solar UV radiation increase. The present study shows the baseline data of BUVSs in human breast milk from several areas in Japan, the Philippines, and Vietnam. Total concentrations of the 8 BUVSs in breast milk ranged fromMDL (method detection limit) to 1100 ng/g lipid wt. in present study. Among the 8 BUVS compounds targeted, the highest concentration of UV-9 was found in breast milk samples collected from Vietnam. The concentrations of BUVSs in human breast milk were significantly higher (p 0.01) in Vietnam (300 ± 240 ng/g lipid wt.) than in the Philippines (100 ± 130 ng/g lipid wt.) and Japan (28 ± 34 ng/g lipid wt.). The estimated daily intake of BUVSs by infants through breast milk was one or two orders of magnitude lower than the reference dose levels.

The Covid-19 pandemic challenged different educational institutions in the country to provide different approaches to many educational concerns such as assessment of student learning and academic honesty. This study dealt with the perceptions of students and teachers about the use of Multiple Attempts Format (MAF) in online assessments and how it addresses concerns in academic honesty. The Perceptions on MAF and Academic Honesty Questionnaire (PMAHQ) served as the main instrument. Of the 545 students who responded to the survey, 89% agreed and strongly agreed that MAF addresses concerns on academic honesty. They strongly agreed that through MAF, they are able to improve their scores in online assessments honestly, and that MAF strengthens their academic honesty. Relatedly, 100% of the 10 teachers who responded to the survey hold very positive perception on MAF. They strongly agreed that MAF teaches students about responsibility, making decisions, and taking risks to improve their scores. They also strongly agreed that because MAF provides students with immediate feedback (shows student's score in the previous attempt), it therefore helps the students decide if they will take the next attempt or not, to improve their scores. The insights obtained from both the students’ and the teachers’ perceptions may be used as bases for improving the online assessment practices in content subjects in the new normal in basic education.

The conduct of Action Research (AR) is a powerful way of enabling teachers to continuously improve their teaching practices thereby enhancing students’ learning. Teachers are front liners in effecting educational reform hence, it is fundamental that their perspectives and understanding about AR be clarified. In this study, a webinar-workshop via Google Meet was conducted to capacitate the teachers in the conduct of educational action research. Their perceptions and understanding were analyzed using the mixed-method approach. The 30-item PARQ (Perceptions about Action Research Questionnaire) served as the instrument in order to expound their perceptions about the principles, attitudes and processes in doing action research before and after the workshop. Reflection logs and evaluation reports were used to analyze the extent of their understanding and validate their perspectives. A total of 33 faculty members and administrators from basic education level voluntarily participated. Responses to PARQ and reflection journals revealed that result is indicative of their understanding of the AR process. In terms of attitudes, results suggest that they find enjoyment in trying out new things in teaching andviewed that they are given enough training on AR. They have a very good grasp of the basic principles of AR; AR involves collaborative methods; & results should be shared and disseminated. Participants agreed that AR starts at addressing the current situation and consequently improve educational processes through change. The results of the present study can be used by other educational institutions as reference to create their own professional development programs for their own faculty members to help them become action research practitioners.

Authentic assessments are known to provide evidence of skills application because these mirror tasks in real world situations. This study attempts to address the question: How can designing authentic online distance learning assessments improve student performance in an Asian History class? Primary research data was obtained by selecting one Grade 7 intact class (N=38) with lesson on “Physical Features of Asia”. A learning guide and learning playlist were designed with authentic assessments using G Suite for Education applications. Thereafter, formal class sessions were facilitated to validate curriculum preparation and assessment design, where content processing and feedback-giving were carried out in a virtual classroom setting. The action research study employed the mixed-method approach. Quantitative data were analyzed using descriptive statistics while descriptive data were analyzed using thematic analysis. The results of this study show that authentic assessments enabled students to apply their skills in performing authentic tasks. They demonstrated learning based on their high assessment scores, high self-assessment ratings, and highly positive perception on how the lesson was delivered. Teachers also reflected on the relevance of what they teach, affirming that such tasks increased student engagement and motivated them to demonstrate what they have learned. The implications of this study help students develop their 21st century skills and make them future ready.

The loss of contact hours to students due to COVID-19 could pose significant harm to students' academic performance. In this new normal, utilization of digital learning technologies (DLT) is a versatile opportunity to continue the learning in an online learning environment; however, there could be barriers that can impede its adoption and acceptance. This study followed the exploratory sequential design. The qualitative phase analyzed the data related to design factors that affect the 14 senior high school participants' attitudes in using digital technology. The qualitative phase results helped develop the nine Google Forms-based Lesson Playlists (GF-LP) for the nine-week Research Methods class. The quantitative phase analyzed the data from the 105 senior high school students with partial least squares – structural equation modeling to test the effect of the design factors on students' attitudes towards using GF-LP and their academic performance. The study found a high level of acceptance of GF-LP in terms of the design factors. Results showed that all design factors affect students' attitudes towards using GF-LP. Moreover, the students' attitude towards using GF-LP does not mediate the design factors' effect on their academic performance. These findings proved that using GF-LP in a Home-based ODL environment was effective and successful.

Robotics brings education technology to a new level. Introducing robotics to schools does not only mean making hands-on activities but to prepare students for the future. The creation of Robotics Online Distance Learning at the De La Salle Santiago Zobel (DLSZ) school, and its integration to the curriculum prompted the researchers to come up with an evaluation to determine the effectiveness of the proposed Robotics Instructional Design (RID) module for “Robotics Basic Movements” facilitated through Online Distance Learning (ODL). This collaborative action research involved Grade 3 (N1=224) and Grade 4 (N2=215) students of DLSZ who served as the participants to the proposed RID module. Results from this study revealed that In terms of learning modalities, majority of the students were able to manipulate the apps using their available equipment at home. The Grade 3 group 0.377 standard deviation from the average mean of 15.193 indicates the better performance. It is also seen that based on the computed Grade 4 group results, the standard deviation of 1.07 with the average mean of 4.235 is higher compared to the other group. Most of the performances are close to the expected average, causing a symmetrical data distribution. In terms of learning targets, these became helpful for the teachers working with the students. These made lessons and activities easier to plan, monitor, and assess students’ learning. These also guided instructional designers to make sure that all students would reach mastery level. It is suggested that the proposed RID module design should involve processes from designing, to building and programming. This innovative way of transmitting skills revealed to be useful for all robotics competencies.

Organizations must develop its human resource to have the essential competencies to navigate this world characterized by volatility, uncertainty, complexity, and ambiguity. De La Salle Santiago Zobel School (DLSZ) is anchoring its professional development initiatives on its Lasallian Leadership Competency Framework. The major purpose of this study is to assess the competency profile of its current administrators and elicit their perceptions on the essential competencies that leaders must demonstrate. It also elicited their comments and suggestions to help improve the design of the leadership development program. The DLSZ top and middle-level administrators (N=71) from different departments and offices were the research participants. Descriptive research design using the mixed method approach was utilized in this study. Quantitative data were extracted from survey questionnaire while qualitative data were also gathered from interviews. Findings revealed that a very high majority of the respondents considered themselves in the proficient or advanced level in terms of leadership competencies. Additionally, they ranked decision making, emphatic leadership, and area expertise as the top three most important personal and professional competencies that administrators must demonstrate. They also provided suggestions to enhance the leadership development program design. Ultimately, having a comprehensive leadership program focusing on the recruitment, selection, appointment, and development of current and potential administrators is a future direction that DLSZ may consider.

Problem - solving is one of the skills in Math that educators, researchers, and practitioners need to address as well as the students’ engagement in an online distance learning (ODL) mode. The need to redesign instructional modules, activities, and teaching strategies is necessary. The present study aims to determine the impact of mathematical modeling in enhancing students’ problem-solving performance and to find out the level of engagement of students in accomplishing the Math Seesaw Learning Playlist in terms of their affective, behavioral, and cognitive engagement. This study employs a mixed-method research design. Pretest and Posttest were given to measure the performance of Grade One students (n = 147) in terms of problem solving. One sample T-test was used to determine whether there exists a significant difference between the pretest and posttest mean scores. The effect size (Cohen's d) was computed to check the magnitude or strength of the mathematical modeling strategy after the 2 - week intervention. Survey questionnaires and focus group discussion methods were implemented to elicit students’ feedback on the integration of mathematical modeling and their engagement in an online Math class. Students’ responses in the open-ended and closed-ended surveys were analyzed using the thematic analysis technique. Findings showed that there is a significant difference between the pretest and posttest mean scores in terms of their problem-solving performance and the level of engagement. Hence, the integration of mathematical modeling has an impact on enhancing the problem-solving performance and engagement of students.

The COVID-19 pandemic brought considerable changes in education system, particularly the non-face to face implementation of classes. Hence, this case study aims at assessing the changes in both parents and teacher's involvement and practices, respectively as perceived by students. Ten parents, their respective children from an intact class of Grade 8 students in a public high school were randomly selected as respondents of the study. Five teachers from the same grade levels were also interviewed. A validated interview questionnaire was used as guide to illicit responses from the respondents through Google Meet and personal messaging. Answers were transcribed and thematically analyzed though qualitative software Quirkos. Quirk size per themes were basis for tabulation and referred for further grouping per category. Results showed that material and emotional support of the parents were recognized as the primary parental involvement in the schooling of the child at home. Parents value to continue education and recognize the need to adapt in the new normal of schooling. Monitoring offline and online activities at home, teaching the concept, and building communication with the child are strategies employed to help understand science concept. Parents perceived communication with school through teachers for updates as the most important factor for them to execute their roles. Teachers are easy to deal with and can easily resolved problems regarding academic issues of the child however they are challenged with teacher's availability, attitudes, time constraints and internet connections. Teachers involved stakeholders, initiate, and reciprocate the communication stablished by parents through messaging and portal through social media platform but are confronted with parents and students who seldom goes online. The use of various learning materials and assessment delivered in various modalities are teachers’ mechanism to strengthen science concept the way parents recognize teachers’ pedagogic capabilities. Students highly appreciate actions taken both by parents and teachers and acknowledge the need for parental program to be beneficial. Internet connectivity, knowledge on the use of technology for distance learning and capacity on digital literacy are factors that limits the three group of respondents. Developing differentiated and inclusive communication strategies for parents, giving focus on designing resilient, flexible and self-directed asynchronous learning with parental involvement experiences and standardizing minimum requirement for a learning space at home are recommended for implementation in the next phase of this research.

The K-12 Basic Education Curriculum of the Philippines need to be constantly monitored for the least mastered content (LMC). The LMC is one of the basis of the Department of Education (DepEd) in improving the current curriculum. This study utilized survey method using e-assessment to identify the LMC in Grades 3 to 10 and its causes. The results of the identified LMC is an indication that unattained knowledge and skills continuously recur in the latter part of education of the learners. It is apparent that the learning contents in four areas of Science (Earth Science, Biology, Chemistry, and Physics) have expected higher attrition as grade level increases. With the identified LMC among the grade levels, the Education Program Supervisors recommended for content training and workshops for teachers, provision of instructional materials for specific topics, team-teaching between a non-specialized teacher and a teacher expert and assessment training and workshops for teachers. The utilization of e-assessment enhances and hastens the identification of the LMC which promotes efficiency and immediate action of the DepEd.

This paper is focused on the integration of physics in Disaster Risk Reduction (DRR) using a Web 2.0 tool, YouTube and its effect on the students' understanding of the physics of DRR. There were 96 senior high school students from the General Academic Strand (GAS) who were taking Disaster Risk Reduction (DRR) Management subject in one semester of School Year 2019-2020 in one of the public school institution in Bacoor City, Cavite. One of the required outputs in the subject is to develop a community preparedness plan to lessen and avoid the effect of different disasters. However, the student participants did not have any physics subject in the entire school year yet had physics classes when they were in Grade 7 to Grade 11. YouTube videos were used to help the students revisit and connect those physics lessons to their DRR lessons. The YT videos were selected by the researchers and was checked and validated by the DRR teacher. The video links were given to the students at the start of the discussion of the specific DRR lesson and formative tests were given at the end of each lesson. Results showed that there was an increasing mean formative test scores and that the DRR teacher observed that students became more interested in the lessons. It was noted that students became more active in class and some were able connect physics concepts in their DRR lessons as they explain and give examples. Students' responses to the questionnaire also revealed that YT videos helped the students understand the physics concepts of DRR and that it taught them to be an independent learner. Further, specific cases and/or situations that limit the students from recommending the use of YT videos in their other subjects was elucidated.

The emphasis in today's classroom is now placed on the dynamic learning experiences of the students where they construct their perspective of knowledge with the guidance of the teacher. This shift is primarily due to the emergence of new pedagogies, new technologies, and new theories that all impact teaching and learning. This research examines the impact of using lesson playlist through Schoology-Based Flipping the Classroom (FTC) approach in enhancing the academic performance of Grade 12 STEM students' in the general biology course of Colegio San Agustin Makati AY 2019-2020, Metro Manila Philippines. This study involved three classes of grade 12 students, namely 12C- Honors class (33 students), 12D- Average class (37 students) and 12E-Average class (35 students) taking general biology 1 course. Data were collected from the lesson playlist output in Schoology. The data included pretest and posttest results, summative test results, teacher journals, personal observations, take-home tasks completion rates, and survey questionnaires after lesson playlist integration. The findings showed favorable results on student learning in the areas of test scores, student engagement, and enjoyment, collaboration in their learning circles, productivity and enthusiasm, creativity and students become more responsible for their learning. Thus, the results of this action research investigation indicated that incorporating lesson playlist elements in Schoology and other forms of technology into scaffolding the lessons can be an effective way to increase students' engagement and motivation resulting from improving student performance.

This study was designed to determine the effectiveness of Design Thinking Process as framework used in a STEM with Robotics Performance Tasks. It utilized a Quasi Experimental Design of pretest - posttest scores. Also, mixed method was utilized to analyze the data gathered. The respondents were composed of 141 grade 10 with 74 male and 67 female students. This study aimed to determine the level of socioemotional skills of the students, to determine the significant difference between students' socioemotional skills and robotics performance using design thinking process considering their sex, to determine the effect Robotics - Chemical Reactions Performance Task using Design Thinking Process Framework in terms of (a) STEM - Robotics Conceptual Test (STEM-RCT) and (b) Chemical Reactions Conceptual Test (CRCT), and to determine students' experiences in the implementation of Design Thinking Process as a framework. One - way ANOVA was employed to determine the significant difference between the socioemotional skill domains and robotics performance of male and female and paired t - test was utilized to determine the significant difference between the pretest and posttest. Thematic analysis was used to explore the qualitative data gathered. This study revealed that students have a high average level of socioemotional skills, male and female students have significant difference with their task performance and emotional regulation domains and no significant difference with other domains, and the design thinking process was found to be effective based on the significant difference between the scores of pretest and posttest. Four themes were generated to determine the effectiveness of design thinking as performance tasks framework.

The Employee Request System (ERS) of De La Salle Santiago Zobel School (DLSZ) is an online information system that allows end-users to request for the purchase of materials and services that are required in the daily operations of the school. The system aims to promote operational efficiency in the requisition and procurement process. The major purpose of this study is to assess the effectiveness of the ERS through the feedback of the stakeholders who actively use the system. The study also elicited the perceptions of the respondents about feature enhancements of the ERS that should be prioritized by the school. The DLSZ personnel (N=126) from different departments were the participants of this study. Descriptive research design using the mixed method approach was utilized in this study. Quantitative data were extracted from survey questionnaire while qualitative data were gathered from focused group discussions. Survey questionnaire responses were collected from the four stakeholders, namely, administrators (n1=39), faculty (n2=39), administrative service personnel (n3=25), and staff (n3=23). Findings revealed that the ERS is viewed positively by majority of the respondents. The online facility is considered easy to use and reliable. While the respondents encountered problems in using the ERS, they also provided suggestions to enhance it. Ultimately, having an end-to-end online requisition-to-pay system is a future direction that may be considered by DLSZ in managing its requisition, purchasing and payment processes.

Nature of Science (NOS) is normally not part of science instruction and science assessment in the Philippines. It was not an explicit domain in the science curriculum. The main goal of this study was to find out the impact of historical short stories on the students' NOS view and academic achievement in the Grade 10 students of one of the public junior high schools in South Luzon. To achieve this goal, the researchers utilized a learning management system (LMS) where the students can read and download the stories in their computers or mobile phones. They were also asked to turn in their homework and journals in this LMS. Purposive sampling was used in choosing the participants. The Student Understanding of Science and Scientific Inquiry (SUSSI) and content test were taken by the student-participants during the pretest and post-test to assess NOS views and achievement, respectively. The dependent t-test was used to compare the pretest and post-test science content test scores and percentages to report the NOS views of the participants. As a result, the participants demonstrate changed naive-transitional NOS views to transitional-informed NOS views. After the implementation, the students were able to give concrete examples in the open-ended responses from the short stories they read and most of the responses were categorized as transitional-informed. On the other hand, the use of NOS-infused lessons was able to address the issue that teaching NOS will take considerable amount of time of actual instruction since NOS-infused lessons were able to change the NOS views and improved the achievement scores (p=0.000

This study aims to improve the elements and the overall level of students' reflection through video-based journaling. Furthermore, this seeks to explore the student's perception on the use of video-based journals as compared to the handwritten journals. A total of 64 Grade 12 students were selected as the participants of the study using convenience sampling. They were asked to write journal reflections using pen and paper for two weeks. Afterwards, they shifted to video-based journaling and continued reflecting for another two weeks. Students' responses were constantly monitored. The responses were then analyzed using a rating checklist. Students' handwritten and video-based reflections were compared in terms of (a) elements of reflection and (b) overall level of reflection. To determine if there is a change on students' reflections, descriptive analysis was employed. Paired T-test was also used to determine if the change on these two aspects are significant. At the end of the four-week period, selected students were interviewed. Qualitative analysis was done to determine student's perception on video-based journaling as well as to compare the effectiveness of the two methods of journaling mentioned. Results showed that there is a significant increase on the number of elements present on students' reflections and improvement on the overall level of reflection when they used video-based journal. Moreover, majority of the students perceived the use of video-based journal to be more favorable than the handwritten journal. Results of this study will help educators in deciding on how to effectively implement and integrate reflective journaling in their teaching.

This study aimed to determine the effect of technology-integrated activities on the students' laboratory anxiety. The adapted instrument, Laboratory Anxiety Questionnaires (LAQ) was administered as a pre-test to 46 BS Food Technology students who enlisted in Organic Chemistry Laboratory at the Mariano Marcos State University, City of Batac, Philippines. The researchers conducted action research in a search for ways to achieve 21st-century pedagogy to gear students in gaining 21st-century skills for them to become future proof and to thrive in a transforming world. Mobile applications and video clips were used in the instruction. After technology integration and performing the laboratory activities in two weeks, LAQ was applied as a post-test. The study was designed as a pre-test-postest without control group action research. Frequency and percentages were computed to determine the specific laboratory anxieties that were overcome after the intervention. Results showed that the anxiety in handling chemicals, laboratory materials and equipment, laboratory accidents and committing mistakes during the experiment were overcome in high percentages. The integration of technology such as mobile applications and videos reduces the students' laboratory anxiety.

In the past years, the use of Learning Management Systems (LMSs) has been regarded as an advantageous means for handling administrative duties in classroom instructions rather than being successful in facilitating learning. Although several studies have reported that the utilization of certain LMSs have resulted to positive effects on students' achievement and perceptions, the LMS's capabilities and limitations make it limited for teachers to develop new pedagogical approaches in maximizing its use in promoting effective and efficient teaching-learning processes. This study aimed to develop and validate a scale for evaluating a digital environment when using LMSs in supporting learning directly. The developed Next Generation Blended Learning Environment Questionnaire (NxGBLEQ) is a four-point Likert scale and originally had 52 questions. For further validation, 4 Science Education experts validated the questionnaire, and it was administered to 326 senior high school students. Consistent with the adopted theoretical framework, the 35-item NxGBLEQ comprised 5 factors: (1) interoperability and integration; (2) personalization; (3) analytics, advising, and learning assessment; (4) collaboration, and (5) accessibility and universal design. The entire scale and factors demonstrated a satisfactory level of internal reliability, and senior high school students could use it.

To probe how Robotics Intervention Strategy (RIS) facilitated the development of students' robotics basic programming skills, this study was conducted. Grades 4 to 12 student-participants (N=26) were taught using RIS module designed by the teachers-researchers using the Response To Intervention (RTI) framework. The RIS module was consisted of Required Robotics Technical Skills (RRTS) Pre-test, Scaffolding, Performance Feedbacking, Periodic Drills, Progress Monitoring, and Required Robotics Technical Skills (RRTS) Post-Test. The RIS module involved the use of mobile learning devices, EV3 Lego Mindstorms Ev3 Core Set 45544, and playing field. An action research design was employed to determine the effectiveness of Robotics Intervention Strategy (RIS) among Robotics Elite Members of the De La Salle Santiago Zobel (DLSZ) School. The effectiveness was determined by students' performance in the RRTS developed by the researchers and teachers. The pretest score (M=2.50; SD=0.76158) implied that before the intervention, the elite team members' robotics technical skills was at the approaching proficiency level. After the intervention, the posttest score (M=4.31; SD=0.73589) suggested that the elite members' robotics technical skills were approaching the expert level. Moreover, Cohen's d value of 2.4046 indicated large effect of the Robotics Intervention Strategy (RIS). Paired t-test (t=-16.255; p=.000) analysis revealed that there was a significant difference in the elite members' pretest (M=2.50) and posttest scores (Mean=4.31) in the practical assessment, with the posttest score (M=4.31: SD=0.73589) significantly higher than the pretest score (M=2.50: SD=0.76158). This indicated that the RIS significantly improved the elite members' performance level. Results of the study supported the importance of intensive interventions because it gave an opportunity for the school's to figure out ways to serve the students better. The RIS facilitated the most specific needs for the students as the approach made modification, made adaptations, and reflected on RRTS performance-based approach so that the kind of intensive intervention the coaches provide was really specific to that student.