https://hdl.handle.net/20.500.14353/28 2026-04-13T13:03:00Z 2026-04-13T13:03:00Z Fuego, Micron Rey B. https://hdl.handle.net/20.500.14353/691 2025-01-29T03:30:41Z 2024-04-01T00:00:00Z

Development of a curriculum on research with innovation for potentially gifted elementary learners: A Delphi study Fuego, Micron Rey B. Filipino gifted learners require tailored learning experiences to develop essential research and innovation skills for future success in industrial revolutions. This study was conducted to determine topics and competencies to develop a curriculum guide for Research with Innovation for potentially gifted elementary learners based on the inputs of experts. Through the paradigm of pragmatism, the study employed a three-round Delphi technique. Gifted professionals, potentially gifted learners, parents of potentially gifted learners, curriculum experts, curriculum implementers, and content experts composed the Delphi expert panel. There were 17, 13, and 9 of them who informed the three rounds respectively. Data were gathered through open-ended questionnaires and Likert-scales and were analyzed using median, percentage, interquartile range, and reflexive thematic analysis. Findings revealed agreement and consensus at 94.23% of topics and competencies on the second round and 88.89% on the final round leading to three thematic clusters: Inspiring Curiosity and Creativity, Engaging in Scientific Inquiry and Design Thinking, and Thinking Towards the Future. Also, Agreement and consensus on curriculum framework elements were 100% in first the second round and 97.43% on the third round. These were used to design and develop Research with Innovation curriculum for potentially gifted elementary learners. Accompanying this is a novel learner-centered innovation learning experience model has five phases namely. State the need, Talk about it, Act on it, Reflect on it, and Share it (STARS), proposed for teachers and learners. The evaluation of the five curriculum experts, curriculum implementers, and content experts, shows that they strongly agreed on the curriculum's balance, alignment, articulation, sequence, integration, and agreed on its continuity. The use and implementation of this curriculum is desired to nurture talent in research and innovation among potentially gifted elementary learners.

2024-04-01T00:00:00Z Aguirre, Charmaigne D. https://hdl.handle.net/20.500.14353/699 2024-11-26T08:00:11Z 2024-04-01T00:00:00Z

Exploring the link among educational ecosystem, mathematics interest, and academic performance of scholars Aguirre, Charmaigne D. This study investigated a model that explores the relationship among grade level, peer influence, school support, parent involvement, mathematics interest, and mathematics academic performance. This study utilized a quantitative research design. Two hundred fifty-one randomly selected scholars of Philippine Science High School Western Visayas Campus participated in the study. Google Forms was used to administer the research instruments which are Mathematics Interest Inventory (MII) and the Educational Ecosystem Inventory (EEI). The scholars' mathematics academic performance was classified as "good" when taken as a whole and when categorized by level of parent involvement, peer influence, school support, mathematics interest, and grade level. The scholars' mathematics interest was classified as "moderately interested" when taken as a whole and categorized by grade level and school support. Regardless of grade level, the level of parent involvement was classified as moderate. As a whole, the level of parent involvement, peer influence, and school support was classified as moderate. Significant and positive correlations between parent involvement and peer influence, parent involvement and school support, peer influence and school support, and school support and mathematics interest were also recorded. The students displaying greater interest in mathematics were more inclined to attain higher grades within the PSHSWVC grading system. There was a decline in parental engagement as scholars progress through higher grades. The results of path analysis showed that school support and mathematics interest independently contribute to the prediction of mathematics academic performance, while grade level, parent involvement, and peer influence did not significantly contribute when all other variables were considered. Moreover, peer influence and school support were significant predictors of parent involvement. Mathematics interest has a mediating role in the impact of school support on a scholar's mathematics academic performance.

2024-04-01T00:00:00Z Grana, Jossie M. https://hdl.handle.net/20.500.14353/700 2024-11-27T03:00:11Z 2024-04-01T00:00:00Z

Development of contextualized research instructional material for Senior High School Technical Vocational Livelihood students Grana, Jossie M. The purpose of this study was to develop contextualized research instructional material for Senior High School Technical Vocational Livelihood students. The study utilized the Analysis, Design, Develop, Implementation, Evaluate (ADDIE) model. During the Analysis stage, the researcher administered the assessment in Practical Research 2 to the previous Technical Vocational Livelihood (TVL) students. Based on the results of the assessment, the top five (5) least-mastered competencies of Grade 12 TVL students were: draws conclusion from research findings; describes sampling procedure and sample; indicates scope and delimitation of study; describes background of research; and, uses statistical techniques to analyze data study of difference limited for bivariate analysis. These competencies were considered in the development of a module. In the Implementation stage, the developed module was tried-out to the forty-five (45) Grade 12 TVL Information Communication Technology (ICT) students and two (2) research teachers who utilized the module in their research instruction. Using the adopted evaluation and acceptability instruments, with minimal modification, the developed module was evaluated with a very high by the module experts in terms of content, instructional quality, technical quality, presentation and organization, accuracy and up- to-datedness of information, and assessment. Student participants evaluated the material in terms of content as very high and format as high. Meanwhile, the acceptability level of the developed material in terms of content instructional quality, technical quality, presentation and organization, accuracy and up-to-datedness of information, and assessment was very high as assessed by the five (5) teachers handling Technical Vocational Livelihood students and two (2) research teachers. Students and teachers' experiences were analyzed qualitatively and it was found out that the developed instructional material enhanced their understanding and it was user- friendly. Students liked most the discussion and all parts of the module. Similarly, teachers found the developed instructional material easy to understand and it was user-friendly. The part of the material that discussed statistics was well-liked by teachers. It was suggested that the material be improved by adding more topics and enhancing the design and presentation. With these results, it was recommended that students may be actively involved in tracking and assessing their own learning process to ascertain what they already comprehended to tailor their learning to the job at hand. Moreover, the developed instructional material could be of big help in assisting research teachers and students in developing their research skills since teaching and learning can now be done and occur away from the four walls of the classroom.

2024-04-01T00:00:00Z Angeles, Mae B. https://hdl.handle.net/20.500.14353/710 2025-05-20T03:05:05Z 2024-04-01T00:00:00Z

Evaluation and enhancement of instructional module in people and the Earth's ecosystem Angeles, Mae B. This study evaluated and enhanced an instructional module on People and the Earth's Ecosystem using the CIPP model. Data were collected from BSED students, science teachers, and expert validators. Descriptive statistics, mean, standard deviation, and t- test for dependent samples were used for analysis. The study revealed that students had "Failure, Passing, Very Satisfactory and Satisfactory" conceptual understanding and "Failure" critical thinking skills prior to the use of enhanced module. Poor understanding and thinking skills could negatively impact grades and performance. Although, experts' feedback tells that, the module needs revisions in content organization, clarity, presentation, and visual aids. Clearer instructions and objectives were also necessary for effective guidance. After reviewing the module in general is "very acceptable" meaning the enhanced module has met expectations. They found the enhancements satisfactory and believed the module aligns with learning outcomes, suggesting its effectiveness in the classroom. Using the enhanced module, students demonstrated a "Very Good and Highly Outstanding" level of conceptual understanding and " Good and Very Good" critical thinking skills. This indicated successful facilitation of complex concept understanding and skill development. The changes made in the module positively impacted student learning outcomes. The effective strategies employed in this module can be replicated in other modules for similar success. Given its effectiveness, the enhanced module is likely to be recommended for use in other classes or schools offering this subject. Overall, the study showed the importance of evaluating and enhancing instructional modules in improving students' understanding and critical thinking skills. The findings provide valuable insights for module developers and educators aiming to enhance the learning experience.

2024-04-01T00:00:00Z