Smart measuring device: Utility model for school laboratories

Abstract

This qualitative research is concerned about the acceptability of the developed utility model for school laboratories in order to enhance the learning performance of the students in science subject. This was anchored in the theory, Input-Process-Output (IPO) Model and Learning Theory of Cognitivism to know how the utility model produced output during the conduct of activities and to have a strong basis on student's learning situation in a conducive learning environment. The Researcher conducted three (3) specific science activities with the use of the utility model to replace the inadequate and less equipped laboratory materials. Thirty (30) students, six (6) teachers and three (3) random engineers served as respondents of the study. Data were gathered through the use of researcher-made validated questionnaire comprised of (I) Checklist to test the content and instructional and technical quality and (II) open-ended questions to be answered by the students for their experiences while using the utility model. The statistic tools used were mean and standard deviation for descriptive statistics. Experiences of students were analyzed and synthesized in a thematic analysis. Results revealed that the present status of supply and devices in science laboratories were all inadequate and "less equipped". Also, the developed utility model for school laboratory was "very acceptable" in terms of content and instructional and technical quality. Furthermore, the experiences of the students focused on how the utility model was used during the conduct of the activity. It measures the volume, weight and density properly and accurately, and in an interesting, very convenient, efficient, and specific manner. Moreover, it is applicable to school laboratories as a very high-technology laboratory apparatus that encourages engagement in teaching-learning process.