Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Pembelajaran IPA
Albert Andry E. Panergayo
Laguna State Polytechnic University
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
From Motivation to Identity: The Mediating Effect of Science Learning Self-efficacy Rochelle C. Gabaleño; Yien Philicity L. Padernos; Albert Andry E. Panergayo; Lorelyn C. Rescober
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.35875

Abstract

The Philippines consistently ranked bottom among different countries in international large-scale assessments. This stems from traditional teaching and lack of real-world application, affecting student engagement in science. Beyond structural reforms, students' long-term engagement in science may be increased by targeting these affective factors: science motivation (SM), science identity (SI), and science self-efficacy (SSE). Thus, this study investigated the Grade 10 students’ level among three variables and examined the influence of science motivation on students’ science identity, focusing on the mediating role of science self-efficacy. A descriptive correlational research design was utilized, and data were gathered from a random sample of 200 students using three adapted survey questionnaires: Science Motivation Questionnaire II, Students’ Science Identity Questionnaire, and Science Self-efficacy Scale. Mean and standard deviation uncovered that student’s level of SM, SI, and SSE are all high. Path analysis shows that the three variables have a strong positive predictive relationship. Mediation analysis further revealed that about 33.5% of the total effect is mediated by SSE, while 66.5% shows direct effect of SM to SI. The study found that SSE partially mediates the relationship between SM and SI, indicating that while motivation directly influence science identity, an increase in self-efficacy could further strengthen this connection. Teachers can enhance students’ science motivation and self-efficacy by incorporate hands-on activities, real-world applications, and success in scientific tasks, which increase their science identity.
Constraints in teaching scientific creativity in K-12 STEM physics classroom Albert Andry E. Panergayo; Cyrell N. Ate; Clarissa F. Gregana
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.38982

Abstract

Scientific creativity is essential to science, technology, engineering, and mathematics (STEM) education; however, students’ creativity remains relatively low as revealed by international large-scale assessments, particularly in K-12 physics classrooms. Despite its importance, limited studies have examined the specific constraints that hinder the development of scientific creativity in the Philippine STEM contexts. This study aimed to identify the underlying constraints affecting teaching and learning of scientific creativity. An exploratory qualitative research design was employed. Semi-structure interviews were conducted with six STEM teachers, and the data were analyzed using thematic analysis. The results from the analysis were substantiated by literature review for triangulation of qualitative findings. Three major themes emerged from the analysis: i) time constraints, which limit opportunities for inquiry, experimentation, and design-based activities; ii) curriculum constraints, characterized by congested and rigid curriculum with limited interdisciplinary integration; and iii) pedagogical and assessment constraints, marked by teacher-centered instruction and assessment practices that prioritize content mastery over creativity. These findings underscore the systemic barriers that restrict the cultivation of scientific creativity in classrooms. Consequently, the study suggests the need for greater curriculum flexibility, creativity-aligned pedagogy, and alternative assessment approaches to better support the development of scientific creativity among STEM learners.
Co-Authors Clarissa F. Gregana Cyrell N. Ate Lorelyn C. Rescober Rochelle C. Gabaleño Yien Philicity L. Padernos