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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Vanjoreeh A. Madale
Mindanao State University-Iligan Institute of Technology
Humanities Education Library & Information Science Social Sciences Other

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Instructional and learning needs in evolution education: a multi-stakeholder needs assessment Vanjoreeh A. Madale; Monera A. Salic-Hairulla
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38972

Abstract

Evolution is a foundational concept in biology, yet it remains challenging for learners and teachers alike. This study conducted a descriptive convergent mixed-methods needs assessment to examine instructional and learning needs in evolution education from the perspectives of students, teachers, and administrators. A total of 50 participants (35 students, 10 teachers, and 5 administrators) from a public senior high school completed researcher-developed questionnaires containing Likert-scale and open-ended items. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis, with integration occurring at interpretation. Findings indicate that students possess moderate conceptual understanding but struggle with abstract processes such as natural selection, long-term species change, and evidence interpretation, alongside gaps in science process skills. Teachers report difficulties addressing misconceptions, integrating inquiry-based practices, and accessing contextualized instructional materials. Administrators emphasize the need for laboratory resources, curriculum-aligned materials, and sustained professional development. Overall, results highlight that strengthening evolution education requires coordinated strategies that integrate structured science process skills, targeted teacher training, and institutional support systems. The study provides a multi-stakeholder framework to guide evidence-based instructional and systemic improvement in evolution education.
Development and effectiveness of a 7Es-based interactive science pocket for grade 6 digestive system learning Af-Ida S. Saipoden; Sittie Haifah M. Pascan; Monera A. Salic-Hairulla; Vanjoreeh A. Madale; Christine Mae B. Tecson
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.25282

Abstract

Despite the availability of various instructional resources, teaching abstract biological concepts like the human digestive system remains a challenge for elementary learners due to their developmental stage and the limitations of traditional textbooks. In response, this study aimed to develop and validate the 7Es Learning Pocket (LeaP), an innovative, portable instructional material anchored in the constructivist approach and structured around the 7Es instructional model—elicit, engage, explore, explain, elaborate, evaluate, and extend. The study adopted the 4D model (define, design, develop, and disseminate) and engaged 42 grade 6 students from a public elementary school, along with expert science teachers for validation. During the development phase, qualitative feedback from learners and expert validators guided iterative refinements of the LeaP, with experts rating it “very satisfactory” in content, format, organization, and information accuracy. Quantitative evaluation included paired samples t-test comparing pretest and posttest scores of 42 learners, revealing significant improvement from a mean of 7.12 to 16.79 (t=18.36, p0.001). Additionally, 81-90% of learners demonstrated “very satisfactory” procedural knowledge across all 7Es activities. Learner perception data further affirmed high satisfaction, engagement, and perceived usefulness of the material. These findings confirm that the 7Es LeaP is a well-validated and effective instructional tool that enhances conceptual understanding and promotes active learning in elementary science education.
Ethnobotanical plant awareness among secondary school students of Malaybalay, Philippines Doreen Khrystel P. Gonzales; Monera A. Salic-Hairulla; Vanjoreeh A. Madale
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36095

Abstract

Plant awareness, encompassing attention, knowledge, and attitudes toward plants, are essential for fostering biodiversity appreciation and environmental stewardship. In Bukidnon, where a rich ethnobotanical heritage exists, limited research has explored students’ awareness of ethnobotanical plants, potentially undermining local conservation efforts. This study assessed ethnobotanical plant awareness among 320 secondary school students from three schools in Malaybalay, Bukidnon, using a quantitative survey design. A structured survey measured three dimensions of awareness: visual attention, knowledge/understanding, and attitudes. Data were analyzed using descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and Spearman’s rho correlations to explore differences and relationships across gender and grade levels. Findings revealed a marked preference for animals over plants, with students demonstrating limited visual attention and knowledge regarding local ethnobotanical species. Significant differences in plant awareness were observed across grade levels, while gender differences were less pronounced. Significant relationships were found between visual perception, knowledge, and attitude which describes the multidimensional nature of plant awareness. The results highlight critical gaps in plant awareness, underscoring the need for integrative educational strategies. Incorporating local ethnobotanical knowledge into science, technology, engineering, and mathematics (STEM) curricula may enhance students’ engagement, species literacy, and environmental responsibility. Addressing plant awareness disparities among students is vital for effective biodiversity conservation and the development of future environmental stewards in Bukidnon.
Co-Authors Af-Ida S. Saipoden Christine Mae B. Tecson Doreen Khrystel P. Gonzales Monera A. Salic-Hairulla Sittie Haifah M. Pascan