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All Journal Journal of Education and Learning (EduLearn) THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Sotero O. Malayao Jr.
Mindanao State University-Iligan Institute of Technology
Humanities Education Library & Information Science Social Sciences Other

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Enhancing student motivation and learning engagement in physics through science olympics Fredyrose Ivan L. Pinar; Lydia S. Roleda; Sotero O. Malayao Jr.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22302

Abstract

Science olympics is a comprehensive educational initiative designed to foster active student engagement and motivation within a school-wide framework. This study explored the impact of science olympics on students’ motivation and learning experiences in physics contexts. Rooted in design thinking and problem-based learning, the science olympics program encourages collaborative and competitive activities, aligning with Kolb’s experiential learning theory. A total of 220 participants from grades 7-12 were divided into competing teams within 4 different houses, employing a multilevel categorization approach within each house. Utilizing an embedded mixed-method research design, this study collected quantitative data through surveys and post-event evaluations, then qualitative data were derived from student perceptions, interviews, and teacher feedback. The results demonstrated a significant increase in student learning engagement in physics, across all grade levels. Moreover, science olympics emerged as a potent avenue for developing 21st-century skills and reinforcing acquired knowledge, both inside and outside the classroom. This innovative approach positively influenced students’ conceptual understanding of physics and enhanced their motivation to learn, showcasing the potential of such dynamic and interdisciplinary educational initiative.
Futenvol: an innovative game for physical education students Jay Carlo S. Bagayas; Chiedel Joan San Diego; Sotero O. Malayao Jr.; Griffter A. Sumando
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22299

Abstract

Teaching sports without sufficient equipment and facilities is a perennial challenge for physical educators in the Philippines. This study aimed to develop sports innovation targeting dual purpose of addressing facility scarcity while developing specific skill. This involved students (n=327) students enrolled in bachelor of physical education (BPEd) program and service physical education courses. Through a research and development design, the developmental process followed the analyze, design, develop, implement, and evaluate (ADDIE) model with the prime consideration of developing functional body coordination at the lower extremities such as ball control, kicking power, and kicking accuracy. These are vital for futsal and football with smaller play area requirement. The name Futenvol comes from the skills to be developed from futsal and football, while using the volleyball rotations and the rally of tennis, thus the coined name Futenvol. Repeated trial plays covering three iterative versions on court layout, game mechanics, and actual play resulted to the optimal version and showed that the innovation is highly acceptable. Above all, it is proven to develop flexibility and explosiveness in lower extremities that are basic skill-related components of fitness. The innovated game can be used as practice game while the exact court layout is not yet available thus greatly leveraging skills acquisition despite facility scarcity.
DIMenGeComS in action: evaluating its effectiveness on Mendelian genetics education Azriel P. Barrientos; Monera A. Salic-Hairulla; Sotero O. Malayao Jr.; Saddam C. Bazer; Joy B. Bagaloyos
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22776

Abstract

The primary goal of this study is to improve the understanding of Mendelian genetics among Grade 8 students through the use of digital interactive Mendelian genetic comic stories (DIMenGeComS). This research contributes to the field of education by providing an innovative and engaging method to teach complex genetic concepts. Utilizing a sequential explanatory mixed-methods research design, this study involved pretests and posttests to measure the effectiveness of DIMenGeComS. The key findings indicate a significant improvement in the students’ comprehension of Mendelian genetics as specified by normalized gain scores in sections such as Linnaeus (0.57), and Sampaguita (0.69), all of which were medium to approaching high-class gain and had significant probabilities (p0.0001) less than 0.05 level of significance. These results suggest that DIMenGeComS can be a valuable tool in science education, offering the potential for further research into its application in other areas of the curriculum.
Development of Vodcast on Thermodynamics embedded with PhET Simulation for Enhanced Learning Marjorie Macamay Villaruz; Carl Jay D. Mahinay; Kent John B. Tutor; Sotero O. Malayao Jr.
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 2 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v5i2.16378

Abstract

The study was conducted intentionally to develop, evaluate, and do small-scale implementation of vodcast on thermodynamics as supplementary material. The study employed Research & Development framework of ADDIE model which includes the stages: Analysis, Design, Development, Implementation, and Evaluation. The sample size involved 12 in-service teachers who made the evaluation and 24 students in an online class during pandemic as the implementation part. The subsequent iterations produced significantly improved vodcast output, which was ultimately divided into three parts and made available to students via an unlisted YouTube account as the implementation platform. Teacher evaluations earned an overall score of 3.98, which is satisfactory, with an average grade of 4.36 (very satisfactory) for content, 3.65 (satisfactory) for delivery, and 3.94 (satisfactory) for technical production. All descriptive comments were accommodated into the final version of the vodcast and the Department of Education-approved required module was supplemented with the vodcast by volunteer respondents who participated in the online implementation. The enactment yielded an average pretest percentage of 40.833% and post-test percentage of 73.467% that correspond to a normalized gain of <g> = 0.55 that is a medium gain. Reflection of in-service teachers revealed that the vodcast can be a stand-alone material in learning thermodynamics. As conclusion, using properly calibrated vodcasts can efficiently augment learning in difficult physics courses. It is recommended that vodcast be made on other topics in order to come up with an archive of readily-implementable vodcast in physics as well as other science subjects for a very effective STEM learning.
Co-Authors Azriel P. Barrientos Carl Jay D. Mahinay Chiedel Joan San Diego Fredyrose Ivan L. Pinar Griffter A. Sumando Jay Carlo S. Bagayas Joy B. Bagaloyos Kent John B. Tutor Lydia S. Roleda Marjorie Macamay Villaruz Monera A. Salic-Hairulla Saddam C. Bazer