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All Journal International Journal of Multidisciplinary: Applied Business and Education Research Scientechno: Journal of Science and Technology
Mercado, Justine C.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Social Sciences

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Development, Implementation, and Evaluation of Instructional Learning Package in Teaching-Learning Geometry 7 Sy, Julian John Paul P.; Ambay, Rica Joy C.; Mercado, Justine C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 3 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.03.17

Abstract

The present study investigated the effectiveness of a developed learning package in teaching Geometry 7 specifically in constructions and solving problems involving polygons. Geometry is one of the subjects that many students find to be the most difficult and may be challenging for some children. The major goal of this study is to determine the effect of the developed learning package in teaching Geometry 7 improving the skills of construction and problem solving skills of the students. The learning package sought to provide an engaging learning environment by merging real-world situations and game-based components. The research design adapted a quasi-experimental design wherein it has a control and an experimental group. Pretest and posttest were conducted in the control and experimental group to compare the performance of students who utilized the learning package with those who did not. With the pretest and posttest scores of the students, it was found that the learning package was not effective in school A but effective in school B. The learning package has had a big impact in rural areas, resulting in the absence of significant differences between rural and urban schools. Furthermore, the study did not produce significant interaction between the locality and the usage of the developed learning package. Thus, the Developed Learning Package improved students’ comprehension and engagement with Geometry.
Alternative Teaching Methods in Electricity and Magnetism: A Literature Review Rendon , Justine Dave L.; Doloretos, Nona Lyn; Capilitan, Lenilyn B.; Dumaan, Darlene L.; Mamada, Mary Joy D.; Mercado, Justine C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 8 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.08.23

Abstract

Electricity and magnetism are known as an important topics in the physics and scientific curriculum at all levels, including elementary, secondary, and tertiary. Children can learn more about electricity and magnetism via discussion and activities. Electricity and magnetism also have applications in many aspects of our daily life as one of the fundamental areas and key concerns in physics. Traditional teaching methods are considered ineffective. Pupils who were taught using traditional methods or approaches, according to Jelicic et al. (2017), have a poor comprehension of basic electromagnetic principles and are often resistant to teachers' instruction and our education now is dependent on technology. In this review, the different alternative teaching methods used and preferred by other schools are being examined and its effect in teaching Electricity and Magnetism. The included studies in this literature review proved that the preferred teaching method to motivate and appreciate the importance of learning Electricity and Magnetism. Hence, students learn more through understanding concepts and the performance of things through active participation.
Interactive Simulation on Modern Physics: A Systematic Review: A Systematic Review Candido, Keneth John O.; Gillesania, King Christian C.; Mercado, Justine C.; Reales, Joy Mae B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 8 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.08.08

Abstract

Physics is a theoretical science, understanding the concepts requires actual visual representations and models. Physics instructors should teach physics using inquiry, discovery, demonstration, simulation, practical work, lab-based activities, and other practical experiences. The current status of knowledge and practice regarding interactive simulation in the teaching of modern physics is presented in this systematic literature review. By methodically evaluating and summarizing the most pertinent previous research publications published from December 2002 to January 2022, it offers guidance for instructional designers and scholars. After careful consideration and screening, a total of eleven studies were chosen for a thorough analysis and synthesis. The results showed that the objective of the research studies on using interactive simulation in modern physics is to enhance students' critical thinking skills and creative problem-solving skills. It has been demonstrated that interactive simulation technologies like Java applets and Physics Education Technology (PhET) are successful at teaching modern physics. The success or failure of employing interactive simulation is influenced by teachers, school staff, students, simulation design, and technology used. The findings imply that educational institutions should provide teachers and administrators with tutorials and training, and this review recommend that the interactive simulation should be available and that a gadget-friendly simulation must be developed.
Computer Based Learning and Laboratory Based Learning in Electric Circuits: A Literature Review Aballe, Kathy Sheen; Tabago, Roe Francis; De Juan, Earl John; Suganob, Aida Lou; Cardaño, Milkay Mae; Pederiso, Angeline; Mercado, Justine C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 7 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.07.14

Abstract

Computer based learning and laboratory-based learning are widely used nowadays mainly for teaching and learning of both teacher and students especially in teaching electrical circuits. This paper aims to review computer-based learning and laboratory-based learning, specifically other forms of CBL and LBL and how these methods are integrated in teaching and learning electrical circuits, and its advantages and disadvantages. In conducting this literature review, the researchers adapted the PRISMA method in which various journal articles are screened through different stages. Criterion was imposed to guide the researchers in the inclusion and exclusion process. It was found out that there are other forms of computer-based learning (CBL) such as the Java-based virtual laboratory and Grid computing laboratory. Also, integrating computer-based learning and laboratory-based learning would build a workable environment that helped in motivating students in exploring electrical circuits. There are various advantages of computer-based learning such as time saving and easy access to laboratory manuals. On the other hand, advantages of laboratory-based learning include the positive impact of interaction, group discussion, and collaboration that was delimited by the computer-based learning.
Strategies In Learning Fluid Mechanics: A literature Review Aliligay, Myrr Dane S.; Rendon, Justine Dave L.; Villarias, Chrysler John R.; Mercado, Justine C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 8 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.08.17

Abstract

One of the broad and intricate subfields of physics is fluid mechanics. Learning techniques for students are an essential component of learning fluid mechanics because they increase their motivation to learn, enhance learning outcomes, and encourage active participation in class. An overview of the prior research was highlighted in this publication, and several fluid mechanics learning methodologies were looked at in this review. The study found that the majority of students performed well in group settings, particularly when fluid mechanics principles are used in practical settings, which is the most successful teaching method. The studies that were reviewed in this literature review demonstrated that offering students team-based experiential learning is the best way to inspire them to learn fluid mechanics and to recognize the value of doing so. Therefore, by developing ideas and putting them into practice through active exploration, students learn more.
Utilization and Evaluation of Virtual Reality and Simulations in Teaching-Learning Direct Current Circuits Sinolinding, Kashmera A.; Dionela, Christine Mae; Paez, Jessel James; Arca, John Paul; Apellanes, Rustria; Lamputi, April Joy; Butalid, Smyrth; Bedano, Yvonne; Sales, Roevela Ren; Mercado, Justine C.
Scientechno: Journal of Science and Technology Vol. 4 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v4i1.2074

Abstract

This study evaluates the effectiveness of integrating Virtual Reality (VR) and simulation in teaching direct current (DC) circuits. VR and simulation provide interactive spaces for students to learn, manipulate components, and conduct experiments, thereby enhancing motivation and engagement. The study employs a quasi-experimental design with control and experimental groups. The participants were assessed through pretests and posttests. Pretest results of both groups reveals no significant difference which suggests similar baseline abilities and level of knowledge in relation to DC circuits. The pretest and posttest results showed a significant difference which suggest that after the intervention, both groups showed a significant improvement in their knowledge of Direct Current Circuits. However, posttest results also showed a marked improvement of the experimental group using VR and simulation compared to the control group, supporting the effectiveness of integrating VR and simulation in teaching DC circuits. This suggests that VR and simulation can be valuable resources in instructional delivery, facilitating a deeper understanding and mastery of electrical concepts.  
Co-Authors Aballe, Kathy Sheen Aliligay, Myrr Dane S. Ambay, Rica Joy C. Apellanes, Rustria Arca, John Paul Bedano, Yvonne Butalid, Smyrth Candido, Keneth John O. Capilitan, Lenilyn B. Cardaño, Milkay Mae De Juan, Earl John Dionela, Christine Mae Doloretos, Nona Lyn Dumaan, Darlene L. Gillesania, King Christian C. Lamputi, April Joy Mamada, Mary Joy D. Paez, Jessel James Pederiso, Angeline Reales, Joy Mae B. Rendon , Justine Dave L. Rendon, Justine Dave L. Sales, Roevela Ren Sinolinding, Kashmera A. Suganob, Aida Lou Sy, Julian John Paul P. Tabago, Roe Francis Villarias, Chrysler John R.