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Calzada, Marc Paul T.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Effects of the Technology-Enhanced Lessons in Optics (TELO) on the Academic Performance of Grade 10 Students Calzada, Marc Paul T.; Antonio , Vida V.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 8 (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.05.08.09

Abstract

This study investigated the effects of Technology-enhanced Lessons in Optics (TELO) on the academic performance of grade 10 students. A researcher-made Physics Achievement Test was used to measure student performance, and mean scores were utilized to describe the student’s performance in both pretests and post-tests. The study employed statistical tests, including the t-test of difference between dependent samples and the t-test of difference between means of two independent samples, to analyze the data. During the 2nd Quarter of the School Year 2022-2023, the Technology-enhanced Lessons in Optics (TELO) intervention was implemented for twenty meetings with grade 10 Science, Technology, and Engineering students. The control and experimental groups, consisting of two heterogeneous students, were randomly assigned. Pretest and post-test scores showed a significant improvement in both groups, indicating the acquisition of knowledge and skills. However, the experimental group achieved significantly higher scores in the post-test. TELO's interactive features and ICT-based instruction facilitated active learning and enhanced student performance. The study provides evidence for the effectiveness of TELO in improving the academic performance of grade 10 students, highlighting the value of interactive and ICT-based approaches grounded in constructivist principles and the SAMR model in enhancing Physics learning outcomes.
Development of a Training Program for Upskilling Science Teachers’ Laboratory Competence Cabacungan, Mark Vincent R.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 3 (2025): 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.06.03.10

Abstract

Science education in the Philippines is presently alarming due to the low achievement rating in various international assessments. This problem is rooted in the low utilization of laboratory-based instruction due to inadequate laboratory facilities and equip-ment. Hence, a descriptive-correlational research approach was conducted to determine the knowledge and skill competence of public-school teachers. Using a researcher-made survey ques-tionnaire, it was revealed that the respondents have very high knowledge and skill competence when it comes to laboratory instruction with a mean score of 4.08 apiece. Meanwhile, an R-value of 0.9121 was computed showing a positive relationship between knowledge and skill competence. The result shows that teachers are competent enough to perform lab-based activities; however, there is a need for them to undergo training and semi-nars due to the low utilization of lab activities. From here, a training program dubbed as SCILAW was formulated. Through this, teachers will be able to hone their knowledge and skills in using lab-based teaching approaches.
Utilization and Types of Laboratory Approaches Employed in Public Secondary Schools in Ilocos Norte Dalere, Johanna Justine; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 3 (2025): 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.06.03.03

Abstract

This study investigates the laboratory practices of science teachers in public secondary schools within the Schools Division of Ilocos Norte, focusing on the types of laboratory teaching approaches employed and their frequency of use. Utilizing a quantitative research design, data were collected through surveys to assess the extent of implementation of various methodologies, including Demonstration, Guided Inquiry, Open Inquiry, Structured Inquiry, and Confirmation Inquiry. The analy-sis revealed a significant correlation between the types of approaches used and their frequency of implementation, with Demonstration and Guided Inquiry being the most frequently employed methods. In con-trast, Open Inquiry and Confirmation Inquiry were utilized less often, indicating potential barriers to their implementation. The findings highlight the need for targeted professional development to enhance teachers' confidence and skills in employing a wider range of inquiry-based approaches. This research contributes valuable insights into the current state of laboratory practices in science education, emphasizing the importance of understanding these practices to inform future train-ing and support initiatives aimed at improving science instruction and fostering a more effective learning environment for students. Further research is recommended to explore the impact of these teaching ap-proaches on student learning outcomes and to identify challenges faced by teachers in implementing diverse laboratory methodologies.
Teachers' Profile, Knowledge Competence, and Skill Competence in Laboratory Instruction; Its Implications to Physics Teaching Atud, Florence Mae R.; Cabrera, Rhea M.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (2025): 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.06.04.33

Abstract

Effective science instruction requires more than just dispensing information and conceptual knowledge; science teachers also need to have in-depth knowledge, understanding, and abilities to give their students appropriate and pertinent scientific tasks. Despite the fact that teachers exhibit proficiency in laboratory instruction, more research is required to determine how this proficiency directly impacts student learning outcomes in lab environments. Hence, a descriptive-correlational research approach was conducted to determine the relationship between the profile of science teachers and their knowledge and skill competence in science laboratory instruction. Results revealed that gender (sex) has a negative correlation with both knowledge and skill competency. This indicates that male and female teachers may have different competency levels. Moreover, higher degrees and teachers’ field of specialization contribute positively to both knowledge and skill competency in science laboratory instruction. However, teaching position and length of teaching have weak indicating that experience alone may not strongly influence knowledge and skill competence in science laboratory.
Status of Laboratory Resources and Teaching Competence in Schools Division of Ilocos Norte Gonzales, Xylene Gail I.; Cabrera, Rhea M.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (2025): 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.06.04.02

Abstract

This study examined the status of laboratory resources in public sec-ondary schools in Ilocos Norte and evaluated science teachers’ labora-tory competence. Using a descriptive survey design, the study involved 198 science teachers, selected through total enumeration method. Conducted in October 2024 at all public secondary schools in the Schools Division of Ilocos Norte, data were collected using a survey questionnaire instrument and analyzed using frequency count, per-centages, and mean for the availability and accessibility of laboratory equipment and facilities and the level of laboratory competence of teachers. Key areas investigated included the accessibility of laborato-ry facilities and equipment, the presence of laboratory technicians, and teachers’ proficiency in laboratory knowledge and instructional skills. Results revealed significant gaps in providing advanced laboratory apparatus, although basic equipment was relatively accessible. Science teachers demonstrated average competence, but challenges such as insufficient resources, inadequate training, and poor facility mainte-nance impeded optimal instruction. Notable constraints included in-frastructure issues, unequal resource distribution, and limited profes-sional development opportunities. The findings highlight the need for equitable resource allocation and enhanced competencies to improve the quality of science instruction. Recommendations include regular professional development, improved resource accessibility, and insti-tutional support to foster innovative teaching practices.
Physics Teachers’ Competence and Extent of Use of Laboratory Approaches Remigio, John Marvin F.; Antonio, Vida V.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 5 (2025): 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.06.05.31

Abstract

Science education is vital for developing students' critical thinking, problem-solving skills, and scientific literacy. Effective scientific training relies on both theoretical instruction and hands-on experience using laboratory equipment. Laboratories serve as essential instructional environments where students explore scientific principles, conduct experiments, and apply theoretical knowledge in practical situations. The efficient utilization of laboratory equipment predominantly depends on the expertise of science educators in administering and integrating these resources into their instruction. Hence, a descriptive-correlational research approach was conducted to determine the knowledge and skill competence of public school teachers in the Schools Division of Ilocos Norte. Using a researcher-made survey questionnaire, it was revealed that the respondents have very high competence when it comes to laboratory instruction. With a positive correlation, the results revealed that teachers with high competence in laboratory techniques, equipment handling, and experiment facilitation are more likely to integrate laboratory activities into their teaching, fostering active learning and scientific inquiry among students. The study emphasizes the importance of continuous professional development and skills training to maximize the use of laboratory resources. Thus, Schools should invest in training programs and provide adequate facilities to ensure teachers can effectively implement laboratory-based instruction, enhancing instructional effectiveness and student engagement in science learning.
Co-Authors Antonio , Vida V. Antonio, Vida V. Atud, Florence Mae R. Cabacungan, Mark Vincent R. Cabrera, Rhea M. Dalere, Johanna Justine Gonzales, Xylene Gail I. Remigio, John Marvin F.