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Lasala, Nestor Jr
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The 360˚ View: Contextualized Virtual Reality Tours as Innovative Teaching Tool in Ecology for Elementary School Students Gestiada, Rubert James; Tisoy, Frank Joseph; Lasala, Nestor Jr
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1213

Abstract

Purpose of the Study. This study aims to develop and validate Contextualized Virtual Reality Tours as instructional materials for teaching ecology concepts to elementary students, focusing on enhancing students' conceptual understanding of ecological relationships and environmental awareness in a local context. Methodology. The study employed a descriptive-developmental research design and used the ADDIE model to create Contextualized Virtual Reality Tours. Tools included a 64MP mobile camera for video production, AI-generated voice narration, and a 4-point Likert scale assessment for validation. Data analysis was performed with Microsoft Excel. Main Findings. The Virtual Reality Tours significantly improved students' conceptual understanding, moving their performance from low to mastery level. Expert evaluations indicated high validity across content, instructional, and technical quality, and students rated the tours as highly acceptable and effective in increasing their engagement and comprehension of ecology concepts. Novelty/Originality of this Study. This study introduces a localized, semi-immersive Virtual Reality Tour model for ecology education, making science concepts accessible to students without field trips. Integrating contextualized ecological elements addresses the gap in immersive science education tools for local environments, promoting relevant and cost-effective learning.
Interactive Story for Teaching Ecosystem Topics Using Twine Application for Elementary School Students Jalmasco, Ana Carmella; Loberes, Joyce Maan; Lasala, Nestor Jr
Journal of Basic Education Research Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i2.1480

Abstract

Purpose of the Study. This study aims to design, develop, and evaluate EcoQuest, an interactive digital story for teaching ecosystem topics to high school students. Utilizing the Twine application, EcoQuest integrates interactive storytelling to create an engaging instructional tool for science education. Methodology. A descriptive-developmental research design, following the ADDIE model, was employed. EcoQuest was developed using Twine for interactivity, Canva for visual design, and AI-generated narration for audio. Supplementary videos were sourced from YouTube. The tool was evaluated by science education and IT experts using the DepEd Learning Resources Management and Development System (LRMDS) tool and pilot-tested with Grade 6 Elementary student for usability and engagement. Main Findings. Expert evaluations confirmed that EcoQuest met high instructional and technical quality standards, while student feedback indicated that the interactive format enhanced engagement and ease of use. The study validated EcoQuest as a viable educational tool, demonstrating its potential to support ecosystem instruction in high school science education. Novelty/Originality of this Study. This study introduces EcoQuest as a localized, interactive, and curriculum-aligned instructional material for teaching ecosystems. Unlike traditional static materials, it employs branching narratives and multimedia elements to foster student engagement. By integrating digital storytelling into science education, EcoQuest provides an innovative approach to enhancing learning experiences in environmental science.
Home-Based Learning Activities (H-BLA) In Teaching Physics Topics For Elementary School Students Candia, Robert; Glomar , Gladys; Joven , Camele; Lasala, Nestor Jr
Journal of Basic Education Research Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i2.1738

Abstract

Purpose of the study: This study developed and validated Home-Based Learning Activities (H-BLA) for teaching Physics inspired by the identified Most Essential Learning Competencies (MELCs) by the Department of Education (DepEd). Acknowledging the significance of adaptive and suitable learning materials. Methodology: The researchers employed the descriptive-developmental method to create and assess the developed home-based learning activities. The Learning Resources Management and Development System (LRMDS) evaluation tool of the Department of Education (DepEd) for printed materials is used and experts agreed that the developed H-BLA met the standards for printed learning materials. Main Findings: The findings revealed that the level of validity of H-BLA in terms of content, format, accuracy, and up-to-datedness of information of H-BLA was very much acceptable as validated by the experts supported by the result of factors 1, 2, and 4 being very satisfactory. However, the presentation and organization of H-BLA got a "satisfactory" rating. Novelty/Originality of this study: The study's novelty lies in developing validated Home-Based Learning Activities (H-BLA) for elementary Physics under the K-12 curriculum, utilizing accessible materials to foster independent learning. Grounded in Constructivist Theory, Dale's Cone of Experience, and Contextualized Teaching and Learning, it promotes experiential education. Expert validation and iterative improvement ensure quality, addressing gaps in remote and practical science education
Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells Dichoso, Julie Ann H; Reyes, Lance D Delos; Feolino, Ivy; Lasala, Nestor Jr
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2280

Abstract

Purpose of the study: This study aimed to develop and validate a Self-Determination Theory-based Electronic Strategic Intervention Material (E-SIM) designed to enhance students’ intrinsic motivation in learning about plant and animal cells. The E-SIM was anchored on the Department of Education’s Most Essential Learning Competencies (MELCs) to ensure curriculum alignment and contextual relevance. Methodology: A descriptive-developmental design was employed for material validation, and a one-group pretest posttest design (n = 39) was used to evaluate its effectiveness. Data were collected through expert and student validation checklists, as well as the Intrinsic Motivation Inventory (IMI). Quantitative analyses included the Shapiro–Wilk test for normality and the Wilcoxon signed-rank test to determine significant changes in motivation levels. Main Findings: Expert validators rated the E-SIM “Very Satisfactory” in content, instructional, and technical quality, while student evaluators rated it “Excellent” in content and “Very Good” in format. The Wilcoxon signed-rank test revealed a significant increase in intrinsic motivation after E-SIM implementation (p < .05; r = 0.84), particularly in Interest/Enjoyment and Value/Usefulness subscales, alongside a notable decrease in Pressure/Tension. Novelty/Originality of this study: This study introduces a technology-enhanced, game-based E-SIM developed through Microsoft PowerPoint with integrated narration, animations, and interactive feedback mechanisms. Grounded in Self Determination Theory, the E-SIM promotes autonomy, competence, and enjoyment demonstrating its potential as an engaging, low-cost, and scalable alternative to traditional instruction in fostering students’ motivation and learning in biology.
Co-Authors Candia, Robert Dichoso, Julie Ann H Feolino, Ivy Gestiada, Rubert James Glomar , Gladys Jalmasco, Ana Carmella Joven , Camele Loberes, Joyce Maan Reyes, Lance D Delos Tisoy, Frank Joseph