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Malayao Jr., Sotero O.
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Humanities Education Library & Information Science Social Sciences Other

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Developing an inquiry-based STEAM teaching packet in ecoliteracy for pre-service teachers Perez Jr., Jose Celso S.; Salic-Hairulla, Monera A.; Magsayo, Joy R.; Nabua, Edna B.; Malayao Jr., Sotero O.
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21664

Abstract

Education plays a vital role in addressing the current environmental crisis. Integrating ecoliteracy in teacher preparation programs empowers colleges and universities to promote a healthy biosphere by producing pre-service teachers (PSTs) who can develop an ecoliterate student citizenry. Connectedly, ecoliteracy must be taught to PSTs through effective and meaningful learning experiences. Using the research and development (RD) design, this study aimed to develop a teaching packet that incorporates inquiry-based learning (IBL) and science, technology, engineering, arts, and mathematics (STEAM) education to foster ecoliteracy among PSTs. Focus group discussion (FGD) results revealed an opportunity to craft the teaching packet. Ecoliteracy conceptualizations guided the formulation of the packet’s learning outcomes and topics. Eight (8) evaluators assessed the packet’s preliminary version, which satisfied 74% of the indicators in the adapted evaluation tool. After implementing the packet to 38 PSTs, findings reveal a statistically significant increase in conceptual understanding and ecoliteracy levels. Both PSTs and faculty members share positive perceptions towards the teaching packet, though they also suggested further improvements to the material. Overall, the results document the potential of IB-STEAM in fostering PSTs ecoliteracy, showing how innovative and integrative pedagogies are instrumental for effective ecoliteracy instruction in teacher education.
Developing short stories in teaching both physics content and reading skills Minerales, Mark Albert A.; Malayao Jr., Sotero O.; Salic-Hairulla, Monera A.; Sayson, Noel Lito B.; Magallanes, Jingle B.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.21470

Abstract

The Philippine basic education continually languishes at the bottom in programme for international student assessment (PISA) and low achievement in national achievement test (NAT) thus the need for creative learning supplementation is a must. This study attempted to use reading as platform to engender science learning thereby hitting two goals in one intervention. Six contextualized science-infused reading materials were developed corresponding to the six topics in grade 7 science and utilizing the analysis, design, development, implementation, and evaluation (ADDIE) model as the developmental framework. The material passed the department of education criteria in terms of language evaluation and format while the content was evaluated by field experts. The material has an average lexical density of 51.45 and Flesch-Kincaid grade level of 7.80. The pandemic limited the target respondents to 54. Initial results showed that the material can possibly contribute to science learning based on the medium normalized gain. In terms of intrinsic motivation, all areas were rated high indicating that the users are well-motivated in using the reading material. The material also points to its potential to positively impact reading fluency. It is recommended that similar material be developed for all physics content in all levels from grade 3 to grade 10 and possibly be replicated in other science area.
DIMenGeComS in action: evaluating its effectiveness on Mendelian genetics education Barrientos, Azriel P.; Salic-Hairulla, Monera A.; Malayao Jr., Sotero O.; Bazer, Saddam C.; Bagaloyos, Joy B.
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.
Enhancing student motivation and learning engagement in physics through science olympics Pinar, Fredyrose Ivan L.; Roleda, Lydia S.; Malayao Jr., Sotero O.
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 Bagayas, Jay Carlo S.; Diego, Chiedel Joan San; Malayao Jr., Sotero O.; Sumando, Griffter A.
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.
Co-Authors Bagaloyos, Joy B. Bagayas, Jay Carlo S. Barrientos, Azriel P. Bazer, Saddam C. Diego, Chiedel Joan San Magallanes, Jingle B. Magsayo, Joy R. Minerales, Mark Albert A. Nabua, Edna B. Perez Jr., Jose Celso S. Pinar, Fredyrose Ivan L. Roleda, Lydia S. Salic-Hairulla, Monera A. Sayson, Noel Lito B. Sumando, Griffter A.