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All Journal International Journal of Evaluation and Research in Education (IJERE)
Bulay, Minie L.
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Education

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The effectiveness of edutainment in teaching cell cycle and transport mechanisms Litera, Emman A.; Bulay, Minie L.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30810

Abstract

Traditional lecture-based teaching methods prevalent in Philippine schools often lead to passive learning. By contrast, this study investigates the active engagement and enhanced conceptual comprehension facilitated by edutainment through Classcraft v.4.2.6, focusing on the least learned competencies of cell cycle and transport mechanisms. Expert evaluation of edutainment content affirmed its potential as a valuable educational tool. Students exposed to the edutainment method showed significantly improved learning outcomes compared to those taught via traditional lecture method, as validated by statistical analyses. However, challenges such as technological barriers and distractions were acknowledged. To optimize edutainment’s benefits, strategic design considerations and support mechanisms are recommended, including purposeful design, progressive complexity, and educator training. This study significantly updates knowledge in educational practices by highlighting edutainment’s efficacy. By challenging lecture-based teaching, it advocates for more engaging instructional approaches in Philippine secondary education, promising enhanced learning experiences and outcomes.
Climate science literacy evaluation of senior high school students: a platform for science curriculum enhancement Balan, Hazel R.; Bulay, Minie L.; Raganas, Nelia S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33760

Abstract

The national achievement test results for grade 12 in Gingoog City Division revealed low science proficiency in critical thinking, information literacy, and problem-solving. This study evaluated science literacy related to climate science among senior high school students, focusing on scientific knowledge, competence, and attitudes as a platform for science curriculum enhancement. A descriptive-comparative design was utilized, involving 339 students from randomly selected public secondary schools, determined through stratified sampling using Slovin’s formula with a .05 margin of error. Three instruments were modified for the study and validated by experts: a 30-item multiple-choice test for scientific knowledge, a 10-item Likert scale for scientific competence, and a 20-item for scientific attitudes. A pilot test with 30 non-participants yielded a Cronbach’s alpha of .76, indicating acceptable reliability. Data analysis involved descriptive and inferential statistics. Results revealed that students in both academic and technical-vocational-livelihood (TVL) tracks generally exhibited low proficiency in scientific knowledge regarding climate change but high scientific competence and attitudes. Significant differences between academic and TVL students in scientific knowledge, competence, and affective engagement were noted. The study concluded that there is a need to improve educational strategies to address learning gaps. Curriculum enhancements should strengthen scientific understanding by integrating climate science topics and developing learning resources and activities.
Co-Authors Balan, Hazel R. Litera, Emman A. Raganas, Nelia S.