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All Journal UNESA Journal of Chemical Education Indonesian Journal of Education Research (IJoER)
Rivera, Kimberly C.
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Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrated Schools Teachers’ Knowledge and Skills on Classroom-Based Action Research: Basis for Community Extension Program Rivera, Kimberly C.; Olubia, Leandro T.; Lugtu, Normita M.; Quintos, Romeo T.
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 4 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i4.2130

Abstract

Purpose of the study. This study explored the competence and training needs of integrated school teachers in conducting Classroom-Based Action Research (CBAR), aiming to design a Community Extension Program that enhances their research capability. Methodology. A Sequential Explanatory Mixed-Methods Design (QUAN → qual) was employed with 62 integrated school teachers from Balanga City, Bataan, Philippines. Data were gathered using a validated CBAR Competence and Training Needs Questionnaire, followed by semi-structured interviews with selected participants. Descriptive statistics, non-parametric tests, and thematic analysis were used to analyze the data. Main Findings. Results showed that teachers demonstrated moderate competence in selecting a research focus (M≈2.64) and collecting data (M≈2.51), while they found analyzing and interpreting results (M≈2.39) and translating findings into action (M≈2.41) more challenging. Training needs were highest in statistical analysis (M≈3.57) and literature synthesis (M≈3.73). Teachers expressed strong willingness to conduct CBAR but identified areas where additional technical support, confidence-building, and institutional backing would be helpful. Novelty/Originality of this study. Unlike most CBAR research in the Philippines that focuses on general public-school teachers, this study examines teachers from integrated schools in Balanga City, Bataan, Philippines, a unique context where educators handle multi-level and multi-subject responsibilities. This localized focus identifies the importance of strengthening research competence in schools with complex instructional settings. The study contributes by proposing a structured, year-long CBAR Capability-Building Program aligned with teachers’ identified needs.
OPPORTUNITIES AND CHALLENGES OF CHATGPT IN CHEMISTRY: NARRATIVES OF PHILIPPINE PRE-SERVICE TEACHERS Rivera, Kimberly C.
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p54-66

Abstract

Chemistry, especially redox chemistry, has always presented complex challenges to learners as it expects them to work at several different levels of representation and to connect abstract electron transfer processes to actual phenomena in the real world. These obstacles are compounded in pre-service teachers by the fact that they have to master disciplinary material and at the same time, start forming their own professional pedagogical identities. The study examined how twenty-five first-year teacher education students in a Philippine state university interacted with the ChatGPT as a preparatory intervention to learn the redox reactions and how these perceptions were reflected in their written responses to determine the cognitive and professional consequences of such experience. Using qualitative content analysis, six interrelated themes were generated that describe how students experienced ChatGPT as a learning scaffold, its conceptual affordances, perceived limitations, and its implications for their emerging professional identities. The findings suggest that the use of ChatGPT as a self-directed inquiry and contextualized learning scaffold is valuable, but it requires critical assessment and careful incorporation to avoid misconceptions and overdependence. For teacher education, the research explains that in order to make AI literate, teacher education should also be subject mastery that would enable future teachers to use generative AI in a responsible manner and maintain the human-centered, relational, and ethical aspects of teaching that cannot be technologically-enhanced.
Co-Authors Lugtu, Normita M. Olubia, Leandro T. Quintos, Romeo T.