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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Abrogena, Lilibeth G.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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An Assessment of Teachers’ Competency and Students’ Preparedness in STEM Education: The Case of Ilocos Norte Public Secondary Schools Guillermo, Glaiza Amor O.; Abrogena, Lilibeth G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): 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.07.02.05

Abstract

This study examined the level of teacher competency and student preparedness in Science, Technology, Engineering, and Mathematics (STEM) education in the Schools Division of Ilocos Norte. A descriptive research design was employed using total enumeration of all 99 STEM teachers handling Science, Mathematics, and Technology-related subjects in the 32 public secondary schools offering the STEM strand. Data collection was conducted during the first two months of the second semester of School Year 2025–2026, allowing assessment after the completion of first-semester requirements and alignment with recent 2025 educational literature. Data were gathered through adapted survey instruments consisting of Teacher Competency Checklist and Student Preparedness Checklist, both utilizing a 4-point Likert scale. The instruments were teacher-rated; both teacher competency and student preparedness were assessed based on teachers’ perceptions. Quantitative data were analyzed using weighted mean and descriptive interpretation. Results showed that STEM teachers perceived themselves as very highly competent, with the highest ratings in the domains of classroom instruction and content and pedagogy, and as highly competent in the domain of qualification and training. Students are highly prepared in STEM education, as perceived by teachers in terms of academic knowledge, laboratory and technological skills, as well as attitude and study habits. The findings of this study are consistent with inquiry-based and social constructivist theories emphasizing learner-centered instruction and collaborative problem solving. The very high teacher ratings in hands-on learning, open-ended inquiry, and differentiated classroom strategies reflect recommended pedagogical practices. 
Teachers’ Readiness, Attitude, and Perceived Challenges Toward Generative AI Integration in Science Teaching Valenciano, Diana Marce A.; Abrogena, Lilibeth G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): 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.07.04.09

Abstract

This descriptive research is focused on teachers’ level of readiness, attitude, and perceived barriers in Generative AI integration in science teaching. It was carried out in every public Junior High Schools under the Schools Division of Ilocos Norte (SDOIN). Through total enumeration, 160 science teachers who were at least three (3) years in the service during the School Year 2025-2026 were the respondents for this study. A survey questionnaire adapted from Alshorman, (2024), which employed a four-point Likert scale, was used as the research instrument to gather quantitative data on the level of readiness, attitudes, and perceived barriers. The data gathered were analyzed using weighted mean. Results revealed a high self-perceived competence in AI (M=3.10) and adequate access to resources (M=2.64). However, formal professional development remains a critical gap (M=2.42), with only 14.4% of respondents having attended AI-specific training. Teachers’ attitude toward Generative AI integration is high, signifying that they consider Generative AI to be helpful and useful in science teaching. In contrast, teachers perceive a high number of barriers in integrating Generative AI in science teaching. Overall, the findings emphasize the need for professional development and institutional support to address existing barriers and further strengthen the effective integration of Generative AI in science teaching.
Exploring the Laboratory Equipment Status in Public Remote Schools: Basis for a Strategic Laboratory Development Plan Madarang, Archie C.; Abrogena, Lilibeth G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): 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.07.04.23

Abstract

This study looked into the status of laboratory equipment in the facilities of public remote secondary schools in the Schools Division of Ilocos Norte for the 2025–2026 academic year and in particular the lack of laboratory equipment. An inquiry of a case study research design using a mixed-methods method was carried out. Researchers recruited 50 science teachers from 20 distant secondary schools to participate in the study by using purposive and census sampling. An adapted survey questionnaire and checklist adapted from DepEd Order No. 118, s. 2009 the study purposely sampled teachers, comprising more than five years’ experience and related training, in science teaching. Descriptive statistics including frequency counts and percentage analyses, as well as thematic analysis, were employed to analyze data as described by Braun and Clarke (2016). The results of this study demonstrated the notable lack of primary laboratory materials, such that several of the key items were found to be totally missing in all the schools identified. In contrast, most studies found cheap laboratory materials that only served the regular tasks were available. Such deficiencies limit access to hands-on experimentation, real world experience and hands-on science lessons that impact students’ engagement and the acquisition of fundamental skills. Thus, the results underline a need for targeted interventions to supplement the provision of equipment, chemicals, and models not only to prepare teachers but also to reinforce science training within schools at a distance and assure students get an opportunity for laboratory training.
Co-Authors Guillermo, Glaiza Amor O. Madarang, Archie C. Valenciano, Diana Marce A.