THE STUDENT PERCEPTION ON THE USE OF TECHNOLOGY IN THE

CLASSROOM OF GRADE 10 STUDENTS OF AGUSAN NATIONAL

HIGHSCHOOL

A Research Paper Presented to the Faculty of

Members of the English language department of
AGUSAN NATIONAL HIGH SCHOOL
Butuan City, Philippines

In Partial Fulfillment of the Requirements of the Grade 10

(Quantitative Research)

EYAH AKISHA Y. CABAL

ANGEL JOMESSA D. CASTILLO
LOURENCE B. CAMEROS
DAVE ANDRE B. CODASTE
JOFFER B. NAPOCO
ANTHONY B. SAIN

March 202
ACKNOWLEDGMENT
1
 The researchers wish to express their deepest gratitude to the following individuals
and entities, without whom the completion of this research would not have been possible:

First and foremost, to the Almighty God, for His unwavering guidance, strength,
and wisdom throughout the duration of this endeavor.

To our esteemed teachers, for their invaluable instruction, insightful feedback, and
dedication to ensuring our comprehension of the research process.

To our esteemed teachers, for their invaluable instruction, insightful feedback, and
dedication to ensuring our comprehension of the research process.

To our loving parents and families, for their unwavering support, patience, and
encouragement, which sustained us through the challenges of this project.

To our fellow researchers, for their collaborative spirit, unwavering

encouragement, and shared commitment to the successful completion of this study.

The Researchers

2
 Chapter I

THE PROBLEM

Introduction

The integration of technology into education has become a cornerstone of modern

teaching and learning practices, transforming traditional classrooms into dynamic,

interactive environments. According to Faulder (2011), technology integration in

education involves the use of information and communication technologies (ICT)

alongside constructivist pedagogy to enhance student engagement, critical thinking, and

problem-solving skills. This approach allows students to actively participate in their own

learning process, transitioning from passive consumers of information to creators and

critics. Similarly, Khan and Alamri (2017) emphasize that the use of technological tools

such as computers and multimedia fosters project-based learning, enabling students to

develop better learning abilities and achieve improved academic outcomes. Despite its

potential benefits, the effective integration of technology in classrooms is a complex

process influenced by various factors.

3
 According to a systematic review by Frontiers in Psychology (2022), teachers’

perceptions, technological knowledge, and self-efficacy play a critical role in determining

the success of ICT integration. Teachers generally exhibit positive attitudes toward

technology use, recognizing its ability to make learning more interactive and engaging

for students. However, several barriers hinder its effective implementation, including

insufficient infrastructure, slow internet speeds, lack of training opportunities, and limited

access to digital tools. These challenges are particularly pronounced in under-resourced

schools, where disparities in access to technology exacerbate inequities in educational

opportunities (Jogezai et al., 2020).

Research also highlights the importance of professional development programs in

equipping educators with the skills needed for successful technology integration. Faulder

(2011) notes that best practices require ongoing training that aligns with teachers’

pedagogical beliefs and instructional strategies. Additionally, the COVID-19 pandemic

underscored the necessity of ICT integration as schools worldwide transitioned to online

learning environments. While this shift provided opportunities for educators and students

to enhance their digital competencies, it also exposed gaps in infrastructure and

preparedness that need to be addressed for sustainable implementation (Khan & Abid,

2021).

4
Students’ perceptions of technology are equally significant in understanding its impact

on learning outcomes. According to Liu et al. (2022), technology-integrated instruction

enhances cognitive understanding and academic achievements by creating a motivating

environment that keeps students engaged in active learning activities. Moreover, ICT

facilitates collaboration among peers and instructors through digital platforms such as

WhatsApp and Google Groups, fostering social interaction and problem-solving skills

(Hodgson & Shah, 2017). However, as noted by Jogezai et al. (2018), the benefits of ICT

integration are often limited at the secondary school level due to inadequate resources

and teacher training.

Given these complexities, it is essential to explore how students perceive the use of

technology in classrooms to identify both the opportunities it presents and the challenges

it poses. Understanding these perceptions can provide valuable insights for educators and

policymakers seeking to optimize technology integration in schools. By addressing

barriers such as resource disparities and teacher training gaps while leveraging the

motivational potential of ICT tools, stakeholders can create more equitable and effective

learning environments that meet the diverse needs of students.

5
Theoretical Framework

This study examines the perceptions of Grade 10 students at Agusan National High School

regarding the use of technology in their classrooms. The theoretical foundation for this research is

anchored in established frameworks that explore the integration of technology into education and

its impact on teaching and learning.

According to the Technological Pedagogical Content Knowledge (TPACK) Framework ,

developed by Koehler and Mishra (2006), effective technology integration in education occurs at

the intersection of three knowledge domains: technological knowledge (TK), pedagogical

knowledge (PK), and content knowledge (CK). The TPACK framework emphasizes that teachers

must not only understand each of these domains individually but also how they interact to create

meaningful and engaging learning experiences. For instance, when teachers use technology to

present subject matter in innovative ways, such as interactive simulations or multimedia

presentations, they enhance students’ understanding and engagement (Powerschool, 2023). This

framework is particularly relevant to this study as it provides a lens for analyzing how technology

is utilized in classrooms to support learning outcomes.

6
 Additionally, the SAMR Model, introduced by Puentedura (2010), categorizes technology

integration into four levels: Substitution, Augmentation, Modification, and Redefinition. This

model explains how technology can transform teaching and learning practices by moving from

basic substitution of traditional tools to redefining tasks that were previously impossible without

digital tools. For example, collaborative platforms like Google Workspace allow students to work

on projects in real time, fostering teamwork and critical thinking skills. This model helps

contextualize the varying degrees of technology use in classrooms and their perceived

effectiveness from a student perspective.

The study also draws from Constructivist Learning Theory, which posits that learners

construct knowledge through active engagement with their environment. Jean Piaget’s theory

highlights that meaningful learning occurs when students actively participate in activities that

challenge their thinking and encourage problem-solving. Technology aligns with this theory by

providing opportunities for hands-on exploration, such as virtual experiments or gamified

learning platforms, which allow students to apply concepts in practical contexts (Hāpara, 2023).

By grounding this research in these theoretical frameworks, the study aims to provide a

comprehensive understanding of how technology influences student engagement, motivation, and

academic performance. These theories collectively guide the analysis of student perceptions and

offer insights into how technology can be effectively integrated into educational practices.

7
Conceptual Framework

This study examines the relationship between technology integration, student

engagement, and perceived learning outcomes and their collective influence on students’ overall

perception of technology use in the classroom at Agusan National High School. Technology

integration refers to the extent to which digital tools, platforms, and resources are employed by

teachers to enhance instruction and student learning. Student engagement encompasses active

participation, interest, and emotional investment in technology-supported lessons. Perceived

learning outcomes involve students’ self-assessment of how well they understand and retain

material when technology is used as a teaching aid. These three factors are considered the

independent variables in the study.

The dependent variable is students’ overall perception of technology use, which reflects their

satisfaction with how technology supports their learning experience, including its ability to meet

their academic needs and improve understanding. The framework hypothesizes that effective

technology integration, coupled with high levels of student engagement and positive perceived

learning outcomes, leads to a more favorable overall perception of technology use.

Students’ Overall Technology integration

perception of technology

Figure 1. Conceptual Framework of the Study

8
Statement of the Problem

The purpose of this research study is to determine the perceptions of Grade 10

students at Agusan National High School regarding the use of technology in their

classrooms. Specifically, the study aims to explore how technology integration, student

engagement, and perceived learning outcomes influence students’ overall perception of

technology use in the classroom. It also seeks to identify the extent to which these factors

contribute to students’ satisfaction with technology-supported learning.

Specifically, this study will address the following questions:

1. What is the level of technology integration in the classrooms of Grade 10

students?

2. What is the level of student engagement during technology-supported lessons?

3. What are the students' perceived learning outcomes when technology is used in

teaching?

4. What is the overall perception of Grade 10 students regarding the use of

technology in their classrooms?

5. Is there a significant relationship between technology integration, student

engagement, perceived learning outcomes, and students’ overall perception of

technology use?

9
Hypothesis

Ho1. Technology integration in Grade 10 classrooms is moderate to high, with tools

like multimedia, mobile apps, and interactive platforms enhancing engagement and

outcomes, though challenges like poor infrastructure persist.

Ho2.Student engagement during technology-supported lessons is moderate to high,

driven by interactive tasks (e.g., collaborative apps, simulations) but hindered by passive

tools or technical issues.

Ho3.Perceived learning outcomes are positive, as technology improves retention,

clarity, and problem-solving, though inconsistent implementation may reduce

effectiveness.

Ho4.Overall perception of technology use is generally favorable, linked to its role in

simplifying concepts and fostering academic success, though disparities exist in under-

resourced settings.

Ho5.Technology integration, engagement, and perceived

outcomes collectively predict students’ overall satisfaction, with stronger relationships

observed in well-implemented, student-centered contexts

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Scope and Delimitation

This study focuses on the perceptions of Grade 10 students at Agusan National

High School regarding the use of technology in their classrooms. Specifically, it

examines the relationship between technology integration, student engagement,

and perceived learning outcomes, and how these factors influence students’ overall

perception of technology use. The study is limited to Grade 10 students currently

experiencing technology-supported instruction, excluding other grade levels or

institutions to ensure a focused analysis of this specific group.

The scope of technology integration includes tools such as multimedia platforms,

mobile applications, and interactive software used by teachers during lessons. Student

engagement is measured through active participation and emotional investment in

technology-driven activities, while perceived learning outcomes are assessed based on

students' self-reported understanding and retention of material.

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 This study does not address external challenges such as infrastructure limitations,

teacher training gaps, or administrative policies that may impact technology integration.

It also excludes qualitative methods such as interviews or focus groups, relying solely on

quantitative data collected through surveys. The findings are intended to provide insights

into improving teaching strategies and enhancing student satisfaction with technology

use, but they may not be generalizable to schools with significantly different resources or

contexts.

Significance of the Study

The results of this study will significantly contribute much knowledge and

learning that will give substantial benefits to the following:

Students. The study will provide insights into how technology integration

enhances their academic performance and overall learning experience. By understanding

its impact, students can better appreciate and engage with technology-supported

instructional strategies designed to improve critical thinking, collaboration, and retention

of material.

Teachers. The findings will serve as a guide for teachers to refine their

instructional methods, ensuring that technology is effectively integrated to maximize

student engagement, satisfaction, and learning outcomes. This could also aid in

professional development and teaching efficiency.

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Parents. Parents can gain a deeper understanding of how technology use in classrooms

influences their children’s academic success, fostering stronger support for their

educational journey at home and in collaboration with schools.

Future Researchers: This study provides a foundation for future investigations

into innovative educational frameworks, particularly in the Philippine education system.

Researchers can use this as a reference to explore similar frameworks or to assess their

broader implications across different learning environments.

Definition of Terms

The following terms used in the study are conceptually and operationally defined.

Technology Integration: Refers to the incorporation of technology resources,

such as computers, mobile devices, software applications, and the Internet, into daily

classroom practices to enhance teaching and learning. It involves using technology as a

tool to support curricular goals and improve student engagement, understanding, and

retention.

Student Engagement: Defined as the level of active participation, interest, and

emotional involvement that students demonstrate during lessons. In the context of this

study, it specifically refers to how students interact with and respond to technology-

supported activities in the classroom.

13
Perceived Learning Outcomes: Refers to students’ self-assessment of their

understanding and retention of material when technology is used in teaching. This

includes their perception of how effectively technology clarifies concepts, enhances

problem-solving skills, and supports academic success.

Overall Perception of Technology Use: Represents students’ general impression

or satisfaction with the use of technology in their classrooms. It encompasses their views

on how well technology meets their learning needs and contributes to a positive

educational experience.

Grade 10 Students: Refers to the participants of this study who are enrolled in

Grade 10 at Agusan National High School and are experiencing technology integration in

their classrooms as part of their learning process.

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 Chapter II

RESEARCH METHODOLOGY

This chapter presents the research design, research locale/environment. The

respondents sampling, data gathering procedures, research instrument, statistical used.

RESEARCH DESIGN

The researchers employed the descriptive correlational method of determining the

responses of selected grade 10 student of AGUSAN NATIONAL HIGH SCHOOL

about their perception on the Use of Technology in the Classroom.

Research Locale/Environment

The study would be conducted at Agusan National High School. There is one

principal who manages this school Mr Elmer M Cataluna, Ph.D. There will be eight

department heads in this school with such laboratories, Math Laboratory, Computer

Laboratory, Speech Laboratory, Physics Laboratory chemistry Laboratory,and biology

Laboratory.

15
Respondents of the study

The study was conducted to the selected Grade 10 student who willing accepted the

distributed questionnaires to relate their perceptions on the use of technology in the

Classroom.

Male Female Total

Grade level

Grade X
Section VESTA 13 17 30

Table 1:The Distribution of Respondents

Research Instrument

This study employed the Teacher Based questionnaire as a primary too; in gathering

the data from the students.There were question answered by the respondents.The

instruments were supported through a series of the student’s consultation.

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Data Gathering Procedure

The researchers specifically selected Grade 10 students from Agusan National High

School to gather data regarding their perception of technology use in the classroom. Prior

to the distribution of the survey/interview, the researchers sought permission from the

students, ensuring their willingness to participate and answer questions related to the

topic.

Statistical Treatment

The following statistical tools were used to analyze the data and provide
appropriate interpretations: Percentage Formula: This was used to
determine the specifically selected Grade 10 students' opinions regarding
their perception of technology use in the classroom at Agusan National
High School.

Flipped classrooms have been reported to enhance problem-solving capability, improve

academic performance and overall grades and increase retention (Aji & Khan, 2019). A

comparison between the active-learning classroom with flipped and traditional classroom

also indicated that the active-learning pedagogy had a positive impact on the academic

17
achievement of students in aerospace engineering as well. While the passing rate for the

Introduction to Aerospace Engineering (AENG 100) course in both modes of delivery

was about the same (00% for flipped and 89% for traditional, the students in the active-

learning classroom had a higher academic achievement rate with 64% of the students

achieving an A-grade as compared to 36% in the traditional classroom. The students of

the active-learning (with flipped) Aerodynamics-I course (AENG 244) also performed

better as compared to the students in the traditional classroom. The passing rate for the

flipped classroom was 100% while the traditional class had a passing rate of 89%. It can

be observed that in the flipped class, 29% achieved an A grade as compared to 16% in the

traditional classroom. As indicated by the results, active- learning with the flipped

delivery in the lower level courses in math and aerospace engineering not only resulted

in increased success rates but also in higher academic performance of students (Aji &

Khan, 2019).

Students’ Engagement

Students' participation in whole-class discourse is considered a vital part of

classroom learning and has gained particular attention in recent research (Boheim et al.,

2020; Schnitzler et al., 2021) Viewing classroom learning as an interactive and co-

constructive process (Gardner, 2019), two different theoretical perspectives can be used

to explain the effects of students' participation on learning. First, participation can be

considered as an indicator of students' classroom engagement (Fredricks et al., 2016;

Schnitzler et al., 2021), which in turn has been shown to affect learning (Tao et al., 2022).

Second, the role of teacher-student verbal interaction is emphasized. Student-guided

participation can be considered an indicator of student engagement, and refers to those

18
situations of whole-class discourse in which the students are key to participation.

Teacher-guided participation refers to those teacher-student verbal interactions in which

the teacher plays the central role for student participation. Within the results of our study,

quite distinct differences were found in the specific teaching behaviors fostering either

more passive or active student engagement. For example, inviting language and giving

students a say in the lesson content (autonomy support) and relatedness support seemed

important in fostering more passive student engagement, which refers to students'

attention and enjoyment. On the other hand, participative and guiding behaviors such as

offering choice and help with exercises seemed more important for fostering active

student engagement, which refers to students asking questions and their effort.

(Aelterman et al. 2019).

Efficiency of the 4As Strategy

The Communicative Language Teaching (CLT) method is widely regarded as an

effective strategy for teaching English because it allows students to practice the language

in real-life contexts without needing perfect accuracy from the outset. Through repeated

use, students gradually overcome their mistakes, developing fluency and confidence

along the way (Schnitzler et al. 2018). This emphasis on real-world application aligns

well with modern teaching strategies that prioritize active participation and learning by

doing, making the CLT method highly adaptable for different learning contexts.

However, in more technical subjects such as Physics, students often express a preference

for more structured, lecture-based instruction.

A study by Jampas et al. (2016) revealed that a majority of students (377

respondents) preferred lecture and discussion formats translated into their native

19
language, allowing them to better grasp complex concepts. Meanwhile, 266 students

favored a slower-paced lecture approach, while a smaller group preferred hands-on

activities and experiments, highlighting the diversity of learning preferences even within

the same subject area. These findings underscore the need for teaching strategies that

cater to varied learning styles. While much research has focused on teaching English as a

foreign language (Lubis et.al, 2017), there is less investigation into how these strategies

apply to teaching English as a general subject at the university level, where students may

face different challenges. This gap in the research points to the importance of developing

strategies that can address broader learning objectives (Daddi & Haq, 2014).

In other fields, such as genetics, students often find the content difficult to grasp,

but studies suggest that teaching methods combining discussions, textbook use, and

problem-solving activities are effective in helping students better understand these topics

(Lodge et al., 2018). These strategies emphasize the role of interactive and problem-

based learning in mastering complex material. Incorporating real-world relevance into

lessons can also play a key role in increasing student engagement. Motivation theory

suggests that when students see the connection between what they are learning and

practical, real-world applications, their interest and motivation naturally increases

(Tiongson et al., 2022). This aligns with social learning theories, which emphasize the

importance of students creating and applying their knowledge through meaningful social

interactions and discussions (Fernandez et al., 2019).

The 4As strategy—Activity, Analysis, Abstraction, and Application—

innovatively integrates these principles, offering a flexible and engaging approach to

teaching. It not only incorporates hands-on activities but also utilizes digital tools that

20
enhance both online and face-to-face learning environments. This blend of digital

resources, timely feedback, and structured instruction makes the 4As strategy particularly

suited to modern learning contexts, ensuring students remain actively engaged and able to

apply their learning across different situations (Jla & Tan, 2021). By allowing for both

interaction and reflection, the 4As approach promotes a holistic learning experience that

bridges theory and practice effectively.

Students’ Level of Satisfaction

Student satisfaction is a multifaceted concept that reflects how students feel about

the quality of teaching and learning they experience. It is strongly tied to factors such as

lecturer competence, the effectiveness of teaching techniques, and the appropriateness of

the teaching methods employed in the classroom. When these elements align with

students' needs, they contribute positively to the overall learning experience (Muhammad

et al., 2019). For example, in a study focused on students struggling with Physics, data

revealed that the majority (64.3%) found the subject difficult, while about one-fourth

(24.4%) rated it as slightly difficult. A small percentage of students found it easy (4.8%),

very difficult (4.6%), or very easy (1.8%), highlighting the varying levels of satisfaction

with how the subject was taught and understood (Jampas et al., 2016). This diversity in

student perceptions emphasizes the need for tailored teaching strategies to address

different levels of comprehension.

In the context of language learning, students generally perceive the teaching

strategies employed by lecturers as highly effective. According to a study on students’

perceptions, learners rated the teaching methods used for developing speaking, writing,

21
reading, listening skills, grammar, and vocabulary as highly satisfactory. Techniques such

as simulations, free talking activities, peer-share activities, and audio-based presentations

were among those that students found particularly useful. The positive reception of these

methods suggests that a variety of interactive and engaging strategies can significantly

enhance students' satisfaction with their learning process (2019).

Overall, when teaching strategies are both varied and aligned with student needs,

satisfaction levels tend to rise, as students feel more supported in their learning journey.

The combination of effective teaching methods and the perceived relevance of the

material contributes to a more fulfilling educational experience.

Chapter III

RESEARCH METHODOLOGY

22
 This chapter presents the research design, research locale, research participants,

research instruments, data gathering procedures, statistical treatment, and the ethical

considerations.

Research Design

The researchers will use the descriptive-correlational method that is quantitative

in nature. Quantitative research is a form of research that relies on the methods of natural

sciences, producing numerical data and hard facts (Ahmad et. al, 2019). The descriptive-

correlational method is a type of research design that tries to explain the relationship

between two or more variables without making any claims about cause and effect. It

includes collecting and analyzing data on at least two variables to see if there is a link

between them. Thus, descriptive-correlational method is to be used in conducting this

study to determine the levels of students' satisfaction and levels of competency amongst

teachers employment with the 4As Strategy and determine if there is a significant

relationship between these variables.

The principal data gathering approach will be a structured survey questionnaire

with Likert-scale items.

Research Locale

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 The study will be conducted in Agusan National High School - Senior High

School, a public school situated at A.D. Curato St., Butuan City, Agusan Del Norte for

the reason that 4As Teaching Strategy is being widely used by the teachers in ANHS-

SHS. Moreover, conducting research in this school allows for direct interaction with the

students involved, facilitating a deeper understanding of the strategy’s application and its

outcomes in a real-world educational context.

Figure 2. A Map of Agusan National High School – Senior High School, Butuan City

Research Participants

The participants of this study will be the students of the Grade 11 under the

STEM (Science, Technology, Engineering and Mathematics) strand from Agusan

National High School - Senior High School of Butuan City, Agusan Del Norte.

Systematic sampling will be used in the selection of student participants in the study.

24
 Furthermore, the sample size (n) using Cochran’s Formula for sample size

determination given by:

To modify the sample size, we calculated in the formula above by using this

equation:

The population of all Grade 11 STEM students in ANHS-SHS is 848 together

with the n0=384. The total sample size is 266.

Using the proportional allocation formula, the sampled students are randomly

selected from each section

Research Instruments

The study will use a self-made questionnaire (modified from pre-existing survey

questionnaires). This will be the main instrument used to collect data for this research. It

will follow the Likert-scale format in which respondents indicate their level of agreement

or disagreement on a symmetric agree-disagree scale. The questionnaires for this study

focused on the students' satisfaction on the 4As strategy. Each questionnaire will be

25
divided into two portions. The initial section of the study instrument will include items

that collect respondent profiles such as name and section, The second portion will consist

of the questions to be answered by the participants in order to obtain data.

Data Gathering Procedures

The researchers will undergo three phases of data gathering procedures namely,

preliminaries, actual data collection, and data management. The study will use a

structured questionnaire (adapted from pre-existing survey questionnaires). This will be

the main instrument used to collect data for this research. It will follow the Likert-scale

format in which respondents indicate their level of agreement or disagreement on a

symmetric agree-disagree scale. The questionnaires for this study focused on the students'

satisfaction towards the 4As strategy. Each questionnaire will be divided into two

portions. The initial section of the study instrument will include items that collect

respondent profiles such as age, gender, section, and position. The second portion will

consist of the questions to be answered by the participants in order to obtain data. The

Scoring and Quantification of Data below will be utilized.

26
Scoring and Quantification of Data

The following scales were used to quantify the data of the study:

Table 1. Mean Range, Verbal Descriptions, and Interpretation for Students’ Level
of Satisfaction towards the 4As strategy.

Rating Scale Description Descriptiv Verbal Description Interpretation

Scale e Meaning
4 3.25 - Strongly Excellent Excellent Students are very
4.00 Agree Performance satisfied with the
strategy
3 2.50 - Agree Very Good Good Performance Students are
3.24 satisfied with the
strategy
2 1.75 - Disagree Fair Poor Performance Students are
2.49 unsatisfied with
the strategy
1 1.00 - Strongly Poor Very Poor Students are very
1.74 Disagree Performance unsatisfied with
the strategy

The researchers will gather the Average Mean Percentage Score of the Grade 11
students to determine how the 4As strategy affects the academic performance of the
students.

Table 2. Scale to be used for the level of Academic Performance

Description Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not meet expectations Below 75 Failed

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Statistical Treatment

To facilitate the statistical treatment of the data, some statistical tools will be used

by the researchers. The researchers will analyze the data once sufficient data has been

gathered. To come up with the exact results, the data will then be inputted in Microsoft

Excel with the proper settings.

Frequency. In the context of this research, frequency refers to the number of

students who select each satisfaction level (e.g., strongly agree, agree, disagree, strongly

disagree) in their responses to the survey about the 4As strategy. Analyzing frequency

helps identify the most common levels of satisfaction among students, providing insights

into general trends and areas that may require attention.

Mean. The mean, or arithmetic mean, in this research represents the average

satisfaction score of students regarding the 4As strategy. By calculating the mean of the

survey responses, the researchers can summarize the overall level of satisfaction,

allowing for a clearer understanding of how effective the 4As strategy is perceived by the

students. Additionally, the mean can be calculated for students’ perceptions of teachers’

competency, helping to quantify how well students believe their teachers are executing

the 4As strategy and providing valuable data to inform future professional development

for educators.

Spearman's Rank Correlation. It is a non-parametric statistical method used to

measure the strength and direction of the relationship between two variables. It can be

used to analyze the relationship between students’ satisfaction with the 4As strategy

(measured through Likert-scale survey responses) and their academic performance .This

28
method is ideal since the data may be ordinal or non-normal. By ranking both variables

and calculating the differences in ranks, the Spearman correlation coefficient (rs) will

indicate the strength and direction of the relationship. A significant positive (rs) suggests

that higher satisfaction with the 4As strategy is associated with better academic

performance, while a negative (rs) indicates the opposite. This statistical tool helps

evaluate the effectiveness of the 4As strategy in influencing academic success.

Ethical Considerations

This section presents the ethical issues that will be considered to ensure the

respondents’ dignity and protection before, during and after the conduct of the study. The

researchers will observe the following ethical issues and sustain it.

Autonomy. The researchers will ask the prospect respondents in a formal way to

become the respondent of the study and to obtain respondents’ consent. The respondents

will be assured that they can withdraw at any time and that their decision is respected.

The respondents will be given enough time to answer the survey questionnaire.

Beneficence. The rights of the respondents of the study will be conscientiously

observed. The respondents will be informed of the expected results of the study, its

usefulness and its benefits to them prior to the respondents’ consent.

Justice. The researchers will observe fairness by providing the same attention and

concerns to all respondents, such as giving them the same approach and instructions

regarding the questionnaire for clarity and better understanding of the given questions to

29
avoid misinterpretations. The respondents will be given enough time to answer the

questions.

Privacy and Confidentiality. The researchers will inform the respondents that

their personal information would be kept private and that any information they provided

would be confidential. Moreover, the researchers only provide the essential information

that is needed in the conduct of the study. All personal information that will be obtained

by the researcher refrain from identifying the respondents, and without their permission,

the information will not be disclosed to others aside from the research team. The

researchers will also keep collected information using codes to ensure the confidentiality

of the respondents’ identity. The answered questions survey instruments will be shredded

and burned after that data will be collected, collated and, and checked.

30
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the gathered data, which

were presented in descriptive and tabular form. The results and discussion answer the

statement of the problem presented in the previous chapter.

Table 2 examined descriptive statistics of students’ academic performance with

the 4As Strategy. The data involves students from the STEM strand.

1. Level of Grade 11 STEM Students’ Academic Performance in Grade 11

Table 3. Level of Students’ academic performance with the 4As Strategy

Strand Mean Std. Deviation Minimum Maximum

Academic Performance STEM 90.7 3.61 82 98

Table 3 above speaks about STEM students' academic performance with the 4AS

Strategy. As observed, the STEM strand marked an average mean of 90.7. The relatively

small standard deviation (3.61) suggests consistency in student performance, indicating

that most students scored within a similar range. The minimum and maximum scores (82

and 98, respectively) reflect a generally strong grasp of the material, reinforcing the

effectiveness of the 4As strategy in facilitating student learning (Barol, 2016).

31
2. Level of Students’ Satisfaction towards the 4As strategy

This study also showed the student’s satisfaction towards the 4As strategy.

Foremost, table 3 displayed students’ satisfaction towards the activities implemented by

teachers in the classroom.

Table 4. Level of Student’s Satisfaction Towards the Activities employed by Teachers.

Indicator Mean Verbal Description Interpretation

1. I am satisfied that the
activities are engaging and relevant. 3.30 Excellent Performance Students are very
satisfied with the
strategy
2. I am satisfied that the
activities encourage active 3.35 Excellent Performance Students are very
participation satisfied with the
strategy
3. I am satisfied that the
instructions in the activities 3.29 Excellent Performance Students are very
are satisfied with the
clear and concise. strategy

4. I am satisfied that the

activities help me connect to 3.31 Excellent Performance Students are very
the satisfied with the
real- life situations. strategy

Average 3.31 Excellent Performance

Mean: 1.00-1.74-Strongly disagree, 1.75-2.49-Disagree, 2.50-3.24-Agree, 3.25-4.00-Strongly

Agree

Observably, all indicators fall for the range of 3.25-4.00, indicating a fairly

acceptable interpretation for the result. The overall mean score reached 3.31, which

means that the participants agree with the indicators from the level of students’ attitude

towards the Activities employed by Teachers.

32
Table 5. Level of Student’s Satisfaction Towards the Analysis employed by Teachers.

Indicator Mean Verbal Description Interpretation

1. I am satisfied that the teacher
guides me effectively in 3.27 Excellent Students are very
analyzing the activities. Performance satisfied with the
strategy
2. I am satisfied that the
discussions are meaningful and 3.30 Excellent Students are very
thought-provoking. Performance satisfied with the
strategy
3. I am satisfied that I feel
encouraged to share my insights 3.19 Good Performance Students are
and perspectives during the satisfied with the
analysis stage. strategy

4. I am satisfied that the analysis

helps me clarify difficult 3.32 Excellent Students are very
concepts in the lesson. Performance satisfied with the
strategy

Average 3.27 Excellent Students are very

Performance satisfied with the
strategy

Mean: 1.00-1.74-Strongly disagree, 1.75-2.49-Disagree, 2.50-3.24-Agree, 3.25-4.00-Strongly

Agree

Only one indicator falls under the range of 2.50-3.23, which was marked as good

performance in the verbal descriptions. Whilst, the other three fall under the range of

3.25-4.00, indicating excellent performance and that more students strongly agree

towards the method of analysis. Overall, the mean score is 3.28, which means that the

participants strongly agree with the indicators from the level of students’ attitude towards

the Analysis employed by Teachers.

Research conducted in the Philippines indicates that students generally exhibit

positive attitudes toward teaching strategies that emphasize analysis and active

33
engagement. For instance, a study by Nasayao and Lingo (2023) found that implementing

diverse teaching methodologies in Grade 11 Mathematics led to very satisfactory student

performance, with average grades ranging from 86 to 89. Similarly, Carreon et al. (2019)

reported a 13.98% increase in instructional and independent reading levels among Grade

7 students after applying the 4A's model in reading instruction. These findings suggest

that analytical and structured teaching strategies, such as the 4A's model, foster positive

student attitudes and enhance learning outcomes.

Table 6. Level of Student’s Satisfaction Towards the Abstraction employed by Teachers.

Indicator Mean Verbal Interpretation

Description
1. I am satisfied that the teacher
provides a clear and concise 3.29 Excellent Students are very
summary of the key concepts. Performance satisfied with the
strategy
2. I am satisfied that the teacher
relates the lesson to prior 3.24 Excellent Students are very
knowledge or experiences. Performance satisfied with the
strategy
3. I am satisfied that the abstraction
stage helps me understand the 3.29 Excellent Students are very
lesson’s importance and Performance satisfied with the
application. strategy

4. I am satisfied that visual aids,

examples, or analogies utilized enhances 3.48 Excellent Students are very
my understanding Performance satisfied with the
strategy

Average 3.35 Excellent Students are very

Performance satisfied with the
strategy

Mean: 1.00-1.74-Strongly disagree, 1.75-2.49-Disagree, 2.50-3.24-Agree, 3.25-4.00-Strongly

Agree

34
 All indicators under this variable fall under the range of 3.25-4.00, which denotes

students exhibit excellent performance based on the verbal description and indicating that

they strongly agree.

According to studies, the way people treat students significantly affects how

satisfied those students are (El-Fishawy, 2019; Khoso et al., 2021). According to Wang et

al. (2021), having supporting and encouraging attitudes towards students’ increases their

sense of learning because they feel more motivated, included, and engaged in their

studies. Video clippings coming from internet sources are effective in teaching compared

to the traditional way of teaching. Empirical studies have generally confirmed that online

instructional videos present information in a more attractive and effective manner than

traditional face-to-face lectures and thus achieve higher engagement levels and learning

capabilities among students (Expósito et. al., 2020).

Table 7. Level of Student’s Satisfaction Towards the Application employed by Teachers.

Indicator Mean Verbal Description Interpretation

1. 1. I am satisfied that I feel 3.21 Good Performance Students are satisfied

confident using what I’ve with the strategy
learned in real-world tasks

2. 2. I am satisfied that the 3.34 Excellent Performance Students are very

activities provided allow me to satisfied with the
practice what I learned. strategy

3. I am satisfied that the

sufficient feedback on my 3.22 Good Performance Students are satisfied
performance in application with the strategy
tasks was provided

35
 4. I am satisfied that the
activities provided challenges 3.37 Excellent Performance Students are very
me to think critically and satisfied with the
creatively. strategy

5. 5. I am satisfied that the 3.34 Excellent Performance Students are very

provided activities help satisfied with the
prepare me for real world strategy
scenarios.

Average 3.30 Excellent Performance Students are very

satisfied with the
strategy

Mean: 1.00-1.74-Strongly disagree, 1.75-2.49-Disagree, 2.50-3.24-Agree, 3.25-4.00-Strongly

Agree

Only two indicators fall under the range of 2.50-3.23, which was marked as good

performance in the verbal descriptions. Whilst, the other three fall under the range of

3.25-4.00, indicating excellent performance and that more students strongly agree

towards the method of abstraction. Overall, the mean score is 3.30, which means that the

participants strongly agree with the indicators from the level of students’ attitude towards

the Abstraction employed by the Teachers.

Studies suggest that students generally have a positive attitude toward abstraction-

based teaching methods, but their academic performance varies. Hazar et al. (2024) found

that while abstraction enhances engagement, its impact depends on instructional design.

Ichim (2024) highlighted that abstraction improves conceptual understanding, but

effectiveness varies with students’ cognitive readiness. Castro-Martos & Martín-Peciña

(2024) noted that strong student perceptions of abstraction do not always translate to

higher academic performance. Overall, while abstraction is well-received, its influence

on learning outcomes depends on teaching strategies and student adaptability.

36
3. Significant Relationship Between Students’ Academic Performance and

Attitude towards the 4As strategy employed by Teachers

Furthermore, the study also investigates the significant relationship between the

student's academic performance in students’ academic performance and their satisfaction

towards the 4As strategy. This examination is presented in Table 11 below.

Table 8. Significant Relationship Between the Students’ Academic Performance in

General Mathematics and Level of Student’s Learning Styles Towards Mathematics.

Students’ academic performance in General

Mathematics
Student’s learning styles towards
the 4As Strategy Spearman’s r p-value Remark

-0.006 0.917 Not Significant

*Tested at 0.05 level of significance using Spearman’s r correlation.

Table 5 revealed no significant relationship between the students' academic

performances across the level of students' attitude towards the 4As strategy. This analysis

was tested at a 0.05 significance level using Spearman’s r correlation. Students’

satisfaction towards the 4As strategy, with a p-value 0.917 had a higher value than the

alpha.

Studies indicate that students' attitudes toward teaching strategies do not always

correlate significantly with academic performance when analyzed using Spearman’s r

correlation. Babalola et al. (2025) found no strong link between teacher-student

interactions and academic achievement. Similarly, Futalan et al. (2024) reported that

students' positive perceptions of web-based learning did not significantly impact their

37
chemistry performance. Ebol (2024) also observed that while students demonstrated

positive attitudes toward coping strategies, this did not translate into better mathematics

scores. These findings suggest that while strategies like 4As may be well-received, their

influence on academic outcomes remains statistically insignificant.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations drawn

from the findings of the study.

Summary

The study examined the satisfaction of Grade 11 STEM students with the 4As

(Activity, Analysis, Abstraction, and Application) teaching strategy and its effects on

their academic performance at Agusan National High School. The research sought to

determine the level of student satisfaction with the 4As strategy, assess their academic

performance, and identify whether there was a significant correlation between

satisfaction and performance.

The findings revealed that the average academic performance of Grade 11 STEM

students was 90.7, with general averages ranging from 82 to 98, and a small standard

deviation of 3.61, indicating consistent performance among students. Furthermore,

students reported high satisfaction levels with the 4As teaching approach. Their responses

38
showed an overall mean satisfaction score of 3.31 for Activities, 3.27 for Analysis, 3.35

for Abstraction, and 3.30 for Application, all of which were interpreted as "Excellent

Performance." These results suggest that students found the 4As strategy engaging, clear,

and relevant to real-life applications.

However, despite their positive perception of the 4As strategy, the statistical

analysis using Spearman’s correlation revealed no significant relationship between

student satisfaction and academic performance (r = -0.006, p = 0.917). This indicates that

while students valued the teaching approach, their academic outcomes were possibly

influenced by other factors such as study habits, motivation, and external academic

support. The lack of correlation between satisfaction and performance suggests that

simply enjoying a teaching strategy does not guarantee higher achievement.

Given these findings, the study emphasizes the need to explore additional

determinants of student performance. While the 4As strategy was positively received,

other elements such as instructional diversity, assessment methods, and student self-

regulation may play a more crucial role in academic success. Future research should

investigate these factors to provide a more comprehensive understanding of what drives

student achievement.

Conclusion

Based on the findings, the study concluded that the 4As strategy was effective in

fostering student engagement and satisfaction. Students reported a high level of

agreement that the approach helped them understand concepts, encouraged participation,

39
and made learning more interactive. The structured nature of the 4As model appeared to

provide a clear and systematic learning experience, which students appreciated.

However, the study also found that student satisfaction with the 4As strategy did

not significantly impact their academic performance. The lack of correlation between the

two variables suggests that other factors, such as prior knowledge, learning discipline,

and external academic influences, may play a larger role in determining student success.

This aligns with the idea that student-centered teaching methods enhance engagement but

do not always translate into higher achievement unless paired with effective study habits

and motivation.

Given this, the study highlights the importance of combining engaging teaching

strategies with additional academic interventions. While structured methods like the 4As

approach provide a strong foundation for learning, they should be complemented.

Recommendations

Based on the results and conclusion of the study, the following are recommended:

1. The 4As Approach was found viable in cultivating understudy engagement and

fulfillment and the organized nature of the 4As show showed up to supply a clear and

precise learning encounter, which understudies acknowledged, in this manner, teachers

ought to consider joining other guidelines approaches to encourage upgrade understudy

learning results.

40
2. Scholarly execution is impacted by variables past educating methodologies,

consequently, the learning teach ought to execute programs that cultivate viable

considerations.

3. The school organization ought to consider advertising supplementary scholastic back,

such as peer coaching programs, survey sessions, or think about bunches, to assist

understudies strengthen their understanding of the lessons.

4. Future considerations on investigating other variables that impact scholastic execution,

such as inspiration, cognitive capacities, financial foundation, and learning situations may

be conducted. A mixed-methods approach might give more profound bits of knowledge

into how these factors are connected with understudy fulfillment and accomplishment.

5. Proficient advancement programs for instructors ought to incorporate preparation on

the integration of different educating procedures to guarantee that teachers are prepared

with assorted guidelines strategies that can improve both understudy engagement and

scholarly accomplishment.

41
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Abdulrahim, R. I. (2023). Student’s perception on 1-hour class period per week as

correlates to their learning retention span. International Journal of Advanced
Multidisciplinary Studies, 3(1), 47. Retrieved from https://www.ijams-
bbp.net/wp- content/uploads/2023/03/1- IJAMS-JANUARY-2023-47-56.pdf

Din Bandhu, M., Murali Mohan, N., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &
Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis
of human behavior drivers. Acta Psychologica, 244, 104177.
https://doi.org/10.1016/j.actpsy.2024.104177

El Karfa, A. (2019). The communicative orientation of English language teaching

classrooms in Moroccan secondary schools. English Language Teaching, 12(11),
97. https://doi.org/10.5539/elt.v12n11p97

Fajriah, F. (2017). Learning journal: Improving teaching strategies through students’

reflections. Sukma: Jurnal Pendidikan, 1(1), 301-327.
https://doi.org/10.32533/01204(2017)Balfanz, R., & Byrnes, V. (2014). Chronic
absenteeism: Summarizing what we know from nationally available data.

JAMPAS, L. U. C. E. L. L. (2016). Perceptions and Preferred Teaching Methods in

Physics of At- Risk Senior Students in Biliran, Philippines. International Journal of
Sciences: Basic and Applied Research.

Shirani Bidabadi, N., Nasr Isfahani, A., Rouhollahi, A., & Khalili, R. (2016). Effective
Teaching Methods in Higher Education: Requirements and Barriers. Journal of
Advances in Medical Education & Professionalism, 4(4), 170–178.

Sukma: Jurnal Pendidikan. (2017). Volume 1(2), 301-327.

https://jurnalsukma.org/index.php/sukma/article/view/01204

Tuan Abu Bakar, T. N.-W., & Quah, W. B. (2023). Lecturer competence and student
satisfaction: A roadmap for quality education. International Journal of
Education and Learning, 12(4).

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satisfaction-a-roadmap-for-quality-education.pdf

Xiao, M., Tian, Z., & Xu, W. (2023). Impact of teacher-student interaction on students'
classroom well-being under online education environment. Education and
Information Technologies, 1–23. Advance online publication.
https://doi.org/10.1007/s10639-023-11681-0

Zaim, M., Refnaldi, R., & Rahmiyanti, R. (2019). Students’ perceptions on teachers’
teaching strategies and their effects on students’ achievement. International Journal
of Research in Counseling and Education, 4(1), 28-38.
https://doi.org/10.24036/00207za0002Härkönen, U. (2001). The
Bronfenbrenner ecological systems theory of human development.in achievement
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(doi:10.1002/berj.3322)Kearney, C. A. (2017). School absenteeism and school
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Marti. (2024). What is the 4 As learning plan? Teacher Strategies.
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43
 APPENDICES

Appendix A

Approval Letter of the Research Adviser

October 8, 2024

Christian Jay M. Busa

Research Adviser
Agusan National High School
Senior High School
T. Sanchez Street, Butuan City

DEAR SIR:

Greetings of Peace and Love.

We, your Practical Research 2 (Quantitative Research) students in SCIENCE

TECHNOLOGY MATHEMATICS and ENGINEERING (STEM) Strand desire to
start working in our study entitled: “ANALYSIS OF GRADE 11 STEM STUDENTS’
SATISFACTION ON THE 4AS STRATEGY AND ITS EFFECTS ON THEIR
ACADEMIC PERFORMANCE.” This study focuses on assessing the level of
satisfaction among Grade 11 students regarding the 4As strategy and examining whether
this satisfaction is significantly related to students’ academic performance

Pertinent to this, we would like to ask your permission to allow us to start our study and
to conduct and interview to some willing respondents here in our school that would be of
great help to our study.
Your approval is greatly appreciated. Thank you and God bless.

Respectfully,

The Researchers

Hannah Hilary C. Batingal

Eloisa Jane M. Caminero

44
Jairah A. Gantuangco
Vianne Mae Ido
Matt Christian L. Peligro
Dylan Christian Catayoc
Ellah N. Montero

Appendix B
Letter of Consent of the School Principal

October 8, 2024

ELMER M. CATALUÑA
Principal IV, SHS Principal
Agusan National High School
Senior High School
T. Sanchez Street, Butuan City

Sir:
Pleasant day.

We, the students of Science Technology Mathematics and Engineering (STEM)

Strand in our school are currently working in our Practical Research 2 (Quantitative
Research) study entitled: : “ANALYSIS OF GRADE 11 STEM STUDENTS’
SATISFACTION ON THE 4AS STRATEGY AND ITS EFFECTS ON THEIR
ACADEMIC PERFORMANCE.” This study focuses on assessing the level of
satisfaction among Grade 11 students regarding the 4As strategy and examining whether
this satisfaction is significantly related to students’ academic performance

Pertinent to this, we would like to ask your permission to allow us to conduct our study
and to interview some willing respondents here in our school that would be of great help
to our study.

We are hoping for your favorable response on this matter.

The Researchers, s

Hannah Hilary C. Batingal

Eloisa Jane M. Caminero
Jairah A. Gantuangco
Vianne Mae Ido
Matt Christian L. Peligro
Dylan Christian Catayoc

45
Ellah N. Montero

Appendix C
Letter to the Respondents

October 8, 2024

Dear Respondent:

Pleasant day.

We, the undersigned students of Science Technology Mathematics and Engineering

(STEM) Strand in our school are currently working in our Practical Research 2
(Quantitative Research) study entitled: “ANALYSIS OF GRADE 11 STEM
STUDENTS’ SATISFACTION ON THE 4AS STRATEGY AND ITS EFFECTS
ON THEIR ACADEMIC PERFORMANCE.” This study focuses on assessing the
level of satisfaction among Grade 11 students regarding the 4As strategy and examining
whether this satisfaction is significantly related to their academic performance.

Pertinent to this, we would like to invite you to participate in our Quantitative Research
study. Your participation will invoke a face-to-face activity of which you will be given a
survey questionnaire for you to answer by just choosing the letter of your best choice to
generate answers that will be used in our study. We will ensure the confidentiality of your
personal information at all cost. Your identity will not be revealed to public by any
means. Your participation in this study is voluntary. You may choose not to participate or
withdraw your consent to participate at any time. You will not be penalized in any way
should you decide to do so.

I have read this consent letter and have been given the opportunity to ask questions. I am
therefore, giving my consent in this research study.

Respondent’s Name : ____________________________

Respondent’s Signature : ____________________________
Date : ____________________________

Researchers,

Hannah Hilary C. Batingal

46
Eloisa Jane M. Caminero
Jairah A. Gantuangco
Vianne Mae Ido
Matt Christian L. Peligro
Dylan Christian Catayoc
Ellah N. Montero

Appendix D

Survey Questionnaire

Title: Analysis of Grade 11 STEM Students’ Satisfaction on the 4As Strategy

Employed by Teachers at ANHS.

SURVEY QUESTIONNAIRE FOR STUDENTS

Name: ________________________ Date: __________
Grade and Section : _____________ First quarter average grade:_______

The objective of this questionnaire is to collect data on the Grade 11 students' satisfaction
towards the 4As strategy employed by ANHS teachers. Collected data will be treated
with complete confidentiality and will be used for research purposes only.

The 4As strategy is a teaching method that involves four stages: Activity, where
students are engaged with tasks to capture their interest; Analysis, where they reflect and
discuss to uncover key concepts; Abstraction, where the teacher connects the ideas to
broader concepts; and Application, where students apply their knowledge to real-world
situations.

Instructions: Please rate your level of agreement with each statement regarding your
satisfaction towards the 4As teaching strategy employed by ANHS teachers, using the
following scale:

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Activity Strong Agre Disagr Strongl

ly e ee y
I am Agree (3) (2) Disagr

47
satisfied (4) ee
that… (1)
1. the
activities are
engaging
and
relevant.
2. the
activities
encourage
active
participation
.
3. the
instructions
in the
activities are
clear and
concise.
4. the
activities
help me
connect to
the real- life
situation.
Analysis
1. the
teacher
guides me
effectively
in analyzing
the
activities.

2. the
discussions
are
meaningful
and thought-
provoking.

3. I feel
encouraged
to share my
insights and
perspectives

48
during the
analysis
stage
4. the
analysis
helps
me clarify
difficult
concepts in
the lesson.

Abstraction
1. the
teacher
provides a
clear and
concise
summary of
the key
concepts.

2. the
teacher
relates the
lesson to
prior
knowledge
or
experiences.
3. the
abstraction
stage helps
me
understand
the lesson's
importance
and
applications.
4. visual
aids,
examples, or
analogies
utilized
enhances
my

49
understandi
ng.

Application
1. I feel
confident
using what
I’ve learned
in real-
world tasks.
3. the
activities
provided
allow me to
practice
what I
learned.

2. the
sufficient
feedback on
my
performance
in
application
tasks was
provided.

3. the
activities
provided
challenges
me to think
critically
and
creatively.

4. the
provided
activities
help prepare
me for real-
world
scenarios.

50
Table 1. The Research Participants (Grade 11-STEM Students)

Sections Population (N) Sample Size (n)

Babbage 41 13

Bernoulli 42 13

Chadwick 46 14

Edison 42 13

51
 Einthoven 40 13

Eratosthenes 43 13

Euler 39 12

Fibonacci 45 14

Galilei 44 14

Gauss 43 13

Heisenberg 41 13

Huygens 40 13

Laplace 44 14

Leeuwenhoe 38 12

Moseley 45 14

Neumann 44 14

Newton 44 14

Pascal 41 13

Pythagoras 45 14

Thomson 41 13

Total 848 266

52
 CURRICULUM VITAE

PERSONAL INFORMATION hit

Name : Hannah Hilary Cantero Batingal

Nick- name : Han
Home Address : P-14 Banana Village Doongan, Butuan City
Contact Number : 09949925979
Date of Birth : July 6, 2007
Place of Birth : Butuan Doctor’s Hospital
Religion : Roman Catholic
Blood Type :B
Father’s Name : Cipriano Tugap Batingal

53
Father’s Occupation : Teacher
Mother’s Name : Jesusita Cantero Batingal
Mother’s Occupation : Teacher
Number of Sisters :0
Number of Brothers :1
Language Written and Spoken : English, Tagalog, Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : Rainbow of Angels Learning Center Inc.

School Address : 218 Montilla Boulevard, Butuan City, Philippines
Year Graduated : 2012-2013
Award/s Received : 4th Gold Medalist

Elementary School : Rainbow of Angels Learning Center Inc.

School Address : 218 Montilla Boulevard, Butuan City, Philippines
Year Graduated : 2018-2019
Award/s Received : With High Honors

Junior High School :Agusan National HighSchool

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2022-2023
Award/s Received : With High Honors

Senior High School : Agusan National High School- Senior High

School
School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With High Honors

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Eloisa Jane M. Caminero

Nick- name : Lois / Loi-Loi / June
Home Address : P3-C Liboon, Ampayon, Butuan City
Contact Number : 09500206384
Date of Birth : July 6, 2007
Place of Birth : Butuan Doctor’s Hospital
Religion : Roman Catholic

54
Blood Type : O+
Father’s Name : Gerry S. Caminero
Father’s Occupation : Security Guard
Mother’s Name : Mary Grace M. Caminero
Mother’s Occupation : Self-Employed
Number of Sisters :0
Number of Brothers :0
Language Written and Spoken : English, Tagalog, Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : St. Therese of Lisieux Montessori School Inc.

School Address : 218 Montilla Boulevard, Butuan City, Philippines
Year Graduated : 2011-2012
Award/s Received : 1st Honor

Elementary School : M.LPineda Elementary School

School Address : Brgy. Florida, Butuan City
Year Graduated : 2018-2019
Award/s Received : With High Honors

Junior High School : Florida National High school

School Address : Brgy. Florida, Butuan City
Year Graduated : 2022-2023
Award/s Received : With High Honors
: With Honors

Senior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With Honors

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Dylan Christian Catayoc

Nick- name : Lan
Home Address : P-14 Villa Caridad, Baan KM3, Butuan City
Contact Number : 09518100698
Date of Birth : 12/21/2007
Place of Birth : Butuan City

55
Religion : Roman Catholic
Blood Type : O+
Father’s Name : N/A
Father’s Occupation : N/A
Mother’s Name : Eden Catayoc
Mother’s Occupation : Self-Employed
Number of Sisters :1
Number of Brothers :2
Language Written and Spoken : English, Tagalog, Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : Butuan Central Elementary

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2012-2013
Award/s Received : 1st Honor

Elementary School : Butuan Central Elementary

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2018-2019
Award/s Received : With High Honors

Junior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2022-2023
Award/s Received : With High Honors

Senior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With Honors

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Jairah A. Gantuangco

Nick- name : Jai
Home Address : P-9 Tungao Butuan City
Contact Number : 09709682156
Date of Birth : 06/13/2007
Place of Birth : Butuan Doctor’s Hospital

56
Religion : Roman Catholic
Blood Type :
Father’s Name : Ramil C. Gantuangco
Father’s Occupation : Laborer
Mother’s Name : Joy Madelaine A .Gantuangco
Mother’s Occupation : Housekeeper
Number of Sisters :2
Number of Brothers :2
Language Written and Spoken : Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : Tungao Central Elementary School

School Address : Purok 15 Sagrada, Butuan City
Year Graduated : 2012-2013
Award/s Received : 4th Honor

Elementary School : Tungao Central Elementary school

School Address : Purok- 15 Sagrada, Butuan City
Year Graduated : 2018-2019
Award/s Received : Perfect Attendance & With Honors

Junior High School : Tungao National High School

School Address : Purok-15 Sagrada, Butuan City
Year Graduated : 2022-2023
Award/s Received : With Honors

Senior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With Honors
CURRICULUM VITAE

PERSONAL INFORMATION

Name : Vianne Mae Miole Ido

Nick- name : Yan
Home Address : P-11, Baan KM3, Butuan City
Contact Number : 09851006817/09925745312
Date of Birth : 12/28/2006
Place of Birth : Butuan City
Religion : Roman Catholic

57
Blood Type : O+
Father’s Name : Vicente Casido Ido
Father’s Occupation : Laborer
Mother’s Name : Mary Ann Sixto Miole
Mother’s Occupation : Housewife
Number of Sisters :0
Number of Brothers :0
Language Written and Spoken : Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : Florencio R. Sibayan, CES

School Address : Baan KM3, Butuan City
Year Graduated : 2012-2013
Award/s Received : 3rd Honor

Elementary School : Florencio R. Sibayan, CES

School Address : Baan KM3, Butuan City
Year Graduated : 2018-2019
Award/s Received : Perfect Attendance & Conduct Award

Junior High School : Aviola Integrated School Annex-Baan Campus

School Address : Baan KM3, Butuan City
Year Graduated : 2022-2023
Award/s Received : With Honors

Senior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With Honors

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Ellah N. Montero

Nick- name : El
Home Address : P-2 Sari-sari A Golden Ribbon, Butuan City
Contact Number : 09647291508
Date of Birth : 05/18/2006
Place of Birth : Butuan City
Religion : Roman Catholic

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Blood Type :O
Father’s Name : Elmer N. Montero
Father’s Occupation : Deceased
Mother’s Name : Gemma N. Montero
Mother’s Occupation : Self-employed
Number of Sisters :4
Number of Brothers :2
Language Written and Spoken : Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : West Integrated School

School Address : Arpalma
Year Graduated : 2012-2013
Award/s Received : 2nd Honor

Elementary School : West Integrated School

School Address : Arpalma
Year Graduated : 2018-2019
Award/s Received : Perfect Attendance & With Honors

Junior High School : West Integrated School School

Address : Arpalma
Year Graduated : 2022-2023
Award/s Received : With Honors

Senior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With Honors

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Matt Christian L. Peligro

Nick- name : Matt/Chan
Home Address : P-7 Bading, Butuan City
Contact Number : 09264493036
Date of Birth : 03/03/07
Place of Birth : Butuan City

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Religion : Roman Catholic
Blood Type : O+
Father’s Name : Dennis C. Peligro
Father’s Occupation : OFW
Mother’s Name : Cecil L. Peligro
Mother’s Occupation : Cashier
Number of Sisters :0
Number of Brothers :0
Language Written and Spoken : Cebuano

EDUCATIONAL BACKGROUND

Kindergarten School : Obrero Elementary School

School Address : Salvador Calo St., Butuan City
Year Graduated : 2012-2013
Award/s Received : With Honors

Elementary School : Obrero Elementary School

School Address : Salvador Calo St., Butuan City
Year Graduated : 2018-2019
Award/s Received : With High Honors

Junior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2022-2023
Award/s Received : With Honors

Senior High School : Agusan National High School

School Address : A.D Curato St. Butuan City, 8600, Philippines
Year Graduated : 2024-2025
Award/s Received : With Honors

60
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