International Journal of Technology, AI and STEM Education
The International Journal of Technology, AI and STEM Education (IJTASE) is a cutting-edge, peer-reviewed, open-access international journal dedicated to publishing rigorous, relevant, and interdisciplinary research at the nexus of technology, artificial intelligence (AI), and STEM education. Guided by the merged themes of Teknolohiya at Talino (Technology and Intelligence) and Liknayan (Science), this journal situates itself in the vibrant space where innovation meets education, policy, and community development, especially within the unique contexts of developing nations like the Philippines and across the Asia-Pacific. As rapid technological advancements reshape how societies learn, work, and live, there is an urgent need to examine how these shifts affect educational systems, social equity, and sustainable development. TechneX answers this call by providing an intellectual home for scholars, practitioners, industry leaders, and policy-makers who are committed to reimagining STEM and technology education that is inclusive, adaptive and globally relevant. Publication Frequency: Triannually (Three Issues per year) Published By: Mindura Research Dr. Alma Bangayan-Manera 21 A Bangayan Street Libag Norte Tuguegarao City Cagayan Philippines 3500
Effectiveness of Gamified Teaching Approach in Mathematics Achievement
Mathematics is considered one of the most essential yet challenging subjects among senior high school learners. Traditional teaching approaches often result in low student motivation, limited participation, and poor academic performance. This study determined the effectiveness of a gamified teaching approach on students’ mathematics achievement at Calanasan National High School, Schools Division of Apayao, during the fourth quarter of School Year 2025–2026. The study employed a quasi-experimental pretest-posttest control group design involving two intact Grade 11 sections. The control group consisted of 12 students who received traditional instruction, while the experimental group consisted of 18 students exposed to a gamified teaching approach integrating points, rewards, levels, feedback mechanisms, and classroom challenges. A validated 40-item teacher-made Mathematics Performance Test (MPT) served as the primary instrument for data gathering. Statistical tools such as mean, mean gain, paired samples t-test, and independent samples t-test were used to analyze the data at a 0.05 level of significance. Findings revealed that both groups improved after instruction; however, the experimental group obtained a significantly higher mean gain score than the control group. Results further showed statistically significant differences between the pretest and posttest scores of both groups, with the experimental group demonstrating greater improvement in mathematics achievement. The findings indicate that the gamified teaching approach significantly enhances students’ mathematics achievement by increasing engagement, participation, and motivation during instruction. The study recommends the integration of gamified strategies into mathematics instruction and the provision of institutional support for innovative and learner-centered pedagogical approaches.
Copyright (c) 2026 International Journal of Technology, AI and STEM Education
User Satisfaction and System Usability of E-NGAS among Accounting Personnel in Apayao
This study examined the user satisfaction and system usability of the Electronic New Government Accounting System (e-NGAS) among accounting personnel in selected national line agencies in Apayao, Philippines. Using a descriptive mixed-methods research design, quantitative data were collected through a structured 4-point Likert scale questionnaire, while qualitative insights were gathered through semi-structured interviews. The respondents consisted of nineteen (19) accounting personnel from the Department of Agrarian Reform, Department of Education, and Far North Luzon General Hospital and Training Center. The study assessed user satisfaction and usability in terms of efficiency, learnability, and ease of use, as well as the challenges encountered in using the system. Findings revealed that respondents demonstrated a very high level of satisfaction with e-NGAS, particularly in terms of system reliability, accuracy of generated reports, and support for daily accounting tasks. The system was also perceived as highly usable, especially in efficiency and ease of use, indicating that e-NGAS contributes positively to productivity and financial reporting processes. However, challenges such as system lag, unstable connectivity, complex data encoding procedures, limited user permissions, and difficulties during initial system use were identified. Thematic analysis further showed that technical issues, insufficient training, and outdated system processes negatively affected usability and operational efficiency. The study concludes that while e-NGAS is considered an essential and reliable accounting tool, improvements in technical infrastructure, user training, interface design, and automation features are necessary to maximize its effectiveness. The findings provide practical recommendations for enhancing system performance, improving user experience, and strengthening digital financial management practices in government agencies.
Electronic New Government Accounting System (e-NGAS), User Satisfaction, System Usability, Accounting Information System, Government Financial Management, Technology Acceptance Model, Accounting Personnel, Public Sector Accounting, System Efficiency, Ease of Use
Science Teaching Practices and Learner Engagement in Upper Secondary Classrooms: A Qualitative Study at Der An Integrated School, Philippines
Abstract Learner engagement is a critical determinant of meaningful learning in science education, particularly at the upper secondary level where abstract concepts and disciplinary thinking intensify. While learner-centered and inquiry-based approaches are widely advocated, their enactment in real classroom contexts—especially in integrated public schools—remains uneven. This qualitative study explored science teaching practices and their influence on learner engagement in upper secondary classrooms at Der An Integrated School in the Philippines. Using a qualitative case study design, data were collected through semi-structured teacher interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: structured yet flexible science instruction, active and inquiry-oriented learning experiences, teacher–learner interaction as a driver of engagement, and contextual challenges shaping engagement practices. Findings indicate that learner engagement is strongest when teachers combine clear instructional structure with opportunities for inquiry, discussion, and real-world application. However, curriculum demands, time constraints, and resource limitations continue to shape instructional choices. The study highlights the need for sustained professional development, contextualized science pedagogy, and institutional support to strengthen learner engagement in upper secondary science classrooms.
science education, learners engagement, teaching practices, qualitative study, upper secondary education, Philippines
Enhancing Upper Elementary Learning Outcomes through Classroom-Based Instructional Strategies: Evidence from Grade 6 Public School Teaching
Improving learning outcomes at the upper elementary level is critical for ensuring learners’ successful transition to secondary education. In public schools, particularly in resource-constrained contexts, classroom-based instructional strategies play a central role in shaping learners’ academic performance and readiness. This study examined how classroom-based instructional strategies influence learning outcomes among Grade 6 learners at San Juan Elementary School, a public elementary school in the Philippines. Using a qualitative case study design, data were collected through classroom observations, semi-structured teacher interviews, and document analysis of lesson plans and learner outputs. Thematic analysis revealed four major themes: (1) structured instruction as a foundation for learning consistency, (2) adaptive instructional strategies to address learner diversity, (3) formative assessment and feedback as drivers of learning improvement, and (4) teacher commitment and classroom climate as enablers of learner engagement. Findings indicate that purposeful, classroom-based instructional strategies positively influence learners’ cognitive understanding, engagement, and readiness for more advanced academic tasks despite contextual limitations. The study highlights the importance of strengthening classroom-level instructional practices as a practical and context-responsive approach to improving upper elementary learning outcomes in public schools.
classroom-based instruction, learning outcomes, Grade 6, elementary education, Philippines
The Role of Parents in Shaping Discipline Among Elementary Learners at San Francisco Elementary School
Learner discipline is a critical component of effective schooling, influencing academic engagement, social behavior, and overall school climate. While schools play a central role in establishing behavioral expectations, parental involvement remains a significant factor in shaping learners’ discipline, particularly at the elementary level. This study examined the role of parents in shaping discipline among elementary learners at San Francisco Elementary School. Using a mixed-methods descriptive design, the study explored parental practices related to guidance, monitoring, communication, and value formation, and how these practices are reflected in learners’ behavior in school. Quantitative survey data and school discipline records were complemented by qualitative interviews with teachers and parents. Findings indicate that consistent parental guidance, clear behavioral expectations at home, and regular parent–school communication are strongly associated with positive learner discipline, while inconsistent supervision and limited parental involvement are linked to recurrent behavioral concerns. The study underscores the importance of strengthening home–school partnerships to promote positive discipline among elementary learners. Learner discipline is a critical component of effective schooling, influencing academic engagement, social behavior, and overall school climate. While schools play a central role in establishing behavioral expectations, parental involvement remains a significant factor in shaping learners’ discipline, particularly at the elementary level. This study examined the role of parents in shaping discipline among elementary learners at San Francisco Elementary School. Using a mixed-methods descriptive design, the study explored parental practices related to guidance, monitoring, communication, and value formation, and how these practices are reflected in learners’ behavior in school. Quantitative survey data and school discipline records were complemented by qualitative interviews with teachers and parents. Findings indicate that consistent parental guidance, clear behavioral expectations at home, and regular parent–school communication are strongly associated with positive learner discipline, while inconsistent supervision and limited parental involvement are linked to recurrent behavioral concerns. The study underscores the importance of strengthening home–school partnerships to promote positive discipline among elementary learners.
parental involvement,learner discipline, elementary education, home-shoolpartnership, child-behavior
Pedagogical Approaches and Student Involvement in Learner-Centered Settings at Andabuen Elementary School–Main
Learner-centered pedagogy has been widely promoted in elementary education as a means of enhancing student involvement and improving learning experiences. However, empirical evidence comparing student involvement across different pedagogical approaches within the same school context remains limited, particularly in public elementary schools. This study employed a quantitative comparative research design to examine differences in student involvement between classrooms implementing learner-centered pedagogical approaches and those employing more teacher-centered instructional practices at Andabuen Elementary School–Main. Data were collected from elementary pupils using a validated student involvement questionnaire measuring behavioral, emotional, and cognitive dimensions. Independent samples t-tests were used to determine significant differences between groups. Results revealed that pupils in learner-centered classrooms demonstrated significantly higher levels of behavioral and emotional involvement, while cognitive involvement showed moderate but statistically significant differences favoring learner-centered instruction. The findings provide empirical support for learner-centered pedagogy as an effective approach to fostering student involvement in elementary education and offer implications for instructional practice, school leadership, and future research.
learner-centered pedagogy, student involvement, elementary education, quantitative comparative study, classroom engagement
Inquiry-Based Science Pedagogy and Learners’ Academic Engagement at Andabuen National High School
Inquiry-based pedagogy has been widely advocated as an effective instructional approach for promoting active learning and academic engagement in science education. However, empirical evidence using quasi-experimental designs in public secondary schools remains limited, particularly in rural Philippine contexts. This study employed a quasi-experimental research design to examine the effects of inquiry-based science pedagogy on learners’ academic engagement at Andabuen National High School. Two intact Grade 9 classes were assigned as the experimental group (inquiry-based instruction) and the control group (traditional lecture-based instruction). Academic engagement was measured across behavioral, emotional, and cognitive dimensions using a validated engagement questionnaire. Data were analyzed using descriptive statistics, paired samples t-tests, and independent samples t-tests. Results indicated that learners exposed to inquiry-based instruction demonstrated significantly higher post-test engagement across all dimensions compared to those in the control group. The findings provide empirical support for inquiry-based pedagogy as an effective approach for enhancing academic engagement in secondary science classrooms.
Academic Engagement of Learners in Inquiry-Focused Science Classrooms at Andabuen National High School
Academic engagement plays a crucial role in learners’ achievement and persistence in science education, particularly in secondary school settings where abstract reasoning, inquiry, and problem-solving are emphasized. This study investigated the academic engagement of Grade 9 learners exposed to inquiry-focused science instruction at Andabuen National High School using a survey-based quantitative approach. A quasi-experimental pretest–posttest non-equivalent groups design was employed, involving an experimental group that received inquiry-focused instruction and a comparison group that experienced traditional lecture-based teaching. Academic engagement was measured across behavioral, emotional, and cognitive dimensions using a validated questionnaire. Descriptive statistics and independent samples t-tests were utilized to analyze the data. Findings revealed that learners in inquiry-focused science classrooms demonstrated significantly higher levels of academic engagement across all dimensions compared to those in traditional classrooms. The results provide empirical support for the effectiveness of inquiry-focused pedagogy in fostering learner engagement in secondary science education and offer implications for instructional practice and curriculum implementation.
Student-Centered and Contextualized Mathematics Instruction and Pupils’ Problem-Solving Skills at Lunac Primary School
Problem-solving is a core goal of Mathematics education, yet many elementary pupils struggle to apply mathematical concepts meaningfully beyond routine procedures. Student-centered and contextualized instruction has been advanced as an approach that situates learning within pupils’ lived experiences while promoting active engagement and higher-order thinking. This qualitative case study examined how student-centered and contextualized Mathematics instruction was enacted at Lunac Primary School and how these practices influenced pupils’ problem-solving skills. Data were gathered through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers, and analyzed using thematic analysis. Findings reveal that contextualized tasks strengthened conceptual understanding, student-centered strategies supported strategic thinking and collaboration, and scaffolded instruction promoted metacognitive regulation. Pupils’ narratives highlight increased confidence, persistence, and flexibility in problem-solving. The study concludes that aligning student-centered pedagogy with contextualized Mathematics instruction fosters meaningful problem-solving skills in elementary classrooms and offers implications for teaching practice, curriculum design, and future research.
: student-centered instruction; contextualized learning; Mathematics education; problem-solving skills; elementary education
From Teaching Practices to Engagement: Learner-Centered Pedagogy at Jacmal Primary School
Learner-centered pedagogy has been widely advocated as a means of transforming classroom practices and enhancing learners’ engagement, particularly in elementary education. While existing studies highlight the effectiveness of learner-centered strategies, fewer investigations examine how these practices are enacted in everyday classroom settings and how learners themselves experience engagement. This qualitative case study explored how learner-centered teaching practices at Jacmal Primary School shaped pupils’ behavioral, emotional, and cognitive engagement. Data were collected through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers, and analyzed using thematic analysis. Findings revealed that dialogic instruction, learner autonomy, collaborative learning, and instructional scaffolding collectively fostered meaningful engagement. Learners’ voices underscored the importance of being heard, trusted, and supported in the learning process. The study concludes that learner-centered pedagogy effectively translates teaching practices into sustained engagement when thoughtfully implemented, and it offers implications for classroom practice, school leadership, and future research.
learner-centered pedagogy; classroom engagement; elementary education; qualitative case study; student voice
Contextualized Mathematics Instruction and Learners’ Problem-Solving Skills at Rizal National High School
Developing learners’ problem-solving skills remains a central yet persistent challenge in secondary Mathematics education, particularly in contexts where instruction has traditionally emphasized procedural fluency over conceptual understanding. Contextualized Mathematics instruction has been proposed as a pedagogical approach that situates mathematical ideas within meaningful, real-life contexts, thereby supporting deeper understanding and transfer of learning. This qualitative case study examined how contextualized Mathematics instruction was implemented at Rizal National High School and how it influenced learners’ problem-solving skills. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with Mathematics teachers. Using thematic analysis, four major themes emerged: (1) real-life contexts as anchors for conceptual understanding, (2) strategic and flexible problem-solving through contextualized tasks, (3) collaborative problem-solving as a catalyst for reasoning and persistence, and (4) teacher scaffolding and reflection in developing metacognitive regulation. Learners’ accounts revealed increased confidence, reduced Mathematics anxiety, and greater willingness to engage in non-routine problems. The findings suggest that contextualized Mathematics instruction, when coupled with deliberate scaffolding and collaborative discourse, strengthens learners’ problem-solving skills. Implications for instructional practice, curriculum development, and future research are discussed.
contextualized instruction; Mathematics education; problem-solving skills; qualitative case study; secondary school
Improving Software Testing by Agile Teams Through The CMMI Adoption: A Cross-Industry Study
The research study empirically evaluates the impact of Capability Maturity Model Integration (CMMI) application on Agile software testing techniques. The study draws its data from 22 automotive software projects (11 CMMI-aligned and 11 non-CMMI-aligned). The quantitative data show that the DDE of CMMI-Agile teams is 85.7%. Non-CMMI teams have a DDE of 71.3%, which is a relative improvement of 20.2%. There was an increase in test coverage from 65.3% to 79.5% (+14.2%) and a reduction in cycle time from 10.1 to 7.9 days (−21.8%). Leakage of defect reduced from 12.5% to 5.0% (−60.0%) while average Cost of Quality, CoQ reduced from USD 14,957 to USD 11,892 (−20.5%). Furthermore, these teams implemented more automation would be in CMMI-Agile (71.5 versus 45.3 +26.2). Analysis of costs revealed that the prevention and appraisal of the CMMI teams increased by 60.6% and 15.0% respectively, while the internal and external failure costs reduced by 44.5% and 44.6%. Survey of 26 QA leads found that documentation quality, DFT identification and collaboration efficiency were seen to have improved at a rate of 63%, 72% and 56% respectively. However, cultural resistance was noted at a rate of 41%. According to these findings, aligning maturity significantly improves the results of software quality assurance compared to previous agile non-CMMI metrics. The findings suggest that CMMI improves defect detection by 22%, cycle time by 18%, and failure cost by 45% thus justifying maturity-based Agile quality management in high-stakes areas like automotive software development.
Capability Maturity Model Integration (CMMI), Agile Software Testing, Software Quality Assurance (SQA), Defect Detection Efficiency (DDE), Cost of Quality (CoQ), Test Coverage, Defect Leakage
Decoding Media Use: Theoretical Examination of Online Communication in Instruction
This paper examines media use and media choice in computer-mediated communication (CMC) within instructional contexts, with particular attention to their theoretical frameworks. 24 journal articles were analyzed; 15 studies were grounded in the positivist paradigm, and nine interpretivist studies. Positivist research primarily employed technology- and learning-oriented theories, including technology acceptance, media richness, media synchronicity, uses and gratifications, the cognitive theory of multimedia learning, and the MAIN model, alongside learning frameworks such as cognitivism, constructivism, social learning, social presence, engagement, and dual coding. Studies on social aspects of CMC drew on social presence, channel complementarity, and media multiplexity theories. Interpretivist studies, largely exploratory or case-based, applied social constructivism, virtual communities of practice, the TPACK framework, cultural historical activity theory, and student technology use frameworks to examine media practices, interaction, and motivation. Overall, findings indicate that instructional CMC media choices are assessed based on their effectiveness in supporting content delivery, learner engagement, and learning outcomes, highlighting the need for pedagogically grounded media selection.
computer-mediated communication, interpretivist, technology and media use, positivist,
The Use of Podcasts and Audio Tools in French Language Teaching: Enhancing Didactic Communication and Learning Outcomes
This study explores the integration of podcasts and audio tools in French language teaching, focusing on their impact on didactic communication and learning outcomes. As digital technologies transform education, these tools offer innovative methods for enhancing language acquisition. They give learners access to authentic, context-rich content, fostering meaningful, interactive learning. The central problem investigates the influence of podcasts on learners' cognitive and motivational processes, as well as their pedagogical implications. To answer these questions, a mixed methodology was adopted, combining placement tests before and after the use of podcasts/audio, semi-directive interviews with students and teachers, and classroom observations. The results show a significant improvement in language skills, notably in listening comprehension (+46.8%) and speaking (+44.1%), as well as a reduction in extrinsic cognitive load (-35.8%). Participants' perceptions also reveal an increase in motivation and commitment thanks to these tools. However, technical and pedagogical challenges, such as limited access or the need for teacher training, were identified. This study, rooted in theoretical frameworks such as Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, provides practical recommendations for effectively integrating podcasts/audio into curricula. It highlights their potential to transform language teaching, while calling for critical reflection on their adoption.
podcast, language learning audio tools, didactic communication, learning outcomes
Copyright (c) 2025 International Journal of Technology, AI and STEM Education
Exploring the Role of ICT Resources and Teacher Competency in Student Engagement and Academic Performance in BCAED Student: A Sequential Explanatory Mixed Method
This mixed-method research study explored the Role of ICT resources and Teacher Competency on Student Engagement and Academic Performance of Pre-service teachers using a sequential mixed-method explanatory design. Data were collected from 60 respondents selected for the quantitative phase and 10% or 6 individuals of the respondents was used for the qualitative phase who met the qualification criteria. The quantitative results showed that students have high level of ICT resources, teacher competency, student engagement and academic performance and there is no significant difference in the overall responses of male and female students in relation to the aforementioned variables. On the other hand, analysis reveals that the respondents’ ICT resources have no significant relationship with teacher competency, student engagement and academic performance indicating that the correlations between the variables have a very weak relationship. While the correlation between teacher competency and student engagement has no significant relationship. Moreover, the teacher competency has a significant relationship between academic performance and the correlation between student engagement and academic performance have a significant relationship indicating that the correlations between the variables have a strong relationship. Furthermore, themes have emerged from the qualitative findings supporting the result obtained from the quantitative phase, with the insights and opinion focusing on Pre-service teachers’ high level and factors contribute to student’s high level of teacher competency. These findings emphasize the importance of effective teaching in academic and the need for strategies that improve teacher effectiveness and enhance student engagement while ensuring equitable educational experiences for all students.
Exploring students’ views, concerns and ChatGPT usage: A sequential mixed-method analysis of the factors of neutral views in the use of ChatGPT
This study explores students’ views, concerns, and usage of ChatGPT, focusing on the factors behind their neutral views toward the tool. Employing an explanatory sequential mixed-method design, the research gathered quantitative data from 150 education students at Western Mindanao State University using a standardized questionnaire adapted from Farhi (2023), followed by qualitative interviews with 15 participants. Descriptive and inferential statistical analyses using SPSS revealed that the respondents’ overall ChatGPT usage (M = 9.45, SD = 3.49) and views (M = 7.68, SD = 3.50) were interpreted as neutral, while their concerns (M = 6.75, SD = 1.99) were low. One-way ANOVA results indicated no significant differences in usage, views, and concerns across programs, while Pearson correlation analysis found strong and significant relationships between ChatGPT usage and students’ views (r = 0.820, p < 0.01). The qualitative phase uncovered three major themes explaining the respondents’ neutrality: (1) doubt in accuracy and source reliability, (2) balanced perceptions of usefulness and limitations, and (3) worries about overreliance and diminished analytical thinking. These findings suggest that while students acknowledge ChatGPT’s convenience and educational potential, skepticism about accuracy and fear of dependency temper their enthusiasm, leading to neutral perceptions overall. The study underscores the need for promoting AI literacy, responsible usage, and critical evaluation skills among students to ensure meaningful and ethical integration of ChatGPT into academic learning.
ChatGPT, artificial intelligence, student views, student’s concern, CHATGPT usage, AI literacy, educational technology
Exploring the Relationships between Digital competence, ICT self-efficacy, Collegial collaboration, and Infrastructural support: An Explanatory Sequential Mixed-Methods Study among Culture and Arts preservice teachers
The study explored the digital competence among Culture and Arts preservice teachers and the contributions of ICT self-efficacy, collegial collaboration, and infrastructural support using a mixed-methods, explanatory sequential design. In the quantitative phase, 53 preservice teachers completed a validated survey. A questionnaire based on the “Digital competence of educators (DigCompEdu)” was used in this research. Quantitative results showed high overall levels of digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support, with no significant gender differences across variables. Furthermore, significant relationships between digital competence and ICT self-efficacy and between digital competence and collegial collaboration were found, whereas infrastructural support was not significantly correlated with digital competence. In qualitative phase, a semi structured interview was conducted with five participants from the survey sample. Thematic analysis identified self-directed learning, formal education and social support, and academic-driven digital exposure as key explanatory factors. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environment for teacher preparation programs, particularly within Culture and Arts education programs, offering evidence-based direction for strengthening preservice teachers’ digital readiness.
Blood Donation Management System: Streamlining Donor Registration, Appointment Scheduling and Blood Collection through a Mobile-Responsive Web Application
The Blood Donation Management System is designed to streamline and modernize the process of blood donation and distribution. This system addresses common issues such as the difficulty in locating eligible donors during emergencies, time-consuming manual processes, and lack of real-time data access. By providing an automated and centralized platform, it enables blood banks, hospitals, and donors to connect efficiently, ensuring a faster and more reliable response to blood supply demands. It allows donors to register, schedule appointments, and receive updates on blood needs and availability. It keeps track of donor information, blood types, and donation history, ensuring that blood resources are used effectively and that donations do not go to waste. The system features a secure database for storing donor and recipient information, real-time tracking of donations, and automated notifications to remind donors of their eligibility. It also facilitates communication between stakeholders, reducing delays and improving the coordination of resources. Additionally, transparency in blood usage is enhanced, building trust among donors and recipients.
EFFECTIVENESS OF STRATEGIC INTERVENTION MATERIAL (SIM) IN TEACHING GRADE 11 SCIENCE
This study examined whether Strategic Intervention Materials (SIMs) could improve science performance among Grade 11 students at a Philippine public high school. The research was prompted by the Philippines' low scores in international assessments like PISA, highlighting the need for targeted learning interventions. Using a one-group pretest-posttest quasi-experimental design alongside descriptive-correlational design, 63 students from three strands (CSS, Food Processing, HUMSS) were assessed via pre- and post-tests, along with a perception survey on SIM usability. Results showed significant academic improvement, with the mean post-test score (40.56) far surpassing the pre-test (24.03). The percentage of students at the "Beginning" level dropped from 87.3% to 31.7%, while those reaching "Advanced" proficiency rose from 0% to 20.6%. Students rated SIMs highly for clarity, engagement, and real-world relevance, though some found guide questions challenging. Statistical analysis confirmed SIMs’ strong impact (p < 0.001), though student perceptions did not strongly correlate with performance. The study concludes that SIMs are a cost-effective, scalable intervention for improving science literacy, particularly in resource-limited settings. These findings support DepEd’s push for localized, competency-based learning aids to address educational gaps.
Strategic Intervention Materials (SIMs), Science performance improvement, Grade 11 students, Philippine public high school