Evaluating the Instructional Models and Innovative Strategies for 21st Century Science Learners

Abstract

Research was conducted at Quidaoen National High School in San Juan, Abra, a rural locality that necessitates flexible and adaptive pedagogical approaches.

Notably, the study sought to evaluate the efficacy of two instructional frameworks—LEARN (Listen, Examine, Analyze, Reflect, Narrate) and QUEST (Question, Understand, Explore, Solve, Transfer)—in conjunction with two novel methodologies: Mistake-Led Learning (MLL) and the Design Thinking Process (DTP). The study aimed to compare the effectiveness of computer-assisted instruction (CAI) and printed modules in enhancing science performance, validate the learning materials created, and identify the problems students encountered during implementation.

A repeated-measures, explanatory, sequential mixed-methods design was utilized. Sixty students from Grades 7 and 8 were selected using total enumeration sampling. The instruments comprised a 50-item standardized science achievement test (Cronbach’s α = 0.801–0.812), validated computer-assisted instruction (CAI), and modular materials, along with a student engagement survey. Quantitative data were examined by descriptive statistics, paired t-tests, ANOVA, and effect sizes, and qualitative data from reflection journals and focus group discussions underwent theme analysis.

Results and findings indicated statistically significant improvements across all combinations (p < 0.001). Seventh-grade students utilizing LEARN+CAI advanced from 67.86 (Did Not Meet Expectation) to 83.39 (Satisfactory), whereas those employing QUEST + Modules progressed from 63.64 to 85.07 (Very Satisfactory). Grade 8 students demonstrated comparable improvements, with QUEST + Modules producing marginally superior posttest scores in inquiry-based subjects. Expert validation demonstrated substantial to complete concordance (κ = 0.63–1.00), affirming content reliability.

In the end, the research concludes that integrating instructional models with creative tactics and contextually relevant materials improves science proficiency and engagement. It advocates for the incorporation of QUEST with modular learning and design thinking in secondary scientific education, as well as the enhancement of CAI and modular material to tackle student difficulties and bolster resilience in schools impacted by disasters.