Asia Research Network Journal of Education

Outcomes-Based Independent Learning Paradigm (OBILP): Effects on Students’ Engagement and Performance in Chemistry

Asraf Kurangking — 2025-12-31

This study investigated the effects of the Outcomes-Based Independent Learning Paradigm (OBILP) on Grade 10 students’ engagement and performance in chemistry, focusing on the domains of gas laws, biomolecules, and chemical equations and reactions. An Explanatory Sequential Mixed-Methods design was employed. The quantitative phase utilized a quasi-experimental pretest–posttest control group design involving Grade 10 students from Bacayawan National High School during the school year 2022–2023. Results indicated that both control and experimental groups exhibited very high levels of affective engagement and high levels of behavioral and cognitive engagement, with no significant differences across the three components. However, the experimental group achieved significantly higher mean scores (p = 0.010) and mean gain scores (p = 0.035) than the control group. No significant correlation was found between students’ engagement and performance before and after the intervention. The qualitative phase, through interviews and student journal entries, provided explanatory insights into these findings, revealing that OBILP enhanced student engagement and performance, while chemical reactions and equations remained the most challenging topic domain. These results suggest that OBILP has the potential to improve chemistry learning outcomes, although future studies should employ larger samples and broader contexts to strengthen generalizability.

Developing Creative Thinking through Constructivist Approach in an English Language Course for Grade 11 Students

Wanvisa Chaichana — 2025-12-31

This classroom action research aimed to: (1) develop linguistic creativity in the Fundamental English course using a Constructivist approach, with at least 70% of Grade 11 students achieving a minimum score of 70%; (2) investigate students’ linguistic creativity and academic achievement after instruction through the Constructivist approach; and (3) examine students’ satisfaction with this learning management model. The participants were 35 Grade 11 students from Class 5/1 at the Demonstration School of Khon Kaen University (Mo Din Daeng) during the second semester of the 2024 academic year. Research instruments included lesson plans based on the Constructivist approach, a linguistic creativity assessment, a learning achievement test (pre- and post-test), and a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation. The findings showed that students’ linguistic creativity—fluency, flexibility, and originality—consistently increased across three action research cycles, with 71.43% of students meeting the set criterion in the final cycle. Academic achievement also improved, with mean scores increasing from 64.00% on the pre-test to 77.05% on the post-test. Additionally, students reported high overall satisfaction with the Constructivist learning approach. The results indicate that Constructivist-based learning management effectively enhances linguistic creativity, academic achievement, and student engagement in English language learning.

Incorporating Mathematical Writing Prompts Through Lesson Study

Rovic Perocho — 2025-12-31

This study aimed to investigate how pre-service teachers utilized mathematical writing prompts through the lesson study approach. The participants were eight (8) secondary mathematics pre-service teachers enrolled in a teaching internship course, teaching Grade 8 and Grade 10 learners via an online distance learning platform. Using a qualitative, multicase study design, the research examined the integration of writing prompts by two lesson study teams. Data were collected through various sources, including lesson plans/modules, pre-lesson questionnaires, post-lesson discussions, post-lesson journal prompts, interviews, and a focus group discussion. The pre-service teachers’ engagement in the lesson study was analyzed through thematic analysis, following a four-phase iterative process. Findings revealed that their use of writing prompts focused on the concept-building process of the lesson topics. Emphasis was placed on aligning writing prompts with the lesson objectives. The process of integrating writing prompts followed these steps: (1) identifying lesson objectives, (2) creating writing prompts aligned with the objectives, (3) anticipating learners' responses, (4) implementing the lesson and observing learners' responses, (5) addressing misconceptions revealed in the responses, (6) using the responses to enhance lesson discussions, and (7) revising prompts to achieve desired responses in future lessons. Process prompts were predominantly used for problem-solving activities, while narrative prompts were utilized in lessons involving real-life contexts. Nevertheless, all four types of prompts—content, process, narrative, and affective—could be integrated within a single lesson, typically in the following sequence: content, process, narrative, and finally affective.

Meta-analysis of the Utilization of Problem-Posing Approach in Enhancing Students’ Academic Achievement: Direction for Mathematics Learning

Ian Cesar Balacuit — 2025-12-31

This meta-analysis examined the effect of using the problem-posing approach on students’ academic achievement in Mathematics. Results from 16 studies showed that problem-posing has a large positive effect on students’ academic achievement (g=0.73) following a random-effects model. Subgroup analysis revealed that the positive effect is moderated by grade level and subject matter. Notably, the problem-posing approach has the largest effect at the tertiary level, relatively large at the senior and junior secondary level, and smallest at the primary level. In addition, problem-posing approach produces the largest effect when it is implemented in calculus and algebra and least effect in Geometry. Neither study sampling design (i.e., randomized, convenience, and purposive) nor the country from which the study is implemented moderates the effect of problem-posing on academic achievement. Consequently, this study recommends using a problem-posing approach in mathematics classrooms

Investigating Pre-Service Teachers’ Reflective Thinking on Teaching Through Problem-Solving (TTP)

Chrisley Jade Saromines — 2025-12-31

The role of pre-service teachers in shaping effective mathematics education is pivotal, particularly as they refine teaching strategies through reflective practices. However, there exists a gap in understanding how pre-service teachers adapt and improve problem-based lessons in real-time, especially when implementing the Teaching Through Problem-Solving (TTP) approach. This study aims to explore how pre-service teachers revise, reflect, and respond to challenges in TTP lessons, with a focus on teaching arithmetic sequences to Grade 11 students at Mindanao State University - Iligan Institute of Technology Integrated Developmental School. Utilizing a descriptive qualitative method, data were gathered through lesson observations, post-lesson interviews, and written reflections. Key findings highlighted the importance of collaborative lesson planning, post-implementation reflection, and the practice of effective questioning in enhancing lesson delivery. These insights underscore the need for continuous reflective practice among pre-service teachers, ultimately contributing to more adaptive and student-centered teaching strategies in mathematics education.

Development of Study Guides for Asynchronous E-Learning Strategies in Business Mathematics

Aya Samantha Lozano — 2025-12-31

Teaching critical thinking through asynchronous online discussions is one of the successful
ways to equip students in educational settings with such 21st skills. The main objective of this research
is to determine the effectiveness of the asynchronous e-learning strategies in the learners’ achievement
and independent learning skills. The researcher used a quasi-experimental for this study. The results show no significant
difference in the posttest scores and their developed independent learning skills between the Async A
and Async B. This implies that both groups made similar improvements in terms of posttest scores and
their developed independent learning skills after using the asynchronous e-learning strategies.
Based on the results, the researcher recommended that teachers may use either of the
asynchronous e-learning strategies. Furthermore, with these findings educators must consider the
independent learning skills of the learners since the learners learn on their own in asynchronous
environment.