Journal of Innovations in Teaching and Learning

A Systematic Review on the Development and Validation of Instructional Materials Utilized in the Philippine Mathematics Classroom

Elnor Jones A. Niño, Laila S. Lomibao — 2026-01-21

An adequate and appropriate utilization of instructional materials has always been an essential component in the learning process that influences learning outcomes. Despite the recognized potential of instructional materials and the encouragement of authorities among teachers to contextualize their own, there remains a lack of synthesized evidence on the effective design and implementation of mathematics instructional materials across various grade levels. This systematic review aimed to consolidate research on instructional materials in mathematics, particularly on their development and validation. The review included five (5) literature reviews that followed a designed inclusion criterion. Findings reveal that contextually relevant and rigorously validated materials significantly enhance learner engagement and comprehension. However, limited validation scope and incomplete topic coverage remain a challenge, particularly for higher-level mathematical concepts. Supplementary and inquiry-based materials show positive effects on student learning, though most studies lack long-term impact assessments. Teacher and student feedback highlight practical usability issues, underscoring the need for participatory validation and professional development. Additionally, embedding active learning strategies and ensuring regional and cultural relevance improve effectiveness but require better dissemination and scaling. Overall, developing instructional materials demands a comprehensive, iterative approach that balances content accuracy, pedagogical soundness, and contextual adaptation to support diverse learners effectively.

Reducing Procrastination in Mathematics: A Study on the Effectiveness of Progressive Peer-Assisted Learning (PPAL) among College Students

Paul John B. Panganiban, Janneth Q. Rondina — 2026-01-25

This study examined the influence of Progressive Peer-Assisted Learning (PPAL) on students’ academic procrastination using a quasi-experimental pretest-posttest control group design. The participants were two intact classes of social work students enrolled in Mathematics in the Modern World at Christ the King College, Gingoog City, Philippines. A researcher-developed questionnaire on academic procrastination, validated and tested for reliability, was used to collect data. The control group experienced traditional collaborative learning, while the experimental group experienced PPAL. In PPAL, students initially worked individually to solve problems and defended their solutions in class to earn points. They then progressively formed groups of two and three for subsequent tasks, earning additional points for correctly defended answers. Group membership changed each cycle, and students returned to individual work once tasks were completed. Data were analyzed using means, standard deviations, and ANCOVA. Results indicated that students exposed to PPAL exhibited significantly lower academic procrastination. These findings suggest that PPAL can reduce procrastination and have important implications for tertiary mathematics instruction, particularly for non-mathematics majors prone to task avoidance. Incorporating PPAL may enhance engagement and peer interaction. However, given the quasi-experimental design, use of intact classes from a single institution, and the relatively short duration of the intervention, caution is warranted in generalizing results or assessing sustained effects. Future research could employ randomized controlled designs, examine long-term effects on procrastination and achievement, explore applicability across disciplines, and use qualitative methods to investigate students’ experiences and perceptions of peer-assisted learning.

UNESCO ICT Competency Framework for Teachers (ICT-CFT version 3): Implications and Implementation Within Higher Education in Cameroon

Sylvanus Wara Ngu — 2026-01-28

This study assesses the effectiveness of the UNESCO-developed ICT Competency Framework for Teachers in equipping university lecturers with relevant ICT skills for the Digital Age and Education 2030. A mixed research design used both a survey and a Media Focus Group Discussion to gather data from 206 randomly selected teachers and lecturers across public universities in Cameroon. University administrators, including deputy vice chancellors, managers of University Multimedia Centers, faculty deans, and department chairs, were also interviewed. Data analysis involves using bar charts and content analysis. The findings showed that about 80% of lecturers are still in the knowledge acquisition stage, over 75% have not yet reached the knowledge deepening stage, and more than 80% have not yet achieved knowledge creation. This indicates that approximately 78% of lecturers are lagging in ICT-Education skills, and the level of implementation of the ICT-CFT remains around 30%. Recommendations were provided to stakeholders to better align with the UNESCO ICT Framework for Teachers in public universities across Cameroon.

Enhancing Students' Mathematical Problem-Solving Skills Using Math Workshop Model (Mwm): A Quasi-Experimental Study

Recardo O. Sanditan Jr., Dennis B. Roble — 2026-03-02

The effectiveness of instructional approaches in developing students' mathematical problem-solving skills remains a critical concern in Philippine senior high schools. This study examined the effect of the Math Workshop Model (MWM) on Grade 11 students' problem-solving abilities. Using a quasi-experimental pretest-posttest control group design, the research involved 66 Grade 11 HUMSS students from Pedro "Oloy" N. Roa Sr. High School, Cagayan de Oro City, during the 2025-2026 academic year. The experimental group received instruction through the Math Workshop Model, featuring mini-lessons, differentiated work time, sharing sessions, and reflection activities, while the control group was taught using traditional lecture-based instruction. Before analysis, ANCOVA assumptions, including homogeneity of regression slopes, normality of residuals, and homogeneity of variance, were tested and confirmed. Results revealed that both groups improved from pretest to posttest; however, the experimental group demonstrated substantially greater gains. ANCOVA confirmed a statistically significant difference between groups (F (1, 60) = 13.93, p < .001, η² = 0.182), with a large effect size indicating that the MWM was significantly more effective in enhancing students' problem-solving skills. These findings suggest that the structured, student-centered approach of MWM provides a promising framework for improving mathematical problem-solving in senior high school contexts.

Design and Development of DASIG NAME: A Gamified Reviewer Application for BS Naval Architecture and Marine Engineering Students

Sean Honey Jane B. Odal, Laila S. Lomibao — 2026-03-05

This study aimed to designed and developed Dasig NAME, a gamified reviewer on Integral Calculus. The developed reviewer was assessed by 20 Mathematics and IT experts. Descriptive analysis using mean and standard deviation were employed to analyze the expert assessments. Inter-rater reliability using Intraclass Correlation Coefficient (ICC) were also used to assess the level of agreement between experts. The mathematics experts evaluated the gamified reviewer based on two categories: content, and instructional quality. While The IT experts evaluated the gamified reviewer on its usability, based on three categories: system usefulness, information quality, and interface quality. Results shows that mathematics experts rated the DASIG NAME as very highly acceptable for each indicator. ICC results also suggest a moderate agreement between the mathematics experts. IT experts’ evaluation showed that the gamified reviewer demonstrates good system usefulness and information quality, while interface quality emerges as an area for improvement. However, the low level of agreement among IT experts highlights the need for further refinement to enhance overall usability and strengthen expert consensus.

Face-To-Face Laboratory Experiments Versus E-Laboratory Experiments on Developing Students’ Basic Science Process Skills and Interest Towards Learning Physics

Rocky C. Valmores, Laila S. Lomibao — 2026-03-10

This study investigated the effects of face-to-face and e-laboratory experiments on students’ basic science process skills and interest toward learning physics. A quasi-experimental pretest–posttest control group design was employed involving 47 Grade 12 STEM students from the Misamis Oriental Institute of Science and Technology, Inc. Two intact sections were randomly assigned as control group, which was exposed to face-to-face laboratory experiments, and an experimental group, which engaged in e-laboratory experiments. Data were gathered using two validated instruments: a 26-item researcher-made science process skills test involving concepts on Kinematics and Newton's Laws of Motion with acceptable internal consistency of KR-20 = 0.77, and an adapted questionnaire to quantify interest in learning physics. Descriptive statistics, including mean and standard deviation, summarized the science process skills and interest scores, while Analysis of Covariance (ANCOVA) tested differences between groups. After the intervention, students in the face- to – face laboratory experiment increased in basic science process skills, while the students in the e- laboratory experiments slightly decreased. ANCOVA confirmed a significant effect of laboratory method on students’ basic science process skills. The results suggest that the face-to-face laboratory experiments was more effective in developing basic science process skills compared to e-laboratory experiments. In contrast, students’ interest toward learning physics showed minimal changes, and ANCOVA results indicated no significant difference between the students' interest towards physics. These findings suggest that face-to-face laboratory experiments are more effective for developing basic science process skills, while both methods yield similar outcomes in student interest toward learning physics. Hence, it is recommended that schools should establish well-equipped laboratories to provide students with hands-on learning experiences that develop their basic science process skills and interest towards learning physics.