Bridging the Gap: Implementation of Claim-Evidence-Reasoning Framework in Exploring Mobile Robotics’ Foundational Concepts

Rica Marie Paming* and Norlito Bautista

Robotics has been an important field taught in schools in developing 21st-century skills (Khanlar, 2013). However, despite robotics being part of the junior high school curriculum at De La Salle Santiago Zobel School, there is a noticeable gap between students' conceptual knowledge and practical application. Based on teachers’ observations and performance task scores, many entry-level students struggle to apply theory into practice such as mobile robotics despite getting good scores. With this, the researcher implemented an intervention utilizing the Claim-Evidence-Reasoning (CER) Framework - an inquiry-based approach designed to aid students in the application of their conceptual and foundational knowledge into practical application through reflective process. This study involved two Grade 7 robotics classes with 30 students each and employed both qualitative and quantitative methods—a mixed-method approach. Results from a quasi-experiment revealed that students who utilized the CER framework outperformed those in the control group in performance tasks. Moreover, students’ reflections indicated that the CER framework helped the students evaluate and refine their ideas, ultimately improving their performance tasks. In conclusion, the CER framework proved effective in bridging the space between theory and practice in robotics. It fosters reflective thinking that guides students in experimenting and refining their practical solutions. The study recommends the integration of CER during robotics laboratory tasks and give students more opportunities for reflection and practical application, thereby enhancing critical 21st-century skills.

Keywords: Robotics in Education, Mobile Robotics, CER Framework, Education, 21st Century Skills

Nobot x Robot:

Enhancing Robotics Education with Virtual Simulations 

in a Blended Learning Model

Norlito L. Bautista* and Rica Marie S. Paminga

Class suspensions in the Philippines affect learning continuity due to natural calamities, transport strikes, and other unanticipated events. While all courses are affected by these disruptions, hands-on subjects like robotics—subjects that depend on real objects to facilitate learning—are most profoundly impacted. This study presents "Nobot x Robot," a novel blended learning approach designed to minimize the impact of these disturbances by combining virtual simulation (Tinkercad Circuits) with an Arduino-based robotics kit. The study aims to evaluate the performance of the blended learning model on Grade 8 De La Salle Zobel (DLSZ) students' engagement, technical ability in motor control using Arduino, and conceptual understanding within disrupted learning environments. Rooted in constructivist learning theory, Challenge-Based Learning (CBL), and the Community of Inquiry (CoI) framework, this approach demonstrates that meaningful learning can occur even without continuous access to hardware. Under a convergent parallel mixed-methods approach, this study will use an action research design and be administered to sixty Grade 8 students throughout a six-session robotics module by the collaborating teacher. Data collection instruments include the Utrecht Work Engagement Scale for Students (UWES-9S), pre- and post-assessments, performance rubrics, disruption logs, student interviews, and instructor observations. An independent analysis of both qualitative and quantitative data will be combined to provide a comprehensive view of the model's performance in maintaining learning continuity during educational disruptions. This study contributes theoretically by exploring optimal integration strategies for parallel physical and virtual learning platforms, sustaining student engagement during disruptions, and refining established educational frameworks for resilient robotics instruction.

Keywords: Robotics Education, Blended Learning, Virtual Simulation, Educational Disruptions

Effectivenes of Guidance Classes on the Social and Emotional Comptencies of Second Grade Students 

Sagario, Abish, A.

The effectiveness of guidance classes in enhancing the social and emotional competencies of second-grade students was investigated in this action research. Offered as part of the School Counseling Office's services, these classes aimed to develop essential skills for navigating life challenges. A sequential mixed-method explanatory action research design was employed. Data collection involved pre- and post-assessments using the Assessment of Social and Emotional Competence (ASEC) which measured the social-emotional skills of the students such as their self-awareness, self-management, self-regulation, grit, and social skills, participant interviews, and analysis of student outputs. Using the digital sample size calculator, 147 students were selected by systematic random sampling method. Interviews were conducted, which involved two students per section to gain deeper insights into their experiences and perceptions of the guidance classes. Present findings will inform the evaluation and enhancement of the curriculum to better support the socio-emotional development of young learners. This research contributed to describing best practices in school counseling and strengthened the delivery of counseling interventions for elementary students.

Keywords: Socio-Emotional Competence, Guidance Classes, Informative Services, School Counseling Office, Guidance Counselor

Design and Implementation of ReCol: A Web Based Digital Repository through WordPress and OneDrive

Richard Alphege A. Ravalo* and Jacylyn D. Lapa

The demand for the development of a research repository as a central platform to store, manage and disseminate research outputs of students and Lasallian Partners at De La Salle Santiago Zobel School (DLSZ) has been evident since the steady creation of research every year since 2017. The Research Units of the institution recognize that a dedicated repository can improve accessibility and discoverability of research outputs, enhance the impact of investigations conducted, prevent duplication of research efforts, and preserve a record of scholarly work for future reference. The latter can overall enable full benefits of the institution’s research activities. This case study outlines the procedures followed in the development of the repository, system design, implementation strategies and stakeholders feedback leading to the full launch. It aims to develop an open access repository using WordPress and OneDrive to foster a collaborative research environment for students, Lasallian Partners, and external investigators. Feedback surveys will be conducted online using Google Forms among participants of research capacity building workshop (n1) and selected Grade 12 students (n2) prior to the full implementation. Improvement suggestions based on the stakeholder's feedback will be reported. Encountered challenges and advantages in the management and sharing of research outputs in abstract format will be documented. Implications on the use of WordPress and OneDrive in the development of the research repository will be presented and provide insights into furthering the use of the software for future directions including enhancing user experience through intuitive design.

Keywords: discoverability, WordPress, OneDrive, open access repository, research outputs, research repository 

Balidasyon at Pagtanggap ng Interaktibong Supplemental na Modyul sa Pagganap ng mga Mag-aaral

Mikee Garcia

Ang pag-aaral na ito ay may titulong “BALIDASYON AT  PAGTANGGAP NG INTERAKTIBONG SUPPLEMENTAL NA MODYUL SA  PERFORMANS NG MGA MAG-AARAL”. Layunin ng pag-aaral na ito na  mabatid ang kabisaan ng supplemental na kagamitan bilang pantulong sa  pagtuturo ng asignaturang Filipino sa mga mag-aaral ng Senior High School na baitang labing dalawa (12) sa  Taong Panuruan 2024-2025. Naisin din ng pag-aaral na ito na mabatid ang antas ng paggamit ng modyul bilang pantulong sa pagtuturo ng asignaturang Filipino batay sa  nilalaman, kaugnayan, hikayat sa gagamit, pagkakaayos at kahalagahan;  malaman ang antas ng pagkatuto ng mga mag-aaral sa asignaturang Filipino  batay sa paunang pagsusulit at panapos na pagsusulit; malaman kung may  makabuluhang pagkakaiba ang antas ng pagkatuto ng mga mag-aaral batay  sa pauna at panapos na pagsusulit; at mabatid kung mayroon bang  makabuluhang relasyon ang paggamit ng modyul bilang supplemental na  kagamitan sa pagtuturo ng asignaturang Filipino sa pagkatuto ng mga mag-aaral. Ang pananaliksik na ito ay isinagawa upang makabuo ng kagamitang  panturo sa asignaturang Filipino bilang kagamitan na  makatutulong sa pagpapaunlad sa proseso ng pagtuturo ng guro at pagkatuto  ng mag-aaral. Nilayon ng pag-aaral na malaman ang lebel ng pagtanggap ng  guro at mag-aaral sa modyul. Ito ay isang kwantitatibong pag-aaral at  gumamit ng deskriptibong pananaliksik na ginamitan ng talatanungan sa  anyong mga tanong at checklist. Ginamit sa pananaliksik na ito ang purposive sampling sa pagpili ng mga tagasagot mula sa mag-aaral at guro para sa  pagtanggap ng materyal mula sa De La Salle Santiago Zobel-Vermosa Campus. Ang weighted mean ay  ginamit ng mananaliksik bilang pamamaraang estadistika upang matukoy ang  lebel ng pagtanggap sa binuong modyul bilang supplemental na kagamitan.  Batay sa kinalabasan ng pananaliksik, ang modyul ay lubos na katanggap-tanggap batay sa nilalaman, kaugnayan, hikayat sa gagamit, pagkakaayos at  kahalagahan. Ang mga mag-aaral na nakagamit ng binuong supplemental na  modyul ay nadagdagan ang kaalaman pagdating sa paksa, mas naipaliwanag  nila ang saloobin hingil sa inaaral na mga aralin at naging makabuluhan ang  kasagutan na may tumpak na sagot. Sa pagtanggap ng mga guro sa modyul  at pagpapagamit sa mga mag-aaral, mas tumaas ang performans ng mga  mag-aaral at naging interaktibo ang mga aralin sa isang termino sa  Filipino. Lubos na mas magiging malawak ang pagkatuto ng mga mag-aaral  kung ang modyul na binuo ay ipapagamit pa sa susunod na panuruan. Nangangahulungan lamang na ang kagamitang modyul ay isang  mabisang kagamitang panturo na maaring magamit sa pagtalakay ng mga  aralin. Nabuo ang mungkahi na sa susunod na pananaliksik ay ipagamit sa  guro at mag-aaral ang modyul upang maging gabay sa aralin at maaari pang  bumuo ng modyul o iba pang supplemental na kagamitan para sa ibang  baitang o ibang termino na maaaring gamitin sa pagtuturo at pagkatuto  upang maging interaktibo ang talakayan.

Susing salita: balidasyon, modyul, pagganap, baitang, pagkatuto

Engage. Investigate. Act: How Senior High School Students Learn Research through Challenge-Based Learning 

Patrick Jay M. Angeles 

Over the years, innovative interventions in education have shown the potential to redefine how students perceive research. Motivated by the potential and standing theories on student-centered learning and learning by doing, this study explored perceptions and experiences of the research learning process, specifically through Challenge-Based Learning (CBL) among senior high school students in the Philippines. Using descriptive qualitative action research, this study gathered data through open-ended questions and teachers’ observation notes. This study examined how students perceive the research learning process, describe their experiences during the implementation of Challenge-Based Learning, and experience its influence on the research learning process. Data revealed that students initially felt nervous and confused about learning research; however, CBL gradually promoted a shift from a challenging experience to a meaningful engagement, fostering a clearer understanding of the research process and increased appreciation for its practical application. Moreover, students reported enhanced research skills and a shift in perspectives as they addressed meaningful community issues. Findings concluded that CBL creates transformative learning for students, thereby contributing to understanding the impact of CBL on the research experiences of the students. Due to the small population of participants and context-specific sample, the need for broader investigations in examining the long-term applicability of CBL in different aspects of learning is recommended. Thus, future researchers should explore quantitative inquiries that involve test scores and performance tasks to strengthen the statistical validity of students’ academic development.

Keywords: Challenge-Based Learning, Research Learning Process, Emotional Responses, High School Education

Design Thinking in Science Projects: Improving Problem-Solving, Creativity, and Collaboration in Grade Four

Winona Diola

The integration of design thinking into the curriculum has been recognized as an important feature in the education system. At De La Salle Santiago Zobel School, students are expected to engage in inquiry-based and collaborative learning experiences aligned with 21st-century skills. However, there is a discrepancy on how learners approached tasks assigned to them in a way that is required to a design thinking environment. This study aims to investigate the impact of integrating the Design Thinking (DT) process into Grade 4 Science projects, aiming to improve students' problem-solving, creativity, and collaboration skills. This research is guided by the Knowledge, Attitudes, and Practices framework, the research investigated how students understood, engaged with, and applied the stages of Design Thinking: Empathize, Define, Ideate, Prototype, and Test. Using a pretest-posttest design, data were collected through surveys, teacher observations, student reflections, and the Wilcoxon Signed Ranks Test. The results of the statistical analysis showed a significant improvement in students' knowledge at the p = 0.02 level, along with notable growth in attitudes toward empathy, iteration, and teamwork. Students demonstrated increasingly refined problem definitions, diverse idea generation, and collaborative solution-building over time. Based on the findings, it is concluded that Design Thinking is an effective pedagogical approach in Science education that fosters essential 21st-century skills. Recommendations include extending DT to other subject areas, emphasizing feedback and iteration, and scaffolding DT components for younger learners.

Harmonizing Christian Living and GMRC in the Context of Lasallian Core Values Formation for Grades 1–3

Integrating Christian Living and GMRC is an important aspect of values education in the context of Lasallian formation. This research explores the merging of the CEAP Christian Living curriculum with the GMRC curriculum from DepEd for younger learners. It seeks to understand how this harmonized approach impacts pupil’s moral development, character building, and spiritual formation. Employing a mixed-methods sequential explanatory design, the study will gather data through surveys, behavioral evaluations, interviews, and classroom observations. Results are anticipated to reflect positive changes in students’ values, conduct, and interpersonal relationships, while also identifying challenges related to aligning content and instructional methods. The research will emphasize the advantages of harmonizing Christian This research explores the merging of the CEAP Christian Living curriculum with the GMRC curriculum from DepEd for younger learners. It seeks to understand how this harmonized approach impacts pupil’s moral development, character building, and spiritual formation. Employing a mixed-methods sequential explanatory design, the study will gather data through surveys, behavioral evaluations, interviews, and classroom observations. Results are anticipated to reflect positive changes in students’ values, conduct, and interpersonal relationships, while also identifying challenges related to aligning content and instructional methods. The research will emphasize the advantages of harmonizing Christian Living with Good Manners and Right Conduct lessons and suggest professional development for teachers to support effective implementation.

Keywords: Christian Living, Good Manners and Right Conduct, Character Formation, Spiritual Formation, Lasallian Core Values

Holistic Assessment for Internalized Learning: Measuring What Matters in Lasallian Studies

Allan Apdua

Lasallian Studies is more than just acquiring knowledge—it is about shaping character and values. This study focuses on refining assessment methodologies in Lasallian Studies to foster deeper learning and internalization of values among Grade 12 students (N=20) at De La Salle Santiago Zobel School. Traditional exam-based evaluations often fall short of capturing students' true understanding and application of Lasallian principles. To address this, the research will implement holistic assessment strategies, including portfolio-based assessments, reflective journals, and community-based projects, providing a more meaningful measure of student learning outcomes. A mixed-methods approach will be utilized, combining qualitative data from student reflections, interviews, and portfolios with quantitative data from rubric-based assessments and surveys. Through this, the study will analyze students' engagement, comprehension, and integration of Lasallian values. The findings will help shape best practices for designing assessments that encourage deep learning, reflection, and value formation. Ultimately, this research aspires to contribute to the continuous improvement of holistic assessment strategies in Christian Living education, ensuring that students not only learn about Lasallian principles but embody the core principles of the Lasallian mission.

Keywords: Holistic Assessment, Internalization of Learning, Lasallian Education, Authentic Assessment, Student Reflection, Values Formation, Christian Living Education

Harmonizing CL-GMRC Curricula in Cultivating Respect for Diversity in Grade 4 Students Through a Blended Learning Module and Outreach Activity

Kristine I. Patoc  and Andrea M. Diotay

Assessing students' internalization of values and their behavioral manifestation poses a persistent challenge for educators, particularly within the integrated GMRC-VE MATATAG and CEAP Christian Living curriculum (Estrallado, 2023; Abenes, 2025; Aberde et al., 2025). This study investigates how a Blended Learning and Harmonization intervention, specifically through a module titled 'Respecting Diversity: Learning from the Ten Commandments,' influences Grade 4 students' observable behaviors related to 'Respect for Diversity.' The intervention culminates in a real-world outreach program where students collaborate with a partner school.

A generalizable value internalization rubric and behavioral self-assessment, rigorously developed and pilot-tested, will serve as the primary assessment tools for pre- and post-intervention observations and performance tasks. Data analysis will involve descriptive statistics and potentially the Wilcoxon Signed-Rank Test, supplemented by qualitative teacher reflections and observations.

Expected outcomes include a demonstrable improvement in students' pre- and post-assessment scores. Beyond this, the study seeks to establish a replicable model for systematic values assessment and development for educators, emphasizing the importance of community engagement, and ultimately offering practical recommendations to advance values education and refine Christian Living-GMRC curricula.

Keywords: MATATAG curriculum, CEAP harmonization, values education, blended learning, performance-based assessment, outreach, community engagement

Basa Pilipinas: The Effectiveness of Marungko Approach as a Contemporary Filipino Reading Strategy among Selected Grades 1 and 6 Students of Población Elementary School

Mark Jorell Conde, Adrian Harvey Ayes , Paul Anthony Esporlas, and Jonathan Ace Robles

Reading is a fundamental skill that every student needs to learn. Over time, many ways have been used to teach reading to young students. Some of these ways still work well, but others are now outdated and inapplicable in some learning contexts. This proposal aims to show that the new reading module made by the Angat Buhay Foundation, with help from De La Salle Santiago Zobel School’s Social Action Office, is helpful in teaching students to read in Filipino—especially because it uses the Marungko Approach. This research material maximized the use of action research design, employing a single-group pretest-posttest experimental approach.  With this design, students used the reading module and were tested before and after using it. These tests helped check their progress in learning how to read in Filipino. Based on the initial results, there was a big improvement or a significant difference between and among categories tested in how students performed in reading. This means that the Marungko-based reading module has been beneficial as an intervention.  Because of this, schools should think about using the Marungko Approach as a way to teach reading in Filipino to young students.

Keywords: approach, difference, fundamental, marungko, module

Utilizing Empathy Reflective Loop in Understanding Students’ Perceptions of Research Integration

 Juan Carlo T. Gumangan

Factors influencing students’ perceptions of research integration within a Challenge-Based Learning (CBL) curriculum will be investigated. Specifically, it will examine how the Empathy Reflective Loop (ERL) intervention shapes the perceptions among Grade 11 STEM students (N=143) at De La Salle Santiago Zobel School. ERL intends to track changes in self-efficacy and affect among students who are enrolled in Research 1, 2, and 3 classes. A mixed-methods approach integrating the quantitative data from standardized instruments: 1. Student Perception of Research Integration Questionnaire (SPRIQ), 2. General Self-Efficacy Scale (GSES), 3. Academic Anxiety Scale, 4. Positive and Negative Affect Scale (PANAS), and 5. Achievement Emotions Questionnaire (AEQ). Qualitative data will be culled from semi-structured interviews, students’ reflective journals, and observation checklists. The mediating role of affect and the moderating role of anxiety in the relationship between ERL and self-efficacy post-intervention will be determined.  Structural Equation Modeling (SEM) will define quantitative relationships, while thematic analysis of interviews, reflective journals, and observation checklists will describe students' experiences in their research classes. Findings aim to enhance CBL-based research education by providing insights into psychological factors that support student engagement and learning outcomes.

Keywords: Empathy Reflective Loop (ERL), research integration, self-efficacy, anxiety, affective responses, emotional resilience, challenge-based learning

Inside the Mind of the Psychometrician: Exploring Knowledge, Attitudes, and Practices on Testing Activities and Assessment

Lyndonn Stephen D. Santos

The review of assessment practices requires the unique perspective of key professionals, such as the psychometricians within the Instructional and Performance Assessment (IPA) Office. Identifying knowledge gaps, understanding attitudes, and assessing practices are pivotal in ensuring testing activities and assessments are monitored and conducted with the highest standards of accuracy, efficiency, and continuous improvement. The evaluation of the existing IPA Manual can clarify unclear testing processes, evaluate necessary operational changes, and adapt emerging assessment practices. Fostering a proactive approach in evaluating testing activities empowers psychometricians with the right knowledge, positive attitudes, and effective office practices. The participants can be provided with support in taking concrete actions to optimize testing operations. Thus, enhancing operational excellence and delivering maximum value to learners, educators, and administrators. Multiple case studies involving qualitative and quantitative data will be utilized through a Knowledge-Attitudes-Practices survey, the standards assessment questionnaire, and focus group discussions. Appropriate data analysis will be conducted to yield results that establish an important baseline on the participants’ knowledge, attitudes, and practices. The findings offer valuable insight regarding the updated testing practices, application of expected standards, and strategies to strengthen effective operational procedures. The integration of the results into the existing guidelines will serve as the initial stage for developing the revised Instructional and Performance Assessment Office manual, specifically the testing activities and assessments section. Furthermore, targeted training will facilitate understanding of present gaps and updated work procedures. Regular reviews and evaluations will be conducted to refine the psychometricians’ testing practices and emphasize areas that require additional revisions.

Keywords: psychometrician, knowledge, attitudes, practices, testing activities, assessments             

Bookimon! Gotta Borrow Them All: Engaging Students  Through Game-Inspired Library Marketing Initiatives

Jay Michael Diola and Jomar Aranilla

Bookimon is a game-based marketing campaign employed by the Learning Resource Center (LRC) to the Brother Rafael Night High School (BRafeNHS) Grades 7 and 8 students.  Based on the popular game Pokemon Go, it incorporates the use of Augmented Reality (AR). This study aims to investigate the impact of this marketing initiative on the students’ reading engagement and library resource borrowing behavior. The central research question was: How does the Bookimons strategy affect students’ library use and interest in reading? The mixed-methods action research design was used in the study. Data on borrowing and attendance of the students before and after the implementation of the marketing campaign was analyzed. Moreover, a student survey was utilized to measure awareness, enjoyment, and perceived effectiveness of the program. Findings showed that there is an increase in book borrowing at 61% and a 103% rise in library visits following the launch of the program. Around 85%-89% of the students found the activity as enjoyable, they liked the utility of AR features, and they responded positively to game elements. In conclusion, game-inspired strategies like Bookimons can enhance library engagement and interest in reading. Continuous exploration of gamified and technology integrated approaches to the library programs and services is recommended.