International Journal on Science and Technology

E-ISSN: 2229-7677   •   Impact Factor: 9.88

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 16 Issue 4 October-December 2025 Submit your research before last 3 days of December to publish your research paper in the issue of October-December.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 16 Issue 4
October-December 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Developing and Validating Customized Supplementary Materials to Enhance Laboratory Learning in Environmental Science and Agroforestry Programs

Author(s) Mr. Jerico Agricula Prado, Ms. Catherine Borja Abejuela, Ms. Jazzel Queny Javier Zaldua, Ms. Maripres Adoremos Salva, Ms. Allysah Artiaga Calleja, Mr. Erwin Llamado Dignadice
Country Philippines
Abstract Laboratory instruction plays an essential role in science and technical education, yet many institutions continue to rely on generic, non-contextualized materials that inadequately support diverse student learning needs. Addressing this gap, the project “Enhancing Laboratory Learning: Crafting Customized Supplementary Instructional Materials” aims to design and evaluate innovative, discipline-specific resources that reinforce experiential learning in Environmental Science and Agroforestry programs. Grounded in constructivist and experiential learning theories, the project focuses on developing real-life, tangible instructional models—including microscope specimens, insect samples, tree bark sections, and soil layer displays—intended to strengthen students’ conceptual understanding of ecological and agroforestry systems. The initiative specifically seeks to improve comprehension, increase engagement, and cultivate environmental stewardship among learners. A quantitative research design was employed, utilizing a structured survey questionnaire distributed to 296 respondents from BS Environmental Science and BS Agroforestry programs. The survey assessed teaching effectiveness, laboratory activities, and laboratory facilities. A root cause analysis (RCA) was also conducted to identify underlying issues affecting laboratory learning experiences. Customized instructional materials were validated by experts in Entomology, Science Education, and Agriculture to ensure scientific accuracy, curriculum alignment, and pedagogical appropriateness. Results indicate that while teaching effectiveness was consistently rated “Always,” laboratory activities received only “Neutral” ratings, reflecting limited hands-on engagement and insufficient instructional resources. Laboratory facilities were rated “Disagree,” revealing deficiencies in equipment availability, accessibility, and technical support. These findings highlight the need for supplementary instructional materials that compensate for facility limitations and enhance practical learning opportunities. Expert validation yielded exceptionally high ratings (overall WM = 4.78 for content quality; 4.70 for usability and acceptability), confirming the materials’ accuracy, relevance, logical organization, inclusivity, and eco-friendliness. The curated display—featuring seeds, insects, soil horizons, and bark specimens—was particularly commended for integrating multisensory and multimodal elements that promote deeper comprehension and systems-level thinking. Overall, the study demonstrates that customized supplementary instructional materials significantly enhance laboratory learning by enriching student engagement, supporting diverse learning styles, and mitigating common resource constraints. These findings underscore the transformative potential of context-specific instructional innovations in strengthening science education within resource-limited academic environments.
Keywords Customized Instructional Materials, Laboratory Learning, Supplementary Learning Resources
Field Sociology > Education
Published In Volume 16, Issue 4, October-December 2025
Published On 2025-12-24
DOI https://doi.org/10.71097/IJSAT.v16.i4.9818
Short DOI https://doi.org/hbgzgh
View / Download PDF File

Share this


CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJSAT DOI prefix is
10.71097/IJSAT

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 16 Isu 3Cover Page Vol 16 Isu 2Cover Page Vol 16 Isu 1

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJSAT
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us Message on WhatsApp +91-9687-182-185 editor@ijsat.org