Development and Validation of Ecosystem Lessons Integrating Collaborative, Active, and Inquiry-Based (CAI) Learning Approaches for Grade
Keywords:
collaborative learning, Active learning, inquiry-based learning, environmental literacy, instructional material validation, ecosystem educationAbstract
This study developed and validated a set of Grade 7 science lessons on ecosystem topics by integrating Collaborative, Active, and Inquiry-based (CAI) learning strategies to enhance students’ conceptual understanding, engagement, and environmental literacy. Anchored in the ADDIE model, the research employed a descriptive developmental design involving expert validation using DepEd’s LRMDS tool and a CAI integration rubric, alongside a pilot test with 45 students. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, and Cohen’s d, while qualitative feedback was thematically analyzed. Findings showed that the lessons were rated “Very Much Evident” in CAI features (M = 4.80) and “Very Satisfactory” in quality by experts. Students likewise reported high levels of engagement, clarity, and usability. Posttest results demonstrated significant gains across all four ecosystem topics, with effect sizes ranging from 1.80 to 3.43 and an overall gain from Low Mastery (48.3%) to Near Full Mastery (86.0%). The validated lessons not only promoted scientific understanding but also fostered peer collaboration, critical thinking, and ecological awareness through contextualized, student-centered learning experiences. This study presents an empirically grounded instructional model that addresses enduring challenges in Philippine science education by integrating social learning and inquiry processes into the delivery of environmental content. It offers a scalable, curriculum-aligned approach for transforming conventional science classrooms into participatory communities of inquiry.
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