Effects of Micro-Laboratory Demonstration Activities on Science Engagement and Mastery Towards Learning Flow
DOI:
https://doi.org/10.15294/jpii.v15i2.36125Keywords:
learning flow, micro-laboratory activity, science engagement, science masteryAbstract
Science mastery and engagement remain a persistent challenge in Philippine public schools, often due to limited access to laboratory resources and passive instructional methods. In view of this, the study designed and implemented Micro-laboratory Demonstration Activities (MLDAs) that are cognitively enriching, emotionally immersive, and behaviorally engaging. The MLDAs aim to unlock learning flow through hands-on tasks with clear objectives, appropriate challenges, and immediate feedback. Using educational action research, five expert-validated activities were designed to promote science mastery and engagement, achieving a strong content validity (S-CVI > 0.90) and high reliability (α=0.89), were designed to promote science mastery and engagement (α=0.89). The researchers administered the designed MLDAs to a sample of Grade 8 struggling students (n=42). Paired-sample t-tests revealed statistically significant improvements across all cognitive domains of science mastery, with large effect sizes in remembering (d=0.83), applying (d=0.95), analyzing (d=1.03), and overall mastery (d=1.51), while understanding showed a medium effect (d=0.74). The survey, observational data, and student interviews confirmed sustained high student engagement. Thematic analysis identified five prominent themes in students' perspectives and experiences regarding MLDAs: hands-on learning, collaborative play, sensory appeal, conceptual clarity, and creative facilitation. These findings show that MLDAs are effective tools for fostering higher-order thinking, sustained engagement, and transformative science learning in resource-constrained classrooms.
References
Abdurakil, J. D., Evalle, F. S. P., Kiram, A. J., Lintasan, A. M., Madjid, A. A., Sabbaha, N. A., & Sasapan, F. R. U. (2024). Effect of laboratory activities on the science performance of STEM students in Mindanao State University-Sulu. Ignatian International Journal for Multidisciplinary Research, 2(5), 2351-2361.
Alam, A., & Mohanty, A. (2024). Framework of Self-Regulated Cognitive Engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students. Cogent Education, 11(1).
Antonio, R. P., & Prudente, M. S. (2024). Effects of Inquiry-Based Approaches on Students' Higher-Order Thinking Skills in Science: A Meta-Analysis. International Journal of Education in Mathematics, Science and Technology, 12(1), 251-281.
Asma, H., & Sarnou, D. (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English. Arab World English Journal, 11(4), 110–127.
Balaoro, M. J. B. (2024). Enhancing Scientific Skills among Students Through Engaging in Active Learning Activities. United International Journal for Research & Technology, 5(7), 242-251.
Belisario, J. M., & Paglinawan, J. L. (2025). The Relationship between Instructional Materials Availability and Student Engagement in Science. International Journal of Research and Innovation in Applied Science, X(V), 263–270.
Bergström, T., Gunnarsson, G., & Olteanu, C. (2021). The importance of flow for secondary school students' experiences in geometry. International Journal of Mathematical Education in Science and Technology, 54(6), 1067–1091.
Bounajim, D., Rachmatullah, A., Hinckle, M., Mott, B., Lester, J., Smith, A., ... & Wiebe, E. (2021, September). Applying cognitive load theory to examine STEM undergraduate students’ experiences in an adaptive learning environment: a mixed-methods study. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 65, No. 1, pp. 556-560). Sage CA: Los Angeles, CA: SAGE Publications.
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2020). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779.
Chong, X. T., & Yunus, M. M. (2019). The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners. Arab World English Journal, 10(2), 151–164.
Chung, J., Cannady, M. A., Schunn, C., Dorph, R., & Bathgate, M. (2016). Measures technical brief: Engagement in science learning activities. Activation Lab.
Cleaver, A., Crean, L., & Howitt, S. (2025). Student perceptions of cognitive, Psychomotor and affective learning in the undergraduate laboratory. Biochemistry and Molecular Biology Education.
Clowes, G. (2011). The essential 5: A starting point for Kagan cooperative learning. San Clemente.
Crowfoot, D., & Prasad, V. (2017). Using the plan–do–study–act (PDSA) cycle to make change in general practice. InnovAiT Education and Inspiration for General Practice, 10(7), 425–430.
Csíkszentmihályi, M. (2014). Flow and education. In Springer eBooks (pp. 129–151).
Dalimunthe, H. A., Dewi, I. K., Yunita, Y., Faadhil, F., & Lubis, D. M. G. S. (2024). Building a supportive learning environment: The role of psychology in increasing student motivation and engagement. OPSearch American Journal of Open Research, 3(4), 934–939.
De Jong, T. (2009). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105–134.
Dorji, P., Yangzom, & Tenzin, J. (2021). Application of Kagan's cooperative learning structures to maximize student engagement: An action research. Journal of Education, Society and Behavioural Science, 54–64.
dos Santos, W. O., Bittencourt, I. I., Isotani, S., Dermeval, D., Marques, L. B., & Silveira, I. F. (2018). Flow theory to promote learning in educational systems: Is it really relevant?. Revista Brasileira de Informática na Educação, 26(02), 29.
Ellwood, R. B., & Abrams, E. (2017). Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement. Cultural Studies of Science Education, 13(2), 395–427.
Fajrin, S., & Hakim, D. L. (2023). Implementation of Low-Cost Laboratory in Education: A Systematic Literature review. Jurnal Ilmiah Pendidikan Teknik Dan Kejuruan, 16(2), 163.
Gyllenpalm, J. (2017). Inquiry and flow in science education. Cultural Studies of Science Education, 13(2), 429–435.
Haley, C. M. (2019). The Benefits of Structured Reflection in Team-Based Learning (TBL). Medical Science Educator, 29(4), 1171–1172.
Hofstein, A. (2016). The role of laboratory in science teaching and learning. In Science Education (pp. 357–368).
Jinmin, Z., & Qi, F. (2023). Relationship between learning flow and academic performance among students: a systematic evaluation and meta-analysis. Frontiers in Psychology, 14, 1270642.
Kiili, K., De Freitas, S., Arnab, S., & Lainema, T. (2012). The design principles for flow experience in educational games. Procedia Computer Science, 15, 78–91.
Kuhail, M. A., ElSayary, A., Farooq, S., & Alghamdi, A. (2022). Exploring Immersive Learning Experiences: a survey. Informatics, 9(4), 75.
Kuldaş, S., Satyen, L., Ismail, H. N., & Hashim, S. (2014). Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation Psychologica Belgica, 54(4), 350–373.
Li, S., & Lajoie, S. P. (2021). Cognitive engagement in self-regulated learning: an integrative model. European Journal of Psychology of Education, 37(3), 833–852.
Lin, Y. C., Liu, B. Y., & Liu, C. J. (2012). A study of applying cognitive load theory to science education websites. International Journal of Science and Engineering, 2(3), 53-58.
Mandhana, D. M., & Caruso, V. (2023). Inducing flow in class activities to promote student engagement. Communication Education, 72(4), 348–366.
Mann, K. V. (2016). Reflection's role in learning: increasing engagement and deepening participation. Perspectives on Medical Education, 5(5), 259–261.
Monta, E. R., & Perdio, A. C. (2025). Laboratory-based science instruction in public schools: insights from teachers' experiences and implications for contextualized interventions in Bataan, Philippines. EPRA International Journal of Research & Development (IJRD), 322–328.
Obenieta, G. D., Satojito, J. P., & Martir, E. M. (2025). Teachers' use of Inquiry-Based approach, science laboratory learning environment and learners’ performance. International Journal of Science and Management Studies (IJSMS), 219–242.
Oliveira, H., & Bonito, J. (2023). Practical work in science education: a systematic literature review. Frontiers in Education, 8.
Oliveira, W., Tenório, K., Hamari, J., Pastushenko, O., & Isotani, S. (2021). Predicting students' flow experience through behavior data in gamified educational systems. Smart Learning Environments, 8(1).
Organization for Economic Co-operation and Development (OECD), (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing, Paris.
Panergayo, A. A. E., & Prudente, M. S. (2024). Effectiveness of design-based learning in enhancing scientific creativity in STEM Education: A Meta-analysis. International Journal of Education in Mathematics Science and Technology, 12(5), 1182–1196.
Panergayo, A. A. E., Gregana, C. F., & Panoy, J. F. D. (2022). Investigating the factors affecting the teaching efficacy of Filipino science teachers: A correlational study. Jurnal Pendidikan Progresif, 12(1), 33–44.
Parappilly, M. B., Siddiqui, S., Zadnik, M. G., Shapter, J., & Schmidt, L. (2013). An Inquiry-Based Approach to Laboratory Experiences: Investigating students' ways of active learning. eSpace (Curtin University), 21(5), 42–53. http://hdl.handle.net/20.500.11937/3448
Pitiporntapin, S., Butkatanyoo, O., Piyapimonsit, C., Thanarachataphoom, T., Chotitham, S., & Lalitpasan, U. (2024). The influence of outdoor STEM activities on students' STEM literacy: a study of elective subject, extracurricular activities, and student club. Jurnal Pendidikan IPA Indonesia, 13(2).
Second Congressional Commission on Education (EDCOM 2). (2024). Miseducation: The Failed System of the Philippine Education (Year One Report). Republic of the Philippines. https://edcom2.gov.ph/publications
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students' science achievement. Journal of Technology and Science Education, 10(2), 199.
Shernoff, D. J., Csíkszentmihályi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176.
Skulmowski, A., & Xu, M. (2021). Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196.
Sweller, J. (2011). Cognitive Load Theory. In Psychology of Learning and Motivation (pp. 37– 76).
Tindan, T. P., & Anaba, C. A. (2024). Scientific hands-on activities and its impact on academic success of students: A systematic Literature Review. IOSR Journal of Research & Method in Education, 6(14), 39-47.
Tran, Y., & Nguyen, T. H. (2023). Applying Spencer Kagan's cooperative learning approach to enhance Non-English majored students' engagement in English classroom. In Advances in social science, education and humanities research (pp. 254–269).
University of the Philippines Diliman. (2023). College of Science. https://upd.edu.ph
Van Ryzin, M. J., Roseth, C. J., & McClure, H. H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of color. The Journal of Educational Research, 113(4), 283–291.
Wang, X., Jaafar, W. M. W., & Sulong, R. M. (2025). Building better learners: exploring positive emotions and life satisfaction as keys to academic engagement. Frontiers in Education, 10.
Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL, 15, 10850.
Yanee, W. S. W. A., Hamidi, N. N., Khan, A. A. Y. F., Jianlei, C., Said, H. M., & Aris, S. R. S. (2025). Laboratory Safety Knowledge, Attitudes, Practices, and Compliance among Secondary School Pre-service Science Teachers: A Pilot Study. Jurnal Pendidikan IPA Indonesia, 14(4).
Zeng, J., Zhang, P., Zhou, J., Shang, J., & Black, J. B. (2024). The impact of embodied scaffolding sequences on STEM conceptual learning. Educational Technology Research and Development, 73(2), 767–792.
Zhang, J., & Qi, F. (2023). Relationship between learning flow and academic performance among students: a systematic evaluation and meta-analysis. Frontiers in Psychology, 14.
Zou, M., & Ren, B. (2024). Exploring the flow experience of EFL learners in Technology-Enhanced Self-Regulated Language Learning using the experience Sampling method. Journal for the Psychology of Language Learning, 6(2).
Zulfiani, Z., Suwarna, I. P., Fadlilah, D. R., Sari, I. J., El Islami, R. A. Z., & Mnguni, L. (2025). DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education. Jurnal Pendidikan IPA Indonesia, 14(3).
