Development, implementation and evaluation of technology reflective inquiry-based Physics instructional model: Towards students' learning

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Advisor

Maricar S. Prudente

Defense Panel Chair

Minie Rose C. Lapinid

Defense Panel Member

Socorro E. Aguja
Voltaire M. Mistades
Antriman V. Orleans
Lydia S. Roleda


Innovative instructional models are essential in the promotion of quality Science education. Continuous efforts are made to improve the teaching learning process that is geared towards 21st century education. In the 21st century classroom, teachers are facilitators of student learning and creators of productive classroom environments in which students can develop their knowledge, skills and attitude they will need in their field. In the Philippines, Commission on Higher Education advocates for an outcomes-based education and promotes for a shift from teaching-centered approach to student-centered approach. Inquiry-Based Learning and Reflective Learning along with Technology Integration support student-centered approach. This study aimed to develop an Instructional model for Filipino learners that incorporated inquiry-based learning, reflective learning, technology integration as well as students’ engagement and teacher’s attitude in order to achieve students’ learning. The developmental method of research was utilized in the study. A total of four stages were carried out that led to the development, validation and evaluation of a Technology Reflective Inquiry-Based Physics (TRI-P6) Instructional Model. The results of the methods of the study contributed to the improvement in the working model. The inputs to the instructional model yielded a refined model that now includes the following constructs: 1) TRI (Technology Integration, Reflective Learning and Inquiry-Based Learning); 2) P6 (Plan, Prepare, Present, Process, Pose & Probe); 3) ITS (Instructional Activities, Teachers’ Attitude and Methods & Students’ Engagement); and 4) Students’ Learning in KSA (Knowledge, Skills & Attitude). The use of TRI-P6 instructional model helps towards students’ learning. Educators are therefore encouraged to consider instruction guided by the TRI-P6 instructional model.

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Physical Description

328 leaves


Physics—Study and teaching; Instructional systems; Inquiry-based learning; Reflective learning; Learning strategies; Educational technology

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