The use of interactive teaching materials to innovate the student engagement of Grade 11 GAS in Asia

Technological School of Science and Arts as basis for improving academic interest

Background of the study

“the main reason for using interactive materials is to increase students’ participation and attention.
When students participate in an interactive activity, they not only listen or watch the material, but they
interact with it and learn better. Many experts in the field of teaching note a significant increase in both
the level of motivation and engagement in the classroom, as well as a great boost in creativity.”
Rosa, L. How to create interactive educational materials with Explain Everything and Genially
blog.genial; 2021
Interactive teaching materials according to the University of Bristol (2021) are interactive resources that include
the use of images, videos, interactive activities and etc. To provide a flexible way of teaching and learning more
complex aspects of a subject. This ensures a more stable baseline/foundation in particular subject despite
students having varying levels of prior knowledge.
“Academic interest – broadly defined as personal orientations towards activities that are intended to
develop one’s academic skills and knowledge.” Jihyun, L. & Tracy, D. Tandfon.online
We conduct this study to see how interactive materials can affect the student engagement of Grade 11 GAS in
ASIATECH with the aim of increasing their academic interest towards said materials.
Statement of the problem
This study aims to determine how interactive teaching materials affects and influences the student
engagement of Grade 11 GAS in ASIATECH when it comes to their approach in learning.
The researchers seeks to answer the following questions:
1.) What is the demographic profiles of the respondents as to:
1.1 Age,
1.2 Past education (Private/Public)?
2.) What is the respondents preference in terms of:
2.1 Auditory learning,
2.2 Visual learning,
2.3 Academic activities?
Members of Group 3
3.) What is the level of participation in terms of:
3.1 Recitation, Heaven M. Ayran
3.2 Seatwork,
3.3 Major Projects? Althena Brienne Mercado

Our target respondents and locale Alyza Roquelme

Philip Dominguez
Respondents: Grade 11 GAS Anthony Raymundo Crisostomo
Locale: Asia Technological School of Science and Arts Mark Benedict C. Gonzaga

Allena Jane Rendon

Kayezel Carvajal Polborido

 Effects of Achievement reward as a motivational approach in the academic performance of Grade 11
STEM in Asia Technological School of Science and Arts as basis for improving student academic
engagement

Background of the study

According to Lucie, R. (2020) using rewards as a motivational approach in learning encourages students to
boost their efforts in school and lead to improved outcomes. Not only that but it also boosts the academic self-
esteems of students, their performance in recitations and written works having rewarded encourages them to
achieve more successful results.
“rewards and incentives help create an environment in which achievement is valued- When intrinsically
motivated, a student is moved to act or complete an activity that is personally rewarding to them.”
Stephanie C. 32 Ways to Reward and Incentivize College Students (2021)
We conduct this study to see how using academic achievement rewards as a motivational approach affects the
academic performance of Grade 11 STEM in ASIATECH

Statement of the problem

This study aims to determine the advantages and effects of using academic achievement rewards as a
motivational approach affects the academic performance of Grade 11 STEM in ASIATECH
The researchers seeks to answer the following questions:
1.) What is the demographic profiles of the respondent as to:
1.1
1.2
2.) What is the engagement level of the respondents in terms of:
2.1 Recitations,
2.2 Discussions and,
2.3 Academic activities?
3.) Is there any significant boost on the engagement of the respondent when a reward is mentioned?
4.) Is there a significant difference on the engagement of the respondent between the mention of a reward
compared to none?
Our respondents and locale Members of Group 3

Heaven M. Ayran
Respondents: Grade 11 STEM Althena Brienne Mercado
Locale: Asia Technological School of Science and Arts Alyza Roquelme

Philip Dominguez

Anthony Raymundo Crisostomo

Mark Benedict C. Gonzaga

Allena Jane Rendon

Kayezel Carvajal Polborido

Analyzing common errors in English writing essay and their influence on the creative process of Grade
[_] [_] in Asia Technological School of Science and Arts as basis for the development of strategic
intervention material

Background of the study

According to Carolyn G. (2019) the creative process has a complex and chaotic dynamic. In order to fully draw
out an individual’s creativity in the process of creation, acquiring the proper knowledge is important

Statement of the problem

Study aims to analyze common errors in English writing essay and how it impacts the creative process of the
grade [-][-] in ASIATECH

The researchers seeks to answer the following questions:

1.) What is the demographic profiles of the respondents as to:
1.1
1.2
2.) What are the common errors do the respondents make when writing an english essay in terms of:
2.1 Grammar,
2.2 Format and,
2.3 Punctuation?
3.) Does the common errors have any significant effect on the 4th stage of the creative writing process?

Our respondents and locale

Members of Group 3

Heaven M. Ayran
Respondents: Grade
Althena Brienne Mercado
Locale: Asia Technological School of Science and Arts
Alyza Roquelme

Philip Dominguez

Anthony Raymundo Crisostomo

Mark Benedict C. Gonzaga

Allena Jane Rendon

Kayezel Carvajal Polborido