Collaborative Problem Solving (CPS) is one of the most critical and necessary skills in education and workplace; hence, its assessment is a necessary subject of research. CPS assessment tools must be crafted to establish the effectiveness of the pedagogies to CPS development. Therefore, to address these gaps, this study developed a Likert scale called Mathematics Collaborative Problem Solving Skills (MaCoPSS) Scale. The scale development followed the process: (1) item generation, (2) item evaluation, (3) try-outs, (4) Exploratory Analysis, (5) final evaluation. Open-ended questionnaires were administered to 273 respondents. After analysis, 551 statements were produced as initial item pool. The items are evaluated and only 59 of them are used for the draft scale for the try-outs. The scale was administered to 648 students for the try-outs and responses were cleaned then subjected to Exploratory Factor Analysis (EFA). Two factors, namely social skills (SS) and problem-solving skills (PSS) were extracted. To establish internal consistency, the factors are correlated to one another (r=0.708), and factor to total raw score (TRS) correlations are highly correlated: SS-TRS (r=0.955) and PSS-TRS (r=0.894). The final scale consists of 27 SS and 17 PSS items. The overall reliability coefficient of the scale is α=0.941. The resulting scale is considered valid and reliable.

The paper will clarify the learning activities which provide through Sutaphan nad Yuenyong [11] context based STEM education learning approach. This approach consists of 7 stages including (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluation of the solution, and (7) Socialization and completion decision stage. This will be implemented using team teaching approach by the Earth Science, Physics, Chemistry, and Biology teachers. Identification of social issues, the earth science teacher raises the social issue about the garbage problem affecting the residents of Brgys. Bonbonon and Digkilaan, Iligan City, Philippines. Students may answer that the probable source could be the leachate from the sanitary landfill and from there the teacher will put the problem causes problem to the people in the locality where the landfill is located and to the City’s tourism as well. Identification of potential solution, the Earth Science teacher facilitates the class discussion about thinking of possible solutions to help solve the problem on garbage in Iligan City. The need for knowledge stage, the input of the scientific knowledge necessary for the learners’ decision in designing their prototype or product in solving the problem on garbage in Iligan City will be done separately in Physics, Chemistry, and Biology class. Physics teacher may provide scientific inquiry about force and compression to help the students design a prototype of a garbage/trash compactor. Chemistry teacher may provide learning activities about classification of mixtures according to particle size helps the students think of a design for a water treatment process. Biology teacher may provide learning activities related to macroinvertebrates and a bioindicator of the water quality of the streams/rivers. The decision making stage, lets the students decide on how they are going to make the required prototype for Physics, Chemistry and Biology aspect as possible solutions to the problem. The development of prototype or product stage, students are given enough time to create the compactor, water treatment process and the poster-infographic about macroinvertebrates. Test and evaluation of the solution stage, students will apply their knowledge related to their prototype or product for test and evaluation of the solution. The socialization and completion decision stage, the students’ will have an exhibit of their output. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.

The main purpose of the study is to determine the effect of asynchronous learning to academic performance and students’ motivation towards Science. It is necessary since motivation serves as a foundation for better understanding of science concepts in an asynchronous setting. The respondents are 201 grade 11 students of Iligan Computer Institute (ICI) who are enrolled during the Academic Year 2020-2021. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was used in the study for the development of asynchronous lesson on Genetic Engineering with Google Classroom as the online platform. The research utilized SMTSL (Students Motivation Towards Science Learning) questionnaire developed by Tuan, et al. (2005) composed of 35 questions encompassing six (6) domains of motivation namely, self-efficacy, active learning strategies, science learning value, performance goal, achievement goal and learning environment stimulation. Quantitative data together with qualitative analysis showed that students are moderately motivated towards science learning in an asynchronous environment. The highest identified domain is science learning value indicating that students find the relevance of science with daily life which makes them motivated to learn science even in a remote learning environment where there is no direct contact and supervision. In contrast, self-efficacy and performance goal are the least domains suggesting that students are least concerned with their own ability to perform well in science learning tasks and they do not compete with other students and get attention from the teacher. Using the researcher-made achievement test and performance task to measure their academic performance, 80% of the students belong to approaching proficiency, proficient and advanced groups showing that students did well in science in an asynchronous learning environment.  Moreover, students’ motivation was significantly correlated with science academic performance so science academic performance can be used as indirect evidence of students’ motivation. Based on these findings, it is recommended that curriculum experts and educators consider factors of motivation in revisiting the science curriculum in an asynchronous environment.

The poor academic performance of students in the Marawi City Division on Measurement was evident in the conducted summative tests. This perennial problem needs to be addressed by the school district. One way that can help boost students’ conceptual understanding is the use of contextualized lessons. This approach enables the students to engage in the procedural process that would improve their problem-solving ability. The purpose of this study was to develop contextualized problem in Measurement in coming up with a Contextualized Lesson Plan in mathematics that would improve the academic performance of the Grade students in their achievement test. This study used the quasi-experimental design with qualitative support. There were significant improvements to the students which belonged to the Experimental Group than those students in the Control Group. Moreover, students perceived that contextualized lessons as relevant and comprehensive. Since students displayed positive responses on the activities and improved their performance in the achievement test, the researcher, therefore, recommended teachers may adopt the use of contextualized problem in teaching Measurements in the mathematics subject.

The lesson was developed with the collaboration of experienced teachers through brainstorming and small-group conference. Social issue about electric consumption usage and rate were identified as part of the lesson. The content and skills to be learned in this lesson aligned to the K-12 curriculum. The topics identified were linear equation in two variables for mathematics and renewable and nonrenewable sources of energy for science. In this unit, students develop a prototype of a mobile application that calculates actual household electric consumption. The application aims to help household units to closely monitor their electric consumption in order to lessen the said consumption and to promote household budget savings. The outcome of this lesson contributes to globe’s quest to fight against climate change and global warming since electric consumption of households will be lessened. The paper may has implication for STEM education.