Labrador National High School

STEMulate: A Video-Based Learning Companion for Biology and Chemistry

12 STEM – A

Engr. Ma. Angelica B. Bautista

April 2025

Omambac et al. i
 Region 1
SCHOOL DIVISION OFFICE I PANGASINAN
LINGAYEN I
LABRADOR NATIONAL HIGH SCHOOL
Labrador

APPROVAL SHEET

This Inquiries, Investigations, and Immersion study entitled "STEMulate: A Video-

Based Learning Companion for Biology and Chemistry", prepared and submitted by Jamella
G. Austria, Arabella Rhian D. Carolino, Jhemelie R. Gregorio, Oscar Jr. M. Omambac, and Migs
Berjel D. Versoza, in partial fulfillment of the requirements for the subject Inquiries,
Investigations, and Immersion, has been examined and evaluated.

ENGR. MA. ANGELICA B. BAUTISTA

Research Adviser

Approved by the Subject Group Head - MT – II

ENGR. RENATO V. DIZON

Subject Group Head – MT – II

Accepted as fulfillment of the requirement for the subject Inquiries, Investigations, and
Immersion

JOCELYN A. DELA CRUZ

OIC, Office of the Assistant Principal II – P – I

RIZZA C. PARAGAS, Ph. D

School Head, Principal IV

Omambac et al. 2
 ACKNOWLEDGEMENT

The researchers extend their heartfelt thanks to our research adviser, Engr. Ma. Angelica
B. Bautista, for her invaluable guidance and unwavering support throughout this research. Her
expertise and insights have been instrumental in shaping the direction and quality of this study.

The researchers are profoundly grateful to the esteemed principal, Ma’am Rizza C.
Paragas, and our assistant principal, Ma’am Jocelyn A. Dela Cruz, for granting the opportunity
and permission to undertake this research. Their encouragement and support have been vital to the
success of this endeavor.

Furthermore, the researchers sincerely appreciate the contributions of Engr. Dennis F.

Viray, whose expertise and dedication played a pivotal role in the development of the STEMulate
app. His time, effort, and technical guidance have been invaluable in transforming their vision
into reality.

The researchers also wish to extend our heartfelt appreciation to Mr. Patrocinio Eslao Jr.
and Engr. Renato Dizon for their insightful suggestions, constructive feedback, and continuous
encouragement. Their critical analysis and thought-provoking questions challenged us to refine
our work, deepening our understanding and enhancing the overall quality of this research.

Above all, we thank Almighty God for His endless blessings, wisdom, and guidance. His
strength and grace have been our source of inspiration, enabling us to overcome challenges and
complete this research with dedication and perseverance.

Finally, to everyone who has supported us in this endeavor, we offer our sincere
gratitude.

Omambac et al. 3
 DEDICATION

This research paper is wholeheartedly dedicated to all the people who extended their help
and support, inspiring us throughout this journey. Their encouragement and motivation pushed us
to accomplish this paper and strive for its success and quality.

Above all, we dedicate this work to Almighty God, whose endless blessings, wisdom,
strength, and guidance have been our foundation. Without His grace and the power of clear
thinking he bestowed upon us, this achievement would not have been possible.

We also dedicate this paper to our families — our greatest support system. From day one,
they have been by our side, offering love, patience, and unwavering encouragement. In moments
when we were on the verge of giving up, their constant belief in us kept us moving forward
despite the challenges we faced.

To our subject teacher, Engr. Ma. Angelica B. Bautista, we owe immense gratitude. Her
patience, expertise, and guidance served as our steppingstones, leading us toward the successful
completion of this research. Without her dedication and determination, we would have been lost
on this journey.

We are also deeply grateful to our friends, whose words of advice and continuous moral
and emotional support played a vital role in helping us finish this project.

Lastly, we extend our appreciation to the researchers and scholars whose published
literature and studies provided the foundation and direction for this paper. Their work has been
instrumental in shaping our own, allowing us to complete this research with depth and clarity.

This accomplishment would not have been possible without the joint efforts, support, and
inspiration of all those who stood by us. With heartfelt gratitude, we offer our sincerest
appreciation to each one of you.

Omambac et al. 4
 Table of Contents

Title Page……………………………………………………………………………… i

Approval Sheet………………………………………………………………………… ii

Acknowledgement……………………………………………………………………... iii

Dedication……………………………………………………………………………… iv

Table of Contents………………………………………………………………………. v

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Background of the Study 1

Conceptual Framework 3

Statement of the Problem 4

Research Objectives 4

Significance of the Study 4

Scope and Delimitation 5

Definition of Terms 6

CHAPTER II: REVIEW OF RELATED WORKS

Mobile Learning 8

Significance of Experiment 8

Virtual Laboratories 9

Virtual Lab as Learning Tool 9

Adapting Virtual Computing Laboratories in Educational Institution 10

Virtual Science Lab 10

Online Virtual laboratory Platform 10

Omambac et al. 5
 Benefits of Virtual Laboratories 11

Synthesis 11

CHAPTER III. METHODOLOGY

Research Design 13

Population of the Study 14

Data Gathering Instrument 14

Data Gathering Procedure 14

Development and Survey Procedure 14

System Development Framework 16

User Interface 17

Testing and Evaluation 21

Data Collection Sources 21

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 22

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATIONS 32

APPENDIX A: Letter to the Principal 35

APPENDIX B: Letter to the Respondents 36

APPENDIX C: Questionnaire 37

APPENDIX D: Curriculum Vitae 40

APPENDIX E: Documentation 45

APPENDIX F: Code 48

APPENDIX G: QR Code 52

Reference 54

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 STEMulate: A Video-Based Learning Companion for Biology and Chemistry
Austria, J., Carolino, A.R., Gregorio, J., Omambac, O.Jr., Versoza, M.B.

Labrador National High School

Abstract
This developmental-descriptive design introduces STEMulate, an innovative
mobile application designed to simulate virtual experiments in Biology and
Chemistry at Labrador National High School. Targeting Grades 11 and 12
academic awardees, the study explores the app’s potential to overcome
traditional laboratory learning challenges through interactive digital
experimentation. Utilizing convergent mixed-method approach and thematic
analysis, the research investigates students’ perceptions of the app’s
effectiveness in enhancing STEM learning, addressing resource constraints,
and providing a safe, accessible experimental platform. The findings contribute
to understanding technology’s role in transforming science education by
offering an engaging, risk-free learning environment that fosters critical
thinking and hands-on exploration.

Keywords: STEMulate, Virtual Experimentation, Mobile Learning,

Educational Technology

I. Introduction more challenging and detailed experiments

designed to deepen their understanding and
Background of the Study sharpen their skills. The primary value of these
Experiments have long been a cornerstone experiments lies in their ability to make
of the academic journey for students, theoretical concepts tangible by offering real-
particularly in science fields such as world applications. Through firsthand
chemistry, and biology. From early observation, students can better grasp
education in grade school to more scientific principles, transforming abstract
advanced levels in college, students can theories into something more concrete. This
engage in various experiments. These not only aids in knowledge retention but also
range from simple tasks, like observing enhances the comprehension of core scientific
chemical reactions, to more complex ideas and laws. The process of
procedures involving delicate equipment experimentation plays a critical role in
and advanced scientific theories. As reinforcing learning, as it provides students
students’ progress through their with opportunities to test hypotheses, analyze
educational paths, they gradually take on data, and observe outcomes, leading to deeper

Omambac et al. 1
 [1].
insights Moreover, the impact of financial resources. This can create an uneven
experiments on student engagement playing field, where students at underfunded
cannot be overstated. Many students find schools may not have access to the same high-
greater enjoyment and motivation in quality educational experiences as those in
hands-on activities, preferring to conduct more affluent institutions. Ultimately, this
experiments rather than simply reading or hinders their ability to fully engage with the
listening to information. This preference scientific curriculum. The consequences of
aligns with the findings of the VARK these limitations can be far-reaching,
(Visual, Auditory, Reading/Writing, potentially leading to gaps in understanding
Kinesthetic) Theory, which identifies and missed opportunities for students to
kinesthetic learning as the most favored develop critical scientific skills. In light of
[2].
style among many students Kinesthetic these challenges, this project seeks to address
learners thrive when they can physically the barriers posed by limited resources, safety
engage with the material, as this style of concerns, and high costs by introducing an
learning allows them to absorb innovative solution: STEMulate: A Video-
information. However, despite the clear Based Learning Companion for Biology and
academic benefits, the successful Chemistry. STEMulate is a comprehensive
integration of experiments into educational digital platform designed to replicate real-
settings is fraught with challenges. One of world scientific and technological experiments
the primary obstacles is the availability of in a virtual environment. By bringing the
materials. Different experiments require laboratory experience through interactive and
various substances, ranging from simple, immersive digital tools, STEMulate is an
non-toxic items to more dangerous alternative that minimizes the risks associated
materials, such as chemicals and open with handling hazardous substances while still
flames. The need for hazardous substances providing students with the opportunity to
presents a risk of accidents, including engage in meaningful experimentation. The
chemical burns or other injuries, platform is designed to provide a rich,
particularly when proper safety protocols engaging learning experience that allows
are not followed. These risks pose students to have a primary source of
significant concerns for educational knowledge, analyze results, and explore
institutions, especially those that may lack scientific principles, all within a safe and cost-
the resources to ensure a safe and well- effective virtual space. By examining how
equipped laboratory environment. students interact with the platform and
Furthermore, the cost of laboratory assessing the knowledge they gain from using
materials and equipment is often it, the research will offer valuable insights into
prohibitively expensive, particularly for the potential of virtual experiments as a viable
schools and institutions with limited educational tool. Through this study, the

Omambac et al. 2
researchers hope to contribute to the Figure 1. Research Paradigm

broader conversation about how

technology can be leveraged to improve
STEM education, particularly for Figure 1 provides a guide for this research on

institutions with limited resources, and STEMulate learning app that explores the

how such innovations can foster a deeper, dynamic relationship between user experience

more accessible understanding of science with experiments, app features, and their

for students everywhere. impact on the user’s learning process. It posits

that user characteristics—specifically
motivation and perception—play a pivotal role
Conceptual
Input Framework in engaging users with the app. These
characteristics are essential for personalizing
1. User’s Characteristics (perception,
motivation) the user experience and ensuring continued
2. App Features (online library, ease motivation through features such as quizzes
navigation, virtual experiments,
step-by-step procedure of and interactive content. At the center of the
experiments, user profile, user- framework are the app’s core features,
friendly interface, assessment)
including intuitive navigation, virtual
3. Lack of access to physical
experiments experiments, and step-by-step guidance for
experiment assessment. These elements are
designed to motivate users by offering

Process engaging animated experiments, clear

instructions, and quizzes after each
1. User Interaction with App
Features (testing, feedback) experiment. The framework suggests that,
2. Observation (experiences before when combined with the app’s inclusivity-
using the App)
3. Data Collection and Analysis: driven design, these features will enhance
 Survey users' motivation, facilitate sustained
 Interviews on user’s
engagement, and foster a sense of belonging
perception about the Library
App within the platform. The development of
 Thematic Analysis STEMulate was driven by the need to bridge
 Tabulation
the gap caused by limited access to physical
experiments and resources. This context plays
Output a crucial role in identifying key areas where
 Insights into user’s experience the app can be enhanced to provide a more
with the app.
immersive and comprehensive virtual
 Recommendations for
development and enhancement. experience of experiments. Ultimately, the
framework suggests that the interaction
between these input variables—user

Omambac et al. 3
characteristics, app features, and the lack
of access to physical experiments—will 2. To allow the students to experience
yield significant outcomes, including and explore a virtual laboratory and
increased user engagement, improved experiments application, ensuring the
lesson retention, and enhanced inclusivity. virtual learning experience of the
Furthermore, the framework suggests that students and lessening the risk of
the findings from this study will offer chemical burns and dangerous injuries
valuable insights for future app that can be attained in face-to-face
development, particularly in improving sessions.
features such as the number of
experiments and interactive elements, 3. To serve as a reliable primary
which are essential for fostering long-term source for learning and as an
user engagement. instructional material of science
teacher that would benefit not only the
Statement of the Problem teacher and students but also the
The Labrador National High School educational institutions.
(LNHS) presents several hindrances when
Significance of the Study
it comes to conducting experiments
This study holds significant value for various
especially in Senior High department.
stakeholders, including STEM students, future
Lack of resources, vulnerable materials,
developers of the STEMulate app, schools, and
and dangerous procedures limits the
academic researchers. By examining the
school in providing hands-on experiences
effectiveness and impact of the STEMulate
to the students as well as the teaching
app, the research provides insights that
method of the science teachers.
contribute to the enhancement of STEM
education through digital tools.
Research Objectives
1. To create an interactive and STEM Students. This research aims to provide
engaging mobile application that an enhanced learning experience for STEM
simulates various STEM (Science, students by evaluating the efficacy of the
Technology, Engineering, and STEMulate app. Through its interactive
Mathematics) experiments for features and experiments, the app offers a
educational purposes, ensuring dynamic platform for understanding complex
user engagement and learning STEM concepts. This not only fosters active
through various features such as learning and critical thinking but also
educational content, built-in promotes self-paced exploration, making
quizzes for each experiment, and a
user-friendly interface.

Omambac et al. 4
STEM education more accessible and academic outcomes, and addressing challenges
engaging. in STEM learning.

Future STEMulate Developers: The Scope and Delimitation

findings of this study offer critical insights
The study focuses on the development, testing,
into user and app performance, enabling
and evaluation of the STEMulate app,
future developers to identify strengths and
designed to facilitate virtual experiments and
areas that need improvement. They can
interactive learning for General Biology and
use Power Apps as long as they have a
Chemistry.
Microsoft account or Office 365, allowing
them to edit and refine the app. By Scope
refining the app’s functionality, design, Development and Testing Period. The
and content based on these insights, development and testing of the app
developers can create a more user- span approximately 1.5 months. This
friendly, efficient, and impactful tool that timeframe includes analyzing the
aligns with the needs of STEM learners. code, extracting features, and
conducting initial testing to ensure
Schools. For educational institutions, this
functionality and reliability.
research underscores the potential of
integrating innovative, technology-based Target Subjects. The study emphasizes
tools such as STEMulate into their the app’s utility for conducting virtual
curriculum. The study provides evidence experiments in General Biology and
of the app’s ability to support experiential Chemistry, aiming to simplify
learning, improve conceptual complex concepts and enhance
understanding, and enhance student understanding.
performance. By adopting tools like
STEMulate, schools can foster a more Delimitations
interactive and future-ready learning Limited Testing Period. The app’s
environment. testing and feedback collection is
limited to 1.5 months, which may
Academic Researchers. This study restrict the observation of long-term
contributes to the growing body of impacts on student learning outcomes.
knowledge in the field of educational
technology, specifically in STEM Specific Target Group. The
education. It serves as a valuable reference respondents are exclusively STEM
for future research endeavors aimed at students using the app for General
understanding the role of digital tools in Biology and Chemistry, which limits
fostering student engagement, improving

Omambac et al. 5
 the generalizability of findings to It facilitates data organization, retrieval, and
other subjects or disciplines. analysis to support the app's functionality.

Controlled Environment. The 3. Methodological Triangulation. Refers to

app's performance is assessed in a approach that utilizes multiple datasets and
controlled academic setting, where data collection to ensures reliable, evidence-
external factors such as diverse based insights into the impact of virtual
teaching methods or variations in experiments on STEM education.
user devices are not accounted for.
3. Navigation. Refers to the ease with which
users can move through the STEMulate app's
features, such as switching between sections,
accessing virtual experiments, or checking the

Definition of Terms linked account.

This section provides precise definitions of

4. Power Apps. A digital application powered
essential concepts and terminologies used
by Microsoft that offers an alternative solution
throughout the study.
for developing apps with advanced features,

1. Application. Refers to the STEMulate such as virtual experimentation and real-time

mobile or web-based platform designed interactivity. In this study, it specifically refers

for target users (e.g., students, educators) to STEMulate as a tool for conducting virtual

to interact with and explore various experiments.

scientific experiments. The application

5. Power Fx. Refers to code formula
enables users to engage with virtual
programming language that is used to
experiments and gain a deeper
formulate codes that would act to different
understanding of scientific concepts
features of STEMulate app such as button and
through interactive simulations, step-by-
navigation.
step instructions, and hands-on learning
modules. It serves as an educational tool 6. STEMulate. An online library application
that supports the exploration and developed for this study, designed to offer
comprehension of STEM topics within a virtual experiments and interactive learning
user-friendly digital environment. resources in General Biology and Chemistry.
It aims to enhance the understanding and
3. Excel. An online application powered
engagement of STEM students, particularly in
by Microsoft that serves as a database for
various experiments.
video experiments, user accounts, and
other related data for the STEMulate app.

Omambac et al. 6
7. STEM Students. An acronym for
Science, Technology, Engineering, and
Mathematics, referring to an academic
group of students who are the primary
target audience for this study.

8. UI Design. UI, or User Interface

Design, refers to the visual and interactive
elements of the STEMulate app that
enhance the user experience, including
layout, color schemes, typography, and
button placement. It focuses on creating an
intuitive and appealing interface for ease
of use.

9. UX Design. UX, or User Experience

Design, refers to the usability,
engagement, effectiveness, and
satisfaction of users while interacting with
the science learning app’s interactive
simulation. It is measured through task
completion rates, engagement time,
learning improvements, and user feedback
on ease of use and enjoyment.

10. User Engagement. The degree to

which STEM students actively interact
with the STEMulate app, including the
time spent exploring features, conducting
virtual experiments, and utilizing the
resources provided.

Omambac et al. 7
 involving 500 undergraduate chemistry
students revealed that mobile-based virtual
labs increased reaction prediction accuracy by
[6]
45% . Additionally, other studies indicate
that mobile apps for molecular visualization
improved students' comprehension of complex
chemical structures by 38% [7].

Significance of Experiments
Experiments play a fundamental role in
promoting inquiry, exploration, and discovery
in science education. Through active
participation in scientific research, students
can apply theoretical knowledge to real-world
situations and develop a lasting appreciation
for science. These hands-on experiences
II. Related Works
provide direct familiarity with subject matter,
helping students retain and comprehend
Mobile Learning [8]
scientific principles through observation .
Mobile learning (m-learning) has
Active engagement in experimental processes
revolutionized education by integrating
enhances critical thinking and problem-solving
mobile devices like smartphones, tablets,
skills—crucial competencies for success in the
and laptops into the teaching and learning
scientific community. Furthermore, practical
[3]
process . This approach offers significant
experiments stimulate student interest and
advantages for science education,
enthusiasm, increasing overall engagement
particularly in laboratory settings, by
and learning relevance [9].
reducing the need for costly equipment
and specialized staff typically required for
In biology education, virtual laboratories have
[4]
traditional experiments . Moreover,
demonstrated notable effectiveness in
mobile technology in laboratories
microscopy and cell biology. Research
enhances student engagement, supports
involving undergraduate biology students
learning outcomes, and simplifies tasks
using virtual microscopy tools revealed a 52%
such as creating and interpreting graphs [5].
improvement in identifying cell structures
[10]
compared to traditional techniques . Recent
Recent research in chemistry education
applications of virtual dissection have also
has highlighted significant advancements
reduced laboratory expenses by 75% while
in mobile learning integration. A study
delivering no similar learning results [11].

Omambac et al. 8
 between traditional laboratory experiments and
Laboratory experiments foster scientific their digital counterparts.
thinking skills by emphasizing analysis
and understanding rather than rote Traditional laboratory settings often present
memorization. Students engage in limitations, including restricted access to
scientific inquiry through questioning, equipment and computer-based simulations,
investigation, and data collection, moving dependence on trained personnel, limited
beyond textbook learning to hands-on access to modern tools, overcrowded classes
discovery. This process allows students to with minimal supervision, fixed schedules that
uncover new concepts independently, hinder progress monitoring, and limited
learning through trial and error while opportunities for independent learning [21]
developing a deeper understanding of
scientific principles [12]. While the impact of virtual experiments on
student learning remains debated, research
indicates that virtual components can enhance
Virtual Laboratories understanding of instructional concepts and
Virtual laboratories offer valuable prepare students for real-world investigations.
experiences while introducing key Virtual laboratories offer flexibility in
concepts, principles, and processes, learning, overcome geographical and temporal
[13,14,15]
especially in STEM fields . These barriers, and provide cost-effective solutions
platforms provide advantages over for both students and institutions [22].
traditional laboratories, including self-
paced learning, enhanced accessibility, Virtual Lab as Learning Tool
and a safe environment, while reducing Virtual labs offer several benefits over
time and cost constraints. Students can traditional laboratories, such as lower costs,
repeat experiments as needed, maximizing easier accessibility, time efficiency,
[16,17,18] [21]
their learning experience . environmental safety, and flexibility .
However, a potential limitation is that they
Recent research shows growing interest in may not provide the same learning
using mobile applications for organizing environment or opportunities for student
[19]
experiments . Studies have compared interaction as conventional labs [23].
participant behavior across laboratory and
[20]
smartphone app settings . For instance, Virtual laboratories represent a significant
research using the MobLab platform, advancement in digital teaching and learning
accessible via various devices, environments, specifically designed to
demonstrated similar behavior patterns enhance students' laboratory competencies. As
one of the most valuable e-learning resources,

Omambac et al. 9
virtual labs provide Internet-based Innovation in mobile technology has led to
platforms where students can conduct significant developments in power electronics
numerous experiments without traditional education. A notable example is the
[23]
spatial or temporal constraints . For smartphone-based remote laboratory
educators, these digital laboratories application that combines experimental
eliminate the need for physical presence at capabilities with topic-specific learning
specific times and locations, significantly modules. This integration provides students
reducing effort and time investments—a with enhanced flexibility and accessibility
key objective of e-learning. The while maintaining educational effectiveness
[29]
transformation of biology education .
through virtual labs exemplifies this
advancement, offering safe, accessible, Virtual Science Lab
and interactive platforms for Virtual Science Lab (VSL) implementations
experimentation. These technologies have demonstrated success in middle school
enable students to explore biological settings. Research in Saudi Arabia showed that
concepts and conduct experiments that VSL creates an engaging and beneficial
might otherwise be restricted by time, learning environment, allowing students to
[30]
resources, or safety considerations in conduct and repeat experiments as needed .
[25]
traditional settings . Similarly, a quasi-experimental study in
biology education revealed that virtual lab
Adapting Virtual Computing Laboratories interventions improved student attitudes and
in Educational Institution understanding of complex biological concepts
[31]
Virtual laboratories offer several .
advantages: they are cost-effective, as they
eliminate the need for physical materials Seery further emphasized laboratory work's
and equipment, and they reduce unique curricular role, describing it as a
[26]
environmental impact . Additionally, complex learning environment requiring
virtual laboratories promote the sharing of students to integrate various competencies,
high-quality educational resources, including practical techniques, theoretical
thereby expanding learning opportunities knowledge, and scientific application [32].
and supporting the sustainable
development of universities [27]. Moreover, Recent developments in smartphone
virtual laboratories are invaluable tools for applications for power electronics education
ensuring the continuity of laboratory demonstrate the potential for combining
education when access to physical labs is remote experimentation with focused learning
restricted. [28]. modules. These systems offer flexibility and
accessibility while addressing traditional lab-

Omambac et al. 10
based education challenges. Despite A recent meta-analysis on virtual lab uses in
technical considerations, mobile STEM education found that students engaging
technology continues to advance in virtual experiments perform as well as or
engineering education through interactive better than those in traditional labs across
and accessible platforms [33]. different assessment criteria [40]
. This indicates
that virtual laboratories can serve as a viable
Online Virtual Laboratory Platform and effective substitute for physical labs,
The Online Virtual Laboratory Platform particularly in settings with limited resources.
(OVLP) represents a significant
advancement in educational technology. Furthermore, recent research and theories have
This unified platform assists instructors in explored the potential benefits of simulations
implementing virtual labs without and virtual laboratory exercises in the natural
extensive web programming expertise. sciences. This article presents findings from a
OVLP provides diverse content, including pilot study examining students' attitudes,
simulations, videos, scientific images, and motivation, and self-efficacy while using the
infographics based on actual laboratory Labster virtual laboratory application. The
experiments. Evaluation by university platform provides interactive learning
instructors and ICT experts has confirmed experiences, enabling students to understand
the platform's effectiveness across various biological and biochemical processes,
educational domains [34]. equipment operation, parameter adjustments,
and result generation. At the University of
Mobile laboratory applications have Southern Denmark, the program was
proliferated across scientific disciplines. integrated as a supplementary tool for
Chemistry applications include BEAKER- mandatory laboratory exercises in two
Mix Chemicals, Chemistry Lab-ChemEx undergraduate courses: pharmaceutical
[35] [41]
3D, and Toca Lab: Elements . The toxicology and microbiology.
ChemEx app specifically addresses
chemistry lab safety, molar concentrations, Understanding chemistry requires three levels
[36].
and dilution procedures Biology of thinking: the macroscopic level, the
education benefits from applications such symbolic level, and the sub-microscopic level
[37]
as Plan+Net for plant identification . involving particles. Students often find the
Additional applications serve specialized sub-microscopic level the most challenging, as
[38]
fields including biotechnology and it lies beyond their direct experiences. This
[39]
histology/anatomy . study illustrates how a virtual laboratory can
effectively bridge the gap between these
Benefits of Virtual Laboratories conceptual levels. [42]

Omambac et al. 11
Synthesis
Research shows that mobile learning (m-
learning) and virtual laboratories (VLs)
greatly enhance STEM education by
improving accessibility, reducing costs,
and boosting learning outcomes. They
help students better understand complex
concepts and offer flexible, cost-efficient
lab setups. However, challenges remain.

Many studies overlook how VLs can

complement traditional teaching, and
there’s inconsistent evaluation of critical
thinking, problem-solving, and
collaboration skills. Non-technical users
often struggle with VL platforms due to
poor interface design and lack of support.
Research is limited in fields like
environmental science, and issues of
equity.
There’s also a lack of comparative studies
on traditional, virtual, and hybrid labs,
especially regarding soft skills like
teamwork and communication. The
psychological and motivational impacts of
VL use remain unclear. Addressing these
gaps through interdisciplinary research can
help maximize the potential of VLs in
science education.

Omambac et al. 12
 engagement, adaptation, and learning
experiences in digital STEM education.

The development process centers on

designing and refining the STEMulate
app, integrating essential features like
immersive virtual experiment
simulations, interactive quizzes, and
seamless navigation. These elements
are thoughtfully crafted to improve
user experience, boost engagement,
and facilitate effective learning.

Developmental design is a systematic

approach used to create, test, and
refine interventions, programs, or
practices over time. It focuses on the
process of development, emphasizing
the creation of solutions in response to
real-world challenges. Integrates both
the process of development and
III. Methodology
evaluation to create effective, context-
This chapter presents the research
specific solutions, often through
methodology employed in the study,
collaboration with stakeholders such
detailing the processes and techniques
as practitioners or communities.
used to collect, analyze, and interpret data.

The descriptive design methodically

Research Design examines and interprets students'
This study employs a developmental- perceptions, behaviors, and
descriptive design within a methodological experiences with the STEMulate app.
triangulation method to examine how It records their interactions with the
students' perceptions of learning evolve platform, their personal profile, and
through virtual experiment-based methods explores their experiences that
using the STEMulate app. By integrating influence their understanding of
qualitative and quantitative data, this science concepts. By analyzing usage
research aims to provide a verified and patterns, engagement trends,
comprehensive result of students' qualitative feedback and quantitative

Omambac et al. 13
response, this approach offers Population of the Study
valuable insights into the impact
The study utilized cluster and purposive
of virtual experiment-based
sampling to identify the target population. The
learning.
participants were STEM students from Grades
11 and 12 at Labrador National High School.
It is a research design used to
systematically describe a Data Gathering Instrument
phenomenon, population, or
situation without influencing or The primary data collection instrument used in
manipulating variables. It focuses this study was a set of semi-structured
on providing an accurate and interview questions and questionnaire. The
detailed account of what exists purpose of the interviews was to gather
rather than explaining causes or qualitative response into the respondents'
relationships. perceptions of learning with the integration of
STEMulate while the survey questionnaire
The Methodological Triangulation gathers the quantitative data that allows a
approach utilizes multiple datasets numerical insight of the students rating of the
and data collection methods to app’s features and relevance. These two
validate findings by integrating instruments allowed the researchers to identify
information from various sources. patterns and themes in the participants'
By simultaneously gathering and experiences.
analyzing survey responses, usage
Data Gathering Procedure
analytics, and qualitative
feedback, this method enables
Permission and Approval
cross-validation, leading to a more
Letters requesting permission to
comprehensive understanding of
conduct the study were addressed to
student engagement and learning
Ma’am Jocelyn A. Dela Cruz
progress. This approach ensures
(Principal I, OIC, Office of the
reliable, evidence-based insights
Assistant Principal II) and Ma’am
into the impact of virtual
Rizza C. Paragas (Principal IV).
experiments on STEM education.
Additional letters will be provided to
The findings will help shape best
teachers and the selected respondents,
practices in digital learning design
seeking their consent to participate in
and support the advancement of
the study. It ensures that all ethical
technology-enhanced STEM
considerations and proper protocols
instruction.
for conducting the study are

Omambac et al. 14
 thoroughly observed and thorough research to identify the essential
documented. features and functionalities required for the
app. This phase emphasizes understanding the
Conducting Interviews preferences of the target audience, prioritizing
After obtaining the necessary ease of navigation and inclusivity to ensure the
approvals, the researchers app is accessible to all users. The team also
scheduled and conducted semi- evaluates the technical specifications
structured interviews and survey necessary to implement these features while
with the chosen respondents. The considering performance optimization.
interviews are given to
respondents to encourage open- The Design phase follows, playing a critical
ended responses and survey role in shaping the visual and functional
providing an opportunity for foundation of the app. During this phase, the
participants to share their design team primarily focuses on crafting the
experiences and opinions app’s layout and user interface (UI). This
regarding the use of STEMulate. involves creating a detailed blueprint that
Once the interview and survey outlines the arrangement of key elements such
were completed, the researchers as buttons, menus, icons, and content areas.
carefully documented, transcribed, The goal is to establish a seamless and
and organized the responses. The intuitive flow, enabling users to navigate
data were analyzed using thematic effortlessly between screens. Thoughtful
analysis, quantitative data attention is given to feature placement, visual
analysis, and triangulation where consistency, and overall user experience (UX).
recurring themes and patterns This phase is vital for ensuring smooth,
were identified to draw visually appealing transitions between app
meaningful insights into the screens and for making the app’s features
respondents’ perceptions, ratings, accessible and user-friendly. By prioritizing a
and experiences. clean, well-organized design, the team aims to
provide a streamlined experience that
Development and Survey Procedure enhances usability and engagement.
The development process of STEMulate
follows a structured and systematic The Development phase involves the core
approach to ensure the application not coding process. Developer utilizes tools such
only meets user needs but also delivers an as Microsoft Power Apps and a range of
intuitive and seamless experience. The frameworks to build the app, carefully
journey begins with the Planning phase, integrating essential features such as
where the development team conducts experiments, animations, and quizzes to ensure

Omambac et al. 15
flawless functionality and an intuitive user thorough critique of the app's performance and
experience. This phase establishes the provides valuable insights for future
technical foundation of the app, ensuring improvements, ultimately enhancing the
the proper implementation of all features overall user experience.
and setting the stage for a robust and System Development Framework
scalable final product. Lastly, the Testing
Figure 3.1. STEMulate’s System Development
phase encompasses comprehensive
Framework
evaluations of the app’s functionality. This
includes testing interfaces, buttons, and In developing the STEMulate app, we
screen transitions to ensure key features chose PowerApps as our platform due
work as intended. Additionally, debugging to its intuitive and user-friendly
is performed to optimize overall interface. Our development process
performance, ensuring the app is fully began with the design phase, focusing
prepared for installation. on the app's visual aesthetics. To
achieve a professional and visually
The survey and interview procedure plays appealing interface, we used a layout
a crucial role in evaluating the app's created in Canva as a reference. We
effectiveness and relevance to users. carefully selected a triangular color
Interviews are specifically designed to scheme based on color analysis
assess the app’s usability, engagement, principles, ensuring a cohesive and
and interactivity. The questions are crafted polished design that resonates with our
to understand users' experiences with the target users.
app, including comparisons to having no The first functionality we
prior experience and interactions with the implemented was the account
virtual laboratory simulation within registration system, which serves as
STEMulate. This approach facilitates a the backbone of user management.
Using Microsoft Excel, we created a
table to store user data, including
essential fields such as name,
username, birthday, and password, and
a system-generated unique ID. This
table was seamlessly integrated into
PowerApps to enable efficient data
handling. With this setup, user
information is automatically stored
upon account creation, providing a

Omambac et al. 16
reliable foundation for the login functional and user experience
system. Registered users can standards.
access their accounts from
multiple devices, enhancing
convenience and accessibility.

Following the registration system,

we focused on navigation by
designing intuitive buttons that
guide users to various app
categories, including Profile,
Chemistry Lessons, Biology
Lessons, and Settings. The Profile
section allows users to view and
manage their details, such as
name, username, and password.
For educational content, the
Chemistry and Biology sections
feature animations, written
materials, step-by-step procedures, User Interface

and detailed descriptions, and The STEMulate application features a

followed by a quiz offering an thoughtfully designed user interface

engaging and interactive learning that prioritizes accessibility,

experience tailored to STEM functionality, and student engagement

enthusiasts. in STEM learning. It offers intuitive

navigation with quick access to

Lastly, we developed the settings experiments, step-by-step guides

section to ensure comprehensive enhanced by visual cues, and

account management. This section interactive 2D models of laboratory

includes buttons for adjusting equipment. Learning components are

privacy and data settings, seamlessly integrated through video

reviewing terms and conditions, demonstrations, post-tests or quizzes,

accessing help and support, and and a comprehensive note-taking

logging out. By prioritizing user system. The visual design employs a

control and ease of navigation, we professional blue and white color

ensured that the app meets both scheme, complemented by green

success indicators and red safety

Omambac et al. 17
 alerts, set against neutral scientific concepts. One of the key features is
backgrounds to reduce eye strain, the Library for Experiments,
with Georgia and Sans typography which offers resources and guides for hands-
ensuring clear readability. on experiments, fostering practical learning
Accessibility features include and engagement. To further reinforce learning,
adjustable text sizes, sharp the app includes a Follow-up Quiz/Post Test
contrast modes, and screen reader section, allowing users to evaluate their
compatibility. The layout presents understanding of the material. After
a clean home screen with featured completing these assessments, users can
experiments, a progress submit their responses through the Submit
dashboard, and horizontal tabs for option. This feature encourages continuous
experiment details, materials, assessment and provides a structured learning
instructions, and quizzes, creating path. The app also offers a Settings menu,
an engaging and effective learning enabling users to personalize their experience,
environment for virtual laboratory adjust preferences, or access support features.
settings. A personalized profile Finally, there is an Exit option for users to
section enables users to track their close the application when they have
scores in assessment. completed their activities. The flowchart
\ highlights a well-structured and user-friendly
Figure 3.2. STEMulate Mobile
educational pathway, emphasizing interactive
Application Workflow
learning through subject-specific content,

Figure 3.2. provides an overview of the experiments, and assessment tools, making it a

user journey and functionality within the valuable platform for STEM education.

STEMulate app, designed for interactive

STEM learning. Upon launching the app,
users are presented with the option to
either log in as an existing user or register
as a new one. New users must complete
the registration process to gain access to
the platform, while returning users can log
in directly. Once access is granted, users
are directed to the main interface, where
they can select subjects such as General
Biology and Chemistry. These subjects
provide educational content and activities
tailored to promote understanding of core

Omambac et al. 18
User Interface (UI)

Figure 3.2.1. STEMulate

Figure 3.2.2. STEMulate Student’s

Registration

Figure 3.2.3. STEMulate Teacher’s Registration

Figure 3.2.4. STEMulate Welcome Page

Figure 3.2.5. STEMulate Login page

Omambac et al. 19
 Figure 3.2.6. STEMulate Student’s
Homepage

Figure 3.2.9. Assessment in Experiment

Figure 3.2.7. STEMulate Library

Figure 3.2.8. Experiment’s Description and

Figure 3.2.10. Assessment Score in Experiment
Information Board

Omambac et al. 20
 any technical issues. Furthermore, we will
thoroughly assess the profile feature to ensure
it operates smoothly and aligns with its
intended purpose. Each component of the app,
including buttons, written procedures,
materials, and descriptions, will be
meticulously reviewed for accuracy and
consistency with the content presented in the
videos. Lastly, we will evaluate the videos
themselves to confirm they accurately reflect
and effectively convey the intended lessons.
This comprehensive evaluation process will
ensure the app meets quality standards and
provides a seamless, educational experience
for users.

Data Collection Sources

System Data Sources
The STEMulate application gathers
and organizes various user interaction
data to fulfill its educational goals.
Key data sources include user account
details necessary for app access and
authentication. The system also
Figure 3.2.11. STEMulate Settings
records student performance through
quiz scores linked to virtual
Figure 3.2.12. STEMulate History
experiments, offering measurable
Testing and Evaluation insights into learning outcomes.
After developing the STEMulate app, the Survey data sources are derived from
next step will involve a testing and the feedback collected throughout the
evaluation process before its official questionnaire, which are designed to
release. During this phase, we will ensure capture the quantitative insights and
that every feature functions as intended. interview data sources is derived from
This includes testing all buttons to confirm the feedback throughout the user
they are responsive and perform their interviews. The primary focus of the
designated actions. We will also verify interviews is to understand how users
that the app's videos play correctly without interact with the app, how engaged

Omambac et al. 21
 they feel, and how inclusive and This chapter presents the collected data,
accessible the app is for diverse analyzes the findings, and interprets the results
audiences. In addition to providing in relation to the study’s objectives.
valuable feedback on user
satisfaction, the survey data serves
Quantitative Data
as a critical tool for validating the
app’s design and features, 1. Demographic Profile
ensuring that the app’s Table 4.1.1. Grade Level
functionality and user interface Grade Level Frequency Percentage (%)
align with the needs, preferences,
Grade 11 12 40%
and expectations of its target
Grade 12 18 60%
audience. By analyzing the survey
TOTAL 30 100%
responses and interview
feedbacks, developers and
researchers can pinpoint specific Figure 4.1.1. Grade Level

areas for improvement, enabling

Grade Level
the implementation of iterative
20
updates that enhance user 15
experience, inclusivity, and 10
5
overall satisfaction. These insights
0
not only inform refinements to the No. of students/respondents

app’s design but also guide future Grade 11 Grade 12

enhancements, ensuring the app

As presented in Table 4.1, a total of twelve
remains effective and impactful in
(12) respondents, representing 40% of the
achieving its objectives and
sample, are from Grade 11. In comparison,
addressing the evolving needs of
eighteen (18) respondents, accounting for 60%
its users.
of the total, belong to Grade 12. This results in
an overall total of 30 participants from both
grade levels. The greater proportion of Grade
12 students suggests that may have shown
more interest or availability during the data
collection phase.
IV. Presentation, Analysis, and
Interpretation of Data

Table 4.1.2. Gender

Gender Frequency Percentage (%)

Omambac et al. 22
Male 15 50%
Female 14 47%
Prefer not to say 1 3%
TOTAL 30 100%

Figure 4.1.2. Gender

Gender
20
10 Table 4.2.1 reveals that "Virtual Experiments"
0 (36%) and the "User-friendly Interface" (34%)
No. of students/respondents
are the most well-received features, indicating
Male Female
Prefer not to say that students appreciate the app’s interactivity

Table 4.2 shows that fifteen (15) (50%) of and ease of use. This strong preference

respondents are male while fourteen (47%) suggests that students value engaging, hands-

are female and prefer not to say is one on learning experiences and an intuitive

(3%). Males make up most of the platform that simplifies navigation and

respondents. enhances their overall learning journey. The

"Assessment" feature (17%) and the "Online
2. User Engagement
Library" (8%) also gained some recognition,
Table 4.2.1. App Features though they appear to need further
Features FrequencyPercentage (%) development to maximize their effectiveness

User-friendly 18 34% and better align with students' learning needs.

Interface On the other hand, the "Chronological

Virtual 19 36% Procedure of Experiments" (4%) and the "User

Experiment Profile" (2%) were the least favored,

Chronological 2 4% suggesting these features may require

Order of the improvements, increased functionality, or

procedure greater visibility within the app. The relatively

Assessment 9 17% low reception of these elements could reflect a

Online Library 4 8% lack of emphasis on their importance or

User Profile 1 2% limited awareness of their potential benefits

Other 0 0% among users. Although the total percentage

TOTAL 53 100% reaches 101%, likely due to rounding, this

minor discrepancy does not take away from
the clear preference for interactive and
Figure 4.2.1. Features
accessible elements.

Omambac et al. 23
Table 4.2.2. Influence of the App widely viewed as a useful educational
Influence of the Frequency Percentage (%) resource. This feedback highlights the app’s
App effectiveness in sparking interest and
The app 26 87% encouraging participation in scientific
motivates and activities.
inspires me to
Table 4.2.3. Usefulness of the App
engage in doing
Scale Frequency Percentage (%)
experiments.
Excellent 16 53.3%
The app is 4 13%
Good 13 43.3%
enjoyable to use
Average 1 3.3%
but it doesn’t
Poor 0 0%
motivate me to
Very Poor 0 0%
engage.
TOTAL 30 100%
I don’t find them 0 0%
useful.
TOTAL 30 100% Figure 4.2.3. Usefulness of the App

Figure 4.2.2. Influence of the App

Table 4.2.3 illustrates the respondents'

evaluation of the app’s overall usefulness. The
majority of participants rated the app
Table 4.2.2 shows how the app impacts
positively, with 16 respondents (53.3%) rating
student involvement in experiments. Most
it as "Excellent" and 13 respondents (43.3%)
STEM students (87%) said the app
rating it as "Good." This combined positive
motivates and inspires them to take part in
feedback of 96.6% clearly demonstrates the
virtual experiments.
app’s effectiveness in enhancing STEM
Meanwhile, 13% found the app enjoyable learning through its interactive and accessible
but felt it didn’t strongly drive them to features. Only one respondent (3.3%) rated the
engage in experiments. It’s also worth app as "Average," indicating that while the app
noting that no students (0%) considered generally meets students' needs, there may still
the app unhelpful, suggesting that it’s be areas for improvement. Notably, none of

Omambac et al. 24
the respondents rated the app as "Poor" or platform significantly contributes to their
"Very Poor," emphasizing the absence of learning or experience. Additionally, 47% (14
significant dissatisfaction among users. respondents) rated it as useful, indicating that
This overwhelmingly favorable reception the platform is still regarded positively, even if
suggests that the app successfully delivers not considered extremely impactful by those
a high-quality educational experience and respondents. Notably, there were no responses
has strong potential for further in the categories of "Doesn't contribute" or
development and wider implementation in "Not useful", demonstrating strong overall
STEM education. satisfaction with the platform. The absence of
negative feedback suggests that users, for the
3. Feature’s Scale
most part, appreciate its utility. Overall, the
Table 4.3.1. Usability Rate feedback is overwhelmingly positive, with all
Scale Frequency Percentage (%) respondents perceiving STEMulate as either
Very useful 16 53% useful or very useful.
Useful 14 47%
Table 4.3.2 Intuitiveness of the Features
Doesn’t 0 0%
Scale Frequency Percentage (%)
contribute
Very easy to use 18 60%
anything but it’s
Somewhat easy to 11 37%
fun to use
use
Very difficult to 0 0%
Neutral 1 3%
use
Somewhat difficult 0 0%
TOTAL 30 100%
to use
Very difficult to 0 0%
Figure 4.3.1. Usability Rate use
TOTAL 30 100%

Figure 4.3.2. Intuitiveness of the Features

Table 4.3.1 shows the responses indicating

most users find STEMulate highly
beneficial, with 53% (16 respondents) Table 4.3.2 presents students' feedback on how

rating it as very useful, suggesting that easy the app to use. Most respondents (60%)

over half of the participants believe the described it as "Very easy to use," indicating

Omambac et al. 25
that the app’s interface is clear and user-
friendly. Another 37% rated it as
"Somewhat easy to use," suggesting that
while the app is mostly accessible, there
could be slight room for improvement.
Only 3% of students were neutral, and no
one (0%) found the app "Somewhat
difficult" or "Very difficult" to use. This
Table 4.4.1 presents the areas where the app’s
positive response shows that the app’s
features need improvement, based on user
design and navigation align well with
feedback. Virtual experiments emerged as the
users' needs, providing a smooth and
most frequently cited area for enhancement,
efficient learning experience.
with 34% (16 respondents) highlighting this as
4. Areas of Improvement a priority, suggesting a strong need to improve
the effectiveness of this feature. The user-
Table 4.4.1. Feature’s Improvement
friendly interface followed closely, with 21%
Feature’s FrequencyPercentage (%)
(10 respondents) indicating a desire for a more
Improvement
intuitive and easier-to-navigate platform.
User-friendly 10 21%
Other areas also received notable attention:
Interface
assessment features were identified by 15% of
Virtual 16 34%
respondents, while the online library and user
Experiment
profile were each mentioned by 11%,
Chronological 1 2%
reflecting interest in enhancing both evaluation
Order of the
methods and available learning resources. The
procedure
chronological setup appeared to be the least
Assessment 7 15%
prioritized, with only 2% of respondents
Online Library 5 11%
considering it an area for improvement.
User Profile 5 11%
Additionally, 6% of respondents suggested
Other 3 6%
other areas for enhancement, pointing to some
TOTAL 47 100%
less common but still relevant concerns.
Overall, the feedback emphasizes the
Figure 4.4.1. Feature’s Improvement importance of improving virtual experiments
and the user interface, while features like the
chronological setup and user profiles are seen
as lower priorities.

Omambac et al. 26
 Interaction, subjects.” / “The app is not
Conflicting Hues, that fully finished lets say
Limited Subjects hindi pa po siya masyadong
and Topics, maayos kulang pa po siguro
Availability and siya sa unting mga fix
Accessibility, and finalising ng app.”
need for further
improvement
The app lacks in some areas indicating a room
Qualitative Data
for improvement and refining.
1. User Experience
2. Enhanced Learning Experience
Table 5.1.1. Ease of Use and
Table 5.2.1. Simplified Learning, Science
Implementation
Concept Clarity, Video Discussion/ Video-
Sub-code Supporting Sentence
based learning, and Clear Instructions
Sub-code Supporting Sentence

No “No, I did not encounter any Helps in “The app shows and provides me
Difficulties difficulties in such Understanding with an easy way to understand
navigation, technical, or the topics.” / “This helped me
unclear instructions.” understand how wine is produced
and the crucial role of
ingredients like yeast in
fermentation” / “I like the video
function; it makes learning fun
and easy to understand for people
that learn via visuals.”
The app features a clear, intuitive, and
well-structured interface, ensuring a
seamless experience. It indicates that the app offers comprehension
and knowledge acquisition, effective learning
Table 5.1.2. Usability Challenges
and educational engagement.
Sub-code Supporting Sentence
Lack of Error “The app is not that fully Table 5.2.2. Review and Video Discussion

Feedback, Lack of finished lets say hindi pa po Sub-code Supporting Sentence

Correct Answer siya masyadong maayos Test “The app helped me with video
Display, Internet kulang pa po siguro siya sa Preparation discussion for the assessments.” / “I
Connectivity, unting mga fix finalising ng appreciate the ability to review
Lack of Physical app.” / “It could use more

Omambac et al. 27
 topics before taking quizzes.” presents STEM concepts, ensuring
they are scientifically accurate, up-
to-date, and aligned with
The app effectively reinforces knowledge
educational standards.
and enhances review and self-assessment,
Explanations are also clear,
ensuring better retention and preparedness
engaging, and factually correct,
before tests.
then the content is effective.”

It highlights the clear, scientifically accurate,

3. Interactive Learning Features and factually reliable explanations that
establish STEMulate as a trusted, innovative,
Table 5.3. Animated Videos, Step-by-step
and effective educational tool.
procedures, Replay procedures, and
Assessment 5. User Engagement
Sub-code Supporting Sentence
Table 5.5. Virtual Experiment
Useful “The app has significantly Sub-code Supporting Sentence
enhanced my understanding by
Engaging and “I find virtual experiments more
providing interactive learning tools
Interactive engaging than traditional ones
such as animated videos, step-by-
because they're more interactive,
step experiment procedures, and
easier to understand, safer, and
quizzes.” / “The well-designed
easier to use.”
interactive assessments enhance
retention and understanding by
allowing users to apply concepts in This underscores the significant impact of

a practical way.” virtual experiments on students' learning

experiences while also highlighting their role
in transforming and modernizing education
The app showcases interactive features through interactive and technology-driven
that enhance learning by incorporating approaches. Moreover, the app’s interactive
animated videos, step-by-step procedures, design fosters curiosity and critical thinking,
and assessments tailored to accommodate skills essential for success in STEM fields.
diverse learning styles.

4. Learning Content

Table 5.4. Quality and Accuracy

Sub-code Supporting Sentence
High “The quality is great as the app

Omambac et al. 28
 7. Future Usability and Relevance

Table 5.7. Continued Use

Sub-code Supporting Sentence

Long-term “I will likely continue using the

Engagementapp for future learning.”

The eagerness to continue using the app

6. Comparison to Traditional signifies its positive influence on learning
Experiment outcomes, demonstrating its effectiveness in
enhancing comprehension, retention, and
Table 5.6. Overcoming Limitations of
overall educational experience.
Traditional Experiment
Sub-code Supporting Sentence Table 5.7.2. Continued Use

Safety in “Safer” / “They allow for Sub-code Supporting Sentence

Experiment, Lack interactive learning without Short-term “I'd like to use STEMulate but i

of Physical the limitations of physical Engagement think hindi na siya masyadong

Resources, resources.” / “ makakatulong satin specially i'm on

Expenses, UniqueMa-lelessen niya yong mga the college.”

Way of Learning, gastos dahil Wala ka ng

and bibilihin na mga materials na It suggests that while the app may have been
Misunderstandin gagamitin.” / “They offer a highly beneficial at earlier academic stages, its
g with the different way to learn effectiveness may decline as learners advance
Instructor compared to traditional to higher levels of education, such as college,
experiments.” / “Dun sa one- where more specialized and in-depth resources
on-one experiment na are required.
mismong gagawin mo since
8. School Curriculum Integration
minsan nagkakaroon tayo
misunderstanding dun sa Table 5.8. Educational Implementation
nagtuturo. Sub-code Supporting Sentence
Effectivity “STEMulate can be better

Virtual experiments serve as a modern integrated into the school

alternative to traditional hands-on curriculum by aligning its modules

experiments, providing a safer, risk-free with the national education

learning environment while also being standards, incorporating it into

cost-effective and sustainable. regular class activities, and

Omambac et al. 29
 providing training for teachers on Table 6.2.1 Ease of Use and Implementation
how to maximize its features for Qualitative Data Quantitative Data
effective learning.” “No, I did not 34% of the respondents
encounter any find the interface
difficulties in such engaging.
Integrating and adopting STEMulate into
navigation, technical,
the curriculum and instructional strategies
or unclear
will enhance student engagement, promote
instructions.”
interactive learning, and improve overall
academic outcomes by aligning
technology with effective teaching
The app’s well-structured design and seamless
methodologies.
navigation create a smooth and enjoyable user
Triangulation experience.

1. User Engagement Table 6.2.2. Usability of the App

Qualitative Data Quantitative Data
Table 6.1. Virtual Experiment
“The app has 100% of the respondents find
Qualitative Data Quantitative Data
significantly enhanced the usability of the app to be
“I find virtual 36% of the respondents
my understanding by excellent and good
experiments more find virtual experiment
providing interactive
engaging than engaging.
learning tools such as
traditional ones
animated videos, step-
because they're more
by-step experiment
interactive, easier to
procedures, and
understand, safer,
quizzes.”
and easier to use.”

The app’s interactive features, like videos,

The interactive and user-friendly nature of
guided experiments, and quizzes, help users
virtual experiments plays a vital role in
understand concepts better and the app is easy
boosting user interest and participation.
to use and effective for learning.
Enhancing interactivity and refining the
design could further elevate engagement, Table 6.2.3. Intuitiveness of the Features

making the learning experience more Qualitative Data Quantitative Data

immersive and effective. “No, I did not 60% of the respondents

encounter any find the intuitiveness of the
2. User Experience
difficulties in such feature as very easy to use
navigation, technical,

Omambac et al. 30
 or unclear Qualitative Data Quantitative Data
instructions.”

The app is user-friendly, with a clear and

accessible design that minimizes technical
difficulties, allowing for a smooth and
seamless learning experience. Its intuitive
interface enables students to easily
navigate through various features, such as
virtual experiments, assessments, and the
online library, without requiring extensive
technical knowledge.

3. Enhanced Learning Experience

Table 6.3. Motivation and Engagement

Qualitative Data Quantitative Data
“The app shows and 87% of the respondents
provides me with an said that the app
easy way to motivates and inspires
understand the them to engage in doing
topics.” / “This helped experiment.
me understand how
wine is produced and
the crucial role of
ingredients like yeast
in fermentation”

The app's clarity and educational value

play a crucial role in fostering user
motivation and active participation in
engaging experiments.

4. Future Usability and Relevance

Table 6.4. Long-term Engagement

Omambac et al. 31
“I will likely continue 100% of the respondents Table 6.5.2. Limited Subjects and Topics
using the app for find the app very useful Qualitative Data Quantitative Data
future learning.” for future STEM students. “It could use more 34% of the respondents
subjects.” thinks that the virtual
experiment feature needs
improvement.
The app is a sustainable and impactful
educational tool, offering long-term value
Expanding the range of subjects covered could
in enhancing STEM learning. By
enhance the feature’s relevance, engagement,
providing virtual experiments and
and overall effectiveness for a broader
interactive resources, it reduces the need
audience.
for physical materials and laboratory
equipment, making science education
more accessible and cost-effective.
V. Summary, Conclusion, and
Teachers can also use the app to
Recommendations
supplement their lessons, creating a
blended learning.
Summary of Findings
5. Areas of Improvement The findings of the study highlight the
app's effectiveness in enhancing the
Table 6.5.1. Assessment
learning experience of STEM students
Qualitative Data Quantitative Data
through its interactive and user-friendly
“I have encountered 15% of the respondents
features. The app’s usability received
one, as I said hindi ko thinks that the assessment
overwhelmingly positive feedback, with
alam if anong item/s feature needs
100% of respondents rating it as either
'yong mali ko.” / “It improvement.
excellent or good. Its intuitive design
does not provide
minimized technical difficulties, ensuring
correct answers on
a smooth and seamless learning
your incorrect
experience.
answers.”

Virtual experiments were particularly

Enhancing feedback mechanisms by well-received, with 36% of respondents
providing correct answers and detailed finding them more engaging than
explanations for mistakes can significantly traditional methods due to their interactive
improve the assessment feature’s and easy-to-understand nature. The app’s
effectiveness, clarity, and overall user educational value was also emphasized, as
experience. 87% of participants reported feeling more

Omambac et al. 32
motivated and actively engaged in experiments and evaluate their experience
experiments. Furthermore, all from traditional method. However, there's
respondents (100%) expressed their such conflict in developing the app
willingness to continue using the app including weak internet that caused to
for future learning, recognizing its reload and unable to save the changes in
long-term value in enhancing STEM the app. Moreover, it was also the conflict
education. when the data is trying to work but due to
some considerations of the Power Apps, it
Despite these strengths, areas for offers some alternative way to solve such
improvement have been identified, problems.
such as the need for more detailed
feedback on incorrect answers and the As someone who haven't got any
expansion of subject coverage. experience in animating at all, it's hard to
Addressing these aspects could further understand and get used to how the
enhance the app’s effectiveness and animation thing works. Especially if you
broaden its impact on STEM don't even know how or where to start.
education. Every sketch, every color you put in, every
Overall, the research concludes that detail that you add, every single thing has
the STEMULATE app serves as a an impact on the animation itself. The
sustainable and impactful educational hardship of manually drawing a single
tool, fostering engagement, object to turn it into somewhat looking
motivation, and a deeper like its moving, we can tell that it will take
understanding among STEM students. a lot of time, dedication, and effort to put
just to finish a video animation. As time
Conclusion goes by, we started to get the hang of it.
Therefore, the researchers conclude We became faster when drawing and my
that developing an app is a challenge animations are getting better. we learned
because it requires deep understanding how to layer my animations properly and
and knowledge to the programming make my videos more true-to-life. As we
tool that you would use. Having the were done with the last video animation,
project on app development is quite we realized how thrilling it was to finish
difficult because it considers things something that you've made for weeks
that should be the content itself. straight. It felt like we were able to
STEMulate is a library app that was accomplish something big and knowing
developed to let Science, Technology, that we'll get the chance to show our hard
Engineering, and Mathematics work to other people for them to learn and
(STEM) students to explore the virtual engage into.

Omambac et al. 33
 4. Adding a timer for each quiz would
Recommendations simulate real-time testing conditions
To further improve its effectiveness, it and help users manage their time more
is essential to address the need for efficiently.
more detailed feedback on
assessments and expand the range of 5. Expanding the range of scientific
subjects covered. The following experiments and demonstrations
recommendations are proposed based within the app could provide a more
on the respondents' feedback from the interactive and hands-on learning
survey and interviews. experience. The app could feature
virtual labs, interactive simulations, or
1. The app could benefit from even short experiment videos that
enabling offline access for quizzes explain key scientific concepts in an
and learning materials. This would engaging way.
allow users to download content
ahead of time and continue their 6. Future app developers should simplify
studies without requiring an the account registration process,
internet connection. allowing students to sign up without
requiring a Microsoft account.
2. Allowing users to retake quizzes
multiple times is great for 7. The application could feature a dark
improving understanding. To mode toggle to enhance visual comfort
make this more effective, the app and reduce eye strain.
could randomize questions or
answers for each retake to ensure 8. Future app developers should improve
the user gets different challenges app performance by reducing loading
with every attempt. times, making it easier for students to
quickly access their completed tasks
3. After completing a quiz, users and scores.
should be able to review the
questions they answered 9. Reset Login Dashboard: When the
incorrectly and get an explanation user exits the app, the login
of why the answers were wrong. information that he/she records on the
This would enhance learning and login should be reset so that nobody
retention. may use his/her phone to log in on
their account.

Omambac et al. 34
 10. The app should be available on the
Google Play Store and App Store
to ensure easy access and
download for everyone.

Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
LABRADOR NATIONAL HIGH SCHOOL
POBLACION, LABRADOR, PANGASINAN

Appendix A

LETTER OF PERMISSION TO THE PRINCIPAL

February 11, 2025

RIZZA C. PARAGAS, Ph. D

School Head, Principal IV
Labrador National High School

Ma’am:

Omambac et al. 35
Greetings!

We, Grade 12 Science, Technology, Engineering, and Mathematics-A (STEM-A) of Labrador

National High School currently taking up the subject Capstone. As one of the requirements of the
subject, we are conducting research entitled “ STEMulate: A Video-Based Learning
Companion for Biology and Chemistry”. In this vein, we would like to request that we may be
allowed to float our questionnaires in our school.

Thank you in anticipation of your approval.

God bless!

Respectfully yours,

AUSTRIA, JAMELLA G. OMAMBAC, OSCAR JR. M.

CAROLINO, ARABELLA RHIAN D. VERSOZA, MIGS BERJEL D.
GREGORIO, JHEMELIE R.

Checked by:

MA. ANGELICA B. BAUTISTA, ECE, ECT

Subject Teacher, SpST-I

Recommending Approval:

JOCELYN A. DELA CRUZ, P-I

OIC- Office of the Assistant Principal II

Approved:
RIZZA C. PARAGAS, Ph. D
School Head, Principal IV

Address: Poblacion, Labrador, Pangasinan

Telephone No.: (075)-522-1917
Email:[email protected]
Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
LABRADOR NATIONAL HIGH SCHOOL
POBLACION, LABRADOR, PANGASINAN

Appendix B

LETTER OF PERMISSION TO THE RESPONDENTS

February 11, 2025

Dear Respondents,

Good day!

Omambac et al. 36
We, Grade 12 Science, Technology, Engineering, and Mathematics-A (STEM-A) students of
Labrador National High School currently taking up the subject Capstone. As of the requirement of
the subject, we are conducting research entitled "STEMulate: A Video-Based Learning
Companion for Biology and Chemistry". In this vein, we would like to request your voluntary
participation as our respondent. The information provided by you in the questionnaire and
interview will be used for research purposes. Rest assured that the information you will give, will
remain study confidential and will be used for other purpose except for this research.

Thank you in anticipation of your approval.

God bless!

Respectfully yours,

AUSTRIA, JAMELLA G. OMAMBAC, OSCAR JR. M.

CAROLINO, ARABELLA RHIAN D. VERSOZA, MIGS BERJEL D.
GREGORIO, JHEMELIE R.

Checked by:

MA. ANGELICA B. BAUTISTA, ECE, ECT

Subject Teacher, SpST-I

Recommending Approval:

JOCELYN A. DELA CRUZ, P-I

OIC- Office of the Assistant Principal II

Approved:
RIZZA C. PARAGAS, Ph. D
School Head, Principal IV

Address: Poblacion, Labrador, Pangasinan

Telephone No.: (075)-522-1917
Email:[email protected]

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE 1 PANGASINAN
Lingayen
LABRADOR NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL

Appendix C

QUESTIONNAIRE

Omambac et al. 37
 STEMULATE: A VIDEO-BASED LEARNING COMPANION FOR BIOLOGY
AND CHEMISTRY

Research Problem: This study aims to know STEMULATE: A VIDEO-BASED

LEARNING COMPANION FOR BIOLOGY AND CHEMISTRY
Instruction: Name can be optional. Put check (√) on the box for your answers in terms of your sex

and grade level (if you are a student).

Name:
I. Demographic Profile of the Respondents
A. Grade level:
 Grade 11
 Grade 12

B. Gender:
 Male
 Female
 Prefer not to say

Survey

II. User Engagement

1. Which feature/s does the respondent engage the most? (Put a check on the box that
apply).
 User-friendly interface: intuitive design, easy navigation
 Virtual Experiments (animated videos)
 Chronological procedure of experiments
 Assessment
 Online Library
 User Profile
 Others (Please specify):

2. How does using the app influence the respondent's understanding of concepts
discussed in the experiment?
 The app motivates and inspire me to engage in doing experiments.
 The app is enjoyable to use but it doesn’t motivate me to engage.
 I don’t find them useful.

Omambac et al. 38
 3. How useful would the app be for incoming STEM students?
 Very useful
 Useful
 Doesn’t contribute anything but it’s fun to use
 Not useful at all

III. Usability and Satisfaction

1. How would the respondents rate the usability of STEMulate?
□ Excellent
□ Good
□ Average
□ Poor
□ Very poor

2. How intuitive does the respondent find the app’s features?

□ Very easy to use
□ Somewhat easy to use
□ Neutral
□ Somewhat difficult to use
□ Very difficult to use

3. What areas does the respondent think need improvement? (Select all that apply)
□ User-friendly interface: intuitive design, easy navigation
□ Virtual Experiments (animated videos)
□ Chronological procedure of experiments
□ Assessment
□ Online Library
□ User Profile
□ Other (Please Specify):

Interview

Name (optional):
1. Intuitiveness
Did you encounter any difficulties in using the app (e.g., navigation, technical issues,
unclear instructions)?

Omambac et al. 39
 2. Effectiveness of the App
2.1. How has the app contributed to your understanding of the subject matter? Can you
share specific examples of how the app has helped you learn new concepts or skills?
2.2. How would you rate the quality and accuracy of
the content provided by the app? Do you find the
assessments or quizzes within the app helpful for
reinforcing what you've learned?

3. Engagement into the App

3.1. How engaging did you find the virtual experiments
compared to traditional experiments?
3.2. How likely are you to continue using STEMulate for future learning? How do you
think STEMulate can be better integrated into the school curriculum?

Appendix D
CURRICULUM VITAE

JAMELLA G. AUSTRIA
#715 Don Mauro Navarro St. Estanza, Lingayen, Pangasinan
09392441248
[email protected]

Omambac et al. 40
PERSONAL DETAILS

Age: 18
Citizenship: Filipino
Birthdate: January 2, 2007
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name: Joward Austria &
Daisy S. Gil.

EDUCATIONAL BACKGROUND

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2023-2025
WITH HIGH HONORS
JUNIOR HIGH
- ESTANZA NATIONAL HIGH SCHOOL
S.Y. 2019-2023
WITH HIGH HONORS
PRIMARY
- ESTANZA ELEMENTARY SCHOOL
S.Y. 2013-2019
WITH HIGH HONORS

I hereby certify that the above information is true and correct to the best of my
knowledge.

JAMELLA G. AUSTRIA

ARABELLA RHIAN D. CAROLINO

031-B Laois, Labrador, Pangasinan
09474929165
[email protected]

PERSONAL DETAILS

Omambac et al. 41
Age: 18
Citizenship: Filipino
Birthdate: March 2, 2007
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name: Rhea Mae U. De
Leon & Albert R. Carolino

EDUCATIONAL BACKGROUND
SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2023-2025
WITH HIGH HONORS
JUNIOR HIGH
- ST. COLUMBAN SCHOOL INC.
S.Y. 2019-2023
WITH HIGH HONORS
PRIMARY
- LABRADOR CENTRAL SCHOOL
S.Y. 2013-2019
2ND PLACE- BADMINTON (UNIT MEET) & MOST VALUABLE PLAYER

I hereby certify that the above information is true and correct to the best of my
knowledge.

ARABELLA RHIAN D. CAROLINO

JHEMELIE R. GREGORIO
Dulig, Labrador, Pangasinan
09685732861
[email protected]

Omambac et al. 42
PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: May 7, 2007
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name: Minerva Raga
Gregorio & Jessie Veloria Gregorio

EDUCATIONAL BACKGROUND

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2023-2025
WITH HIGH HONORS & PERFECT ATTENDANCE
JUNIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2019-2023
WITH HONORS
PRIMARY
- JN MONTESSORI AND HIGH SCHOOL INC.
S.Y. 2013-2019
MOST PROMISING PUPIL

I hereby certify that the above information is true and correct to the best of my
knowledge.

JHEMELIE R. GREGORIO

OSCAR JR. M. OMAMBAC

#467 Uyong, Labrador, Pangasinan

Omambac et al. 43
09458011102
[email protected]

PERSONAL DETAILS

Age: 18
Citizenship: Filipino
Birthdate: February 20, 2007
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Parents Name: Ma. Cristina Muyna & Oscar Omambac Sr.

EDUCATIONAL BACKGROUND

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2023-2025
WITH HIGH HONORS
JUNIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2019-2023
WITH HONORS & CONDUCT AWARDEE
PRIMARY
- UYONG ELEMENTARY SCHOOL
S.Y. 2013-2019
WITH HONORS
EXCELLENT IN MATHEMATICS
MOST OBEDIENT
BOYS SCOUT OF THE PHILIPPINES

I hereby certify that the above information is true and correct to the best of my
knowledge.

OSCAR JR. M. OMAMBAC

MIGS BERJEL D. VERZOSA

#298 Dulig, Labrador, Pangasinan

Omambac et al. 44
09776926657
[email protected]

PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: July 9, 2007
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Parents Name: Bernie Allen F. Verzosa & Mary De D. Verzosa

EDUCATIONAL BACKGROUND

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2023-2025
JUNIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
S.Y. 2019-2023
PRIMARY
- DULIG ELEMENTARY SCHOOL
S.Y. 2013-2019

I hereby certify that the above information is true and correct to the best of my
knowledge.

MIGS BERJEL D. VERZOSA

Appendix E
Documentation

Omambac et al. 45
App Development

Simulation

Omambac et al. 46
Floating Survey and Interviews

Final Defense of App Development

Omambac et al. 47
 Appendix F
POWER APPS PROGRAMMED CODES

NAVIGATION
Property: OnSelect

Navigate (HOMESCREEnteacher,ScreenTransition.Fade)
Navigate (WelcomeToSTEMulate,ScreenTransition.Fade)
Navigate (LoginPhase,ScreenTransition.Fade)
Navigate (StudentsRegistration,ScreenTransition.Fade)
Navigate (GeneralBiology,ScreenTransition.Fade)
Navigate (FlowerDiss,ScreenTransition.Fade)
Navigate (FrogDiss,ScreenTransition.Fade)
Navigate (VinegarProduction,ScreenTransition.Fade)
Navigate (WineProduction,ScreenTransition.Fade)
Navigate (GeneralChemistry,ScreenTransition.Fade)
Navigate (SeawaterAndBrine,ScreenTransition.Fade)
Navigate (VinegarAndBakingsoda,ScreenTransition.Fade)
Navigate (ColdAndHotwater,ScreenTransition.Fade)
Navigate (FirstPage,ScreenTransition.Cover)
Navigate (WinePRODQuiz,ScreenTransition.Fade)
Navigate (FlowerDissecQuiz,ScreenTransition.Fade)
Navigate (VinegarAndBSQuiz,ScreenTransition.Fade)
Navigate(VineProdQuiz,ScreenTransition.Fade)
Navigate (FrogDissecQuiz,ScreenTransition.Fade)
Navigate('Hot&ColdQuiz',ScreenTransition.Fade)
Navigate (SeawaterAndBrineQuiz,ScreenTransition.Fade)

TABS
Property: NavigationItems

Table({
MenuText: "Home",
MenuIcon: Icon.Home,
ScreenToGoTo: FirstPage

Omambac et al. 48
},
{
MenuText: "Profile",
MenuIco: Icon.Person,
ScreenToGoTo: AccountSettings
},
{
MenuText: "Settings",
MenuIcon: Icon.Settings,
ScreenToGoTo: menu
}
)

Property: Items

["About", "Procedure", "Materials”, “Quiz"]

GALLERY
Property: Items

Excel Table: Oca_2

Note: In creating a quiz, you should create a table consisting of the items of the quiz. Afterwards,
set the table as headers and rename the table.

Omambac et al. 49
Wine.xlsx

After that, go back to the Power Apps to connect the table of your quiz in the gallery property.

SUBMIT BUTTON
Property: OnSelect

Set (varScore, Sum(GalWine.AllItems,If(Radio1.Selected.Value=Label10.Text,1,0));

Patch (UserHistory1, Defaults (UserHistory1),{Name: LoginUsername.Text,Experiments:"WINE
PRODUCTION",Score:varScore,'Date Taken':Now()});
Collect (colUserHistory1,{Name:LoginUsername.Text,Experiments: "WINE PRODUCTION”);
Set(varQuizCompleted,true);
Reset (GalWine);
Navigate (BioTest4score, ScreenTransition.Fade)

Property: DisplayMode

If (CountIf(GalWine.AllItems,IsBlank(Radio1.Selected.Value))>0 ||
varQuizCompleted,DisplayMode.Disabled,DisplayMode.Edit)

SCORE
Property: Text

varScore & " / " & CountRows(GalWine.AllItems)

SeeHistory BUTTON
Property: OnSelect

Patch (UserHistory1, Defaults (UserHistory1),

{Name:Label17_3.Text,Experiments:Label22_23.Text,Score:Label16_13.Text,'Date
Taken':Now()});
Navigate (GeneralBiology,ScreenTransition.Fade)

History SCREEN
Property: OnVisible

Refresh (UserHistory1);
ClearCollect(
colStudentHistory,
Filter (
UserHistory1,
Name = LoginUsername.Text
)
);
ClearCollect(

Omambac et al. 50
 colFilteredHistory,
If (
IsBlank(DropdownCanvas1.Selected.Value),
colStudentHistory,
Filter (
colStudentHistory,
Experiments = DropdownCanvas1.Selected. Value
)
)
);

DataTable HISTORY
Property: Items

colFilteredHistory

DROPDOWN
Property: OnChange

ClearCollect(
colStudentHistory,
Filter(
UserHistory1,
Name= LoginUsername.Text
)
);

ClearCollect(
colFilteredHistory,
If(
IsBlank(DropdownCanvas1.Selected.Value),
colStudentHistory,
Filter(colStudentHistory, Experiments = DropdownCanvas1.Selected.Value)
)
);

// If no quiz history is found for the selected experiment, add a default warning message.
If(
IsBlank(LookUp(colFilteredHistory, Experiments = DropdownCanvas1.Selected.Value)),
Set(varNoQuizTaken, true),
Set(varNoQuizTaken, false)
);

Property: Items

Distinct(colStudentHistory,Experiments)

Omambac et al. 51
 Appendix G
STEMulate Application

QR CODE to Download

https://make.powerapps.com/e/0bbbd8bd-165f-e83c-a31bfffcb10c9282/canvas/?action=edit&app-
id=%2Fproviders%2FMicrosoft.PowerApps%2Fapps%2F0c6ae0d2-debd-41ea-8507-
0116cd29d516

Omambac et al. 52
 STEMulate Paper

QR CODE to Download

Omambac et al. 53
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