Prototype learning activities Road map to academic achievement

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Roberto Suson
Eugenio A. Ermac
Wilfredo G. Anoos
Marjorie B. Anero
Nino Jess D. Tomabiao
Ireneo M. Taperla Jr
Larry C. Gantalao
Mae D. Capuyan
Mary Jane P. Cortes
Joedel B. Belette
Raymond C. Espina


The study of prototype learning activity has received significant attention to elevating students’ academic performance. This study utilized the prototype learning design as a significant predictor of students’ performance and the like. In addition, this study aimed to explore teachers’ strategies for measuring students’ creative growth utilizing authentic assessments. Moreover, this study used a survey to assess the perception of the students and teachers. The study used the quantitative inferential which provides the relationship between the two variables' effectiveness and perception of the prototype learning activities. The main instrument used to ascertain these parameters are the two survey questionnaires was researcher-made align with the Department of Education Science competency, the reliability and consistency were validated by the statistician.  Results revealed that students’ performance was at a high level when engaged in the prototype learning activity. Furthermore, the perception of the students and teachers in terms of ease of use, relevance, and comprehensibility indicates positive perception in relation to the student's performance. Finally, the prototype-based learning approach shows a promising effect on the performance of the student's and teachers' perceptions. Hence, enhancement training in developing a teacher’s capacity to design meaningful learning that caters students' needs should be provided.

Keywords: Prototype learning; performance; academic achievement


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How to Cite
Suson, R., Ermac, E. A., Anoos, W. G., Anero, M. B., Tomabiao, N. J. D., Taperla Jr, I. M., Gantalao, L. C., Capuyan, M. D., Cortes, M. J. P., Belette, J. B., & Espina, R. C. (2020). Prototype learning activities: Road map to academic achievement . Cypriot Journal of Educational Sciences, 15(6), 1535–1543.

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