INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

“Teachers’ Perspectives on Learning Activity Sheets’ Effectiveness as

Reinforcement Tools in Grade 11 Earth and Life Science”

John Mark B. Balaba, LPT; Lolita A. Dulay, PhD

Bukidnon State University, Malaybalay City, Philippines

DOI : https://doi.org/10.51583/IJLTEMAS.2025.1412000078

Received: 18 December 2025; Accepted: 26 December 2025; Published: 06 January 2026

ABSTRACT

This qualitative study underscores the importance of Learning Activity Sheets (LAS) as reinforcement tools in

Grade 11 Earth and Life Science, particularly in enhancing student comprehension, engagement, and

independent learning within senior high school classrooms. Despite the widespread implementation of LAS, a

research gap remains in the limited qualitative literature that examines teachers’ perspectives on their

instructional effectiveness and the practical challenges encountered during classroom implementation.

Addressing this gap, the study aimed to explore how LAS support student learning, identify the challenges

teachers face in using them, and describe strategies employed to enhance their effectiveness. A qualitative

research design was utilized, employing purposive sampling to select Grade 11 science teachers as participants.

Data were collected through semi-structured interviews that allowed teachers to share their experiences and

insights, and the responses were analyzed using thematic analysis to identify recurring patterns and meaningful

themes. Findings revealed that teachers perceive LAS as effective instructional tools that improve student

understanding, engagement, and independent learning, particularly when activities are well-structured, promote

collaboration, and are linked to real-life contexts. However, teachers also reported challenges such as limited

instructional time, varying levels of student motivation, and difficulties in aligning LAS with lesson objectives.

Anchored on B.F. Skinner’s Reinforcement Theory and Piaget’s Constructivist Theory, the study implies that

thoughtfully designed and contextually relevant LAS can strengthen instructional practices, promote learner-

centered engagement, and improve learning outcomes in Earth and Life Science. The findings provide valuable

insights for teachers, curriculum developers, and school administrators in improving the design and

implementation of LAS in senior high school science education.

Keywords: Learning Activity Sheets, reinforcement tools, Earth and Life Science, teachers’ perspectives,

qualitative study, senior high school

INTRODUCTION

Across science education worldwide, teachers continuously seek strategies to reinforce student understanding

and improve retention of complex scientific concepts. One commonly adopted approach is the use of structured

learning materials such as Learning Activity Sheets (LAS), which guide learners through tasks designed to

support mastery and application of lessons. As reinforcement tools, LAS provide opportunities for students to

revisit, review, and practice key ideas beyond initial instruction, helping strengthen comprehension and

engagement in subjects like Earth and Life Science.

In the Philippines, the use of Learning Activity Sheets has become increasingly significant, particularly with the

Department of Education’s emphasis on self-paced learning and competency-based instruction. However, many

students in public secondary schools still struggle to fully grasp scientific concepts due to varied learning

abilities, limited exposure to hands-on activities, and gaps in foundational knowledge. As a result, Earth and Life

Science teachers often rely on LAS as reinforcement tools to support learners who need additional practice.

Despite their widespread implementation, the effectiveness of these materials depends largely on how teachers

design, deliver, and integrate them into instruction.

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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

Findings from national and international assessments, such as the 2018 Program for International Student

Assessment (PISA), reveal that Filipino learners continue to perform below the global average in science. These

results highlight persistent comprehension gaps and the need for improved instructional strategies that extend

learning beyond classroom discussions. Learning Activity Sheets, when used as reinforcement tools, offer a

structured and accessible way for students to revisit lessons, apply knowledge, and deepen understanding—

making them a potentially valuable response to the country’s science learning challenges.

The use of LAS as a reinforcement tool is grounded in B.F. Skinner’s Reinforcement Theory, which states that

learning strengthens through repeated exposure, practice, and feedback. By providing follow-up tasks after

lessons, LAS helps shape desired learning behaviors and support mastery. At the same time, Constructivist

Theory, particularly Piaget’s perspective, emphasizes that students build understanding through active

engagement with tasks and problem-solving activities. LAS aligns with this theory by guiding learners in

constructing meaning through structured exercises, reflections, and applications of Earth and Life Science

concepts.

Although Learning Activity Sheets are widely used in secondary science classes, little is known about how

teachers themselves perceive their effectiveness as reinforcement tools. Teachers play a central role in creating,

modifying, and implementing LAS, and their insights can highlight both the strengths and limitations of these

materials. Understanding teachers’ perspectives is essential to improving LAS design, ensuring alignment with

learning competencies, and enhancing science learning outcomes. Thus, this study explores the experiences and

views of Grade 11 Earth and Life Science teachers regarding the effectiveness of Learning Activity Sheets as

reinforcement tools in their classroom practice.

METHODS

The study employed a qualitative research design using Interpretative Phenomenological Analysis (IPA) to

examine teachers’ lived experiences and personal interpretations of using Learning Activity Sheets (LAS) as

reinforcement tools in Grade 11 Earth and Life Science. IPA was chosen because it enables an in-depth

exploration of how teachers make sense of their instructional practices, classroom challenges, and the perceived

effectiveness of LAS in supporting student learning. To gather rich and meaningful data, semi-structured

interviews were conducted to elicit teachers’ perceptions and insights regarding their use of LAS. The interview

responses were examined through thematic analysis, which allowed the researcher to systematically identify

recurring patterns, significant themes, and shared experiences that characterize teachers’ perspectives.

The study was conducted at San Vicente National High School, located in Sumilao, under the Division of

Bukidnon, which serves a diverse population of Senior High School learners and implements the Earth and Life

Science curriculum under the K–12 program. The school was deemed appropriate for this study because

Learning Activity Sheets (LAS) are widely used as supplementary materials and reinforcement tools in science

instruction. Using purposive sampling, the study selected four Grade 11 science teachers with at least five years

of teaching experience, as their familiarity with LAS and active involvement in implementing them made them

suitable sources of rich qualitative data. Data were collected through semi-structured, conversational interviews

designed to capture teachers’ perspectives, insights, and reflections on the use of LAS. The researcher facilitated

the interviews using open-ended questions, allowing participants to freely express their experiences, and

responses were documented through audio recording and field notes to ensure accuracy and completeness of the

data.

Ethical protocols were strictly observed throughout the conduct of the study to ensure the protection of

participants and the integrity of the research. Approval to conduct the study was obtained from the Senior High

School Science department head and the school principal. Prior to data collection, participants were briefed on

the purpose of the study and assured of the confidentiality and anonymity of their responses. Informed consent

forms were distributed, clearly outlining participants’ rights. To ensure comfort and authenticity of responses,

participants were encouraged to use the language they felt most comfortable with when sharing their experiences.

These measures were implemented to uphold ethical standards and maintain a respectful and safe research

environment for Senior High School teachers.

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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

The data collected from the interviews were analyzed using Interpretative Phenomenological Analysis (IPA),

focusing on participants’ personal perspectives and classroom contexts. The analysis examined how teachers

make sense of their use of Learning Activity Sheets (LAS) as reinforcement tools and their impact on student

learning and engagement in Grade 11 Earth and Life Science. The study highlighted patterns in how teachers

implement LAS, perceive their effectiveness, and address challenges in supporting student comprehension and

mastery of scientific concepts.

RESULTS AND DISCUSSION

The interviews revealed that Learning Activity Sheets (LAS) play a crucial role in enhancing learner

understanding and engagement in Grade 11 Earth and Life Science. Respondents consistently highlighted that

LAS provide structured, step-by-step exercises that guide students through complex scientific concepts. This

organized approach enables learners to process information at their own pace, clarify misconceptions, and

reinforce key ideas, fostering a supportive and inclusive learning environment. Teachers emphasized the

importance of a learner-centered approach, adapting LAS activities to students’ abilities and the complexity of

the material to ensure meaningful participation, particularly for those who may struggle with specific topics or

concepts.

Encouraging peer collaboration was also highlighted as a key practice, where learners work in pairs or small

groups to complete LAS activities. This approach not only supports clearer understanding of complex scientific

concepts but also fosters confidence among students, leading to greater engagement in Earth and Life Science

lessons. Respondents noted that learners are more likely to participate actively and contribute meaningfully when

they can discuss and solve tasks collaboratively. Additionally, LAS are seen as effective tools for reinforcing

understanding, as they allow students to process information step by step, apply concepts in practice exercises,

and develop a solid conceptual foundation before tackling more challenging material independently.

Overall, the findings underscore a strong commitment to using Learning Activity Sheets (LAS) as effective

reinforcement tools in Grade 11 Earth and Life Science. This approach not only enhances learner engagement

and confidence but also promotes deeper understanding of scientific concepts through structured and inclusive

learning practices. The study further revealed that LAS significantly increase classroom participation,

particularly among students who are typically less active, by providing a clear and supportive medium for

completing tasks. This approach also builds confidence, enabling learners who may struggle with complex topics

to engage meaningfully with the material. Improved collaboration is another benefit, as students working with

LAS in pairs or groups demonstrate more effective teamwork and foster richer discussions while applying

scientific concepts.

Learning Activity Sheets (LAS) facilitate a better understanding of complex Earth and Life Science concepts, as

learners can work through structured exercises at their own pace, reinforcing key ideas and clarifying

misconceptions. LAS also contribute to a dynamic and interactive classroom environment, encouraging students

to engage actively with the material and participate in discussions. By integrating real-life examples and practical

applications into LAS tasks, teachers make the content more relatable, increasing learner interest and motivation.

Overall, the use of LAS fosters effective communication, builds learner confidence, encourages collaboration,

and enhances conceptual understanding, contributing to a supportive and engaging learning environment.

Additionally, the effectiveness of Learning Activity Sheets (LAS) as reinforcement tools for enhancing students’

understanding of Earth and Life Science concepts is evident across several key themes. Respondents consistently

noted that LAS significantly improve learners’ comprehension by providing structured opportunities to practice

and apply complex ideas independently or collaboratively. Teachers use multiple indicators to assess their

effectiveness, including increased student participation, improved performance on quizzes and tests, and more

dynamic classroom discussions, all of which reflect a deeper understanding of the material. LAS, therefore, serve

not only as a reinforcement strategy but also as a diagnostic tool that supports both learning and instructional

planning.

Learning Activity Sheets (LAS) also help students connect new information with prior knowledge, particularly

when exercises incorporate real-life or locally relevant examples that make content more relatable. By providing

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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

a structured framework for practice, LAS allow learners to work confidently and independently, reducing anxiety

when approaching complex topics. Additionally, LAS support academic performance, as students demonstrate

improved outcomes when guided through exercises that reinforce lesson concepts. They also foster skill

development, enhancing learners’ critical thinking, problem-solving, and application of scientific knowledge.

Finally, LAS encourage meaningful engagement by linking content to students’ experiences, making learning

more relevant and motivating. Overall, LAS are an effective instructional tool that promotes deeper

understanding, strengthens connections to prior knowledge, enhances academic performance, and supports

learner engagement and confidence in science education.

Furthermore, the implementation of Learning Activity Sheets (LAS) in Earth and Life Science instruction

presents several challenges. A key issue is that some students may struggle with completing LAS independently,

particularly when tasks involve complex concepts, which can limit their effectiveness as reinforcement tools.

Teachers also face difficulties in ensuring that all learners engage meaningfully, as differences in prior

knowledge, learning pace, or confidence levels may result in uneven participation. Ensuring equitable

involvement is a recurring concern, especially for students who require additional guidance or support to

complete the exercises successfully. Addressing these challenges requires careful planning, scaffolding, and

ongoing teacher support to maximize the benefits of LAS in reinforcing learning outcomes.

Managing the use of Learning Activity Sheets (LAS) can also present challenges, particularly when students

rely too heavily on peer support or struggle to complete tasks independently. Teachers must carefully balance

the level of guidance and autonomy, providing sufficient support for key concepts while allowing learners to

engage with exercises at their own pace. Classroom dynamics, such as differences in prior knowledge or

confidence, may further complicate participation, as some students might feel hesitant to attempt tasks without

assistance. Additionally, the lack of structured guidelines for designing and implementing LAS, as well as

misalignment between LAS activities and formal assessments, can reduce their effectiveness. Addressing these

challenges requires deliberate planning, ongoing monitoring, and supportive strategies to ensure that LAS serve

as effective and inclusive reinforcement tools in the classroom.

Lastly, integrating localized content into Earth and Life Science instruction through Learning Activity Sheets

(LAS) enhances the relevance of learning by connecting lessons to students’ everyday experiences. Respondents

emphasized that incorporating local issues, such as environmental concerns, community practices, and

agricultural examples, makes scientific concepts more relatable and engaging. This approach fosters a deeper

understanding by linking theory to familiar contexts, allowing learners to see the practical application of what

they are studying. Additionally, integrating locally relevant content strengthens cultural connections, as students

can relate scientific ideas to their heritage, such as through local plant species, traditional ecological knowledge,

or community-based examples. By contextualizing learning, LAS not only reinforce content mastery but also

promote meaningful engagement and cultural relevance in the classroom.

Using real-world applications within Learning Activity Sheets (LAS), such as analyzing the impact of climate

change on local crops, further increases student engagement by demonstrating the practical relevance of Earth

and Life Science concepts. Incorporating localized content through LAS also encourages community

involvement, as students participate in projects that address local environmental concerns, fostering a sense of

responsibility and civic awareness. Additionally, LAS help students better understand and retain complex

scientific concepts by linking lessons to familiar, real-life experiences. This approach promotes critical thinking,

as learners explore solutions to local challenges, and supports multimodal learning, allowing students to

demonstrate their understanding through various formats, such as written reports, presentations, or visual

projects. Overall, the use of LAS in this way not only makes science more meaningful and relevant but also

strengthens cultural connections, enhances problem-solving skills, and encourages active participation in the

community.

CONCLUSION AND RECOMMENDATION

The implementation of Learning Activity Sheets (LAS) in science education has proven to be an effective

instructional strategy, particularly in reinforcing student understanding and engagement in complex scientific

concepts. This approach not only provides structured guidance but also promotes independent learning through

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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

carefully designed exercises and step-by-step activities. LAS have been shown to enhance student engagement

by allowing learners to process information at their own pace, revisit challenging topics, and apply concepts

through practical exercises, creating a more supportive and inclusive learning environment. Research highlights

that structured learning materials, such as LAS, improve students’ confidence and willingness to participate

when they can follow clear, guided activities (Bernardo, 2020; Dela Cruz, 2021), which translates into better

comprehension of scientific content. By scaffolding learning and connecting new information with prior

knowledge, LAS facilitate deeper understanding and retention of key concepts (Piaget, 1976). Furthermore,

studies show that incorporating LAS into classroom instruction enables students to actively apply and reflect on

Earth and Life Science concepts, leading to improved academic performance and engagement (Sevilla, 2020;

Salvador, 2022). This strategy not only supports mastery of content but also fosters critical thinking, problem-

solving skills, and meaningful application of science in real-life contexts.

Learning Activity Sheets (LAS) also foster a collaborative classroom environment, where students work together

to complete guided tasks that strengthen collective understanding and support the development of higher-order

thinking skills. Collaborative engagement through LAS allows learners to exchange ideas, clarify

misconceptions, and build shared solutions—an approach consistent with Vygotsky’s Sociocultural Theory,

which highlights the importance of social interaction and scaffolding in deepening cognitive development

(Vygotsky, 1978). Research shows that structured learning materials, when used in group tasks, enhance

students’ communication, problem-solving, and scientific inquiry skills by encouraging peer-to-peer dialogue

(Bernardo, 2020; Cabansag, 2019). Additionally, the multimodal nature of LAS—combining written tasks,

diagrams, real-life applications, and reflective questions—caters to diverse learning styles and improves overall

academic performance (Dela Cruz, 2021). Integrating localized content into LAS further enriches the learning

experience by linking scientific concepts to familiar community contexts, making lessons more relevant and

engaging for students. Studies have found that contextualized and culturally responsive materials significantly

increase student motivation and deepen conceptual understanding by connecting learning to real-world

experiences (Salvador, 2022; Sevilla, 2020). This approach not only strengthens comprehension but also

encourages critical thinking as learners interact with meaningful, locally grounded tasks that reflect their lived

realities.

Despite their many advantages, the use of Learning Activity Sheets (LAS) in science education also presents

several challenges that can affect their overall effectiveness. One common issue is the varying levels of learner

readiness, where students with limited foundational knowledge may struggle to complete LAS independently,

reducing equitable participation and undermining the goal of reinforcement (Bernardo, 2020). Teachers likewise

encounter difficulties in balancing guidance and autonomy, as too much support may limit student initiative,

while insufficient scaffolding can lead to misconceptions—an issue consistent with Vygotsky’s Zone of

Proximal Development, which emphasizes the need for appropriate instructional support (Vygotsky, 1978).

Additionally, the process of designing high-quality LAS that are aligned with learning competencies, engaging,

and contextualized can be time-consuming and demanding, particularly for teachers handling multiple classes

(Dela Cruz, 2021). Misalignment between LAS activities and formal assessments may further hinder students’

ability to transfer reinforced concepts to evaluative tasks (Salvador, 2022). To address these challenges,

educators must receive adequate training and resources to develop effective LAS, as well as institutional support

to ensure that materials are coherent, scaffolded, and responsive to learner diversity. While LAS remain a

powerful reinforcement tool that enhances comprehension, engagement, collaboration, and contextual learning,

maximizing their impact requires deliberate planning, continuous teacher support, and well-structured

implementation strategies.

To maximize the effectiveness of Learning Activity Sheets (LAS) in science education while addressing the

challenges identified in their implementation, several key recommendations can be adopted. First, professional

development for teachers should be strengthened through targeted training programs that focus on designing

pedagogically sound LAS aligned with learning competencies, grounded in Constructivist Theory and

Reinforcement Theory, which emphasize active engagement and repeated practice (Piaget, 1976; Skinner, 1953).

These trainings should provide practical workshops on contextualizing LAS, integrating real-life examples, and

scaffolding tasks based on learners’ varying needs. Additionally, establishing mentorship and peer collaboration

systems among teachers can significantly improve LAS quality, as experienced educators can guide their

colleagues through the creation, revision, and implementation of materials. Collaborative lesson planning, peer

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review of LAS, and classroom-based consultations promote consistency, alignment, and innovation in

instructional design (Dela Cruz, 2021). Schools should also allocate sufficient time and resources for LAS

development, ensuring teachers are not overburdened and can produce well-structured and engaging materials.

By prioritizing continuous capacity-building, collaborative support, and resource provision, the use of LAS can

become more efficient and impactful, ultimately strengthening students’ comprehension, engagement, and

mastery of Earth and Life Science concepts.

Curriculum development should also incorporate well-designed Learning Activity Sheets (LAS) and

complementary instructional materials that address diverse learner needs and promote deeper understanding of

scientific concepts. Integrating localized and context-based content into LAS allows teachers to connect lessons

to students’ real-world experiences, making science concepts more relevant and meaningful (Bernardo, 2019).

This approach aligns with Constructivist Theory, which emphasizes that learners build knowledge more

effectively when new information is linked to prior experiences (Piaget, 1976). Visuals, examples, and tasks

within LAS should be culturally responsive and accessible, enabling students with varying levels of prior

knowledge to engage meaningfully. Furthermore, assessment practices should be diversified alongside LAS

implementation by incorporating alternative assessment methods such as performance tasks, collaborative

activities, oral explanations, and visual outputs, allowing learners to demonstrate understanding in various ways

(DepEd, 2020). Providing multiple modes of assessment aligns with Howard Gardner’s Multiple Intelligences

Theory, acknowledging that student’s express comprehension differently based on their cognitive strengths. By

enhancing curriculum materials and assessment strategies, the effective use of LAS can be strengthened,

ensuring equitable learning opportunities and improved mastery of Earth and Life Science concepts.

To ensure equitable participation and maximize the effectiveness of Learning Activity Sheets (LAS), clear

guidelines for their implementation should be established. Teachers should be trained to provide structured

instructions, manage group dynamics, and balance guidance with student autonomy, ensuring that all learners

can engage meaningfully with the tasks (Vygotsky, 1978). Establishing consistent procedures for completing

LAS—such as step-by-step scaffolding, collaborative peer work, and timely feedback—helps maintain the flow

of learning while accommodating diverse student abilities and learning paces (Bernardo, 2020). By

implementing these strategies, educators can ensure that LAS serve as effective reinforcement tools, promoting

comprehension, confidence, and active participation across the classroom.

By implementing these strategies, educators can create a more inclusive and effective science learning

environment through the use of Learning Activity Sheets (LAS). This approach not only enhances students’

comprehension and academic performance but also fosters confidence, independence, and collaboration among

learners (Piaget, 1976; Skinner, 1953). Well-designed LAS support differentiated learning by accommodating

diverse abilities and learning styles, allowing all students to engage meaningfully with Earth and Life Science

content. Additionally, LAS can integrate culturally relevant examples and real-world applications, making

learning more relatable and motivating. Overall, the strategic use of LAS promotes equitable participation,

strengthens conceptual understanding, and supports the development of critical thinking and problem-solving

skills, contributing to a learner-centered and inclusive classroom environment.

REFERENCES

1. Cabansag, J. N. (2019). Evaluating the effectiveness of contextualized instructional materials in science.

Asia Pacific Journal of Multidisciplinary Research, 7(4), 15–22.

2. Dela Cruz, R. A. (2021). Development and implementation of learning activity sheets in the new normal:

Teachers’ experiences. International Journal of Learning, Teaching and Educational Research, 20(6),

120–135.

3. Department of Education (DepEd). (2020). Most Essential Learning Competencies (MELCs). Department

of Education.

4. Piaget, J. (1976). The psychology of intelligence. Routledge.

5. Salvador, R. O. (2022). Contextualized learning materials and student performance in science: A quasi-

experimental study. Journal of Educational Innovations, 10(2), 45–60.

6. Sevilla, L. A. (2020). Enhancing science process skills through localized learning modules. Philippine

Journal of Science Education, 13(2), 58–67.

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