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Development of a Single-point Optical Scanning System for Teaching
Transmission Electron Microscopy Principles
Romero, Oscar Jr. O., Bocayong, Apple Jhen P., Demecillo, Debie Jannen R., Guangco, Isaiah Gelmar
C., Humdos, Dana T., Oguis, Uhxia M., Recitas, Clint Titus P.
Grade 12-STEM, Mindanao State University-Maigo College of Education Science and Technology,
Philippines
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150500148
Received: 24 May 2026; Accepted: 29 May 2026; Published: 09 June 2026
ABSTRACT
Transmission Electron Microscopy (TEM) is an important scientific imaging technique; however, students often
find its underlying principles difficult to understand because of the abstract nature of electron optics and the
limited availability of microscopy equipment in educational settings. This study developed and evaluated a low-
cost Single-Point Optical Scanning Instructional System designed to demonstrate the fundamental principles of
TEM through hands-on and visualization-based learning.
The prototype utilized a laser module, optical sensors, stepper motors, a turntable mechanism, an Arduino Uno
microcontroller, and image reconstruction software to simulate scanning, signal detection, and image formation
processes. A mixed-methods project-based research design was employed involving ten Grade 12 STEM
students. Participants completed pre-test and post-test assessments to measure conceptual understanding before
and after exposure to the instructional demonstration. Results showed an increase in mean scores from 8.20 to
12.40, representing a 51.22% improvement.
A paired-samples t-test indicated that the increase was statistically significant, t(9) = 8.20, p < 0.001. The
findings suggest that the developed instructional system effectively improves students’ understanding of TEM
principles while providing an affordable alternative to expensive microscopy equipment. The study highlights
the potential of low-cost, interactive STEM instructional tools for enhancing science education in resource-
limited learning environments.
INTRODUCTION
This study explored the challenges students face in understanding the imaging principles of Transmission
Electron Microscopy (TEM), particularly scanning, signal detection, and image reconstruction, due to the
abstract nature of electron optics and limited access to microscopy equipment. To address this educational gap,
the researchers developed a single-point optical scanning instructional model that uses visible-light components
such as lasers, sensors, and stepper motors to simulate TEM imaging principles on a macro scale.
The study emphasized the importance of hands-on and visual learning approaches in improving conceptual
understanding of complex scientific topics, especially in resource-limited educational settings in the Philippines.
The project aimed to determine whether the developed model could improve students’ understanding of TEM
concepts through interactive demonstrations and pre-test/post-test evaluation methods (Smith et al., 2022;
DOST, 2021; Zaman & Patel, 2023).
The Objective of this paper was to design a system where TEM learning can be achieved easier and better
through a hands-on experience.
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Figure 1
Conceptual Framework
REVIEW OF RELATED LITERATURE
Ruska (1987) translated electromagnetic theory into practical high-resolution imaging by demonstrating that
magnetic fields could act as electron lenses, leading to the first operational transmission electron microscope.
However, despite such technological advances, Adi and Azra (2023) found that many high school students still
struggle with the abstract concept of atomic structure, underscoring the need for more engaging instructional
materials. This difficulty is compounded by findings from Liu and Lesniak (2016), who observed that while
understanding topics like chemical reactions develops in a predictable sequence from sixth to twelfth grade,
individual learning rates vary, highlighting the importance of adaptive teaching methods to guide students
through different stages of abstract thought.
Freed et al. (2020) showed that interactive online electron microscopy platforms with lectures and virtual lab
practice can replicate many benefits of in-person training, enhancing accessibility and engagement.
Complementing this, Kumar et al. (2022) found that while digital tools support learning, students still benefit
greatly from interactive, experiential methods that simulate real lab activities; without such tools, learners may
struggle with complex TEM concepts like beam interaction and image formation. Wolf et al. (2020) further
demonstrated that remote-access microscopy programs boost STEM engagement and conceptual understanding
among preteen learners by allowing virtual interaction with advanced equipment. Building on these insights, Liu
(2025) proposed an integrated teaching framework for TEM lab education that combines theory with guided
practical experimentation, improving comprehension of abstract microscopy principles.
In the context of educational application, recent literature confirms that microscopy technologies and model-
based instructional tools significantly enhance science learning and student engagement. Lim et al. (2024)
developed a low-cost educational CT scanner prototype using optical scanning to simulate tomographic
reconstruction, showing how interactive visualization aids understanding of complex imaging mechanisms.
Similarly, Panganiban (2020) found that indigenous and low-cost teacher-made science materials improved
academic performance and attitudes among high school students, serving as effective alternatives to traditional
lab apparatus. Likewise, Low et al. (2025) demonstrated that virtual 3D SEM technology increased student
motivation and conceptual retention by making microscopic imaging more interactive and accessible. Extending
these findings to related imaging technologies, Waheed et al. (2024) designed a portable compound microscope
INPUT
PROCESS
OUTPUT
OUTCOME
TEM
Learning
Challenges
Instructional
Tool
Design and
Construction of
the Instructional
Model
Classroom
Implementation
and Instructional
Demonstration
Pre-test and Post-
test Surveys to
Assess
Understanding
Improved
Student
Understandin
g of TEM
Principles
Increased
Conceptual
Clarity
Evidence of
Learning
Gains
Greater
Knowledge
and
Confidence in
STEM Topics
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for interactive bioscience education, further proving that low-cost, portable imaging devices can improve
accessibility and hands-on scientific learning in classroom settings.
Despite advances in virtual microscopy and model-based STEM instruction, few studies have developed a low-
cost physical system that demonstrates TEM scanning, signal detection, and image reconstruction using visible-
light components. This gap motivated the development of the proposed Single-Point Optical Scanning
Instructional System.
METHODOLOGY
This study employed a mixed-methods project-based research design involving the development of a Single-
Point Optical Scanning Instructional System and the evaluation of its effectiveness as a teaching aid for
Transmission Electron Microscopy (TEM) principles. The study was conducted at Mindanao State University–
Maigo School of Arts and Trades. The primary participants of the study were ten (10) senior high school STEM
students who completed the pre-test and post-test assessments. Science teachers were also invited to observe and
evaluate the instructional model; however, only student assessment scores were included in the quantitative
analysis. The research instrument consisted of a pre-test and post-test questionnaire designed to measure
participants' conceptual understanding of TEM principles, including scanning mechanisms, signal detection, and
image reconstruction. The questionnaire contained 10 items in multiple-choice format and 2 more essay type
questions. To ensure content validity, the instrument was reviewed by science teachers and research advisers
with experience in STEM education prior to administration. Necessary revisions were made based on their
recommendations. The developed prototype utilized a laser module, optical sensors, stepper motors, a turntable
mechanism, an Arduino Uno microcontroller, and visualization software. During the demonstration, the system
simulated the scanning and image reconstruction processes used in Transmission Electron Microscopy through
visible-light scanning and sensor-based data acquisition. Participants completed the pre-test before the
instructional demonstration and the post-test immediately after the activity. Quantitative data were analyzed
using descriptive statistics, including mean scores and percentage improvement. To determine whether the
observed improvement between pre-test and post-test scores was statistically significant, a paired-samples t-test
was conducted. Qualitative observations and participant feedback were also collected to evaluate the
instructional effectiveness and operational performance of the prototype.
Presentation, Analysis, And Interpretation Of Data
Results from the pre-test and post-test assessments indicated a substantial improvement in students' conceptual
understanding of Transmission Electron Microscopy principles after exposure to the developed instructional
model. The mean pre-test score was 8.20, while the mean post-test score increased to 12.40, representing a
51.22% improvement.
To determine whether this improvement was statistically significant, a paired-samples t-test was performed using
the pre-test and post-test scores of the ten participating students. The analysis revealed a statistically significant
increase in performance, t(9) = 8.20, p < 0.001. These findings indicate that the observed improvement was
unlikely to have occurred by chance and suggest that the instructional model effectively enhanced students'
understanding of TEM concepts. The results support the use of interactive and visualization-based instructional
tools for teaching complex scientific concepts that are otherwise difficult to observe directly in conventional
classroom settings.
The findings suggested that the interactive and observable nature of the prototype helped students better
understand abstract concepts such as point-by-point scanning, signal detection, and image reconstruction.
Furthermore, the study demonstrated that low-cost and locally assembled instructional materials can effectively
simulate advanced scientific equipment for educational purposes, making complex STEM concepts more
accessible in resource-limited learning environments (Panganiban, 2020; Umanah & Sunday, 2025).
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Figure 2
Block Diagram of the Single-Point Optical Scanning Instructional System
Figure 3
Sharp GP2Y0A51SK infrared sensor used for detecting reflected light intensity during scanning
Figure 4
Complete Z-Axis Actuator is the one responsible for stabilizing motion of the infrared sensor on the Z-axis
Figure 5
Turntable Format instruction on how to assemble the complete turntable
Figure 6
Arduino UNO is the microchip responsible for software functions of the device
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Table 1
Budgeting and Cost of Materials
No.
Product
Description
Quantity
Unit Price
Total Price
1
KY-008 Laser
Module
Light source for scanning
1
32
32
2
28BYJ-48 Stepper
Motor
Controls scanning
movement
2
50
100
3
ULN2003
Microcontroller
Controls the stepper motor
1
20
20
4
Adafruit
TSL2591
Light intensity sensor
1
605
605
5
Tactile Switches
Limit switch for
movement
5
27
135
6
Sharp 0A51SK
Infrared sensor
1
435
435
7
Arduino UNO
Main system controller
1
605
605
8
5V Power Supply
Power source for the
system
1
100
100
9
8mm Threaded Rod
Z-axis Actuator
Part
1
284
284
TABLE 1: Budgeting and Cost of Materials Continuation
No.
Product
Description
Quantity
Unit Price
Total Price
10
8mm Steel Support
Shaft
Z-Axis Actuator
Part
1
248
248
11
2 Axis analog
Joystick
Manual Controls
1
Recycled
component
0
12
Breadboard
Perf Board substitute
1
Recycled
0
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component
13
Jumper Cable
Solid Core wire Substitute
20
Recycled
component
0
14
Linear Bearings
Reduces friction
2
180
360
Operation of the Single-Point Optical Scanning Instructional System
The developed instructional system was designed to simulate the fundamental imaging principles of
Transmission Electron Microscopy using visible-light components and macro-scale scanning mechanisms. The
system consists of a KY-008 laser module, Adafruit TSL2591 light sensor, Sharp GP2Y0A51SK infrared sensor,
28BYJ-48 stepper motors, a motorized turntable, a Z-axis actuator, an Arduino Uno microcontroller, and image
visualization software. During operation, the laser module emits a focused beam of visible light toward the target
object to act as a guide to show where the infrared light is being beamed at. The stepper motors and turntable
control the movement of the object and scanning assembly, allowing the laser to scan the target point by point.
As light interacts with the surface of the object, the sensors detect variations in reflected light intensity and
position. These measurements are transmitted to the Arduino Uno, which coordinates motor movement, collects
sensor data, and sends the information to the visualization software. The software processes the point cloud
model and using 3D reconstruction software like Blender, the point cloud model can be processed to form a
smooth 3D model. This process mimics the scanning, signal detection, and image reconstruction stages of
Transmission Electron Microscopy. Although the system uses visible light rather than electrons, it enables
students to observe and understand the fundamental principles of point-by-point image formation in an accessible
and interactive manner.
Figure 7
Point cloud model of a roll of tape rendered in meshlab
Figure 8
The same point cloud model only this time processed in blender
Table 2
Pre-test and Post-test Scores of Students
Students
Pre-test Scores
Post-test Scores
1
8
12
2
7
13
3
7
10
4
4
12
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5
7
11
6
10
13
7
8
12
8
11
14
9
10
14
10
10
13
Table 3
Pre-Test and Post-Test Scores Mean
Participant Group
Mean Pre-test Score
Mean Post-test Score
Students
8.20
12.40
Table 4
Percentage Increase
Participant Group
Percentage Increase
Students
51. 22 %
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Study Limitations
Several limitations should be considered when interpreting the findings of this study. First, the study involved
only ten (10) student participants, which limits the generalizability of the results to larger student populations.
Second, the study did not include a control group, making it difficult to determine whether the observed
improvements were solely attributable to the instructional model or influenced by other factors. Third, because
the same participants completed both the pre-test and post-test, a learning effect may have occurred, wherein
familiarity with the assessment instrument contributed to improved scores. Despite these limitations, the findings
provide preliminary evidence supporting the effectiveness of the developed instructional system as a teaching
tool for Transmission Electron Microscopy principles. Future studies should involve larger sample sizes, control-
group comparisons, and long-term assessments of knowledge retention to strengthen the validity of the findings.
CONCLUSION
The study concluded that the single-point optical scanning instructional model is an effective and affordable
teaching tool for demonstrating the imaging principles of Transmission Electron Microscopy. The system
successfully transformed abstract and invisible scientific processes into observable and interactive learning
experiences, significantly improving students’ conceptual understanding and engagement. The findings
supported the hypothesis that hands-on instructional tools enhance comprehension of advanced scientific
concepts while also offering a practical alternative to expensive laboratory equipment. The researchers
recommended integrating similar model-based learning tools into STEM instruction, expanding future studies
using larger participant groups, improving software visualization capabilities, and further developing low-cost
educational technologies for teaching complex scientific systems (Lim et al., 2024; Low et al., 2025).
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Recommendations
Future research should involve larger sample sizes, control-group comparisons, improved image reconstruction
software, additional instructional features to further validate and enhance the educational effectiveness of the
system and video documentation to provide better evidence of learning enhancements.
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