Modified Hybrid Taxonomy: Effects on Academic Performance, Creativity, ProblemSolving, and Self-Regulation of STEM Students

AUTHOR(S)

GIVEN GOMEZ PINEDA

ABSTRAK

—— Many studies have identified the development of higher-order thinking skills as a major challenge in higher education in the Philippines, particularly in Science, Technology, Engineering, and Mathematics (STEM). This study aimed to examine the effects of a Modified Hybrid Taxonomy, which integrates Bloom’s Revised Taxonomy and Marzano’s New Taxonomy, on the academic performance, creativity, problem-solving ability, and self-regulation of STEM students at Our Lady of Fatima University–Pampanga Campus. Anchored in Self-Regulated Learning Theory, the study employed a mixed-methods embedded design incorporating a quasiexperimental one-group pretest–posttest approach. The participants consisted of 46 STEM students selected through purposive sampling. Quantitative data were collected using standardized pretest and posttest assessments and students’ final grades to measure academic performance, while survey instruments were used to assess creativity, problem-solving, and self-regulation. Qualitative data were obtained through open-ended survey responses and focus group discussions to capture students’ experiences and perceptions. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data were analyzed through thematic analysis. Findings revealed a significant improvement in students’ academic performance, as evidenced by higher posttest scores compared to pretest results, indicating enhanced conceptual understanding. Additionally, students demonstrated high levels of creativity, problem-solving skills, and self-regulation after the implementation of the instructional model. Qualitative findings further indicated increased engagement, deeper learning, and improved independent learning behaviors among students. Although initial challenges related to workload and adjustment to blended learning were reported, these difficulties were temporary and contributed to the development of higher-order thinking and self-directed learning. Overall, the results suggest that the Modified Hybrid Taxonomy is an effective instructional framework for enhancing multiple dimensions of learning among STEM students.