Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Lipa City

Lipa City Senior High School

Aquaponics as an Innovative Approach for Enhancing Agricultural

Awareness: Examining Benefits, Challenges, and
Future Prospects in Educational Setting

A Research Paper Presented to

The Faculty of Lipa City Senior High School
Lipa City, Batangas

In Partial Fulfillment of the

Requirements for the subject
Inquiries, Investigations, and Immersion

By:
Bautista, Leomar Ben P.
Borela, Renniel R.
Corpuz, Bianca M.
Laluon, Cashie Faye U.
Leynes, John Lloyd L.
Morcilla, Janelle E.
Palomino, Ariane Mae G.
Peralta, Ma. Cassandra R.
Quizana, Gerry V.
Salvatierra, Kurt Dustine S.
Senorin, Jamaica F.

June, 2023

1
 APPROVAL SHEET

This research paper entitled, Aquaponics as an Innovative Approach for Enhancing

Agricultural Awareness: Examining Benefits, Challenges, and Future Prospects in
Educational Setting, prepared and submitted by Leomar Ben P. Bautista, Renniel R. Borela,
Bianca M. Corpuz, Cashie Faye U. Laluon, John Lloyd L. Leynes, Janelle E. Morcilla, Ariane Mae
G. Palomino, Ma. Cassandra R. Peralta, Gerry V. Quizana, Kurt Dustine S. Salvatierra, and
Jamaica F. Senorin of STEM-12-Einstein in partial fulfillment of requirements for the subject,
INQUIRIES, INVESTIGATIONS, AND IMMERSION, has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION.

YVETTE A. LANDICHO, LPT, MAEd

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with the grade of ___________.

Dr. PABLO A. REGALARIO, LPT

CHAIR

JEAN ZARA, LPT SIMON PANESA, LPT

Member Member

Accepted and approved in partial fulfillment in the requirements of the subject, Inquiries,
Investigations and Immersion.

Oral Examination passed on May ________, 2023.

NELSON V. EVANGELISTA
Principal II, LCSHS

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 ACKNOWLEDGEMENT

The successful completion of this research paper would not have been possible without the

invaluable help and support of numerous individuals. The developers would like to express their

deep gratitude and acknowledge the following:

To their 3I’s and Immersion adviser, Ma’am Yvette Landicho and Ma’am Lobelle

Diusdado, for their guidance and expertise throughout this research. Their wisdom and insightful

comments greatly enhanced the quality and depth of the work.

To the panelists, whose constructive criticisms and feedback provided valuable

perspectives and helped improve the project.

To their classmates and friends, whose encouragement and support served as a motivating

force in reaching the finish line of this project.

To their family members, whose unwavering support and encouragement throughout the

entire process were sources of strength and inspiration.

A special mention to Ms. M. Leynes for her invaluable suggestions and moral support,

which played a significant role in the completion of this project.

Lastly, the researchers would like to express their heartfelt gratitude to God for His

blessings, strength, and wisdom. Without His divine guidance, this project would not have been

possible.

Thank you to all who have contributed to the realization of this research paper. May God

bless each and every one of you.

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 DEDICATION

This project is filled with heartfelt dedication to our beloved families: the Leynes Family,

the Bautista Family, the Borela Family, the Corpuz Family, the Laluon Family, the Morcilla

Family, the Peralta Family, the Palomino Family, the Quizana Family, and the Salvatierra Family.

Your unwavering support, both financial and emotional, has been instrumental in our success

throughout this endeavor.

We also extend our sincerest gratitude to our dear friends who have stood by us and

provided invaluable assistance throughout our journey in bringing this project to fruition. Your

contributions have been truly meaningful and have made a significant impact on our

accomplishments.

A special mention goes to our esteemed 3I’s adviser, whose guidance and support have

played a vital role in making this project a reality. We express our utmost appreciation for your

efforts and belief in our abilities.

Furthermore, we offer our deepest thanks to the Almighty God, who has granted us the

strength and wisdom to complete this project. Your divine guidance has been an endless source of

inspiration, and we are humbled by your blessings.

Our profound gratitude goes out to each and every one of you who has played a crucial role

in the realization of this work. Your unwavering support and faith in our capabilities have fueled

our determination to contribute to this Capstone project. May this dedication serve as a small token

of our immense appreciation and gratitude.

Thank you all sincerely for everything you have done.

4
 Aquaponics as an Innovative Approach for Enhancing Agricultural
Awareness: Examining Benefits, Challenges, and
Future Prospects in Educational Setting
Leomar Ben P. Bautista, Renniel R. Borela, Bianca M. Corpuz, Cashie Faye U. Laluon,
John Lloyd L. Leynes, Janelle E. Morcilla, Ariane Mae G. Palomino, Ma. Cassandra R. Peralta,
Gerry V. Quizana, Kurt Dustine S. Salvatierra, Jamaica F. Senorin
Lipa City Senior High School; Lipa City,Batangas; johnlloydl.leynes@gmail.com; 09552819253

Keywords:
Aquaponics, Symbiotic Relationship, Functionality, Reliability, Usability, Efficiency

Abstract:

Aquaponics, a sustainable system that combines aquaculture and hydroponics, has gained

recognition as an educational tool worldwide. This research paper aims to explore the benefits,

challenges, and implications of utilizing aquaponics in educational settings. The specific

components used in the construction of aquaponics systems are discussed, along with the benefits

and challenges encountered by students during the construction process. Evaluation scores

provided by students regarding functionality, reliability, usability, and efficiency of the aquaponics

system are analyzed. The potential implications of implementing aquaponic systems in educational

settings are also examined.

The project methodology involves planning, researching, acquiring necessary equipment

and materials, construction and design, and testing and evaluation. The construction of an

aquaponics system involves key components such as a fish tank, water pump, grow bed, and

biofilter. Students involved in the construction process experience benefits such as hands-on

learning, integration of interdisciplinary concepts, problem-solving skills, collaboration, and real-

world application of knowledge. However, challenges such as acquiring materials, system design,

funding, and maintenance are also encountered, providing valuable learning opportunities.

Based on student evaluations, the aquaponics system is found to be functional, reliable,

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usable, and efficient. Implementing aquaponic systems in educational settings has the potential to

enhance student learning experiences, promote sustainability, and prepare students for careers in

sustainable agriculture and environmental science. Recommendations include incorporating

aquaponics into the curriculum, developing comprehensive implementation guides, providing

support and training for educators, and conducting further research on the impact of aquaponics

on student learning outcomes and environmental awareness.

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1 INTRODUCTION

Aquaponics is an innovative and sustainable system that combines aquaculture (raising

aquatic animals) and hydroponics (growing plants with minimum use of soil) to produce fish and

vegetables in a closed-loop system that is mutually beneficial ecosystem for fish and plants (Fox

et al., 2010). According to Somerville et al. (2014), aquaponics has gained increasing recognition

as an educational tool in recent years. By integrating scientific principles, hands-on experience,

and environmental stewardship, aquaponics offers a unique and engaging learning platform for

students of all ages.

Globally, aquaponics has gained significant attention as an innovative educational tool

(Suhl et al., 2016; Somerville et al., 2014; Love et al., 2015). Studies from various parts of the

world highlight the interconnectedness of ecosystems, sustainable agriculture practices, and

responsible resource management that aquaponics offers. By combining fish, plants, and beneficial

bacteria in a symbiotic relationship, aquaponics creates a self-sustaining ecosystem where

nutrients are recycled, water is conserved, and crops are grown without soil. Through the

integration of biology, chemistry, environmental science, and even entrepreneurship, this

interdisciplinary approach offers students a dynamic learning environment.

The implementation of aquaponics in educational settings has demonstrated positive

impacts on student learning outcomes, engagement, and critical thinking abilities (Somerville et

al., 2014). Students actively participate in designing, constructing, and maintaining aquaponic

systems, fostering a deeper understanding of scientific concepts and problem-solving skills (Love

et al., 2015). Additionally, the immersive nature of aquaponics draws students in, inspiring them

to investigate challenging subjects and developing in them a lifelong enthusiasm for environmental

care. Students' readiness for future problems is further improved by the practical skills they acquire

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in project management, cooperation, and collaboration. Aquaponics fosters environmental

awareness and encourages sustainability techniques such as localized food production, decreased

water use, and a ban on chemical inputs. Even though there are difficulties, such as high initial

expenditures and system upkeep, thorough planning, continuing assistance, and collaboration

between educators and stakeholders guarantee successful incorporation into educational curricula

(Suhl et al., 2016).

In the Philippines, the use of aquaponics as an educational tool has gained significant

attention, as evidenced by multiple studies conducted in the country. Abad and Dominguez (2019)

present a case study that explores the implementation of aquaponics in an educational setting and

highlights its positive impact on student learning outcomes, particularly in terms of knowledge

acquisition and critical thinking skills. While De Vera and Bitong (2017) emphasize the

interdisciplinary nature of aquaponics and its potential as an innovative learning platform in

Philippine education, demonstrating how it enhances student engagement and deepens their

understanding of scientific concepts. Encarnacion (2018) focuses on the role of aquaponics in

promoting sustainable agriculture locally, emphasizing its environmental benefits such as water

conservation and chemical-free food production, while instilling environmental awareness among

students. Torio and Tapay (2019) examine the potential of aquaponics in Philippine education from

the viewpoint of teachers, underlining the significance of teacher support and training as well as

cooperation between educators and stakeholders for successful integration. Taking into account a

variety of factors like student learning results, interdisciplinary learning, sustainability, and teacher

views, these studies collectively show the beneficial impact and promise of aquaponics as an

educational tool in the Philippines.

The written report by Tababa (2023) emphasizes aquaponics' educational potential. In his

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news article, an agricultural enthusiast from Taal, Batangas, are highlighted for their work

promoting aquaponics and acting as educators, encouraging others to create their own aquaponic

systems. It also features the commitment of these enthusiasts to helping people regardless of their

background or means exemplifies how inclusive and instructive aquaponics is. According to

Tababa (2023), through hands-on learning experiences and support, aquaponics can become a

valuable educational tool, fostering environmental awareness, promoting sustainable agriculture

practices, and empowering aspiring farmers and enthusiasts.

Aquaponics as an educational tool holds immense potential, necessitating further research

to explore its benefits, challenges, and implications. By integrating aquaponic systems into

schools, students can engage in hands-on learning experiences and develop practical skills in

STEM subjects. The interdisciplinary nature of aquaponics enables students to grasp scientific

concepts, understand the technology involved, and appreciate the interconnectedness of

ecosystems. Additionally, aquaponics fosters awareness and education regarding sustainable food

production, encouraging healthy eating habits and promoting environmental sustainability.

Through the cultivation of fish and plants in a symbiotic environment, students gain firsthand

knowledge of resource conservation, water management, and the significance of biodiversity.

Therefore, researching aquaponics as an educational tool specifically to become a student’s project

might highlight its potential for enhancing student learning experiences and fostering a generation

dedicated to sustainable practices.

1.1 Statement of the Purpose

This research paper aims to provide answers to the following question:

1. What are the specific components used in the construction of aquaponics system?

2. What are benefits and challenges encountered of the students in making aquaponics?

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 3. What are the evaluation scores provided by students for the aquaponics system developed

in terms of;

3.1 functionality

3.2 reliability

3.3 usability

3.4 efficiency

4. What are the potential implications of implementing aquaponic systems in educational

setting?

2 METHODOLOGY

Project Concept

The main purpose of this project is to assess and determine the benefits, challenges, and

implications of utilizing aquaponics as an educational tool or project. This involves investigating

the educational value of aquaponics and its potential to enhance students' learning experiences and

understanding. Additionally, the project aims to identify the challenges and obstacles encountered

during the implementation of aquaponics in educational settings and to propose potential solutions

and strategies for overcoming these challenges.

Furthermore, the project seeks to explore the broader implications of using aquaponics as

an educational tool, such as its impact on promoting environmental awareness, fostering

interdisciplinary integration, and developing critical thinking and problem-solving skills among

students. The project strives to provide valuable insights into the educational potential of

aquaponics and its implications for sustainable and holistic learning.

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Development Methodology

In the process of developing the project, the developers utilized four methods, namely: (1)

Planning and Researching, (2) Acquiring necessary equipment and materials, (3) Construction and

Design, and (4) Testing and Evaluation.

The first phase, Planning and Researching, involved the developers creating initial

documentation and outlining their plans and goals. During this phase, extensive research was

conducted to gather information about the process of constructing an aquaponics system.

The second phase, acquiring necessary equipment and materials, focused on carefully

selecting high-quality materials. The developers considered factors such as durability,

functionality, and sustainability. They also prioritized the use of recyclable materials and took cost

into consideration when acquiring the necessary equipment and materials.

The third phase, Construction and Design, involved the actual construction process of the

aquaponics system. The developers utilized their research findings and planned designs to guide

the construction. Attention was given to ensuring the structural integrity of the system, as well as

optimizing its efficiency and functionality.

The fourth phase, Testing and Evaluation, encompassed the assessment of the constructed

aquaponics system. The developers conducted rigorous testing to evaluate its performance and

functionality. They monitored factors such as water quality, nutrient levels, and the overall growth

and health of the plants and fish. Based on the evaluation results, adjustments and improvements

were made as needed to optimize the system's performance. By following these four phases, the

developers were able to systematically plan, construct, and evaluate the aquaponics system,

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System Analysis and Design

The system analysis and design of the aquaponics system depicted in Figure 1.0 involves

understanding the requirements and objectives of the system, and then designing the components

and their interactions to achieve those goals efficiently. The analysis phase involves studying the

specific needs of the fish, plants, and bacteria, as well as considering factors such as water quality,

temperature, and pH balance. The design phase focuses on creating an integrated system that

ensures the flow of water, nutrients, and waste in a controlled and optimized manner. It includes

determining the appropriate sizing and capacity of the fish tank, biofilter, and grow bed, as well as

selecting suitable materials and technologies. Additionally, considerations for monitoring and

control systems, such as sensors for water quality and automated pump control, are incorporated

into the design. The overall aim is to create a well-balanced and sustainable aquaponics system

that maximizes fish and plant productivity while maintaining optimal environmental conditions.

Figure 0.1 provides a visual representation of the interdependencies and functions of the

key components within an aquaponics system, demonstrating the closed-loop nature of the system

and its ability to promote both fish and plant growth. The system consists of a fish tank, biofilter,

and grow bed, which work together symbiotically to create a self-sustaining ecosystem.

Figure 0.1 Animated Design for Aquaponics System

Figure 0.2 presents the water cycle diagram for aquaponics system. The fish tank serves as

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a habitat for fish, representing the aquatic side of the aquaponics system. The fish produce waste,

rich in nutrients, which is essential for plant growth. This waste is then directed to the biofilter.

The biofilter acts as a crucial intermediary component. It houses beneficial bacteria that convert

toxic ammonia, produced by fish waste, into nitrates. This process, called nitrification, ensures the

water remains safe and suitable for both the fish and plants. The filtered water, now free of harmful

ammonia, is then transported to the grow bed. The grow bed contains a medium, such as gravel or

clay pellets, in which plants are cultivated. The nutrient-rich water from the biofilter is distributed

throughout the grow bed, providing vital nutrients to the plants. The plants in the grow bed take

up the nutrients from the water, effectively removing them and purifying the water in the process.

The purified water is then returned to the fish tank, completing the cycle.

Figure 0.2 Water Cycle Diagram for Aquaponics System

Project Testing and Evaluation

The researchers randomly selected 41 Science, Technology, Engineering and Mathematics

students to evaluate the work (aquaponics project) of their fellow classmate. The instrument used

for evaluation is a self-made likert scale survey questionnaire and it was administered after the

presentation of the work. The researchers determine the results by using statistical method

specifically by finding the weighted mean and composite mean.

Table 1.1 Illustrates the range and verbal interpretation of the score rating of the benefits,

functionality, reliability, usability, and efficiency of the aquaponic system. This served as a basis

13
of the interpretation of the results that were collected in the survey questionnaires

The functionality of the system refers to its ability to maintain the symbiotic relationship

between fish and plants effectively. Reliability evaluates the system's consistency and stability in

providing the necessary conditions for plant growth and fish health. Usability considers the ease

of operation and maintenance of the system. Efficiency assesses the resource utilization and

productivity of the system.

Table 1.1 Range of Verbal Interpretation

Range Verbal Interpretation

4.50 – 5.00 Strongly Agree
3.50 – 4.49 Agree
2.50 – 3.49 Fair
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree

Table 1.2 Illustrates the range and verbal interpretation of the score rating of the challenges

encountered by the students in making aquaponic system from a scratch. This served as a basis of

the interpretation of the results that were collected in the survey questionnaires.

Table 1.2 Range of Verbal Interpretation

Range Verbal Interpretation

4.50 – 5.00 Extremely Challenging
3.50 – 4.49 Very Challenging
2.50 – 3.49 Moderately Challenging
1.50 – 2.49 Slightly Challenging
1.00 – 1.49 Not Challenging at all

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3 RESULTS AND DISCUSSION

Main Components of the Aquaponics System made by the Students from a Scratch

Figure1.1 Biofilter

The creation of the biofilter for the aquaponic project involved thorough research and

experimentation to identify the most suitable materials. A one-liter container was selected as the

ideal vessel to house the essential components responsible for filtering the water flowing from the

fish tank. The biofilter incorporates several key elements, including gravel, charcoal, aquarium

filter sheets, foam, and 3.8mm stainless. These components work in harmony to effectively remove

impurities and maintain water quality within the system. To establish a seamless connection

between the biofilter and the grow bed, the developers ingeniously devised a medium. This

medium was constructed using 1/2 PVC pipe, L and T shape elbow fittings, and securely bonded

together with PVC cement. By implementing this well-researched approach, the biofilter ensures

efficient water filtration and seamless integration with the grow bed, contributing to the overall

success and sustainability of the aquaponic project.

According to Goddek et al. (2018), biofilters are a key component of aquaponic systems

because they provide surfaces for nitrifying bacteria to convert hazardous ammonia to nitrate. The

presence of biofilters in aquaponic systems ensures the removal of toxic ammonia, promotes water

quality, and provides a nutrient source for plant growth. They create a symbiotic relationship

15
between the fish, bacteria, and plants, contributing to the overall success and productivity of the

aquaponic system (Rakocy et al., 2004).

Figure 1.2 Fish Tank

The construction of the fish tank involved meticulous selection of the most suitable

materials to ensure its durability and functionality. A key element of the project is a 50-liter storage

container, carefully chosen to serve as the foundation for housing the fish and water. This container

also accommodates an oxygen-producing motor that will support the fish's well-being. To facilitate

the setup of the grow bed and biofilter, a rectangular piece of ½ PVC was cut and firmly attached

to the storage container using PVC cement. This arrangement provides a stable platform for the

grow bed and biofilter to rest upon, ensuring proper integration and functionality within the

aquaponic system. Through this thoughtful approach to material selection and construction, the

fish tank is designed to provide an optimal environment for the fish, supporting their health and

promoting the success of the overall aquaponic project.

According to Somerville, C., and Rusten, B. (2019), the fish tank in aquaponic systems is

responsible for the creation of fish waste, particularly ammonia, which acts as the primary nutrition

source for the plants.

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 Figure 1.3 Grow Bed

The design and construction of the grow bed for the aquaponic project was meticulously

planned and executed, taking into account extensive testing and research on the best materials to

use. With careful consideration, basic supplies such as plastic cups filled with nutrient-rich soil

and selected plants were strategically placed in two-gallon containers, each equipped with six holes

for optimal growth. To facilitate the integration of the grow bed with the fish tank, medium

developers were employed. These developers included drilling a two-gallon cap and incorporating

a PVC elbow and 1/2 PVC pipe to establish a seamless connection between the grow bed and the

fish tank. Through this thoughtful approach to material selection and implementation, the

aquaponic system's grow bed is poised to provide an ideal environment for the plants, fostering

their growth and ensuring a successful aquaponic venture.

According to Rakocy et al. (2006), grow beds serve as the primary site for plant cultivation.

The grow bed provides physical support for plant roots and facilitates the uptake of nutrients from

the water.

The Benefits and Challenges Encountered of the Students in Making Aquaponics

Table 2.1 presents the perceived benefits receive by the students in making aquaponics

from a scratch. The students agreed that making aquaponics provides opportunities for hands-on

learning with a weighted mean of 4.45. The students agreed that making aquaponics develops their

17
problem-solving and critical thinking abilities with a weighted mean of 4.27. The students agreed

that the making aquaponics fosters collaboration and teamwork with a weighted mean of 3.72. The

students agreed that the making aquaponics from a scratch encourages them to take responsibility

and self-sufficiency with a weighted mean of 4.45. Lastly, the students agreed that the aquaponics

connects classroom knowledge to real-world application with a weighted mean of 4.09. Overall,

the aquaponics is agreed to be beneficial in students’ growth and learning, and has a 4.19 composite

mean.

Table 2.1 Perceived benefits receive by the students in making aquaponics

Statements WM Verbal Interpretation

1. Benefits
1.1 Aquaponics provides opportunities for hands-on
learning.
4.45 Agree

1.2 Aquaponics develops problem-solving and critical 4.27 Agree

thinking abilities.

1.3 Aquaponics fosters collaboration and teamwork. 3.72 Agree

1.4 Aquaponics encourages responsibility and self- 4.45 Agree

sufficiency.

1.5 Aquaponics connects classroom knowledge to real- 4.09 Agree

world applications.

Composite Mean 4.19 Agree

Table 2.2 displays the challenges encountered by the students in making aquaponics from

a scratch. The students decide that acquiring necessary materials and equipment for aquaponics is

very challenging with a weighted mean of 3.81. The students decide that designing and

constructing the aquaponics system is very challenging for them with a weighted mean of 3.90.

The students tell that balancing the needs of fish and plants in the system is very challenging with

a weighted mean of 4.18. The students tell that securing funding or resources for the project is very

18
challenging with a weighted mean of 3.72. Lastly, the students tell that addressing system

maintenance and repairs is very challenging with a weighted mean of 4.18. Overall, the aquaponics

is agreed to be very challenging project, and has a 3.84 composite mean.

Table 2.2 Challenges encountered by the students in making aquaponics

Statements WM Verbal
Interpretation

2. Challenges
2.1 Acquiring necessary materials and equipment. 3.81 Very Challenging

2.2 Designing and constructing the aquaponics system.

3.90 Very Challenging

2.3 Balancing the needs of fish and plants in the 4.18 Very Challenging
system.

2.4 Securing funding or resources for the project. 3.72 Very Challenging

2.5 Addressing system maintenance and repairs. 3.63 Very Challenging

Composite Mean 3.84 Very Challenging

Testing and Evaluation of Aquaponics

Table 3.1 presents the summary of the result of the aquaponics evaluation for the students

in terms of the aquaponics functionality. The students strongly agreed that the aquaponics

effectively supports the life cycle of tilapia fish and promotes their overall health and well-being

with a weighted mean of 4.56. The students strongly agreed that the combination of tilapia fish

and plants in the aquaponic system creates a visually appealing and symbiotic environment with a

weighted mean of 4.54. The students strongly agreed that the aquaponic system demonstrates

excellent functionality by efficiently cycling of fish and plants, creating a self-sustaining

ecosystem that promotes thriving tilapia fish and lush, healthy plant growth with a weighted mean

of 4.68. The students agreed that the water quality remains consistently suitable for tilapia fish,

promoting their growth and vitality with a weighted mean of 3.58. Lastly, the students strongly

19
agreed that the plants display healthy and robust growth, indicating successful nutrient uptake from

fish waste with a weighted mean of 4.56. Overall, the aquaponics functionality has a 4.38

composite mean with agree verbal interpretation.

Table 3.1 Summary of the Result of Evaluation for the Students in Terms of Functionality

Statements WM Verbal Interpretation

A. Functionality
1. The aquaponic system effectively supports the life 4.56 Strongly Agree
cycle of tilapia fish and promotes their overall
health and well-being.

2. The combination of tilapia fish and plants in the

aquaponic system creates a visually appealing and 4.54 Strongly Agree
symbiotic environment.

3. The aquaponic system demonstrates excellent

functionality by efficiently cycling of fish and
plants, creating a self-sustaining ecosystem that 4.68 Strongly Agree
promotes thriving tilapia fish and lush, healthy
plant growth.

4. In the aquaponic setup, the water quality remains

consistently suitable for tilapia fish, promoting 3.58 Agree
their growth and vitality.

5. Plants in the aquaponic system display healthy and

robust growth, indicating successful nutrient 4.56 Strongly Agree
uptake from fish waste.

Composite Mean 4.38 Agree

Table 3.2 shows the summary of the result of the aquaponics evaluation for the students in

terms of the aquaponics reliability. The students strongly agreed that the aquaponics incorporate

built-in safeguards and fail-safe mechanisms to prevent system crashes and ensure the well-being

of fish and plants with a weighted mean of 4.58. The students agreed that the aquaponics use an

effective filtration and water recirculation mechanisms that help maintain optimal water quality

for tilapia fish and plants with a weighted mean of 4.48. The students strongly agreed that proper

20
maintenance practices can be observed, including regular monitoring of water parameters, cleaning

of filters, and ensuring the health of tilapia fish with a weighted mean of 4.60. The students strongly

agreed that the operating parameters, such as water temperature, pH levels, and nutrient

concentrations, are well managed and designed to support the specific requirements of tilapia and

plant growth in the aquaponic system with a weighted mean of 4.53. Lastly, the students strongly

agreed that the aquaponic system operates reliably, providing a stable and thriving environment

for both tilapia and plants with a weighted mean of 4.60. Overall, the aquaponics reliability has a

4.56 composite mean with strongly agree verbal interpretation.

Table 3.2 Summary of the Result of Evaluation for the Students in Terms of Reliability

Statements WM Verbal Interpretation

B. Reliability
1. Aquaponic systems designed for tilapia and plants
incorporate built-in safeguards and fail-safe 4.58 Strongly Agree
mechanisms to prevent system crashes and ensure
the well-being of both components.

2. The aquaponic system includes effective filtration

and water recirculation mechanisms that help 4.48 Agree
maintain optimal water quality for tilapia fish and
plant growth.

3. Proper maintenance practices can be observed,

including regular monitoring of water parameters, 4.60 Strongly Agree
cleaning of filters, and ensuring the health of tilapia
fish.

4. The operating parameters, such as water

temperature, pH levels, and nutrient concentrations,
are well managed and designed to support the 4.53 Strongly Agree
specific requirements of tilapia and plant growth in
the aquaponic system.

5. The aquaponic system operates reliably, providing

a stable and thriving environment for both tilapia 4.60 Strongly Agree
and plants

Composite Mean 4.56 Strongly Agree

21
 The Table 3.3 presents the summary of the result of the aquaponics evaluation for the

students in terms of the aquaponics usability. The students strongly agreed that the aquaponic

system incorporates a user-friendly interface that enables effortless system operation and control,

effortless adjustment of settings, convenient monitoring of water quality with a weighted mean of

4.65. The students agreed that the aquaponics provides simple and uncomplicated setup and

maintenance procedures, supplying users with clear instructions and guidance to easily assemble

and configure the system components, feed the fish, and perform routine maintenance tasks

without difficulty with a weighted mean of 4.36. The students agreed that aquaponics incorporates

monitoring capabilities that deliver real-time feedback and data on water parameters, fish behavior,

and plant health, guaranteeing convenient management and oversight with a weighted mean of

4.48. The students strongly agreed that the aquaponic system has the capability to monitor and

evaluate its overall performance, ensuring optimal conditions for the growth of tilapia fish and

plants with a weighted mean of 4.58. Lastly, the students strongly agreed that the aquaponic system

provides a seamless and intuitive interface, allowing users to effortlessly monitor the health of

tilapia fish and plants, adjust system settings, and access vital information for efficient

maintenance and care with a weighted mean of 4.58. Overall, the aquaponics usability has a 4.53

composite mean with strongly agree verbal interpretation.

22
 Table 3.3 Summary of the Result of Evaluation for the Students in Terms of Usability
Statements WM Verbal Interpretation
C. Usability
1. The aquaponic system incorporates a user-friendly
interface that enables effortless system operation 4.65 Strongly Agree
and control, effortless adjustment of settings,
convenient monitoring of water quality.

2. The aquaponic system provides simple and

uncomplicated setup and maintenance procedures,
supplying users with clear instructions and 4.36 Agree
guidance to easily assemble and configure the
system components, feed the fish, and perform
routine maintenance tasks without difficulty.

3. The aquaponic system incorporates monitoring

capabilities that deliver real-time feedback and
data on water parameters, fish behavior, and plant 4.48 Agree
health, guaranteeing convenient management and
oversight.

4. The aquaponic system has the capability to

monitor and evaluate its overall performance, 4.58 Strongly Agree
ensuring optimal conditions for the growth of
tilapia fish and plants.

5. The aquaponic system provides a seamless and

intuitive interface, allowing users to effortlessly
monitor the health of tilapia fish and plants, adjust 4.58 Strongly Agree
system settings, and access vital information for
efficient maintenance and care.

Composite Mean 4.53 Strongly Agree

Table 3.4 shows the summary of the result of the aquaponics evaluation for the students in

terms of the aquaponics efficiency. The students strongly agreed that the aquaponics are highly

efficient in their resource usage, minimizing water waste while providing essential nutrients for

plant growth through the fish waste with a weighted mean of 4.73. The students strongly agree that

the Aquaponic systems optimize nutrient absorption by providing a symbiotic relationship between

23
tilapia fish and plants, ensuring efficient nutrient cycling within the system with a weighted mean

of 4.58. The students strongly agreed that the aquaponic system utilized space efficiently, allowing

for the cultivation of both tilapia fish and plants in a compact and productive manner with a

weighted mean of 4.63. The students agreed that the aquaponic systems generally require less

energy compared to traditional agricultural methods while supporting the growth of both tilapia

and plants with a weighted mean of 4.46. Lastly, the students strongly agreed that the aquaponic

systems can potentially accelerate plant growth and provide a continuous harvest cycle,

maximizing productivity within a limited space with a weighted mean of 4.58. Overall, the

aquaponics efficiency has a 4.59 composite mean with strongly agree verbal interpretation.

Table 3.4 Summary of the Result of Evaluation for the Students in Terms of Efficiency

Statements WM Verbal Interpretation

D. Efficiency
1. Aquaponic systems designed for tilapia and plants
are highly efficient in their resource usage, 4.73 Strongly Agree
minimizing water waste while providing essential
nutrients for plant growth through the fish waste.

2. Aquaponic systems optimize nutrient absorption

by providing a symbiotic relationship between 4.58 Strongly Agree
tilapia fish and plants, ensuring efficient nutrient
cycling within the system.

3. Aquaponic systems can be designed to utilize

space efficiently, allowing for the cultivation of 4.63 Strongly Agree
both tilapia fish and plants in a compact and
productive manner.

4. Aquaponic systems generally require less energy

compared to traditional agricultural methods while 4.46 Agree
supporting the growth of both tilapia and plants.

5. Aquaponic systems can potentially accelerate plant

growth and provide a continuous harvest cycle, 4.58 Strongly Agree
maximizing productivity within a limited space.
Composite Mean
4.59 Strongly Agree

24
 Table 3.5 presents the overall evaluation scores provided by students for the aquaponics

system developed from a scratch. The results shows that the students perceived that the

aquaponics is functional with a composite mean of 4.38. The students strongly agree that the

aquaponic system is very reliable (4.56); very usable (4.53); and very efficient (4.59). The

overall evaluation provided by students for the aquaponics system developed has a 4.51 overall

composite mean with strongly agree verbal interpretation.

Table 3.5 Overall Evaluation scores provided by students for the aquaponics system
developed

Evaluation Component Composite Mean Verbal Interpretation

Functionality 4.38 Agree
Reliability 4.56 Strongly Agree
Usability 4.53 Strongly Agree
Efficiency 4.59 Strongly Agree
Overall 4.51 Strongly Agree

4 CONCLUSIONSAND RECOMMENDATIONS

Conclusions

1. The student’s construction of their aquaponics system involves several key components,

including a fish tank with water pump, grow bed, and biofilter. These components work

together to create a symbiotic relationship between fish and plants, where the waste

produced by the fish provides nutrients for the plants, and the plants purify the water for

the fish.

2. The students involved in the construction of the aquaponics system faced both benefits and

challenges throughout the process. The benefits of engaging students in building an

aquaponics system are numerous. Firstly, it provides a hands-on learning experience that

integrates concepts from various disciplines such as biology, chemistry, and environmental

25
 science. The students agreed that making aquaponics develops their problem-solving and

critical thinking abilities, fosters collaboration and teamwork, encourages them to take

responsibility and self-sufficiency, and connects classroom knowledge to real-world

application. However, the students also encountered challenges while constructing the

aquaponics system. Some of the common challenges include acquiring necessary materials

and equipment, designing and constructing the aquaponics system, balancing the needs of

fish and plants in the system, securing funding or resources for the project, and addressing

system maintenance and repairs. Though these challenges were interpreted by students as

very challenging, they provided a valuable learning opportunity for the students, teaching

them resilience, adaptability, and critical thinking skills

3. The evaluation scores provided by the students, the aquaponics system was assessed based

on functionality, reliability, usability, and efficiency. The students evaluated the

aquaponics system and was rated as functional, very reliable, very usable, and very

efficient.

4. Based on the findings of this study, the implementation of aquaponic systems in

educational settings has considerable potential consequences. For starters, hands-on

aquaponics system design and operation give students with a complete learning experience

that incorporates concepts from multiple disciplines, facilitating interdisciplinary learning

and practical application of information. While addressing difficulties related to system

design, maintenance, and balancing the demands of fish and plants, students learn problem-

solving and critical thinking abilities. The construction process also encourages student

collaboration, teamwork, and a sense of responsibility. Furthermore, the students' appraisal

of the aquaponics system demonstrates its functionality, dependability, use, and efficiency,

26
 proving its potential as a sustainable food production method. These findings imply that

incorporating aquaponic systems into educational settings can improve students' scientific

learning, raise sustainability awareness, and prepare them for possible careers in

sustainable agriculture and environmental science.

Recommendations

1. Based on the conclusion drawn, the education institutions may incorporate aquaponics into

the curriculum across various subjects and grade levels because it could enhance student's

growth and learning. This integration may also promote interdisciplinary learning and

provide students with a holistic understanding of the concepts involved.

2. The researchers suggest to develop a comprehensive guide before implementing aquaponic

systems in educational settings. By providing a comprehensive guide, educational

institutions can effectively facilitate the implementation of aquaponic systems, ensuring

that students receive the maximum educational benefits and promoting sustainability and

interdisciplinary learning in the classroom.

3. The researchers recommend that instructors and educators who are

establishing aquaponic systems in educational settings receive continued

support and training. This assistance can take the form of workshops,

seminars, and materials that assist educators in understanding the ideas and

practices of aquaponics, as well as how to effectively incorporate it into their

teaching. Teachers can confidently lead students in the installation and

27
 maintenance of aquaponic systems if they are equipped with the appropriate

information and abilities.

4. Further research and evaluation may be undertaken in order to continuously

examine the impact and usefulness of aquaponics as a teaching tool. They

might concentrate on assessing student learning outcomes, levels of

engagement, critical thinking skills, and long-term environmental awareness.

28
REFERENCES

Abad, M., & Dominguez, M. (2019). Aquaponics as an Educational Tool: A Case Study in the

Philippines. International Journal of Environmental and Rural Development, 10(2), 122-

128.

De Vera, A. J., & Bitong, R. T. (2017). Exploring Aquaponics as an Innovative Learning Platform

in Philippine Education. ASEAN Journal of Community Engagement, 1(2), 43-50.

Encarnacion, E. M. (2018). Aquaponics as an Educational Tool for Sustainable Agriculture in the

Philippines. Journal of Sustainable Development, 11(6), 125-134.

Fox, R. E., Bugbee, G. J., & Whiteside, A. (2010). The impact of aquaponics as a component of

food security in the community. Int. J. Agric. Res., 5(6), 359-368.

Goddek, S., Joyce, A., Kotzen, B., & Burnell, G. M. (2018). Aquaponics and hydroponics: A

comparison in terms of water usage, water quality, and lettuce growth. Water, 10(6), 708.

Love, D. C., Fry, J. P., Li, X., Hill, E. S., & Genello, L. (2015). Commercial aquaponics production

and profitability: Findings from an international survey. Aquaculture, 435, 67-74.

Rakocy, J. E., Bailey, D. S., Shultz, M. L., Danaher, J. J., & Thoman, E. S. (2004). Aquaponic

production of tilapia and basil: comparing a batch and staggered cropping system. Acta

Horticulturae, (648), 63-69.

Rakocy, J. E., Masser, M. P., & Losordo, T. M. (2006). Recirculating aquaculture tank production

systems: Aquaponics-integrating fish and plant culture (p. 16). SRAC Publication-Southern

Regional Aquaculture Center (454).

Somerville, C., Cohen, M., Pantanella, E., Stankus, A., & Lovatelli, A. (2014). Small-scale

aquaponic food production: Integrated fish and plant farming. FAO Fisheries and

Aquaculture Technical Paper No. 589.

29
Suhl, J., Danaher, T., & Brown, C. (2016). Aquaponics as a transformative learning system in

STEM education: A scoping review. Environmental Education Research, 22(7), 952-978.

Tababa, J. (2023, May 16). Sharing the Aquaponics Dream: Farming Hobbyists in Taal, Batangas

Help Interested Individuals Build Their Own Aquaponics Systems. Manila Bulletin.

Torio, D. J., & Tapay, L. G. (2019). Exploring the Potential of Aquaponics in Philippine

Education: The Teachers' Perspective. International Journal of Instruction, 12(2),

APPENDICES

A. Letter to the Principal

B. Letter To the Validator
C. Certificate of Validity
D. Research instrument
E. Statistical Results (SPSS)
F. Raw Data
G. Curriculum Vitae

30
APPENDIX D
RESEARCH INSTRUMENT

Section 1: Test and Evaluation of Aquaponics

Please put a check mark to the number that corresponds to your answer.
1-Strongly disagree 2-Disagree 3-Fair 4- Agree 5-Strongly Agree
A. Functionality 5 4 3 2 1
1. The aquaponic system effectively supports the life cycle of tilapia fish
and promotes their overall health and well-being.
2.The combination of tilapia fish and plants in the aquaponic system
creates a visually appealing and symbiotic environment.
3.The aquaponic system demonstrates excellent functionality by efficiently
cycling of fish and plants, creating a self-sustaining ecosystem that
promotes thriving tilapia fish and lush, healthy plant growth.
4.In the aquaponic setup, the water quality remains consistently suitable
for tilapia fish, promoting their growth and vitality.
5.Plants in the aquaponic system display healthy and robust growth,
indicating successful nutrient uptake from fish waste.

B. Reliability 5 4 3 2 1
1.Aquaponic systems designed for tilapia and plants incorporate built-in
safeguards and fail-safe mechanisms to prevent system crashes and ensure
the well-being of both components.
2.The aquaponic system includes effective filtration and water
recirculation mechanisms that help maintain optimal water quality for
tilapia fish and plant growth.
3.Proper maintenance practices can be observed, including regular
monitoring of water parameters, cleaning of filters, and ensuring the health
of tilapia fish.
4.The operating parameters, such as water temperature, pH levels, and
nutrient concentrations, are well managed and designed to support the
specific requirements of tilapia and plant growth in the aquaponic system.
5.The aquaponic system operates reliably, providing a stable and thriving
environment for both tilapia and plants

C. Usability 5 4 3 2 1
1.The aquaponic system incorporates a user-friendly interface that enables
effortless system operation and control, effortless adjustment of settings,
convenient monitoring of water quality.
2.The aquaponic system provides simple and uncomplicated setup and
maintenance procedures, supplying users with clear instructions and
guidance to easily assemble and configure the system components, feed the
fish, and perform routine maintenance tasks without difficulty.
3.The aquaponic system incorporates monitoring capabilities that deliver
real-time feedback and data on water parameters, fish behavior, and plant

31
 health, guaranteeing convenient management and oversight.

4.The aquaponic system has the capability to monitor and evaluate its
overall performance, ensuring optimal conditions for the growth of tilapia
fish and plants.
5.The aquaponic system provides a seamless and intuitive interface,
allowing users to effortlessly monitor the health of tilapia fish and plants,
adjust system settings, and access vital information for efficient
maintenance and care.

D. Efficiency 5 4 3 2 1
1.Aquaponic systems designed for tilapia and plants are highly efficient in
their resource usage, minimizing water waste while providing essential
nutrients for plant growth through the fish waste.
2.Aquaponic systems optimize nutrient absorption by providing a
symbiotic relationship between tilapia fish and plants, ensuring efficient
nutrient cycling within the system.
3.Aquaponic systems can be designed to utilize space efficiently, allowing
for the cultivation of both tilapia fish and plants in a compact and
productive manner.
4.Aquaponic systems generally require less energy compared to traditional
agricultural methods while supporting the growth of both tilapia and
plants.
5.Aquaponic systems can potentially accelerate plant growth and provide a
continuous harvest cycle, maximizing productivity within a limited space.

Section 2: Perceived Benefits of Aquaponics

Please indicate your level of agreement with the following statements (on a scale of 1 to 5, with
1 being strongly disagree and 5 being strongly agree): 1 - Strongly Disagree 2 - Disagree
3 - Neutral 4 - Agree 5 - Strongly Agree
No. Statement Scale
1 Aquaponics improves scientific knowledge and skills.
2 Aquaponics provides opportunities for hands-on learning.
3 Aquaponics develops problem-solving and critical thinking abilities.
4 Aquaponics fosters collaboration and teamwork.
5 Aquaponics promotes creativity and innovation.
6 Aquaponics encourages responsibility and self-sufficiency.
7 Aquaponics instills a sense of pride and accomplishment.
8 Aquaponics stimulates interest in STEM fields (Science, Technology,
Engineering, and Mathematics).
9 Aquaponics provides a platform for research and experimentation.
10 Aquaponics connects classroom knowledge to real-world applications.

Section 3: Challenges Encountered in Making Aquaponics

Please indicate the extent to which you have faced the following challenges during the process of

32
making aquaponics (on a scale of 1 to 5, with 1 being not challenging at all and 5 being
extremely challenging): 1 - Not challenging at all 2 - Slightly challenging 3 - Moderately
challenging 4 - Very challenging 5 - Extremely challenging
No. Challenge Scale
1 Acquiring necessary materials and equipment.
2 Designing and constructing the aquaponics system.
3 Balancing the needs of fish and plants in the system.
4 Troubleshooting technical issues (pumps, filters, etc.).
5 Finding suitable educational resources and information.
6 Securing funding or resources for the project.
7 Managing the timing and coordination of planting and harvesting.
8 Developing effective fish and plant breeding strategies.
9 Addressing system maintenance and repairs.
10 Ensuring proper fish feed and nutrition.

Section 4: Open-Ended Questions

Please provide any additional comments or insights you have regarding the benefits or challenges
of making aquaponics.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

APPENDIX E
Statistical Results

Weighted Mean Calculation of the Results of Evaluation for the Students in Aquaponics

The weighted average (µ) is equal to the sum of the product of the weight (w i) times the data
number (xi) divided by the sum of the weights:

Statements WM Computation
A. Functionality
1. The aquaponic system effectively (26×5)+(12×4)+(3×3)
supports the life cycle of tilapia fish and 𝜇= = 4.56
41
promotes their overall health and well-
being.

2. The combination of tilapia fish and plants (23×5)+(17×4)+(1×3)

in the aquaponic system creates a visually 𝜇 = 41
= 4.54
appealing and symbiotic environment.

33
 3. The aquaponic system demonstrates
excellent functionality by efficiently
(29×5)+(11×4)+(1×3)
cycling of fish and plants, creating a self- 𝜇= = 4.68
41
sustaining ecosystem that promotes
thriving tilapia fish and lush, healthy
plant growth.

4. In the aquaponic setup, the water quality (25 × 5) + (15 × 4) + (1 × 3)

remains consistently suitable for tilapia 𝜇= = 3.58
41
fish, promoting their growth and vitality.

5. Plants in the aquaponic system display

(26 × 5) + (12 × 4) + (3 × 3)
healthy and robust growth, indicating 𝜇= = 4.56
successful nutrient uptake from fish 41
waste.
4.56 + 4.54 + 4.68 + 3.58+4.56 = 21.92 ÷ 5
Composite Mean = 4.38

Statements WM
B. Reliability (27 × 5) + (12 × 4) + (2 × 3)
𝜇= = 4.58
41
1. Aquaponic systems designed for tilapia
and plants incorporate built-in safeguards
and fail-safe mechanisms to prevent
system crashes and ensure the well-being
of both components.
(23 × 5) + (15 × 4) + (3 × 3)
2. The aquaponic system includes effective 𝜇= = 4.48
41
filtration and water recirculation
mechanisms that help maintain optimal
water quality for tilapia fish and plant
growth.
(29 × 5) + (8 × 4) + (4 × 3)
3. Proper maintenance practices can be 𝜇= = 4.60
41
observed, including regular monitoring of
water parameters, cleaning of filters, and
ensuring the health of tilapia fish.
(24 × 5) + (16 × 4) + (1 × 2)
4. The operating parameters, such as water 𝜇= = 4.53
41
temperature, pH levels, and nutrient
concentrations, are well managed and
designed to support the specific
requirements of tilapia and plant growth
in the aquaponic system.

34
 𝜇
5. The aquaponic system operates reliably, (28 × 5) + (11 × 4) + (1 × 3) + (1 × 2)
providing a stable and thriving =
41
environment for both tilapia and plants = 4.60
4.58 + 4.48 + 4.60 + 4.53 +4.60 = 22.79 ÷ 5
Composite Mean = 4.56

Statements WM Computation
C. Usability (31 × 5) + (6 × 4) + (4 × 3)
𝜇= = 4.65
41
1. The aquaponic system incorporates a
user-friendly interface that enables
effortless system operation and control,
effortless adjustment of settings,
convenient monitoring of water quality.
(20 × 5) + (16 × 4) + (5 × 3)
2. The aquaponic system provides simple 𝜇= = 4.36
41
and uncomplicated setup and
maintenance procedures, supplying users
with clear instructions and guidance to
easily assemble and configure the system
components, feed the fish, and perform
routine maintenance tasks without
difficulty.
µ
3. The aquaponic system incorporates (25 × 5) + (12 × 4) + (3 × 3) + (1 × 2)
monitoring capabilities that deliver real- =
41
time feedback and data on water = 4.48
parameters, fish behavior, and plant
health, guaranteeing convenient
management and oversight.
(26 × 5) + (13 × 4) + (2 × 3)
4. The aquaponic system has the capability 𝜇= = 4.58
41
to monitor and evaluate its overall
performance, ensuring optimal conditions
for the growth of tilapia fish and plants.
(27 × 5) + (11 × 4) + (3 × 3)
5. The aquaponic system provides a 𝜇= = 4.58
41
seamless and intuitive interface, allowing
users to effortlessly monitor the health of
tilapia fish and plants, adjust system
settings, and access vital information for
efficient maintenance and care.
4.65 + 4.36 + 4.48 + 4.58 +4.58 = 22.65 ÷ 5
Composite Mean = 4.53

35
 Statements WM Computation
D. Efficiency (31 × 5) + (9 × 4) + (1 × 3)
𝜇= = 4.73
41
1. Aquaponic systems designed for tilapia
and plants are highly efficient in their
resource usage, minimizing water waste
while providing essential nutrients for
plant growth through the fish waste.
(27 × 5) + (11 × 4) + (3 × 3)
2. Aquaponic systems optimize nutrient 𝜇= = 4.58
41
absorption by providing a symbiotic
relationship between tilapia fish and
plants, ensuring efficient nutrient cycling
within the system.
(28 × 5) + (11 × 4) + (2 × 3)
3. Aquaponic systems can be designed to 𝜇= = 4.63
41
utilize space efficiently, allowing for the
cultivation of both tilapia fish and plants
in a compact and productive manner.
(24 × 5) + (12 × 4) + (5 × 3)
4. Aquaponic systems generally require less 𝜇 = = 4.46
41
energy compared to traditional
agricultural methods while supporting the
growth of both tilapia and plants.
(25 × 5) + (15 × 4) + (1 × 3)
5. Aquaponic systems can potentially 𝜇= = 4.58
41
accelerate plant growth and provide a
continuous harvest cycle, maximizing
productivity within a limited space.
Composite Mean 4.73+ 4.58 + 4.63 + 4.46 +4.58 = 22.98 ÷ 5
= 4.59

36
APPENDIX F
RAW DATA

37
APPENDIX G
CURRICULUM VITAE

BAUTISTA LEOMAR BEN PADASAS

Purok 3, Brgy. San Carlos, Lipa City
09633809594
rhayanalcaraz24@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City
Science Technology Engineering Mathematics
S.Y. 2021 – 2023

Junior High School: Senator Claro M. Recto Integrated Memorial School

Brgy. 7, Lipa City
S.Y. 2017 – 2021

Elementary: Senator Claro M. Recto Integrated Memorial School

Brgy. 7, Lipa City
San Carlos Elementary School
Brgy. San Carlos, Lipa City
S.Y. 2010 – 2016
PERSONAL INFORMATION

Age: 17 Sex: Male

Date of Birth: June 11, 2005 Religion: Roman Catholic

Height: 171 cm Citizenship: Filipino

Weight: 58 kg

Leomar Ben P. Bautista

38
BORELA RENNIEL R
Purok 7, Pagolingin West, Lipa City
09754322629
rennielborela@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Anilao National High School

Brgy. Anilao, Lipa City

S.Y. 2017 – 2021

Elementary: Pagolingin Elementary School

Pagolingin East, Lipa City

S.Y. 2010 – 2016

PERSONAL INFORMATION

Age: 18 Sex: Male

Date of Birth: August 27, 2004 Religion: Roman Catholic

Height: 164 cm Citizenship: Filipino

Weight: 44 kg

Renniel R. Borela

39
CORPUZ BIANCA MAYORMITA
Purok 8A, Brgy. Bolbok, Lipa City
09956420935
biancacorpuz16@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City
Science Technology Engineering Mathematics
S.Y. 2021 – 2023

Junior High School: Bonifacio D. Borebor Senior High School

Tawog, Caramoan, Camarines Sur
S.Y. 2017 – 2018

Batangas Integrated High School

Rizal Avenue, Batangas City
S.Y. 2019 – 2020

Elementary: Pili-Centro Elementary School

Pili-Centro Caramoan, Camarines Sur
S.Y. 2011 – 2017
PERSONAL INFORMATION

Age: 18 Sex: Female

Date of Birth: February 12, 2005 Religion: Roman Catholic

Height: 162 cm Citizenship: Filipino

Weight: 46 kg

Bianca M. Corpuz

40
LALUON CASHIE FAYE UMALI
Brgy. Tangway Loob, Lipa City
09927099788
laluoncashiefaye800@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Estancia National High School

Estancia, Malinao, Albay

S.Y. 2019 – 2020

Elementary: Don Guillermo Eleazar Elementary School

Manlayo, Guinyangan

S.Y. 2011 – 2017

PERSONAL INFORMATION

Age: 18 Sex: Female

Date of Birth: September 28, 2004 Religion: Roman Catholic

Height: 163 cm Citizenship: Filipino

Weight: 57 kg

Cashie Faye U. Laluon

41
LEYNES JOHN LLOYD LEYNES
Purok 3, Brgy. Rizal, Lipa City
09552819253
johnlloydl.leynes@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Rizal National High School

Brgy. Rizal, Lipa City

S.Y. 2017 – 2021

Elementary: Rizal Elementary School

Brgy. Rizal, Lipa City

S.Y. 2011 – 2017

PERSONAL INFORMATION

Age: 17 Sex: Male

Date of Birth: September 16, 2005 Religion: Roman Catholic

Height: 170 cm Citizenship: Filipino

Weight: 38 kg

John Lloyd L. Leynes

42
MORCILLA JANELLE ELIZARDO
Antipolo del Norte, Lipa City
09153177435
morcillajanel07@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City
Science Technology Engineering Mathematics
S.Y. 2021 – 2023

Junior High School: Lipa City National High School

Interior B. Morada St. Brgy. Uno, Lipa City
S.Y. 2017 – 2018

Senator Claro M. Recto Integrated Memorial School

Brgy. 7, Lipa City
S.Y. 2018 – 2021
Elementary: Senator Claro M. Recto Integrated Memorial School
Brgy. 7, Lipa City
S.Y. 2010 – 2016
PERSONAL INFORMATION

Age: 18 Sex: Female

Date of Birth: June 30, 2004 Religion: Roman Catholic

Height: 144 cm Citizenship: Filipino

Weight: 40 kg

Janelle E. Morcilla

43
PALOMINO ARIANE MAE GARCIA
Purok 7, Brgy. Tangway, Lipa City
09203090839
palominomae08@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Lipa City National High School

Interior B. Morada St, Brgy. Uno, Lipa City

S.Y. 2017 – 2021

Elementary: Tangway Loob Elementary School

Brgy. Tangway, Lipa City

S.Y. 2010 – 2016

PERSONAL INFORMATION

Age: 18 Sex: Female

Date of Birth: December 10, 2004 Religion: Roman Catholic

Height: 160 cm Citizenship: Filipino

Weight: 52 kg

Ariane Mae G. Palomino

44
PERALTA MARIA CASSANDRA RAMIL
Villa de Lipa II, Brgy. Sabang, Lipa City
09918076308
pmacassandra@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Lipa City National High School

Interior B. Morada St. Brgy. Uno, Lipa City

S.Y. 2017 – 2021

Elementary: Marawoy Elementary School

Marawoy, Lipa City

S.Y. 2011 – 2017

PERSONAL INFORMATION

Age: 17 Sex: Female

Date of Birth: May 25, 2005 Religion: Roman Catholic

Height: 149 cm Citizenship: Filipino

Weight: 62 kg

Maria Cassandra R. Peralta

45
QUIZANA GERRY VERAN
553 Purok 5, Brgy. San Carlos, Lipa City
09187509304
gerryquizana22@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City
Science Technology Engineering Mathematics
S.Y. 2021 – 2023

Junior High School: Lipa City National High School

Interior B. Morada St. Brgy. Uno, Lipa City
S.Y. 2017 – 2021

Elementary: Senator Claro M. Recto Integrated Memorial School

Brgy. 7, Lipa City
S.Y. 2011 – 2015

San Carlos Elementary School

Brgy. San Carlos, Lipa City
S.Y. 2015 – 2017
PERSONAL INFORMATION

Age: 17 Sex: Male

Date of Birth: July 22, 2005 Religion: Born Again Christian

Height: 164 cm Citizenship: Filipino

Weight: 54 kg

Gerry V. Quizana

46
SALVATIERRA KURT DUSTINE
SEGISMUNDO
Blk 24 Lt 16 Carmel Heights Subd., Brgy. Kayumanggi, Lipa City
09972609420
kurtepd@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Lipa City National High School

Interior B. Morada St. Brgy. Uno, Lipa City

S.Y. 2018 – 2021

Elementary: Padre Valerio Malabanan Memorial School

Interior B. Morada St. Brgy. Uno, Lipa City

S.Y. 2010 – 2016

PERSONAL INFORMATION

Age: 18 Sex: Male

Date of Birth: October 07, 2004 Religion: Roman Catholic

Height: 171 cm Citizenship: Filipino

Weight: 47 kg

Kurt Dustine S. Salvatierra

47
SENORIN JAMICA FERRERA
P. Laygo St. Sabang, Lipa City
09972609420
jamaicasenorin@gmail.com

EDUCATION

Senior High School: Lipa City Senior High School

Interior B. Morada St. Brgy. Uno, Lipa City

Science Technology Engineering Mathematics

S.Y. 2021 – 2023

Junior High School: Guadencio B. Lontok Memorial Integrated School

S.Y. 2018 – 2021

Elementary: Guadencio B. Lontok Memorial Integrated School

S.Y. 2010 – 2016

PERSONAL INFORMATION

Age: 18 Sex: Female

Date of Birth: January 08, 2005 Religion: Born Again Christian

Height: 147 cm Citizenship: Filipino

Weight: 45 kg

Jamica F. Senorin

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