Changing Philippine science laboratory instruction through action learning with cogenerative dialogue in whole-class setting for academic at-risk students

This paper presents an action learning (AL) project that implemented and studied a novel educational intervention, the Action Science Lab (ASL) framework, in a Philippine science laboratory context. The project addressed the problem of disengagement among academically at-risk students by integrating principles of cogenerative dialogue (Cogen) and co-creation within a structured AL cycle. Framed as a case study, the project followed AL principles of working on a real problem, acting, and learning through reflection in a collaborative setting. Data from cogen sessions, lab interactions, and focus group discussions revealed that the AL process facilitated a significant redistribution of power, fostering equitable participation and shared decision-making. Results demonstrated that this approach enhanced experimental creativity, critical reflection, and conceptual understanding, particularly among at-risk students who exhibited greater autonomy and ownership of learning. The study illustrates a variation of AL practice applied to whole-class, student-included sets within curriculum innovation. It contributes to AL knowledge by demonstrating how its principles can be structurally embedded to address systemic educational challenges, validate diverse strengths, and cultivate scientific identity among marginalized learners. We present the challenges encountered and recommendations for implementing such an AL-based framework.