Integrating Faith, Science, and Logical Framework Matrix in Senior High School Research Preparation

This paper documents and analyzes the dual-lecture academic event titled “Faith Meets Framework: A Dual Lecture on Integrative Research and Final Project Logic,” held on August 11, 2025, at the CONPEREY Integrated Learning School in Malay, Aklan, Philippines. The activity aimed to strengthen secondary school students’ conceptual and practical understanding of research by integrating faith-based perspectives with scientific inquiry and introducing the Logical Framework Approach (LFA) to develop final project proposals. The first lecture, delivered by Rev. Jayvee Delos Santos, focused on integrating faith and science as complementary domains of knowledge. The second lecture, delivered by Raymond J. Sucgang, discussed the fundamentals of preparing final project research proposals using structured logic and the Logical Framework Approach. The event was attended by over 35 secondary school students, along with their subject teachers and school administrators. Using a descriptive qualitative approach based on activity documentation, participant observation, and post-class discussions, this article highlights the value of integrative classroom education in enhancing research readiness, critical thinking, and ethical reflection among secondary school students.

science communication, faith and science, capstone research, logical framework approach, senior high school education

1. Gasper, D. (2000). Evaluating the ‘logical framework approach’ towards learning-oriented development evaluation [PDF]. Retrieved from ResearchGate. [Google Scholar] [Crossref]

2. Njofuni, I. L., Antwi, V., & Azure, J. A. (2025). The efficacy of an inquiry-based instructional model in enhancing senior high school students’ performance in optics concepts. International Journal of Research and Innovation in Social Science. [Google Scholar] [Crossref]

3. Philscholar. (2025). Conceptual framework. Retrieved from https://philscholar.com [Google Scholar] [Crossref]

4. Polkinghorne, J. (2000). Faith, science, and understanding. Yale University Press. [Google Scholar] [Crossref]

5. Rodríguez-Rivero, R., & Ortiz-Marcos, I. (2022). The methodology of the Logical Framework with a risk management approach to improve sustainability in international development projects. Sustainability, 14(2), 756. [Google Scholar] [Crossref]

6. Siahaan, M. F. (2021). Faith learning integration: A case study of biology, physics, chemistry and mathematics lecturers’ teaching practices. Diligentia Journal of Theology and Christian Education. [Google Scholar] [Crossref]

7. Tutuk Ningsih, T., Purnomo, S., Muflihah, M., & Wijayanti, D. (2022). Integration of science and religion in value education. International Journal of Recent Educational Research, 3(5), 569–583. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study