Daniel Asamoah, N. Abdullah, M. Shahrill, Dalilah Farzana Haji Laidin, Nur Fatin Haji Ismail, Najibah Pg Abu Bakar, Mohamad Bahzi Al Barakat Shahrum, Afiqah Bari’ah Haji Emran, Nur Basmirah Haji Abas
In theorizing teacher leadership, little is known about the leadership qualities teachers are likely to learn or model within their community of practice. This descriptive qualitative study examined 12 graduate teacher candidates to describe the exemplary leadership qualities of mathematics teacher leaders. After thematic analysis, two categories of exemplary leadership qualities of mathematics teacher leaders were revealed: the leadership qualities they exhibit for students to imitate and the qualities they model from significant others in their community of practice. We conclude that exemplary leadership qualities are a function of role modeling and social learning. Implications for teacher leadership in mathematics education are discussed further in this paper.
{"title":"Exemplary Leadership Qualities of Mathematics Teacher Leaders","authors":"Daniel Asamoah, N. Abdullah, M. Shahrill, Dalilah Farzana Haji Laidin, Nur Fatin Haji Ismail, Najibah Pg Abu Bakar, Mohamad Bahzi Al Barakat Shahrum, Afiqah Bari’ah Haji Emran, Nur Basmirah Haji Abas","doi":"10.58421/misro.v2i3.163","DOIUrl":"https://doi.org/10.58421/misro.v2i3.163","url":null,"abstract":"In theorizing teacher leadership, little is known about the leadership qualities teachers are likely to learn or model within their community of practice. This descriptive qualitative study examined 12 graduate teacher candidates to describe the exemplary leadership qualities of mathematics teacher leaders. After thematic analysis, two categories of exemplary leadership qualities of mathematics teacher leaders were revealed: the leadership qualities they exhibit for students to imitate and the qualities they model from significant others in their community of practice. We conclude that exemplary leadership qualities are a function of role modeling and social learning. Implications for teacher leadership in mathematics education are discussed further in this paper.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124855601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study was to investigate the key opportunities of e-learning during the COVID-19 pandemic in one Cambodian high school. A qualitative method was used in this study. There were three high school students participating in the interview process. Purposive sampling was employed. Findings highlighted that students faced many problems during their online classes. However, COVID-19 also provided good opportunities for them such as acquiring new knowledge, get used to online activities that they did not have experienced before, improve self-responsibility and flexibility, and become independent learners; moreover, the result of this study suggested that e-learning also helped the students to save their time, gas and money. They did not have to drive to school; students and teachers stayed home and used the internet wherever it worked. Further study should be conducted in higher education related to e-learning opportunities, and more people should participate in the study.
{"title":"Key Opportunities of E-learning during COVID-19 Pandemic: A Case Study in One Cambodian High School","authors":"Kassy Sey","doi":"10.58421/misro.v2i3.156","DOIUrl":"https://doi.org/10.58421/misro.v2i3.156","url":null,"abstract":"This case study was to investigate the key opportunities of e-learning during the COVID-19 pandemic in one Cambodian high school. A qualitative method was used in this study. There were three high school students participating in the interview process. Purposive sampling was employed. Findings highlighted that students faced many problems during their online classes. However, COVID-19 also provided good opportunities for them such as acquiring new knowledge, get used to online activities that they did not have experienced before, improve self-responsibility and flexibility, and become independent learners; moreover, the result of this study suggested that e-learning also helped the students to save their time, gas and money. They did not have to drive to school; students and teachers stayed home and used the internet wherever it worked. Further study should be conducted in higher education related to e-learning opportunities, and more people should participate in the study.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122464741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carla Jobelle Culajara, Buenaventura Luces, Article Info
Teachers play a crucial role in improving every lesson's calibre at this stage of the teaching and learning process. The teacher has to keep up with all the complications that develop due to the quick changes in the teaching and learning process. This study aims to learn what excellent teachers mean to school administrators. The study's goals were to: (1) identify the personal, professional, and instructional competence of an ideal teacher; (2) explore how these traits impact how instruction is delivered; and (3) create a framework that takes these traits into account. The study used a participatory action research methodology with a qualitative research design. Four department heads and three master teachers took part. The study used a qualitative research design employing participatory action research. It was participated by 4 Department Heads and 3 Master Teachers in Classroom Observation and focus group discussion (FGD). Purposive sampling was used in choosing participants. Based on the findings, themes emerged: compassion, flexibility, adaptability, adapting (Vision, Mission, Goals, and Objectives) VMGO, setting standards using (Philippine Professional Standards for Teachers) PPST and creating solid linkages and involvement, and student-centred learning. The novel the research addresses the importance of Classroom Observation and how to become an ideal teacher in the 21st century.
{"title":"Perceptions and Practices of the Ideal Teacher Instructional Delivery","authors":"Carla Jobelle Culajara, Buenaventura Luces, Article Info","doi":"10.58421/misro.v2i3.142","DOIUrl":"https://doi.org/10.58421/misro.v2i3.142","url":null,"abstract":"Teachers play a crucial role in improving every lesson's calibre at this stage of the teaching and learning process. The teacher has to keep up with all the complications that develop due to the quick changes in the teaching and learning process. This study aims to learn what excellent teachers mean to school administrators. The study's goals were to: (1) identify the personal, professional, and instructional competence of an ideal teacher; (2) explore how these traits impact how instruction is delivered; and (3) create a framework that takes these traits into account. The study used a participatory action research methodology with a qualitative research design. Four department heads and three master teachers took part. The study used a qualitative research design employing participatory action research. It was participated by 4 Department Heads and 3 Master Teachers in Classroom Observation and focus group discussion (FGD). Purposive sampling was used in choosing participants. Based on the findings, themes emerged: compassion, flexibility, adaptability, adapting (Vision, Mission, Goals, and Objectives) VMGO, setting standards using (Philippine Professional Standards for Teachers) PPST and creating solid linkages and involvement, and student-centred learning. The novel the research addresses the importance of Classroom Observation and how to become an ideal teacher in the 21st century.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126323052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to investigate students’ perceptions of assessment for learning and the teaching strategies teachers employ in teaching integrated science. The students were sampled using stratified sampling techniques The sample for this study consisted of 215 senior high school third-year students. Students’ perceptions about assessment for learning were checked using Assessments Experience Questionnaires. The questionnaires were analyzed using descriptive statistics. The study found that students have a positive perception of assessment for learning. However, it emerged from the study that students are not assessed adequately in integrated science as prescribed in the science syllabus. Per the responses from the students, the teacher-centered approach seemed to dominate the teaching of integrated science instead of the student-centered approach as prescribed in the science syllabus. It is recommended that there should be proper supervision to ensure that students are well-assessed during the teaching and learning of integrated science. Again, this study for teaching integrated science implies that a specific teaching method (student-centered) or approach should be prescribed in the integrated science curriculum for teachers to use to improve students’ academic success in integrated science.
{"title":"An Investigation of Students’ Perception of Assessment for Learning in Integrated Science: A Case Study of Potsin T. I. Ahmadiyya Senior High School","authors":"Samuel Agbene, U. Baidoo, Stephen Atepor","doi":"10.58421/misro.v2i3.104","DOIUrl":"https://doi.org/10.58421/misro.v2i3.104","url":null,"abstract":"This study sought to investigate students’ perceptions of assessment for learning and the teaching strategies teachers employ in teaching integrated science. The students were sampled using stratified sampling techniques The sample for this study consisted of 215 senior high school third-year students. Students’ perceptions about assessment for learning were checked using Assessments Experience Questionnaires. The questionnaires were analyzed using descriptive statistics. The study found that students have a positive perception of assessment for learning. However, it emerged from the study that students are not assessed adequately in integrated science as prescribed in the science syllabus. Per the responses from the students, the teacher-centered approach seemed to dominate the teaching of integrated science instead of the student-centered approach as prescribed in the science syllabus. It is recommended that there should be proper supervision to ensure that students are well-assessed during the teaching and learning of integrated science. Again, this study for teaching integrated science implies that a specific teaching method (student-centered) or approach should be prescribed in the integrated science curriculum for teachers to use to improve students’ academic success in integrated science.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122761884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nisa Alawiyah Gunawan, Yandi Heryandi, Muhamad Ali Misri, Article Info
This study aims to analyze: (1) Knowing personality types, (2) Results from AKM Numeracy, and (3) Misconceptions about AKM Numeracy based on personality types based on student personality types. This type of research is descriptive qualitative research with a case study design. The data collection technique was done by giving personality questionnaires and AKM Numerical test questions. The results showed that: (1) The tendency of personality types in extroverted students was 36%, and the other 64% had introverted tendencies, (2) The results of completing the AKM Numeracy test had the highest percentage in the misconception category, namely 50.40%, 26.20 % understand the concept, and the other 23.20% do not understand the concept, (3) Misconceptions in AKM Numeracy based on student personality types, shows that the highest misconceptions are found in students with extrovert personality types, with an average percentage of 55.80%, while students with introverted personality types have a percentage of 51.25%. Factors causing these misconceptions include acquiring student answers, studying habits, and the learning media used.
{"title":"Student Misconceptions in Solving AKM Numeration Problems at SMA Level Viewed From the Personality Differences of Extrovert And Introvert Students","authors":"Nisa Alawiyah Gunawan, Yandi Heryandi, Muhamad Ali Misri, Article Info","doi":"10.58421/misro.v2i3.121","DOIUrl":"https://doi.org/10.58421/misro.v2i3.121","url":null,"abstract":"This study aims to analyze: (1) Knowing personality types, (2) Results from AKM Numeracy, and (3) Misconceptions about AKM Numeracy based on personality types based on student personality types. This type of research is descriptive qualitative research with a case study design. The data collection technique was done by giving personality questionnaires and AKM Numerical test questions. The results showed that: (1) The tendency of personality types in extroverted students was 36%, and the other 64% had introverted tendencies, (2) The results of completing the AKM Numeracy test had the highest percentage in the misconception category, namely 50.40%, 26.20 % understand the concept, and the other 23.20% do not understand the concept, (3) Misconceptions in AKM Numeracy based on student personality types, shows that the highest misconceptions are found in students with extrovert personality types, with an average percentage of 55.80%, while students with introverted personality types have a percentage of 51.25%. Factors causing these misconceptions include acquiring student answers, studying habits, and the learning media used.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131079642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This concise study was mainly about the perceptions of teachers toward continuing professional development (CPD). A qualitative method was employed to gather participants' information and ideas. Two-main questions and several sub-questions were designed to interview the respondents to address the research issue. Findings suggested that continuing professional development (CPD) is essential for teachers and school leaders to develop their mindsets and growth; moreover, most respondents agreed that CPD is crucial for self-development. However, one respondent felt that the school lacked teacher training. This can be notified that school leaders shall create more CPD activities for improving their colleagues. Moreover, without continuing professional development (CPD), teachers and staff will not become well-educated and knowledgeable human resources. Hence, lifelong Learning is a must for oneself to be promoted or to a successful life journey. Last but not least, this study implied that school leaders' and teachers’ perceptions were slightly different regarding CPD. Further study shall focus on teachers’ satisfaction regarding continuing professional development (CPD).
{"title":"Concise Study on Teachers’ Perceptions of Their Continuing Professional Development in Cambodian High Schools","authors":"Kassy Sey","doi":"10.58421/misro.v2i2.144","DOIUrl":"https://doi.org/10.58421/misro.v2i2.144","url":null,"abstract":"This concise study was mainly about the perceptions of teachers toward continuing professional development (CPD). A qualitative method was employed to gather participants' information and ideas. Two-main questions and several sub-questions were designed to interview the respondents to address the research issue. Findings suggested that continuing professional development (CPD) is essential for teachers and school leaders to develop their mindsets and growth; moreover, most respondents agreed that CPD is crucial for self-development. However, one respondent felt that the school lacked teacher training. This can be notified that school leaders shall create more CPD activities for improving their colleagues. Moreover, without continuing professional development (CPD), teachers and staff will not become well-educated and knowledgeable human resources. Hence, lifelong Learning is a must for oneself to be promoted or to a successful life journey. Last but not least, this study implied that school leaders' and teachers’ perceptions were slightly different regarding CPD. Further study shall focus on teachers’ satisfaction regarding continuing professional development (CPD).","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129008861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Cambodia, English is adopted as a medium of instruction and a major subject at universities, but teaching English can be a challenge in Cambodia as most learners are not proficient. Some English classes are taught by fresh graduates with less teaching experience while, even seriously, some instructors teach subjects beyond their field, leading to poor learning. As instructors’ qualities are generally key to effective teaching and learning, this study surveyed 30 TEFL instructors at three universities in Phnom Penh. The study used a Google form to collect instructors’ perceptions of five main domains: instructors’ qualifications, content knowledge, pedagogical knowledge, pedagogical skills, and personal and interpersonal characteristics. The findings reveal higher mean scores for almost all items and overall mean scores for each domain. The results indicate that the instructors positively perceived these qualities of effective TEFL instructors. The findings can be employed as criteria for TEFL instructors and can inform universities to develop human resources with these aspects or elements when selecting English instructors. Therefore, such criteria can ensure the recruitment of TEFL instructors while TEFL instructors must improve themselves to have these qualities and other attributes for their practical teaching.
{"title":"Perceptions of Effective TEFL Instructors’ Qualities: A Survey of Cambodian University TEFL Instructors","authors":"Vanna Nourn","doi":"10.58421/misro.v2i2.145","DOIUrl":"https://doi.org/10.58421/misro.v2i2.145","url":null,"abstract":"In Cambodia, English is adopted as a medium of instruction and a major subject at universities, but teaching English can be a challenge in Cambodia as most learners are not proficient. Some English classes are taught by fresh graduates with less teaching experience while, even seriously, some instructors teach subjects beyond their field, leading to poor learning. As instructors’ qualities are generally key to effective teaching and learning, this study surveyed 30 TEFL instructors at three universities in Phnom Penh. The study used a Google form to collect instructors’ perceptions of five main domains: instructors’ qualifications, content knowledge, pedagogical knowledge, pedagogical skills, and personal and interpersonal characteristics. The findings reveal higher mean scores for almost all items and overall mean scores for each domain. The results indicate that the instructors positively perceived these qualities of effective TEFL instructors. The findings can be employed as criteria for TEFL instructors and can inform universities to develop human resources with these aspects or elements when selecting English instructors. Therefore, such criteria can ensure the recruitment of TEFL instructors while TEFL instructors must improve themselves to have these qualities and other attributes for their practical teaching.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129094046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Kosim, Reza Prihandi, Sekolah Tinggi, Ilmu Komputer, Poltek Cirebon, Kosim Sekolah, Tinggi Ilmu, Komputer Poltek, IN Cirebon
Overchoice is a cognitive disorder in which people have difficulty making decisions when faced with many choices, that make the problem in this study. This over-choice phenomenon often occurs in choosing drinks in cafes and restaurants. This research aims to create a Recommendation System (RS) to assist in choosing the drink you want to order. Making a non-personalized hospital at the Mubtada Kopi cafe uses the best-rated and content-based filtering methods. The content-based filtering method tries to retrieve user preferences explicitly, asking the user to choose the preferences the user wants from the six content made before calculating the match between the user's preferences and the six contents in each item using the dot matrix formula. The results will be converted into a rating to match the best-rated hospital approach, which is made on a non-personalized basis. This rating matches the user's preferences and the Mubtada Kopi menu list items. The higher the rating, the better it matches the user's preferences. The order RS recommends with the Content-based filtering method is rosella tea, chocolate, lemon tea, blossom tea, and spice tea.
{"title":"Recommendation System Algorithm Content-Based Filtering Method to Provide Drink Menu Recommendations","authors":"K. Kosim, Reza Prihandi, Sekolah Tinggi, Ilmu Komputer, Poltek Cirebon, Kosim Sekolah, Tinggi Ilmu, Komputer Poltek, IN Cirebon","doi":"10.58421/misro.v2i2.130","DOIUrl":"https://doi.org/10.58421/misro.v2i2.130","url":null,"abstract":"Overchoice is a cognitive disorder in which people have difficulty making decisions when faced with many choices, that make the problem in this study. This over-choice phenomenon often occurs in choosing drinks in cafes and restaurants. This research aims to create a Recommendation System (RS) to assist in choosing the drink you want to order. Making a non-personalized hospital at the Mubtada Kopi cafe uses the best-rated and content-based filtering methods. The content-based filtering method tries to retrieve user preferences explicitly, asking the user to choose the preferences the user wants from the six content made before calculating the match between the user's preferences and the six contents in each item using the dot matrix formula. The results will be converted into a rating to match the best-rated hospital approach, which is made on a non-personalized basis. This rating matches the user's preferences and the Mubtada Kopi menu list items. The higher the rating, the better it matches the user's preferences. The order RS recommends with the Content-based filtering method is rosella tea, chocolate, lemon tea, blossom tea, and spice tea.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130369270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preparedness plays an essential role in taking the licensure examination, but due to the implications of the Covid -19 pandemic on the general population, many are concerned about its influence on the student's level of preparedness for their upcoming licensure examination. This study investigated whether the Covid -19 pandemic and the students' demographic profile influence their financial, mental, academic, and learning environment preparedness. An online survey questionnaire was distributed to the graduating students enrolled in Partido State University board courses during 2022-2023. The collected data was analyzed using ordinal logistic regression. The responses showed that financial, learning environment, mental, and academic preparedness received weighted means of 2.67, 3.46, 2.99, and 2.42, respectively. Meanwhile, the Covid -19 influence received an overall weighted mean of 5.01. These findings indicate that most students believe their financial, mental, and academic preparedness levels are low, while they perceive their environmental preparedness level as high. Despite this, most believe that the Covid - 19 pandemic was somewhat influential and beneficial to their preparedness. Lastly, the ordinal regression model revealed that only the age of the students is statistically significant at 10%. In contrast, the rest of the variables regarding the socio-demographic profile of the students and the perceived Covid -19 influence are not significant at all levels.
{"title":"Covid – 19 Pandemic and Its Influence on The Level of Preparedness of Graduating Students for The Upcoming Licensure Examination","authors":"Patricia Pardinas, Kayla Mae Tañegra, E. Onsay","doi":"10.58421/misro.v2i2.71","DOIUrl":"https://doi.org/10.58421/misro.v2i2.71","url":null,"abstract":"Preparedness plays an essential role in taking the licensure examination, but due to the implications of the Covid -19 pandemic on the general population, many are concerned about its influence on the student's level of preparedness for their upcoming licensure examination. This study investigated whether the Covid -19 pandemic and the students' demographic profile influence their financial, mental, academic, and learning environment preparedness. An online survey questionnaire was distributed to the graduating students enrolled in Partido State University board courses during 2022-2023. The collected data was analyzed using ordinal logistic regression. The responses showed that financial, learning environment, mental, and academic preparedness received weighted means of 2.67, 3.46, 2.99, and 2.42, respectively.\u0000Meanwhile, the Covid -19 influence received an overall weighted mean of 5.01. These findings indicate that most students believe their financial, mental, and academic preparedness levels are low, while they perceive their environmental preparedness level as high. Despite this, most believe that the Covid - 19 pandemic was somewhat influential and beneficial to their preparedness. Lastly, the ordinal regression model revealed that only the age of the students is statistically significant at 10%. In contrast, the rest of the variables regarding the socio-demographic profile of the students and the perceived Covid -19 influence are not significant at all levels.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121405549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juan Paolo Martin Culajara, Carla Jobelle Culajara
Inclusive education became the mainstream educational system in the Philippines. The study used a qualitative research design employing a case study approach. Two Mathematics teachers were observed and interviewed. Purposive sampling was used to choose the participants. Data gathering is carried out through open-ended questions, interviews, and observation. Three themes emerged in the study: lack of ASL training, personalization in pedagogy, and upskilling teachers’ competency in inclusive education. This study reveals that learning should not be constrained and can be attained when everyone collaborates. It was evident that teaching is a continuous process that should not be interrupted because teaching is the noblest profession. Teachers and administrators should offer programs, projects, and activities connected to pedagogy, addressing diversity and personalizing in providing excellent services since inclusive education is now available within the educational system. It is recommended in the study to strengthen and expand inclusive education so that each student can be given more priority in accessing education for all, give them more possibilities and opportunities to address their differences, and strengthen their inherent capabilities as valuable members of society. The study seeks to contribute to the existing body of knowledge on inclusive education by exploring the experiences and perspectives of educators in the field.
{"title":"A Case Study on Teacher’s Challenges on Inclusive Mathematics Classes in a Secondary Public School","authors":"Juan Paolo Martin Culajara, Carla Jobelle Culajara","doi":"10.58421/misro.v2i2.90","DOIUrl":"https://doi.org/10.58421/misro.v2i2.90","url":null,"abstract":"Inclusive education became the mainstream educational system in the Philippines. The study used a qualitative research design employing a case study approach. Two Mathematics teachers were observed and interviewed. Purposive sampling was used to choose the participants. Data gathering is carried out through open-ended questions, interviews, and observation. Three themes emerged in the study: lack of ASL training, personalization in pedagogy, and upskilling teachers’ competency in inclusive education. This study reveals that learning should not be constrained and can be attained when everyone collaborates. It was evident that teaching is a continuous process that should not be interrupted because teaching is the noblest profession. Teachers and administrators should offer programs, projects, and activities connected to pedagogy, addressing diversity and personalizing in providing excellent services since inclusive education is now available within the educational system. It is recommended in the study to strengthen and expand inclusive education so that each student can be given more priority in accessing education for all, give them more possibilities and opportunities to address their differences, and strengthen their inherent capabilities as valuable members of society. The study seeks to contribute to the existing body of knowledge on inclusive education by exploring the experiences and perspectives of educators in the field.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132806900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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