This study seeks to assess the perceived influenced of insecurity on academic performance among frontline local government areas in Niger State, Nigeria. Three objectives with corresponding research questions guided the study. Descriptive cross-sectional survey research design was adopted for the study. The population of the study comprised of all the key local government secondary schools with security challenge in Niger State, Nigeria this includes Kontagora, Magama, Mariga, Munya, Rafi, Rijau, Shiroro, and Wushishi. Purposive sampling technique was adopted to form the sample for the study. The instrument used for data collection for the study was researchers designed a questionnaire that was divided into three sections; level of insecurity, impact of insecurity, and measures implemented. The instrument (questionnaire) was validated by experts and Cronbach’s alpha’s value was computed to ascertain the internal consistency. The reliability coefficient of the questionnaire was obtained to be 0.81. The collected data were analyzed using mean and standard deviation with a criterion mean of 2.50 as the basis for judgment. A calculated mean score of 2.50 and above was interpreted as a perceived high-level impact of insecurity among frontline local government areas of Niger State.Top of Form Hence, it was recommended among others that Niger State Government in conjunction with local government should make a concerted efforts in prioritize and address insecurity as it is fundamental to improving academic performance in the affected regions in addition to implement and reinforce robust security measures within schools, supported by proactive counselling services and comprehensive support systems to alleviate students’ fears and create an environment conducive to learning.
{"title":"Overview of the perceived Influence of Insecurity on Academic Performance in front lines Local Government Secondary Schools in Niger State, Nigeria","authors":"Hassan Usman","doi":"10.30935/ijpdll/14475","DOIUrl":"https://doi.org/10.30935/ijpdll/14475","url":null,"abstract":"This study seeks to assess the perceived influenced of insecurity on academic performance among frontline local government areas in Niger State, Nigeria. Three objectives with corresponding research questions guided the study. Descriptive cross-sectional survey research design was adopted for the study. The population of the study comprised of all the key local government secondary schools with security challenge in Niger State, Nigeria this includes Kontagora, Magama, Mariga, Munya, Rafi, Rijau, Shiroro, and Wushishi. Purposive sampling technique was adopted to form the sample for the study. The instrument used for data collection for the study was researchers designed a questionnaire that was divided into three sections; level of insecurity, impact of insecurity, and measures implemented. The instrument (questionnaire) was validated by experts and Cronbach’s alpha’s value was computed to ascertain the internal consistency. The reliability coefficient of the questionnaire was obtained to be 0.81. The collected data were analyzed using mean and standard deviation with a criterion mean of 2.50 as the basis for judgment. A calculated mean score of 2.50 and above was interpreted as a perceived high-level impact of insecurity among frontline local government areas of Niger State.Top of Form Hence, it was recommended among others that Niger State Government in conjunction with local government should make a concerted efforts in prioritize and address insecurity as it is fundamental to improving academic performance in the affected regions in addition to implement and reinforce robust security measures within schools, supported by proactive counselling services and comprehensive support systems to alleviate students’ fears and create an environment conducive to learning.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"4 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693163","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}
Managing student diversity is one of the issues that occur in mathematics education. Students typically achieve poorly in school if it is not appropriately addressed. Therefore, differentiated instruction (DI) strategies were used in mathematics classes to address the issue. This study aimed to evaluate the efficiency of DI strategies in addressing student diversity and raising mathematics proficiency levels. DI was carefully implemented in one school using the plan-do-study-act methodology. Data were gathered via test scores, questionnaires, and interviews, and professionals in the field of mathematics education verified the content validity of the said instruments. The study discovered that more incredible mathematics achievement resulted from addressing student diversity. Mathematics classes were better delivered and adapted to students’ learning styles using DI. However, mathematics teachers faced difficulties like lengthy preparation, poor classroom management, large class sizes, and a lack of resources.
{"title":"Addressing student diversity to improve mathematics achievement through differentiated instruction","authors":"A. Insorio","doi":"10.30935/ijpdll/14462","DOIUrl":"https://doi.org/10.30935/ijpdll/14462","url":null,"abstract":"Managing student diversity is one of the issues that occur in mathematics education. Students typically achieve poorly in school if it is not appropriately addressed. Therefore, differentiated instruction (DI) strategies were used in mathematics classes to address the issue. This study aimed to evaluate the efficiency of DI strategies in addressing student diversity and raising mathematics proficiency levels. DI was carefully implemented in one school using the plan-do-study-act methodology. Data were gathered via test scores, questionnaires, and interviews, and professionals in the field of mathematics education verified the content validity of the said instruments. The study discovered that more incredible mathematics achievement resulted from addressing student diversity. Mathematics classes were better delivered and adapted to students’ learning styles using DI. However, mathematics teachers faced difficulties like lengthy preparation, poor classroom management, large class sizes, and a lack of resources.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140713314","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}
Benjamin L. Bayly, Michelle Krehbiel, Eileen Wise, Kathleen Lodl, Christine Anthony
The quality of educational experiences has a direct impact on children’s development and overall wellbeing. To ensure that children receive high-quality education experiences it is important that educators are trained in current best practices and feel efficacious in the implementation of these practices. Professional development (PD) has shown to be an effective mechanism for addressing educator knowledge and promoting feelings of self-efficacy. However, multiple barriers exist to delivering in-person PD (e.g., time and resource constraints). Online PD represents an attractive alternative for many educators, but the research on the effectiveness of online PD is mixed. The current study evaluates the effectiveness of a series of PD courses designed to promote positive youth development and identifies subgroups of educators who benefitted from the courses more than others. Results indicated improvement in feelings of self-efficacy around the implementation of practices to promote positive youth development, but new teachers in afterschool programs benefitted more than other educators.
{"title":"Who benefits and when? Understanding differential treatment effects of an online professional development program","authors":"Benjamin L. Bayly, Michelle Krehbiel, Eileen Wise, Kathleen Lodl, Christine Anthony","doi":"10.30935/ijpdll/14148","DOIUrl":"https://doi.org/10.30935/ijpdll/14148","url":null,"abstract":"The quality of educational experiences has a direct impact on children’s development and overall wellbeing. To ensure that children receive high-quality education experiences it is important that educators are trained in current best practices and feel efficacious in the implementation of these practices. Professional development (PD) has shown to be an effective mechanism for addressing educator knowledge and promoting feelings of self-efficacy. However, multiple barriers exist to delivering in-person PD (e.g., time and resource constraints). Online PD represents an attractive alternative for many educators, but the research on the effectiveness of online PD is mixed. The current study evaluates the effectiveness of a series of PD courses designed to promote positive youth development and identifies subgroups of educators who benefitted from the courses more than others. Results indicated improvement in feelings of self-efficacy around the implementation of practices to promote positive youth development, but new teachers in afterschool programs benefitted more than other educators.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"68 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597024","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}
Dana A. Robertson, Lauren Breckenridge Padesky, L. Thrailkill, Avia Kelly, Cynthia H. Brock
This qualitative study used structural analysis of conversational episodes and content analysis to examine how two instructional leaders fostered teacher agency and collaboration in planning ongoing structures and content during a yearlong professional learning experience in one elementary school. Framed within a theory of agency, we found a merging of insider and outsider knowledge in the interactions between university partners and the two leaders of the English language arts leadership team that occurred across time, that agentive discourse was topically coherent among the leadership team as a collective group, and that the collective group maintained reflective and forward-looking common professional learning goals. We argue that meaningful professional development contexts position all participants in ways that value and trust their individual contributions and prompt them to act agentively to meet individual learning goals while maintaining a focus on the school’s collective goals.
{"title":"Exploring the role of instructional leaders in promoting agency in teachers’ professional learning","authors":"Dana A. Robertson, Lauren Breckenridge Padesky, L. Thrailkill, Avia Kelly, Cynthia H. Brock","doi":"10.30935/ijpdll/14058","DOIUrl":"https://doi.org/10.30935/ijpdll/14058","url":null,"abstract":"This qualitative study used structural analysis of conversational episodes and content analysis to examine how two instructional leaders fostered teacher agency and collaboration in planning ongoing structures and content during a yearlong professional learning experience in one elementary school. Framed within a theory of agency, we found a merging of insider and outsider knowledge in the interactions between university partners and the two leaders of the English language arts leadership team that occurred across time, that agentive discourse was topically coherent among the leadership team as a collective group, and that the collective group maintained reflective and forward-looking common professional learning goals. We argue that meaningful professional development contexts position all participants in ways that value and trust their individual contributions and prompt them to act agentively to meet individual learning goals while maintaining a focus on the school’s collective goals.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"33 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127079","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 article aims to provide a review of important findings from previous research on teacher education and the quality of teaching to offer the way forward for improving the quality of teacher education in Cambodia. The article begins by highlighting key findings from several studies on teacher education before examining the quality teaching model (QTM) developed by Australian researchers. The article then discusses key factors influencing teacher quality and teaching quality. It also discusses major issues concerning teacher education in Cambodia and offers suggestions for improving teacher education quality in the Cambodian context. The article argues that significant efforts are required to enhance teacher education in Cambodia. In particular, QTM may be worth considering in refining the quality of teacher preparation, teaching quality, and educational reform in the Cambodian teacher education context.
{"title":"Research on teacher education and implications for improving the quality of teacher education in Cambodia","authors":"Sarin Sok, Kimkong Heng","doi":"10.30935/ijpdll/14042","DOIUrl":"https://doi.org/10.30935/ijpdll/14042","url":null,"abstract":"This article aims to provide a review of important findings from previous research on teacher education and the quality of teaching to offer the way forward for improving the quality of teacher education in Cambodia. The article begins by highlighting key findings from several studies on teacher education before examining the quality teaching model (QTM) developed by Australian researchers. The article then discusses key factors influencing teacher quality and teaching quality. It also discusses major issues concerning teacher education in Cambodia and offers suggestions for improving teacher education quality in the Cambodian context. The article argues that significant efforts are required to enhance teacher education in Cambodia. In particular, QTM may be worth considering in refining the quality of teacher preparation, teaching quality, and educational reform in the Cambodian teacher education context.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"25 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129030","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 systematic review of literature examined the emergent scientific literature relating to job satisfaction among educators. It is believed to provide administrators and educational leaders an overall view of educator’s job satisfaction and its related factors based on the synthesis and findings of studies across the globe for the past half decade. The findings revealed that empirical studies on job satisfaction among educators mainly focused on self-efficacy and job performance. Thus, there is a need to explore several related factors such as relationship, internal and external factors and theoretical development on job satisfaction. Therefore, it’s the researcher’s hope that future studies can explore related factors on educator’s job satisfaction thereby enriching and augmenting effectiveness and efficiency at work to better guide educational management, supervision and leadership.
{"title":"Job satisfaction among educators: A systematic review","authors":"J. Z. Tria","doi":"10.30935/ijpdll/13212","DOIUrl":"https://doi.org/10.30935/ijpdll/13212","url":null,"abstract":"This systematic review of literature examined the emergent scientific literature relating to job satisfaction among educators. It is believed to provide administrators and educational leaders an overall view of educator’s job satisfaction and its related factors based on the synthesis and findings of studies across the globe for the past half decade. The findings revealed that empirical studies on job satisfaction among educators mainly focused on self-efficacy and job performance. Thus, there is a need to explore several related factors such as relationship, internal and external factors and theoretical development on job satisfaction. Therefore, it’s the researcher’s hope that future studies can explore related factors on educator’s job satisfaction thereby enriching and augmenting effectiveness and efficiency at work to better guide educational management, supervision and leadership.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","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":"116487169","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}
The research on the knowledge and perceptions of electromagnetic radiation among teachers who will teach these topics in primary and secondary education is relatively limited. According to existing literature, electromagnetic radiation is a challenging and complex concept for students to comprehend. Despite the widespread use of radiation-emitting devices like cell phones and wireless networks, the misuse of the term “radiation” has resulted in various misconceptions. This study aimed to examine the elementary understanding of electromagnetic radiation and its application in wireless technologies among prospective primary and secondary education teachers from different specialties. 427 pre-service teachers participated in the survey, and the data was gathered through a closed questionnaire. The study’s overall conclusion was that teachers’ knowledge regarding electromagnetic radiation was insufficient. The curricula of their departments, their interests in high school courses, and their gender significantly affect their understanding of electromagnetic radiation and its application to wireless technologies.
{"title":"Assessing elementary understanding of electromagnetic radiation and its implementation in wireless technologies among pre-service teachers","authors":"Leonidas Gavrilas, K. Kotsis","doi":"10.30935/ijpdll/13191","DOIUrl":"https://doi.org/10.30935/ijpdll/13191","url":null,"abstract":"The research on the knowledge and perceptions of electromagnetic radiation among teachers who will teach these topics in primary and secondary education is relatively limited. According to existing literature, electromagnetic radiation is a challenging and complex concept for students to comprehend. Despite the widespread use of radiation-emitting devices like cell phones and wireless networks, the misuse of the term “radiation” has resulted in various misconceptions. This study aimed to examine the elementary understanding of electromagnetic radiation and its application in wireless technologies among prospective primary and secondary education teachers from different specialties. 427 pre-service teachers participated in the survey, and the data was gathered through a closed questionnaire. The study’s overall conclusion was that teachers’ knowledge regarding electromagnetic radiation was insufficient. The curricula of their departments, their interests in high school courses, and their gender significantly affect their understanding of electromagnetic radiation and its application to wireless technologies.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"20 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":"116337374","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 examined the integration of assistive technology (AT) in teaching learners with special educational needs (LSENs) in selected schools in the Philippines. This aimed to determine the assistive technologies utilized in teaching the special education (SPED) learners. The research also examined the perceptions, challenges, and support mechanism in the integration of technology among SPED teachers. Key informant interviews or in-depth interviews were conducted amid the COVID-19 pandemic to 12 SPED teachers handling learners with special needs. The findings of the study revealed that the available assistive technologies are interactive multimedia and conventional technology. Educational apps and high-tech tools are also used but of limited number. As SPED teachers who are teaching LSENs use AT, they find it useful as a reinforcement to learning, provides satisfaction in teaching, and brings motivational impact to learners. However, this somehow leads to fixation of learners to technology. Inadequacy of resources, learners’ misbehavior during instruction, technological problems and poor mastery of skills are the identified challenges of SPED teachers. Financial, emotional, administrative, instructional and moral support are needed as a support mechanism. The study recommends for SPED schools to provide relevant trainings to SPED teachers on how to deal with the difficulties to meet the special needs of the learners.
{"title":"Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines","authors":"Rolyn Joy Campado, C. Toquero, D. M. Ulanday","doi":"10.30935/ijpdll/13062","DOIUrl":"https://doi.org/10.30935/ijpdll/13062","url":null,"abstract":"This study examined the integration of assistive technology (AT) in teaching learners with special educational needs (LSENs) in selected schools in the Philippines. This aimed to determine the assistive technologies utilized in teaching the special education (SPED) learners. The research also examined the perceptions, challenges, and support mechanism in the integration of technology among SPED teachers. Key informant interviews or in-depth interviews were conducted amid the COVID-19 pandemic to 12 SPED teachers handling learners with special needs. The findings of the study revealed that the available assistive technologies are interactive multimedia and conventional technology. Educational apps and high-tech tools are also used but of limited number. As SPED teachers who are teaching LSENs use AT, they find it useful as a reinforcement to learning, provides satisfaction in teaching, and brings motivational impact to learners. However, this somehow leads to fixation of learners to technology. Inadequacy of resources, learners’ misbehavior during instruction, technological problems and poor mastery of skills are the identified challenges of SPED teachers. Financial, emotional, administrative, instructional and moral support are needed as a support mechanism. The study recommends for SPED schools to provide relevant trainings to SPED teachers on how to deal with the difficulties to meet the special needs of the learners.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133673501","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}
Onset of COVID-19 early 2020 disrupted learning in public and private schools of Zimbabwe. The traditional face-to-face lesson delivery method was no longer feasible due to lockdowns. The purpose of this research was to establish whether or not performance in under-resourced schools was affected. The research compares performance of learners prior to and during COVID-19 period in arts, commercial and science subjects. A simple random sampling method was used to collect primary data from advanced level students, teachers and other stakeholders using questionnaires. Secondary data on performance of learners was collected randomly from reports from public schools within Bulawayo. Evaluation of structural associations between learning areas, teaching methods and subject areas were analysed using loglinear models. Findings of the research show that arts and commercial subjects could be taught online without statistically significant changes in the odds of passing these learning areas. While science subjects had statistically significant changes in the odds of passing these learning areas when a shift from face-to face to online learning was made. Girl child was the most affected. It is recommended that for science subjects, mixture of online learning and face-to-face lessons be considered.
{"title":"A comparative study of pupils’ performance during online and face-to-face learning in under resourced secondary schools of Bulawayo, Zimbabwe","authors":"Desmond Mwembe, Thelma Chari","doi":"10.30935/ijpdll/13021","DOIUrl":"https://doi.org/10.30935/ijpdll/13021","url":null,"abstract":"Onset of COVID-19 early 2020 disrupted learning in public and private schools of Zimbabwe. The traditional face-to-face lesson delivery method was no longer feasible due to lockdowns. The purpose of this research was to establish whether or not performance in under-resourced schools was affected. The research compares performance of learners prior to and during COVID-19 period in arts, commercial and science subjects. A simple random sampling method was used to collect primary data from advanced level students, teachers and other stakeholders using questionnaires. Secondary data on performance of learners was collected randomly from reports from public schools within Bulawayo. Evaluation of structural associations between learning areas, teaching methods and subject areas were analysed using loglinear models. Findings of the research show that arts and commercial subjects could be taught online without statistically significant changes in the odds of passing these learning areas. While science subjects had statistically significant changes in the odds of passing these learning areas when a shift from face-to face to online learning was made. Girl child was the most affected. It is recommended that for science subjects, mixture of online learning and face-to-face lessons be considered.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127385004","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}
Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.
在菲律宾，在模块化远程教育下提供自学模块和其他印刷材料并不能保证学习能力的获得，特别是在数学方面，其中概念、原理和程序的解释和说明需要教师的澄清。为了解决这个问题，Facebook Messenger被用作与学生交流的平台，并通过发布带有语音剪辑和视频课程的幻灯片来提供干预措施。本研究旨在运用实际行动研究的方法，验证上述干预措施在七年级数学教学中的有效性。测试材料、问卷调查和访谈指南是收集数据的工具，经一位数学教育硕士教师和两位数学教育班主任验证。定量数据采用SPSS version 23进行分析，定性数据采用专题分析。基于这些发现，通过Facebook Messenger的讲座和视频课程帮助学生理解数学概念和解决数学问题的过程。这意味着上述通过Facebook Messenger进行的干预足以让学生应对模块化远程学习带来的数学学习挑战。然而，学生们建议维持更长时间的干预。
{"title":"Messenger lectures and video lessons as mathematics interventions for modular distance learning","authors":"A. Insorio, Jorelyn Estrellado Insorio","doi":"10.30935/ijpdll/13008","DOIUrl":"https://doi.org/10.30935/ijpdll/13008","url":null,"abstract":"Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114814469","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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