This study aimed to describe the essence of the lived experiences of Technology and Livelihood Education Teachers on the challenges and benefits of facilitating online learning. This study utilized a qualitative method with a phenomenological perspective and a transcendental design. The result revealed three (3) superordinate themes with various subordinate themes for the ‘challenges’ of TLE teachers in facilitating online learning, which include: (1) Challenging Teaching Tasks; (2) Technological Infrastructure Availability and Management; and (3) Assessment and Monitoring of Student Learning. On the other hand, five (5) superordinate themes emerged under ‘benefits’ of facilitating online learning, including (1) Improvement of technical skills; (2) Improvement of communication skills; (3) Access to learning resources; (4) Fulfilling job; and (5) Learning convenience. This study suggested that teachers and students must have access to Information and Communications Technology (ICT) resources and facilities, both groups must receive adequate training, and curriculum materials must be digitized. Likewise, the school administrators may allocate more funds for the schools to have internal resources. This is encouraged for the academic program to function.
{"title":"Lived Experiences of Technology and Livelihood Education Teachers on the Challenges and Benefits of Facilitating Online Learning","authors":"Evelyn Jaurigue-Sublay","doi":"10.7719/irj.v20i1.855","DOIUrl":"https://doi.org/10.7719/irj.v20i1.855","url":null,"abstract":"This study aimed to describe the essence of the lived experiences of Technology and Livelihood Education Teachers on the challenges and benefits of facilitating online learning. This study utilized a qualitative method with a phenomenological perspective and a transcendental design. The result revealed three (3) superordinate themes with various subordinate themes for the ‘challenges’ of TLE teachers in facilitating online learning, which include: (1) Challenging Teaching Tasks; (2) Technological Infrastructure Availability and Management; and (3) Assessment and Monitoring of Student Learning. On the other hand, five (5) superordinate themes emerged under ‘benefits’ of facilitating online learning, including (1) Improvement of technical skills; (2) Improvement of communication skills; (3) Access to learning resources; (4) Fulfilling job; and (5) Learning convenience. This study suggested that teachers and students must have access to Information and Communications Technology (ICT) resources and facilities, both groups must receive adequate training, and curriculum materials must be digitized. Likewise, the school administrators may allocate more funds for the schools to have internal resources. This is encouraged for the academic program to function.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128853412","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 study aimed to ascertain the support system, strategies, and self-efficacy of preschool teachers in handling learners' separation anxiety. It also determined the significant relationship between the support system and preschool teachers' self-efficacy. It also determined if there is a significant relationship between the strategies and the preschool teachers' self-efficacy. Descriptive and correlational method was used in the study. Moreover, the quantitative results were supported by a qualitative interview with the preschool teachers. The respondents of the study were the 127 preschool teachers in Sarangani Division. The instrument used was a researcher-made questionnaire validated by the experts and was pilot tested. The results showed that the teachers' support system was a moderate extent. Also, they have used overprotection, avoidance reinforcement, encouragement, and rewards to handle learners' separation anxiety to a great extent. Additionally, their self-efficacy is to a high extent. Lastly, the teachers shared the following success stories: enjoying the company of the learners, being a resourceful preschool teacher, showing love and compassion towards the learners, collaborating with the learners, and extending their Patience for the learners. Based on the results, the researcher developed an intervention program dubbed PROJECT SEPAX.
{"title":"Support Systems, Strategies, and Self-Efficacy of Preschool Teachers in Handling Separation Anxiety","authors":"Ronah Faith Jucoy","doi":"10.7719/irj.v19i1.842","DOIUrl":"https://doi.org/10.7719/irj.v19i1.842","url":null,"abstract":"The study aimed to ascertain the support system, strategies, and self-efficacy of preschool teachers in handling learners' separation anxiety. It also determined the significant relationship between the support system and preschool teachers' self-efficacy. It also determined if there is a significant relationship between the strategies and the preschool teachers' self-efficacy. Descriptive and correlational method was used in the study. Moreover, the quantitative results were supported by a qualitative interview with the preschool teachers. The respondents of the study were the 127 preschool teachers in Sarangani Division. The instrument used was a researcher-made questionnaire validated by the experts and was pilot tested. The results showed that the teachers' support system was a moderate extent. Also, they have used overprotection, avoidance reinforcement, encouragement, and rewards to handle learners' separation anxiety to a great extent. Additionally, their self-efficacy is to a high extent. Lastly, the teachers shared the following success stories: enjoying the company of the learners, being a resourceful preschool teacher, showing love and compassion towards the learners, collaborating with the learners, and extending their Patience for the learners. Based on the results, the researcher developed an intervention program dubbed PROJECT SEPAX.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127198238","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}
Modular Distance Learning is one of the learning modalities in the new normal using teacher-made modules with learning tasks based on the Most Essential Learning Competencies (MELCs). This online descriptive quantitative research investigated the extent of challenges faced by the Araling Panlipunan and Social Science teachers from the ten districts of the Schools Division Office of Surigao City for the school year 2020-2021, in which purposive sampling was used. Mean and standard deviation were the statistical tools used to treat the data. In a nutshell, the result reveals a moderate difficulty encountered by the teacher-respondents in facilitating modular distance learning, with an overall mean of 2.78 and a standard deviation of 0.71. These struggles manifest because handling modular classes during the pandemic was a surprise. The specific findings show that the Development of Self-Learning Modules (SLMs) and Quality Assurance topped the challenges of teachers. Other factors, such as Production, Distribution, Retrieval of SLMs, and Learning Assessment and Monitoring, exhibit a low to moderate degree of difficulty. Despite this COVID-19 pandemic, teachers have continually facilitated the educative processes. However, they should be more capacitated to equip themselves with relevant knowledge and skills on the rudiments of preparing the aforementioned learning resources as supplemental learning materials, in-person learning engagement, and even other applicable learning platforms.
{"title":"Extent of Challenges Encountered By the Araling Panlipunan and Social Science Teachers in Facilitating the Modular Distance Learning: Basis for the Formulation of Learning and Development Plan","authors":"Marino Pamogas","doi":"10.7719/irj.v19i1.838","DOIUrl":"https://doi.org/10.7719/irj.v19i1.838","url":null,"abstract":"Modular Distance Learning is one of the learning modalities in the new normal using teacher-made modules with learning tasks based on the Most Essential Learning Competencies (MELCs). This online descriptive quantitative research investigated the extent of challenges faced by the Araling Panlipunan and Social Science teachers from the ten districts of the Schools Division Office of Surigao City for the school year 2020-2021, in which purposive sampling was used. Mean and standard deviation were the statistical tools used to treat the data. In a nutshell, the result reveals a moderate difficulty encountered by the teacher-respondents in facilitating modular distance learning, with an overall mean of 2.78 and a standard deviation of 0.71. These struggles manifest because handling modular classes during the pandemic was a surprise. The specific findings show that the Development of Self-Learning Modules (SLMs) and Quality Assurance topped the challenges of teachers. Other factors, such as Production, Distribution, Retrieval of SLMs, and Learning Assessment and Monitoring, exhibit a low to moderate degree of difficulty. Despite this COVID-19 pandemic, teachers have continually facilitated the educative processes. However, they should be more capacitated to equip themselves with relevant knowledge and skills on the rudiments of preparing the aforementioned learning resources as supplemental learning materials, in-person learning engagement, and even other applicable learning platforms.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131084655","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}
I. J. Terogo, Xin Xian Calvo, Kent Aryll Canete, Michael James Cinco
The study delves into the perception of the parents of learners whose first language is English towards Mother Tongue-based Multilingual Education (MTBMLE). The questionnaire accumulates the perception of parents as important stakeholders in MTBMLE implementation to provide insight into family language policy in the Philippines. Native English speakers in this study refer to Filipino children who use English more comfortably than any other language at home in the Central Philippines region, with Sinugbuanong Binisaya as the local mother tongue. The study uses Personality Implicit Theory, Threshold Theory, and Sociocultural Theory to describe how these parents feel about their children’s mother tongue acquisition. Findings revealed that parents whose children are native English speakers agreed to the benefits of the mother tongue in the language and sociocultural development of the learners. Thus, native English speakers may unconsciously learn the language of the environment (Sinugbuanong Binisaya) when they converse and interact with the people of the said language. Moreover, seeking the perception of parents of Native English learners provides an important guide for any other institutions across the globe that have not implemented the MTBMLE fully as a subject to consider its implementation. It opens the possibility of training parents on an informed family language policy which assists children in learning MTBMLE, as they greatly help their children's language acquisition in the Cebuano language and appreciate the local culture.
{"title":"But My Child Speaks English: Native English Parents’ Perception on Mother Tongue as Medium of Instruction","authors":"I. J. Terogo, Xin Xian Calvo, Kent Aryll Canete, Michael James Cinco","doi":"10.7719/irj.v19i1.833","DOIUrl":"https://doi.org/10.7719/irj.v19i1.833","url":null,"abstract":"The study delves into the perception of the parents of learners whose first language is English towards Mother Tongue-based Multilingual Education (MTBMLE). The questionnaire accumulates the perception of parents as important stakeholders in MTBMLE implementation to provide insight into family language policy in the Philippines. Native English speakers in this study refer to Filipino children who use English more comfortably than any other language at home in the Central Philippines region, with Sinugbuanong Binisaya as the local mother tongue. The study uses Personality Implicit Theory, Threshold Theory, and Sociocultural Theory to describe how these parents feel about their children’s mother tongue acquisition. Findings revealed that parents whose children are native English speakers agreed to the benefits of the mother tongue in the language and sociocultural development of the learners. Thus, native English speakers may unconsciously learn the language of the environment (Sinugbuanong Binisaya) when they converse and interact with the people of the said language. Moreover, seeking the perception of parents of Native English learners provides an important guide for any other institutions across the globe that have not implemented the MTBMLE fully as a subject to consider its implementation. It opens the possibility of training parents on an informed family language policy which assists children in learning MTBMLE, as they greatly help their children's language acquisition in the Cebuano language and appreciate the local culture.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130713273","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 pandemic has brought disruption in the educational setting. This sudden disorder has to be handled properly and quickly by the management, specifically the middle managers, to ensure a smooth delivery of learning and teaching. Holding on to the assumption that middle managers have a special function during a crisis, this study explored the instructional leadership of middle managers during the pandemic in a private institution using the Philippine Professional Standards for Supervisors. Using qualitative phenomenological design and employing focus group discussion as a data gathering technique to inquire on the middle managers’ handling of the academic condition, results reveal that implementation of the curriculum was smoothly done even if they are not well-equipped with the current situation. This study clearly emphasized that middle managers' critical function, especially in turbulent times, for the smooth delivery of instructions by monitoring the teachers' well-being professionally and emotionally and providing needed academic assistance. Hence, we recommend that academic institutions enhance the managerial aspect of middle managers by including disaster and risk mitigation. It is also recommended to look after the welfare of the middle managers. The key role they play is crucial to sustaining the delivery of academic excellence.
{"title":"Case Study of the Personal Experiences on Instructional Leadership of Middle-Level Leaders during Pandemic","authors":"Catherine Llave, Cynthia Genon","doi":"10.7719/irj.v19i1.841","DOIUrl":"https://doi.org/10.7719/irj.v19i1.841","url":null,"abstract":"The pandemic has brought disruption in the educational setting. This sudden disorder has to be handled properly and quickly by the management, specifically the middle managers, to ensure a smooth delivery of learning and teaching. Holding on to the assumption that middle managers have a special function during a crisis, this study explored the instructional leadership of middle managers during the pandemic in a private institution using the Philippine Professional Standards for Supervisors. Using qualitative phenomenological design and employing focus group discussion as a data gathering technique to inquire on the middle managers’ handling of the academic condition, results reveal that implementation of the curriculum was smoothly done even if they are not well-equipped with the current situation. This study clearly emphasized that middle managers' critical function, especially in turbulent times, for the smooth delivery of instructions by monitoring the teachers' well-being professionally and emotionally and providing needed academic assistance. Hence, we recommend that academic institutions enhance the managerial aspect of middle managers by including disaster and risk mitigation. It is also recommended to look after the welfare of the middle managers. The key role they play is crucial to sustaining the delivery of academic excellence. ","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"475 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123051701","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 study determined the attitudes toward the English language, the general proficiency level of 60 selected first-year college students, language structure, reading comprehension, and vocabulary. This was conducted to solve current issues of reading comprehension difficulties and poor linguistic competence in English subjects. It utilized descriptive research. Findings revealed “zero highly unfavorable” attitudes towards English; 2 “highly favorable.” For language structure, half of them were “slightly proficient,” 26 (43.33%) “Proficient,” 2 (3.33%) “Moderately proficient,” and 2 (3.33%) “Very poor.” No one obtained a “highly proficient” rating. The mean score: was 14.02, 4.59 standard deviation. The overall proficiency was “slightly proficient.” For vocabulary (context clues, antonym, analogy, denotation, and connotation), 29 (48.33%) rated “Slightly proficient,” 23 (38.33%) demonstrated “poor” performance, 6 (10%) were “moderately proficient” only 2 (3.33%) obtained “very poor” rating. The mean score is 13.52/ 4.15 standard deviation, a “slightly proficient” overall rating. “Connotation”- highest with a 3.50 mean score; lowest on “analogy “1.42 mean. For reading comprehension, 29 (48.33%) had “Slightly adequate” proficiency, 25 (41.67%) had “Poor” performance, 4 (6.67%) had a “Very poor” rating, 2(3.33%) had “Moderately proficient”- mean score 12.12, 3.51 standard deviation. “Poor” overall proficiency. “Forming opinions”- easiest; “drawing conclusion “- most difficult. The general proficiency level was “slightly proficient,” with a 42.23 mean. Respondent’s language structure and vocabulary are “slightly proficient, while “Poor” in reading comprehension.
{"title":"Attitudes and Language Proficiency of College Students at Catanduanes State University Panganiban Campus","authors":"Juvelyn Salvador","doi":"10.7719/irj.v19i1.837","DOIUrl":"https://doi.org/10.7719/irj.v19i1.837","url":null,"abstract":"The study determined the attitudes toward the English language, the general proficiency level of 60 selected first-year college students, language structure, reading comprehension, and vocabulary. This was conducted to solve current issues of reading comprehension difficulties and poor linguistic competence in English subjects. It utilized descriptive research. Findings revealed “zero highly unfavorable” attitudes towards English; 2 “highly favorable.” For language structure, half of them were “slightly proficient,” 26 (43.33%) “Proficient,” 2 (3.33%) “Moderately proficient,” and 2 (3.33%) “Very poor.” No one obtained a “highly proficient” rating. The mean score: was 14.02, 4.59 standard deviation. The overall proficiency was “slightly proficient.” For vocabulary (context clues, antonym, analogy, denotation, and connotation), 29 (48.33%) rated “Slightly proficient,” 23 (38.33%) demonstrated “poor” performance, 6 (10%) were “moderately proficient” only 2 (3.33%) obtained “very poor” rating. The mean score is 13.52/ 4.15 standard deviation, a “slightly proficient” overall rating. “Connotation”- highest with a 3.50 mean score; lowest on “analogy “1.42 mean. For reading comprehension, 29 (48.33%) had “Slightly adequate” proficiency, 25 (41.67%) had “Poor” performance, 4 (6.67%) had a “Very poor” rating, 2(3.33%) had “Moderately proficient”- mean score 12.12, 3.51 standard deviation. “Poor” overall proficiency. “Forming opinions”- easiest; “drawing conclusion “- most difficult. The general proficiency level was “slightly proficient,” with a 42.23 mean. Respondent’s language structure and vocabulary are “slightly proficient, while “Poor” in reading comprehension.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124896862","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}
Performance tasks are the major requirements that senior high school students demonstrate, especially from the core art subject, Contemporary Philippine Arts from the Regions (CPAR) in De La Salle Santiago Zobel School (DLSZ). CPAR provides annual strand-based art-integrated exhibitions and performances in various strands in DLSZ. Amidst the ongoing pandemic and the new hybrid concurrent class setup in the setting, three (3) varied art-integrated performance tasks were mounted. The aim of this small-scale ethnographic action research study is to analyze the development of the art-integrated performance tasks through document analysis in the Arts & Design Track, HUMSS, and ABM strands; identify its educational objectives by conducting a structured interview of the teachers involved (u=9); explore the perceptions of the integration from selected students (n=7); and evaluate the success ratings based on the educational objectives of the integration by conducting a survey from the students (n=149) using 5-point Likert scale. Results revealed that the art integration of the subjects is generally perceived as connected and the art-integrated performance tasks from each strand are deemed beneficial, challenging, excellent, and very successful. Further studies are needed to discuss the issues in a larger context and on the socioemotional impact of the students and teachers involved.
表演任务是高中生展示的主要要求，特别是在De La Salle Santiago Zobel school (DLSZ)的核心艺术科目，当代菲律宾地区艺术(CPAR)。CPAR每年都会在大兴区举办不同种类的艺术综合展览和表演。在持续的大流行和新的混合并发班级设置中，设置了三(3)种不同的艺术集成表演任务。这个小规模的民族志行动研究的目的是通过艺术与设计轨道，HUMSS和ABM链的文件分析来分析艺术整合表演任务的发展;通过对相关教师进行结构化访谈来确定其教育目标(u=9);探讨选定学生对整合的看法(n=7);并通过对学生(n=149)进行5点李克特量表调查，评估基于整合教育目标的成功等级。结果显示，受试者的艺术整合通常被认为是相互联系的，来自每个方面的艺术整合表演任务被认为是有益的、具有挑战性的、优秀的和非常成功的。需要进一步的研究在更大的背景下讨论这些问题，以及所涉及的学生和教师的社会情感影响。
{"title":"Evaluation of Arts-Based Performance Tasks in Hybrid Classes","authors":"M. Fernandez","doi":"10.7719/irj.v19i1.840","DOIUrl":"https://doi.org/10.7719/irj.v19i1.840","url":null,"abstract":"Performance tasks are the major requirements that senior high school students demonstrate, especially from the core art subject, Contemporary Philippine Arts from the Regions (CPAR) in De La Salle Santiago Zobel School (DLSZ). CPAR provides annual strand-based art-integrated exhibitions and performances in various strands in DLSZ. Amidst the ongoing pandemic and the new hybrid concurrent class setup in the setting, three (3) varied art-integrated performance tasks were mounted. The aim of this small-scale ethnographic action research study is to analyze the development of the art-integrated performance tasks through document analysis in the Arts & Design Track, HUMSS, and ABM strands; identify its educational objectives by conducting a structured interview of the teachers involved (u=9); explore the perceptions of the integration from selected students (n=7); and evaluate the success ratings based on the educational objectives of the integration by conducting a survey from the students (n=149) using 5-point Likert scale. Results revealed that the art integration of the subjects is generally perceived as connected and the art-integrated performance tasks from each strand are deemed beneficial, challenging, excellent, and very successful. Further studies are needed to discuss the issues in a larger context and on the socioemotional impact of the students and teachers involved.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115699740","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 determined the impact of flexible learning on the politics and economics of educational management. This was conducted to unveil challenges and opportunities encountered by teachers, their implications on the politics and economics of educational administration, and proposed solutions. This was shown on all nine secondary school principals in Zone 3, Division of Catanduanes, Philippines using mixed methods with complete enumeration. The “serious problems” dealt with challenges of the scarcity of supplies and more time printing modules (3.67%), monitoring student’s learning on the difficulty in validating performance (3.89%), difficulty in tracking students (3.78%), and teacher’s health risk (3.56%); retrieval of modules like late submission; checking and evaluating on the difficulty in validating performance and low passing rate. For feedbacking, poor internet connection, and poor parental support. The opportunities for teachers are quality time with family, good savings, and sound health, and very less on developing professionalism like innovating and improving expertise in ICT. The conclusions drawn were the majority are “aged professionals” who do not prioritize higher studies”; 11 years more in service, and most participated in “division level trainings” only. The impact on economics reveals a scarcity of resources that caused teachers to spend personal money; capital outlay funds were spent on printing machines. For politics, it forged strong partnerships among stakeholders for support from LGU and community and private organizations.
{"title":"Implications of Flexible Learning to Politics and Economics of Educational Management","authors":"Juvelyn Salvador","doi":"10.7719/irj.v19i1.839","DOIUrl":"https://doi.org/10.7719/irj.v19i1.839","url":null,"abstract":"This study determined the impact of flexible learning on the politics and economics of educational management. This was conducted to unveil challenges and opportunities encountered by teachers, their implications on the politics and economics of educational administration, and proposed solutions. This was shown on all nine secondary school principals in Zone 3, Division of Catanduanes, Philippines using mixed methods with complete enumeration. The “serious problems” dealt with challenges of the scarcity of supplies and more time printing modules (3.67%), monitoring student’s learning on the difficulty in validating performance (3.89%), difficulty in tracking students (3.78%), and teacher’s health risk (3.56%); retrieval of modules like late submission; checking and evaluating on the difficulty in validating performance and low passing rate. For feedbacking, poor internet connection, and poor parental support. The opportunities for teachers are quality time with family, good savings, and sound health, and very less on developing professionalism like innovating and improving expertise in ICT. The conclusions drawn were the majority are “aged professionals” who do not prioritize higher studies”; 11 years more in service, and most participated in “division level trainings” only. The impact on economics reveals a scarcity of resources that caused teachers to spend personal money; capital outlay funds were spent on printing machines. For politics, it forged strong partnerships among stakeholders for support from LGU and community and private organizations.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121083437","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}
A school tracer study is a research method used to track the progress and outcomes of a school's graduates over time. In addition, school tracer studies can help to identify trends and patterns in education and employment outcomes across different countries and regions, allowing for cross-country comparisons and the identification of best practices. A tracer study on the Master of Science Graduates in Disaster Risk Management of the Central Bicol State University of Agriculture determined the employability of the Master of Science in Disaster Risk Management (MSDRM) graduates to provide input to curriculum innovation. The majority of the tracer studies reviewed were from the undergraduate and master’s levels. This tracer study on graduates of the doctoral programs, EdD and PhD of Bicol College Inc. is a novel undertaking. The descriptive–quantitative research design was used employing the saturated sampling technique. A database of these graduates was established, and it was found that lifelong learning and service to the community are very relevant among doctoral degree graduates. Open career for postdoctoral studies is a challenge to them. Results showed that the majority of the respondents are females, with ages ranging from 40-60 years old. It took them 3-5 years to complete the degree, enroll in the degree program for professional growth and mostly be promoted after completion. Ten respondents obtained recognition and awards at the local, regional, national, and international level. One graduate even passed the Career Executive Service Written Examination, a qualification for directorship.
{"title":"Bicol College Ed. D. and Ph. D. Graduates from 2012-2021: A Tracer Study","authors":"M. Esparrago","doi":"10.7719/irj.v19i1.836","DOIUrl":"https://doi.org/10.7719/irj.v19i1.836","url":null,"abstract":"A school tracer study is a research method used to track the progress and outcomes of a school's graduates over time. In addition, school tracer studies can help to identify trends and patterns in education and employment outcomes across different countries and regions, allowing for cross-country comparisons and the identification of best practices. A tracer study on the Master of Science Graduates in Disaster Risk Management of the Central Bicol State University of Agriculture determined the employability of the Master of Science in Disaster Risk Management (MSDRM) graduates to provide input to curriculum innovation. The majority of the tracer studies reviewed were from the undergraduate and master’s levels. This tracer study on graduates of the doctoral programs, EdD and PhD of Bicol College Inc. is a novel undertaking. The descriptive–quantitative research design was used employing the saturated sampling technique. A database of these graduates was established, and it was found that lifelong learning and service to the community are very relevant among doctoral degree graduates. Open career for postdoctoral studies is a challenge to them. Results showed that the majority of the respondents are females, with ages ranging from 40-60 years old. It took them 3-5 years to complete the degree, enroll in the degree program for professional growth and mostly be promoted after completion. Ten respondents obtained recognition and awards at the local, regional, national, and international level. One graduate even passed the Career Executive Service Written Examination, a qualification for directorship.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114953101","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 Nurse Licensure Examination is conducted by the Professional Regulatory Commission to screen Nursing graduates who will be licensed to practice nursing. The study aimed to determine the academic and non-academic profiles of the respondents and their possible correlation to the respondents’ Nurse Licensure Examination performance. Using total enumeration, sixty-seven Nursing graduates of the pioneering batch under CMO 14 s. 2009 were used as respondents. The academic profile included Nursing Care Management (NCM), Nurse Aptitude Test (NAT), English Proficiency, and Nursing Enhancement Program (NEP). The non-academic profile covered Emotional Quotient, the Otis-Lennon School Ability Test (OLSAT), and the Schedule of Examination. The study used the non-experimental descriptive-correlational research design. Frequency and percentage, mean, Pearson r, Chi-Square, and Linear Regression analysis were the statistical tools employed in the study. Results revealed that all individual parameters in the academic profile are significantly correlated to the licensure examination performance. On the other hand, only the OLSAT in the non-academic profile showed a significant correlation to the licensure examination performance. Finally, the regression model obtained in the study is written as NLEP = 18.139 + 0.413 (NCM) + 0.018 (NAT) – 0.195 (EngProf) + 0.399 (NEP).
{"title":"Academic and Non-Academic Profile Affecting the Nurse Licensure Examination Performance of the Nursing Graduates of a Higher Education Institution in Davao City","authors":"Romeo Pulgarinas Jr.","doi":"10.7719/irj.v19i1.835","DOIUrl":"https://doi.org/10.7719/irj.v19i1.835","url":null,"abstract":"The Nurse Licensure Examination is conducted by the Professional Regulatory Commission to screen Nursing graduates who will be licensed to practice nursing. The study aimed to determine the academic and non-academic profiles of the respondents and their possible correlation to the respondents’ Nurse Licensure Examination performance. Using total enumeration, sixty-seven Nursing graduates of the pioneering batch under CMO 14 s. 2009 were used as respondents. The academic profile included Nursing Care Management (NCM), Nurse Aptitude Test (NAT), English Proficiency, and Nursing Enhancement Program (NEP). The non-academic profile covered Emotional Quotient, the Otis-Lennon School Ability Test (OLSAT), and the Schedule of Examination. The study used the non-experimental descriptive-correlational research design. Frequency and percentage, mean, Pearson r, Chi-Square, and Linear Regression analysis were the statistical tools employed in the study. Results revealed that all individual parameters in the academic profile are significantly correlated to the licensure examination performance. On the other hand, only the OLSAT in the non-academic profile showed a significant correlation to the licensure examination performance. Finally, the regression model obtained in the study is written as NLEP = 18.139 + 0.413 (NCM) + 0.018 (NAT) – 0.195 (EngProf) + 0.399 (NEP).","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"12 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114048008","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：