Nowadays, learners have found various ways to learn individually through available technologies. Moreover, with the pandemic where flexible learning was implemented and a modular approach was utilized, the students had a hard time taking the initiative to study independently and setting goals in their academic endeavors. Students cannot manage the information they get; they have difficulties critically analyzing the important information they need. Thus, they should be properly guided on self-regulated learning since the curricula nowadays are student-centered. The study aimed to assess the self-regulated learning level of the 2nd-4th year students of the Pamantasan ng Lungsod ng Pasig in terms of planning, monitoring, controlling or adjusting, and reflecting. The study adopted the descriptive method with 2,302 respondents from the five colleges. Based on the findings, the students have a moderate level of self-regulated learning. Moreover, there is a significant difference in the self-regulated learning of the students when grouped according to their sex, age, college level, program, units enrolled, and weekly allowance. However, there is no significant difference in their self-regulated learning according to their academic status and scholarship. In addition, there is a significant relationship between the self-regulated learning level and academic performance of the student-respondents of PLPasig. It is recommended that students must be exposed to more complex, open-ended tasks that will make them practice managing distractions and maintaining focus while tackling increasingly challenging academic work.
{"title":"An Assessment of Students’ Self-Regulated Learning of a Higher Education Institution in a Highly Urbanized City in the Philippines","authors":"Joanna Marie Pina De Manuel","doi":"10.7719/irj.v20i1.850","DOIUrl":"https://doi.org/10.7719/irj.v20i1.850","url":null,"abstract":"Nowadays, learners have found various ways to learn individually through available technologies. Moreover, with the pandemic where flexible learning was implemented and a modular approach was utilized, the students had a hard time taking the initiative to study independently and setting goals in their academic endeavors. Students cannot manage the information they get; they have difficulties critically analyzing the important information they need. Thus, they should be properly guided on self-regulated learning since the curricula nowadays are student-centered. The study aimed to assess the self-regulated learning level of the 2nd-4th year students of the Pamantasan ng Lungsod ng Pasig in terms of planning, monitoring, controlling or adjusting, and reflecting. The study adopted the descriptive method with 2,302 respondents from the five colleges. Based on the findings, the students have a moderate level of self-regulated learning. Moreover, there is a significant difference in the self-regulated learning of the students when grouped according to their sex, age, college level, program, units enrolled, and weekly allowance. However, there is no significant difference in their self-regulated learning according to their academic status and scholarship. In addition, there is a significant relationship between the self-regulated learning level and academic performance of the student-respondents of PLPasig. It is recommended that students must be exposed to more complex, open-ended tasks that will make them practice managing distractions and maintaining focus while tackling increasingly challenging academic work.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116137467","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 aimed to identify the Content and Learning Competencies in the Kindergarten Curriculum with no existing contextualized learning materials, the available learning materials in kindergarten, the teachers' experiences in utilizing the materials, and develop learning materials for the competencies with no existing contextualized materials. This also measured the validity of the contextualized materials developed by the researcher. The researcher utilized a mixed-method research design. The research respondents are fifteen (15) kindergarten teachers in Malapatan 1 District. There are two methods of gathering the data: using a checklist and open-ended questions to gather rich stories and experiences of the teachers. Results showed no existing contextualized materials in the following learning competencies: recognize self, age, and birthday. Identify different places in the community; classify objects according to observable properties like size, color, shape, texture, and weight; identify objects in the environment with the same color and identify the letters of the alphabet. All other competencies in the identified subjects have existing contextualized materials. The major theme that emerged in the experiences of the teachers in utilizing the developed materials revolved around the help and benefits it offered. There were also five developed instructional materials. The developed material has a very high level of validity regarding appropriateness, adequacy, and acceptability.
{"title":"Contextualized Instructional Materials as Supplement to the Kindergarten Teacher’s Guide","authors":"Queennie Marie Manlunas","doi":"10.7719/irj.v20i1.847","DOIUrl":"https://doi.org/10.7719/irj.v20i1.847","url":null,"abstract":"This study aimed to identify the Content and Learning Competencies in the Kindergarten Curriculum with no existing contextualized learning materials, the available learning materials in kindergarten, the teachers' experiences in utilizing the materials, and develop learning materials for the competencies with no existing contextualized materials. This also measured the validity of the contextualized materials developed by the researcher. The researcher utilized a mixed-method research design. The research respondents are fifteen (15) kindergarten teachers in Malapatan 1 District. There are two methods of gathering the data: using a checklist and open-ended questions to gather rich stories and experiences of the teachers. Results showed no existing contextualized materials in the following learning competencies: recognize self, age, and birthday. Identify different places in the community; classify objects according to observable properties like size, color, shape, texture, and weight; identify objects in the environment with the same color and identify the letters of the alphabet. All other competencies in the identified subjects have existing contextualized materials. The major theme that emerged in the experiences of the teachers in utilizing the developed materials revolved around the help and benefits it offered. There were also five developed instructional materials. The developed material has a very high level of validity regarding appropriateness, adequacy, and acceptability.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123746049","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}
Technology is one of the greatest inventions of humankind, which is utilized in all sectors of society. Teachers' integration of technology leads them to facilitate and enhance the teaching-learning process. Teachers must develop their competence to use these with ease and confidence. The abrupt transition to online learning has significantly changed the learning experiences. Teachers are pressured to adapt to technological trends. The inability to adapt to technology may lead to techno-stress, a modern adaptation disorder due to failure to cope with technologies. The study adopted the descriptive method with 57 full-time and 110 part-time teacher-respondents. The data were analyzed through frequency, percentage, weighted mean, t-test, ANOVA, and Pearson r. The findings show that most faculty members are integrating technology into teaching activities, using it for more than 5 hours a week. They had moderate levels of techno-stress in the learning-teaching process and social and technical issue orientations, while they had low-stress levels in professional and personal orientations. There is a significant relationship between technology usage and the assessed level of techno-stress of the teacher-respondents. Counter-measures against techno-stress must be developed through a faculty development program with activities on stress, mental health issues, and technology adaptation.
{"title":"Techno-Stress of the Faculty Members in a Higher Education Institution: Basis for a Faculty Development Program","authors":"Cecile de Mesa Espiritu","doi":"10.7719/irj.v20i1.849","DOIUrl":"https://doi.org/10.7719/irj.v20i1.849","url":null,"abstract":"Technology is one of the greatest inventions of humankind, which is utilized in all sectors of society. Teachers' integration of technology leads them to facilitate and enhance the teaching-learning process. Teachers must develop their competence to use these with ease and confidence. The abrupt transition to online learning has significantly changed the learning experiences. Teachers are pressured to adapt to technological trends. The inability to adapt to technology may lead to techno-stress, a modern adaptation disorder due to failure to cope with technologies. The study adopted the descriptive method with 57 full-time and 110 part-time teacher-respondents. The data were analyzed through frequency, percentage, weighted mean, t-test, ANOVA, and Pearson r. The findings show that most faculty members are integrating technology into teaching activities, using it for more than 5 hours a week. They had moderate levels of techno-stress in the learning-teaching process and social and technical issue orientations, while they had low-stress levels in professional and personal orientations. There is a significant relationship between technology usage and the assessed level of techno-stress of the teacher-respondents. Counter-measures against techno-stress must be developed through a faculty development program with activities on stress, mental health issues, and technology adaptation.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121312503","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}
Huge differences were expected in the new normal learning, and a significant transition was needed. While the implementation of face-to-face classes was still at the infant stage, it is very important to know the challenges of the school heads so that actions can be taken in a timely fashion. The study aimed to determine the school safety and infrastructure compliance to requirements for face-to-face classes of the selected public secondary schools in Butuan City Division. A mixed-method approach was used in the study, which was considered an appropriate approach considering the nature of the data gathered and the objectives of interest. The School Safety Assessment Tool (SSAT) was used to determine the level of readiness of schools in preparation for the safe re-opening of classes, which provided the necessary information on the improvements and adjustments to be made before the implementation of face-to-face classes. An interview guide was designed to determine the experiences and practices of school principals in relation to school management during the pandemic. Strict adherence to necessary guidelines is major preparation for schools to secure permits for the full implementation of face-to-face classes. Information drive and collaboration with stakeholders increase the sustainability aspect of face-to-face implementation. Schools have taken measures to ensure the safety of children who will be attending in-person classes, such as masks and other PPE policies for teachers, school staff, and students by national and local guidelines to enhance hygiene measures and adequate handwashing facilities, frequent cleaning of surfaces and shared objects, appropriate ventilation.
{"title":"School Safety and Infrastructure Compliance to Requirements of Face-To-Face Classes of the Selected Public Secondary Schools","authors":"Avelina Galgo, Lydia Josefina Curaza","doi":"10.7719/irj.v20i1.852","DOIUrl":"https://doi.org/10.7719/irj.v20i1.852","url":null,"abstract":"Huge differences were expected in the new normal learning, and a significant transition was needed. While the implementation of face-to-face classes was still at the infant stage, it is very important to know the challenges of the school heads so that actions can be taken in a timely fashion. The study aimed to determine the school safety and infrastructure compliance to requirements for face-to-face classes of the selected public secondary schools in Butuan City Division. A mixed-method approach was used in the study, which was considered an appropriate approach considering the nature of the data gathered and the objectives of interest. The School Safety Assessment Tool (SSAT) was used to determine the level of readiness of schools in preparation for the safe re-opening of classes, which provided the necessary information on the improvements and adjustments to be made before the implementation of face-to-face classes. An interview guide was designed to determine the experiences and practices of school principals in relation to school management during the pandemic. Strict adherence to necessary guidelines is major preparation for schools to secure permits for the full implementation of face-to-face classes. Information drive and collaboration with stakeholders increase the sustainability aspect of face-to-face implementation. Schools have taken measures to ensure the safety of children who will be attending in-person classes, such as masks and other PPE policies for teachers, school staff, and students by national and local guidelines to enhance hygiene measures and adequate handwashing facilities, frequent cleaning of surfaces and shared objects, appropriate ventilation.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132463915","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}
Students’ compliance has long been a recurring problem for educators in the academe. In Online Distance Learning, compliance-based activities are the main output teachers generate students’ grades from. Hence, students’ submissions during synchronous and asynchronous sessions are highly expected. This study aimed to ascertain the factors affecting Student Compliance, and the student’s commitment to submit tasks and outputs within the given time, as required in a course, in Asynchronous Classes of the Grade 11 Students of DLSZ-Vermosa. Eighty-six students and three English teachers were respondents to this mixed-methods research. Qualitative data collected from open-ended questions and focus group discussions among teachers and students were coded into categories thematically. Students’ performance in terms of compliance was measured through documentary analysis of the recorded number of output submissions via Google Classroom and Google Spreadsheet record, respectively. Factors affecting student compliance were determined through a researchers-constructed 5-point Likert scale questionnaire. Results revealed that Personal Constraints, Resource Constraints, and LMS/Instruction constraints do not significantly affect the students’ compliance in asynchronous classes. Among the four factors, only the environment or physiological constraints significantly influence the students’ compliance in asynchronous classes. Thus, the extent of the effect of the environment or physiological constraints is moderate to students’ compliance in asynchronous classes.
{"title":"Factors Affecting Student Compliance in Asynchronous Classes of the Grade 11 Students","authors":"Jeenadine Guavis","doi":"10.7719/irj.v20i1.848","DOIUrl":"https://doi.org/10.7719/irj.v20i1.848","url":null,"abstract":"Students’ compliance has long been a recurring problem for educators in the academe. In Online Distance Learning, compliance-based activities are the main output teachers generate students’ grades from. Hence, students’ submissions during synchronous and asynchronous sessions are highly expected. This study aimed to ascertain the factors affecting Student Compliance, and the student’s commitment to submit tasks and outputs within the given time, as required in a course, in Asynchronous Classes of the Grade 11 Students of DLSZ-Vermosa. Eighty-six students and three English teachers were respondents to this mixed-methods research. Qualitative data collected from open-ended questions and focus group discussions among teachers and students were coded into categories thematically. Students’ performance in terms of compliance was measured through documentary analysis of the recorded number of output submissions via Google Classroom and Google Spreadsheet record, respectively. Factors affecting student compliance were determined through a researchers-constructed 5-point Likert scale questionnaire. Results revealed that Personal Constraints, Resource Constraints, and LMS/Instruction constraints do not significantly affect the students’ compliance in asynchronous classes. Among the four factors, only the environment or physiological constraints significantly influence the students’ compliance in asynchronous classes. Thus, the extent of the effect of the environment or physiological constraints is moderate to students’ compliance in asynchronous classes.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129189564","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}
Kingie G. Micabalo, Winnie Marie Poliquit, E. Ibanez, Robert Pabillaran, Carla Malait, Jesszon B. Cano
The Covid19 Pandemic has shifted the entire momentum of the traditional education processes into an environment where students experience difficulties in the E-Learning program. This study determines the challenges encountered in the duration of the E-learning and its' effect on students' perceived learning and satisfaction during the Pandemic. The investigation study formulated an aggregate of 313 respondents on a snowball inspecting strategy. Frequency and simple percentage, weighted mean, Chi-Square Test of Independence, and One-way ANOVA were used to treat and interpret the data. The findings revealed that the students encountered difficulties through course quality, peer interactions, learning diversification, user-friendliness, and course design. Additionally, it was revealed that how they perceived these difficulties affects their perceived learning and satisfaction in the E-learning process. It was found out also that a higher level of challenges would associate with dissatisfaction and lower student perception in education. The study concluded that E-learning is a platform that should be present in the teaching and learning modalities in all institutions regardless of the situation. Additionally, the course quality, peer interactions, learning diversification, user-friendliness of the process, and its course contribute to increasing the student's perceived satisfaction in E-learning. Generally, the impact of the Covid 19 pandemic provides a manifestation that to improve student perceived learning and satisfaction; there is a need to intensify the execution in the administration, teachers, and the learning management systems used in a Higher Education Institution.
{"title":"The Adoption of Online Learning during the Pandemic: Issues, Challenges, and Future Directions","authors":"Kingie G. Micabalo, Winnie Marie Poliquit, E. Ibanez, Robert Pabillaran, Carla Malait, Jesszon B. Cano","doi":"10.7719/irj.v17i1.750","DOIUrl":"https://doi.org/10.7719/irj.v17i1.750","url":null,"abstract":"The Covid19 Pandemic has shifted the entire momentum of the traditional education processes into an environment where students experience difficulties in the E-Learning program. This study determines the challenges encountered in the duration of the E-learning and its' effect on students' perceived learning and satisfaction during the Pandemic. The investigation study formulated an aggregate of 313 respondents on a snowball inspecting strategy. Frequency and simple percentage, weighted mean, Chi-Square Test of Independence, and One-way ANOVA were used to treat and interpret the data. The findings revealed that the students encountered difficulties through course quality, peer interactions, learning diversification, user-friendliness, and course design. Additionally, it was revealed that how they perceived these difficulties affects their perceived learning and satisfaction in the E-learning process. It was found out also that a higher level of challenges would associate with dissatisfaction and lower student perception in education. The study concluded that E-learning is a platform that should be present in the teaching and learning modalities in all institutions regardless of the situation. Additionally, the course quality, peer interactions, learning diversification, user-friendliness of the process, and its course contribute to increasing the student's perceived satisfaction in E-learning. Generally, the impact of the Covid 19 pandemic provides a manifestation that to improve student perceived learning and satisfaction; there is a need to intensify the execution in the administration, teachers, and the learning management systems used in a Higher Education Institution.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116054028","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}
Coping is a mental process that hopes to reduce or diminish stress. It may work on a conscious or unconscious level is determined by personality traits, personal characteristics, and resilience. Levels of adaptation are unique and can never be the same for two people. As educational institutions struggle to continue despite the ensuing COVID-19 Pandemic, online resources, learning management systems, synchronous and asynchronous teaching and learning modalities, blended and flexible learning, and a thousand different online applications and platforms were sought to facilitate the delivery of quality education still. The sudden shift to the new normal in education brought difficulties to students, teachers, administrators, and all education stakeholders. This quantitative research investigated the learning difficulties and coping mechanisms of 166 Education students of Aurora State College of Technology in the shift to flexible learning modality. The researcher used the questionnaire to identify the learning difficulties and the coping mechanisms of the respondents. The study utilized frequency count, percentage, and weighted mean. It is interesting to note that with the sudden shift to flexible learning modality, the respondents experience moderate difficulty as to Content (WM=3.0), performance tasks (WM=2.8), and summative tests (WM=2.9). Furthermore, concerning the experienced learning difficulties, respondents do cope-up with a medium amount (WM=3.3). That the most valuable coping strategies amidst the ensuing Pandemic are the following: developing new learning styles and habits, utilization of technology that can aid learning, and committing oneself to discipline, commitment, and purpose.
{"title":"Learning Difficulties and Coping Mechanisms of Education Students in the Shift to Flexible Learning Modality amidst COVID-19 Pandemic","authors":"Rowel Olila","doi":"10.7719/irj.v17i1.752","DOIUrl":"https://doi.org/10.7719/irj.v17i1.752","url":null,"abstract":"Coping is a mental process that hopes to reduce or diminish stress. It may work on a conscious or unconscious level is determined by personality traits, personal characteristics, and resilience. Levels of adaptation are unique and can never be the same for two people. As educational institutions struggle to continue despite the ensuing COVID-19 Pandemic, online resources, learning management systems, synchronous and asynchronous teaching and learning modalities, blended and flexible learning, and a thousand different online applications and platforms were sought to facilitate the delivery of quality education still. The sudden shift to the new normal in education brought difficulties to students, teachers, administrators, and all education stakeholders. This quantitative research investigated the learning difficulties and coping mechanisms of 166 Education students of Aurora State College of Technology in the shift to flexible learning modality. The researcher used the questionnaire to identify the learning difficulties and the coping mechanisms of the respondents. The study utilized frequency count, percentage, and weighted mean. It is interesting to note that with the sudden shift to flexible learning modality, the respondents experience moderate difficulty as to Content (WM=3.0), performance tasks (WM=2.8), and summative tests (WM=2.9). Furthermore, concerning the experienced learning difficulties, respondents do cope-up with a medium amount (WM=3.3). That the most valuable coping strategies amidst the ensuing Pandemic are the following: developing new learning styles and habits, utilization of technology that can aid learning, and committing oneself to discipline, commitment, and purpose. ","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130928973","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}
Teachers shifted to online teaching when schools were shut down due to the Coronavirus-19 global pandemic. The study determined the experiences, challenges, and responses of teachers while doing online teaching. A survey through Microsoft Teams was administered to 194 Senior High School and College teachers in Riverside College, Bacolod City, Philippines. Findings revealed that support system was experienced by the teachers through the webinars provided, the assistance of colleagues and housemates, and the help extended by parents to their children. The challenges identified were the extent of students’ learning as observed and the teachers’ learning climate, their living conditions, work environment, devise used, and connectivity. A positive response was reflected in the teachers’ adaptability, level of enjoyment, and work-life balance. Their readiness in the resumption of face-to-face classes resulted from the stress experienced. Teachers’ stress levels differed when they were compared according to their department and employment status. Their satisfaction towards the Microsoft Teams platform significantly differed when they were grouped according to their department. No significant difference was observed in the teachers’ extent of readiness in the resumption of face-to-face classes when they were compared according to their department, employment status, and the number of subject load preparations. The results consider the impact of online teaching on the students’ learning and the teachers’ well-being.
{"title":"Online Teaching during the Covid-19 Pandemic: The Philippine Experience","authors":"Ervie Emelda Gallespen","doi":"10.7719/irj.v17i1.818","DOIUrl":"https://doi.org/10.7719/irj.v17i1.818","url":null,"abstract":"Teachers shifted to online teaching when schools were shut down due to the Coronavirus-19 global pandemic. The study determined the experiences, challenges, and responses of teachers while doing online teaching. A survey through Microsoft Teams was administered to 194 Senior High School and College teachers in Riverside College, Bacolod City, Philippines. Findings revealed that support system was experienced by the teachers through the webinars provided, the assistance of colleagues and housemates, and the help extended by parents to their children. The challenges identified were the extent of students’ learning as observed and the teachers’ learning climate, their living conditions, work environment, devise used, and connectivity. A positive response was reflected in the teachers’ adaptability, level of enjoyment, and work-life balance. Their readiness in the resumption of face-to-face classes resulted from the stress experienced. Teachers’ stress levels differed when they were compared according to their department and employment status. Their satisfaction towards the Microsoft Teams platform significantly differed when they were grouped according to their department. No significant difference was observed in the teachers’ extent of readiness in the resumption of face-to-face classes when they were compared according to their department, employment status, and the number of subject load preparations. The results consider the impact of online teaching on the students’ learning and the teachers’ well-being.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134233276","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}
Kingie G. Micabalo, Winnie Marie Poliquit, E. Ibanez, Kyla Flor Cartalla, Romielyn Calimpong
As competition for graduate jobs increases, students need to consider new ways to differentiate from equally qualified and skilled candidates. The investigation determined the significance of a curriculum in the working environment and graduates' employability. The examination contrived a sum of 169 respondents on a snowball testing strategy. Frequency and simple percentage, weighted mean, Chi-Square Test of Independence, and One way ANOVA was utilized to treat the data. The findings revealed that communication skills, basic accounting skills, & financial reporting skills are among the essential skills to acquire to serve a spot on the labor market. The investigation further revealed a significant association on civil status, length of time to get a job after graduation, Nature of work on the first and current job, work status, graduate studies, and the degree of enhancement the graduates suggested to meet the demands of the profession. It also revealed a statistically significant distinction following the respondents' profile when grouped by its influence on the proposed program enhancement suggested by the graduates. The study concluded that maximizing graduates' employability, the viability of curriculum enhancement and teaching methodologies, and necessary facilities must be concentrated to depict the utmost realization of objectives and goals of the program. It further concludes that a strong partnership with an internship program can increase alignment between educators, students, and industries.
{"title":"Accounting Skills in Practice and Their Impact on Employability: A Curriculum Review in an Autonomous Philippine University","authors":"Kingie G. Micabalo, Winnie Marie Poliquit, E. Ibanez, Kyla Flor Cartalla, Romielyn Calimpong","doi":"10.7719/irj.v17i1.817","DOIUrl":"https://doi.org/10.7719/irj.v17i1.817","url":null,"abstract":"As competition for graduate jobs increases, students need to consider new ways to differentiate from equally qualified and skilled candidates. The investigation determined the significance of a curriculum in the working environment and graduates' employability. The examination contrived a sum of 169 respondents on a snowball testing strategy. Frequency and simple percentage, weighted mean, Chi-Square Test of Independence, and One way ANOVA was utilized to treat the data. The findings revealed that communication skills, basic accounting skills, & financial reporting skills are among the essential skills to acquire to serve a spot on the labor market. The investigation further revealed a significant association on civil status, length of time to get a job after graduation, Nature of work on the first and current job, work status, graduate studies, and the degree of enhancement the graduates suggested to meet the demands of the profession. It also revealed a statistically significant distinction following the respondents' profile when grouped by its influence on the proposed program enhancement suggested by the graduates. The study concluded that maximizing graduates' employability, the viability of curriculum enhancement and teaching methodologies, and necessary facilities must be concentrated to depict the utmost realization of objectives and goals of the program. It further concludes that a strong partnership with an internship program can increase alignment between educators, students, and industries.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132496246","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}
Research is now an active part of the academe. This descriptive-correlational study utilizing the purposive sampling technique was conducted to determine the level and relationships of self-efficacy, teaching skills, and research skills among the undergraduate thesis advisers of NIPSC-BVC. Using Hoy and Woolfolk’s (1993) Teacher Efficacy Scale and Research Skills and Teaching Skills Assessment Instruments, data were collected. Mean, ANOVA, Pearson’s r, and t-test were used in the analysis of data. Results revealed that the general teaching efficacy of the respondents is good while personal teaching efficacy is very good. The level of teaching skills of respondents’ ages 40-49 and 11-20 years of teaching experience is excellent, while respondents’ aged 20-39, 50 and above, with 0-10 and 21 or more years in service, possess the strong ability. Results also showed that agriculture thesis advisers have strong teaching skills while education respondents are excellent. A significant correlation was observed between respondents’ general teaching efficacy and teaching skills, research and teaching skills, and general teaching efficacy and research skills. The respondents’ level of general teaching efficacy, when grouped according to age and teaching skills according to the department, showed a significant difference. Based on the results of the study, instructional and research capability-building activities that enhance the respondents’ self-efficacy, research skills, and teaching skills were proposed and conducted.
{"title":"Exploring Self-efficacy, Research, and Teaching Skills among Undergraduate Thesis Advisers","authors":"Ma. Ivy Villena-Agreda","doi":"10.7719/irj.v17i1.751","DOIUrl":"https://doi.org/10.7719/irj.v17i1.751","url":null,"abstract":"Research is now an active part of the academe. This descriptive-correlational study utilizing the purposive sampling technique was conducted to determine the level and relationships of self-efficacy, teaching skills, and research skills among the undergraduate thesis advisers of NIPSC-BVC. Using Hoy and Woolfolk’s (1993) Teacher Efficacy Scale and Research Skills and Teaching Skills Assessment Instruments, data were collected. Mean, ANOVA, Pearson’s r, and t-test were used in the analysis of data. Results revealed that the general teaching efficacy of the respondents is good while personal teaching efficacy is very good. The level of teaching skills of respondents’ ages 40-49 and 11-20 years of teaching experience is excellent, while respondents’ aged 20-39, 50 and above, with 0-10 and 21 or more years in service, possess the strong ability. Results also showed that agriculture thesis advisers have strong teaching skills while education respondents are excellent. A significant correlation was observed between respondents’ general teaching efficacy and teaching skills, research and teaching skills, and general teaching efficacy and research skills. The respondents’ level of general teaching efficacy, when grouped according to age and teaching skills according to the department, showed a significant difference. Based on the results of the study, instructional and research capability-building activities that enhance the respondents’ self-efficacy, research skills, and teaching skills were proposed and conducted.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121815950","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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