Kingie G. Micabalo, Winnie Marie Poliquit, E. Ibanez, Robert Pabillaran, Quennie Marie S. Edicto, Jesszon B. Cano
Teaching and learning methodologies are significant factors in building students’ competency after college life, making them a good contender in the labor market. The study determined the impact of the varied methodologies in teaching and learning on the graduates' competency. The 181 graduate respondents participated in the survey on a snowball method in data gathering. 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, in a pervasive way, the teaching and learning methodologies among faculties embodied in the flipped classroom, project-based learning, cooperative learning, problem-based learning, and competency-based learning in the Department were perceived by the graduates. By this instance, further findings revealed a significant relationship with adopting these varied methodologies and its influence on the graduates' competency in oral/written communications, teamwork/ collaboration, information/ technology application, leadership, and professionalism/ work ethic. The study concluded that a more substantial imposition of teaching and learning methodologies to the students' could greatly emphasize graduates' professionalism, leadership, communication, collaboration, and knowledge in information technology. Furthermore, the influence of flipped classrooms, project-based learning, cooperative learning, problem-based learning, and competency-based learning in the teaching and learning experiences in the Department provides a good impact on their competency as a graduate. These practices indicate a strong alignment between the institution's interests which focuses on producing competent and innovative graduates that are efficient and effective in the labor market.
{"title":"A Correlational Study on the Teaching Methodologies and the Competencies of Graduates in a Private University in the Philippines","authors":"Kingie G. Micabalo, Winnie Marie Poliquit, E. Ibanez, Robert Pabillaran, Quennie Marie S. Edicto, Jesszon B. Cano","doi":"10.7719/irj.v17i1.749","DOIUrl":"https://doi.org/10.7719/irj.v17i1.749","url":null,"abstract":"Teaching and learning methodologies are significant factors in building students’ competency after college life, making them a good contender in the labor market. The study determined the impact of the varied methodologies in teaching and learning on the graduates' competency. The 181 graduate respondents participated in the survey on a snowball method in data gathering. 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, in a pervasive way, the teaching and learning methodologies among faculties embodied in the flipped classroom, project-based learning, cooperative learning, problem-based learning, and competency-based learning in the Department were perceived by the graduates. By this instance, further findings revealed a significant relationship with adopting these varied methodologies and its influence on the graduates' competency in oral/written communications, teamwork/ collaboration, information/ technology application, leadership, and professionalism/ work ethic. The study concluded that a more substantial imposition of teaching and learning methodologies to the students' could greatly emphasize graduates' professionalism, leadership, communication, collaboration, and knowledge in information technology. Furthermore, the influence of flipped classrooms, project-based learning, cooperative learning, problem-based learning, and competency-based learning in the teaching and learning experiences in the Department provides a good impact on their competency as a graduate. These practices indicate a strong alignment between the institution's interests which focuses on producing competent and innovative graduates that are efficient and effective in the labor market.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"249 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":"133895615","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}
Every pupil who starts primary school learns to read during his/her ordinary developmental period and makes sense of the text. However, even if some pupils learn to read, they have difficulty reading fluently and experiencing problems in understanding what they read. This study aimed to determine the reading skills of Grade II pupils at Don E. Sero Elementary School with an end to propose an intervention, innovation, and strategy. The study is a descriptive survey utilizing a researcher-made questionnaire administered to 56 pupils who are non-readers, using purposive sampling, employing frequency counts, percentage, and mean. Findings revealed that reading skills in terms of phonemic awareness were high, which has helped understand how pupils acquire the ability to read the text in which their future achievement in reading is greatly enhanced. Reading comprehension is revealed to be high as pupils comprehend what they are reading, their effectiveness and pleasure in reading increase. Thus, non-readers must be adequately guided to learn in any school subject and to pass high-stakes tests. However, it is suggested that there is a need to propose an intervention, innovation, and strategy to sustain their reading performance especially understanding profound Filipino texts.
每一个开始上小学的学生都是在他/她的正常发育时期学习阅读并理解课文的。然而，即使一些学生学会了阅读，他们也很难流利地阅读，并且在理解所读的内容时遇到问题。本研究旨在了解Don E. Sero小学二年级学生的阅读技能，并提出干预、创新和策略。该研究是一项描述性调查，利用研究人员制作的问卷对56名不阅读的学生进行了调查，采用有目的的抽样，采用频率计数，百分比和平均值。研究结果显示，在音素意识方面的阅读技能很高，这有助于理解学生如何获得阅读文本的能力，从而大大提高他们未来的阅读成绩。阅读理解能力越强，学生对所读内容的理解程度越高，阅读效率和阅读乐趣也越高。因此，不读书的人必须得到充分的指导，才能学习学校的任何学科，并通过高风险的考试。然而，建议有必要提出干预，创新和策略来维持他们的阅读表现，特别是理解深刻的菲律宾文本。
{"title":"Reading Skills of Elementary Pupils as Basis for an Intervention Plan: The Case of Don E. Sero Elementary School, Philippines","authors":"Noraima Bagolong, Alibai Usop","doi":"10.7719/irj.v16i1.615","DOIUrl":"https://doi.org/10.7719/irj.v16i1.615","url":null,"abstract":"Every pupil who starts primary school learns to read during his/her ordinary developmental period and makes sense of the text. However, even if some pupils learn to read, they have difficulty reading fluently and experiencing problems in understanding what they read. This study aimed to determine the reading skills of Grade II pupils at Don E. Sero Elementary School with an end to propose an intervention, innovation, and strategy. The study is a descriptive survey utilizing a researcher-made questionnaire administered to 56 pupils who are non-readers, using purposive sampling, employing frequency counts, percentage, and mean. Findings revealed that reading skills in terms of phonemic awareness were high, which has helped understand how pupils acquire the ability to read the text in which their future achievement in reading is greatly enhanced. Reading comprehension is revealed to be high as pupils comprehend what they are reading, their effectiveness and pleasure in reading increase. Thus, non-readers must be adequately guided to learn in any school subject and to pass high-stakes tests. However, it is suggested that there is a need to propose an intervention, innovation, and strategy to sustain their reading performance especially understanding profound Filipino texts.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122965266","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}
Choosing the best career is vital and needs a long process and serious planning for the students to make the right decision. This descriptive study investigated the attitude towards career decision-making of the 302 senior high school students of Gingoog City Comprehensive National High School, Gingoog City, Misamis Oriental. Factors such as sex, grade level, and socioeconomic status were focused on determine their influence on students’ career decisions. The researchers utilized mean, frequency, and percentage, T-test, and F-test/ANOVA, Scheffe Post Hoc Testing, and Multiple Comparisons to organize the data in the study. The results reveal that parents stand as the most prominent factor in students’ career decisions. Likewise, males and females vary in their career choice such that males are more decisive in their career decision-making than females. Further, students who have lower family incomes tend to be more fixed in their career choice than those whose families earn high salaries. It was recommended that school guidance counselors provide counseling for students to be more aware of the possible courses they pursue and the factors that influence them as delineated in this study. Moreover, the parents let their children decide on the courses they desire to pursue in their tertiary education and the profession they carry out in the future.
{"title":"Attitudes of Senior High School Students Towards Career Decision Making","authors":"Jayson S. Digamon, Jerome De La Pe?a","doi":"10.7719/irj.v16i1.617","DOIUrl":"https://doi.org/10.7719/irj.v16i1.617","url":null,"abstract":"Choosing the best career is vital and needs a long process and serious planning for the students to make the right decision. This descriptive study investigated the attitude towards career decision-making of the 302 senior high school students of Gingoog City Comprehensive National High School, Gingoog City, Misamis Oriental. Factors such as sex, grade level, and socioeconomic status were focused on determine their influence on students’ career decisions. The researchers utilized mean, frequency, and percentage, T-test, and F-test/ANOVA, Scheffe Post Hoc Testing, and Multiple Comparisons to organize the data in the study. The results reveal that parents stand as the most prominent factor in students’ career decisions. Likewise, males and females vary in their career choice such that males are more decisive in their career decision-making than females. Further, students who have lower family incomes tend to be more fixed in their career choice than those whose families earn high salaries. It was recommended that school guidance counselors provide counseling for students to be more aware of the possible courses they pursue and the factors that influence them as delineated in this study. Moreover, the parents let their children decide on the courses they desire to pursue in their tertiary education and the profession they carry out in the future.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123671842","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}
Kim Dilla Dunuan, Andrew Timoteo, Kristine Joie Galvan
Reading comprehension requires specific skills, and improving it entails the collective efforts of the school, teachers, and students. Schools use various assessments to measure students' reading skills to ensure that students are at par with their grade level. This study ascertains the reading proficiency level of 232 Grade 7 students in an international school in Cambodia. The researchers used a quantitative method, and data from the Measure of Academic Progress Test were gathered through the Rasch Unit Scale. The participants are the whole population of grade 7. Furthermore, data were analyzed through arithmetic mean and standard deviation to assess students' proficiency level and identify the goal that should be prioritized for improvement. The results reflected that the majority of the students did not achieve the norm grade level mean Rasch Unit. Moreover, from the five goals, Literary Text: Language, Craft, and Structure should be improved the most. The findings of this study suggest improving all five reading goals with Literary Text: Language, Craft, and Structure as the main priority. Consequently, the results provided significant implications to the school in developing enrichment programs tailored to address the reading goals, teachers in terms of teaching strategies and differentiation, and students preparing for their Advanced Placement course.
{"title":"Exploring the Level of Grade 7 Students' Reading Proficiency in Comparison to the Norm","authors":"Kim Dilla Dunuan, Andrew Timoteo, Kristine Joie Galvan","doi":"10.7719/irj.v16i1.614","DOIUrl":"https://doi.org/10.7719/irj.v16i1.614","url":null,"abstract":"Reading comprehension requires specific skills, and improving it entails the collective efforts of the school, teachers, and students. Schools use various assessments to measure students' reading skills to ensure that students are at par with their grade level. This study ascertains the reading proficiency level of 232 Grade 7 students in an international school in Cambodia. The researchers used a quantitative method, and data from the Measure of Academic Progress Test were gathered through the Rasch Unit Scale. The participants are the whole population of grade 7. Furthermore, data were analyzed through arithmetic mean and standard deviation to assess students' proficiency level and identify the goal that should be prioritized for improvement. The results reflected that the majority of the students did not achieve the norm grade level mean Rasch Unit. Moreover, from the five goals, Literary Text: Language, Craft, and Structure should be improved the most. The findings of this study suggest improving all five reading goals with Literary Text: Language, Craft, and Structure as the main priority. Consequently, the results provided significant implications to the school in developing enrichment programs tailored to address the reading goals, teachers in terms of teaching strategies and differentiation, and students preparing for their Advanced Placement course.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134463775","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 Department of Education and the Schools Division of Camarines Sur, in its support to the mission and vision of the department to keep students in school, Bagacay National High School came up with the Saving Angels program, a community of practice for excellent school’s project that addressed the Students-at-risk-of-Dropping out. The Saving Angels initiative looked into the dropout rate of the school, the level of effectiveness of the program, and its effect on the dropout rate. The research followed a descriptive-quantitative design where the level of effectiveness was taken from a survey questionnaire, whereas the dropout rate was computed at the end of each quarter. The interventions conducted in this study are Teacher’s Bank, Model Class, Hiking Society, Gulayan sa Bawat Bagacayenong Tahanan, and Ambassadors of Academic Instruction. These interventions targeted the generation of instructional materials, classroom modification and attendance monitoring, student home visitation, open vegetable garden, and teacher leaders and heroes in instruction. A learning action cell served as the backbone of the sharing. The said interventions were conducted from June 2018 to February 2019. The program resulted in a decrease of the school dropout rate from 10.43% (52 students) in 2016-2017, 3.2% (20 from 623) in 2017-2018, to only 2.8% (20 out of 717) of 2018-2019. The program continues and grows to sustain the development of the Bagacañeno learners.
{"title":"Saving Angels Program: An Intervention for Students at Risk of Dropping Out (A Community of Practice Action Research)","authors":"Joanna Marie Yocampo","doi":"10.7719/irj.v16i1.543","DOIUrl":"https://doi.org/10.7719/irj.v16i1.543","url":null,"abstract":"The Department of Education and the Schools Division of Camarines Sur, in its support to the mission and vision of the department to keep students in school, Bagacay National High School came up with the Saving Angels program, a community of practice for excellent school’s project that addressed the Students-at-risk-of-Dropping out. The Saving Angels initiative looked into the dropout rate of the school, the level of effectiveness of the program, and its effect on the dropout rate. The research followed a descriptive-quantitative design where the level of effectiveness was taken from a survey questionnaire, whereas the dropout rate was computed at the end of each quarter. The interventions conducted in this study are Teacher’s Bank, Model Class, Hiking Society, Gulayan sa Bawat Bagacayenong Tahanan, and Ambassadors of Academic Instruction. These interventions targeted the generation of instructional materials, classroom modification and attendance monitoring, student home visitation, open vegetable garden, and teacher leaders and heroes in instruction. A learning action cell served as the backbone of the sharing. The said interventions were conducted from June 2018 to February 2019. The program resulted in a decrease of the school dropout rate from 10.43% (52 students) in 2016-2017, 3.2% (20 from 623) in 2017-2018, to only 2.8% (20 out of 717) of 2018-2019. The program continues and grows to sustain the development of the Bagacañeno learners.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133635012","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}
Moderating students in the campus organizations is one of the significant faculty tasks being designated to manage student organizations. This study aims to establish a theory that explains how advising or moderating students in campus organizations is being done. This study utilized the Qualitative Grounded Theory approach using an in-depth interview with the seven participants, of which three are campus advisers, and four are student leaders. The interviews were transcribed, coded, and initial analysis was done to identify initial categories. The analysis of this research study consists of three phases- open, axial, and selective coding. In the open coding, the researcher examined the text for salient categories that emerged. Using constant comparative analysis, the researcher attempted to saturate the categories to identify the central or the core phenomenon. Facilitative mentorship emerged as the core category which characterized the mentoring of campus advisers. The researcher then engaged in axial coding in which the database was reviewed and collected new data to provide more substantial insights into specific coding categories that further explained the core category in which four categories emerged, namely Empowering and Enabling, Interactive and Open Communication, support, and affirmation and their guiding presence.
{"title":"Facilitative Mentorship: A Grounded Theory on Moderating Campus Organizations","authors":"Wilter Friales","doi":"10.7719/irj.v16i1.538","DOIUrl":"https://doi.org/10.7719/irj.v16i1.538","url":null,"abstract":"Moderating students in the campus organizations is one of the significant faculty tasks being designated to manage student organizations. This study aims to establish a theory that explains how advising or moderating students in campus organizations is being done. This study utilized the Qualitative Grounded Theory approach using an in-depth interview with the seven participants, of which three are campus advisers, and four are student leaders. The interviews were transcribed, coded, and initial analysis was done to identify initial categories. The analysis of this research study consists of three phases- open, axial, and selective coding. In the open coding, the researcher examined the text for salient categories that emerged. Using constant comparative analysis, the researcher attempted to saturate the categories to identify the central or the core phenomenon. Facilitative mentorship emerged as the core category which characterized the mentoring of campus advisers. The researcher then engaged in axial coding in which the database was reviewed and collected new data to provide more substantial insights into specific coding categories that further explained the core category in which four categories emerged, namely Empowering and Enabling, Interactive and Open Communication, support, and affirmation and their guiding presence.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124442262","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 pedagogical practice of the flipped classroom model (FCM) was undertaken to determine the students' problem-solving skills in electrochemistry. A quasi-experimental design was used in this study using two contrasted groups, experimental group (flipped classroom) and control group (conventional classroom). The freshmen civil engineering students were the respondents of the study. Five factors of problem-solving skills were used as a scheme interpretation of student's answers such as (a) Problem Comprehension; (b) Understanding Relationships Among Chemical Concepts; (c) Understanding Associated Chemical Concepts (d) Applying Appropriate Problem-Solving Strategies; and (e) Using Appropriate Mathematics. Results revealed that student’s under the flipped class was of better problem comprehension and can relate chemical concepts to the problem than the conventional class. Most of the students can do mathematical calculations in both groups but failed to explain the underlying concepts. Many students have many misconception statements on the oxidizing-reducing agents and the flow of electrons in the anode to cathode. The spontaneity of the cell was also the least understood. Nonetheless, many students can solve the standard and non-standard Ecell potential and Gibbs free-energy (?Gº). Ergo, the flipped classroom teaching is a successful teaching approach in enhancing the problem-solving skills in learning electrochemistry.
{"title":"Problem-Solving Skills of Students in Electrochemistry Using a Flipped Classroom Model","authors":"Dexter C. Necor","doi":"10.7719/irj.v16i1.674","DOIUrl":"https://doi.org/10.7719/irj.v16i1.674","url":null,"abstract":"The pedagogical practice of the flipped classroom model (FCM) was undertaken to determine the students' problem-solving skills in electrochemistry. A quasi-experimental design was used in this study using two contrasted groups, experimental group (flipped classroom) and control group (conventional classroom). The freshmen civil engineering students were the respondents of the study. Five factors of problem-solving skills were used as a scheme interpretation of student's answers such as (a) Problem Comprehension; (b) Understanding Relationships Among Chemical Concepts; (c) Understanding Associated Chemical Concepts (d) Applying Appropriate Problem-Solving Strategies; and (e) Using Appropriate Mathematics. Results revealed that student’s under the flipped class was of better problem comprehension and can relate chemical concepts to the problem than the conventional class. Most of the students can do mathematical calculations in both groups but failed to explain the underlying concepts. Many students have many misconception statements on the oxidizing-reducing agents and the flow of electrons in the anode to cathode. The spontaneity of the cell was also the least understood. Nonetheless, many students can solve the standard and non-standard Ecell potential and Gibbs free-energy (?Gº). Ergo, the flipped classroom teaching is a successful teaching approach in enhancing the problem-solving skills in learning electrochemistry.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129300259","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}
Audio-visual learning materials can be considered effective tools in enriching the classroom experience for students by giving them the complete experience of observing the situations and processes in a speech class. The study attempts to determine the utilization of digitized instructional materials on students’ speaking skills. Specifically, it aims to assess the level of mastery of the students’ speaking skill in terms of vowel and consonant sounds and speaking patterns, analyze the problems encountered by the respondents during the utilization of Digitized Instructional Material in speech class, and prepare digitized instructional material in order to improve the speaking skill of the students. The descriptive research method was used to gather the needed data for the study. The results of the study revealed that the majority of the respondents displayed a good performance in the production of vowel and consonant sounds. The production of rhythm and intonation patterns were classified in the mastery level. It showed that the DIM had a great impact on the speech production of the respondent as they were classified in the mastery level. As recommended, the Digitized Instructional Material in speech class is highly recommended to be used by the learners as production of correct sounds in English classes sometimes is not anymore observed.
{"title":"Impact of Digitized Instructional Materials in Teaching Phonology in the New Normal","authors":"V. Fernández","doi":"10.7719/irj.v16i1.616","DOIUrl":"https://doi.org/10.7719/irj.v16i1.616","url":null,"abstract":"Audio-visual learning materials can be considered effective tools in enriching the classroom experience for students by giving them the complete experience of observing the situations and processes in a speech class. The study attempts to determine the utilization of digitized instructional materials on students’ speaking skills. Specifically, it aims to assess the level of mastery of the students’ speaking skill in terms of vowel and consonant sounds and speaking patterns, analyze the problems encountered by the respondents during the utilization of Digitized Instructional Material in speech class, and prepare digitized instructional material in order to improve the speaking skill of the students. The descriptive research method was used to gather the needed data for the study. The results of the study revealed that the majority of the respondents displayed a good performance in the production of vowel and consonant sounds. The production of rhythm and intonation patterns were classified in the mastery level. It showed that the DIM had a great impact on the speech production of the respondent as they were classified in the mastery level. As recommended, the Digitized Instructional Material in speech class is highly recommended to be used by the learners as production of correct sounds in English classes sometimes is not anymore observed.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134250186","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}
Araceli Ortega, Josefina Velecina, Bernardo C. Lunar
The distinctive strategy for learning continuity in the High School Department of San Pablo Colleges (SPC) during this pandemic is the Hybrid Education Learning Program (HELP). The descriptive study determined the self-efficacy for hybrid learning among selected Junior and Senior High School learners in SPC (n=917). The study also probed into learners’ perceptions of hybrid learning in relation to the interdependence of modular and online learning. The results showed that students were generally positive about hybrid learning, and they also acknowledge the interdependencies between modular and online learning. The majority of the students (82%) regard themselves with high self-efficacy for online learning. Students are one in saying (99.67%) that they can submit online assignments well. Moreover, the majority of the students (78%) regard themselves with high self-efficacy for modular learning, but unlike in submitting online assignments (99.67%), students claim that a relatively lower percentage (65.31%) can submit offline assignments easily. The indicators with the least percentages of agreeing with the online and modular learning statements say that they can use the library’s online resources and focus on schoolwork when faced with distractions. It is also evident that students still wish to be in the same room with their teacher and classmates based on the relatively low percentages of agreeing to the statements.
{"title":"Assessment of the Hybrid Education Learning Program (HELP) of the AHEAD Learning Platform of San Pablo Colleges","authors":"Araceli Ortega, Josefina Velecina, Bernardo C. Lunar","doi":"10.7719/irj.v16i1.748","DOIUrl":"https://doi.org/10.7719/irj.v16i1.748","url":null,"abstract":"The distinctive strategy for learning continuity in the High School Department of San Pablo Colleges (SPC) during this pandemic is the Hybrid Education Learning Program (HELP). The descriptive study determined the self-efficacy for hybrid learning among selected Junior and Senior High School learners in SPC (n=917). The study also probed into learners’ perceptions of hybrid learning in relation to the interdependence of modular and online learning. The results showed that students were generally positive about hybrid learning, and they also acknowledge the interdependencies between modular and online learning. The majority of the students (82%) regard themselves with high self-efficacy for online learning. Students are one in saying (99.67%) that they can submit online assignments well. Moreover, the majority of the students (78%) regard themselves with high self-efficacy for modular learning, but unlike in submitting online assignments (99.67%), students claim that a relatively lower percentage (65.31%) can submit offline assignments easily. The indicators with the least percentages of agreeing with the online and modular learning statements say that they can use the library’s online resources and focus on schoolwork when faced with distractions. It is also evident that students still wish to be in the same room with their teacher and classmates based on the relatively low percentages of agreeing to the statements. ","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133709599","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 at investigating the effectiveness of utilizing visual arts to scaffold students’ creative writing skills. The study employed the Action Research Cycle process and the participants were Grade 11 Humanities and Social Sciences (HUMSS) students in the Creative Writing class of the researcher herself. Total Population Sampling (TPS) was used; hence the entire class participated in the study. An intervention utilizing the visual arts to scaffold students’ creative writing abilities was used, which consisted of a series of writing tasks that were introduced for three weeks, one writing task per week. Reflective journaling was used in the analysis, supplemented by a one-on-one, retrospective, semi-structured interview immediately after the third and final writing task. In the thematic analysis conducted, the following themes emerged: “writing is made easy with pictures,” “painting to write makes the latter easier,” “writing is exciting, enjoyable, and fun,” “liberating and self-fulfilling,” and “boosts self-confidence.” On the whole, visual arts are powerful teaching and learning scaffolds that can help students overcome their apprehensions in writing. Thus, as instructional materials, they transform writing into a more familiar and less challenging learning experience for students by providing meaningful connections to their real-life experiences and authentic references to create mental pictures and generate ideas.
本研究旨在探讨利用视觉艺术来培养学生创意写作技巧的有效性。研究采用了行动研究循环过程，参与者是研究人员自己的创意写作班的11年级人文社会科学(HUMSS)学生。采用总体抽样(Total Population Sampling, TPS);因此，整个班级都参与了这项研究。采用了一种利用视觉艺术来培养学生创造性写作能力的干预方法，该方法包括一系列为期三周的写作任务，每周一个写作任务。在分析中使用了反思日志，并在第三个也是最后一个写作任务之后立即进行一对一、回顾性、半结构化的访谈。在进行的主题分析中，出现了以下主题:“绘画使写作变得容易”，“绘画使写作变得容易”，“写作令人兴奋，令人愉快，有趣”，“解放和自我实现”，“增强自信”。总的来说，视觉艺术是强大的教学和学习的脚手架，可以帮助学生克服他们的写作忧虑。因此，作为教学材料，它们通过提供与现实生活经验的有意义的联系和真实的参考来创造心理画面和产生想法，从而将写作转变为学生更熟悉和更少挑战的学习体验。
{"title":"Scaffolding Students’ Creative Writing Skills through Visual Arts","authors":"Dina Superable","doi":"10.7719/irj.v15i1.816","DOIUrl":"https://doi.org/10.7719/irj.v15i1.816","url":null,"abstract":"The study aimed at investigating the effectiveness of utilizing visual arts to scaffold students’ creative writing skills. The study employed the Action Research Cycle process and the participants were Grade 11 Humanities and Social Sciences (HUMSS) students in the Creative Writing class of the researcher herself. Total Population Sampling (TPS) was used; hence the entire class participated in the study. An intervention utilizing the visual arts to scaffold students’ creative writing abilities was used, which consisted of a series of writing tasks that were introduced for three weeks, one writing task per week. Reflective journaling was used in the analysis, supplemented by a one-on-one, retrospective, semi-structured interview immediately after the third and final writing task. In the thematic analysis conducted, the following themes emerged: “writing is made easy with pictures,” “painting to write makes the latter easier,” “writing is exciting, enjoyable, and fun,” “liberating and self-fulfilling,” and “boosts self-confidence.” On the whole, visual arts are powerful teaching and learning scaffolds that can help students overcome their apprehensions in writing. Thus, as instructional materials, they transform writing into a more familiar and less challenging learning experience for students by providing meaningful connections to their real-life experiences and authentic references to create mental pictures and generate ideas.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125586542","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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