Teachers play a crucial role in improving the quality of the teaching and learning process. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education. (PPST, 2017). This study aims to improve the teaching-learning process as well as to increase the Mean Percentage Score (MPS) in all learning areas through Job-Embedded Learning (JEL) and Monitoring and Evaluation Levelling (MEL). Mixed-Method Research Design was used to continually ensure the conduct of open-ended techniques, which contributed to the successful implementation of Learning and Development Intervention (LDI). Data was collected and interpreted using graphical representations and Pareto Analysis. The contributing factors that help LDI successful were: Participants were given the opportunity to reinvent usual classroom routines suited to the current situation, and appropriate strategies were utilized according to the learners’ needs along with the available materials and equipment in the school. This structured JEL process requires that professionals should (a) plan to continue learning while on the job; (b) integrate their new learning with normal work activities; (c) constantly reflect upon and evaluate their work practice; (d) generate new insights and learning based on their reflections; and (e) share experiences and develop new insights with others. Improvement of work performance based on the result of the entire learning process.
教师在提高教学质量和学习过程中起着至关重要的作用。因此，提高教师素质是素质教育改革的重中之重。(PPST, 2017)。本研究旨在透过工作嵌入学习(Job-Embedded learning, JEL)和监测与评估水平(Monitoring and Evaluation leveling, MEL)，改善教学过程，并提高各学习领域的平均百分比分数(MPS)。混合方法研究设计用于持续确保开放式技术的实施，这有助于成功实施学习与发展干预(LDI)。数据收集和解释使用图形表示和帕累托分析。帮助LDI成功的因素是:参与者有机会根据当前的情况重新设计课堂常规，并根据学习者的需求以及学校现有的材料和设备使用适当的策略。这种结构化的JEL流程要求专业人员应该(a)计划在工作中继续学习;(b)将新学习融入正常的工作活动;(c)不断反思和评价其工作实践;(d)根据他们的反思产生新的见解和学习;(e)与他人分享经验并发展新的见解。基于整个学习过程的结果改进工作绩效。
{"title":"Job-Embedded Learning (JEL) and Monitoring and Evaluation Levelling (MEL): An Educator’s Aftermaths to Learning and Development Intervention (LDI)","authors":"V. Palanas","doi":"10.7719/IRJ.V14I1.799","DOIUrl":"https://doi.org/10.7719/IRJ.V14I1.799","url":null,"abstract":"Teachers play a crucial role in improving the quality of the teaching and learning process. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education. (PPST, 2017). This study aims to improve the teaching-learning process as well as to increase the Mean Percentage Score (MPS) in all learning areas through Job-Embedded Learning (JEL) and Monitoring and Evaluation Levelling (MEL). Mixed-Method Research Design was used to continually ensure the conduct of open-ended techniques, which contributed to the successful implementation of Learning and Development Intervention (LDI). Data was collected and interpreted using graphical representations and Pareto Analysis. The contributing factors that help LDI successful were: Participants were given the opportunity to reinvent usual classroom routines suited to the current situation, and appropriate strategies were utilized according to the learners’ needs along with the available materials and equipment in the school. This structured JEL process requires that professionals should (a) plan to continue learning while on the job; (b) integrate their new learning with normal work activities; (c) constantly reflect upon and evaluate their work practice; (d) generate new insights and learning based on their reflections; and (e) share experiences and develop new insights with others. Improvement of work performance based on the result of the entire learning process.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129511943","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 research identifies the culminating tasks participated in by the junior and senior college students in an English course for AY 2018-2019 for the students to articulate their thoughts and feelings effectively using the verbal and non-verbal communication skills in a variety of forms and contexts, use of communication for a range of purposes, e.g., to inform, instruct, motivate, and persuade, use multimedia technologies, and assess the global trend using a self-made rubric and communicate deliberately in diverse environments, including multilingual and contextualization to develop critical thinking skills and engage in collaboration and creative manifestations. It used the descriptive survey method to address the objectives that learning is better gained through participation in culminating tasks that have become a major global trend and an educational transformation that makes the classroom productive, creative, and an avenue to develop critical thinking skills. Based on the global educational principle that “no one must be left behind.” This innovation is recommended to be sustained. The culminating tasks in and out of the classrooms can be sustained for better preparedness for the present global society in learning life and career skills in a diversified way of a modern environment. These global trends and ideas are used to combat mediocrity and precautions to sluggishness in keeping abreast of 21st-century skills.
{"title":"Participation in Culminating Tasks of Students in an English Course","authors":"Regida Vibar","doi":"10.7719/IRJ.V14I1.798","DOIUrl":"https://doi.org/10.7719/IRJ.V14I1.798","url":null,"abstract":"This research identifies the culminating tasks participated in by the junior and senior college students in an English course for AY 2018-2019 for the students to articulate their thoughts and feelings effectively using the verbal and non-verbal communication skills in a variety of forms and contexts, use of communication for a range of purposes, e.g., to inform, instruct, motivate, and persuade, use multimedia technologies, and assess the global trend using a self-made rubric and communicate deliberately in diverse environments, including multilingual and contextualization to develop critical thinking skills and engage in collaboration and creative manifestations. It used the descriptive survey method to address the objectives that learning is better gained through participation in culminating tasks that have become a major global trend and an educational transformation that makes the classroom productive, creative, and an avenue to develop critical thinking skills. Based on the global educational principle that “no one must be left behind.” This innovation is recommended to be sustained. The culminating tasks in and out of the classrooms can be sustained for better preparedness for the present global society in learning life and career skills in a diversified way of a modern environment. These global trends and ideas are used to combat mediocrity and precautions to sluggishness in keeping abreast of 21st-century skills.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132764454","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}
Educators utilize students’ scores on standardized tests to evaluate the impact of instructional programs designed to improve student achievement. Thus, a data-driven-decision is crucial in policy formulation and the development of the interventions in addressing the gaps in education. The rationale of this study is to ensure the accuracy and validity of consolidated assessment data and to provide appropriate responses using checking and analysis software applications. The study used a descriptive quantitative design. A questionnaire was given to the participants relative to their perception and reflection on the use of software application in assessment for the school year 2018 – 2019. The research was limited to the effectiveness of the software application in terms of checking, scoring, recording, organizing, analyzing, and reporting assessment data. The results show that assessment software application has a significant difference compared to traditional assessment procedures in terms of a) provision of accurate and valid data, b) cost-effectiveness, c) flexible features in organizing and analyzing data, and d) speed of providing feedback. The study implied the importance of how teachers should adapt to emerging technology, specifically, on software that may help them not only in assessment but also in instruction. As a recommendation, the formulation of local policy on digital evaluation should be implemented.
{"title":"Digital Assessment: Empowering 21st Century Teachers in Analyzing Student’s Performance in Calamba City","authors":"Dexter Palanas, Anthony Alinsod, Paulo Capunitan","doi":"10.7719/irj.v13i1.779","DOIUrl":"https://doi.org/10.7719/irj.v13i1.779","url":null,"abstract":"Educators utilize students’ scores on standardized tests to evaluate the impact of instructional programs designed to improve student achievement. Thus, a data-driven-decision is crucial in policy formulation and the development of the interventions in addressing the gaps in education. The rationale of this study is to ensure the accuracy and validity of consolidated assessment data and to provide appropriate responses using checking and analysis software applications. The study used a descriptive quantitative design. A questionnaire was given to the participants relative to their perception and reflection on the use of software application in assessment for the school year 2018 – 2019. The research was limited to the effectiveness of the software application in terms of checking, scoring, recording, organizing, analyzing, and reporting assessment data. The results show that assessment software application has a significant difference compared to traditional assessment procedures in terms of a) provision of accurate and valid data, b) cost-effectiveness, c) flexible features in organizing and analyzing data, and d) speed of providing feedback. The study implied the importance of how teachers should adapt to emerging technology, specifically, on software that may help them not only in assessment but also in instruction. As a recommendation, the formulation of local policy on digital evaluation should be implemented.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130901886","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 viewed as a complex subject matter for students of all levels and various disciplines, as observed by the Research Center of the Dalubhasaan ng Lunsod ng San Pablo (DLSP). According to the pre-test conducted, 62% of the Grade 11 students in DLSP Integrated School answered that they do not like research as a subject. Moreover, 94% of students answered that they do not wish to learn more about research. Naturalistic observation suggests a better alternative to conventional classroom teaching strategies. An infographic ISD module was conceptualized using the ADDIE Model. After being exposed to the ISD module, more of the target learners were able to identify and analyze the steps in writing a research paper. Using McNemar's test, there was a significant difference in the target learners' idea in steps in making a research paper, with a staggering result of p= .000. A significant difference was detected in the student's desire to learn more about research after viewing the ISD module with the pre-and post-intervention of p= .017. Some of the generalizations are; there is nothing to improve in the ISD module because it is what they need to learn about research, and it is informative and easy to understand. An additional criterion of the ISD module effectivity was contributed by the reported performance evaluation of the target learners. Their final research outputs scored 85% - 93% as an average rating.
正如Dalubhasaan ng Lunsod ng San Pablo研究中心(DLSP)所观察到的那样，研究被视为一个复杂的主题，适用于各个层次和不同学科的学生。根据进行的预测，DLSP综合学校的11年级学生中有62%的人回答说他们不喜欢研究作为一门学科。此外，94%的学生回答说，他们不希望学习更多的研究。自然观察法是传统课堂教学策略的一种更好的替代方法。使用ADDIE模型对信息图ISD模块进行了概念化。在接触了ISD模块后，更多的目标学习者能够识别和分析撰写研究论文的步骤。使用McNemar的测试，目标学习者在撰写研究论文的步骤上的想法有显著差异，结果惊人的p= .000。在观看了ISD模块后，学生学习更多研究的愿望有显著差异，干预前和干预后的p= 0.017。一些概括是;ISD模块没有什么需要改进的，因为这是他们需要学习的研究内容，而且内容丰富，易于理解。ISD模块有效性的另一个标准是目标学习者的绩效评估报告。他们最终的研究成果平均得分在85%到93%之间。
{"title":"Research Infographic: An Innovative Instructional System Design Teaching Steps In Writing a Research Paper","authors":"Kristin Anne Corcega","doi":"10.7719/irj.v13i1.784","DOIUrl":"https://doi.org/10.7719/irj.v13i1.784","url":null,"abstract":"Research is viewed as a complex subject matter for students of all levels and various disciplines, as observed by the Research Center of the Dalubhasaan ng Lunsod ng San Pablo (DLSP). According to the pre-test conducted, 62% of the Grade 11 students in DLSP Integrated School answered that they do not like research as a subject. Moreover, 94% of students answered that they do not wish to learn more about research. Naturalistic observation suggests a better alternative to conventional classroom teaching strategies. An infographic ISD module was conceptualized using the ADDIE Model. After being exposed to the ISD module, more of the target learners were able to identify and analyze the steps in writing a research paper. Using McNemar's test, there was a significant difference in the target learners' idea in steps in making a research paper, with a staggering result of p= .000. A significant difference was detected in the student's desire to learn more about research after viewing the ISD module with the pre-and post-intervention of p= .017. Some of the generalizations are; there is nothing to improve in the ISD module because it is what they need to learn about research, and it is informative and easy to understand. An additional criterion of the ISD module effectivity was contributed by the reported performance evaluation of the target learners. Their final research outputs scored 85% - 93% as an average rating.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"16 7-8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123624190","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 paper analyzes how Grid as a graphic organizer can significantly improve the numeracy level in Mathematics of the Grade 3 pupils in addition and subtraction and identify common errors and misconceptions in adding and subtracting whole numbers. To answer this question, we compared the performance of Grade 3 pupil participants. Fifty-six percent (n= 39) from Jose Rizal Memorial School and forty-four percent (n=31) from San Juan Elementary School. Out of 70 pupils, 57 or 81.43% belonged to the non-numerate level, 13 or 18.57% were classified as instructional and non-numerate. The descriptive design was utilized. The data were analyzed using mean, frequency count, percentage, and z-test in determining the effect of the grid as a graphic organizer on the numeracy level of Grade 3 Pupils. The results of the study indicate that the numeracy level of Grade 3 pupils after using the grid as a graphic organizer revealed that the non-numerate pupils were lessened to 23 out of 70 or 32.86%, instructional pupils increased to 27 or 38.57% and numerates became 20 or 28.57%. The computed mean was increased to 5.87, having a scale description of the instructional level. The findings suggest that Grid as a graphic organizer helped a lot in proper alignment of numbers to avoid common errors and misconceptions and was found to be an effective teaching strategy in teaching Mathematics.
{"title":"Using Grid as Teaching Strategy in Teaching Mathematics","authors":"Rosemarie Magnaye, Aries Magnaye","doi":"10.7719/irj.v13i1.785","DOIUrl":"https://doi.org/10.7719/irj.v13i1.785","url":null,"abstract":"This paper analyzes how Grid as a graphic organizer can significantly improve the numeracy level in Mathematics of the Grade 3 pupils in addition and subtraction and identify common errors and misconceptions in adding and subtracting whole numbers. To answer this question, we compared the performance of Grade 3 pupil participants. Fifty-six percent (n= 39) from Jose Rizal Memorial School and forty-four percent (n=31) from San Juan Elementary School. Out of 70 pupils, 57 or 81.43% belonged to the non-numerate level, 13 or 18.57% were classified as instructional and non-numerate. The descriptive design was utilized. The data were analyzed using mean, frequency count, percentage, and z-test in determining the effect of the grid as a graphic organizer on the numeracy level of Grade 3 Pupils. The results of the study indicate that the numeracy level of Grade 3 pupils after using the grid as a graphic organizer revealed that the non-numerate pupils were lessened to 23 out of 70 or 32.86%, instructional pupils increased to 27 or 38.57% and numerates became 20 or 28.57%. The computed mean was increased to 5.87, having a scale description of the instructional level. The findings suggest that Grid as a graphic organizer helped a lot in proper alignment of numbers to avoid common errors and misconceptions and was found to be an effective teaching strategy in teaching Mathematics.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121307475","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 critically examined a successful family-owned higher educational institution to identify the attributes and practices that may have led to its success. This research was confined to a private, non-sectarian, family-owned higher institution of learning that has been operating for more than fifty years, had only one founder, and had at least two transitions in terms of generation. Findings revealed nine themes – the presence of a positive (1) corporate culture and values, (2) shared vision, (3) corporate social responsibility, effective (4) corporate governance, a strong (5) human resource development program, a transformative (6) style of leadership, (7) strong family culture, (8) succession plan and effective (9) business strategies, attributes and practices contributory to the success of a family-owned higher education institution. Significantly, the dominant theme was anchored on corporate culture and values, which reflect the family orientation not only of the leaders in the institution but also the general culture of the Filipino people. It is concluded that these various themes form part of the holistic model that can appropriately analyze family firm performance in the field of education in terms of sustainability through several generations. Ultimately, sociological factors dominated this study's results, reflecting how culture impacts different processes and structures in a family-owned Higher Education Institution.
{"title":"Decades of Educational Excellence: A Case Study of A Successful Family-Owned Higher Educational Institution","authors":"Maria Luz Macasinag","doi":"10.7719/irj.v13i1.783","DOIUrl":"https://doi.org/10.7719/irj.v13i1.783","url":null,"abstract":"This study critically examined a successful family-owned higher educational institution to identify the attributes and practices that may have led to its success. This research was confined to a private, non-sectarian, family-owned higher institution of learning that has been operating for more than fifty years, had only one founder, and had at least two transitions in terms of generation. Findings revealed nine themes – the presence of a positive (1) corporate culture and values, (2) shared vision, (3) corporate social responsibility, effective (4) corporate governance, a strong (5) human resource development program, a transformative (6) style of leadership, (7) strong family culture, (8) succession plan and effective (9) business strategies, attributes and practices contributory to the success of a family-owned higher education institution. Significantly, the dominant theme was anchored on corporate culture and values, which reflect the family orientation not only of the leaders in the institution but also the general culture of the Filipino people. It is concluded that these various themes form part of the holistic model that can appropriately analyze family firm performance in the field of education in terms of sustainability through several generations. Ultimately, sociological factors dominated this study's results, reflecting how culture impacts different processes and structures in a family-owned Higher Education Institution.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115109122","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}
‘Beginner Researchers’ refer to the Senior High School Students learning Qualitative Research for the first time. Qualitative Research is one of the Applied Track subjects offered for the SHS and is deemed relatively new for the students. This study aimed to describe the experiences of beginner researchers on learning Qualitative Research. Specifically, on the questions: How they find learning Qualitative Research for the first time; their learning strategies; teachers mentoring styles as experienced by them; Learners’ collaboration and leadership; their challenges and the implications to the teaching and learning process. This study utilized Descriptive Qualitative Research as a research design. There were two sets of focused group discussions conducted one group with eight participants and the other group with six participants during the actual interview. 'Beginner researchers’ view Qualitative Research as a rigorous process that requires good communication and social skill; a difficult subject; provides new knowledge and experiences; and interesting subject. Repetitive teaching and the prompt feedback mechanisms on students’ output were teacher’s mentoring strategies while learning together as co-learners; Learners’ collaboration; and delegation of tasks were the identified concepts on learners learning strategies. The challenges of the beginner research were on the group dynamics and the methodology’s technicality. The results implied reviewing the curriculum on Practical Research Subject and contextualized the process based on the actual needs of the students based on how it has been delivered for the past years of the Senior High School implementation;
{"title":"Beginners’ Learning Experiences in Qualitative Research: Inputs for Curriculum Enhancement of Senior High School in Practical Research","authors":"Wilter Friales","doi":"10.7719/irj.v13i1.781","DOIUrl":"https://doi.org/10.7719/irj.v13i1.781","url":null,"abstract":"‘Beginner Researchers’ refer to the Senior High School Students learning Qualitative Research for the first time. Qualitative Research is one of the Applied Track subjects offered for the SHS and is deemed relatively new for the students. This study aimed to describe the experiences of beginner researchers on learning Qualitative Research. Specifically, on the questions: How they find learning Qualitative Research for the first time; their learning strategies; teachers mentoring styles as experienced by them; Learners’ collaboration and leadership; their challenges and the implications to the teaching and learning process. This study utilized Descriptive Qualitative Research as a research design. There were two sets of focused group discussions conducted one group with eight participants and the other group with six participants during the actual interview. 'Beginner researchers’ view Qualitative Research as a rigorous process that requires good communication and social skill; a difficult subject; provides new knowledge and experiences; and interesting subject. Repetitive teaching and the prompt feedback mechanisms on students’ output were teacher’s mentoring strategies while learning together as co-learners; Learners’ collaboration; and delegation of tasks were the identified concepts on learners learning strategies. The challenges of the beginner research were on the group dynamics and the methodology’s technicality. The results implied reviewing the curriculum on Practical Research Subject and contextualized the process based on the actual needs of the students based on how it has been delivered for the past years of the Senior High School implementation; ","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127629892","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 aims that all learners are given opportunities to be well-rounded by having access to programs responsive to their needs. However, reports show that problems on access and quality of learning still prevail, as evidenced by the number of students retained. This study looked into the factors that contribute to the increasing number of retained learners and the common problems encountered by the school heads in dealing with them. The study employed a descriptive design of research. A survey questionnaire, supplemented by informal interviews and a focus group discussion with 48 school heads and 314 teachers of selected schools and ALS mobile teachers of the Division of Calamba City, were utilized. Results revealed that the learners’ habitual tardiness and absences, and the lack of parental care and guidance in doing homework and other school projects, are the primary factors that contribute to the increasing number of retained learners. Moreover, the parents’ poor attendance during meetings and forums, and their attitudes in motivating their children to attend classes are the problems most often encountered by school heads. After a thorough analysis of data, a basic education services plan for schools and community learning centers in the Division of Calamba City was crafted to address the increasing number of retained learners.
{"title":"Basic Education Services for Schools and Community Learning Centers of the Division of Calamba City","authors":"L. Martir","doi":"10.7719/irj.v13i1.786","DOIUrl":"https://doi.org/10.7719/irj.v13i1.786","url":null,"abstract":"The Department of Education aims that all learners are given opportunities to be well-rounded by having access to programs responsive to their needs. However, reports show that problems on access and quality of learning still prevail, as evidenced by the number of students retained. This study looked into the factors that contribute to the increasing number of retained learners and the common problems encountered by the school heads in dealing with them. The study employed a descriptive design of research. A survey questionnaire, supplemented by informal interviews and a focus group discussion with 48 school heads and 314 teachers of selected schools and ALS mobile teachers of the Division of Calamba City, were utilized. Results revealed that the learners’ habitual tardiness and absences, and the lack of parental care and guidance in doing homework and other school projects, are the primary factors that contribute to the increasing number of retained learners. Moreover, the parents’ poor attendance during meetings and forums, and their attitudes in motivating their children to attend classes are the problems most often encountered by school heads. After a thorough analysis of data, a basic education services plan for schools and community learning centers in the Division of Calamba City was crafted to address the increasing number of retained learners. ","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116329363","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}
Mathematics subjects are always regarded as one of the most difficult courses to teach and learn. The proponent, in collaboration with the Learning Resource Management Division, comes up with an idea of contextualizing the learning resource material in Mathematics. This descriptive-quantitative study focused on the implementation of Project CLMM and its input on pupils’ academic performance of Grade 6 pupils in Puting Lupa ES, Hornalan ES, Majada Out ES, Paciano ES, JRMS, and Calamba ES. Data collected were the results of the pretest and posttest and first grading grade in mathematics and the feedback of CLMM.The result showed that there was a significant difference existed between the pretest and posttest of the pupils’ respondents by 34.62%. Increased on the number of high performing pupils while decreased in the number of low performing pupils were evident. Some of the items on the CLMM need to modify like engage yourself. The results implied that CLMM was properly implemented and help improve the academic performance of pupils in mathematics.
数学学科一直被认为是最难教和最难学的课程之一。支持者与学习资源管理处合作，提出了将数学学习资源材料置于环境中的想法。本描述性定量研究的重点是CLMM项目的实施及其对Puting Lupa ES、Hornalan ES、Majada Out ES、Paciano ES、JRMS和Calamba ES六年级学生学习成绩的影响。收集的数据是数学前测、后测和一年级成绩的结果以及CLMM的反馈。结果显示，小学生被调查者的前测与后测差异达34.62%。表现优异的学生人数明显增加，而表现不佳的学生人数明显减少。CLMM上的一些项目需要自己修改。结果表明，该方法实施得当，有助于提高小学生的数学学习成绩。
{"title":"PROJECT CLMM (Contextualized Learner Material in Mathematics) an Input on Pupils Academic Performance","authors":"Isabel P. Hizon","doi":"10.7719/irj.v13i1.780","DOIUrl":"https://doi.org/10.7719/irj.v13i1.780","url":null,"abstract":"Mathematics subjects are always regarded as one of the most difficult courses to teach and learn. The proponent, in collaboration with the Learning Resource Management Division, comes up with an idea of contextualizing the learning resource material in Mathematics. This descriptive-quantitative study focused on the implementation of Project CLMM and its input on pupils’ academic performance of Grade 6 pupils in Puting Lupa ES, Hornalan ES, Majada Out ES, Paciano ES, JRMS, and Calamba ES. Data collected were the results of the pretest and posttest and first grading grade in mathematics and the feedback of CLMM.The result showed that there was a significant difference existed between the pretest and posttest of the pupils’ respondents by 34.62%. Increased on the number of high performing pupils while decreased in the number of low performing pupils were evident. Some of the items on the CLMM need to modify like engage yourself. The results implied that CLMM was properly implemented and help improve the academic performance of pupils in mathematics.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131944432","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}
Sagip Pangarap Intervention Program (SPIP) is intended for students at risk of dropping out. The validated handbook provides a clear view and guides for the users as to how this program will be implemented and monitored. It aimed to determine the effectiveness of the SPIP manual in the attendance and class participation of the students at risk of dropping out; a mixed-method research design was utilized. The participants were the 15 Grade 8 students of Calamba Bayside Integrated School enrolled during the SY 2018-2019; these students were considered SARDOs after thorough monitoring and evaluation of advisers and grade-level key teachers. The participants were chosen through purposive sampling. Results showed that there is a decrease (89. 88%) in the number of absences incurred by the SARDOs after the implementation of the intervention program. It also revealed that in terms of class participation, the results of the interview conducted to the selected teachers and parents implied that the program helped the students to regularly come to school and improve their class participation since it provides different options, strategies, approaches, and opportunities for the students regarding their schooling. Since the use of this intervention program is proven effective, it is recommended that SPIP be used by teachers to help students in improving their performance in terms of attendance and class participation.
{"title":"Utilization of Sagip Pangarap Intervention Program (SPIP) as a Flexible Learning Strategy for Students-at-Risk of Dropping-Out","authors":"Peejay G. Gecolea","doi":"10.7719/irj.v13i1.782","DOIUrl":"https://doi.org/10.7719/irj.v13i1.782","url":null,"abstract":"Sagip Pangarap Intervention Program (SPIP) is intended for students at risk of dropping out. The validated handbook provides a clear view and guides for the users as to how this program will be implemented and monitored. It aimed to determine the effectiveness of the SPIP manual in the attendance and class participation of the students at risk of dropping out; a mixed-method research design was utilized. The participants were the 15 Grade 8 students of Calamba Bayside Integrated School enrolled during the SY 2018-2019; these students were considered SARDOs after thorough monitoring and evaluation of advisers and grade-level key teachers. The participants were chosen through purposive sampling. Results showed that there is a decrease (89. 88%) in the number of absences incurred by the SARDOs after the implementation of the intervention program. It also revealed that in terms of class participation, the results of the interview conducted to the selected teachers and parents implied that the program helped the students to regularly come to school and improve their class participation since it provides different options, strategies, approaches, and opportunities for the students regarding their schooling. Since the use of this intervention program is proven effective, it is recommended that SPIP be used by teachers to help students in improving their performance in terms of attendance and class participation.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122931594","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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