The numbers of persons graduating from Higher Education Institutions (HEIs) are on the increase and exacerbating the unemployment problem in Nigeria, while employment generation has not kept pace with the signals from the labour market. Presently about 300,0000 graduates annually from HEIs and are mobilised into the National Youth Service Corps (NYSC). The labour market consequently tilts in excess to the supply side than to the demand side. In view of the saturation in the job seekers in search of paid employment, self-paid employment or entrepreneurship remains a very table tool to engage the HEIs graduates. This will ensure national development The National Bureau of Statistics (NBS) had last June declared that about 29 million Nigerians are unemployed. In view of the level of unemployment among graduates and the ‘employability’ of the graduates, scratching the surface of our educational malaise is not acceptable. The expectation is that the relevant views and propositions on practical solutions on how to revamp the education systems to potentially complement national development strategies through a simultaneous response to skills gaps in the economy, particularly in entrepreneurship. To this end, the paper employs a content analysis approach to probe into the relevance of entrepreneurship in enhancing the self-employment of graduates and non-graduates alike as a means of curtailing unemployment and enhancing national economic development. The study deduced that graduate entrepreneurship education is important to national development as it enhances economic growth through the gained adequate knowledge, ideas, skills and motivation. The study, therefore, recommended that all educational agencies at various levels must collaborate to ensure the implementation of entrepreneurship education for accelerated economic development.
{"title":"Graduates’ Entrepreneurship Programme: A Proper Framework for National Economic Development in Nigeria","authors":"O. Akere, Olusegun Damilare Iwayemi","doi":"10.54536/ajet.v2i3.1537","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1537","url":null,"abstract":"The numbers of persons graduating from Higher Education Institutions (HEIs) are on the increase and exacerbating the unemployment problem in Nigeria, while employment generation has not kept pace with the signals from the labour market. Presently about 300,0000 graduates annually from HEIs and are mobilised into the National Youth Service Corps (NYSC). The labour market consequently tilts in excess to the supply side than to the demand side. In view of the saturation in the job seekers in search of paid employment, self-paid employment or entrepreneurship remains a very table tool to engage the HEIs graduates. This will ensure national development The National Bureau of Statistics (NBS) had last June declared that about 29 million Nigerians are unemployed. In view of the level of unemployment among graduates and the ‘employability’ of the graduates, scratching the surface of our educational malaise is not acceptable. The expectation is that the relevant views and propositions on practical solutions on how to revamp the education systems to potentially complement national development strategies through a simultaneous response to skills gaps in the economy, particularly in entrepreneurship. To this end, the paper employs a content analysis approach to probe into the relevance of entrepreneurship in enhancing the self-employment of graduates and non-graduates alike as a means of curtailing unemployment and enhancing national economic development. The study deduced that graduate entrepreneurship education is important to national development as it enhances economic growth through the gained adequate knowledge, ideas, skills and motivation. The study, therefore, recommended that all educational agencies at various levels must collaborate to ensure the implementation of entrepreneurship education for accelerated economic development.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129388398","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 probed the integration of technology in Science instruction in relation to the students’ performance in National Achievement Test (NAT) results. It utilized a researcher-made questionnaire to obtain the data. The respondents of the study were the upper and lower 30% performing schools in the National Achievement Test (NAT) for the aforementioned school years. Results of the study revealed that the available technological resources for use in Science instruction in Butuan City Division for the upper 30% were printer, desktop computer, and Internet connection while for the lower 30% were desktop computer, printer, and speaker; that the level of technological skills of both the 30% school-respondents were rated expert in creating a presentation, using social networks, and their knowledge to operate computer. For the level of implementation in Technology-Assisted Science instruction the respondents were rated occasionally. On the other hand, data revealed that the relationship between the level of technological skills of the teachers, school’s implementation in Technology-Assisted Science instruction, and the performance in Science NAT between the upper and lower 30% school-respondents was significant. In conclusion, school-participants considered lack of computer sets as the major challenge they faced upon the implementation of Technology-Assisted Science instruction.
{"title":"Level of Technological Implementation in Science Instruction to Enhance National Achievement Test (NAT) Performance in Butuan City Division, Philippines","authors":"J. S. Berame","doi":"10.54536/ajet.v2i2.1639","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1639","url":null,"abstract":"The study probed the integration of technology in Science instruction in relation to the students’ performance in National Achievement Test (NAT) results. It utilized a researcher-made questionnaire to obtain the data. The respondents of the study were the upper and lower 30% performing schools in the National Achievement Test (NAT) for the aforementioned school years. Results of the study revealed that the available technological resources for use in Science instruction in Butuan City Division for the upper 30% were printer, desktop computer, and Internet connection while for the lower 30% were desktop computer, printer, and speaker; that the level of technological skills of both the 30% school-respondents were rated expert in creating a presentation, using social networks, and their knowledge to operate computer. For the level of implementation in Technology-Assisted Science instruction the respondents were rated occasionally. On the other hand, data revealed that the relationship between the level of technological skills of the teachers, school’s implementation in Technology-Assisted Science instruction, and the performance in Science NAT between the upper and lower 30% school-respondents was significant. In conclusion, school-participants considered lack of computer sets as the major challenge they faced upon the implementation of Technology-Assisted Science instruction.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124842267","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}
R. L. S. Magayanes, B. G. Sarmiento, J. R. P. Miguel, J. J. G. Díaz, J. B. Argañosa, L. C. Brillantes, J. T. Luyahan, J. M. D. Barachina, M. D. D. Oca
The shift from a traditional to an online mode of learning due to COVID-19 pandemic led the researchers to conceptualize and create videos for students who have no access to a laboratory facility. This research assessed the effect of student-created videos to the academic performance of fifty-three (53) Bachelor of Secondary Education (BSEd) students in Physics 1 (Electromagnetism) and 4 (Waves and Optics). The student-created videos served as the intervention of this research. Laboratory worksheets and survey tools were used for data gathering. The paired samples T-Test was utilized to determine the significant difference in the test scores before and after the intervention. Results showed that academic performance in Physics improved when coupled with student-created videos. Laboratory videos helped enhance the quality of the learning process. Therefore, this may be adopted in science subjects with laboratory component.
{"title":"Utilization of Student-Created Videos for Laboratory Activities in Physics","authors":"R. L. S. Magayanes, B. G. Sarmiento, J. R. P. Miguel, J. J. G. Díaz, J. B. Argañosa, L. C. Brillantes, J. T. Luyahan, J. M. D. Barachina, M. D. D. Oca","doi":"10.54536/ajet.v2i2.1561","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1561","url":null,"abstract":"The shift from a traditional to an online mode of learning due to COVID-19 pandemic led the researchers to conceptualize and create videos for students who have no access to a laboratory facility. This research assessed the effect of student-created videos to the academic performance of fifty-three (53) Bachelor of Secondary Education (BSEd) students in Physics 1 (Electromagnetism) and 4 (Waves and Optics). The student-created videos served as the intervention of this research. Laboratory worksheets and survey tools were used for data gathering. The paired samples T-Test was utilized to determine the significant difference in the test scores before and after the intervention. Results showed that academic performance in Physics improved when coupled with student-created videos. Laboratory videos helped enhance the quality of the learning process. Therefore, this may be adopted in science subjects with laboratory component.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127562537","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}
ICTs have now become a buzzword in teaching and learning. Historically, technology has been developed to solve problems, improve living standards and increase productivity. In the educational context, the objectives of ICT are to increase productivity and solve teaching-learning problems. Information and communication technologies play a major role in shaping the new global economy and producing rapid changes in society. The purpose of the study is to find out the awareness level of various ICT devices, proficiency of ICT devices, and the usage of various ICT devices by the PG students. This study was descriptive research that adopts the survey method. Here the researcher used simple random sampling to select 50 samples. To conduct the present investigation, the researcher utilized a self-made questionnaire to gather data, it includes 32 items that are divided into three major dimensions on the basis of the research objectives. The researcher used Mean, SD, and t-tests for the statistical analysis of data. After analysis of the data this study found that there is a significant difference between male and female, and no significant difference between urban and rural PG students in the awareness level of various ICT devices. The two groups of students, namely male and female, differ significantly; the other two groups, urban and rural, do not differ significantly in terms of their proficiency in various ICT devices. The study also found that four groups of students namely male, female and urban, rural differ significantly in terms of the usage of various ICT devices.
{"title":"A Study of ICT Awareness, Proficiency, and Usage among Post-Graduate (PG) Students","authors":"Dipankar Paul, Sanjib Roy","doi":"10.54536/ajet.v2i2.1656","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1656","url":null,"abstract":"ICTs have now become a buzzword in teaching and learning. Historically, technology has been developed to solve problems, improve living standards and increase productivity. In the educational context, the objectives of ICT are to increase productivity and solve teaching-learning problems. Information and communication technologies play a major role in shaping the new global economy and producing rapid changes in society. The purpose of the study is to find out the awareness level of various ICT devices, proficiency of ICT devices, and the usage of various ICT devices by the PG students. This study was descriptive research that adopts the survey method. Here the researcher used simple random sampling to select 50 samples. To conduct the present investigation, the researcher utilized a self-made questionnaire to gather data, it includes 32 items that are divided into three major dimensions on the basis of the research objectives. The researcher used Mean, SD, and t-tests for the statistical analysis of data. After analysis of the data this study found that there is a significant difference between male and female, and no significant difference between urban and rural PG students in the awareness level of various ICT devices. The two groups of students, namely male and female, differ significantly; the other two groups, urban and rural, do not differ significantly in terms of their proficiency in various ICT devices. The study also found that four groups of students namely male, female and urban, rural differ significantly in terms of the usage of various ICT devices.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123903812","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}
With the recent pandemic, the development of oral communication skills became more challenging to address. Hence, the study sought to determine the effect of mobile-supported SLMs on oral communication skills and identify the attitudes of students toward the use of the material. The study used one-group pretest-posttest design. The scores in the pretest and posttest were analyzed through paired-samples t-test, while the answers in the attitude survey questionnaire were analyzed through the median of every item and triangulated with the students’ essay and teacher’s log. The study found a statistically significant difference in students’ oral communication skills before and after exposure to the mobile-supported SLMs, and students generally have a positive attitude towards the use of the materials. It was concluded that students in low-resource contexts can still develop their oral communication skills and that they like using mobile-supported SLMs to develop their oral communication skills during education in emergencies.
{"title":"Using Mobile-Supported Self-Learning Modules in Developing Oral Communication Skills of Grade 9 ESL Students","authors":"E. Santos","doi":"10.54536/ajet.v2i2.1632","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1632","url":null,"abstract":"With the recent pandemic, the development of oral communication skills became more challenging to address. Hence, the study sought to determine the effect of mobile-supported SLMs on oral communication skills and identify the attitudes of students toward the use of the material. The study used one-group pretest-posttest design. The scores in the pretest and posttest were analyzed through paired-samples t-test, while the answers in the attitude survey questionnaire were analyzed through the median of every item and triangulated with the students’ essay and teacher’s log. The study found a statistically significant difference in students’ oral communication skills before and after exposure to the mobile-supported SLMs, and students generally have a positive attitude towards the use of the materials. It was concluded that students in low-resource contexts can still develop their oral communication skills and that they like using mobile-supported SLMs to develop their oral communication skills during education in emergencies.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130803614","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 determine and analyze the contribution of qawa’id nahwu learning in improving reading skills in Arabic language program students. This study uses a qualitative method with the data source selected by purposive sampling. The types of data in this study were primary data and secondary data. In contrast, the data collection techniques in this study used observation, interviews and subject interpretation of the questions posed by the researcher. The data analysis technique uses data reduction stages, data presentation, drawing conclusions, and verification. The results showed that the qawa’id nahwu method implemented for students proved to be more effective in improving reading abilities and skills in learning Arabic when compared to conventional methods. Other findings indicate that there are still inhibiting factors in implementing the qawa’id nahwu method, including environmental factors and internal factors from the individual students themselves. Therefore, efforts to overcome the obstacles of learning qawa’id nahwu can pay attention to five external factors: the competence of Arabic language lecturers, the learning methods used, the Arabic language material being taught, adequate infrastructure facilities, and a supportive environment.
{"title":"Qawaid Nahwu’s Learning Contribution to Reading Skills","authors":"Amir","doi":"10.54536/ajet.v2i2.1037","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1037","url":null,"abstract":"This study aimed to determine and analyze the contribution of qawa’id nahwu learning in improving reading skills in Arabic language program students. This study uses a qualitative method with the data source selected by purposive sampling. The types of data in this study were primary data and secondary data. In contrast, the data collection techniques in this study used observation, interviews and subject interpretation of the questions posed by the researcher. The data analysis technique uses data reduction stages, data presentation, drawing conclusions, and verification. The results showed that the qawa’id nahwu method implemented for students proved to be more effective in improving reading abilities and skills in learning Arabic when compared to conventional methods. Other findings indicate that there are still inhibiting factors in implementing the qawa’id nahwu method, including environmental factors and internal factors from the individual students themselves. Therefore, efforts to overcome the obstacles of learning qawa’id nahwu can pay attention to five external factors: the competence of Arabic language lecturers, the learning methods used, the Arabic language material being taught, adequate infrastructure facilities, and a supportive environment.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125054331","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 lack of technical support and maintenance impedes to the utilization of ICT resources in schools. As part of the government’s commitment to achieve the goals embedded in the country’s vision 2020, a number of schools have been beneficiaries of ICT facilities like computers, printers, laptops, LCD projectors, and speakers through the Department of Education Computerization Program (DCP). This descriptive-correlational research study assesses the status of the maintenance and support system of ICT resources in public elementary schools in the District of San Jose, Northern Samar, Philippines. Results revealed that school heads, ICT coordinators, and teachers were least satisfied of ICT maintenance procedure. In the same manner that the school heads, ICT coordinators and teachers support system were moderately satisfactory. There were significant differences in the maintenance procedures among the respondents particularly in replacing or repairing the faulty components and upgrading hardware and software. This concludes varied ways in which the respondents respond to the maintenance of faulty components and upgrading the hardware and software. Furthermore, difference on the technical support workload and technology integration among the three groups of respondents appeared to vary in terms of support system. The finding singles out the varied compliance of the respondents in technical support and technology integration.
{"title":"Maintenance and Support System for Information and Communication Technology (ICT) Resources","authors":"Julien Tiza D Madronio","doi":"10.54536/ajet.v2i2.1619","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1619","url":null,"abstract":"The lack of technical support and maintenance impedes to the utilization of ICT resources in schools. As part of the government’s commitment to achieve the goals embedded in the country’s vision 2020, a number of schools have been beneficiaries of ICT facilities like computers, printers, laptops, LCD projectors, and speakers through the Department of Education Computerization Program (DCP). This descriptive-correlational research study assesses the status of the maintenance and support system of ICT resources in public elementary schools in the District of San Jose, Northern Samar, Philippines. Results revealed that school heads, ICT coordinators, and teachers were least satisfied of ICT maintenance procedure. In the same manner that the school heads, ICT coordinators and teachers support system were moderately satisfactory. There were significant differences in the maintenance procedures among the respondents particularly in replacing or repairing the faulty components and upgrading hardware and software. This concludes varied ways in which the respondents respond to the maintenance of faulty components and upgrading the hardware and software. Furthermore, difference on the technical support workload and technology integration among the three groups of respondents appeared to vary in terms of support system. The finding singles out the varied compliance of the respondents in technical support and technology integration.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126176184","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}
P. Mensah, Bismark Ansu, Ishmael Besing Karadaar, Joseph Gurah junior
This study is mainly about using GeoGebra as a tool for improving mathematics instruction and learning by Ghanaian teachers. The quantitative method was employed for the study and the descriptive statistics of the study were the mean, standard deviation, percentages, and frequencies were used. Two-way analysis of variance (ANOVA) was used in answering the Hypothesis test. The sample size for the study comprised 10 junior high schools and 13 primary schools. A total of 74 samples made of mathematics teachers were used of which 40 were junior high teachers and 34 were primary school teachers. A questionnaire with 10 questions/items with 4 options or 4 Likert scales for each was used in measuring the use of GeoGebra as a tool to improve mathematics instructions or learning by Ghanaian teachers (primary teachers and junior high school teachers). The study indicated that teachers believe that GeoGebra could effectively improve mathematics instruction and learning in the classroom. It also showed that teachers are ready to learn and adopt the use of technology (ICT) in their lesson delivery.
{"title":"GeoGebra as a Tool for Improving Mathematics Instruction and Learning by Ghanaian Teachers","authors":"P. Mensah, Bismark Ansu, Ishmael Besing Karadaar, Joseph Gurah junior","doi":"10.54536/ajet.v2i2.1586","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1586","url":null,"abstract":"This study is mainly about using GeoGebra as a tool for improving mathematics instruction and learning by Ghanaian teachers. The quantitative method was employed for the study and the descriptive statistics of the study were the mean, standard deviation, percentages, and frequencies were used. Two-way analysis of variance (ANOVA) was used in answering the Hypothesis test. The sample size for the study comprised 10 junior high schools and 13 primary schools. A total of 74 samples made of mathematics teachers were used of which 40 were junior high teachers and 34 were primary school teachers. A questionnaire with 10 questions/items with 4 options or 4 Likert scales for each was used in measuring the use of GeoGebra as a tool to improve mathematics instructions or learning by Ghanaian teachers (primary teachers and junior high school teachers). The study indicated that teachers believe that GeoGebra could effectively improve mathematics instruction and learning in the classroom. It also showed that teachers are ready to learn and adopt the use of technology (ICT) in their lesson delivery.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133640635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the factors that affect the student’s performance in virtual classroom instruction and the student’s perception of virtual classroom instruction. The study used a descriptive research design to categorize the study variables, and it presents quantitative research that used internet surveys to collect data from respondents. The participants in the study were third-year BSED-English students enrolled in the second semester of the A.Y. 2020–2021 at the College of Teacher Education (CTE) of Mindoro State University, Philippines. 59 out of 90 student respondents participated in the survey in a span of three weeks, which covered 65% of the identified student respondents. The study used a researcher-made online survey questionnaire using Google forms with a close-ended statement. Results revealed that the support of the university and the support of instructors are great contributors to students’ performance in virtual classroom instruction. Meanwhile, regarding students’ perception of virtual classroom instruction, virtual classroom instruction does not meet students’ needs and learning styles and equips students’ knowledge, skills, and abilities, which affirms that students’ needs and learning styles are met when learning is face-to-face. It is necessary to provide a user-friendly Learning Management System (LMS) from a pedagogical perspective. Teachers must detect student needs and scaffold learning by closely observing student involvement and participation patterns to ensure they meet students’ needs and learning styles and equip their knowledge, skills, and abilities.
{"title":"Discussion-Based Approaches: Factors That Affect University Students’ Performance on Virtual Classroom Instruction","authors":"Kathy P Maglalang, Emelinda E. Rivera","doi":"10.54536/ajet.v2i2.1563","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1563","url":null,"abstract":"This study examined the factors that affect the student’s performance in virtual classroom instruction and the student’s perception of virtual classroom instruction. The study used a descriptive research design to categorize the study variables, and it presents quantitative research that used internet surveys to collect data from respondents. The participants in the study were third-year BSED-English students enrolled in the second semester of the A.Y. 2020–2021 at the College of Teacher Education (CTE) of Mindoro State University, Philippines. 59 out of 90 student respondents participated in the survey in a span of three weeks, which covered 65% of the identified student respondents. The study used a researcher-made online survey questionnaire using Google forms with a close-ended statement. Results revealed that the support of the university and the support of instructors are great contributors to students’ performance in virtual classroom instruction. Meanwhile, regarding students’ perception of virtual classroom instruction, virtual classroom instruction does not meet students’ needs and learning styles and equips students’ knowledge, skills, and abilities, which affirms that students’ needs and learning styles are met when learning is face-to-face. It is necessary to provide a user-friendly Learning Management System (LMS) from a pedagogical perspective. Teachers must detect student needs and scaffold learning by closely observing student involvement and participation patterns to ensure they meet students’ needs and learning styles and equip their knowledge, skills, and abilities.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128805728","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 focused on the perceptions of teachers and students on the Bridging Learning Opportunity Gaps (BLOG) Project as a pandemic remedial intervention in the Junior High School (JHS) Science implemented in the Schools Calbayog City Division, Department of Education, Philippines during the school year 2021-2022. This was in the attempt to provide insights into the state of remedial education in the Philippines. The study used the descriptive-correlational research design and handed out survey questionnaires to 38 teacher and 70 student-respondent across seven public schools in Calbayog City. The findings reveal that although both the teacher and student-respondents manifested highly positive perceptions on the BLOG Project in Science in all parameter set, the teachers, as implementers were more positive in their assessment while the students as the subjects were slightly more critical. It also has been noted thar despite the positive evaluation, both the student and the teacher-respondents reported experiencing various problems in the implementation of Project BLOG. For the teachers, their biggest dilemma was the fact that they attend to the specific needs of each learner due to the limitations of the current educational set-up. For the students, it was the changing community quarantine classifications and policies that may hinder the continuity of the Project BLOG in Science. Overall, the study concludes that the Project BLOG was satisfactorily implemented and further supports the literature on the efficacy of remedial instruction
{"title":"Bridging Learning Opportunity Gaps (BLOG) Project: A Pandemic Remedial Intervention in Junior High School Science","authors":"Charlie Singua","doi":"10.54536/ajet.v2i2.1555","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1555","url":null,"abstract":"This study focused on the perceptions of teachers and students on the Bridging Learning Opportunity Gaps (BLOG) Project as a pandemic remedial intervention in the Junior High School (JHS) Science implemented in the Schools Calbayog City Division, Department of Education, Philippines during the school year 2021-2022. This was in the attempt to provide insights into the state of remedial education in the Philippines. The study used the descriptive-correlational research design and handed out survey questionnaires to 38 teacher and 70 student-respondent across seven public schools in Calbayog City. The findings reveal that although both the teacher and student-respondents manifested highly positive perceptions on the BLOG Project in Science in all parameter set, the teachers, as implementers were more positive in their assessment while the students as the subjects were slightly more critical. It also has been noted thar despite the positive evaluation, both the student and the teacher-respondents reported experiencing various problems in the implementation of Project BLOG. For the teachers, their biggest dilemma was the fact that they attend to the specific needs of each learner due to the limitations of the current educational set-up. For the students, it was the changing community quarantine classifications and policies that may hinder the continuity of the Project BLOG in Science. Overall, the study concludes that the Project BLOG was satisfactorily implemented and further supports the literature on the efficacy of remedial instruction","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127147953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：