A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.
{"title":"Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations","authors":"Meenakshi Sharma Yadav, M. Yadav","doi":"10.54536/ajet.v1i4.1117","DOIUrl":"https://doi.org/10.54536/ajet.v1i4.1117","url":null,"abstract":"A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122327932","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 descriptive study aims to determine the school culture typology and school leadership category of a Jesuit school, Ateneo de Iloilo. Using stratified random sampling, 76 teachers were asked to fill out two standardized instruments of the ASCD, namely: (a) School Culture Typology (SCT) worksheet and (b) School Culture Survey (SCS) sheet. Analysis of data was done using central tendencies and standard deviation. The SCT survey showed that the most dominant typology in Ateneo is the “collaborative” type of school culture. However, it also has a secondary blend of “contrived collegiality” and “comfortable collaboration.” “Collaborative” culture is found to be prevailing in the following areas: “decision making,” “openness,” “communication,” “socialization,” and “organizational history.” But results also showed that the school needs to further improve on areas of “trust” among teachers and “parent relations.” Meanwhile, the SCS survey revealed that the teachers “strongly agree” in the high level of “professional development” and “unity of purpose” in school. However, it was also found that teachers still need to develop more their “trust to each other” and to be more “open in discussing disagreements over instructional practices.” The administration must also be more aggressive in structurally giving space, reward, and recognition to curricular innovators. It is hereby recommended that the results of this study must cascade down to the teachers through school summits, institutional meetings, and PLCs for affirmation, dialogue, and reflection. Similar study may also be made with the other stakeholders of the school for triangulation.
{"title":"School Culture Typology and Leadership in Ateneo De Iloilo","authors":"Herman M Lagon","doi":"10.54536/ajet.v1i3.676","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.676","url":null,"abstract":"This descriptive study aims to determine the school culture typology and school leadership category of a Jesuit school, Ateneo de Iloilo. Using stratified random sampling, 76 teachers were asked to fill out two standardized instruments of the ASCD, namely: (a) School Culture Typology (SCT) worksheet and (b) School Culture Survey (SCS) sheet. Analysis of data was done using central tendencies and standard deviation. The SCT survey showed that the most dominant typology in Ateneo is the “collaborative” type of school culture. However, it also has a secondary blend of “contrived collegiality” and “comfortable collaboration.” “Collaborative” culture is found to be prevailing in the following areas: “decision making,” “openness,” “communication,” “socialization,” and “organizational history.” But results also showed that the school needs to further improve on areas of “trust” among teachers and “parent relations.” Meanwhile, the SCS survey revealed that the teachers “strongly agree” in the high level of “professional development” and “unity of purpose” in school. However, it was also found that teachers still need to develop more their “trust to each other” and to be more “open in discussing disagreements over instructional practices.” The administration must also be more aggressive in structurally giving space, reward, and recognition to curricular innovators. It is hereby recommended that the results of this study must cascade down to the teachers through school summits, institutional meetings, and PLCs for affirmation, dialogue, and reflection. Similar study may also be made with the other stakeholders of the school for triangulation.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128431176","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}
J. S. Berame, M. L. Bulay, Rissa L. Mercado, Annie Rose C Ybanez, Gladys Claire A Aloyon, Anna Mae F Dayupay, Regine D. Hunahunan, Novabelle J Jalop
Strategic Intervention Material for Teaching Augmented Reality (SIMaTAR) is a collection of teaching and learning materials in Science which uses augmented reality technology to greatly improve learning experience through digital immersion in different 3D and 4D worlds and is under the innovative approaches in science education project of DOST-SEI. This study aimed to assess the effectiveness of using SIMaTAR mobile application as a tool on improving the Grade 8 students’ academic performance, motivation, and attitude towards learning science as well as the teachers’ assessment upon using the application. Results showed that all indicators on the teachers and students’ assessment on SIMaTAR mobile augmented reality application were rated as strongly agree. All indicators of students’ attitude towards science showed improvement after implementing the AR application in science teaching. Further, the scores of the student participants in pre-test and post-test were remarkably increased after using the application. As for the challenges, results revealed that students do not have the gadgets to use and they lack the knowledge on how to manipulate the application. Through data analysis using paired samples t-test, it is concluded that the integration of SIMaTAR in teaching science increases the engagement and interest of the students in learning the subject and the application of mobile augmented reality could substantially improve the teaching and learning process.
《增强现实教学策略干预材料》(Strategic Intervention Material for Teaching Augmented Reality, simar)是一套科学类教学材料的集合，它利用增强现实技术，通过数字化沉浸在不同的3D和4D世界中，极大地改善了学习体验，是教育部科学教育项目的创新方法。本研究旨在评估使用SIMaTAR移动应用程序作为工具对提高八年级学生学习成绩、学习动机和学习态度的有效性，以及教师在使用该应用程序后的评价。结果表明，教师和学生对SIMaTAR移动增强现实应用评估的各项指标均被评为高度一致。在科学教学中实施AR应用后，学生对科学态度的各项指标均有改善。此外，学生参与者在使用应用程序后的前测和后测得分显著提高。至于挑战，结果显示，学生们没有可以使用的小工具，他们缺乏如何操作应用程序的知识。通过配对样本t检验的数据分析，得出结论:simar在科学教学中的整合提高了学生对学科学习的参与度和兴趣，移动增强现实的应用可以大大改善教学过程。
{"title":"Improving Grade 8 Students’ Academic Performance and Attitude in Teaching Science through Augmented Reality","authors":"J. S. Berame, M. L. Bulay, Rissa L. Mercado, Annie Rose C Ybanez, Gladys Claire A Aloyon, Anna Mae F Dayupay, Regine D. Hunahunan, Novabelle J Jalop","doi":"10.54536/ajet.v1i3.840","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.840","url":null,"abstract":"Strategic Intervention Material for Teaching Augmented Reality (SIMaTAR) is a collection of teaching and learning materials in Science which uses augmented reality technology to greatly improve learning experience through digital immersion in different 3D and 4D worlds and is under the innovative approaches in science education project of DOST-SEI. This study aimed to assess the effectiveness of using SIMaTAR mobile application as a tool on improving the Grade 8 students’ academic performance, motivation, and attitude towards learning science as well as the teachers’ assessment upon using the application. Results showed that all indicators on the teachers and students’ assessment on SIMaTAR mobile augmented reality application were rated as strongly agree. All indicators of students’ attitude towards science showed improvement after implementing the AR application in science teaching. Further, the scores of the student participants in pre-test and post-test were remarkably increased after using the application. As for the challenges, results revealed that students do not have the gadgets to use and they lack the knowledge on how to manipulate the application. Through data analysis using paired samples t-test, it is concluded that the integration of SIMaTAR in teaching science increases the engagement and interest of the students in learning the subject and the application of mobile augmented reality could substantially improve the teaching and learning process.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121359081","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 made use of a phenomenological approach to understand profoundly the lived experiences of language teachers towards professional development and optimizing their teacher factors. It aimed to highlight the views of English teachers regarding the teacher factor and professional development, the barriers they encounter in English language teaching, and the ways where they could improve themselves as professional teachers. This qualitative study made use of remote interviews via zoom in analyzing the professional development activities employed by English teachers and the other facets connected to them during the school year 2022-2023. Fifteen (15) English teachers teaching in SUCs or Private HEIs were chosen to be the participants of the study. Semi-structured open-ended questions were asked. Data were manually organized and structured from the interviews and thorough scrutiny of themes and identification of essential features were conducted. It was found that teachers’ ongoing reflection, evaluation, and analysis of their own practices are necessary elements of their professional development as these can support them to construct new teaching theories and improve their performances. Therefore, optimizing the teacher factor must be every teacher’s hunger, concern, and intended purpose. Such development does not only depend on formal learning, but it can also be self-initiated by teachers.
{"title":"Best Practices of Language Teachers Towards Professional Development: Challenges, Changes, and Reflections","authors":"Sam Rhoy B Dela Cruz","doi":"10.54536/ajet.v1i3.991","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.991","url":null,"abstract":"This research made use of a phenomenological approach to understand profoundly the lived experiences of language teachers towards professional development and optimizing their teacher factors. It aimed to highlight the views of English teachers regarding the teacher factor and professional development, the barriers they encounter in English language teaching, and the ways where they could improve themselves as professional teachers. This qualitative study made use of remote interviews via zoom in analyzing the professional development activities employed by English teachers and the other facets connected to them during the school year 2022-2023. Fifteen (15) English teachers teaching in SUCs or Private HEIs were chosen to be the participants of the study. Semi-structured open-ended questions were asked. Data were manually organized and structured from the interviews and thorough scrutiny of themes and identification of essential features were conducted. It was found that teachers’ ongoing reflection, evaluation, and analysis of their own practices are necessary elements of their professional development as these can support them to construct new teaching theories and improve their performances. Therefore, optimizing the teacher factor must be every teacher’s hunger, concern, and intended purpose. Such development does not only depend on formal learning, but it can also be self-initiated by teachers.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"98 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115760243","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}
High quality education and promoting lifelong learning opportunities for all is among the sustainable development goals of the United Nations. This paper aims for New Education Model for Sri Lanka in Post Covid- 19 Pandemic Era to survive the Sri Lankan education. As a education model in pandemic era it has to be eLearning model. This is achieved adopting an object-oriented approach and Unified Modeling Language (UML). The functional and dynamic views of the system are presented and explained within this framework. The functional system includes Use Case diagrams and activity diagrams which are developed based on predefined functional requirements of the system. Furthermore, in the dynamic view of the system, interaction diagrams are developed and explained in detail. The proposed models are a step towards efficient implementation of a complete Education model for Sri Lanka in Post Covid- 19 Pandemic Era.
{"title":"New Education Model for Sri Lanka in Post Covid- 19 Pandemic Era","authors":"I. U. Wanigasekera, G. Wijayarathna","doi":"10.54536/ajet.v1i3.834","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.834","url":null,"abstract":"High quality education and promoting lifelong learning opportunities for all is among the sustainable development goals of the United Nations. This paper aims for New Education Model for Sri Lanka in Post Covid- 19 Pandemic Era to survive the Sri Lankan education. As a education model in pandemic era it has to be eLearning model. This is achieved adopting an object-oriented approach and Unified Modeling Language (UML). The functional and dynamic views of the system are presented and explained within this framework. The functional system includes Use Case diagrams and activity diagrams which are developed based on predefined functional requirements of the system. Furthermore, in the dynamic view of the system, interaction diagrams are developed and explained in detail. The proposed models are a step towards efficient implementation of a complete Education model for Sri Lanka in Post Covid- 19 Pandemic Era.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128337753","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}
Michael L. Bordeos, K. R. M. Lagman, Imelda P Sta Cruz
To better understand how students adjusted to the limited face-to-face learning environment during the Covid-19 pandemic, this study focused on their experiences, challenges, and motivations acquired during that time. The study employed phenomenological research and Collaizi’s seven steps of data analysis. Twenty students were purposively selected and consulted to share their learning experiences during the pandemic’s limited face-to-face classes. The findings showed that students’ main challenges with attending limited face-to-face classes were a lack of instructional time and collaboration, difficulty understanding the lessons and activities, and an adjustment period. Nevertheless, despite these challenges, they are highly motivated to keep learning in class. Thus, emerging themes were also detected, such as completing studies for the future, steadfast commitment to learning, fulfilling their life’s dreams, and appreciating education despite challenges. The findings demonstrated that students must focus on their motivation to learn in adjusting to the limited face-to-face classes. However, because there were only twenty participants in this study, those individuals’ viewpoints do not fairly reflect the student body across the country. In this regard, the researchers recommended including teachers in the later years of the pandemic researching difficulties and motivations. Primary education institutions should strengthen the limited face-to-face classes, reevaluate the curriculum, equip the staff, modernize the facilities, implement a strategic plan, and evaluate every part of the plan to maintain teaching and learning continuity in the new normal of education.
{"title":"Students in the New Normal: Their Experiences in the Pandemic’s Limited Face-to-Face Classes","authors":"Michael L. Bordeos, K. R. M. Lagman, Imelda P Sta Cruz","doi":"10.54536/ajet.v1i3.979","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.979","url":null,"abstract":"To better understand how students adjusted to the limited face-to-face learning environment during the Covid-19 pandemic, this study focused on their experiences, challenges, and motivations acquired during that time. The study employed phenomenological research and Collaizi’s seven steps of data analysis. Twenty students were purposively selected and consulted to share their learning experiences during the pandemic’s limited face-to-face classes. The findings showed that students’ main challenges with attending limited face-to-face classes were a lack of instructional time and collaboration, difficulty understanding the lessons and activities, and an adjustment period. Nevertheless, despite these challenges, they are highly motivated to keep learning in class. Thus, emerging themes were also detected, such as completing studies for the future, steadfast commitment to learning, fulfilling their life’s dreams, and appreciating education despite challenges. The findings demonstrated that students must focus on their motivation to learn in adjusting to the limited face-to-face classes. However, because there were only twenty participants in this study, those individuals’ viewpoints do not fairly reflect the student body across the country. In this regard, the researchers recommended including teachers in the later years of the pandemic researching difficulties and motivations. Primary education institutions should strengthen the limited face-to-face classes, reevaluate the curriculum, equip the staff, modernize the facilities, implement a strategic plan, and evaluate every part of the plan to maintain teaching and learning continuity in the new normal of education.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123488878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study determined the mediating effect of work values on the relationship between reflective thinking skills and positive personality traits among 310 teachers in the Division of Davao del Sur, Philippines using a non-experimental quantitative descriptive-correlational research design. Weighted mean, Pearson r, and path analysis using AMOS were used to analyze the data. Findings revealed significant relationships between reflective thinking skills and positive personality traits, between reflective thinking skills and work values, and between work values and positive personality traits. Employing path analysis, results revealed a complete mediation of work values on the relationship between reflective thinking skills and personality traits among public elementary teachers. This indicates that work values are only one of the reasons how reflective thinking skills can influence positive personality traits.
{"title":"The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers","authors":"Sheryl S. Salinas, Lyndon A. Quines","doi":"10.54536/ajet.v1i3.823","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.823","url":null,"abstract":"This study determined the mediating effect of work values on the relationship between reflective thinking skills and positive personality traits among 310 teachers in the Division of Davao del Sur, Philippines using a non-experimental quantitative descriptive-correlational research design. Weighted mean, Pearson r, and path analysis using AMOS were used to analyze the data. Findings revealed significant relationships between reflective thinking skills and positive personality traits, between reflective thinking skills and work values, and between work values and positive personality traits. Employing path analysis, results revealed a complete mediation of work values on the relationship between reflective thinking skills and personality traits among public elementary teachers. This indicates that work values are only one of the reasons how reflective thinking skills can influence positive personality traits.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133876540","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}
Information and Communication Technology (ICT) in education pertains to using information and communication technology to support, enhance, and optimize information delivery. The study sought to ascertain the ICT competencies of elementary teachers in District 2 of the SDO Malolos City. The study employed a descriptive-quantitative method. The standardized questionnaire was adopted from the National ICT Competency Standards for Teachers (NICS), which covered the four domains of the ICT framework in education. Data were analyzed using the mean Kruskal-Wallis Test and the Mann-Whitney U test to determine significant differences between teacher respondents’ profile and their level of National ICT Competency Standards. Results showed that teachers have a high level of competencies in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but an average level in the Professional domain. Likewise, a significant difference was not established in their gender, age, educational attainment, position, number of ICT-related training, and years of using ICT in teaching but found in teachers’ length of service. The findings suggest that teachers must increase their level of competence in the Professional Domain to become more proficient and effective in carrying out their duties and responsibilities. This can be accomplished through seminar workshops on professional growth and development, research, innovation, and collaboration. To maximize their ICT skills, a competency-based training program should be provided in District 2 of SDO City of Malolos schools.
{"title":"Teachers’ Information and Communication Technology Competencies: The Basis for a Competency-based Training Plan","authors":"Benjamin F. Mijares","doi":"10.54536/ajet.v1i3.762","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.762","url":null,"abstract":"Information and Communication Technology (ICT) in education pertains to using information and communication technology to support, enhance, and optimize information delivery. The study sought to ascertain the ICT competencies of elementary teachers in District 2 of the SDO Malolos City. The study employed a descriptive-quantitative method. The standardized questionnaire was adopted from the National ICT Competency Standards for Teachers (NICS), which covered the four domains of the ICT framework in education. Data were analyzed using the mean Kruskal-Wallis Test and the Mann-Whitney U test to determine significant differences between teacher respondents’ profile and their level of National ICT Competency Standards. Results showed that teachers have a high level of competencies in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but an average level in the Professional domain. Likewise, a significant difference was not established in their gender, age, educational attainment, position, number of ICT-related training, and years of using ICT in teaching but found in teachers’ length of service. The findings suggest that teachers must increase their level of competence in the Professional Domain to become more proficient and effective in carrying out their duties and responsibilities. This can be accomplished through seminar workshops on professional growth and development, research, innovation, and collaboration. To maximize their ICT skills, a competency-based training program should be provided in District 2 of SDO City of Malolos schools.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125718323","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 purposes to analyses the influence of parents’ roles in their children’s learning, and claim the suitable parenting style with argumentations. The parents’ roles or accountability in children’s overall learning have been categorized into various parenting styles, i.e. authoritarian, authoritative, permissive, and uninvolved. A few types of research have indicated that parents in traditional societies have been exercising authoritarian parenting as a solution to make their children true followers. The national and international legal provisions are against this authoritarian parenting. On the contrary, most research has shown that authoritative parenting is the best style for children’s learning. It makes the children create socially valued self-esteem, develop social skills, democratic values, and personality traits, and value discipline. This theoretical study concludes that authoritative parenting makes children learn about humanism, mutual relationships, receptivity, conscientiousness, administer fair and consistent discipline, encourage independence, and express warmth and nurturance. The argumentations and claims under the discussion section signify the value of authoritative parenting.
{"title":"Authoritative Parenting: The Best Style in Children’s Learning","authors":"Arjun Prasad Tiwari","doi":"10.54536/ajet.v1i3.687","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.687","url":null,"abstract":"The study purposes to analyses the influence of parents’ roles in their children’s learning, and claim the suitable parenting style with argumentations. The parents’ roles or accountability in children’s overall learning have been categorized into various parenting styles, i.e. authoritarian, authoritative, permissive, and uninvolved. A few types of research have indicated that parents in traditional societies have been exercising authoritarian parenting as a solution to make their children true followers. The national and international legal provisions are against this authoritarian parenting. On the contrary, most research has shown that authoritative parenting is the best style for children’s learning. It makes the children create socially valued self-esteem, develop social skills, democratic values, and personality traits, and value discipline. This theoretical study concludes that authoritative parenting makes children learn about humanism, mutual relationships, receptivity, conscientiousness, administer fair and consistent discipline, encourage independence, and express warmth and nurturance. The argumentations and claims under the discussion section signify the value of authoritative parenting.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132999665","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 convergent parallel mixed-methods study examined the effectiveness of a self-directed online platform that promotes the use of the Singapore model method in solving mathematics problems among primary students in a private school in the Philippines. There were 275 students and 4 mathematics teachers that were involved in the study using stratified sampling method. Mathematics achievement test, survey, and interviews were utilized in gathering data. Findings show significant learning gains among the primary students on their pretest and posttest scores. Both the quantitative and qualitative data reveal that students’ problem solving experiences improved because they can visualize the abstraction of the problems using pictorial and bar modeling methods. The respondents enjoyed the self-directed nature of the platform, where they could solve problems in the comfort of their own homes. However, the respondents shared that unstable internet connection and the overwhelming number of lessons in the integrated curriculum were some areas for improvement. Overall, the initial assessment shows promising results on the integration of the online self-directed platform that promotes an innovative and creative way of solving mathematical problems among primary students. Further assessments in the future should be made to ensure that integration can bring positive learning outcomes in the long run.
{"title":"Upgrading the Problem-Solving Experiences of the Primary Students Using an Online Singapore Mathematics Platform","authors":"Barcelona Alvin","doi":"10.54536/ajet.v1i3.750","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.750","url":null,"abstract":"This convergent parallel mixed-methods study examined the effectiveness of a self-directed online platform that promotes the use of the Singapore model method in solving mathematics problems among primary students in a private school in the Philippines. There were 275 students and 4 mathematics teachers that were involved in the study using stratified sampling method. Mathematics achievement test, survey, and interviews were utilized in gathering data. Findings show significant learning gains among the primary students on their pretest and posttest scores. Both the quantitative and qualitative data reveal that students’ problem solving experiences improved because they can visualize the abstraction of the problems using pictorial and bar modeling methods. The respondents enjoyed the self-directed nature of the platform, where they could solve problems in the comfort of their own homes. However, the respondents shared that unstable internet connection and the overwhelming number of lessons in the integrated curriculum were some areas for improvement. Overall, the initial assessment shows promising results on the integration of the online self-directed platform that promotes an innovative and creative way of solving mathematical problems among primary students. Further assessments in the future should be made to ensure that integration can bring positive learning outcomes in the long run.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124389702","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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