The study assessed the level of effectiveness of Creative Writing Curriculum Guide used by teachers of senior high school in the Division of Quezon. Specifically, the study assessed the level of effectiveness of Creative Writing Curriculum Guide in terms of: Content Standard, Performance Standard and Learning Competency. The study used descriptive research design in the presentation of the findings of the study and purposive sampling in the selection of the respondents. There were 30 senior high school teacher-respondents from the selected National Senior High Schools. Although the findings show that the respondent’s assessments on the Creative Writing Curriculum Guide in terms of content standard, performance standards and learning competencies were Moderately Effective, there is still a need for improvement in the performance standards based on the general weighted mean. The finding shows that majority of the senior high school students, 532 or 43.04% obtained Satisfactory performance. From the interview, the following challengers emerged: Inappropriate Activities/Task, Learning Material Not Fitting/Confusing, Limited Time, No Teacher’s Guide, Lack of Laboratory Rooms, Wi-Fi and Library, Ratio of Teachers with Students, and No monitoring of implementation. There was significant relationship between teachers’ strategies in Teaching Creative Writing and content standards, performance standards and learning competency. Based on these, the following are recommended: Strict monitoring on the implementation of the curriculum guide be made to address the needs of the teachers and the students. The authority can use the findings of this study to determine further improvement in teaching Creative Writing and develop the learning competencies of the students as well as improving teacher’s performance. The proposed Creative Writing Teaching Guide can be a great help for teachers in meeting the challenges in teaching creative writing.
{"title":"Creative Writing Curriculum in the Selected Senior High Schools in the Division of Quezon: A Groundwork for a Teaching Guide","authors":"Ranilo H Pardito","doi":"10.54536/ajet.v1i2.511","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.511","url":null,"abstract":"The study assessed the level of effectiveness of Creative Writing Curriculum Guide used by teachers of senior high school in the Division of Quezon. Specifically, the study assessed the level of effectiveness of Creative Writing Curriculum Guide in terms of: Content Standard, Performance Standard and Learning Competency. The study used descriptive research design in the presentation of the findings of the study and purposive sampling in the selection of the respondents. There were 30 senior high school teacher-respondents from the selected National Senior High Schools. Although the findings show that the respondent’s assessments on the Creative Writing Curriculum Guide in terms of content standard, performance standards and learning competencies were Moderately Effective, there is still a need for improvement in the performance standards based on the general weighted mean. The finding shows that majority of the senior high school students, 532 or 43.04% obtained Satisfactory performance. From the interview, the following challengers emerged: Inappropriate Activities/Task, Learning Material Not Fitting/Confusing, Limited Time, No Teacher’s Guide, Lack of Laboratory Rooms, Wi-Fi and Library, Ratio of Teachers with Students, and No monitoring of implementation. There was significant relationship between teachers’ strategies in Teaching Creative Writing and content standards, performance standards and learning competency. Based on these, the following are recommended: Strict monitoring on the implementation of the curriculum guide be made to address the needs of the teachers and the students. The authority can use the findings of this study to determine further improvement in teaching Creative Writing and develop the learning competencies of the students as well as improving teacher’s performance. The proposed Creative Writing Teaching Guide can be a great help for teachers in meeting the challenges in teaching creative writing.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115344095","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}
Moanna Marie Dacillo, Lord Honey P. Paracueles, Lowelle Jaye C. Villacorta, Oldric J. Licaros
The study was conducted to explore the perspectives of teachers about online writing assessment. It also investigated the challenges that teachers encountered and the coping strategies the respondents utilized to address the challenges of online writing assessment. Using a researcher-made questionnaire, data from 20 respondents from the Senior High School and College level teachers particularly the College of Education (CED) in Notre Dame of Midsayap College were analyzed quantitatively. Descriptive research design was used in the study. Purposive sampling technique and complete enumeration sampling were utilized to determine the respondents of this study. Findings revealed that the teachers do not have a concrete perspective about online writing assessment as indicated based on the neutral result of the study. Teachers also signified their agreement that the primary challenge in online writing assessment is the presence of academic dishonesty in the written outputs of the students submitted online. Meanwhile, respondents have a neutral response on the challenges of online writing assessment in terms of lack of training and preparation and the challenges in the availability of technical resources. Findings also revealed that the teachers integrate specific coping strategies to address the challenges in online writing assessment. In response to these findings, constant interventions should be implemented to address these challenges of online writing assessment not only for the teachers but also to the institution and learners.
{"title":"Exploring Online Writing Assessment in the New Normal: Challenges from Teachers’ Perspective","authors":"Moanna Marie Dacillo, Lord Honey P. Paracueles, Lowelle Jaye C. Villacorta, Oldric J. Licaros","doi":"10.54536/ajet.v1i2.515","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.515","url":null,"abstract":"The study was conducted to explore the perspectives of teachers about online writing assessment. It also investigated the challenges that teachers encountered and the coping strategies the respondents utilized to address the challenges of online writing assessment. Using a researcher-made questionnaire, data from 20 respondents from the Senior High School and College level teachers particularly the College of Education (CED) in Notre Dame of Midsayap College were analyzed quantitatively. Descriptive research design was used in the study. Purposive sampling technique and complete enumeration sampling were utilized to determine the respondents of this study. Findings revealed that the teachers do not have a concrete perspective about online writing assessment as indicated based on the neutral result of the study. Teachers also signified their agreement that the primary challenge in online writing assessment is the presence of academic dishonesty in the written outputs of the students submitted online. Meanwhile, respondents have a neutral response on the challenges of online writing assessment in terms of lack of training and preparation and the challenges in the availability of technical resources. Findings also revealed that the teachers integrate specific coping strategies to address the challenges in online writing assessment. In response to these findings, constant interventions should be implemented to address these challenges of online writing assessment not only for the teachers but also to the institution and learners.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115479571","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}
Globally, academic institutions have been impacted by COVID-19, and the majority have gone online. During the pandemic, online learning was most effective. This study aimed to determine the readiness of secondary schools for online learning in the Division of Antique as perceived by the school heads and teachers of the Division of Antique. A validated survey instrument was used to gather data from the respondents. Statistical tools used include frequency, percentage, standard deviation, and mean for the descriptive analysis, then One-way ANOVA and Kruskal-Wallis Test, Least Significant Difference (LSD), and Bonferroni for the inferential analysis. The study found that secondary schools in the Division of Antique were ready to adapt to the online learning platforms of curriculum delivery as perceived by school heads and teachers. Further, it was found that there exists a significant difference in the online learning readiness of school heads and teachers when categorized according to the school size. Despite the findings that the secondary schools were ready to implement online learning, it was proposed that the Schools Division of Antique should strategically plan for it to make sure that the readiness of school heads, teachers, and students, especially in terms of the availability of Information and Communication Technology (ICT) gadgets, digital technology skills, and availability of online learning home support is established to ensure the quality of implementation.
{"title":"Online Learning Readiness of Public Secondary Schools: The Perspective Between School Heads and Teachers","authors":"Edward E. Bana, Runato A. Basanes, G. Malabarbas","doi":"10.54536/ajet.v1i2.393","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.393","url":null,"abstract":"Globally, academic institutions have been impacted by COVID-19, and the majority have gone online. During the pandemic, online learning was most effective. This study aimed to determine the readiness of secondary schools for online learning in the Division of Antique as perceived by the school heads and teachers of the Division of Antique. A validated survey instrument was used to gather data from the respondents. Statistical tools used include frequency, percentage, standard deviation, and mean for the descriptive analysis, then One-way ANOVA and Kruskal-Wallis Test, Least Significant Difference (LSD), and Bonferroni for the inferential analysis. The study found that secondary schools in the Division of Antique were ready to adapt to the online learning platforms of curriculum delivery as perceived by school heads and teachers. Further, it was found that there exists a significant difference in the online learning readiness of school heads and teachers when categorized according to the school size. Despite the findings that the secondary schools were ready to implement online learning, it was proposed that the Schools Division of Antique should strategically plan for it to make sure that the readiness of school heads, teachers, and students, especially in terms of the availability of Information and Communication Technology (ICT) gadgets, digital technology skills, and availability of online learning home support is established to ensure the quality of implementation.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123933333","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}
It is well accepted in the Philippines that public school teachers are continually overworked. This study aims to help the classroom advisers in preparing school forms and provides solutions for time optimization to increase productivity. This study developed a system to minimize the time spent on school forms preparation. The time and motion study *were utilized to analyze the process of creating each school form. The Project Evaluation Review (pert) and Critical Path Method (cpm) network analysis answered the number of hours spent to complete the entire process, and identified the critical activities and non-critical activities that could be completed later without delaying the process. This helped establish a standard time for the completion of each school form and detect repetitive activities. It aids operational efficiency by simplifying tasks and developing strategies. The total time initially for completing school forms was 209 hours in a school year. After implementing the PERT/CPM, the total time for completing the school form was reduced to 56.34 hours. This change in the duration of the process of finishing school forms represents a 74. 8% reduction in school forms completion time. However, the study merely reduces the completion of the school forms procedure, which is only one of the reasons for the classroom advisers' overtime work. Innovations contribute to making things easier to do, and this study demonstrates that innovation can reduce the time required to complete school forms.
{"title":"Philippine Public Senior High School Time Optimization of School Forms Preparation","authors":"Ritchell B. Nacional","doi":"10.54536/ajet.v1i2.464","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.464","url":null,"abstract":"It is well accepted in the Philippines that public school teachers are continually overworked. This study aims to help the classroom advisers in preparing school forms and provides solutions for time optimization to increase productivity. This study developed a system to minimize the time spent on school forms preparation. The time and motion study *were utilized to analyze the process of creating each school form. The Project Evaluation Review (pert) and Critical Path Method (cpm) network analysis answered the number of hours spent to complete the entire process, and identified the critical activities and non-critical activities that could be completed later without delaying the process. This helped establish a standard time for the completion of each school form and detect repetitive activities. It aids operational efficiency by simplifying tasks and developing strategies. The total time initially for completing school forms was 209 hours in a school year. After implementing the PERT/CPM, the total time for completing the school form was reduced to 56.34 hours. This change in the duration of the process of finishing school forms represents a 74. 8% reduction in school forms completion time. However, the study merely reduces the completion of the school forms procedure, which is only one of the reasons for the classroom advisers' overtime work. Innovations contribute to making things easier to do, and this study demonstrates that innovation can reduce the time required to complete school forms.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130742993","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}
B. G. Sarmiento, A.A. Distor, J. Guevara, D. E. Narváez, R.S.A Rebong, R.M.B Umayan
The world is continuously suffering due to the COVID-19 pandemic. Online learning was implemented by the Philippine government which brought a serious problem in teaching science courses that requires conducting experiments in a laboratory facility. Thirty-six (36) Laguna University Science major students under the Bachelor of Secondary Education Program were selected as respondents in this study. The students' scores in the pre-test and post-test on plant and animal physiology were analyzed. The purpose of the Quasi-experimental research design was to evaluate the effectiveness of the intervention, Virtual Laboratory, as a learning tool for Anatomy and Physiology Course. Laboratory worksheets and modules were used to test the level of proficiency of the respondents in the pre-intervention stage. To alleviate the difficulty, a virtual laboratory in Anatomy and Physiology course was designed by the researchers. This laboratory was utilized by the respondents before answering the post-test worksheets. An Independent T-test was utilized to determine if there is a significant difference in the test scores before and after the intervention. A survey tool was used to gather data on students' perception on the effectiveness of the virtual laboratory. Based on the results, the virtual laboratory was an effective learning tool that improved students' academic performance in the Anatomy and Physiology course. Results showed that it reduced the time needed to understand the concepts within a topic and helped enhance the quality of the learning process. Therefore, this tool maybe adopted in other experimental-based science subjects.
{"title":"Virtual Laboratory as A Learning Tool for Anatomy and Physiology Course","authors":"B. G. Sarmiento, A.A. Distor, J. Guevara, D. E. Narváez, R.S.A Rebong, R.M.B Umayan","doi":"10.54536/ajet.v1i2.491","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.491","url":null,"abstract":"The world is continuously suffering due to the COVID-19 pandemic. Online learning was implemented by the Philippine government which brought a serious problem in teaching science courses that requires conducting experiments in a laboratory facility. Thirty-six (36) Laguna University Science major students under the Bachelor of Secondary Education Program were selected as respondents in this study. The students' scores in the pre-test and post-test on plant and animal physiology were analyzed. The purpose of the Quasi-experimental research design was to evaluate the effectiveness of the intervention, Virtual Laboratory, as a learning tool for Anatomy and Physiology Course. Laboratory worksheets and modules were used to test the level of proficiency of the respondents in the pre-intervention stage. To alleviate the difficulty, a virtual laboratory in Anatomy and Physiology course was designed by the researchers. This laboratory was utilized by the respondents before answering the post-test worksheets. An Independent T-test was utilized to determine if there is a significant difference in the test scores before and after the intervention. A survey tool was used to gather data on students' perception on the effectiveness of the virtual laboratory. Based on the results, the virtual laboratory was an effective learning tool that improved students' academic performance in the Anatomy and Physiology course. Results showed that it reduced the time needed to understand the concepts within a topic and helped enhance the quality of the learning process. Therefore, this tool maybe adopted in other experimental-based science subjects.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115685914","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}
Angel Lhi Dela Cruz, Irish C. Camat, Angel Grace G. Caro, Mary Grace C. Catahum, Hanna Raquel C. Jabido, Kris D. Reyes, Angelo P. Florague, Ma. Yzelle M. Bayog, Ivy N. Macagba
The study aimed to determine the learning styles and learning abilities of grade 6 pupils in dealing with modular learning. A descriptive design was used in this study. The survey was conducted in Lt. Andres Calungsud Elementary School to 30 elementary pupils who are enrolled in modular learning for School Year 2021-2022 and the majority of them were male pupils. A Researcher-made survey questionnaire was used in data gathering. Frequency and percentage distribution, mean and standard deviation, megastat were used in treating the data. The study revealed that the pupils have difficulty dealing with terms in their modules. Data show that the respondents got the highest mean in visual learning style interpreted as Often (M=2.60) and the lowest mean in auditory learning style. The respondent’s learning style in reading/writing got the lowest overall mean Sometimes (OM=1.94). The study found out that the highest problem encountered by the students in dealing with modular learning is confused by words. Data show that the respondent’s Digital - age Literacy type Learning Abilities got the highest mean of Sometimes (M=2.17) in the item “I feel comfortable using digital devices”. The respondent’s learning ability in problem-based thinking and problem-solving got the lowest mean of Sometimes. The Elementary pupils are highly satisfied with how teachers showed interest in helping students to develop personal skills and qualities. Moreover, the respondents are least satisfied with how they received sufficient advice and guidance in relation to the module. Finally, there is a significant difference in the learning styles and learning abilities of respondents.
{"title":"Learning Styles and Learning Abilities of Grade 6 Pupils in Dealing with Modular Learning","authors":"Angel Lhi Dela Cruz, Irish C. Camat, Angel Grace G. Caro, Mary Grace C. Catahum, Hanna Raquel C. Jabido, Kris D. Reyes, Angelo P. Florague, Ma. Yzelle M. Bayog, Ivy N. Macagba","doi":"10.54536/ajet.v1i2.483","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.483","url":null,"abstract":"The study aimed to determine the learning styles and learning abilities of grade 6 pupils in dealing with modular learning. A descriptive design was used in this study. The survey was conducted in Lt. Andres Calungsud Elementary School to 30 elementary pupils who are enrolled in modular learning for School Year 2021-2022 and the majority of them were male pupils. A Researcher-made survey questionnaire was used in data gathering. Frequency and percentage distribution, mean and standard deviation, megastat were used in treating the data. The study revealed that the pupils have difficulty dealing with terms in their modules. Data show that the respondents got the highest mean in visual learning style interpreted as Often (M=2.60) and the lowest mean in auditory learning style. The respondent’s learning style in reading/writing got the lowest overall mean Sometimes (OM=1.94). The study found out that the highest problem encountered by the students in dealing with modular learning is confused by words. Data show that the respondent’s Digital - age Literacy type Learning Abilities got the highest mean of Sometimes (M=2.17) in the item “I feel comfortable using digital devices”. The respondent’s learning ability in problem-based thinking and problem-solving got the lowest mean of Sometimes. The Elementary pupils are highly satisfied with how teachers showed interest in helping students to develop personal skills and qualities. Moreover, the respondents are least satisfied with how they received sufficient advice and guidance in relation to the module. Finally, there is a significant difference in the learning styles and learning abilities of respondents.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129702490","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}
Angel Lhi Dela Cruz, Maureen Grace L. Balontong, Angel Briel B. Lumogdang, Salvador D. Dequito, Rica Fille G. Diesto, Asnaira U. Salam, Ivy E. Camlayan, Honeylyn M. Mahinay, Angelo P. Florague
Learning behind the screen was implemented here in the Philippines since Covid-19 hit all over the world. For almost two years that people are suffering and struggling with what happened these days. Due to this pandemic, Notre Dame of Midsayap College implemented learning behind the screen. This paper is all about the effects of learning behind the screen on the learning performance of students in Microbiology and Parasitology subjects. The researchers used pre-test – post-test and interview research design. The researchers wanted to find out the learning performance through standardized pre-test and post-test which were administered in asynchronous and synchronous classes. An in-depth interview was also performed which involved both direct questioning and probing questions. Findings have revealed that the mean score of the students increased from asynchronous to synchronous class which was a teacher factor because there was communication between the teacher and students. Results also showed that the respondents had difficulties in answering the pre-test and post-test in asynchronous class, while, it is easy for them to answer the post-test during synchronous class. After a careful analysis of the responses of the respondents, the researchers concluded that the students taking Microbiology and Parasitology subjects could learn more during synchronous class or with the guidance of the subject teacher.
{"title":"Learning Behind the Screen: Learning Performance of Students in Microbiology and Parasitology Subject","authors":"Angel Lhi Dela Cruz, Maureen Grace L. Balontong, Angel Briel B. Lumogdang, Salvador D. Dequito, Rica Fille G. Diesto, Asnaira U. Salam, Ivy E. Camlayan, Honeylyn M. Mahinay, Angelo P. Florague","doi":"10.54536/ajet.v1i2.482","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.482","url":null,"abstract":"Learning behind the screen was implemented here in the Philippines since Covid-19 hit all over the world. For almost two years that people are suffering and struggling with what happened these days. Due to this pandemic, Notre Dame of Midsayap College implemented learning behind the screen. This paper is all about the effects of learning behind the screen on the learning performance of students in Microbiology and Parasitology subjects. The researchers used pre-test – post-test and interview research design. The researchers wanted to find out the learning performance through standardized pre-test and post-test which were administered in asynchronous and synchronous classes. An in-depth interview was also performed which involved both direct questioning and probing questions. Findings have revealed that the mean score of the students increased from asynchronous to synchronous class which was a teacher factor because there was communication between the teacher and students. Results also showed that the respondents had difficulties in answering the pre-test and post-test in asynchronous class, while, it is easy for them to answer the post-test during synchronous class. After a careful analysis of the responses of the respondents, the researchers concluded that the students taking Microbiology and Parasitology subjects could learn more during synchronous class or with the guidance of the subject teacher.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122909421","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}
Md Tanzir Alom, M. Z. Rahman, Md. Raihan Chowdhury
Human life is considered to be the path of journey that starts with the pre-natal stage and thereafter follows intermediate stages of early childhood, late childhood, pre-adolescence, adolescence, adulthood, and finally ends with death. Generally, the growth and development patterns of human beings are studied in different phases. The purpose of the present study was to analyze the status of physical growth for 9-11 years’ primary school children. A total number of 90 primary school boys volunteered as subjects for the present study; out of them 30 were from class three (9 years), 30 were from class four (10 years) and rest 30 were from class five (11 years). The selected parameters to measure physical growth status were body weight, standing height, arm length, leg length, and sitting height. Results indicated that there was a linear growth from Class-III to Class-V in each of the selected anthropometric parameters and the growth rate is positive for children in different age level.
{"title":"Nature of Physical Growth for 9-11 Years Boys","authors":"Md Tanzir Alom, M. Z. Rahman, Md. Raihan Chowdhury","doi":"10.54536/ajet.v1i2.370","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.370","url":null,"abstract":"Human life is considered to be the path of journey that starts with the pre-natal stage and thereafter follows intermediate stages of early childhood, late childhood, pre-adolescence, adolescence, adulthood, and finally ends with death. Generally, the growth and development patterns of human beings are studied in different phases. The purpose of the present study was to analyze the status of physical growth for 9-11 years’ primary school children. A total number of 90 primary school boys volunteered as subjects for the present study; out of them 30 were from class three (9 years), 30 were from class four (10 years) and rest 30 were from class five (11 years). The selected parameters to measure physical growth status were body weight, standing height, arm length, leg length, and sitting height. Results indicated that there was a linear growth from Class-III to Class-V in each of the selected anthropometric parameters and the growth rate is positive for children in different age level.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122840226","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}
Romelyn Lagura, Gaylord Brent Rabang, Love Joy Pascua
While COVID-19 pandemic creates a great impact on the global economy, it also force all the educational institutes across all countries, including Philippines to shut down. But learning and sharing of knowledge must not be compromised so eventually, the great significance of technology has taken into consideration. Online learning is not new but this pandemic situation makes it a substitute of the face to face learning. With the arising demand of competence in ICT and the goal to make learning more convenient, interesting and globally-competent, this led the researchers to conduct a study on the knowledge on ICT applications among teachers graduated from a center of excellence institution. This study determined if teachers are familiar or even use applications and the functions it has. These applications are commonly used for teaching and commonly found on Microsoft Software. The respondents are limited to only teachers who acquired 10 (ten) years and above teaching experience who may either be a teacher of any position, teaching inclusive in private and/or public elementary, secondary, tertiary schools education but graduated from a center of excellence institution in Ilocos Norte. The study made use of the descriptive survey form of research in which data gathered was tabulated and analyzed to answer the problems of the study. The result shows that graduates from the center of excellence institution who are ten (10) years in service are least knowledgeable in application on Data Bases and most knowledgeable in Word Processing, this is due to the fast changing flow of technology and the course offerings before are no longer in use as of today. This will give an impact that center of excellent institutions should continuously serve the teachers in the field so that they will be updated with the latest trends in the teaching technology.
{"title":"ICT Application Knowledge of Center of Excellence Graduates Towards the Covid-19 Pandemic","authors":"Romelyn Lagura, Gaylord Brent Rabang, Love Joy Pascua","doi":"10.54536/ajet.v1i1.338","DOIUrl":"https://doi.org/10.54536/ajet.v1i1.338","url":null,"abstract":"While COVID-19 pandemic creates a great impact on the global economy, it also force all the educational institutes across all countries, including Philippines to shut down. But learning and sharing of knowledge must not be compromised so eventually, the great significance of technology has taken into consideration. Online learning is not new but this pandemic situation makes it a substitute of the face to face learning. With the arising demand of competence in ICT and the goal to make learning more convenient, interesting and globally-competent, this led the researchers to conduct a study on the knowledge on ICT applications among teachers graduated from a center of excellence institution. This study determined if teachers are familiar or even use applications and the functions it has. These applications are commonly used for teaching and commonly found on Microsoft Software. The respondents are limited to only teachers who acquired 10 (ten) years and above teaching experience who may either be a teacher of any position, teaching inclusive in private and/or public elementary, secondary, tertiary schools education but graduated from a center of excellence institution in Ilocos Norte. The study made use of the descriptive survey form of research in which data gathered was tabulated and analyzed to answer the problems of the study. The result shows that graduates from the center of excellence institution who are ten (10) years in service are least knowledgeable in application on Data Bases and most knowledgeable in Word Processing, this is due to the fast changing flow of technology and the course offerings before are no longer in use as of today. This will give an impact that center of excellent institutions should continuously serve the teachers in the field so that they will be updated with the latest trends in the teaching technology.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122413976","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 develop, validate and test a basic sentence structure worktext that would help the students to improve their writing ability by developing mastery on basic sentence structures. The study used mixed-method research employing sequential exploratory strategy. It collected and analyzed qualitative and quantitative data in the development and validation of the worktext. It was carried out in a two-phase manner. Phase 1 was the development of the material, and phase two was the validation process. The validated module was tested to grade 8 students in a public high school in the Division of Pampanga, and the results revealed that the activities present on the worktext are varied. The findings also showed that the worktext contributed in the improvement of the students’ writing performance. Keywords: basic sentence structure, sentence-level instruction, worktext
{"title":"Development and Validation of a Basic Sentence Structure Worktext","authors":"Kriza Mae Dizon, Jasmin Villanueva","doi":"10.54536/ajet.v1i1.328","DOIUrl":"https://doi.org/10.54536/ajet.v1i1.328","url":null,"abstract":"This study aimed to develop, validate and test a basic sentence structure worktext that would help the students to improve their writing ability by developing mastery on basic sentence structures. The study used mixed-method research employing sequential exploratory strategy. It collected and analyzed qualitative and quantitative data in the development and validation of the worktext. It was carried out in a two-phase manner. Phase 1 was the development of the material, and phase two was the validation process. The validated module was tested to grade 8 students in a public high school in the Division of Pampanga, and the results revealed that the activities present on the worktext are varied. The findings also showed that the worktext contributed in the improvement of the students’ writing performance. \u0000Keywords: basic sentence structure, sentence-level instruction, worktext","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"112 11-12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134323018","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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