This paper presents the development and validation of an English Grade 8 Worksheet aligned with the Most Essential Learning Competencies (MELCs) and emphasizing integration across subjects. A quantitative research design was employed to assess these worksheets' content validity and acceptability. The evaluation used simple mean and four-point Likert scales to gauge validity and acceptability. Additionally, a T-test was conducted to determine if there was a significant difference in learner performance between their pretest and posttest. The assessment involved various education professionals, including head teachers, master teachers, subject-specific teachers, and program supervisors. Remarkably, all evaluators unanimously rated the content validity of the worksheets as "Highly Valid," encompassing criteria such as objectives, content, format, language, and presentation. Similarly, the worksheets received unanimous acclaim as "Very Acceptable" regarding functionality, accuracy, suitability, and usability. Statistical analysis revealed a significant improvement in learner performance from the pretest to the posttest, with a probability value below the 0.05 significance threshold. This suggests that the designed instructional material is well-prepared for implementation in the upcoming school year. In conclusion, this study aimed to create and validate English Grade 8 MELCs-based worksheets that seamlessly integrated content from Science and TLE subjects. The research recognized the need for learning materials that effectively blend English with other subjects while adhering to the K–12 MELCs. By developing and validating these integrated worksheets, the study contributes to enhancing English language education, promoting subject integration, and elevating the quality of interdisciplinary instruction.
{"title":"ENRICH: The Developed English Grade 8 Most Essential Learning Competencies-Based and Integration-Focused Worksheets","authors":"Margielyn M Angay","doi":"10.31098/jess.v1i2.1844","DOIUrl":"https://doi.org/10.31098/jess.v1i2.1844","url":null,"abstract":"This paper presents the development and validation of an English Grade 8 Worksheet aligned with the Most Essential Learning Competencies (MELCs) and emphasizing integration across subjects. A quantitative research design was employed to assess these worksheets' content validity and acceptability. The evaluation used simple mean and four-point Likert scales to gauge validity and acceptability. Additionally, a T-test was conducted to determine if there was a significant difference in learner performance between their pretest and posttest. The assessment involved various education professionals, including head teachers, master teachers, subject-specific teachers, and program supervisors. Remarkably, all evaluators unanimously rated the content validity of the worksheets as \"Highly Valid,\" encompassing criteria such as objectives, content, format, language, and presentation. Similarly, the worksheets received unanimous acclaim as \"Very Acceptable\" regarding functionality, accuracy, suitability, and usability. Statistical analysis revealed a significant improvement in learner performance from the pretest to the posttest, with a probability value below the 0.05 significance threshold. This suggests that the designed instructional material is well-prepared for implementation in the upcoming school year. In conclusion, this study aimed to create and validate English Grade 8 MELCs-based worksheets that seamlessly integrated content from Science and TLE subjects. The research recognized the need for learning materials that effectively blend English with other subjects while adhering to the K–12 MELCs. By developing and validating these integrated worksheets, the study contributes to enhancing English language education, promoting subject integration, and elevating the quality of interdisciplinary instruction.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344606","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}
Yusuf Yahaya Miya, Yusuf Sarkingobir, Abbas Abubakar Hiliya, Abdullahi Sanusi Sidi, Zayyanu Bello
Education is a right to every child, but Sokoto is suffering from many issues ravaging education, therewith, children/ adult abandoning school/ class is one of the sufferings of education in the area. The objective of this study is to evaluate the school/ class absenteeism in school in Sokoto East, Nigeria. The demographic characteristics of respondents shows that; all the respondents are Muslims, Hausa/ Fulani, and males (100.0%). The education was degree (33.7%), Students (50.0%), and lastly higher national diploma (16.7%). The types/ forms of school/ classes absenteeism been shown by the students of the observed school in Sokoto East, Nigeria. The most submitted form was, Students sitting outside classes during class hours (33.3%), and others are: “Some classes were closed (25.0%)” and “Students abandoning classes before the closing time (25.0%)”. The last was students completely refusing to come to schools sometime (16.7%). The submitted reasons behind students absenteeism in school in Sokoto East, Nigeria are as follows: Poor supervision of students by teachers (24.0%), Poor supervision of teachers’ by leaders (18.0%), Insecurity (17.7%), Poor supervision by communities (15.0%), Poor management by administration (12.0%), Lack of enough teachers (8.0%), and corruption (5.3%). Therein, the effects of absenteeism are as follows: Poor education/ academic performance (42.0%), Inability to go to higher education (30.0%), and School dropout (28.0%). The possible solutions suggested by the respondents on how to tackle the issues of students abstaining schools or classes. The most submitted solution was “Proper monitoring of school by administration (36.7%)” then “Proper monitoring by teachers (27.3%)”, then “Proper parental monitoring (22.7%)”, and the last submitted response was “Proper monitoring of school by community (13.3%)”. There exists school and class absenteeism, and have the tendency to affect education and in turn development of the area and state at large. Proper monitoring of schools, students, and teachers are needed from the side of government, community, and school heads.
{"title":"Absenteeism of Some Students in Secondary School in Sokoto East, Nigeria","authors":"Yusuf Yahaya Miya, Yusuf Sarkingobir, Abbas Abubakar Hiliya, Abdullahi Sanusi Sidi, Zayyanu Bello","doi":"10.31098/jess.v1i2.1578","DOIUrl":"https://doi.org/10.31098/jess.v1i2.1578","url":null,"abstract":"Education is a right to every child, but Sokoto is suffering from many issues ravaging education, therewith, children/ adult abandoning school/ class is one of the sufferings of education in the area. The objective of this study is to evaluate the school/ class absenteeism in school in Sokoto East, Nigeria. The demographic characteristics of respondents shows that; all the respondents are Muslims, Hausa/ Fulani, and males (100.0%). The education was degree (33.7%), Students (50.0%), and lastly higher national diploma (16.7%). The types/ forms of school/ classes absenteeism been shown by the students of the observed school in Sokoto East, Nigeria. The most submitted form was, Students sitting outside classes during class hours (33.3%), and others are: “Some classes were closed (25.0%)” and “Students abandoning classes before the closing time (25.0%)”. The last was students completely refusing to come to schools sometime (16.7%). The submitted reasons behind students absenteeism in school in Sokoto East, Nigeria are as follows: Poor supervision of students by teachers (24.0%), Poor supervision of teachers’ by leaders (18.0%), Insecurity (17.7%), Poor supervision by communities (15.0%), Poor management by administration (12.0%), Lack of enough teachers (8.0%), and corruption (5.3%). Therein, the effects of absenteeism are as follows: Poor education/ academic performance (42.0%), Inability to go to higher education (30.0%), and School dropout (28.0%). The possible solutions suggested by the respondents on how to tackle the issues of students abstaining schools or classes. The most submitted solution was “Proper monitoring of school by administration (36.7%)” then “Proper monitoring by teachers (27.3%)”, then “Proper parental monitoring (22.7%)”, and the last submitted response was “Proper monitoring of school by community (13.3%)”. There exists school and class absenteeism, and have the tendency to affect education and in turn development of the area and state at large. Proper monitoring of schools, students, and teachers are needed from the side of government, community, and school heads.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344821","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}
To address the high percentage of low-performing Filipino learners, as the the Organization for Economic Cooperation and Development (OECD) revealed, the research investigated the relationship between the level of contemporary parenting behaviors and the level of attitude towards learning Grade 7 students and parents. Through this, the Filipino learners' poor academic performance outcomes in PISA 2018 may be addressed by proposing and implementing an effective academic enhancement program. A total of 284 adolescents and parents, selected at random, participated by answering the two adopted standardized questionnaires, and the model was analyzed and evaluated using Mean, Parenting Behaviors and Dimensions Questionnaire and Attitude toward Learning Scale, T-test for independence and Pearson-Product Moment Correlation. The results revealed that emotional warmth, anxious intrusiveness, and democratic discipline were practised more often than punitive, permissive, and autonomy support. Moreover, students showed a favourable attitude toward the nature of learning and expectations from learning. On the other hand, their attitudes toward openness to learning and anxiety about learning were observed to need improvement. In addition, the results showed a significant difference between the assessments of the Grade 7 students and their parents. It was also revealed that there is a significant relationship between contemporary parenting behaviors and attitudes toward learning. An Academic Enhancement Program was developed to address the problems and concerns observed and help the students with their academic endeavours.
{"title":"Contemporary Parenting Behaviors and Attitude Toward Learning: Basis for Academic Enhancement Program","authors":"Gladysma Kate Ruga","doi":"10.31098/jess.v1i2.1682","DOIUrl":"https://doi.org/10.31098/jess.v1i2.1682","url":null,"abstract":"To address the high percentage of low-performing Filipino learners, as the the Organization for Economic Cooperation and Development (OECD) revealed, the research investigated the relationship between the level of contemporary parenting behaviors and the level of attitude towards learning Grade 7 students and parents. Through this, the Filipino learners' poor academic performance outcomes in PISA 2018 may be addressed by proposing and implementing an effective academic enhancement program. A total of 284 adolescents and parents, selected at random, participated by answering the two adopted standardized questionnaires, and the model was analyzed and evaluated using Mean, Parenting Behaviors and Dimensions Questionnaire and Attitude toward Learning Scale, T-test for independence and Pearson-Product Moment Correlation. The results revealed that emotional warmth, anxious intrusiveness, and democratic discipline were practised more often than punitive, permissive, and autonomy support. Moreover, students showed a favourable attitude toward the nature of learning and expectations from learning. On the other hand, their attitudes toward openness to learning and anxiety about learning were observed to need improvement. In addition, the results showed a significant difference between the assessments of the Grade 7 students and their parents. It was also revealed that there is a significant relationship between contemporary parenting behaviors and attitudes toward learning. An Academic Enhancement Program was developed to address the problems and concerns observed and help the students with their academic endeavours.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345086","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}
Ladylou B Dejacto, Francis May S Valmorida, Genesis B Naparan
Education in the 21st century is centered on equipping new learners with skills relevant to their daily lives, particularly Generation Z learners. As the backbone of the education system, teachers must have the competence and skills to effectively teach and cater to this cohort's unique needs. This study aimed to explore the specific challenges and coping strategies of teachers handling Generation Z learners at the intermediate level. This study employed a phenomenological research design involving twelve (12) intermediate teachers in District 10 of Ozamiz City. Thematic analysis was used to examine the data revealing commonly faced challenges, including Generation Z learners' disruptive behaviour, inappropriate use of technology, and poor academic performance. Furthermore, it was revealed that intermediate teachers use varied coping strategies in handling Generation Z learners. These strategies include the application of proper classroom discipline, partnership between parents and teachers, and enhancing teachers' ICT literacy. The result of this study offers valuable perspectives for teachers, school administration, and policymakers. In conclusion, addressing these challenges can elevate Generation Z learners' learning experiences and improve their academic performance. Furthermore, it encourages teachers to be more innovative and prepared to meet the demands of 21st-century education.
{"title":"Navigating Nuances: Intermediate Teachers’ Experiences Handling Generation Z Learners","authors":"Ladylou B Dejacto, Francis May S Valmorida, Genesis B Naparan","doi":"10.31098/jess.v1i2.1855","DOIUrl":"https://doi.org/10.31098/jess.v1i2.1855","url":null,"abstract":"Education in the 21st century is centered on equipping new learners with skills relevant to their daily lives, particularly Generation Z learners. As the backbone of the education system, teachers must have the competence and skills to effectively teach and cater to this cohort's unique needs. This study aimed to explore the specific challenges and coping strategies of teachers handling Generation Z learners at the intermediate level. This study employed a phenomenological research design involving twelve (12) intermediate teachers in District 10 of Ozamiz City. Thematic analysis was used to examine the data revealing commonly faced challenges, including Generation Z learners' disruptive behaviour, inappropriate use of technology, and poor academic performance. Furthermore, it was revealed that intermediate teachers use varied coping strategies in handling Generation Z learners. These strategies include the application of proper classroom discipline, partnership between parents and teachers, and enhancing teachers' ICT literacy. The result of this study offers valuable perspectives for teachers, school administration, and policymakers. In conclusion, addressing these challenges can elevate Generation Z learners' learning experiences and improve their academic performance. Furthermore, it encourages teachers to be more innovative and prepared to meet the demands of 21st-century education.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345085","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}
In instructional management styles and strategies, parents observe teachers and administration employed in an academic community. They must align the values parents expect from their children. As study participants, parents understand that the school administration must demonstrate academic excellence. This study aims to determine the level of satisfaction with the school-based management of stakeholders in a regional science high school in Olongapo City, Philippines. The stakeholders' level of satisfaction is measured through the four (4) major areas of school-based management: leadership and governance, curriculum and instruction, accountability and continuous improvement, and management and resources. The study employed a descriptive survey research method with the help of a survey questionnaire as the primary data-gathering tool. One hundred ninety (190) stakeholders voluntarily participated and responded to the call with the help of the purposive sampling technique. The researchers developed an instrument that underwent validity and reliability evaluation. The study also used descriptive and inferential statistics to assess the gathered data. The study revealed that the stakeholders were "very satisfied" regarding curriculum and instruction, accountability and continuous improvement, and management and resources. However, only leadership and governance yielded "satisfied" stakeholder remarks. Furthermore, there were no substantial differences in the school-based management satisfaction of the stakeholders when grouped according to their profiles. Based on the results, the researchers recommended some vital suggestions at the end of the study.
{"title":"Level of Satisfaction with the School-Based Management Process: Basis for Improved Management System","authors":"Mark Anthony Pasubillo, John Mark Asio","doi":"10.31098/jess.v1i2.1577","DOIUrl":"https://doi.org/10.31098/jess.v1i2.1577","url":null,"abstract":"In instructional management styles and strategies, parents observe teachers and administration employed in an academic community. They must align the values parents expect from their children. As study participants, parents understand that the school administration must demonstrate academic excellence. This study aims to determine the level of satisfaction with the school-based management of stakeholders in a regional science high school in Olongapo City, Philippines. The stakeholders' level of satisfaction is measured through the four (4) major areas of school-based management: leadership and governance, curriculum and instruction, accountability and continuous improvement, and management and resources. The study employed a descriptive survey research method with the help of a survey questionnaire as the primary data-gathering tool. One hundred ninety (190) stakeholders voluntarily participated and responded to the call with the help of the purposive sampling technique. The researchers developed an instrument that underwent validity and reliability evaluation. The study also used descriptive and inferential statistics to assess the gathered data. The study revealed that the stakeholders were \"very satisfied\" regarding curriculum and instruction, accountability and continuous improvement, and management and resources. However, only leadership and governance yielded \"satisfied\" stakeholder remarks. Furthermore, there were no substantial differences in the school-based management satisfaction of the stakeholders when grouped according to their profiles. Based on the results, the researchers recommended some vital suggestions at the end of the study.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344908","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 aimed to determine the common speech disfluencies of the Grade Ten students of Samal National High School. Specifically, this study aimed to discover and describe the typology of speech disfluencies of the tenth graders. The participants of this study are grade ten students from Samal National High School. Among the 100 extemporaneous speeches of the respondents, there were 25 purposively selected speeches which were subjected to analysis. The analysis revealed ten typologies of speech disfluencies committed in speeches. These are prolongation, blocks, interjection, repetition of words, repetition of a phrase, repetition of a syllable, restart, false start, code-switching, and stuttering. The possible causes of these disfluencies are mother tongue interference, lack of knowledge of the target language, hesitation, and low vocabulary. With these, language teachers should continuously find strategies to help the students overcome or at least lessen the identified speech disfluencies in discourse and language learning.
{"title":"Typology of Speech Disfluency of Grade Ten Students of Samal National High School","authors":"Hanna Cantabaco, Erlan Jhon Banda, JamesRussell Husain, Franlo Bucog, Jovenil Bacatan","doi":"10.31098/ijtaese.v5i1.838","DOIUrl":"https://doi.org/10.31098/ijtaese.v5i1.838","url":null,"abstract":"This research aimed to determine the common speech disfluencies of the Grade Ten students of Samal National High School. Specifically, this study aimed to discover and describe the typology of speech disfluencies of the tenth graders. The participants of this study are grade ten students from Samal National High School. Among the 100 extemporaneous speeches of the respondents, there were 25 purposively selected speeches which were subjected to analysis. The analysis revealed ten typologies of speech disfluencies committed in speeches. These are prolongation, blocks, interjection, repetition of words, repetition of a phrase, repetition of a syllable, restart, false start, code-switching, and stuttering. The possible causes of these disfluencies are mother tongue interference, lack of knowledge of the target language, hesitation, and low vocabulary. With these, language teachers should continuously find strategies to help the students overcome or at least lessen the identified speech disfluencies in discourse and language learning.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43845901","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}
Pub Date : 2023-04-27DOI: 10.31098/ijtaese.v5i1.1412
Melly Kristanti, N. Nugrohowati, Yanti Harjono, Vernanda Em Afdhal, Raden Roro Maya Dennisa, Nabila Fairuz
Media is very useful in increasing knowledge, especially in adolescents. Animated media is one of the ways in which education and information can be conveyed properly to adolescents. Therefore, the researchers wanted to see the effectiveness of motion graphics on the knowledge and attitudes of adolescents regarding fast food. This study used a cross sectional study design with a sample size of 120 samples. The instrument for this study used questionnaire pre-test and post-test. The analysis used in this study is the Wilcoxon test. There is a change in the attitude of adolescents after being given counseling using motion graphics, namely a p-value of 0.000 and knowledge did not experience a significant change p-value 0.165. Based on these results, it is certain that there is a need for changes in healthy living behavior to avoid obesity which has an impact on degenerative diseases. In addition, there is a need for new ways to provide counseling to adolescents, namely using motion graphics which are quite effective in providing information.
{"title":"Effectiveness of Counseling Using Motion Graphics Against Changes in Attitudes to Consuming Fast Food in Adolescents 2022","authors":"Melly Kristanti, N. Nugrohowati, Yanti Harjono, Vernanda Em Afdhal, Raden Roro Maya Dennisa, Nabila Fairuz","doi":"10.31098/ijtaese.v5i1.1412","DOIUrl":"https://doi.org/10.31098/ijtaese.v5i1.1412","url":null,"abstract":"Media is very useful in increasing knowledge, especially in adolescents. Animated media is one of the ways in which education \u0000 and information can be conveyed properly to adolescents. Therefore, the researchers wanted to see the effectiveness of motion graphics on the knowledge and attitudes of adolescents regarding fast food. \u0000This study used a cross sectional study design with a sample size of 120 samples. The instrument for this study used questionnaire pre-test and post-test. The analysis used in this study is the Wilcoxon test. There is a change in the attitude of adolescents after being given counseling using motion graphics, namely a p-value of 0.000 and knowledge did not experience a significant change p-value 0.165. Based on these results, it is certain that there is a need for changes in healthy living behavior to avoid obesity which has an impact on degenerative diseases. In addition, there is a need for new ways to provide counseling to \u0000adolescents, namely using motion graphics which are quite effective in providing information.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48676003","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}
Pub Date : 2023-04-27DOI: 10.31098/ijtaese.v5i1.1035
Cincy Merly Gecolea, Elsa D Pagulayan, Peejay G. Gecolea
The study mainly focused on assessing the implementation of Project CBISp-EDP and external stakeholders’ participation in Calamba Bayside Integrated School. The study utilized a descriptive correlational research design. The respondents of the study were the 80 teachers and 99 parents of CBIS. Teacher-respondents were identified using a simple random sampling technique, while purposive sampling was used to identify the parent-respondents. Results of the study revealed that all teachers have the same level of observation in implementing Project CBISp-EDP. It also showed that external stakeholders participated in most school-initiated activities. Moreover, it also disclosed that the implementation of Project CBISp-EDP has a significant relationship with external stakeholders’ participation. It is recommended that the school consider the crafted action plan to strengthen stakeholders’ participation further.
{"title":"Implementation of Project CBISp-EDP (Communicate, Build and Intensify Stakeholders’ Participation- Exemplified and Deepened Partnership) and External Stakeholders’ Participation","authors":"Cincy Merly Gecolea, Elsa D Pagulayan, Peejay G. Gecolea","doi":"10.31098/ijtaese.v5i1.1035","DOIUrl":"https://doi.org/10.31098/ijtaese.v5i1.1035","url":null,"abstract":"The study mainly focused on assessing the implementation of Project CBISp-EDP and external stakeholders’ participation in Calamba Bayside Integrated School. The study utilized a descriptive correlational research design. The respondents of the study were the 80 teachers and 99 parents of CBIS. Teacher-respondents were identified using a simple random sampling technique, while purposive sampling was used to identify the parent-respondents. Results of the study revealed that all teachers have the same level of observation in implementing Project CBISp-EDP. It also showed that external stakeholders participated in most school-initiated activities. Moreover, it also disclosed that the implementation of Project CBISp-EDP has a significant relationship with external stakeholders’ participation. It is recommended that the school consider the crafted action plan to strengthen stakeholders’ participation further. \u0000 \u0000 ","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69481620","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}
Pub Date : 2023-04-27DOI: 10.31098/ijtaese.v5i1.857
Ayu Anindia Hizraini, R. Winarni, S. Yamtinah
The current era can be witnessed by phenomena shows the decharacterization of the nation. The formation of character of learning is the full responsibility of the teacher then can insert character education through learning that will be delivered to students. The aims of this research are (1) to describe the structure (2) To describe the values of character education in the books (3) Explaining the relevance of learning literature in elementary school. This research uses a qualitative descriptive. Techniques using interviews and document analysis. Data sources include a children's fiction book entitled "The Champion Who Has a Soft Heart" by Yusman Nasution. The results can be concluded (1) 3 children's fiction books has complete of structures (2) There are 9 educational values story entitled "The Champion Who Has a Soft Heart" by Yusman Nasution has religious values, honestly, discipline, hard work, curiosity, repect for achievement, friendly, like to read, and social care. (3) The children's stories from the three books are suitable to be used as literature learning materials in elementary school. This is evidenced by the existence of KD 3.9 Observing the characters 4.9 Delivering the results of identifying characters, especially in IV grade of elementary school.
{"title":"Analysis of Character Education in the Storybook of The Champion Who Has a Soft Heart by Yusman Nasution","authors":"Ayu Anindia Hizraini, R. Winarni, S. Yamtinah","doi":"10.31098/ijtaese.v5i1.857","DOIUrl":"https://doi.org/10.31098/ijtaese.v5i1.857","url":null,"abstract":"The current era can be witnessed by phenomena shows the decharacterization of the nation. The formation of character of learning is the full responsibility of the teacher then can insert character education through learning that will be delivered to students. The aims of this research are (1) to describe the structure (2) To describe the values of character education in the books (3) Explaining the relevance of learning literature in elementary school. This research uses a qualitative descriptive. Techniques using interviews and document analysis. Data sources include a children's fiction book entitled \"The Champion Who Has a Soft Heart\" by Yusman Nasution. The results can be concluded (1) 3 children's fiction books has complete of structures (2) There are 9 educational values story entitled \"The Champion Who Has a Soft Heart\" by Yusman Nasution has religious values, honestly, discipline, hard work, curiosity, repect for achievement, friendly, like to read, and social care. (3) The children's stories from the three books are suitable to be used as literature learning materials in elementary school. This is evidenced by the existence of KD 3.9 Observing the characters 4.9 Delivering the results of identifying characters, especially in IV grade of elementary school.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48036595","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}
Pub Date : 2023-04-27DOI: 10.31098/ijtaese.v5i1.1186
Adeseko Sunday Olaifa, O. Awodiji
Success in school is attributed to regular evaluation of teaching and learning, an emphasis on professional growth, and a positive learning environment. This study investigated the correlation between school effectiveness and principals’ instructional responsibilities. A correlational design of post-positivism was adopted in this study. All 7059 teachers employed by the 347 public senior secondary schools in Kwara State, Nigeria, made up the study's population. A systematic sampling technique was used to select 558 participants. Five hundred and fifty-eight participants were chosen using a systematic sampling method. The findings show a significant nexus between principals’ instructional responsibilities and the effectiveness of secondary schools. Therefore, it recommends that to enhance school effectiveness, principals should be provided with induction courses at their appointment as principals to acquaint them with relevant knowledge on the importance of instructional responsibilities.
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