Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1020
Jennifer Oestar, Crystal Marzo
The study aims to determine the level of competency of teachers as researchers as well as determine the factors that affect them in action research. Quantitative research, specifically the descriptive design, was used. It was conducted in the second congressional district of Quezon Province, Philippines, composed of 147 elementary and secondary teachers who have started writing action research. Relevant data were gathered through a validated survey questionnaire. The study was facilitated with confidentiality. Responses were treated through weighted arithmetic mean. The results revealed that 1) 32 out of 38 skills in action research writing landed in the lower bracket of the competent level. However, six skills landed on the less competent level. It has been noted that teacher-researchers are weak in choosing the tools for data analysis and interpretation, encoding quantitative and qualitative data, and interpreting results from the software. They were also less competent in publishing their completed action research. 2) Knowledge, attitude, and resources were the factors that affected teachers in their engagement in conducting action research. The respondents were limited to 147 retrieved questionnaires from the districts of Dolores, San Antonio, Candelaria, Sariaya, and Lucena. For further study, it was suggested that future researchers might come up with a larger scope and population. The findings of the research may be important to teachers and administrators since it will serve as a baseline for the status of action research-making in the district. The results should be the focus of capability-building activities of teachers.
{"title":"Teachers as Researchers: Skills and Challenges in Action Research Making","authors":"Jennifer Oestar, Crystal Marzo","doi":"10.31098/ijtaese.v4i2.1020","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1020","url":null,"abstract":"The study aims to determine the level of competency of teachers as researchers as well as determine the factors that affect them in action research. Quantitative research, specifically the descriptive design, was used. It was conducted in the second congressional district of Quezon Province, Philippines, composed of 147 elementary and secondary teachers who have started writing action research. Relevant data were gathered through a validated survey questionnaire. The study was facilitated with confidentiality. Responses were treated through weighted arithmetic mean. The results revealed that 1) 32 out of 38 skills in action research writing landed in the lower bracket of the competent level. However, six skills landed on the less competent level. It has been noted that teacher-researchers are weak in choosing the tools for data analysis and interpretation, encoding quantitative and qualitative data, and interpreting results from the software. They were also less competent in publishing their completed action research. 2) Knowledge, attitude, and resources were the factors that affected teachers in their engagement in conducting action research. The respondents were limited to 147 retrieved questionnaires from the districts of Dolores, San Antonio, Candelaria, Sariaya, and Lucena. For further study, it was suggested that future researchers might come up with a larger scope and population. The findings of the research may be important to teachers and administrators since it will serve as a baseline for the status of action research-making in the district. The results should be the focus of capability-building activities of teachers.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162609","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1052
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, M. S. Nahantsi, A. Muazu, S. Abubakar, S. Aliyu
This research is aimed at finding the effect of biology teacher's variables on the academic performance of senior secondary school students in Sokoto metropolis, Nigeria. Five (5) schools were randomly selected as the sample of the study, including 5 Biology teachers and 200 Biology students, to make the sample of 190 respondents. Using a random sampling technique, two structural questionnaires were used as the instruments for data collection. Frequency count and percentage were the methods used in data analysis. Among the findings drawn in this study are: it was observed that the effects of teachers' qualities with respect to their qualification are high, which modify students' academic performance; most teachers in Sokoto state presently are experienced in their teaching, and this modifies students' academic performance; it was observed that the effect of teachers' qualities with respect to subject-matter knowledge is high. This shows that they have good knowledge of the subject matter. It is recommended that there should be a provision of adequate biology teachers, laboratory equipment, and regular teacher training, seminar, and workshops on the use of instructional materials.
{"title":"Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools Students in Sokoto Metropolis, Nigeria","authors":"Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, M. S. Nahantsi, A. Muazu, S. Abubakar, S. Aliyu","doi":"10.31098/ijtaese.v4i2.1052","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1052","url":null,"abstract":"This research is aimed at finding the effect of biology teacher's variables on the academic performance of senior secondary school students in Sokoto metropolis, Nigeria. Five (5) schools were randomly selected as the sample of the study, including 5 Biology teachers and 200 Biology students, to make the sample of 190 respondents. Using a random sampling technique, two structural questionnaires were used as the instruments for data collection. Frequency count and percentage were the methods used in data analysis. Among the findings drawn in this study are: it was observed that the effects of teachers' qualities with respect to their qualification are high, which modify students' academic performance; most teachers in Sokoto state presently are experienced in their teaching, and this modifies students' academic performance; it was observed that the effect of teachers' qualities with respect to subject-matter knowledge is high. This shows that they have good knowledge of the subject matter. It is recommended that there should be a provision of adequate biology teachers, laboratory equipment, and regular teacher training, seminar, and workshops on the use of instructional materials.","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":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41509386","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1116
Sheila J Villareal, Francisco P Panopio Jr, Consortia S Tan, Marcial M. Bandoy, Lerma P. Buenvinida
The implementation of a transition program for special education students is hardcore during face-to-face and it became more difficult to implement during distance education. The research aimed to explore the essence of the experiences of Special Education (SPED) teachers and parents under the transition curriculum. This study utilized qualitative design. Particularly, this study employed a phenomenological research design. The participants of this study were eight (8) parents having LWD at home enrolled in the school SY 2021-2022 under Special Education Program and five (5) SPED teachers. The information and replies of the participants were gathered using a semi-structured interview guide. Coding and triangulation were done to analyze and identify the emerging theme. The emerging themes for the teachers lived experiences revealed flexibility and adaptability in times of pandemic, the power of communication, and effective problem-solving strategies. For the parents, the main themes that emerged from their testimonies were the needs for assistance and parent as a manager. The findings also revealed that all problems related to the transition curriculum were addressed and solved by teachers and parents by working with each other. Knowing how parents struggles due to their work and parental roles helped the teachers to understand them and help them build a strong relationship based on trust and understanding. The researcher recommended that the school may intensify the relationship between the teachers and parents by improving communication, collaboration, and cooperation between them. To help the parents more in assisting their kids, parenting techniques, mentoring, and coaching programs may be provided.
{"title":"A Phenomenological Studies of Special Education Teachers and Parents Lived Experiences In Upholding Learners With Disability (Lwd) In Transition Program During Pandemic","authors":"Sheila J Villareal, Francisco P Panopio Jr, Consortia S Tan, Marcial M. Bandoy, Lerma P. Buenvinida","doi":"10.31098/ijtaese.v4i2.1116","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1116","url":null,"abstract":"The implementation of a transition program for special education students is hardcore during face-to-face and it became more difficult to implement during distance education. The research aimed to explore the essence of the experiences of Special Education (SPED) teachers and parents under the transition curriculum. This study utilized qualitative design. Particularly, this study employed a phenomenological research design. The participants of this study were eight (8) parents having LWD at home enrolled in the school SY 2021-2022 under Special Education Program and five (5) SPED teachers. The information and replies of the participants were gathered using a semi-structured interview guide. Coding and triangulation were done to analyze and identify the emerging theme. The emerging themes for the teachers lived experiences revealed flexibility and adaptability in times of pandemic, the power of communication, and effective problem-solving strategies. For the parents, the main themes that emerged from their testimonies were the needs for assistance and parent as a manager. The findings also revealed that all problems related to the transition curriculum were addressed and solved by teachers and parents by working with each other. Knowing how parents struggles due to their work and parental roles helped the teachers to understand them and help them build a strong relationship based on trust and understanding. The researcher recommended that the school may intensify the relationship between the teachers and parents by improving communication, collaboration, and cooperation between them. To help the parents more in assisting their kids, parenting techniques, mentoring, and coaching programs may be provided.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49661631","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.870
J. M. Badeo, Bee Ching Ong Kian Koc
Providing instructional materials that support the diverse learning styles and needs of 21st-century learners is becoming a trend in today's online learning. Thus, this descriptive developmental research design aimed to develop Comic-based Learning Modules (CLM) as instructional material envisioned to meet these learners' needs for a better understanding of Physics concepts. This study employed the ADDIE model for the instructional material development design. The initial developed CLM was revalidated following the comments and suggestions of the validators before distribution for online learning. Four experts validated the CLM in terms of content/lessons, illustrations, additional features, language, layout, and overall presentation using a researcher-made criterion-based reference evaluation tool. The validators rated the developed instructional material featuring three CLM as "Highly Acceptable" (4.66). The value of the average inter-rater reliability coefficient kappa of the ratings of the validators is interpreted as "Substantial Agreement" (0.63). CLM was then implemented as instructional material and found to have high usability as rated by the students. Also, the CLM drew positive feedback for online learning use because of its exciting nature and uniqueness.
{"title":"Development and Validation of Comic-based Learning Module in Physics","authors":"J. M. Badeo, Bee Ching Ong Kian Koc","doi":"10.31098/ijtaese.v4i2.870","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.870","url":null,"abstract":"Providing instructional materials that support the diverse learning styles and needs of 21st-century learners is becoming a trend in today's online learning. Thus, this descriptive developmental research design aimed to develop Comic-based Learning Modules (CLM) as instructional material envisioned to meet these learners' needs for a better understanding of Physics concepts. This study employed the ADDIE model for the instructional material development design. The initial developed CLM was revalidated following the comments and suggestions of the validators before distribution for online learning. Four experts validated the CLM in terms of content/lessons, illustrations, additional features, language, layout, and overall presentation using a researcher-made criterion-based reference evaluation tool. The validators rated the developed instructional material featuring three CLM as \"Highly Acceptable\" (4.66). The value of the average inter-rater reliability coefficient kappa of the ratings of the validators is interpreted as \"Substantial Agreement\" (0.63). CLM was then implemented as instructional material and found to have high usability as rated by the students. Also, the CLM drew positive feedback for online learning use because of its exciting nature and uniqueness.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43302003","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1138
Grace C. Endaya, Karen A. Manaig, A. Yazon, J. F. Tesoro, Erica B. Tabuac
This quasi-experimental research design determined the effectiveness of the Home Economics Learning Commons (HELCs) in improving the academic performance of Grade 5 learners. It utilized the formative, summative, and post-tests as part of the research instruments. Match-pairing technique was used to determine the participants of the study. The said participants were the Grade 5 pupils from five different Cabuyao Elementary Schools. The comparison group consisted of students enrolled in the Online Distance Learning modality, while the experimental group consisted of students enrolled in the Modular Distance Learning modality. Based on the data gathered, it revealed that the mean scores in the formative test were high in both the comparison and experimental groups, while the mean scores in the summative test varied from 54-73% and were interpreted as average to near to mastery; and mean scores in the post-test ranged from 14-18.50%, considered as average to high. There was a substantial difference in the Pre-test and Post-test Mean Scores of the five participating schools' Comparison and Experimental Groups, according to the results of the Paired t-Test. Hence, the study concluded that there is a significant difference between the formative tests' mean scores of the two groups. Likewise, there is a significant difference between the post-test mean scores of the two groups. Lastly, there is a significant difference between the pre-test and post-test mean scores of each group. As a result, it was established that HELCs have a considerable positive effect on students' academic achievement.
{"title":"Effectiveness of Home Economics Learning Commons (HELCs) in Enhancing the Academic Performance of Grade 5 Learners: A Quasi-Experimental Research","authors":"Grace C. Endaya, Karen A. Manaig, A. Yazon, J. F. Tesoro, Erica B. Tabuac","doi":"10.31098/ijtaese.v4i2.1138","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1138","url":null,"abstract":"This quasi-experimental research design determined the effectiveness of the Home Economics Learning Commons (HELCs) in improving the academic performance of Grade 5 learners. It utilized the formative, summative, and post-tests as part of the research instruments. Match-pairing technique was used to determine the participants of the study. The said participants were the Grade 5 pupils from five different Cabuyao Elementary Schools. The comparison group consisted of students enrolled in the Online Distance Learning modality, while the experimental group consisted of students enrolled in the Modular Distance Learning modality. Based on the data gathered, it revealed that the mean scores in the formative test were high in both the comparison and experimental groups, while the mean scores in the summative test varied from 54-73% and were interpreted as average to near to mastery; and mean scores in the post-test ranged from 14-18.50%, considered as average to high. There was a substantial difference in the Pre-test and Post-test Mean Scores of the five participating schools' Comparison and Experimental Groups, according to the results of the Paired t-Test. Hence, the study concluded that there is a significant difference between the formative tests' mean scores of the two groups. Likewise, there is a significant difference between the post-test mean scores of the two groups. Lastly, there is a significant difference between the pre-test and post-test mean scores of each group. As a result, it was established that HELCs have a considerable positive effect on students' academic achievement.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45403934","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.896
Astri Dwi Jayanti Suhandoko
Every semester, Professional Capability Consolidation (PKP) courses are always a scourge for Elementary School Teacher Education (PGSD) students of the Universitas Terbuka (UT). It is due to the lack of student knowledge of the procedures for implementing PKP courses and the limited skills of students in making practical reports. It affects their scores because they do not meet the minimum criteria, and students fail to pass the course. Especially during the pandemic, the implementation of practical courses that are usually held face-to-face is now all based on webinar tutorials. The learning process becomes more difficult for students living on islands with various limitations. This study aims to develop a prototype learning mode to overcome these problems with three main activities, including (1) making procedural video for implementing PKP courses of S1-PGSD, (2) training in writing PKP S1-PGSD UT reports, (3) assisting the undergraduate-PGSD students in the islands face-to-face. The study results show that it was necessary to develop advanced videos as a complement and elaborately detailed procedures for implementing the PKP courses for the students of S1-PGSD UT, the need for writing training with a greater number of meetings and writing practices, and the suitability of holding face-to-face mentoring of PKP courses for the students of S1-PGSD.
{"title":"Optimizing the Development of Prototype Learning Mode of Professional Ability Consolidation (PKP) Courses of the PGSD-UT Study Program in the Archipelago Region","authors":"Astri Dwi Jayanti Suhandoko","doi":"10.31098/ijtaese.v4i2.896","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.896","url":null,"abstract":"Every semester, Professional Capability Consolidation (PKP) courses are always a scourge for Elementary School Teacher Education (PGSD) students of the Universitas Terbuka (UT). It is due to the lack of student knowledge of the procedures for implementing PKP courses and the limited skills of students in making practical reports. It affects their scores because they do not meet the minimum criteria, and students fail to pass the course. Especially during the pandemic, the implementation of practical courses that are usually held face-to-face is now all based on webinar tutorials. The learning process becomes more difficult for students living on islands with various limitations. This study aims to develop a prototype learning mode to overcome these problems with three main activities, including (1) making procedural video for implementing PKP courses of S1-PGSD, (2) training in writing PKP S1-PGSD UT reports, (3) assisting the undergraduate-PGSD students in the islands face-to-face. The study results show that it was necessary to develop advanced videos as a complement and elaborately detailed procedures for implementing the PKP courses for the students of S1-PGSD UT, the need for writing training with a greater number of meetings and writing practices, and the suitability of holding face-to-face mentoring of PKP courses for the students of S1-PGSD.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49498724","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.945
Nimota jibola Kadir Abdullahi
The primary goal of this research was to determine the relationship between innovative pedagogical methods and classroom management. Traditional pedagogy has been found to be out of date in recent years, especially in terms of how teachers deliver their teaching and management of the classroom. The time is right to recognize cutting-edge educational pedagogical innovative methods that are currently being implemented on a world wild scale or locally, depending on the needs of the region. A quantitative research design was adopted for the study. A sample of 761 participants was selected randomly selected from the sample public primary schools in the North-west zone, Nigeria. Pearson product-moment correlation coefficient and linear regression analysis were used to test the hypotheses. The findings revealed that computational thinking-embodied learning and context-based learning positively and significantly correlated with classroom management. Therefore, it was recommended that School managers should continue to encourage learners' computational thinking so as to help learner experience a deeper level of involvement and understanding. Also, school managers should continue to improve embodied learning in order to help teachers reach out to the mind of learners and make lessons more interesting. Furthermore, school managers should encourage context-based learning by giving learners a perfect degree of autonomy over learning activities, helping learner activate their thinking and meta-cognitive skills toward achieving effective classroom management.
{"title":"Pedagogical Innovative Methods and Classroom Management in Nigeria","authors":"Nimota jibola Kadir Abdullahi","doi":"10.31098/ijtaese.v4i2.945","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.945","url":null,"abstract":"The primary goal of this research was to determine the relationship between innovative pedagogical methods and classroom management. Traditional pedagogy has been found to be out of date in recent years, especially in terms of how teachers deliver their teaching and management of the classroom. The time is right to recognize cutting-edge educational pedagogical innovative methods that are currently being implemented on a world wild scale or locally, depending on the needs of the region. A quantitative research design was adopted for the study. A sample of 761 participants was selected randomly selected from the sample public primary schools in the North-west zone, Nigeria. Pearson product-moment correlation coefficient and linear regression analysis were used to test the hypotheses. The findings revealed that computational thinking-embodied learning and context-based learning positively and significantly correlated with classroom management. Therefore, it was recommended that School managers should continue to encourage learners' computational thinking so as to help learner experience a deeper level of involvement and understanding. Also, school managers should continue to improve embodied learning in order to help teachers reach out to the mind of learners and make lessons more interesting. Furthermore, school managers should encourage context-based learning by giving learners a perfect degree of autonomy over learning activities, helping learner activate their thinking and meta-cognitive skills toward achieving effective classroom management.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43762739","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1025
Carla Jobelle Culajara, Juan Paolo Martin Culajara, Olivia Portos, Mark Kim Villapando
This study assesses the factors affecting students' learning experiences in one of the secondary public schools in the Philippines implementing different learning modalities in distance learning. As a learner-public institution, the school has broadened its implementation of learning by providing wide perspectives to students through online distance learning. The study utilized quantitative and qualitative research designs. Purposive sampling was used in the study consisting of 250 students and 18 students who participated in FGD, where data were collected and obtained through a survey questionnaire and focus group discussions. Distance learning encourages students to learn on their own and explore without the assistance of teachers, enhancing their ability to research topics related to the courses they should learn. With the results of the study, two themes emerged: ICT integration and innovational instruction. Mostly, it aided in the development of independence. Students usually lose concentration in their learning tasks as a result of physical distractions and due to slow internet connection. Regardless of their difficulties, students continue their studies because they have learned that the more difficult the road, the sweeter the result. This study will provide baseline information for the development of the school's strategy on how to strengthen and consolidate distance education.
{"title":"Bridging Instructional Gaps through Recognizing the Factors and Students’ Experiences in Distance Learning","authors":"Carla Jobelle Culajara, Juan Paolo Martin Culajara, Olivia Portos, Mark Kim Villapando","doi":"10.31098/ijtaese.v4i2.1025","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1025","url":null,"abstract":"This study assesses the factors affecting students' learning experiences in one of the secondary public schools in the Philippines implementing different learning modalities in distance learning. As a learner-public institution, the school has broadened its implementation of learning by providing wide perspectives to students through online distance learning. The study utilized quantitative and qualitative research designs. Purposive sampling was used in the study consisting of 250 students and 18 students who participated in FGD, where data were collected and obtained through a survey questionnaire and focus group discussions. Distance learning encourages students to learn on their own and explore without the assistance of teachers, enhancing their ability to research topics related to the courses they should learn. With the results of the study, two themes emerged: ICT integration and innovational instruction. Mostly, it aided in the development of independence. Students usually lose concentration in their learning tasks as a result of physical distractions and due to slow internet connection. Regardless of their difficulties, students continue their studies because they have learned that the more difficult the road, the sweeter the result. This study will provide baseline information for the development of the school's strategy on how to strengthen and consolidate distance education.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46778377","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1076
Mariano Bauyon, Lustina P. Lapie, C. Tan, Lerma P Buenvenida, Marcial M. Bandoy
The study focused on determining the challenges of the parents in modular distance learning in new normal education and developing a parental orientation guide to help the parents in addressing the difficulties they are encountering in the new normal. The sequential explanatory mixed method research was utilized as an approach. There are 388 respondents who were chosen to answer through an online survey questionnaire and selected 10 participants were chosen through purposive sampling by which the participants share common experiences. The findings revealed a significant relationship between parental challenges in terms of instructional, personal, and parental involvement and the performance of the learners. The personal challenges predict singly and in combination with learning in a virtual setting the performance of the learners. There are suggested recommendations based on the results of the study, such as they may be equally prepared to educate their children at home even they are busy with their different schedules, may strengthen the collaborative work between the school and families through parent-teacher meetings, close monitoring, and facilitation that could encourage children to read. The themes that emerged from the testimonies of the participants were clustered into superordinate themes: (1) Why Can’t I Focus on Flexitime, (2) Parental Time Constraints, (3) Driven to Teach, (5) Compelled to Learn, (6) A Unique Child: Mood Setting, (7) The Power of Patience.
{"title":"Parental Challenges and the Performance of the Primary Pupils Under Modular Distance Learning Delivery: An Input to Proposed Parental Orientation Guide","authors":"Mariano Bauyon, Lustina P. Lapie, C. Tan, Lerma P Buenvenida, Marcial M. Bandoy","doi":"10.31098/ijtaese.v4i2.1076","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1076","url":null,"abstract":"The study focused on determining the challenges of the parents in modular distance learning in new normal education and developing a parental orientation guide to help the parents in addressing the difficulties they are encountering in the new normal. The sequential explanatory mixed method research was utilized as an approach. There are 388 respondents who were chosen to answer through an online survey questionnaire and selected 10 participants were chosen through purposive sampling by which the participants share common experiences. The findings revealed a significant relationship between parental challenges in terms of instructional, personal, and parental involvement and the performance of the learners. The personal challenges predict singly and in combination with learning in a virtual setting the performance of the learners. There are suggested recommendations based on the results of the study, such as they may be equally prepared to educate their children at home even they are busy with their different schedules, may strengthen the collaborative work between the school and families through parent-teacher meetings, close monitoring, and facilitation that could encourage children to read. The themes that emerged from the testimonies of the participants were clustered into superordinate themes: (1) Why Can’t I Focus on Flexitime, (2) Parental Time Constraints, (3) Driven to Teach, (5) Compelled to Learn, (6) A Unique Child: Mood Setting, (7) The Power of Patience.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48067712","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 : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1077
Maura E Belbes, Marcial M. Bandoy, C. Tan, A. Yazon, Lerma P. Buenvinida
The Programme for International Student Assessment result of being the lowest in reading comprehension is the main reason that compelled the researcher to conduct the study with the use of the Jolly Phonics program in strengthening language literacy. In addition, at the Division of Cabuyao, there is an issue regarding reading difficulties among Grades 1 to 3 of selected public elementary schools. Despite many strategies being applied, they still find it difficult to read and comprehend. The purpose of this paper is to determine the effectiveness of the Jolly Phonics program in strengthening language literacy and test the hypotheses that there is no significant relationship between the performance of the two groups considering the results of the post-test in language literacy. There were two groups of participants in the study, the experimental group, who utilized the Jolly phonics program, and the comparison group, who were subjected to the Marungko approach. Each approaches utilized thirty (30) pupils from Grades 1 to 3, combining the sum total of 540 participating pupils for three selected elementary schools. The instrument used was the pretest and post-test validated by experts from the City School Division Office. A quasi-experiment research design guided the conduct of the study. A frequency percentage distribution, t-test for independent means, and Analysis of Variance (ANOVA) were among the statistical tools employed in the study. Findings revealed that there was a significant difference in the performance between and among the participating public elementary schools (ES)for Grades 1 to 3. For instance, in Grade 1, it was noted that the performance of Banay – Banay ES was a bit higher than Butong ES and was considerably higher than that of San Isidro ES; In Grade 2, Banay – Banay ES topped in their reading performance compared to other two elementary schools; and In Grade 3, San Isidro ES at this time showed better performance, running over in reading proficiency the other two elementary schools. The action plan was proposed by the researcher of the study to strengthen the language literacy of the learners in the Division of Cabuyao
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