Pub Date : 2023-06-15DOI: 10.54476/ioer-imrj/549870
Carlo J. Cinco, Mariel M. Batis, Jleonil B. Alvarez, Edward A. Alonzo
The Covid-19 pandemic greatly affected and changed the teaching and learning process in the education sectors. Higher education and basic education limit in-person classes to avoid the spread of the virus. In response to this, the Department of Education (DepEd) established different distance learning modalities to assure continuity of learning in response to the COVID-19 pandemic in the Philippines. In the study’s locale, in-person classes were discontinued and for the last 2 years, online learning was implemented. For the School year 2022-2023, the school administration piloted a new learning modality, which is the Hyflex mode of learning. In this modality, students can attend and participate in class sessions either in a regular classroom or online. The study’s objective is to provide pertinent data for a better comprehension of the many difficulties that science teachers face while implementing the Hyflex modality. The study utilized a phenomenological design with in-depth interviews and survey questionnaires as data-gathering techniques. There were 4 essential themes generated based on the experience of science teachers. As a result, this study suggests revisiting the procedures in adapting the Hyflex modality, including the proper training for the teachers in troubleshooting problems with regards to the use of the devices that are prerequisites on the said modality. Keywords: Challenges, ECQ, Hyflex, in-person class, phenomenology
{"title":"The Challenges of Science Teachers Adapting Hyflex modality: A Phenomenological Study","authors":"Carlo J. Cinco, Mariel M. Batis, Jleonil B. Alvarez, Edward A. Alonzo","doi":"10.54476/ioer-imrj/549870","DOIUrl":"https://doi.org/10.54476/ioer-imrj/549870","url":null,"abstract":"The Covid-19 pandemic greatly affected and changed the teaching and learning process in the education sectors. Higher education and basic education limit in-person classes to avoid the spread of the virus. In response to this, the Department of Education (DepEd) established different distance learning modalities to assure continuity of learning in response to the COVID-19 pandemic in the Philippines. In the study’s locale, in-person classes were discontinued and for the last 2 years, online learning was implemented. For the School year 2022-2023, the school administration piloted a new learning modality, which is the Hyflex mode of learning. In this modality, students can attend and participate in class sessions either in a regular classroom or online. The study’s objective is to provide pertinent data for a better comprehension of the many difficulties that science teachers face while implementing the Hyflex modality. The study utilized a phenomenological design with in-depth interviews and survey questionnaires as data-gathering techniques. There were 4 essential themes generated based on the experience of science teachers. As a result, this study suggests revisiting the procedures in adapting the Hyflex modality, including the proper training for the teachers in troubleshooting problems with regards to the use of the devices that are prerequisites on the said modality. Keywords: Challenges, ECQ, Hyflex, in-person class, phenomenology","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83583995","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 : 2023-06-15DOI: 10.54476/ioer-imrj/280386
Glenda C. Magno
Supervision is an important role of instructional leaders in the new normal and is a pressing global issue. The study found out what challenges and coping mechanisms instructional leaders faced in supervising in the new normal. This is a pressing global issue that is of great interest to stakeholders. This mixed research method involved 102 faculty respondents and 6 Deans of the different Bataan Peninsula State University colleges. Results showed that 26 or 25.49% of the respondents belong to the age group of 32 to 39 years old. The Deans were designated as early as 3 months to 12 years. Their supervision experiences with the teachers and students include difficulties in monitoring teachers and students and innovative methods of instruction. Data showed that the deans considered planning a program for curriculum development (Mean=3.54, SD=0.82) as very challenging. Data indicate that a significant difference is not evident in the perception of teacher-respondents on the challenges their deans met in the new normal and the deans’ coping mechanisms in resolving the challenges they met in the new normal when grouped according to the length of service. The analysis using Spearman’s rho indicates a very weak positive correlation between coping mechanisms and the challenges in planning a program for curriculum development, implementing a definite program of supervision, and providing leadership in the professional upgrading of the faculty. The p-values which are statistically lesser than the alpha of .05 indicate that there is not enough evidence to claim that the relationship is significant, thus, it fails to reject the null hypothesis. The challenges that were experienced in supervision included the Dearth of Resources, Communication, and Age barriers. Coping mechanisms that they employed include versatility and flexibility in leadership. Supervisory competencies of instructional lead include Interpersonal Skills. Keywords: Challenges and Coping Mechanisms, Convergent Mixed Method, Instructional Leaders, New Normal, Philippines
{"title":"Challenges and Coping Mechanisms in Supervision of the Instructional Leaders in the New Normal","authors":"Glenda C. Magno","doi":"10.54476/ioer-imrj/280386","DOIUrl":"https://doi.org/10.54476/ioer-imrj/280386","url":null,"abstract":"Supervision is an important role of instructional leaders in the new normal and is a pressing global issue. The study found out what challenges and coping mechanisms instructional leaders faced in supervising in the new normal. This is a pressing global issue that is of great interest to stakeholders. This mixed research method involved 102 faculty respondents and 6 Deans of the different Bataan Peninsula State University colleges. Results showed that 26 or 25.49% of the respondents belong to the age group of 32 to 39 years old. The Deans were designated as early as 3 months to 12 years. Their supervision experiences with the teachers and students include difficulties in monitoring teachers and students and innovative methods of instruction. Data showed that the deans considered planning a program for curriculum development (Mean=3.54, SD=0.82) as very challenging. Data indicate that a significant difference is not evident in the perception of teacher-respondents on the challenges their deans met in the new normal and the deans’ coping mechanisms in resolving the challenges they met in the new normal when grouped according to the length of service. The analysis using Spearman’s rho indicates a very weak positive correlation between coping mechanisms and the challenges in planning a program for curriculum development, implementing a definite program of supervision, and providing leadership in the professional upgrading of the faculty. The p-values which are statistically lesser than the alpha of .05 indicate that there is not enough evidence to claim that the relationship is significant, thus, it fails to reject the null hypothesis. The challenges that were experienced in supervision included the Dearth of Resources, Communication, and Age barriers. Coping mechanisms that they employed include versatility and flexibility in leadership. Supervisory competencies of instructional lead include Interpersonal Skills. Keywords: Challenges and Coping Mechanisms, Convergent Mixed Method, Instructional Leaders, New Normal, Philippines","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78905240","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 : 2023-06-15DOI: 10.54476/ioer-imrj/037932
Catheryn C. Panlaqui, Noraida G. Bardemorilla
https://orcid.org/0000-0003-3525-197X ccpanlaqui@bpsu.edu.ph, ngbardemorillai@bpsu.edu.ph2Bataan Peninsula State University Dinalupihan Campus, Bataan Philippines
{"title":"Pondering the Phenomenon of Choosing Non-Teaching Jobs among Teacher Education Graduates","authors":"Catheryn C. Panlaqui, Noraida G. Bardemorilla","doi":"10.54476/ioer-imrj/037932","DOIUrl":"https://doi.org/10.54476/ioer-imrj/037932","url":null,"abstract":"https://orcid.org/0000-0003-3525-197X ccpanlaqui@bpsu.edu.ph, ngbardemorillai@bpsu.edu.ph2Bataan Peninsula State University Dinalupihan Campus, Bataan Philippines","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81349957","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 : 2023-06-15DOI: 10.54476/ioer-imrj/792379
Jenny A. Manso, Roxette April A. Delos Santos, Ma. Guadalupe Paz B. Gonzales
The outbreak of coronavirus 2019 (COVID-19) represents a significant danger to the general public’s health, particularly in educational institutions. This study aimed to determine the crisis management skills of teachers in the new normal. It aimed to assess the profile of the respondents and their responses to manage their skills in terms of in-placed policies and guidelines, ability to respond in emergencies, integration of crisis management in delivering instructions, and adaptive teaching practices. The study involved 80 respondents teaching in Higher Education Institutions and the Department of Education of Zamboanga City. This study employed a descriptive-quantitative design to determine the crisis management skills of the respondents in dealing with the crisis management response. The research study utilized a four-point Likert scale administered survey questionnaire consisting of two parts that include the profile of the respondents and a statement that measures the crisis management skills of teachers in the new normal. The study revealed that the majority of the respondents were between the ages 20 – 35 years old; mostly female and average ICT literacy level. It also found that the most highly applied crisis management skills of the respondents were in-placed policies and guidelines for students’ and teachers’ safety, the ability to respond to emergencies, and adaptive teaching practices during a crisis. While the integration of crisis management in delivering instructions involving teachers and students garnered only moderately applied interpretation. Respondents’ age, gender, and ICT literacy level were not predictors of crisis management skills of the respondents. Based on the findings, the following recommendations were made: implement a strategic plan that enables the institution to move forward while effectively managing and mitigating risks; encourage teachers to attend/participate in workshops that will strengthen their knowledge and skills; recalibrate the curriculum to enable teachers to revise the activities/course work/tasks/experiences that can be delivered through blending learning; and empower the faculty to reconfigure and reskill. Keywords: COVID-19, Crisis Management, Skills, Crisis, Teachers
{"title":"Reconfiguring Crisis Management Skills of Teachers in the New Normal","authors":"Jenny A. Manso, Roxette April A. Delos Santos, Ma. Guadalupe Paz B. Gonzales","doi":"10.54476/ioer-imrj/792379","DOIUrl":"https://doi.org/10.54476/ioer-imrj/792379","url":null,"abstract":"The outbreak of coronavirus 2019 (COVID-19) represents a significant danger to the general public’s health, particularly in educational institutions. This study aimed to determine the crisis management skills of teachers in the new normal. It aimed to assess the profile of the respondents and their responses to manage their skills in terms of in-placed policies and guidelines, ability to respond in emergencies, integration of crisis management in delivering instructions, and adaptive teaching practices. The study involved 80 respondents teaching in Higher Education Institutions and the Department of Education of Zamboanga City. This study employed a descriptive-quantitative design to determine the crisis management skills of the respondents in dealing with the crisis management response. The research study utilized a four-point Likert scale administered survey questionnaire consisting of two parts that include the profile of the respondents and a statement that measures the crisis management skills of teachers in the new normal. The study revealed that the majority of the respondents were between the ages 20 – 35 years old; mostly female and average ICT literacy level. It also found that the most highly applied crisis management skills of the respondents were in-placed policies and guidelines for students’ and teachers’ safety, the ability to respond to emergencies, and adaptive teaching practices during a crisis. While the integration of crisis management in delivering instructions involving teachers and students garnered only moderately applied interpretation. Respondents’ age, gender, and ICT literacy level were not predictors of crisis management skills of the respondents. Based on the findings, the following recommendations were made: implement a strategic plan that enables the institution to move forward while effectively managing and mitigating risks; encourage teachers to attend/participate in workshops that will strengthen their knowledge and skills; recalibrate the curriculum to enable teachers to revise the activities/course work/tasks/experiences that can be delivered through blending learning; and empower the faculty to reconfigure and reskill. Keywords: COVID-19, Crisis Management, Skills, Crisis, Teachers","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74672084","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 : 2023-06-15DOI: 10.54476/ioer-imrj/397942
Jason G. Ramirez, Ambrosio M. Dela Cruz
Microfinance institutions in the Philippines are crucial in supporting low-income households with small businesses. However, credit defaults pose a challenge to both microfinance institutions and borrowers, hindering sustainable financial progress. To address this, a study used the Credit Risk Management Mechanism Model to investigate credit vulnerabilities and proposed a multisectoral assistance plan. The study utilized the descriptive-comparative research design and was conducted in Occidental Mindoro, Philippines, and collected data from 32 microfinance institutions and 242 low-income borrowers using complete enumeration and stratified random sampling. Socio-demographic profiles and data for the assistance plan were gathered using frequency and percentage distribution. Credit vulnerabilities were measured using weighted arithmetic mean and standard deviation, and the disparity was analyzed using independent samples t-test and one-way analysis of variance. The findings showed a notable difference in credit vulnerabilities between microfinance institutions and borrowers. To bridge this gap, microfinance institutions should invest in comprehensive training programs for staff and loan officers, improving credit assessment processes, risk identification, and tailored financial products. Collaboration with experts, and consultants, and continuous monitoring is vital. Low-income borrowers should utilize financial literacy and education programs provided by microfinance institutions and other organizations. These programs must be accessible, culturally sensitive, and customized. Effective development and delivery require collaboration between microfinance institutions, community organizations, non-governmental organizations, and government agencies. Microfinance institutions should actively promote these programs for widespread awareness among low-income individuals. Keywords: level of credit vulnerabilities, microfinance institutions, low-income borrowers, credit risk, proposed multisectoral assistance plan
{"title":"Vulnerabilities of Microfinance Institutions and Low-Income Borrowers in Occidental Mindoro, Philippines: A Proposed Multisectoral Assistance Plan","authors":"Jason G. Ramirez, Ambrosio M. Dela Cruz","doi":"10.54476/ioer-imrj/397942","DOIUrl":"https://doi.org/10.54476/ioer-imrj/397942","url":null,"abstract":"Microfinance institutions in the Philippines are crucial in supporting low-income households with small businesses. However, credit defaults pose a challenge to both microfinance institutions and borrowers, hindering sustainable financial progress. To address this, a study used the Credit Risk Management Mechanism Model to investigate credit vulnerabilities and proposed a multisectoral assistance plan. The study utilized the descriptive-comparative research design and was conducted in Occidental Mindoro, Philippines, and collected data from 32 microfinance institutions and 242 low-income borrowers using complete enumeration and stratified random sampling. Socio-demographic profiles and data for the assistance plan were gathered using frequency and percentage distribution. Credit vulnerabilities were measured using weighted arithmetic mean and standard deviation, and the disparity was analyzed using independent samples t-test and one-way analysis of variance. The findings showed a notable difference in credit vulnerabilities between microfinance institutions and borrowers. To bridge this gap, microfinance institutions should invest in comprehensive training programs for staff and loan officers, improving credit assessment processes, risk identification, and tailored financial products. Collaboration with experts, and consultants, and continuous monitoring is vital. Low-income borrowers should utilize financial literacy and education programs provided by microfinance institutions and other organizations. These programs must be accessible, culturally sensitive, and customized. Effective development and delivery require collaboration between microfinance institutions, community organizations, non-governmental organizations, and government agencies. Microfinance institutions should actively promote these programs for widespread awareness among low-income individuals. Keywords: level of credit vulnerabilities, microfinance institutions, low-income borrowers, credit risk, proposed multisectoral assistance plan","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80604426","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 : 2023-06-11DOI: 10.54476/ioer-imrj/424942
May Anne L. Batain, Annabelle V. Molina
This study aimed to undermine the realities of reading instruction in three multigrade schools in Quezon province during the COVID-19 pandemic. They analyzed data obtained from Phil-IRI in the past three years and focused on how teachers implemented reading instruction in multigrade settings. The researchers investigated the interventions they employed. Results revealed that parental involvement played a critical role in reading instruction. Teachers espoused varied reading strategies and focused on material selection, integration, and contextualization. Formative strategies, home visitations, and interventions that involved parents were implemented. Keywords: multigrade, reading, reading instruction, strategies, reading skills, last mile school
{"title":"Reading Instruction and Interventions in Multigrade Schools in Quezon","authors":"May Anne L. Batain, Annabelle V. Molina","doi":"10.54476/ioer-imrj/424942","DOIUrl":"https://doi.org/10.54476/ioer-imrj/424942","url":null,"abstract":"This study aimed to undermine the realities of reading instruction in three multigrade schools in Quezon province during the COVID-19 pandemic. They analyzed data obtained from Phil-IRI in the past three years and focused on how teachers implemented reading instruction in multigrade settings. The researchers investigated the interventions they employed. Results revealed that parental involvement played a critical role in reading instruction. Teachers espoused varied reading strategies and focused on material selection, integration, and contextualization. Formative strategies, home visitations, and interventions that involved parents were implemented. Keywords: multigrade, reading, reading instruction, strategies, reading skills, last mile school","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198428","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 : 2023-06-06DOI: 10.54476/ioer-imrj/532919
Eunice Leslie V. Balbin, Jerome Bryan G. Bayhon, Cristine L. Bayron, Claudine I. Canaman, Aisle Mariz A. Magno, Adrian kyle A. Tupaz, Assoc. Prof. Jason A. Romero
In a democratic country just like the Philippines, youth have a role in nation-building and must participate in any political activities in accordance with the constitution, which may influence government decision-making in policy-making. Youth participation was seen and evident in the past May 2022 national election and the political issues emerging in the Philippine context. Besides, the country is facing the COVID-19 pandemic that may affect youth’s political participation, which led the researchers to determine the lived experiences and contributing factors that influence them to engage in political matters. The participants were ten selected student-leaders from various clubs at Rizal Technological University who serve as President and Vice President. Semi-structured interviews were used to gather information. The data collected were analyzed through the use of transcendental phenomenology by Edmund Husserl. The findings revealed that the participants conceptualize political participation as freedom of speech, possessing a political stand or opinion, and activism. Freedom of expression and political activism are the activities that they consider a sign of political engagement. Furthermore, social media, education, emerging trends, peers, family, and their interests are the factors that contribute to and influence their political participation. Based on the study findings and conclusions, the researchers propose a campus political awareness action plan, which is composed of three sets of webinar-training programs to strengthen the political awareness of the selected participants, which would be the basis for the school tour extension program. Also, this study was subjected to further studies regarding students’ conceptualization of political participation in the Philippine context to fulfill the research gap. Keywords: Political participation, Election, Political issues, Transcendental phenomenology, COVID-19 pandemic
{"title":"A Phenomenological Study on the Political Participation of Student-Leaders in Rizal Technological University: Basis for A School Tour Extension Service on Civic Engagement Awareness","authors":"Eunice Leslie V. Balbin, Jerome Bryan G. Bayhon, Cristine L. Bayron, Claudine I. Canaman, Aisle Mariz A. Magno, Adrian kyle A. Tupaz, Assoc. Prof. Jason A. Romero","doi":"10.54476/ioer-imrj/532919","DOIUrl":"https://doi.org/10.54476/ioer-imrj/532919","url":null,"abstract":"In a democratic country just like the Philippines, youth have a role in nation-building and must participate in any political activities in accordance with the constitution, which may influence government decision-making in policy-making. Youth participation was seen and evident in the past May 2022 national election and the political issues emerging in the Philippine context. Besides, the country is facing the COVID-19 pandemic that may affect youth’s political participation, which led the researchers to determine the lived experiences and contributing factors that influence them to engage in political matters. The participants were ten selected student-leaders from various clubs at Rizal Technological University who serve as President and Vice President. Semi-structured interviews were used to gather information. The data collected were analyzed through the use of transcendental phenomenology by Edmund Husserl. The findings revealed that the participants conceptualize political participation as freedom of speech, possessing a political stand or opinion, and activism. Freedom of expression and political activism are the activities that they consider a sign of political engagement. Furthermore, social media, education, emerging trends, peers, family, and their interests are the factors that contribute to and influence their political participation. Based on the study findings and conclusions, the researchers propose a campus political awareness action plan, which is composed of three sets of webinar-training programs to strengthen the political awareness of the selected participants, which would be the basis for the school tour extension program. Also, this study was subjected to further studies regarding students’ conceptualization of political participation in the Philippine context to fulfill the research gap. Keywords: Political participation, Election, Political issues, Transcendental phenomenology, COVID-19 pandemic","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81440248","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 : 2023-06-06DOI: 10.54476/ioer-imrj/479681
Vonryan D. Prado
This study inspired to look into the extent of trainers’ training assistance and its significant effect towards the trainees’ performance for the National Competency (NC) assessment of the selected training institutions under the supervision of Technical Education Skills Development Authority – Zamboanga City Division (TESDA-ZCD) through descriptive-quantitative research design. Furthermore, this study considered the trainees which were selected randomly as a respondents to share their substantial responses pertaining on the quality of training assistance rendered by the trainers. Also, the trainers of the selected training institution were considered to share their responses regarding on the challenges met along with the training assistance that they rendered towards the trainees’ performance for the National Competency (NC) assessment. Findings revealed that there was a highly observable of the trainers’ training assistance and it was significantly influenced the highly performed trainees for their National Competency (NC) assessment. However, there was a highly challenged on the part of trainers along with the training assistance that they rendered. In relation to the findings revealed, this study further suggests to the administrator to endorse, maintain and provide desirable rewards and recognition for the highly observable training assistance of trainers that manifests on their commitment and dedication to the service. Keywords: Trainees, Trainees’ Performance for National Competency (NC)Assessment, Trainers, Trainers’ Training Assistance
{"title":"Trainers’ Training Assistance And Trainees’ Performance In National Competency (NC) Assessment","authors":"Vonryan D. Prado","doi":"10.54476/ioer-imrj/479681","DOIUrl":"https://doi.org/10.54476/ioer-imrj/479681","url":null,"abstract":"This study inspired to look into the extent of trainers’ training assistance and its significant effect towards the trainees’ performance for the National Competency (NC) assessment of the selected training institutions under the supervision of Technical Education Skills Development Authority – Zamboanga City Division (TESDA-ZCD) through descriptive-quantitative research design. Furthermore, this study considered the trainees which were selected randomly as a respondents to share their substantial responses pertaining on the quality of training assistance rendered by the trainers. Also, the trainers of the selected training institution were considered to share their responses regarding on the challenges met along with the training assistance that they rendered towards the trainees’ performance for the National Competency (NC) assessment. Findings revealed that there was a highly observable of the trainers’ training assistance and it was significantly influenced the highly performed trainees for their National Competency (NC) assessment. However, there was a highly challenged on the part of trainers along with the training assistance that they rendered. In relation to the findings revealed, this study further suggests to the administrator to endorse, maintain and provide desirable rewards and recognition for the highly observable training assistance of trainers that manifests on their commitment and dedication to the service. Keywords: Trainees, Trainees’ Performance for National Competency (NC)Assessment, Trainers, Trainers’ Training Assistance","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91418711","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 : 2023-06-06DOI: 10.54476/ioer-imrj/616225
Jealene B. Aguasan, Kenneth B. De Ocampo, Erikha A. Domingo, Junior M. Pacol, Jackson A. Parchamento, Michael Angelo V. Santos, Nenita P. Fabrigas
Ten years have passed since the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, in line with the K to 12 Curriculum. It was expected to be implemented in all public schools, particularly for students from Kindergarten to Grade 3. This program has been a significant change in the education system and in the study of the Filipino language in the country. It is a response to strengthening regional languages and addressing the decline of certain existing languages in the country. However, over time, the implementation of MTB-MLE remains a challenge for schools. The unforeseen crisis that has reshaped the world has also become an obstacle. In this context, the aim of this study is to identify and analyze the various issues and concerns of parents and teachers in teaching Mother Tongue-Based Multilingual Education during the pandemic in the town of Talugtug. Using Husserlian Descriptive Phenomenology as the research design, focus group discussions (FGDs) were conducted to gather data, and Colaizzi’s seven steps of data analysis were employed for data analysis. The study revealed that there are issues, concerns, and challenges experienced by teachers and parents in teaching and implementing MTB-MLE. The identified issues, concerns, and challenges include the lack of instructional materials, transliteration, vocabulary, inadequate teacher training, and a shortage of guidebooks. It was also discovered that MTB-MLE significantly contributes to the academic development of students and is crucial because students better understand the lessons being taught. However, parents were not adequately prepared to teach these lessons. Based on the study’s data, an action plan was developed as a guide to provide solutions to the issues and concerns of teachers and parents in teaching MTB-MLE. Keywords: issues, concerns, teacher, parent, Mother Tongue-Based Multilingual Education
菲律宾根据K - 12课程实施以母语为基础的多语教育(MTB-MLE)已有十年。预计将在所有公立学校实施，特别是对从幼儿园到三年级的学生。这个项目对菲律宾的教育系统和菲律宾语的学习都是一个重大的改变。这是对加强区域语言和解决该国某些现有语言衰落的反应。然而，随着时间的推移，MTB-MLE的实施对学校来说仍然是一个挑战。这场未曾预见的危机重塑了世界，但也成为了一个障碍。在此背景下，本研究的目的是确定和分析大流行期间在塔卢格图格镇开展以母语为基础的多语种教育时，家长和教师面临的各种问题和关切。采用胡塞尔描述现象学作为研究设计，采用焦点小组讨论(focus group discussion, FGDs)收集数据，采用Colaizzi的数据分析七步法进行数据分析。研究揭示了教师和家长在教学和实施MTB-MLE时遇到的问题、担忧和挑战。已确定的问题、关切和挑战包括缺乏教学材料、音译、词汇、教师培训不足和指南短缺。我们还发现MTB-MLE对学生的学术发展有很大的帮助，因为学生更好地理解所教授的课程，这是至关重要的。然而，家长们并没有做好充分的准备来教授这些课程。在此基础上，针对教师和家长在MTB-MLE教学中存在的问题和担忧，制定了一份行动计划作为指导。关键词:问题，关注，教师，家长，母语型多语教育
{"title":"Reconfiguring Crisis Management Skills of Teachers in the New Normal","authors":"Jealene B. Aguasan, Kenneth B. De Ocampo, Erikha A. Domingo, Junior M. Pacol, Jackson A. Parchamento, Michael Angelo V. Santos, Nenita P. Fabrigas","doi":"10.54476/ioer-imrj/616225","DOIUrl":"https://doi.org/10.54476/ioer-imrj/616225","url":null,"abstract":"Ten years have passed since the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, in line with the K to 12 Curriculum. It was expected to be implemented in all public schools, particularly for students from Kindergarten to Grade 3. This program has been a significant change in the education system and in the study of the Filipino language in the country. It is a response to strengthening regional languages and addressing the decline of certain existing languages in the country. However, over time, the implementation of MTB-MLE remains a challenge for schools. The unforeseen crisis that has reshaped the world has also become an obstacle. In this context, the aim of this study is to identify and analyze the various issues and concerns of parents and teachers in teaching Mother Tongue-Based Multilingual Education during the pandemic in the town of Talugtug. Using Husserlian Descriptive Phenomenology as the research design, focus group discussions (FGDs) were conducted to gather data, and Colaizzi’s seven steps of data analysis were employed for data analysis. The study revealed that there are issues, concerns, and challenges experienced by teachers and parents in teaching and implementing MTB-MLE. The identified issues, concerns, and challenges include the lack of instructional materials, transliteration, vocabulary, inadequate teacher training, and a shortage of guidebooks. It was also discovered that MTB-MLE significantly contributes to the academic development of students and is crucial because students better understand the lessons being taught. However, parents were not adequately prepared to teach these lessons. Based on the study’s data, an action plan was developed as a guide to provide solutions to the issues and concerns of teachers and parents in teaching MTB-MLE. Keywords: issues, concerns, teacher, parent, Mother Tongue-Based Multilingual Education","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85709774","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 : 2023-06-06DOI: 10.54476/ioer-imrj/759611
Juliefer S. Fernando, Elainee Tang-Zapata
The COVID-19 pandemic affected different sectors of the society. Education was one of the sectors that was greatly affected by it. Challenges are being experienced by the schools and their managers. For a department or college offering a teacher education program, a teaching internship was one of the program requirements that needed to have systematic planning for it is interconnected with the Basic Education and the Department of Education. This research aimed to identify the perceptions of the students who were affected by the postponement of teaching internship, using a total sampling technique among the graduating students of the Department of Teacher Education of DCLC. The method used in this research was descriptive correlational, a quantitative approach, to compare and contrast, and to describe the relationship between variables. To interpret the data statistically, the researchers employed the following statistical treatment: tally, frequency, ranking method, weighted average mean, independent sample t-test, and analysis of variance. The findings of the study were used as the basis for the learning continuity plan that may be proposed by the researchers for the departments or colleges offering teacher education programs. It was a detailed design that provides guidelines for those who would like to divert to the virtual teaching internship. This shows that education sectors can easily adapt to different changes due to their innovative nature. Keywords: teaching internship, virtual teaching internship, learning continuity plan
{"title":"Prohibition of Internship among the Teacher Education Students during Pandemic: A Basis for A Learning Continuity Plan","authors":"Juliefer S. Fernando, Elainee Tang-Zapata","doi":"10.54476/ioer-imrj/759611","DOIUrl":"https://doi.org/10.54476/ioer-imrj/759611","url":null,"abstract":"The COVID-19 pandemic affected different sectors of the society. Education was one of the sectors that was greatly affected by it. Challenges are being experienced by the schools and their managers. For a department or college offering a teacher education program, a teaching internship was one of the program requirements that needed to have systematic planning for it is interconnected with the Basic Education and the Department of Education. This research aimed to identify the perceptions of the students who were affected by the postponement of teaching internship, using a total sampling technique among the graduating students of the Department of Teacher Education of DCLC. The method used in this research was descriptive correlational, a quantitative approach, to compare and contrast, and to describe the relationship between variables. To interpret the data statistically, the researchers employed the following statistical treatment: tally, frequency, ranking method, weighted average mean, independent sample t-test, and analysis of variance. The findings of the study were used as the basis for the learning continuity plan that may be proposed by the researchers for the departments or colleges offering teacher education programs. It was a detailed design that provides guidelines for those who would like to divert to the virtual teaching internship. This shows that education sectors can easily adapt to different changes due to their innovative nature. Keywords: teaching internship, virtual teaching internship, learning continuity plan","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84257569","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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