Pub Date : 2023-05-23DOI: 10.12691/education-11-5-8
Jennifer M. Monk, David M. Beauchamp, Rachel K. von Holt, Kelsey Van
{"title":"Effectiveness of Literature Critique Peer Discussions to Build Scientific Literacy Skills, Engagement and Improve Learning-Related Emotions during COVID-19-Associated Online Learning","authors":"Jennifer M. Monk, David M. Beauchamp, Rachel K. von Holt, Kelsey Van","doi":"10.12691/education-11-5-8","DOIUrl":"https://doi.org/10.12691/education-11-5-8","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42310351","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 : 2023-05-23DOI: 10.12691/education-11-5-9
Alexis Clarisse M. Mapa
{"title":"The Development of Future-proof Learning Materials for Learners with Difficulty in Applying Knowledge","authors":"Alexis Clarisse M. Mapa","doi":"10.12691/education-11-5-9","DOIUrl":"https://doi.org/10.12691/education-11-5-9","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136857","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 : 2023-05-21DOI: 10.12691/education-11-5-7
Ranti R. Timario, Laila S. Lomibao
As the world is embracing the new normal social landscape, the education sector is also opening to restructuring and innovating learning modalities to adapt to the constant and current changes. The Commission on Higher Education ordered that flexible learning is the new norm in the delivery of instruction, as outlined in Memorandum Order No. 4 s. of 2020 on the Guidelines on the Implementation of Flexible Learning. However, the shift to this new learning modality poses problems for college students as they encounter difficulties such as limited face-to-face interaction, difficulty staying motivated, absence of instructional materials, and limited opportunities for collaboration. This study explored the students’ experiences in learning mathematics in a flexible modality. The study employed a descriptive phenomenological research design, with seven (7) randomly selected 2nd-year college students participating in focus group discussion. Braun and Clarke's thematic analysis evaluated and interpreted the qualitative data. The research's findings produced five (5) primary themes: clever approaches to learning mathematics in flexible learning; utilizing education technologies for enhanced learning; recognizing extra miles done by the teacher; self-motivation and engagement in mathematics learning; and peer collaboration in completing mathematical tasks. This study suggests that some students find flexible learning to be an ineffective way to learn math. However, with the proper support and teacher guidance, students can have a successful and rewarding experience teaching mathematics through flexible learning.
{"title":"Exploring the Lived Experiences of College Students with Flexible Learning in Mathematics: A Phenomenological Study","authors":"Ranti R. Timario, Laila S. Lomibao","doi":"10.12691/education-11-5-7","DOIUrl":"https://doi.org/10.12691/education-11-5-7","url":null,"abstract":"As the world is embracing the new normal social landscape, the education sector is also opening to restructuring and innovating learning modalities to adapt to the constant and current changes. The Commission on Higher Education ordered that flexible learning is the new norm in the delivery of instruction, as outlined in Memorandum Order No. 4 s. of 2020 on the Guidelines on the Implementation of Flexible Learning. However, the shift to this new learning modality poses problems for college students as they encounter difficulties such as limited face-to-face interaction, difficulty staying motivated, absence of instructional materials, and limited opportunities for collaboration. This study explored the students’ experiences in learning mathematics in a flexible modality. The study employed a descriptive phenomenological research design, with seven (7) randomly selected 2nd-year college students participating in focus group discussion. Braun and Clarke's thematic analysis evaluated and interpreted the qualitative data. The research's findings produced five (5) primary themes: clever approaches to learning mathematics in flexible learning; utilizing education technologies for enhanced learning; recognizing extra miles done by the teacher; self-motivation and engagement in mathematics learning; and peer collaboration in completing mathematical tasks. This study suggests that some students find flexible learning to be an ineffective way to learn math. However, with the proper support and teacher guidance, students can have a successful and rewarding experience teaching mathematics through flexible learning.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41442321","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 : 2023-05-16DOI: 10.12691/education-11-5-5
Maria Jenny Obligado Duppins
The teacher-researcher conducted a study to develop, implement, and evaluate a teaching strategy utilizing mental math and speed tests to improve the higher math skills of 4th-grade learners at Apolinario Mabini Elementary School, Division of City Schools, Manila. The study included 40 4th-grade students whose learning progress fell under "fairly satisfactory" (75-79) during the previous grading period. Twenty students were assigned to receive the interventions at least three times a week for four weeks, while another twenty were assigned to the "Non-Intervention Group." The researcher collected qualitative (through teachers' and students' interviews) and quantitative (through pre- and post-assessment scores/results) data from both intervention and non-intervention groups. The mean score of the intervention group was 5.20 out of a 20-item pretest, with a standard deviation of 1.58. The computed t-value for the pretest was 0.47, and for the post-test, it was 3.97. The intervention strategy increases the performance of the pupils. The researcher suggests that Drill Exercises for Students' Increased Responsive Engagement (DESIRE) be used as an instructional method to increase the learners' performance in higher mathematics.
{"title":"Effect of D.E.S.I.R.E. (Drill Exercises Towards Students’ Increased Responsive Engagement) on the Improvement of Higher Math Skills","authors":"Maria Jenny Obligado Duppins","doi":"10.12691/education-11-5-5","DOIUrl":"https://doi.org/10.12691/education-11-5-5","url":null,"abstract":"The teacher-researcher conducted a study to develop, implement, and evaluate a teaching strategy utilizing mental math and speed tests to improve the higher math skills of 4th-grade learners at Apolinario Mabini Elementary School, Division of City Schools, Manila. The study included 40 4th-grade students whose learning progress fell under \"fairly satisfactory\" (75-79) during the previous grading period. Twenty students were assigned to receive the interventions at least three times a week for four weeks, while another twenty were assigned to the \"Non-Intervention Group.\" The researcher collected qualitative (through teachers' and students' interviews) and quantitative (through pre- and post-assessment scores/results) data from both intervention and non-intervention groups. The mean score of the intervention group was 5.20 out of a 20-item pretest, with a standard deviation of 1.58. The computed t-value for the pretest was 0.47, and for the post-test, it was 3.97. The intervention strategy increases the performance of the pupils. The researcher suggests that Drill Exercises for Students' Increased Responsive Engagement (DESIRE) be used as an instructional method to increase the learners' performance in higher mathematics.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49626995","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 : 2023-05-16DOI: 10.12691/education-11-5-4
Bernadette Q. Samson
The COVID 19 pandemic brought drastic changes on the teaching and learning process not just on the Department of Education but other private and public institutions as well. Growth mindset drives the attributes and attitudes of teachers toward development and flexibility as well as influencing their level of work engagement. The purpose of the study was to identify the level of teachers’ growth mindset and work engagement among six selected schools and its significant relationship. The study employed a quantitative design and data are gathered via printed survey questionnaire. With the use of mean, One and Two Way ANOVA and Pearson’s R Correlation, the information gathered were processed and interpreted. The result shows that teachers have growth mindset despite the struggles caused by the pandemic. With regards to the work engagement they have a Very High level of dedication and High level of vigor and absorption. Statistics show that there is a significant relationship between growth mindset and vigor and dedication but no significant relationship on absorption. The study suggests that there be an online website for teachers’ wellbeing where topics like mental health, wellbeing assessment tool and financial literacy lectures are available because these aspects are the most common sources of burnout and stress of teachers. By being aware of it, teachers are more likely to adopt growth mindset not just on their professional but also to their personal life.
{"title":"Teachers’ Growth Mindset and Work Engagement: Inputs to the Creation of a Website for Teachers' Well-being","authors":"Bernadette Q. Samson","doi":"10.12691/education-11-5-4","DOIUrl":"https://doi.org/10.12691/education-11-5-4","url":null,"abstract":"The COVID 19 pandemic brought drastic changes on the teaching and learning process not just on the Department of Education but other private and public institutions as well. Growth mindset drives the attributes and attitudes of teachers toward development and flexibility as well as influencing their level of work engagement. The purpose of the study was to identify the level of teachers’ growth mindset and work engagement among six selected schools and its significant relationship. The study employed a quantitative design and data are gathered via printed survey questionnaire. With the use of mean, One and Two Way ANOVA and Pearson’s R Correlation, the information gathered were processed and interpreted. The result shows that teachers have growth mindset despite the struggles caused by the pandemic. With regards to the work engagement they have a Very High level of dedication and High level of vigor and absorption. Statistics show that there is a significant relationship between growth mindset and vigor and dedication but no significant relationship on absorption. The study suggests that there be an online website for teachers’ wellbeing where topics like mental health, wellbeing assessment tool and financial literacy lectures are available because these aspects are the most common sources of burnout and stress of teachers. By being aware of it, teachers are more likely to adopt growth mindset not just on their professional but also to their personal life.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001726","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 : 2023-05-09DOI: 10.12691/education-11-5-2
Lowell P. Francisco
The COVID-19 pandemic has disrupted the traditional operations of academic libraries worldwide. In response to the shift towards remote learning and working, this study was conducted to develop and implement a Contextualized Pandemic-Proof Library Program for the Central Bicol State University of Agriculture Calabanga Campus Library. The study aimed to describe the level of access to library services for students through document analysis, develop a contextualized pandemic-proof library program, and determine the program's effect on student access to library services. Findings reveal that the COVID-19 pandemic significantly decreased the total number of accesses to library services, resulting in a low level of access for students. However, the implementation of Project LIBRO, the developed contextualized pandemic-proof library program, resulted in a dramatic increase in access to library services. The average access per month increased by 235.97% in 2022 compared to 2021, with offline access increasing by 597.33% and online access by 102.00%. Based on these significant findings the study suggests continuing to implement and promote Project LIBRO, gathering feedback from students, conducting further research, and exploring how the program can be adapted to continue providing valuable services in a post-pandemic context.
{"title":"Library Access during Pre- and Post-Pandemic: Case of a State University","authors":"Lowell P. Francisco","doi":"10.12691/education-11-5-2","DOIUrl":"https://doi.org/10.12691/education-11-5-2","url":null,"abstract":"The COVID-19 pandemic has disrupted the traditional operations of academic libraries worldwide. In response to the shift towards remote learning and working, this study was conducted to develop and implement a Contextualized Pandemic-Proof Library Program for the Central Bicol State University of Agriculture Calabanga Campus Library. The study aimed to describe the level of access to library services for students through document analysis, develop a contextualized pandemic-proof library program, and determine the program's effect on student access to library services. Findings reveal that the COVID-19 pandemic significantly decreased the total number of accesses to library services, resulting in a low level of access for students. However, the implementation of Project LIBRO, the developed contextualized pandemic-proof library program, resulted in a dramatic increase in access to library services. The average access per month increased by 235.97% in 2022 compared to 2021, with offline access increasing by 597.33% and online access by 102.00%. Based on these significant findings the study suggests continuing to implement and promote Project LIBRO, gathering feedback from students, conducting further research, and exploring how the program can be adapted to continue providing valuable services in a post-pandemic context.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134320","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 : 2023-05-07DOI: 10.12691/education-11-5-1
Maricel T. Bustos
This study investigated the contextual scenarios of teachers at Bicol Regional High School in Ligao, Albay. This study investigated the contextual scenarios of teachers during the pandemic by looking into the varied problems and issues encountered, then designed and developed a prototype of an intervention. The study employed mixed methods, which employed qualitative and quantitative research approaches. Thematic analysis was used to examine qualitative data, while frequency and percentage were used to analyze quantitative data. Data were gathered from 21 respondents using a survey of the issues and problems encountered by the teachers, Depression, Anxiety, and Stress Scale-21 (DASS-21), and the Self-Care Analysis. The collected data was analyzed using Statistical Package for Social Sciences (SPSS) and thematic analysis. The finding reveals that six themes emerged: 1.) limited mobility, 2.) anxiety, 3.) avoidance, 4.) financial difficulties, 5.) homeschool dissatisfaction, and 6.) challenges of children with distance learning. Data also indicated that teachers were experiencing different levels of stress, anxiety, and depression. Teachers agreed that self-care is needed to improve mental health to ensure students’ academic achievement. Based on these findings, an intervention was recommended. – A Self-Care Module. A modified version of the ADDIE Model for module development. During the design phase, the blueprint was created. It included an overarching goal, objectives, activities, resources, and assessments in the physical, emotional, psychological, professional, and personal self-care plan. After validation with three experts, the Self-Care Module 2.0 was developed, which is the output of the study. This output is highly recommended for teachers to develop and sustain positive mental health. The online module can be accessed via shorturl.at/bgJP1.
本研究调查了阿尔拜省利高市比科尔地区高中教师的情境情境。本研究通过调查所遇到的各种问题和问题，调查了大流行期间教师的情境情景，然后设计和开发了干预措施的原型。本研究采用定性与定量相结合的研究方法。专题分析用于检验定性数据，频率和百分比分析定量数据。采用问卷调查、抑郁、焦虑和压力量表21 (DASS-21)和自我护理分析对21名受访教师进行数据收集。收集的数据使用SPSS (Statistical Package for Social Sciences)和专题分析进行分析。研究结果显示，出现了六个主题:1.)行动受限，2.)焦虑，3.)回避，4.)经济困难，5.)对家庭学校不满，6.)远程学习儿童的挑战。数据还表明，教师们正经历着不同程度的压力、焦虑和抑郁。教师们一致认为，需要自我照顾来改善心理健康，以确保学生的学业成绩。基于这些发现，建议采取干预措施。-自我照顾模块。用于模块开发的ADDIE模型的修改版本。在设计阶段，创建了蓝图。它包括一个总体目标，目标，活动，资源和评估在身体，情感，心理，专业和个人自我保健计划。经过三位专家的验证，开发出自我护理模块2.0，这是本研究的成果。强烈建议教师培养和维持积极的心理健康。在线模块可以通过shorturl.at/bgJP1访问。
{"title":"Design of a Self-Care Module for School Teachers: Its Basis and Enhancements","authors":"Maricel T. Bustos","doi":"10.12691/education-11-5-1","DOIUrl":"https://doi.org/10.12691/education-11-5-1","url":null,"abstract":"This study investigated the contextual scenarios of teachers at Bicol Regional High School in Ligao, Albay. This study investigated the contextual scenarios of teachers during the pandemic by looking into the varied problems and issues encountered, then designed and developed a prototype of an intervention. The study employed mixed methods, which employed qualitative and quantitative research approaches. Thematic analysis was used to examine qualitative data, while frequency and percentage were used to analyze quantitative data. Data were gathered from 21 respondents using a survey of the issues and problems encountered by the teachers, Depression, Anxiety, and Stress Scale-21 (DASS-21), and the Self-Care Analysis. The collected data was analyzed using Statistical Package for Social Sciences (SPSS) and thematic analysis. The finding reveals that six themes emerged: 1.) limited mobility, 2.) anxiety, 3.) avoidance, 4.) financial difficulties, 5.) homeschool dissatisfaction, and 6.) challenges of children with distance learning. Data also indicated that teachers were experiencing different levels of stress, anxiety, and depression. Teachers agreed that self-care is needed to improve mental health to ensure students’ academic achievement. Based on these findings, an intervention was recommended. – A Self-Care Module. A modified version of the ADDIE Model for module development. During the design phase, the blueprint was created. It included an overarching goal, objectives, activities, resources, and assessments in the physical, emotional, psychological, professional, and personal self-care plan. After validation with three experts, the Self-Care Module 2.0 was developed, which is the output of the study. This output is highly recommended for teachers to develop and sustain positive mental health. The online module can be accessed via shorturl.at/bgJP1.","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44692789","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 : 2023-04-21DOI: 10.12691/education-11-4-7
Jonah L. Antipuesto, Denis A. Tan
{"title":"Students’ Academic Performance and Engagement in Mathematics via Blended Learning","authors":"Jonah L. Antipuesto, Denis A. Tan","doi":"10.12691/education-11-4-7","DOIUrl":"https://doi.org/10.12691/education-11-4-7","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42423089","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 : 2023-04-19DOI: 10.12691/education-11-4-6
O. Shevchuk, Xiaodong Xu, Chunxia Sun
{"title":"Findings and Trends in Academic Freedom and University Autonomy Research: Scientometric Analysis","authors":"O. Shevchuk, Xiaodong Xu, Chunxia Sun","doi":"10.12691/education-11-4-6","DOIUrl":"https://doi.org/10.12691/education-11-4-6","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174943","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 : 2023-04-18DOI: 10.12691/education-11-4-5
Teres Siby, Jamie L.A. Martin, Jessie M. Burns, David M. Beauchamp, Payal Patil, Heather Pollock, Janie P. Vu, Jennifer M. Monk
{"title":"Effects of Online Career Training Modules on Undergraduate STEM Students’ Career Readiness Perceptions","authors":"Teres Siby, Jamie L.A. Martin, Jessie M. Burns, David M. Beauchamp, Payal Patil, Heather Pollock, Janie P. Vu, Jennifer M. Monk","doi":"10.12691/education-11-4-5","DOIUrl":"https://doi.org/10.12691/education-11-4-5","url":null,"abstract":"","PeriodicalId":91652,"journal":{"name":"American journal of educational research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47933899","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：