Category Archives: 2022

PRACTICAL WORK APPROACH: A TOOL TO IMPROVE THE CREATIVITY SKILLS OF THE STUDENTS IN RECYCLING

Students’ creativity is one of the main skills that the K to 12 curriculums wanted to improve when the Revised Blooms Taxonomy was adopted. The main purpose of this study is to improve the students’ creativity skills in recycling using the practical work approach. This action research was conducted in Tabugon Elementary School of the Schools Division Office of Kabankalan City utilizing 32 students in the school year 2019-2020, where 16 students served as the experimental group, and the other 16 students served as the controlled group. The method employed in this study was one group pre-test and post-test type of quasi-experimental design using the result of scoring rubrics and statistical tools and to find out the level of creativity skills of the pupils in recycling, practical work approach was integrated with the lesson as a strategy for three weeks. It was found that before that intervention was introduced, students had an ordinary or routine level of creativity skills in recycling and were very creative in their level of creativity skills after the intervention was introduced. It was interesting to note that there was a significant difference in the level of creativity skills before and after the intervention of the practical work approach, which means the intervention is effective in helping students become creative. It is recommended that not only the science teachers could use the practical work approach but other subjects that require students to produce their products and become innovative.

Keywords: Practical Work Approach, Creativity, Innovative, Skills, K to 12, Recycling.

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TRADITIONALIST TO PROGRESSIVIST: LIVED EXPERIENCES OF GENERATION X TEACHERS IN THE NEW NORMAL

Generation X (GenX) teachers are known for their commitment to lifelong learning and ability to adjust to various situations. However, they have difficulties complying with paperwork, attending seminars, and giving instructions online since they have inadequate knowledge of manipulating computers or gadgets. Thus, it is vital to examine the lived experiences of GenX teachers in the new normal. Utilizing the Descriptive Phenomenological Inquiry, ten English teachers were purposefully selected, and they also consented to voluntary participation in the semi-structured interviews. The study findings showed that their lived experiences revolved around three themes: inevitable technological challenges, Technological advancements in teaching, and (c) Abrupt adaptation to the new normal. The study recommended attending more seminars, workshops, and frequent practice of modern technology. School administrators are encouraged to provide more training and seminars to make GenX teachers keep at par with the use of technology.

Keywords: Generation X Teachers, New Normal, Pandemic, Lived Experiences, Technological Advancement.

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FACE-TO-FACE TO ONLINE TEACHING: ENGLISH TEACHERS’ LIVED EXPERIENCES

The study was conceptualized based on the research gaps, teachers’ anxiety, the lack of digital and computer literacy, and challenges faced by English teachers during the pandemic. The transcendental phenomeno-logical inquiry described the teachers’ lived experiences from face-to-face to online teaching. Purposeful sampling was utilized to select the twelve English-teacher participants from a private school in Surallah, Philippines. Semi-structured interviews were implemented to obtain substantive data. Thru Thematic Analysis, the English teachers’ lived experiences centered on four relevant themes like Online-class laborious preparations, Slow and intermittent internet connectivity, Online problems and students’ demotivation, and Remarkable teachers’ collaboration. The study recommends conducting qualitative studies on the context of public secondary or tertiary institutions, the experiences and insights of the teachers and students in other areas of specialization, and how the pandemic generally challenged the teaching and learning process.

Keywords: Face-to-face, Online Teaching, Lived Experiences, Teachers, Transcendental Phenomenology.

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READING COMPREHENSION OF INDIGENOUS STUDENTS AMIDST THE NEW NORMAL

This study aimed to distinguish the comprehension level of indigenous students in silent and oral reading and their experiences in reading amidst the New Normal. The Grade 7 indigenous students who are officially enrolled for AY 2021-2022 in one of the tribal communities in Silay City, Negros Occidental were the chosen respondents/participants of this study. This study utilized Mixed Method Design in which the descriptive-quantitative design entailed the collection of data by administering Philippine Informal Reading Inventory. Then, participants were interviewed (by pair and one-on-one) which gathered the qualitative data. As to the weight of this design, both quantitative and qualitative data results have equal importance. Each design was analyzed and interpreted separately and then result was converged by comparing and contrasting its implications. The findings of the reading test in students’ comprehension revealed that all indigenous students got a frustration reading profile result in both silent and oral reading. To support the claim on the “frustration” result of IP students, their responses during the in-depth interview pointed out their difficulty in understanding their modules because it is written in English. Furthermore, the study confirmed that the low level of reading comprehension in oral and silent reading is a result of various experiences they encountered in reading amidst the implementation of the modular learning modality. These experiences were organized according to the researcher’s formulated themes: (1) Challenges in Reading: IP Students’ Eye View; (2) A New Normal Paradigm Shift: IP Students’ Coping with Predicament in Reading; and (3) The Silver Linings of Reading in the New Normal.

Keywords: Reading Comprehension, Indigenous, Philippine Informal Reading Inventory, Silent Reading, Oral Reading, New Normal, Reading Experiences.

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LEARNING IN ISOLATION: EXPLORING THE LIVED EXPERIENCES OF STUDENTS IN SELF-DIRECTED LEARNING IN ENGLISH

The study described the lived experiences of senior high school (SHS) students on self-directed learning in English (SDLE) in a public high school in General Santos City, Philippines. Descriptive Phenomenology was employed. Ten key informants volunteered to share their knowledge, insights, perceptions, and experiences on SDLE during the COVID-19 Pandemic. Thematic Analysis revealed that the key informants’ experiences revolved around (a) holistic effects of SDLE, (b) inevitable challenges in learning at home, and (c) perceived advantages of SDLE. The study recommends investigating the roles of family members in the education of their students, the veracity of the contents of the teacher-made modules and instructional materials, the experiences of students in other subjects, and the role of language teachers in the new normal.

Keywords: Lived Experiences, Self-directed Learning, English, Students, COVID-19 Pandemic.

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FACILITATORS AND BARRIERS OF STUDENTS’ MODULAR DISTANCE LEARNING IN ENGLISH: A PHENOMENOLOGICAL INQUIRY

The study determined the facilitators and barriers of students’ modular distance learning in English (MDLE). It identified how students facilitate learning, the issues in learning English in modular set-up, and students’ coping mechanisms. A hermeneutic phenomenological research design was employed. Ten Semi-structured interviews were performed in collecting data. Thematic Analysis revealed that different factors facilitated and hindered students’ MDLE. Facilitators included self-directed learning and family-assisted learning. Barriers comprised inevitable home distractions, poor comprehension, and lack of parents’ assistance. Intrinsic motivation was the participants’ coping mechanism. The study recommended encouraging time management to students to prevent overlapping of activities at home and in studies. Teachers can initiate a mobile library for students with poor comprehension. It can help them access books and other reading materials, especially in remote areas.

Keywords: Modular Learning, Facilitators, Barriers, English Language.

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TUDENTS’ AND TEACHERS’ OPINIONS OF THE CHALLENGES AFFECTING THE TEACHING AND LEARNING OF MATHEMATICS IN OSUN STATE SECONDARY SCHOOLS, NIGERIA

This study investigated the opinions of teachers and students on the challenges affecting the teaching and learning of mathematics in Osun state secondary schools, Nigeria. The study population consisted of all mathematics teachers and students in secondary schools in Osun state. Only 100 teachers and 200 students of senior secondary school 1, 2 and 3 constituted the study sample. The descriptive survey method was employed. Two self-developed instruments by the researchers (the teacher and students opinionnaires) were used for data collection. The Cronbach alpha method was used in determining the reliability of the instruments which yielded an index of 0.75 and 0.78 respectively. Data was analyzed using descriptive statistics (frequencies counts and percentages). Findings of this study revealed that inadequate instructional materials and mathematics teachers, lack of teacher incentive and training programmes and seminars for teachers, large class size are the factors affecting the teaching and learning of mathematics in senior secondary schools; factors affecting students learning of mathematics include: poor motivation, lack of time for practice and necessary textbooks, poor study habits, parents’ poor financial status, and students from absenteeism from class. More so, the solutions to the challenges as proffered by the study are: mathematics teaching be related to real life situations, students spending more time on mathematics learning, conducive classrooms, provision of adequate textbooks for students, prompt payment of school fees by parent, encouraging personalized learning, parental assistance with homework, parents motivating students, adequate preparation of lesson note/plan, increased incentives for teachers, small class size, organizing regular training for teachers, provision of adequate instructional materials for teachers and mathematics class should be made more interactive. Recommendations were made.

Keywords: Challenges, Solution, Teaching, Learning, Mathematics, Nigeria.

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URGENCY OF CURRENT TIMES – PEACE AND NON-VIOLENCE

Peace and non-violence are very important. Even we have all amenities but there is lack of peace so we cannot feel comfortable. Peace is not only absence of non-violence but have a feeling of compassion forwards each other. Gandhiji was famous because he believes in a culture of high morals. There is a close relation between religion and science. Many theories of science have a common bonding with the theories of religion. It is very essential to establish harmony between the people. Gandhiji has said that the aim of education is not only to develop vocational efficiency but to make a person a good human. Students along with modernity should understand ancient Indian culture. Students should also understand the perception and views of others and utilize them in the world of mutual transfer of understanding.

In order to patch the differences between people a spirit of brotherhood, love and empathy should prevail. We have created boundaries on basis of economic, social, political grounds which give rise to so many problems. Geographical barriers created by God have immense beauty and benefits. In modern times Information and communication technology can play an important role to maintain good relationship between people. It provides the platform to people to express themselves in a healthy way and remove differences. This paper throws light on relationship between science and religion, Gandhiji’s views about education, his philosophy of life, how information and communication can help to maintain peace etc.

Keywords: Peace, NonViolence, Religion.

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STAKEHOLDERS’ AWARENESS AND ACCEPTANCE OF THE INSTITUTION’S VISION, MISSION AND GOALS AND INFORMATION TECHNOLOGY PROGRAM OBJECTIVES IN A STATE UNIVERSITY IN THE PHILIPPINES

The vision, mission, goals, and objective (VMGO) statements distinguish one university from another through its uniqueness and competitive advantages. It serves as the foundation and powerful statements that motivates internal and external stakeholders to push and realize the dream of achieving them. The stakeholders’ awareness and acceptance of the vision,  mission,  goals  and  objectives  (VMGO)  of  the  university  and  the  specific  degree  program  are essential  for  institutional  improvement  and  for  the  realization  of  its  mandates.  This study aimed to investigate the stakeholders’ level of awareness and acceptance of the institution’s VMGO. This study utilized the descriptive survey method to describe the stakeholders’ level of awareness and acceptance of the vision, mission, goals and objectives. The data gathered were organized, tabulated as well as analyzed using simple descriptive statistics such as frequency count and percentage per group of respondents. The study revealed that the stakeholders of Cavite State University-Silang Campus were highly aware of the content and the manner of dissemination of the VMGO of the institution. It further revealed that the stakeholders generally understand and accept the vision, mission, goals, and objectives of the institution. In order to sustain the stakeholder’s level of awareness and acceptance of the VMGO, the dissemination of information may be intensified by utilizing other modes.

Keywords: Vision, Mission, Goals, Objectives, Awareness, Acceptance.

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SATISFACTION OF STUDENT SERVICES IN SELECTED STATE UNIVERSITIES AND COLLEGES (SUC)

This descriptive inquiry study aimed to determine the levels of satisfaction of student services in State Colleges and Universities (SUC) during the School Year 2018-2019. A standardized questionnaire was used to gather the data. There were 322 students from School A and 350 students from School B selected through stratified random sampling as respondents. Measures of central tendency (Mean & Standard Deviation) and t-test were used to solve the significant difference.  The findings indicated that students were much satisfied with the aforementioned services except with the services for students with special needs and persons with disabilities. There was a significant difference in the levels satisfaction between the schools A & B. Significant difference was also found in the level of satisfaction of students except for the career and job placement, student handbook development and services for persons with special needs and disabilities.

Keywords: Awareness, Availment, Satisfaction, Student Services.

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