“Tough times don’t last, tough people do” - a quote that is oftentimes heard by many. If we  are not in these trying times for a span of months, we may easily agree with this saying. 

It is in the first quarter of this year, 2020, when the so called “small but terrible” volcano in Taal,  erupted. So abrupt, that people living around the island had to evacuate in a matter of hours of volcanic activity. Ground trembled more often. People have to leave their houses and even their source of living in search for safety. Anxiousness and fear marked everyone’s faces, so as the children’s. No one ever imagined that that is about to happen; where people from different walks of lives came to face a challenge that would test their camaraderie, compassion and of course…FAITH. 

This  sudden  instance  challenged  not  only  our  resources  but  also  the  education  system.  Affected families had to send their children to another school away from the threat brought about by the volcano. Other than distress, they have to learn to mingle with a different set of people just to finish the school year.  Imagine what those innocent children have to beat in order to win their own little battle. 

That was the same time when a recently discovered virus named Covid-19 started invading our native land. Only a month had passed after the resumption of classes due to volcanic eruption, when the said virus attacked. Government had to announce the suspension of classes to prevent the spread of virus. It is almost in the last months of their current grade levels where school children were so excited for their final stage presentation that has to be postponed and worst… would never be able to do for that school year. 

The spread of virus became inevitable that in a matter of time, places with confirmed cases of Covid-19 had to be declared locked down. Strict health protocols were implemented yet, number of covid cases continuously increases that government had to announce national total locked down. World Health Organization even declared the current situation to be a worldwide pandemic. 

This  heightened  situation allowed  no  schools  to  operate  leaving  every  parent  to  be  their children’s teacher in able for education to continue. Quite a challenge to everyone yet the best possible way to protect each and everyone’s health during this pandemic. While these have had enough negative effects on us today, with God's help, we will get through this. 

“There’s a hero… when you look inside your heart. You don’t have to be afraid of what you are.. ….” 

Pumapailanlang na naman sa himpapawid ang isang awiting minsang naging theme song ng barkada nila Marie. Sa tuwing maririnig niya ito, bumabalik sa kanyang alaala ang ilan sa mga masasayang sandaling ginugol nila nang magkakasama. Dahil nasa elementarya pa lamang, wala pang ibang hang out ang barkada kundi sa bahay ng mga ito. Karaniwan na sa kanila ang nagkukunwaring mga artista sa isang noontime show habang inaawit ang kantang HERO ni Mariah Carrey. Palibhasa nga’y di kagandahan ang boses, ang unang linya na siyang pinakamadali sa piyesa ang siyang laging nakatoka sa kanya. Napapangiti na lamang siya sa tuwing maaalala niya ito. 

Matuling lumipas ang mga araw, nang makapagtapos siya ng elementarya, nagkahiwa-hiwalay na sila ng  paaralang pinapasukan. Si Janice, bilang nagmula sa isang may kayang pamilya ay nag-aaral sa isang kilalang private school. Si Maris naman ay pinag-aral ng kanyang ninang sa Maynila. Nasa magandang institusyon din si Ariane at pinag-aaral naman ng mga kamag-anak niyang nasa ibang bansa. Samantalang sa pinakamalapit na pampublikong  paaralan  ay  sinikap  naman  ni  Marie  na  matapos  ang  pag-aaral  kasama  ang  mga  bagong nakilalang kaibigan. Tuluyan na ngang nawalan ng komunikasyon ang kanilang barkada. Kasabay ng paglipas ng panahon, nawalan na din ng balita si Marie sa mga ito. 

1…2…3…walong taon ang mabilis na nagdaan. Magtatapos na si Marie sa kursong Edukasyon . Hindi pa rin kumukupas ang awiting HERO na ngayon nga’y siyang inaawit ng isa sa  kanyang mga kamag –aaral bilang pagpupugay sa mga bagong gurong magsisitapos. Muli na naming sumagi sa isipan niya ang kanyang kabataan… 

Makailang  beses  niyang  hinanap  ang  mga  ito  sa  Facebook  upang  muli  ay  magkaroon  sila  ng komunikasyon subalit bigo siya . Marahil ay may kanya-kanya na silang pamilya kaya iba na ang pangalan ng mga ito.Ngunit minsang di inaasahan nakatanggap siya ng friend request at laking tuwa nang si Janice ito. Ilang oras din ang ginugol nila sa kwentuhan at kamustahan . Biruin mong nasa Bahrain na pala si Janice  bilang engineer! Nalaman din nya dito na nasa Dubai si Ariane at minsan na silang nagkita doon. Si Maris naman ay caregiver sa parehong bansa. Muli nilang napag-usapan ang kanilang kabataan…. Ang kanilang theme song…. 

Nang mga sandaling iyon, napaisip siya. Siya na lang pala sa barkada ang naiwan dito. Magkaganoon pa  man,  walang  anumang  lungkot  at  panghihinayang  sa  kanyang  puso.  Manapa’y  nagpapasalamat  siya sapagkat magkakalayo man, ay mayroon pa rin puwang ang kanilang pagkakaibigan sa puso ng bawat isa. Iba’t ibang paraan man, sila’y pawang mga bayaning yaman ng bayan. Ngayon ay masayang ibinabahagi ni Marie ang kanyang sarili sa mga kabataan bilang isang guro. At gaya ng theme song ng barkada, hindi nila kailangang magbuwis ng buhay para maging bayani. Ang simpleng pag-aalay ng sarili upang makatulong sa iba at sa bayan at ang paghubog  sa mga kabataan ay sapat na upang buhayin ang tunay na layunin ng pagiging isang bayani. 

The four-corner classroom, where students assemble to learn from teachers and textbooks, has long been associated with education. While conventional classrooms have been essential in forming young brains, the outside world presents special opportunities for holistic learning and personal development. 

Students’ emotional intelligence and empathy are enhanced by interactions with other groups and cultures outside of the classroom. Building empathy and understanding requires interaction with individuals from all backgrounds and exposure to their challenges and victories. These emotional ties help students grow personally and enhance their capacity for compassionate relationship management. 

Moreover, the world outside of the four-corner classroom is unpredictable and frequently presents unanticipated difficulties and circumstances. By learning to deal with uncertainty and change, students who explore beyond the classroom build resilience and adaptability. These vital life skills provide kids the ability to overcome challenges and prosper in a world that is changing quickly. 

Students can see directly how their education is put to use through experiential learning. Students grasp the significance of their studies in influencing the world around them when they participate in volunteer work or observe a scientific phenomenon in nature. This link cultivates a sense of purpose and inspires children to perform well in school and make significant contributions to society. Outside of the classroom, there are opportunities  to  interact  with  nature  and  learn  about  how  human  actions  affect  the  ecosystem. Environmental  field  trips  and  sustainability  initiatives  educate  children  about  environmental  issues  and motivate them to take care of the environment. 

Although the four-corner classroom has long served as the foundation of formal education, there are countless chances for learning and development outside of its walls. By offering practical experiences that improve  comprehension,  critical  thinking,  and  problem-solving  abilities,  experiential  learning  enhances education. Additionally, it develops emotional intelligence, resilience, and adaptability, raising well-rounded people who can make meaningful contributions to the community. 

The value of engaging the world outside the classroom must be acknowledged by educational  institutions, and their curriculum must include experiential learning. By doing this, teachers may encourage students to become engaged learners, responsible global citizens, and compassionate leaders who are equipped with the knowledge, empathy, and sense of purpose they need to face the problems of the future. An essential first step in developing a comprehensive and dynamic educational experience for tomorrow's leaders is to embrace the world outside the four-cornered classroom. 

In today’s digital age, e-learning is one of the most prevalent learning settings. It allows the learner to interact with the lecture. Its uniqueness allows students to participate in engaging lessons, boosting their drive and receptivity to the provided ideas. Thus, its global appeal is expanding.

Social networking apps are fantastic communication tools for instructors and students due to their enticing features. Facebook is a popular social networking site among students; it has become an integral part of their life and has an effect on their academic performance.

The usage of Facebook as a communication medium has nonetheless been relevantly significant in the delivery of instructions, despite the fact that the schools have fully transitioned to the full implementation of face-to-face classes. The number of people in the academic community who use Facebook and mobile devices is increasing at a rate that is exponentially higher than previous years. Therefore, these materials and platform have the potential to serve as a form of communication.

For instance, the Facebook Social Learning Group can be used to post announcements, information, and instructional videos, as well as incorporate learning resources and formative assessment. It can be used as an instructional management system.

Due to the fact that student involvement is directly tied to the efficacy of educational approaches, a number of schools have taken advantage of the increasing usage of Facebook as a learning platform by students to encourage them to utilize a variety of learning tools. It has become so prevalent in students' lives that it has the ability to substantially transform educational social practices.

Facebook displays several desirable features of good educational technology throughout this work-from-home arrangement, since it provides an acceptable channel for peer feedback and matches the social context of learning. It promotes casual and unstructured learning, and instructional use of the site's collaborative capabilities. Students are permitted to share academic material, inquire about homework assignments, and discuss school activities. It allows for the continuation of education in the case of a pandemic.

While Facebook gives a plethora of information and aids in the education, it may have a negative impact on a student's ability to study.

Facebook's reputation as a highly addictive network is well-known. Numerous features, including chat, stories, and news feeds, entice users to spend more time on the platform. This kind of excessive use can impair pupils' ability to focus on their studies.

Facebook can be utilized as a platform for educational communication and interaction, allowing teachers to become more active and involved in the learning experiences of their students with correct guidance and usage.

INTRODUCTION

DepEd Order No. 10, s. 2016 (Policy and Guidelines for Comprehensive Water, Sanitation and Hygiene in Schools (WINS) Program) is intended for the promotion of correct hygiene and sanitation practices among school children and a clean environment in and around schools to keep learners safe and healthy. The policy aims to improve hygiene and sanitation practices among the learners to enable them to develop life-long positive hygiene and sanitation behaviors, and to improve the equitable access to safe water, adequate toilets, and handwashing facilities in school.

Daily supervised group handwashing activity had gained 1 star in the past 2 years based on yearly WINS evaluation report. Due to few participants and lack of consistent monitoring of the activity, insufficient time, and improper scheduling of the activity as well as the schedule of personnel who will supervise the activity.

During the 1st quarter of 2021-2022, 175 out of 2539 participated and submitted update in handwashing activity. Grade7 has 53 out of 708. Grade 8 has 28 out of 630. Grade 9 has 36 out of 556 and Grade 10 has 43 out of 645. As for the gathered data, Grade 8 students have the lowest rate of participation in handwashing.

Through conducting a CI project entitled Strengthen Safety and Functional Environment (SAFE), the improvement of handwashing activity in Cupang NHS can help the school to determine the needed factors to improve in gaining more participants for the said activity as well as to gain 2 stars in the WINS evaluation. This also can help us to come up with better strategy in the monitoring process of our handwashing activity.

Specifically, it sought to find answers to the following:

1.     What are the factors affecting the participation rate of handwashing activity in Cupang National High School?

2.     What is the participation rate of the handwashing activity before and after the implementation period?

3.     What intervention plan can be developed from the result of the study?

This study utilized the qualitative research design in form of survey with online questionnaire and interview as the data gathering instrument and the percentage and weighted mean as the statistical tools to treat the data. The respondents were the 333 out of 602 Grade 8 students who are non-participative in the handwashing activity during the first quarter of SY 2021-2022 who were considered as priority based on Pareto Analysis.

FINDINGS / RESULTS AND DISCUSSION

Based from the responses, factors affecting the participation rate of handwashing activity are: (1) Pagsasagawa (Conduct of Activity), (2) Pagpapaalala (Information Dissemination), (3) Paghahanda (Preparation), (4) Pagbibigay-Puna (Evaluation), and (5) Pagbibigay ng Schedule at Gabay (Guidelines and Scheduling). Using these factors, the school will be able to enhance the existing handwashing process aligned to the standard of the WINS evaluation to achieve at least 2-star rating.

The participation rate of the handwashing activity was determined by utilizing the suggested checklist use for monitoring which was developed by the CI team.

As presented on the comparative analysis before and after the implementation period, out of 333 respondents, there are 156 who are non-participant during the pilot testing. An additional increase of 12 % after the roll-out. To sum up, 65 % or 217 out of 333 participated in the activity. It only means that there are only 116 non-participants after the implementation of the program.

A developed intervention plan was crafted based on the results of the study. It includes the proposed activity or strategy, time frame and personnel involved in the activity.

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Abstract

This experimental study sought to determine the effectiveness of the Bridging Technique Strategies, namely contextualized examples, comparative analysis and guided practice, in addressing the grammar gaps of Chinese freshmen undergraduate students majoring in English.

The participants were 60 freshmen undergraduate students majoring in English from various provinces of China at Hechi University. Adapted pretest and post-test on the grammatical items were used as instruments to obtain information. It utilized the experimental design where T-test was used as the statistical treatment.

The findings revealed that both the traditional method and the new bridging technique strategy elevate the academic performance of both groups. However, the results of the study found that Bridging Technology Strategies to address grammar gaps is more effective than the Traditional Teaching Methods.

The study concluded that the Bridging Technology Strategies is a great help for grammar teachers because it provides them more targeted, innovative, and unconventional way of teaching grammar. This affirmed that the use of Bridging Technology Strategies is more effective than the traditional methods. Moreover, it was found that the Bridging Technology Strategies can also be utilized as an alternative method in stimulating learners' interests and to be more motivated to actively participate in class activities by contextualizing them in real-life situations, difference comparative analysis, and guided practice.

Furthermore, the results of the study supported that teachers can innovate or design unconventional strategies or class activities effectively to address the grammar gaps of learners.

Key words: Bridging Technique Strategies, Traditional Teaching Methods, grammar gaps, experimental design

Introduction

Learning grammar is a fundamental part of a foreign language acquisition. However, teaching grammar in the context of English as a foreign language is challenging, particularly for freshmen undergraduate students of English major who may need more prior knowledge of English grammar. In such contexts, learners may struggle to understand the grammatical rules and structures that differ from those in their first language.

Therefore, language teachers must adopt effective instructional techniques to bridge the gap between students' existing knowledge and the target grammar structure. Bridging techniques are instructional strategies that help learners connect their prior knowledge with new concepts and ideas, facilitating their understanding and learning.

Hechi University is a typical public university in Guangxi, China. English is a compulsory course for all undergraduate students, and the university has many first-year students majoring in English who have limited prior knowledge of English grammar. It is known that English grammar is vital. Without appropriate grammar knowledge to support one's study, it is unlikely for one to be fluent and accurate in listening, speaking, reading, and writing, even if one has acquired a significant number of English words. Knowing the grammatical rules of a foreign language accurately is the golden key to have an effective communication with the others in its context. Chinese first-year students majoring in English have learned English for at least nine years since the start of third grade in primary school. However, the practical implementation competence of the students was not so satisfying as we thought. The fundamental reason was that they thought English grammar was too tricky.

Hence, the current traditional grammar instruction in the university needs to be more oriented toward meeting the student's needs, and there is a need for effective bridging techniques to improve the students' grammar proficiency.

Statement of the Problem

This study addressed the gaps between the existing knowledge and the target grammar structure of the freshmen undergraduate students. The traditional grammar instruction currently used in the university might not be effective in helping the students to bridge this gap, which had hindered their grammar learning and language acquisition.

In the EFL context, grammar instruction had traditionally been taught mainly by explicit instruction, interactive discussion, and error correction, which may only be effective for some learners. Generally, the students' grammatical system should be better, and the traditional course outline needed to be oriented as some selected English grammatical items were not even needed to study urgently.

This resulted in a grammar gap, where students may need help applying grammar rules correctly in their communication. Therefore, this study investigated whether bridging techniques can effectively bridge the grammar gap for freshmen undergraduate students of English major in China.

Specifically, this study aimed to answer the questions:

1.   What are the pretest and post-test scores within the experimental and control groups?

2.   What are the pretest and post-test scores between the experimental and control groups?

3.   Is there a significant difference between the scores of the control and experimental groups?

4.   What are the implications of the results for teaching grammar?

Hypotheses

To discover the effectiveness of the bridging technique strategies on addressing the grammar gaps of the freshmen undergraduate students, the hypotheses below would be calculated at a 0.05 level of significance:

1.   There is no significant difference within the pretest and post-test scores of the experimental and control group.

2.   There is no significant difference between the pretest and post-test scores of the experimental and control group.

3.   There is no significant difference between the pretest and post-test scores of the control group.

4.   There is no significant difference between the pretest and post-test scores of the experimental group.

Literature Review 

The literature review mainly consists of two parts: first is international relevant  literature; second is the Chinese domestic literature on the aspects of English grammar instruction especially the methods to enhance students grammar in EFL context. The presented literature are listed in logical order.

The Importance of Grammar Instruction in Language Learning

 Ellis (2013) emphasized that grammar teaching is one of most fundamental aspects to cultivated fluent language learners. He confirmed the importance and necessity of grammar for language learners. Hinkel (2022) had recognized the function of grammar in communication. He put grammar to a vital position construct idiomatic and accurate sentences.Lightbown and Spada (2013) directly emphasized that grammar has fundamental function to develop tho other branches of a language like listening, speaking, reading and translation. He doomed without good grammar basis it is impossible to be good at the other linguistic aspects.

Challenges in Teaching Grammar in EFL Contexts

Teaching grammar is not easy as we thought, which may be easy for teacher to explain the boring notions and rules but absolutely it is very difficult for students to cultivate the perfect grammatical thinking model of a foreign language. Thornbury (2010) pointed out the reasons come from various aspects, among which the most obvious is prior limited knowledge and the mother tongue fixed thinking model.

One is habituated to use his or her mother language thinking model to construct foreign language sentences, which usually are different form the native speakers’ thinking model. Ellis, (2006) emphasized that the traditional outdated teaching approaches also affect the effectiveness for teaching grammar. In EFL context, sometimes it is hard for learners to communicate with native speakers. If the teaching approaches are not attractive and interesting, it is struggling for learners to remember the dull grammatical rules.

Bridging Techniques in Grammar Instruction

Gonzalez and Kirova (2017) identified that bridging techniques strategies are instructional strategies which connect existing knowledge with unknown concepts and ideas, facilitating their understanding and learning. The specific approaches are various, and contextualized, comparative analysis and guided practice are three typical. There is no absolute definition to identify the bridging techniques in teaching.

Effectiveness of Bridging Techniques in Grammar Instruction

Alsoraihi (2019) found corresponding technique strategies can bridge the gap between the real language usage and classroom language. He emphasized the the effectiveness of bridging technique strategies to make up the shortage or gaps among old and the unknown knowledge including grammar aspects.

Furthermore, Hulleman (2015) had found that bridging techniques can improve learners' motivation and engagement in learning grammar   . By providing learners with meaningful and relevant examples and contexts, bridging techniques can increase learners' interest and participation in the learning process.

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The digital age has revolutionized many industries, including education. In the Philippines, integrating technology into the education system has become crucial to ensuring that students are equipped with the necessary skills to succeed in today's world.

One of the ways technologies have impacted Philippine education is through the introduction of e-learning. E-learning refers to using electronic media and Information and Communication Technologies (ICT) in education. This can include online courses, virtual classrooms, and digital textbooks. E-learning has become increasingly popular in the Philippines, particularly during the COVID-19 pandemic, which forced schools to close and switch to remote learning.

The benefits of e-learning are numerous. For one, it allows for more flexible learning, as students can access course materials at their own pace and from anywhere with an internet connection. This can significantly benefit students with other commitments, such as work or family responsibilities. E-learning also allows for more personalized learning, as students can receive individualized feedback and instruction based on their needs and learning style.

Another way technology has impacted Philippine education is through the use of educational apps and games. These apps and games are designed to make learning more engaging and interactive. They can cover various subjects, from math and science to language and history. Many of these apps and games are free or low-cost, making them accessible to students from all backgrounds.

The use of technology in the classroom has also changed how teachers approach instruction. For example, many teachers now use digital whiteboards and projectors to display lesson materials instead of traditional chalkboards. This allows for more dynamic and interactive lessons, as teachers can incorporate videos, images, and other multimedia into their instruction.

In addition to e-learning and educational apps, the digital age has also impacted how students and teachers communicate. Many schools now use online platforms, such as Google Classroom and Microsoft Teams, to facilitate communication between teachers and students. These platforms allow teachers to post assignments and other course materials and provide feedback to students. They also allow for real-time communication between teachers and students, which can be particularly useful for remote learning.

Of course, with any new technology comes challenges. The digital divide is one of the main challenges in integrating technology into Philippine education. While many students and schools have access to technology, many still need access. This can create a gap in educational opportunities, particularly for students from low-income families or rural areas.

Another challenge is ensuring that teachers are adequately trained and equipped to use technology in the classroom. While many teachers are comfortable with technology, others may need to be more familiar. Providing teachers with training and support is crucial to ensuring that they can effectively incorporate technology into their instruction.

In conclusion, the digital age has profoundly impacted Philippine education. Technology integration has brought many benefits, including more flexible and personalized learning and more engaging and interactive instruction. However, some challenges must be addressed, such as the digital divide and the need for teacher training and support. By working to overcome these challenges, the Philippines can continue to harness the power of technology to improve education and provide students with the skills they need to succeed in the 21st century.

Assessment is crucial in education and beyond, serving multiple essential purposes. Whether in academic settings, professional environments, or personal development. As an educator in Home Economics specializing in cooking, assessing our students' work can be rewarding and challenging. Our main priority as educators is to impart culinary techniques and cultivate creativity and precision in our students' cooking. To achieve this goal, utilizing scoring rubrics can be a handy tool in evaluating the quality of our students' culinary creations. Scoring rubrics provide a clear and structured approach to assessing various aspects of a dish, allowing us to provide constructive feedback, encourage development, and enhance our students' comprehension of cookery.

Implementing scoring rubrics provides objective evaluation. Scoring rubrics ensure that every dish is judged fairly and consistently by breaking down the review into criteria like taste, presentation, technique, and creativity.

By implementing scoring rubrics, students clearly understand what is needed to achieve during their laboratory or performance in cooking. The scoring rubric guides them, outlining the essential elements their dishes should possess and the skill

level they need to achieve.

Encouraging students to experiment with various ingredients, cooking methods, and presentation styles allows them to explore and develop their cooking skills while adhering to fundamental principles.

Providing constructive feedback to students becomes more manageable using scoring rubrics. Rather than giving vague comments, teachers can offer specific insights on areas of improvement based on the rubric's criteria. Using scoring rubrics enables the students to identify their strengths and weaknesses, leading to more focused learning and skill development.

Scoring rubrics can enhance student engagement by actively involving them in their learning journey. When students know the evaluation criteria beforehand, they can take ownership of their performance in cooking output and actively work towards excelling in each aspect. This involvement fosters motivation and engagement in the learning process.

Implementing Scoring Rubrics: Helpful Tips

1.     Modify: When creating a rubric for cooking, it's vital to customize it according to the specific objectives. It includes considering the student’s level, the complexity of the dish, and the desired learning outcomes.

2.     Collaboration or Group Effort:  It is vital to involve students in formulating rubrics. We can seek their input on the criteria and discuss the reason behind each category.

3.     Feedbacking:   It is necessary to provide feedback to students to review their evaluations, promoting transparent communication and aiding them in creating personalized goals for self-improvement.

Scoring rubrics are a great way to evaluate cookery output and laboratory performances. This method provides objective assessment, clear expectations, and constructive feedback, which can help students learn and improve their skills in cooking. Students can also explore their creativity and passion for the culinary arts using scoring rubrics. As educators, we can enhance the quality of cookery education by embracing the power of rubrics, which can inspire students to embark on a journey of learning and discovery in the world of cooking.

Education is no exception to how quickly technology has altered other facets of our lives. The way we teach and learn has greatly changed in this digital age, presenting both new opportunities and difficulties. The educational landscape has changed as a result of technology, which includes personalized learning platforms, virtual classrooms, and data-driven analytics. Every area of our life, including education, has quickly changed thanks to technology. Technology is transforming the way we teach and learn, from modern interactive classroom displays to virtual reality simulations. For both instructors and students, these developments have created new opportunities.

Technology integration in the classroom has a wealth of advantages for both teachers and students. Lessons can be made more lively and interesting, breaking up the monotony of conventional teaching techniques. With the help of technology, instructors can access a wide range of materials, programs, and platforms to improve and personalize their instruction. A greater grasp of complicated ideas through visual aids and simulations, as well as individualized learning experiences, fast access to information, and other advantages are also available to students.

Because each kid is different, we can meet their specific demands thanks to technology. Intelligent tutoring systems and adaptive learning software assess students’ strengths and shortcomings and offer individualized suggestions and direction. By adjusting the learning environment based on each student’s progress, these tools make sure that students have the assistance and resources they need to succeed. Students can learn at their own pace and reach their full potential by using technology as their educator. It’s time for education to embrace diversity. With the use of technology, teachers may adapt their lessons to the needs of different types of students. Technology makes a guarantee that every student has access to a diverse and equal education, whether it be through providing language help for non-native speakers or adjusting font sizes for visually impaired pupils.

The day, when learning required that students be present in a physical classroom, is long past. Education has been transformed by online learning and virtual classrooms, which have eliminated regional restrictions. Students from all over the world can now get top-notch education without ever leaving their homes. Virtual learning offers convenience and flexibility, whether it’s a degree program or a full-fledged course taught by an expert. Remote education offers several benefits. With the ability to learn at their own pace, students can receive a tailored education. Additionally, it provides chances for people who might not have access to conventional educational institutions. However, issues might develop with maintaining a sense of community, staying motivated, and time management. To succeed in remote learning situations, you need to be disciplined and flexible. Technology’s potential to foster diversity and grant everyone access to education is what makes it so beautiful. Technology makes it possible for people from all walks of life to achieve their educational ambitions by removing geographic restrictions. It provides opportunities for students who are unable to attend traditional schools due to physical or financial constraints. All people now have greater access to education thanks to technology.

Along with internet technologies, virtual meetings, and video conferencing have revolutionized how students remotely collaborate. Students can connect in real time with their friends and teachers with only a few clicks, promoting engagement and conversation. These tools simulate face-to-face interactions and enable productive group work and discussions even when participants are geographically separated. The need of acquiring digital literacy and communication skills is further highlighted by the growing usage of technology in education. Students need to develop their ability to use diverse digital platforms efficiently, communicate effectively, and work together digitally. Students are prepared for the digital environment they will meet in their future employment with the help of these talents, which go beyond the classroom.

Data is king in the technological age, and this is also true of education. Data analytics provide insightful information on the behavior, engagement, and learning patterns of students. It supports instructors in identifying areas for growth, personalizing education to meet needs and making defensible choices regarding instructional approaches and curriculum design. Teachers can more precisely pinpoint pupils’ strengths and problems by examining data. This enables the creation of individualized learning plans that cater to specific needs and offer focused assistance. Data-driven insights give teachers the ability to concentrate on areas where pupils might be having difficulty, making sure that nobody is left behind.

By providing interactive whiteboards, smart screens, and audio-visual aids, technology is altering conventional classroom settings. With the use of these tools, instructors may develop more engaging and immersive learning experiences that encourage student participation. Technology is essential for customizing educational experiences. Teachers can modify lessons to each student’s needs by using adaptive learning software and intelligent tutoring systems to provide targeted assistance and challenges based on each student’s particular strengths and shortcomings.

There are many advantages to virtual learning, including the removal of regional restrictions and increased educational accessibility. It offers opportunities for cooperation with peers from various backgrounds and enables students to learn from anywhere, at any time. Additionally, virtual learning frequently includes virtual reality and multimedia information to improve the learning experience. Technology has enormous potential, but integrating it is difficult. Addressing the digital divide, ensuring equitable access to technology, and offering educators the proper training and support are a few things to take into account. To utilize the advantages of technology in education, these issues must be resolved.

Introduction

         Students face various difficulties in mathematics lessons, such as difficulties in solving numeracy problems, difficulty placing unit number values, tens and hundreds, and difficulty distinguishing the symbols of counting operations. The factors that lead to learning difficulties are the students' assumption that mathematics is a difficult lesson, the lack of use of teaching aids in learning mathematics, and the teacher's teaching method being less varied (Sakilah, 2018).

Quoted from the statement of National Capital Region (NCR) Assistant Regional Director Arnulfo Balance, who states that parents, as co-collaborators of distance learning, have the responsibility to inspire and motivate children to love learning, provide spaces conducive to learning, and touch base with the teachers by providing feedback about their children's learning status. As a child's first teachers, parents need to be endowed with content knowledge, be supportive in monitoring learners' progress, and should provide learners with learning resources to aid the learning and development of their numeracy skills. (Malipot 2021)

As a school Math Coordinator, the researcher noticed that the result of the Regional Unified Numeracy Test (RUNT) conducted at the school level this school year 2021-2022 has a total of 202 non-numerate learners from Grades I to Grades VI. Regional Unified Numeracy Test (RUNT) is a test that determines the non-numerate pupils/ students of the regions (Region VI) of the public schools from Grade 1 to 10 give the ideal intervention to pupils and strengthen numeracy skills (R.M. no. 256, s.2019). The researcher observed that this number shows a significant increase in non-numerates compared to previous school years. It is also notable that parental support plays a vital role in learning. The lack of parental support could also affect the level of learners' numeracy. This also resulted in poor academic performance in Mathematics as learners struggled with the four basic operations. Thus, the school crafted a numeracy program to address these needs directly.

These instances motivated the researcher to conduct this study to determine parents' support in the numeracy program, which could be a basis to give recommendations and craft a proposed action plan that can address the existing problem in the parents’ facilitating skills for effective numeracy learning.

Statement of the Problem

         This study aimed to determine the level of difficulties of parents in numeracy program in an elementary school, in a medium-sized schools Division in Central Philippines for the School Year 2021-2022 as basis for an action plan.

Specifically, this study sought to answer the following questions.

         1.     What is the profile of the respondents in terms of the following variables?

a.     Age

b.     Highest educational attainment

c.     Average family monthly income

d.     Number of children

2.     What is the level of difficulties of parents in numeracy program according to the following areas?

a.  Content Knowledge

b. Learning Resources

c. Monitoring Learners Progress

3.     What is the level of difficulties of parents in numeracy program when grouped according to the aforementioned variables?

4.     Is there a significant difference in the level of difficulties of parents in numeracy program when grouped and compared according to the aforementioned variables?

5.     Based on the results of the study, what action plan can be proposed?

Hypothesis

         There is no significant difference in the level of difficulties of parents in numeracy program when grouped and compared according to the aforementioned variables.

Research Methodology

Research Design

The descriptive Research Design was used in this study to determine the level of difficulty of parents in numeracy programs in an elementary school in a medium-sized schools Division in Central Philippines for the school year 2021-2022 as a basis for an action plan.

Locale of the Study

The study was conducted in an elementary school, District V, Division of Bacolod City. The study's respondents were the 133 parents of non-numerate learners based on the Regional Unified Numeracy Test (RUNT) conducted by the teachers in one of the elementary schools in one district in a medium-sized Division in Central Philippines for the academic year 2021-2022.

Data-gathering Instrument

The researcher gathered the needed data for this study by constructing a researcher-made survey questionnaire. The questionnaire was divided into two parts. Part I deals with the profile of respondents in terms of age, highest educational attainment, average family monthly income, and the number of children. Part II of the questionnaire covers 30 items for parental support in improving learners' mathematical skills, which consist of 10 items for each of the following areas; content knowledge, learning resources, and monitoring learners' progress.  Each item was rated on a scale of 1 to 5, using a 5-point Likert scale rating with 5 as always,4 often, 3 sometimes, 2 rarely and 1 almost never. The validity index is 4.96, which was interpreted as Excellent making the instrument valid. The reliability index of the instrument is 0.781, which was interpreted as excellent, making the instrument reliable.

Data Gathering Procedure

         After the approval of the questionnaire by the panel members, the researcher sought the help of three (3) validators, considered experts in the field of education and research, to validate the questionnaire. After determining the validity of the questionnaire, the researcher sought approval from the Schools Division Superintendent to conduct the study. After approval, the researcher proceeded with the reliability of the research questionnaire by administering it to 30 parents. They are not the actual respondents of the study. After solving the reliability of the survey questionnaire, the researcher arranged a schedule for the data gathering with a letter of request to the School Principal. The respondents were guaranteed the confidentiality of the data gathered. Finally, the researcher processed the data using Microsoft Excel and SPSS for data analysis.

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Introduction

         Master Teachers' provision of instructional supervision is a vital role that each master teacher should possess. It is one of the critical factors that create committed quality teachers who have the passion and enthusiasm for professional growth and development and provide and facilitate education to support the organization's goal despite the difficulties and challenges of our evolving world. The department remains steadfast in its efforts to anchor its human resource systems and actions on well-defined professional standards for teachers, faithful to the commitment of the Department of Education (DepEd) to quality teaching. This covers master teachers to be the raters of teachers adhering to the Implementation of the Results Based Performance Management System - Philippine Professional Standards for Teachers RPMS-PPST for the School Year 2021-2022, which provides guidelines for the performance management and appraisal of teachers using the remaining 18 indicators in their IPCRF (DepEd Order no. 004 s. 2022).

Further, lifted from the Philippine Professional Standards for Teachers Manual (2017), it is stated that teachers play a crucial role in nation-building. This aligns with the Department of Education’s vision of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation” (DepEd Order No. 36, s. 2013). It is the premise for the department of education to train quality master teachers that would directly provide instructional supervision to the mentors. This further poses difficulties for Master Teachers in the way they conduct observation of classes, conduct School Learning Action Cell and provide technical assistance to teachers as there has been no Master Teachers Continuing Professional Development (MTCPD) given by the HRTD for the last two years in the Division (DM no. 81 s 2020).

The researcher observed that master teachers face difficulties complying with the demands of their duties and responsibilities needed to be accomplished as they are not

capacitated in the new strands of IPCRF rolled out by the Department of Education. These instances motivated the researcher to conduct this study to determine the difficulties encountered in the instructional supervision of master teachers, which could be a basis to give recommendations and craft a development plan that would be beneficial for master teachers as mentors of mentors. Also, this would help them identify ways to improve their coaching and mentoring style for teachers and continuously promote growth and development for a sustainable teaching-learning process.

Statement of the Problem

         This study aimed to determine the level of difficulties encountered by master teachers in instructional supervision in one of a medium-sized Division in the Province of Negros Occidental during the School Year 2021-2022 as a basis for a development plan.

Specifically, the study sought to answer the following questions:

1. What is the profile of the respondents in terms of the following  

 variables:

    a. Age

b. Length of service

    c. Highest educational attainment

2. What is the level of difficulties encountered by master teachers in instructional supervision in terms of the following areas:

a. conduct of observation of classes

b. conduct of school Learning Action Cell

c. conduct of technical assistance

3. What is the level of difficulties encountered by master teachers in instructional supervision when grouped according to the aforementioned areas?

4. Is there a significant difference in the level of difficulties encountered by master teachers in instructional supervision when grouped and compared according to the aforementioned areas?

5. Based on the results of the study,  what development plan can be formulated?

Hypothesis

         There is no significant difference in the level of difficulties encountered by the master teachers in instructional supervision when grouped and compared according to the aforementioned areas.

 Methodology

Research Design

This study used a descriptive research design to determine the difficulties encountered by Master Teachers in Instructional Supervision in one of the medium-sized divisions in the Province of Negros Occidental during the School Year 2021-2022 as the basis for a development plan.

Respondents of the Study

The respondents of the study were the 190 master teachers of the Public Elementary Schools in one of the Divisions of Negros Occidental, with a total population of 372 master teachers. Stratified random sampling was used where Cochran's formula was utilized to find the sample size and respondents were selected from each school using the lottery technique.

Data-gathering Instrument

The researcher gathered the needed data for this study by constructing a researcher-made survey questionnaire with two parts, Part I for the profile and Part II for the areas. The validity index is 4.81, which was interpreted as Excellent making the instrument valid. The reliability index in the level of difficulty of master teachers in instructional supervision is .981, which was interpreted as valid, making the instrument reliable.

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Introduction

The Programme for International Student Assessment (PISA) defines reading literacy as the ability to understand, use and reflect on written texts to achieve one’s goals, develop one’s knowledge and potential, and participate effectively in society (OECD, Paris, 2002, Glossary).

Government, organizations, libraries, and even individuals encourage efforts to promote reading literacy, as the ability to read and write is considered a top priority (Cristobal, 2015). Various specific initiatives of the Department of Education aimed to improve students' literacy. They are Every Child Reads Program (ECARP), Library Center, focusing on Language Development in the K-3 Curriculum, Multilingual Education based on Mother Tongue (MTB-MLE)", "Journalism Program under Republic Act 7079", and finally, activities throughout the year including Book Week and National Reading Month (Cristobal, 2015).

As for improving the current reading literacy of the Philippines, DepEd implements these literacy-specific initiatives, and all offices are strongly encouraged to respond to "Hamon: Bawat Bata Bumabasa by intensifying their advocacy for reading and by pledging commitment to make every learner a reader at his/her grade level. (DM no.15, s.2012). 

The school's recent Comprehensive Rapid Literacy Assessment (CRLA) for the current 2021-2022 school year shows that a total of two hundred and thirty-five (235) students in grades I through III are below full proficiency, described as having a low ability to read.

Based on the researcher's observation, pupils whose parents have difficulty helping their children with reading literacy skills have low reading abilities and need the most help, as this indicates a significant increase in the number of students with low reading levels compared to previous school years.

These cases prompted the researcher, a school reading coordinator, to conduct this study to determine the level of difficulty parents have in helping their children with reading literacy skills to provide recommendations and develop an intervention plan that would be useful for parents as direct teachers of students reading at home.

Statement of the Problem

The main purpose of the study was to determine the level of parents’ difficulties in assisting their Children’s Literacy Skills in one of the schools in a medium-sized Division in Western Visayas Central Philippines during the school year 2021-2022 as a basis for an intervention plan.

         Specifically, the study sought to answer the following questions:

1.     What is the profile of the respondents in terms of the following variables?

a.    Age

b.    Number of Children

c.     Highest educational attainment

d.    Average Family Monthly Income

2.   What is the level of parents' difficulties in assisting their children's reading literacy

skills in the following areas?

a. collaborating with teachers

b. assisting in reading 

c. creating a reader-friendly home

3.  What is the level of when parents’ difficulties in assisting their children’s reading literacy skills when grouped according to the aforementioned areas?

4.   Is there a significant difference in the level of parents’ difficulties in assisting their children’s reading literacy skills when grouped according to the aforementioned variables?

5.   Based on the findings of the study, what intervention plan can be formulated after the conduct of the study?  

Hypothesis

Given the preceding objectives, the following null hypothesis was framed for testing.

1.     There is no significant difference in parents’ difficulties in assisting their children’s reading literacy skills when grouped and compared according to the aforementioned variables.

Research Design

This study used the descriptive research design to determine the level of parents’ difficulties in assisting their children’s literacy skills in one of the schools in a medium-sized division in Western Visayas, Central Philippines, during the school year 2021-2022 as a basis for an intervention plan.

Respondents of the Study

The study’s respondents were the 147 Grades 1-3 parents coming from 235 parents whose children obtained low reading ability in the Comprehensive Rapid Literacy Assessment (CRLA) conducted by the teachers in one of the schools in a certain district in one the schools in a medium-sized division in Western Visayas, Central Philippines. Purposive sampling was used, and stratified random sampling was employed using the Cochran formula to find the sample size of 147 respondents. Respondents were randomly selected by the researcher from each classroom using a lottery method.

Data-gathering Instrument

The researcher gathered the needed data for this study by constructing a research-made survey questionnaire to determine the level of parents’ difficulties in assisting their Children’s Reading Literacy Skills of the primary grade level learners of an elementary school in one of the schools in a medium-sized division in Western Visayas, Central Philippines.   The questionnaire was divided into two parts. Part I deals with the profile of respondents in terms of age, the number of children, the highest educational attainment, and average monthly income. Part II of the questionnaire covers 30 items for the level of parents' difficulties in assisting their children's reading literacy skills which consist of the following areas: collaborating with teachers, assisting in reading, and creating a reader-friendly home. Each item was rated on a scale of 1 to 5, using a 5-point Likert scale with 5 as always, 4 as often, 3 as sometimes, 2 as rarely, and 1 as almost never. The result of the validation instrument has a mean of 4.22, which was interpreted as excellent. The reliability index of the instrument is 0.979, which was interpreted as excellent.

Data Gathering Procedure

         To smoothly facilitate the conduct of the study, the researcher utilized the following steps in gathering the data.

The researcher sought approval from the school's head of department to conduct the study and created a data collection schedule with a letter of request to the school's principal.

While conducting the study, the researcher explained the purpose of the study and administered the questionnaire to the respondents through Google Forms and one-on-one with the parents, subject to compliance with all AIFT sanitary protocols. Responses were correctly sorted and tallied using a statistical tool.

Finally, the researcher will process the data using Microsoft Excel and SPSS for data analysis.

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Retirement is unavoidable in a person's life and can negatively affect various parts of life. Financial status is one of many aspects to consider when retiring, as well as health, family, and self-preparation. Meeting this new phase of life requires preparations and may pose challenges for retirees. The researcher aimed to explore the nurse educators' challenges and preparations toward retirement. The researcher utilized a qualitative descriptive phenomenological approach for the research design and Giorgi's method in data analysis. Purposive sampling was used to identify the ten (10) pre-retiring and retired individuals from Pangasinan institutions. The researcher created a self-made questionnaire to collect information through interviews needed for this study. Based on the study’s findings, all participants are female and working as full-time nurse educators at a university. The majority of the participants have been working in the academe for more than a decade. Three core themes were identified: Sudden Shift of Role, Embracing the New Chapter, and Working Beyond Retirement.

Moreover, abrupt discontinuity of a nurse educator's role may cause negative feelings of sadness, loneliness, and missing their students and work. Also, financial responsibilities and the fact that once they retire, they are left with nothing to do may lead to considering post-retirement employment. Lastly, accepting retirement is part of the nurse educator's preparation, along with enough savings and retirement benefits to hold on to one's spiritual belief and keep it strong. The researcher recommended a retirement program that may benefit nurse educators in handling retirement challenges and preparing for retirement.

Chapter 1

Introduction

Background of the Study

Retirement is a significant turning point in life. Like other professionals, educators close to retiring could be worried about the financial, social, emotional, physical, and mental elements of doing so (Gumiran et al., 2022). When someone quits their job, whether for personal or professional reasons. Some people need help with their capacity to maintain a good living standard after retirement. Retirement is the act of ceasing to work for a living and is a natural stage of life that can start before or beyond the age of 65 (Aldiabat et al., 2021). Cessation of an active role means discontinuing the monthly income, thus might affect the finances, mainly if one solely relies on the salary to spend for everyday needs. Moreover, financial status is one of many aspects to consider when retiring. The health, family, and self-preparation of a person about to retire are equally important.

According to Li et al. (2019), planning for a successful retirement was deemed vital, although the nurses’ preparedness for retirement and the factors affecting retirement planning varied in kind and extent.

In the study by Markowski et al. (2020), age is the most significant aspect in determining when to retire, followed by personal factors like deteriorating health, caring responsibilities, being the primary provider, financial security, and other aspirations. Organizational factors include flexible working, adequate supervision, co-workers and support, training, and mentoring opportunities. Several factors influence the time of nurses' retirement. In the reading of section 1 of Article 287 under Republic Act No. 7641, retirement is when any employee who reaches the retirement age specified in the collective bargaining agreement or other related employment contracts may be retired. Retirement might be both an exciting and a fearful phase for a person. It can be exciting as one no longer goes to work and have more time to spend with family and friends or explore a new activity or hobby that one could not do while working. In one of Gumiran et al. (2021) conclusions, participants like spending time with their grandchildren, and two new responsibilities include gardening. The most typical experience of retired educators is staying with their families.

Mahdysiuk et al. (2020) revealed that people who find it challenging to transition after retiring and primarily focus on their career and professional progress exhibited poor levels of retirement planning. On the other hand, participants who view retirement as a time for family activities reported high readiness for retirement.

Moreover, as cited in the study by Albao (2018), domestic Filipino workers needed to be more confident about retirement, while overseas Filipino workers were somewhat optimistic about retiring. In addition, in a study by Anyebe et al. (2018), more than half of nurses need more time to be ready for retirement despite having a high degree of awareness about it. Nurse educators must plan and be aware of the needed preparations for their retirement.

The study by Cherry (2022) mentioned Erik Erikson’s stage seven of psychosocial development by participating in their household and community. Those who succeed in this phase will feel they positively impact the world. Those who struggle to master this skill will feel unproductive and cut off from the outside world.

Filipino nurses who are about to or have already retired report positive and negative retirement experiences; positively, they had time for personal and family activities, earned retirement benefits, and experienced less workplace stress. Negatively, they lost their employment and something to do (Gayod & Purcia, 2021). Transitioning from working professionals to non-working ones is a challenge for everyone. Meeting this new phase of their life needs preparations and might pose challenges in adjusting to their new role: retirees. Thus, this study explored nurse educators' challenges and preparations for retirement.

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Abstract

This study employed a Concurrent Triangulation mixed method design and focused on secondary school heads. Its objective was to explore how Filipino values are demonstrated in school-based management (SBM) functions. The findings identified strengths and weaknesses in integrating these values, emphasizing the need for a Values Enhancement Program. The research revealed consistent demonstration of Filipino values by school heads in various SBM functions. However, areas requiring improvement were identified. Weaknesses were observed in accepting negative feedback, avoiding personal pride, embracing innovation, and prioritizing the family needs of absent staff members. Notably, strengths were found in the School Environment domain, emphasizing "palabra de honor" and ethical leadership, the Resource Management domain, promoting integrity and transparency, and the Respect for elders domain, fostering a sense of belonging.

To enhance the understanding and application of Filipino values in SBM, a tailored Values Enhancement Program is recommended for public secondary school heads. This program should address the identified weaknesses while reinforcing the strengths in the School Environment, Resource Management, and Respect for elders domains. By doing so, the program aims to improve the integration of Filipino values in SBM functions. Overall, this research provides insights into Filipino values in SBM and offers recommendations for improvement through the proposed Values Enhancement Program.

Keywords: School-Based Management, Filipino Values, Leadership, Secondary School Heads, Values Enhancement Program

This study aimed to assess the status of Teacher Education Institutions (TEIs) in relation to Education 4.0, identify best practices, and determine areas that require improvement. The findings revealed that TEIs strongly prioritize the development of critical knowledge, skills, and behavior in students, which is extensively implemented and fully integrated into the institutions. Various learning methods, including face-to-face, online distance learning, and hybrid learning, are employed, with both traditional and innovative approaches being utilized. However, the utilization of current and emerging Information and Communication Technologies (ICTs) in TEIs is still limited, with Google Meet being the most commonly used platform. Innovative facilities, services, and systems are employed to enhance the learning process to a significant extent. Best practices were identified from the competencies, learning methods, and ICTs components. These were supplemented with the continuous professional development, tool accessibility and utilization, strategic planning, personalized and remote learning, encouragement of active and life-long learning, fostering a culture of innovation, and collaboration with parents and global linkages. Areas requiring improvement were identified from learning methods, ICTs, and Infrastructure. Improvement on facilities, technological implementation, financial resources, designation of focal person, educational programs and curriculum alignment, and the development of a global mindset and response to international demands were also specified. Building upon the study's findings, a model of School Leadership relative to Education 4.0 is proposed, emphasizing four domains: Responsive and Adaptive Curriculum, Highly-skilled Human Resources, Technology-driven Structural Paradigms, and Transformative Learning Environment. In addition, the model underscores the essential roles of school leaders.

Key words: Education 4.0, Status, Best Practices, Areas Needing Improvement, Teacher Education Institutions (TEIs), Implementation, School leadership model

Abstract

This study aimed to assess the implementation of Mental Health services in public secondary schools within Region III. A descriptive survey approach was employed, utilizing a self-designed questionnaire validated by mental health experts. Participants included guidance designates, school heads, and teachers to gain insights into the current state of Mental Health services in the educational setting.

         Five mental health services were examined, namely Assessment of Mental Health Status, Webinar/Seminar on Mental Health, Psychosocial Support, Counselling Services, and Referral Program. Analysis revealed that the Assessment of Mental Health Status and Counselling Services required more attention, with key issues identified as the lack of assessment tools, a shortage of trained professionals, and inadequate training for guidance designates. The implementation of services was found to be challenging due to reliance on guidance designates and teachers to fulfill the role of a guidance counselor.

         To address these challenges, a proposed plan of action was developed, focusing on enhancing the Assessment of Mental Health Status and Counselling services. The plan includes measures to procure appropriate assessment tools, increase the availability of trained professionals, introduce comprehensive mental health training programs for staff, advocate for sufficient funding, and develop a well-structured mental health plan. Implementation of this comprehensive plan aims to create a supportive and nurturing environment for students' mental well-being.

         This research sheds light on existing gaps and challenges in Mental Health services implementation in public secondary schools within Region III, and offers potential strategies to enhance mental health support for students. Further analysis and feedback gathering from students and other stakeholders are recommended to gain a more comprehensive understanding of the strengths and areas for improvement within school mental health services.

Keywords: Mental Health, Mental Health Services, Counselling, Guidance Designates

Abstract

         This qualitative case study aims to identify and describe the innovations in education under the process category in Region III; describe the implementation process; identify and describe the challenges encountered in the implementation of the innovations; and propose an innovation model based on the study’s findings. The participants were the 13 proponents of the five winners of the educational innovations in DepEd Region III   in SY 2021-2022. Findings showed that Innovation 1 is the 3 o’clock RI-SEARCH Habit (Research and Innovation: Special and Enhanced Assistance, Review, Coaching, and Heartfelt Habit); Innovation 2 is the Enhanced SHS Immersion Learning Package Division: Balanga City, Bataan; Innovation 3 is Project AWESOME (Accessing Website on Educational Supervision Online for Management Efficiency); Innovation 4 is Project ON-AIR (Offering New Alternative to Instruction and Reading); and Innovation 5 is Project MODEL. The innovations were products of the collaboration of leaders, teachers, and other stakeholders. All innovations were implemented to a high degree. The challenges of the participants in implementing the innovation were the health protocol restrictions; limited resources; technical capability-building for the heads; and parents’ inability to join orientation. The study concludes that the educational innovations were helpful not only during the pandemic but also during the resumption of in-person classes. The study recommends wider support for the dissemination of the innovations so that more teachers will adopt them for better quality teaching amid a changing educational landscape and the characteristics of learners. The Innovation Model for Crafting Educational Innovations developed in the study may be adopted by schools.

Keywords: Degree of innovation, Impact of innovation, Key Elements of Innovation,

                   Impact of innovation, Innovations in Education, Process of Education

Introduction

         Teacher competency is based on self-efficacy, and lack of self-efficacy causes many psychological problems such as low confidence levels and low self-esteem. Teachers are vital for the success or failure of an educational system; they implement the policies of an education system on the ground. Thus, the more competent the teachers are, the more effective is the educational system. If the teachers are competent, they will affect students’ performance. Teacher competency is based on self-efficacy (beliefs on own abilities) and lack of self-efficacy causes many psychological problems such as low confidence level and low self-esteem. (Shahzad & Naureen 2017) 

Moreover, job performance is the employee’s behaviors that contribute either positively or negatively to the accomplishment of organizational goals (StudeerSnel 2020). The Individual Performance Commitment and Review Form IPCRF is an assessment tool for government employees to rate the work done by the teacher over a period of one year. As stated in DepEd Order No. 2, s. 2015 (Guidelines for the Establishment and Implementation of RPMS in DepEd), the RPMS is a systematic mechanism to manage, monitor and measure performance, and identify human resource needs and organizational needs to enable continuous improvement of employment and individual growth. (Cordova 2021) This tool was used to measure the job performance of the teachers for a certain school year. 

As a public school teacher adhering to distance education, the researcher observed that teachers struggle with the demands of this new setup in our education system. Further, he observed that this pandemic affects teachers' self-efficacy in fulfilling each task and responsibilities assigned to them. It also challenges their job performance as they devise various ways and teaching methods to cope with this new educational setup. This poses a test to their self-efficacy as they continuously do their duties and balance a sound job performance. These instances motivated the researcher to conduct this study to determine teachers' self-efficacy and job performance as they continuously do their best to evolve and adjust for the continuous facilitation of quality education for tomorrow’s generation.

Statement of the Problem

         This study aimed to determine the level of self-efficacy and level of job performance of the public elementary school teachers in one of the districts of a medium-sized division in the Central Philippines during the school year 2021-2022 as basis for a developmental plan.

         Specifically, the study sought to answer the following questions:

1. What is the profile of the respondents in terms of the following variables:

A. Age

B. Average Monthly Income 

C. Length of Service

2. What is the level of teacher’s self-efficacy in terms of 

    the following areas:

A. Mastery Experiences, 

B. Vicarious Experiences,

C. Social Persuasion 

D. Emotional State 

3. What is the level of teachers’ job performance in terms of their Individual Performance and Commitment Review Form (IPCRF)?

4. What is the level of teachers’ self-efficacy when grouped according to the aforementioned variables?

5. What is the level of teachers’ job performance when grouped according to the aforementioned variables?

6. Is there a significant difference in the level of teachers’ self-efficacy when grouped according to the aforementioned variables?

7. Is there a significant difference in the level of teachers’ job performance 

    when grouped according to the aforementioned variables?

8. Is there a significant relationship between the level of teachers’ self-

    efficacy and the teachers’ job performance when  

    grouped and compared according to the aforementioned variable? 

9. What professional development plan can be formulated after the 

    conduct of the study?

Hypotheses

Given the primary objectives, the following null hypotheses was framed for testing.

1.     There is no significant difference in the level of teachers’ self-efficacy when grouped according to the aforementioned variables.

2.     There is no significant difference in the level of teachers’ job 

Performance when grouped according to the aforementioned areas.

3. There is no significant relationship between teachers’ self-efficacy and job performance.

Research Design

Descriptive Research Design was used in this study to determine the level of self-efficacy and job performance of teachers in the new normal in one of the districts in one of the Divisions of Negros Occidental.

Respondents of the Study

The study’s respondents were one hundred seventy-two (172) teachers in one of the districts in a medium-sized Division in Central Philippines with a total population of three hundred nine (309). 

Data-gathering Instrument

         The researcher gathered the needed data for this study by constructing a researcher-made survey questionnaire to determine teachers' self-efficacy and job performance in seven (7) elementary schools in one of the districts in a medium-sized Division in Central Philippines for the School Year 2021-2022. This would be conducted through Google Forms. The validity index is 4.96 which is interpreted as excellent making the instrument valid. The reliability index in the level of master teacher instructional competence is 0.735, which will be interpreted as acceptable, making the instrument reliable.     

Data Gathering Procedure

         After determining the validity and reliability of the questionnaire, the researcher sought approval from the Schools Division Superintendent to conduct the study. Then, the researcher arranged a schedule for the data gathering with a letter of request to the School Principals. In the conduct of the study, the researcher explained the purpose of the study and administered the questionnaire to the respondents through google forms. The respondents were assured of the confidentiality of the data gathered. 

Finally, the researcher processed the data using Microsoft Excel and SPSS for data analysis.

Statistical Tools

For data analysis, the following statistical tools will be utilized depending on the nature of the problems and hypotheses of the study.

Objective No. 1, used frequency count, and percentage score to determine the profile of the respondents in terms of the following variables, Age, Average Monthly Family Income, and Length of Service. 

Objective No. 2 utilized mean to determine the level of teacher’s self-efficacy in the new normal in terms of the following areas of Mastery Experiences, Vicarious Experiences, Social Persuasion and Emotional State.

Objective No. 3, used mean to determine the level of teachers’ job performance.

Objective No. 4 utilized the mean to determine the level of teachers’ self-efficacy in the new normal when grouped according to the aforementioned variables also used the mean.

Objective No. 5 used the mean to determine the level of teachers’ job performance in the new normal when grouped according to the aforementioned variables.

Objective No. 6, used the Mann-Whitney U test to determine whether a significant difference exists in the level of teachers’ self-efficacy in the new normal when grouped according to the aforementioned areas.

Objective No. 7 used the Mann-Whitney U test to determine whether or not a significant difference exists in the level of teachers’ job performance in the new normal when grouped according to the aforementioned areas.

Objective No. 8 utilized the Spearman Rho to determine the significant relationship between teachers’ self-efficacy and job performance. 

Summary of Findings

Teachers employed in the field are commonly composed of middle-aged mentors with high levels of monthly income and had already been in the service for 14 years or more. 

The teacher’s level of teacher’s self-efficacy in terms of Mastery Experiences and Vicarious Experiences is at a Very High Level, whereas Social Persuasion and Emotional State are at High Level.

The level of teachers’ job performance is very satisfactory.

The level of teachers’ self-efficacy when grouped according to Age, Average Family Monthly Income, and Length of Service revealed a Very High Level in the areas of Mastery Experiences and Vicarious Experiences and a High Level in Social Persuasion, and Emotional State.

The level of teachers’ job performance when grouped according to the aforementioned variables is very satisfactory.

Findings also show that there is no significant difference in the level of teachers’ self-efficacy when grouped according to the aforementioned areas.

More so, no significant difference was found in the level of teachers’ job performance when grouped according to the aforementioned areas.

Further, there is a significant relationship between the level of teachers’ self-efficacy and the teachers’ job performance when grouped and compared according to the aforementioned variables. 

Conclusions

Teachers employed in the field are financially stable and are already mature with age as they are already part of the Department of Education for quite some time.

         There is a need to craft an action plan to give focus on the development of teachers’ Social Persuasion, and Emotional states for improved self-efficacy.

         Teachers are commonly good performers in the field, though they could continuously involve themselves in academic advancement for much better end results for the learners and outstanding job performance. 

         Teachers need to further give focus on the improvement of their Social Persuasion, and Emotional States as this contributes to the improvement of their self-efficacy for an improved performance.

         Teachers’ job performance is already of high level, though there is always room for improvement. As we are in these trying times and constantly advancing world, there is a need for teachers to be upgraded academically to keep abreast of this evolving world and with a new generation of learners. 

         Furthermore, teachers revealed a high level of self-efficacy that is not dependent on their age, length of service, and average family monthly income. 

         More so, they also display excellent job performance manifested by the high level of ratings they have in the teacher’s performance evaluation.

         There is a strong relationship between the teacher’s self-efficacy and job performance thus there is a need to further give focus to improve of self-efficacy for an improve job performance as well.

Recommendations

It is highly recommended that teachers should promote teaching as a profession to the younger generations, as teachers employed in the field are already in older generations and thus will be needing additional teaching force to fill in their positions in time of their retirement. 

Schools should provide LAC to provide capability-building trainings to teachers that would further improve their self-efficacy in the areas of social persuasion and emotional state as these could have a great effect on their self-efficacy and in their job performance in general.

More so, it is a need that teachers continue their utmost dedication to their duties and responsibilities as it resonates to a very satisfactory job performance in each of their respective stations. Further, School Heads and Supervisors should continuously promote teachers’ professional growth and development for a continuous improvement of their job performance. 

Moreover, there is a need for the Department of Education and of the School Division Offices to craft a development program for teachers to undergo professional development to further improve their Social Persuasion, and Team buildings to improve teachers Emotional State. This two are basic components of self-efficacy thus posing the need for this to be further improved for an enhanced level of self-efficacy that would provide teachers with resiliency and versatility in the field. 

Further teachers should be continuously engaged in professional development activities such as engaging in NEAP (National Educators Academy of the Philippines) trainings and seminars, masters and doctorate studies as this could further improve their job performance that would be beneficial for the learners under their care. 

DepEd should continuously provide training, workshops, and seminars to further improve teacher’s self-efficacy by constantly involving them in academic advancements and related programs.

Division HRTD should value teachers by providing recognition and awards to teachers who are dedicated in their duties and responsibilities and continuously provide support for their academic advancement, because this would facilitate continuous improvement of their job performance, and would aid professional growth and development.

District Supervisors should give attention to teacher’s self-efficacy and craft action plans, and relevant training that will improve the teacher’s areas of self-efficacy as an improved self-efficacy is proportionate to the advancement of their job performance. Thus, it is a great need that school principals and master teachers should include the improvement of teachers’ self-efficacy improvement during LAC sessions and other in-service training.

Even with the return of in-person classrooms, recent school administrators and teachers are challenged with new obstacles as e - learning become more widespread. In addition, academic dishonesty is nothing new, as students have historically used technology to get illicit access to material. Exam cheating, exam intellectual property theft, and plagiarism on other written tasks were the most challenging issues we encountered.

When students are online, they will cheat in a variety of ways, some of which will involve collaboration. Depending on the conditions, cheating might take place on an individual or group level. Due to the profusion of internet material, pupils are susceptible to cheating.

Priority number one for academics, administrators, and students should be to raise awareness of this issue. Academic integrity and an understanding of what it entails must be unwaveringly upheld in order to foster a pleasant learning environment.

Maintaining academic integrity in online education requires a substantial amount of ingenuity and effort on the side of educators. This is a concern for all educators, irrespective of the instructional method employed. Hence, online exams demand a unique set of ideas and techniques than conventional models.

Educators and administrators can utilize technology to automate warnings, checks, and procedures to guarantee that students do given assignments in an honest manner.

If students comprehend why we place such a high emphasis on academic integrity, they are more likely to accept its principles. Additionally, they are more satisfied with their academic work.

In a culture that emphasizes the development of each student's self-image, every opportunity should be taken to prevent and discourage students from engaging in unhealthy behaviors such as cheating and plagiarism. This can be accomplished by designing tests and quizzes that elicit honest responses from students and applying the principles of positive learning to create a climate of academic honesty for individual assessments in e-learning. Thus, face-to-face classes are still considered the best means to gain a highly reliable result of the pupils learning acquisition.

The study assessed the motivation of English language learning of graduating College of Teacher Education students of Cebu Roosevelt Memorial Colleges during S.Y. 2014-2015 as basis for instructional packets. The sample consisted of 26 respondents selected through proportional stratified random sampling techniques.  Data were analyzed descriptively and relationships between variables were tested using non-parametric chi-square test of association. Findings showed that that the respondents were moderately motivated via extrinsic and intrinsic motivation in learning English. Results revealed that profile variables had no significant relationship with performance in speaking and writing and their motivation in learning English. On the other hand, it was found out that there was a significant relationship between respondents’ writing and speaking proficiency and their extrinsic motivation in English; except, intrinsic motivation which was found not significantly related to speaking proficiency. The study concluded that respondents’ motivation in English should be considered in language instruction catering to the diversity of learners having different motivations in learning English. Identifying the motivation orientations of students prior to language instruction could give profound insight in eliciting high levels of motivation in learning. In the light of the findings and conclusions, it was recommended that the administration, college, language faculty and the English department work together to conduct continuous training workshops and a plethora of language activities in order to make language learning more interesting, autonomous, and functional.

Keywords:  English language teaching, L2 Motivation, productive language skills

Degree Program:   MAEd-English Teaching

Research Started:  October 2015

Research Completed: Summer 2016

Language plays a multifaceted and fundamental role in human societies, functioning as a crucial conduit for various aspects of culture, communication, and identity. It serves as the primary means through which individuals and communities express their thoughts, beliefs, emotions, stories, and histories. Essentially, language is not just a tool for communication; it is deeply intertwined with the way people perceive and interact with the world around them. As societies evolve and interact on a global scale due to processes like globalization and urbanization, the dynamics of language use also change. A few major languages tend to dominate the global stage, becoming the languages of international diplomacy, business, technology, and media. This trend can often marginalize indigenous and lesser-known languages, which are spoken by smaller, localized communities. Indigenous and lesser-known languages hold within them the accumulated wisdom, traditions, and distinct worldviews of the cultures they belong to. However, these languages are increasingly at risk of disappearing due to factors such as the migration of younger generations to urban areas, the influence of dominant languages on education and media, and the consequential decline in intergenerational transmission of languages.

The preservation of languages has emerged as a critical endeavor in response to these challenges. Language preservation involves concerted efforts to document, revitalize, and promote languages that are facing extinction. This endeavor aims not only to safeguard the linguistic diversity that enriches our global culture but also to ensure that the cultural heritage embedded in these languages continues to be passed down to future generations. By preserving indigenous and lesser-known languages, we can maintain a rich linguistic tapestry that reflects the incredible diversity of human experience and expression. Each language encapsulates unique ways of understanding the world, organizing knowledge, and relating to one another. When a language is lost, an entire way of thinking and experiencing life can disappear with it.

Furthermore, language preservation holds significant social and psychological benefits. It helps communities maintain a strong sense of identity, rootedness, and continuity with their past. It fosters pride in one's heritage and fosters a deeper connection between generations. Moreover, language is closely tied to cultural practices, rituals, and traditional knowledge, all of which are integral to the collective memory and resilience of a community. The preservation of languages is not just about safeguarding linguistic structures; it's about safeguarding the essence of human culture and identity. By valuing and protecting indigenous and lesser-known languages, we contribute to the richness of global cultural diversity and ensure that the wisdom of the past continues to shape our shared future.

   In our ever more interconnected global landscape, multilingualism stands as a formidable asset, capable of unlocking a world of fresh possibilities and enriching encounters. The aptitude to converse in various languages transcends practicality; it serves as a conduit to forging meaningful connections and understanding diverse cultures on a profound level. Traditionally, language acquisition found its roots in textbooks, classroom lectures, and language exchange partnerships. While effective, these methods often fell short in replicating real-world language nuances and providing exposure to varied accents and idiomatic expressions. Yet, the digital era has introduced a game-changing contender in the realm of language learning: YouTube. This multifaceted platform, renowned for its vast array of content, has seamlessly transformed into an invaluable haven for language learners across the globe.

At the core of YouTube's appeal is its diverse content landscape. It spans from structured language lessons and insightful tutorials to immersive cultural experiences, accommodating learners of all proficiency levels. These videos deliver a balanced blend of conventional educational approaches and the captivating visuals intrinsic to videos. Crucially, YouTube facilitates authentic language encounters. Native speakers' videos and content creators' offerings expose learners to the authentic cadence, idiomatic expressions, and varied dialects of their chosen language. This immersion fortifies listening comprehension and bolsters the ability to connect with individuals from different linguistic backgrounds. The visual dimension on YouTube enhances understanding by contextualizing language usage. This visual-aural integration forms a robust cognitive association between words and actions, reinforcing the learning process through real-life scenarios. Interactive components on language channels inject dynamism into learning, offering quizzes, challenges, and exercises for immediate application. This interactivity metamorphoses passive learning into active participation, fostering practical language use.

YouTube's hallmark is its flexibility, resonating with today's fast-paced lives. Learners can weave language learning seamlessly into their routines, ensuring consistent progress. Moreover, it is a trove of supplementary materials, such as downloadable resources, which further enrich the learning journey. In addition to knowledge acquisition, YouTube incubates a vibrant community of learners. This camaraderie encourages the exchange of progress updates, questions, and insights, thereby creating a supportive environment for linguistic exploration.

In conclusion, YouTube has metamorphosed from a mere video-sharing platform into an invaluable language learning resource. Its diverse content, authentic language exposure, visual aids, interactivity, flexibility, and community spirit collectively empower learners worldwide. As the world grows ever more interconnected, seizing the potential of YouTube to master new languages is not just about communication; it's about embarking on a transformative voyage that embraces diversity, expands horizons, and celebrates the beauty of linguistic unity in our global tapestry.

Abstract

The Pantawid Pamilyang Pilipino Program (4Ps) is a national government-sponsored human development initiative that gives conditional cash payments to the poorest of the poor to enhance their health, nutrition, and education. This study was conducted to investigate the health status and scholastic performance among 4P’s beneficiaries. A quanitative-descriptive type of research was used and employed the stratified sampling method. In addition, the General Weighted Average (GWA) was used to further assess the relationship of the respondents’ health status and scholastic performance.

Health status reveals that the overall qualitative description is shown as “very healthy” which is interpreted as “most of the time” among all the 4P’s respondents with the average of 84.6%. The overall beneficiaries’ scholastic performance is qualitatively described as “satisfactory”. Therefore, the overall result shows that there is no significant relationship between the health status and scholastic performance of teenage 4P’s beneficiaries.

Keywords: 4Ps, Health Status, Scholastic Performance

Introduction

         Health status is an individual's relative level of wellness and illness, taking into account the presence of biological or physiological dysfunction, symptoms, and functional impairment. (Health Status, Health Perceptions, 2009). This refers to the medical conditions such as physical and mental health, claims experience, receipt of health care, medical history etc. Health perceptions (or perceived health status) are subjective ratings by the affected individual of his or her health status. Some people perceive themselves as healthy despite suffering from one or more chronic diseases, while others perceive themselves as ill when no objective evidence of disease can be found. (Health Status, Health Perceptions, 2009).

The Pantawid Pamilyang Pilipino Program (4Ps) is a national government-sponsored human development initiative that gives conditional cash payments to the poorest of the poor to enhance their health, nutrition, and education. On April 17, 2019, the Republic Act No. 11310 or An Act Institutionalizing the Pantawid Pamilyang Pilipino Program (4Ps) was signed by President Rodrigo Roa Duterte making the Pantawid Pamilya (Republic Act No. 11310, n.d.). The program aims to break the cycle of poverty by keeping children aged 0-18 healthy and in school, so they can have a better future. (World Bank Group, 2017).

The Pantawid Pamilyang Pilipino Program (4Ps) has dual objective in the alleviation of poverty during Aquino’s administration. First off, social assistance, providing financial assistance to extremely poor families in order to meet their immediate requirements; and social development, investing in the health and education of underprivileged children, for example, can help break the intergenerational poverty cycle that includes health check-ups for pregnant women and children aged 0 to 5; deworming of schoolchildren aged 6 to 14; enrollment of children in daycare, elementary, and secondary schools; and family development sessions. (Pantawid Pamilyang Pilipino Program | GOVPH, n.d.). Beneficiaries are objectively chosen using the National Household Targeting System, also known as Listahanan, which is based on a survey of their physical structure, number of rooms and occupants, access to running water, and other criteria affecting their living conditions. (World Bank Group, 2017).

This study investigates the health status in terms of physical health, mental health, and social health and the scholastic performance among 4P’s beneficiaries of Barangay Kawit, Pagadian City.

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         Introduction

         Bayawang Integrated School (BIS) is one of the schools in Rosario West District, Division of Batangas. The school is located in between Barangay Mabunga and Barangay Mayuro. Its former name is Bayawang Elementary School and thru the initiative and perseverance of the stakeholders, it become integrated school. Last 2021 it started to open grades 7 and 8. The Division have granted this school with additional seven teachers. Uplifting the quality of education in BIS through seminars and trainings may help the teachers to grow professionally and personally.

         Online in-service teacher training is a form of online education that uses computer network technologies to organize, develop, manage, and administer in-service teacher training. It equipped teachers with adequate new knowledge and skills on how to face and overcome challenges. The undying support of education leaders for teachers, learners, and parents and the long-term impact of Virtual INSET manifests a clear future ahead. INSET has been considered crucial to the maintenance and sustaining the capacity of the teachers to continue to provide quality teaching and learning in the classroom. INSET also provides variety of activities and practices that meet the needs of the teachers based from the result of their Self-Assessment. This training become applicable in this time of situation where in teachers are not allowed to conduct physical trainings.

Methods

The researcher used the descriptive type of research with questionnaires as the main instrument for gathering data. To determine the relationship of virtual in-service training to the competency of the teacher in Baywang Integrated School. This is the most appropriate method since Nassaji (2015) also states that the goal of descriptive research is drawing and classifying the phenomenon. In addition, Walliman (2011) defines that descriptive research relates to an observation in collecting the data.

Results

            The status of virtual in-service training in terms of classroom management has a weighted mean of 2.99 and verbally interpreted as great extent. On the other hand, in terms of teaching-learning process it has a weighted mean of 2.86 and verbally interpreted as great extent. The competency of teachers in Bayawang Integrated School in relation to leadership has a weighted mean of 2.74 and in technology skills has 3.14 and verbally interpreted as great extent. It was revealed that since the computed p-values were all 0.001 which are less than o.o5 (p < 0.05), there is a significant relationship between the virtual in-service training and to the competency of the teachers.

Discussions

Based on the findings of the study and conclusions the following hereby recommended: (1) The Faculty improvement framework maybe subjected for further review of authorities for enhancement, (2) Ask for some assistance on school administrators to ease the difficulty encountered by the teachers (3) Further study may be carried out to investigate the relationship of virtual in-service training to the competency of the teachers.

Abstract: The surge of online games, notably Mobile Legends, sparks worry over its influence on youths' academic success worldwide. Hence, this study sought to identify the relationship between the number of hours the respondents spent in playing mobile legends and their academic achievement. It also aimed to determine whether significant relationship exists between demographic factors (age and gender) and the academic achievement of the respondents. The respondents of the study are 225 Junior High School students of Alugan National School of Craftsmanship and Home Industries. Descriptive-correlational design was utilized in the study. Data were treated with Pearson r correlation coefficient using Statistical Package for Social Sciences Software. Results revealed that there is no significant relationship between age and academic achievement of the respondents r=-.063 and p>.05. Similarly, no significant relationship was established between the gender and academic achievement of the respondents at r=.052 and p>.05 Meanwhile, there is a significant moderate negative relationship between the number of hours the respondents spent in playing mobile legends and their academic achievement at 0.01 level of significance, p<0.01 and r=-.456. Thus, the null hypothesis was rejected in favor of the alternative hypothesis. The study concluded that the age and gender of the respondents does not influence their academic achievement. Moreover, the study established that the higher the time spent in playing mobile legends, the lower the academic achievement of the respondents. Conversely, the lesser amount of the time spent in playing mobile legends, the higher the academic achievement of the respondents.

Keywords: Academic achievement, Junior High School Students, Mobile Legends, Online Game Exposure

1.     INTRODUCTION

1.1   Background of the Study

Online gaming has become incredibly popular captivating young individuals worldwide as a form of entertainment and leisure. One mobile game that stands out is Moonton’s Mobile Legends, which has gained recognition for its multiplayer online battle arena (MOBA) gameplay. Among the games that Junior High School students are drawn to, Mobile Legends is an embraced choice. However, there are concerns about its impact on academic achievement.

Several studies have examined the relationship between media use, particularly video games and educational outcomes. Anderson and Dill (2000) discovered a connection between exposure to video games and lower academic achievement while Gentile et al. (2017) found an association in their analysis of schools in the Midwest United States. However, Gee (2003) offers a perspective by highlighting how video games can enhance problem solving skills and cognitive abilities.

While numerous studies have explored the effects of gaming on performance in Asia, only a limited number have specifically focused on Mobile Legends. Li, Liau and Khoo (2011) identified negative impacts of mobile gaming driven by factors like depression and escapism while Cheng et al. (2020) found that certain mobile games, like Pokémon GO can actually improve abilities.

The growing popularity of Mobile Legends among young people in the Philippines has raised concerns about how it affects their academic performance. Previous research by Reyes et al. (2019) found a connection between the amount of time spent gaming and academic achievement. However contrasting studies by Santos and Cruz (2021) and Tan and Gonzales (2022) have highlighted both positive impacts.

Despite the importance of understanding how online games influence the development of adolescents in terms of their performance there is still a lack of research specifically examining the impact of Mobile Legends. This study aims to fill this gap by investigating the relationship between the amount of time spent playing Mobile Legends, demographic factors and academic performance among Junior High School students.

As a result, this research seeks to explore how the number of hours in gameplay affects academic achievement among Junior High School students as well as examine how demographic factors relate to academic performance. The study will focus on Junior High School students at Alugan National School of Craftsmanship and Home Industries with the goal of providing insights into connections between mobile gaming and academic outcomes during the 2022-2023 school year.

The ultimate objective is to contribute to existing research efforts so that educators, parents and policymakers can develop informed interventions that strike a balance between leisure activities and academic responsibilities. By understanding the consequences of gaming habits students can improve their time management skills. Achieve academic results ultimately having a positive impact, on their future opportunities.

1.2   Statement of the Problem

         This study seeks to find out the relationship between the number of hours spent in playing mobile legends and the academic achievement of Junior High School students in Alugan National School of Craftsmanship and Home Industries.

         Specifically, this study aims to answer the following:

1. What is the demographic profile of the respondents in terms of the following?

A. Age

B. Gender

2. How many hours do the respondents spend in playing mobile legends?

3. What is the average grade of the respondents in the fourth quarter of school year 2022-2023?

4. Is there a significant relationship between the demographic factors and the academic achievement of the respondents?

A. Age

B. Gender

5. Is there a significant relationship between the number of hours the respondents spend in playing mobile legends and their academic achievement?

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I was delighted while looking at the familiar faces as I enter the hall. It was like tripping down the memory lane, some are wearing military uniforms, nurses’ attire, in their business getup, and some are just simply happy with their kids around them. Yeah, I know them by faces, I recollect myself as I tried to recall them one by one by their names. Some, I bumped in somewhere I cannot remember. One thing is certain I was with them in the training ground and had prepared them in their chosen battlefield. They are my students; I am the teacher. It was an alumni homecoming, and my former students pay a gesture of respect and say hi to me. My heart was touched my soul was lifted. Seeing them again win their life. I know I did, and still doing well.

         As I entertain the thought of that scenario. I realized that moment I am in front of a thousand Senior High graduating class sharing my journey as a teacher, trying to convince them to take the same path. I told them If you want to be a GOD’s Working hand, go and take the calling of teaching. Because if I tell you the technicality and the burden of being a teacher today, you will end up saying, pass! But if I tell you what inspires me to be the teacher, I am today it is because of the student I had yesterday. Which excites me to see them again after 10 years or so.

Looking back a decade ago, when I decided to return in Quezon, setting aside my booming career in the Sales industry as a Medical Representative. Hesitant at first, and then convinced me that there is more to life than targeting a quota. Eventually, step by step I found the calling in my heart. I am a teacher, so I need to go with my real purpose.

         Starting my journey in 2013 as a Junior High School Teacher, handling my first advisory class they have instilled the greatest lesson that until today I consider the foundation of who I am and why I wanted to be a teacher.

They tagged my class then, as Section K “Kamatayan” where they are the most troublesome class. The 38 men and 8 women, everyone believed they are up for nothing. But as I got to know them one by one, as I paid a visit to their home, my life became connected to 46 different lives. And from those 46 students, a teacher created an impact and its reciprocated.

God had put me to where I am today because HE wants me to be of his helping hands. As I am convinced that teachers are the creator and builder of the most beautiful life on earth.          

Teachers have a difficult but rewarding profession. Lesson preparation, grading, teaching, and everything else take up a lot of time and energy, making it difficult to focus on being healthy while managing your duties.

Being healthy is more than simply what you eat; it is a huge part of it. Everything is determined by how you treat your body. Many believe that living a healthy lifestyle is expensive and difficult. It is not much different or more expensive than the way most people live presently. People are just afraid to make changes in their life. So, these are just excuses that prevent individuals from living healthy lifestyles.

Exercise is an aspect of being healthy. Exercise is required to keep a healthy physique. You should exercise every day, even if only for an hour. Exercising keeps the body fit and young. People who exercise have high strength and can engage in physical activities for an extended period.

Exercise has also been shown to create endorphins, which make you feel better. Several individuals argue that they are too busy to exercise, but there are several simple methods to incorporate exercise into a hectic life. Some examples are going for walks, pushing children in a stroller, performing push-ups and sit-ups at home, and stretching.

Taking multivitamins is another thing that everybody can do to maintain a healthy lifestyle. Some individuals need multivitamin supplements because they are low in key nutrients, while others take them to stay ahead of the game and ensure their bodies are getting the critical vitamins and minerals they require.

Pack a nutritious lunch and snacks. Relying on junk food for energy or continually munching on it is a simple way to gain weight and feel lethargic. Nuts, carrot sticks, fruit, and even unsalted popcorn are all delightful nutritious snacks that provide a lot of energy and are excellent for you.

Lunch is provided for you to refresh and make the most of your breaks. Relax and unwind by taking a seat. This is good for you both psychologically and physically and will recharge you for the rest of the day. Making your breaks count is a vital component of maintaining your mental wellness.

Don't forget to stay hydrated during the day. Your body requires water to function correctly. Keep your water bottle full and drink frequently.

Throughout the day, teachers engage with a wide range of kids, parents, and staff members. This suggests that there may be a lot of germ exposure. When you reach home, make it a habit to thoroughly wash your hands with hot water up to your elbow. It's also a good idea to keep your desk clean and organized.

Spend time with your loved ones, engage in a stimulating pastime, and make the most of your vacation time. A healthy work-life balance is undoubtedly the most crucial aspect of teachers living a healthy lifestyle.

A healthy lifestyle is entirely up to you. It is not as difficult or expensive as some claim. It is just a matter of changing habits and getting used to eating better. A healthy lifestyle includes eating well, taking vitamin supplements, exercising, healthy snacks, refreshing, making the most of your breaks, don’t forget to stay hydrated, don’t forget to stay hydrated, and Spending time with your loved ones.

Physical activity promotion is becoming acknowledged as a cornerstone of public health strategies. Many studies have shown that those who engage in regular physical exercise are less likely to acquire chronic illnesses such as type 2 diabetes, cancer, and heart disease. Furthermore, physical exercise has been associated with a decreased incidence of depressive symptoms and cognitive decline. HR-QOL is a multi-dimensional term that incorporates overall life elements intimately linked with physical and mental well-being.

Physical activity has been shown to improve physical fitness (including strength and aerobic endurance), quality of life and well-being, cognitive function, and physical function in older adults. A less active and more sedentary lifestyle raises the risk of early death as compared to an active one. Lack of moderate to vigorous physical exercise and excessive sitting time (sedentary behavior) are independent risk factors for poor health outcomes. Physical activity increases or decreases in sedentary behavior are both independently related to lower mortality and morbidity risk.

In all extension activities, nothing is as noble as a community-based extension. The work to be undertaken is very complicated, but the end result is so concrete that it is worth satisfying for both the extension worker and the beneficiary.

Wherever you go, poverty is always a hindrance to development.  Most people, particularly farmers and fishermen in rural areas, experienced this sad reality, living at the grass-root level of society.

By examining the scenario closely, many will not believe that it will be the course of destiny.

 Local resources in the community might be abundant, the labor force is available, people possess inherent skills, and capital is not as difficult to secure.  Therefore, what is the lacking ingredient that should be added to abolish this horrifying nightmare that has imprisoned development for years?

Political intervention might be one solution.  Lasting peace might be another, or even proper values formation might be included.  But these are just a fraction of the factor that makes people move and work.

The best solution to this gigantic problem is extension work.  There are already plenty of breakthroughs in research, both proven and tested methods of improving production.  If possible, it must be disseminated and brought to the end-user in door-to-door policy delivery.

In all extension activities, nothing is as noble as a community-based extension.  The work is complicated, but the result is concrete and worth satisfying for both the extension worker and the beneficiary.

Community-based extension shortened the gap in delivering basic needs and services to needy people.  It provides a smooth road that transports technologies to reach on time to the targeted clientele and brings back their feedback to the source.  By bridging the gap, trust and confidence are mutually achieved.

It touched the lives of people.  The upliftment of the people at the lower echelon is the main concern of community-based extension. 

Knowledge, skills, and attitudes are taught to the people so they will see the shining outcome of the technology introduced.  The clientele should heartily participate in any phase of the extension work they are doing.  Thus, people empowerment is given to them.  As a result, it is favorable to them; even a smile is enough to signal their contentment.  Thus, they will seek more to remove them from the bondage of poverty.

It developed a nation.  As individual lives are improved, a domino effect is expected.  People will eagerly participate in any government program and are willing to pay their taxes badly needed to fund various projects.

The community-based extension is the call of the time.  More community-based extension project-oriented extension workers are needed for the harvest is great, but the laborers are few, as the Scripture says.

The study aimed to improve the performance of Grade 8 Mathematics Learners of Macarang National High School during the third quarter of School Year 2021-2022 using Google Jamboard. Specifically, it determined the performance of Grade 8 Mathematics Learners before and after the intervention and verified if there is a significant difference. A one-group pretest-posttest design was used to compute a contrast between means in which the pretest and posttest were measured with the same precision. This design was used to determine the effect of using Google Jamboard to the performance of Grade 8 Mathematics Learners in Mathematics. Using Google Jamboard in an online teaching was employed for the whole duration of the third quarter of the school year 2021-2022. Pretest and posttest with 30-item questions were administered to determine the performance of Grade 8 Mathematics Learners. All learners gained higher scores in the posttest in comparison to their pretest scores. The results revealed that there is a significant difference in the performance of Grade 8 Mathematics Learners before and after the intervention. Moreover, the researcher observed the benefits of Google Jamboard as a tool for interactions in team-based learning and presentations during virtual discussions.

Keywords: Mathematics Performance; Google Jamboard; Mathematics Education; Distance Learning; Virtual Discussion

INTRODUCTION

With the paradigm shift in the teaching and learning process, from face-to-face into distance learning, teachers, learners, parents, and other stakeholders remained flexible in coping with the demands of the ‘New Normal in Education brought about by the COVID-19 pandemic.

One of the problems that teachers have encountered from the start of the distance learning was some of the activities of the learners in Mathematics were left unanswered. Learners have tough time answering their weekly activities and summative tests, even if the teachers have already sent all the necessary reading materials and videos curated from YouTube.

Weekly activities that require proving and problem-solving were the most common activities that the learners were struggling. This is because proving and problem-solving are skills that are procedural, the teacher needs to show to the learners the step-by-step procedures for them to understand the lesson and to be able to answer the required weekly activities.

According to the study conducted by Cevik, M., Baris, N., et.al. (2021), in the distance education, in which the teacher's control was weak, the skills intended to be fostered in learners remained at a lower level. Hence, interaction between the teacher and the learners is a key factor for a distance learning.

Moreover, the researcher responded on the diagnostic exam results of Grade 8 learners, in particular those in the Amethyst class, who had low scores. It was discovered through item analysis that questions requiring proof and problem-solving had the lowest ratings.

Conducting virtual discussions was one of the strategies that teachers did to fill-in the gaps of the distance learning. This served as an avenue for the learners to clarify topics that were hard for them to understand. When conducting virtual discussion, the teacher considered the right tools to be used to reap an optimum learning. Selecting the right tools that are appropriate for a procedural and problem-based subjects like Mathematics would be a crucial factor for the success of the distance learning.

Meanwhile, according to Virto, N. R., & López, M. F. B. (2020), the pandemic has forced educators to adopt all kind of technological approaches to encourage learners learning process. One of these technological approaches is by using Google Jamboard as an interactive smartboard where teachers and learners can collaborate on a virtual whiteboard, which enables them the opportunity of fostering brainstorming ideas and creating sketches.

The first version of Jamboard, a web-based whiteboard system, came out in 2017 as a hardware and software package with a 55" touchscreen display and an annual support subscription. The software supporting this hardware system is available for free at https://jamboard.google.com. It enables browser-based real-time co-authoring on any laptop, smartphone, or tablet.

However, the Jamboard mobile and web applications do not allow audio or video sharing, therefore the researcher combined the use of Google Meet as a videoconferencing. This made it possible for learners to interact with one another and for the teacher to give instructions to learners.

With Google Jamboard as an alternative whiteboard, it helped learners’ learning and understanding Mathematics concepts. Since Mathematics is a procedural and problem-based subject, it aided the teacher to show the step-by-step solutions on a specific mathematics problem with the used of Google Jamboard.

Through this, learners were able to view or edit what is on the board and were able to show their solutions to mathematics problems. In doing so, the teacher was able to do corrections on learners’ answers on a real-time basis. Hence, collaboration and interaction among the learners and between the learners and the teacher is given an importance (Drauker, 2021).

METHODOLOGY

ACTION RESEARCH QUESTIONS

This action research aimed to improve the performance of Grade 8 Mathematics Learners of Macarang National High School during the third quarter of School Year 2021-2022 using Google Jamboard.

Specifically, the study sought to answer the following:

1.  What is the performance of Grade 8 Mathematics Learners before the intervention?

2.  What is the performance of Grade 8 Mathematics Learners after the intervention?

3.  Is there a significant difference in the performance of Grade 8 Mathematics Learners before and after the intervention?

ACTION RESEARCH METHODS

The researcher used one-group pretest-posttest design to compute a contrast between means in which the pretest and posttest means are measured with the same precision (Reichardt, C. S. 2009). Hence, this design is used to determine the effect of using Google Jamboard on the performance of learners in Mathematics.

         a. Participants and/or other Sources of Data and Information

         This study was conducted at Macarang National High School which caters almost 1,400 learners from different barangays in Mangatarem, Pangasinan and nearby barangays in San Clemente and Camiling Tarlac.  In this study, purposive sampling technique was used to obtain the possible student-participants based on the purpose of this study. The purposive sampling technique, also called judgment sampling, is the deliberate choice of a participant due to the qualities the participant possesses (Etikan, et. al. 2016).

This study covered the fifteen (15) Grade 8 learners during the school year 2021-2022 at Macarang National High School. These participants were chosen since their learning modality is online, thus, they have the capacity to attend virtual discussions.

b. Data Gathering Methods

To collect the data for this study, a 30-item pretest and posttest were prepared by the researcher based on the assessment part of the Alternative Delivery Mode (ADM) modules for Mathematics 8 that the Department of Education has been provided. This is to ensure that the questions curated and modified by the researcher are valid and reliable, since ADM modules have passed through quality assurance.

 In addition, the researcher prepared a Table of Specifications to ensure a representative and an adequate number of items for each topic in Mathematics 8 that are based on the eight Most Essential Learning Competencies (MELCs) during the third quarter of School Year 2021-2022. The modified test questions based on ADM modules and the Table of Specifications were evaluated by the master teachers in mathematics to ensure its validity and reliability.

Before the conduct of the experiment, a pretest was administered to 15 Grade 8 learners. After the pretest, the next nine weeks were the exposure of the learners in using Google Jamboard during virtual discussions. Virtual discussion held once a week and each session lasted for an hour. Then, a posttest was administered to 15 Grade 8 learners after the experiment.

The pretest results determined the performance of Grade 8 Mathematics Learners before using Google Jamboard. On the other hand, posttest results determined the performance of Grade 8 Mathematics Learners after using Google Jamboard. Meanwhile, comparison of the mean average scores between the pretest and posttest revealed if there is a significant difference in the performance of Grade 8 Mathematics Learners before and after the intervention.

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Recently, the Philippines has increasingly adopted technology as a driving force for advancement across all sectors. Education is a sector that has demonstrated significant promise for transformation through the utilization of technology, particularly Artificial Intelligence (AI). Artificial intelligence (AI) is progressively transforming the educational landscape in the Philippines by facilitating individualized learning, optimizing administrative processes, and bridging educational disparities.

Providing tailored learning experiences is often regarded as one of the most notable effects of artificial intelligence (AI) on education. Instructors frequently need help accommodating students with diverse learning paces and preferences in a conventional educational setting. Educational platforms that utilize artificial intelligence can tailor their content and approach to cater to each student's specific requirements by analyzing their strengths and limitations. This results in the development of personalized instructional programs and educational materials, facilitating students' ability to acquire knowledge at their individualized speed and enhance their comprehension of topics more efficiently.

Adaptive learning platforms, which utilize artificial intelligence algorithms, evaluate students' performance in real-time and offer tailored solutions. For example, when a student encounters challenges in comprehending a specific idea, the AI system can provide supplementary practice activities or instructional resources specifically designed to target and resolve their areas of difficulty. This practice facilitates a more profound comprehension of the content and enhances students' self-assurance and drive to acquire knowledge.

In addition to its application within the classroom, artificial intelligence (AI) is being leveraged to optimize administrative procedures in educational establishments. AI-driven solutions can automate time-consuming operations, including student enrolment, grading, and scheduling. The enhanced efficiency enables educators and administrators to spend a more significant amount of time and resources on the activities of teaching and strategic planning.

Furthermore, implementing AI-driven chatbots is being utilized to manage routine inquiries from students and parents. The chatbots offer immediate solutions to questions regarding class timetables, examination dates, and other administrative concerns. Human personnel can prioritize resolving intricate matters necessitating individualized care by managing mundane inquiries.

Artificial intelligence (AI) is not displacing educators but augmenting and amplifying human capacities. Artificial intelligence (AI) tools can assist educators in developing interactive and captivating lesson plans by providing recommendations for resources and activities that align with the prescribed curriculum. Furthermore, artificial intelligence (AI) has the potential to support educators in evaluating student performance through the analysis of data derived from assignments and exams. This capability empowers educators to make better-informed decisions on instructional tactics.

Furthermore, the implementation of artificial intelligence can effectively support and augment educators' professional development and progression. The system can develop customized training modules that cater to each teacher's specific needs and areas for improvement. Implementing this ongoing learning approach guarantees educators remain current with the most recent instructional techniques and educational technologies.

Within the context of the Philippines, a country known for its considerable diversity and notable gaps in geography and socio-economic conditions, the application of artificial intelligence (AI) has the potential to effectively address educational inequalities. The utilization of artificial intelligence in online learning platforms has the potential to provide high-quality education to underserved regions that face challenges in terms of physical access to schools and the availability of proficient educators. This holds particular significance during emergencies, such as the ongoing COVID-19 pandemic, when conventional classroom-based schooling saw significant disruptions.

Furthermore, artificial intelligence (AI) has the potential to support the development of inclusive educational resources tailored to the needs of students with disabilities. The integration of text-to-speech and speech-to-text technologies, in conjunction with image recognition, has the potential to enhance the accessibility of educational materials, hence catering to a broader spectrum of pupils.

Incorporating artificial intelligence (AI) in education has many advantages; nonetheless, it is imperative to acknowledge and tackle the ethical considerations associated with its use. Data privacy challenges, prejudice in AI systems, and the potential for diminishing human involvement in education necessitate meticulous examination.

In the foreseeable future, the influence of artificial intelligence on the educational landscape in the Philippines is expected to undergo further development. As technological advancements progress, there is an increasing potential to create more advanced apps that can effectively tackle the specific difficulties inherent in a nation's education system. Through the responsible and collaborative adoption of artificial intelligence (AI), the Philippines can leverage its potential to cultivate a more egalitarian, efficient, and innovative educational environment.

Artificial intelligence (AI) in the educational landscape of the Philippines holds the potential for significant change and advancement. Utilizing individualized learning, streamlined administrative procedures, teacher assistance, and inclusivity led to a transformation in the educational landscape facilitated by artificial intelligence (AI). Through the utilization of artificial intelligence (AI) in conjunction with the consideration of ethical implications, the Philippines has the potential to establish a pioneering education system that is both more accessible and productive. This system would effectively equip its populace with the necessary skills and knowledge to confront the forthcoming challenges of the future.

In the Philippines, Mother Tongue-Based Multilingual Education (MTB-MLE) has been at the core of the primary education curriculum since 2012, following the mandate of the K-12 law. The MTB-MLE approach emphasizes using the child's first language or mother tongue as the primary medium of instruction before transitioning to Filipino and English gradually. Despite its progressive intentions, there have been calls to abolish the use of the mother tongue in primary education, citing various concerns. However, instead of abolishing MTB-MLE, the focus should be empowering and enhancing its implementation.

One of the main concerns raised by those who call for abolishing the mother tongue in primary education is the perceived difficulty in its implementation. They argue that more materials must be available and trained teachers who can effectively teach in various mother tongues. Moreover, some assert that particular mother tongues are not widely spoken, rendering them impractical as mediums of instruction.

While these challenges should not be taken lightly, MTB-MLE advocates believe they can be overcome through concerted efforts and investments. By providing comprehensive training for teachers and developing learning materials in different languages, the government can equip educators with the necessary skills and resources to teach using the mother tongue effectively. Studies have consistently demonstrated that MTB-MLE significantly improves students' cognitive and academic performance, providing compelling evidence for its continued implementation.

Another argument against using the mother tongue in primary education revolves around its potential to hinder the development of national unity and a shared sense of identity. Some fear that employing various languages in the classroom may lead to disunity among students and hamper their ability to communicate effectively in a national language.

However, MTB-MLE proponents contend that using the mother tongue can foster national unity and celebrate cultural diversity. By acknowledging and embracing the various languages and cultures in the Philippines, students can develop a strong sense of pride in their heritage. Additionally, by learning to communicate effectively with others who speak different languages, they can bridge cultural gaps and promote unity among the diverse communities in the country.

Moreover, MTB-MLE plays a crucial role in addressing the issue of language loss and preserving local languages. Students can learn about their rich heritage and culture by integrating these languages into the education system. As a result, they become more motivated to preserve and pass down their languages to future generations, contributing to the nation's linguistic and cultural diversity.

In conclusion, rather than abolishing the use of the mother tongue in primary education, the Philippines should focus on empowering and enhancing MTB-MLE implementation. While challenges exist, they can be addressed through appropriate training and resource allocation. MTB-MLE has consistently proven effective in improving academic outcomes and fostering cultural diversity. By nurturing multilingual education, the Philippines can create an inclusive and empowered learning environment that values and respects its students' linguistic and cultural richness. Embracing this approach will lead to a stronger, more united, culturally vibrant nation.

ABSTRACT

The study aimed to improve the least mastered competency in science 10 using the SciLINKS: A TIMSS-based learning material as an effective remediation tool in Madapdap Rest High School during the School Year 2020-2021. Further, this action research adopted a Quasi-Experimental Approach using pretest and posttest groups only. A total of thirty (30) predetermined students were the respondents of this study.

The gathered data were treated using proper statistical tools such as frequency, percentage, weighted mean, and t-test for dependent samples. Based on the findings, the level of proficiency of the learners in science 10 in their pre-test was fairly satisfactory performance. Interestingly, their level of performance in the posttest after the integration of the SciLINKS module transpired an outstanding performance. Further, there was a significant difference in the respondents' performance before and after the intervention program. Therefore, the results suggested that the SciLINKS is an effective intervention material in improving the least mastered competencies of the learners, particularly in the concept of Genetics. Lastly, the learners' attitude on utilizing the SciLINKS transpired a positive attitude towards the SciLINKS.

INTRODUCTION

One of the major challenges facing a new science teacher in a public high school is their inability to innovate or implement effective teaching methods that would significantly increase their students' grasp of the least-mastered science learning objectives. A letdown in scientific education, according to Villonez (2018), was caused by the lesson's inadequate and discordant use of instructional tactics and materials.

In a scientific lesson, genetics is one of the biological topics that is thought to require prior knowledge to learn and comprehend, especially for difficult students. The fundamental dogma process itself is frequently misinterpreted, even though some learners can explain it in terms of genes, chromosomes, DNA, and other biological concepts. Chu (2008) further stated that although these phrases are imprecise, they are closely related in students' imaginations.

In comparison to the school-based target of 60% as reflected in the school improvement plan, the obtained Mean Percentage Score (MPS) in science 10 significantly decreased from a score of 54.26 to 53.09 respectively over the school years 2017–2018 and 2018–2019. This outcome demonstrates a low degree of course mastery and reflects academic underachievement in science 10. Further investigation reveals that "How protein is made using information from DNA" is one of the identified least-mastered competencies and is one of the least-learned topics in science 10.

By allowing students to work autonomously, learning tools like modules improve learning and meet individual requirements. Additionally, it enables the students to comprehend the ideas covered in the module through a variety of exercises that follow the evolution of tasks from easiest to most difficult to develop mastery of the lesson. The pupils may also develop their critical thinking abilities independently and discover how to learn (Nardo & Hufana, 2014).

In this context, the researcher suggested using SciLINKS, a TIMSS-based learning resource created to give students a solid foundation in the ideas, ideas, and applications found in science 10 disciplines.

Pre-test questions, a list of learning exercises, a fill-in statement style for what the students have learned, building vocabulary, checking concepts, and post-test questions are all included in the SciLINKS module. The world's largest group of scientific educators is called SciLINKS. The purpose of the TIMSS is to compare student performance in mathematics and science to the curriculum that is anticipated to be taught in schools starting in 1995. The Trends in International Mathematics and scientific Study (TIMSS), n.d.), has given participating nations the chance to track students' advancement in math and scientific achievement every four years since that time.

Considering these claims, the study aimed to improve the least mastered competency in science 10 using the SciLINKS: A TIMSS-based learning material as an effective remediation tool in Madapdap Rest High School during the School Year 2020-2021. Specifically, it answered the following questions: 1.) What is the learners' level of proficiency in science 10 before and after integrating the SciLINKS module? 2.) Is there a significant difference in the learners' performance before and after integrating the SciLINKS module? 3.) What is the level of attitude of the learners in using the SciLINKS module? and 4.) What implications can be drawn based on the findings of the study?

MATERIAL AND METHODS

This study used a descriptive-quasi-experimental design. Without using randomization, this sort of research empirically investigates an intervention to determine its causal effects on a target population (Levy & Ellis, 2011). The dependent variable, such as the level of performance in science 10, was measured both before and after the intervention program was put into place, hence a one-group pretest-posttest design was used. The utilization of SciLINKS as a teaching tool was the independent variable in this study. To assess the success of the intervention program, the pre-test and post-test results were gathered and compared. Select Madapdap Resettlement High School pupils in grade 10 made up the study's responders.

Using planned random sample, the student-respondents were chosen more easily. This procedure involves defining a population of interest and creating a methodical way to choose participants without using prior knowledge of how the results would look (Crabtree, 2006). Purposive sampling is a non-probability sampling technique where the participants are chosen depending on the population's characteristics and the study's goal (Crossman, 2020). Participants in this study were chosen based on the following selection criteria: A.) must be a Madapdap Rest. High School Grade 10 student, B.) must have poor academic records, especially in science 10, and C.) must be among the lowest-performing pupils. If the intended audience was larger than the required number of responders, random sampling using the fishbowl method was used. This is done to ensure that all respondents have an equal probability of being systematically chosen from the pool of respondents to be included in the categories the researcher has provided.

The following resources were used by the researcher to carry out the investigation. The following is a description of these two instruments: TIMSS-Based Learning Materials for Secondary Level, or SciLINKS. The following functionalities are included in this module: A brief explanation of the lesson's goals, a pre-test with 20 questions, a set of learning activities, a fill-in statement format for what the students learned, vocabulary building, concept checking, and a post-test with 20 questions that focused on the least-mastered genetics competencies—specifically, "How protein is made using the information from DNA"—were all used.

To evaluate and explain the respondents' schema, which were facilitated throughout the day, the researcher gave a pre-test on the Science 10 skills with the lowest levels of mastery. The researcher used the SciLINKS module to give the respondents intervention material after determining the pre-test score. Within a week, this remediation effort was carried out. A post-test was administered to the same set of respondents following the implementation of the intervention program. To gauge their attitudes on the intervention material, the respondents also completed a Students Perception Survey (SPS). The method' final step was to compile, examine, and evaluate the data that had been obtained.

Conclusions

Based on the study's findings, the following conclusions were made: 1.) Before including the SciLINKS module, the students' performance was largely satisfactory. However, they improved significantly after being exposed to the intervention material, 2.) There is a significant difference in the respondents' performance before and after using the SciLINKS module, 3.) The learners' attitude toward using the SciLINKS module translated into a positive attitude toward learning the least-mastered competency in genetics lessons, and 4.) The study's practical implications include the need to provide appropriate intervention material, i.e., textbooks, videos, and other learning aids.

Recommendations

         Considering the conclusions drawn, the following are the recommendations offered: 1.) School Heads may need to consider integrating innovative strategies and techniques through learning action cell (LAC) sessions to upskill science teachers in providing appropriate intervention materials such as SciLINK Modules. This initiative would address the learners’ difficulties and the least mastered competencies in K to 12 Science 10 Curriculum, especially among the struggling learners, 2.) Science Teachers are highly encouraged to adopt and implement the intervention material utilized in the study to improve the learners' least mastered competency and develop a favorable attitude towards the subject, 3.) Students may also utilize the intervention material as supplementary learning material to enrich their learning competencies in Genetics, and 4.) Other researchers who opt to conduct similar studies may adopt and use the findings of this study to corroborate and supplement the current investigation. Likewise, improvement of the experimental design by adding two or more groups of respondents is highly encouraged to substantiate the limitation of this endeavor.

References

Carreon, J. R. (2016). Teachers' response to intervention for students-at-risk: Basis for a proposed action plan. Retrieved from https://www.researchgate.net/publication/327509975_teachers_response_to_intervention_for_students-at-risk_basis_for_a_proposed_action_plan.

Chi, S., Wang, Z., Liu, X., and Zhu, L. (2017). Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies. Int. J. Sci. Educ. 39, 2171–2188. doi: 10.1080/09500693.2017.1366675

Chu, Y.C. (2008). Learning difficulties in genetics and the development of related attitudes in Taiwanese Junior High Schools center for Science Education. Retrieved from http://theses.gla.ac.uk/168/.

Concetta Depaolo, Constance H. Mclaren, (2006) The Relationship Between Attitudes and Performance in Business Calculus. INFORMS Transactions on Education 6(2):8-22. Retrieved from https://doi.org/10.1287/ited.6.2.8

Crabtree, A. (2006). Using qualitative research strategies for public health law evaluation. Retrieved from http://publichealthlawresearch.org/sites/default/files/downloads/resource/UsingQualitativeResearchStrategiesPHLEvaluation-Monograph-WoodMarch2012_0.pdf.

Cristobal, A., & Cristobal, M. (2017). Practical research. Quezon City: C & E Publishing, Inc.

Crossman, A. (2020). Understanding purposive sampling: An Overview of the method and its applications. Retrieved from https://www.thoughtco.com/purposive-sampling

Dumigsi, M.P. & Cabrella, J. B. (2019). Effectiveness of strategic intervention material in Mathematics as remediation for grade 9 students in solving problems involving quadratic functions. Retrieved from DOI: 10.9734/ajess/2019/v5i130137

Espinosa, A. (2012). Strategic intervention material is a tool to reduce least learned skills in grade four science. International Journal of Learning, Teaching and Educational Research. 2 (1), pp. 91-123, February 2014. Retrieved from file:///D:/Users/Exclikers/Downloads/10-142-2-PB.pdf

Kanchan, A. (2016). Effectiveness of self-learning modules on the achievement and retention of undergraduate students in commerce. Corpus ID: 39051021. Retrieved from https://www.semanticscholar.org/paper/Effectiveness-of-self-learning-modules-on-the-andKanchan

Koprinska, I., Stretton, J. & Yacef, K. (2006). Students at risk: Detection and remediation, School of information technologies. Retrieved from https://www.educationaldatamining.org/EDM2015/uploads/papers/paper_77.pdf

Lee, C. (2019). How item analysis can increase teaching efficacy and assessment accuracy. Retrieved from https://www.turnitin.com/blog/what-is-item-analysis-and-other-important-exam-design-principles

Levy, Y. & Ellis, T. (2011). guide for novice researchers on experimental and quasi-experimental studies in information systems research. DOI: 10.28945/1373

Martin, M. O., Mullis, I. V., Foy, P., and Stanco, G. M. (2012). TIMSS 2011 International   Results in Science. Amsterdam: International Association for the Evaluation of Educational Achievement.

Matanluk, O., Bohammad, B. & Imbug, M. (2013). The Effectiveness of Using Teaching Module based on Radical Constructivism toward Students Learning Process. DOI:10.1016/j.sbspro.2013.07.132

Mohammed, K., Nelson, L.D., & Kibble, J. D. (2010) The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum. Affiliations expand. PMID: 20814914 DOI: 10.1002/ase.177.

Nardo, M. B. & Hufana, ER (2014). Development and evaluation of modules in technical writing, American Journal of Educational Research, 2014, Vol. 2, No. 6, 341-Science and Education Publishing. DOI:10.12691/education-2-6-2

Suparmi, A. (2018). The effectiveness of module based on guided inquiry method to improve students' logical thinking ability IOP Conf. Series: Journal of Physics: Conf. Series 1006 (2018) 012001. Doi:10.1088/1742-6596/1006/1/012001

Villonez, G.L. (2018). Use of SIM (Strategic Intervention Material) as strategy and the

academic achievement of Grade 7 students on the selected topic in Earth Science, Volume 2 Issue 3, Pp.78-88. DOI:10.20319/Pijtel.2018.23.7888

Wang, C.-L., and Liou, P.-Y. (2017). Students' motivational beliefs in science learning,

school motivational contexts, and science achievement in Taiwan. Int. J. Sci. Educ. 39, 898–917. doi: 10.1080/09500693.2017.1310410

Zheng, A., Tucker-Drob, E. M., and Briley, D. A. (2019). National gross domestic product, science interest, and science achievement: a direct replication and extension of the Tucker-Drob, Cheung, and Briley (2014) study. Psychol. Sci. 30, 776–788. doi: 10.1177/0956797619835768

ABSTRACT

The study aimed to improve the least mastered competency in science 10 using the SciLINKS: A TIMSS-based learning material as an effective remediation tool in Madapdap Rest High School during the School Year 2020-2021. Further, this action research adopted a Quasi-Experimental Approach using pretest and posttest groups only. A total of thirty (30) predetermined students were the respondents of this study.

The gathered data were treated using proper statistical tools such as frequency, percentage, weighted mean, and t-test for dependent samples. Based on the findings, the level of proficiency of the learners in science 10 in their pre-test was fairly satisfactory performance. Interestingly, their level of performance in the posttest after the integration of the SciLINKS module transpired an outstanding performance. Further, there was a significant difference in the respondents' performance before and after the intervention program. Therefore, the results suggested that the SciLINKS is an effective intervention material in improving the least mastered competencies of the learners, particularly in the concept of Genetics. Lastly, the learners' attitude on utilizing the SciLINKS transpired a positive attitude towards the SciLINKS.

INTRODUCTION

One of the major challenges facing a new science teacher in a public high school is their inability to innovate or implement effective teaching methods that would significantly increase their students' grasp of the least-mastered science learning objectives. A letdown in scientific education, according to Villonez (2018), was caused by the lesson's inadequate and discordant use of instructional tactics and materials.

In a scientific lesson, genetics is one of the biological topics that is thought to require prior knowledge to learn and comprehend, especially for difficult students. The fundamental dogma process itself is frequently misinterpreted, even though some learners can explain it in terms of genes, chromosomes, DNA, and other biological concepts. Chu (2008) further stated that although these phrases are imprecise, they are closely related in students' imaginations.

In comparison to the school-based target of 60% as reflected in the school improvement plan, the obtained Mean Percentage Score (MPS) in science 10 significantly decreased from a score of 54.26 to 53.09 respectively over the school years 2017–2018 and 2018–2019. This outcome demonstrates a low degree of course mastery and reflects academic underachievement in science 10. Further investigation reveals that "How protein is made using information from DNA" is one of the identified least-mastered competencies and is one of the least-learned topics in science 10.

By allowing students to work autonomously, learning tools like modules improve learning and meet individual requirements. Additionally, it enables the students to comprehend the ideas covered in the module through a variety of exercises that follow the evolution of tasks from easiest to most difficult to develop mastery of the lesson. The pupils may also develop their critical thinking abilities independently and discover how to learn (Nardo & Hufana, 2014).

In this context, the researcher suggested using SciLINKS, a TIMSS-based learning resource created to give students a solid foundation in the ideas, ideas, and applications found in science 10 disciplines.

Pre-test questions, a list of learning exercises, a fill-in statement style for what the students have learned, building vocabulary, checking concepts, and post-test questions are all included in the SciLINKS module. The world's largest group of scientific educators is called SciLINKS. The purpose of the TIMSS is to compare student performance in mathematics and science to the curriculum that is anticipated to be taught in schools starting in 1995. The Trends in International Mathematics and scientific Study (TIMSS), n.d.), has given participating nations the chance to track students' advancement in math and scientific achievement every four years since that time.

Considering these claims, the study aimed to improve the least mastered competency in science 10 using the SciLINKS: A TIMSS-based learning material as an effective remediation tool in Madapdap Rest High School during the School Year 2020-2021. Specifically, it answered the following questions: 1.) What is the learners' level of proficiency in science 10 before and after integrating the SciLINKS module? 2.) Is there a significant difference in the learners' performance before and after integrating the SciLINKS module? 3.) What is the level of attitude of the learners in using the SciLINKS module? and 4.) What implications can be drawn based on the findings of the study?

MATERIAL AND METHODS

This study used a descriptive-quasi-experimental design. Without using randomization, this sort of research empirically investigates an intervention to determine its causal effects on a target population (Levy & Ellis, 2011). The dependent variable, such as the level of performance in science 10, was measured both before and after the intervention program was put into place, hence a one-group pretest-posttest design was used. The utilization of SciLINKS as a teaching tool was the independent variable in this study. To assess the success of the intervention program, the pre-test and post-test results were gathered and compared. Select Madapdap Resettlement High School pupils in grade 10 made up the study's responders.

Using planned random sample, the student-respondents were chosen more easily. This procedure involves defining a population of interest and creating a methodical way to choose participants without using prior knowledge of how the results would look (Crabtree, 2006). Purposive sampling is a non-probability sampling technique where the participants are chosen depending on the population's characteristics and the study's goal (Crossman, 2020). Participants in this study were chosen based on the following selection criteria: A.) must be a Madapdap Rest. High School Grade 10 student, B.) must have poor academic records, especially in science 10, and C.) must be among the lowest-performing pupils. If the intended audience was larger than the required number of responders, random sampling using the fishbowl method was used. This is done to ensure that all respondents have an equal probability of being systematically chosen from the pool of respondents to be included in the categories the researcher has provided.

The following resources were used by the researcher to carry out the investigation. The following is a description of these two instruments: TIMSS-Based Learning Materials for Secondary Level, or SciLINKS. The following functionalities are included in this module: A brief explanation of the lesson's goals, a pre-test with 20 questions, a set of learning activities, a fill-in statement format for what the students learned, vocabulary building, concept checking, and a post-test with 20 questions that focused on the least-mastered genetics competencies—specifically, "How protein is made using the information from DNA"—were all used.

To evaluate and explain the respondents' schema, which were facilitated throughout the day, the researcher gave a pre-test on the Science 10 skills with the lowest levels of mastery. The researcher used the SciLINKS module to give the respondents intervention material after determining the pre-test score. Within a week, this remediation effort was carried out. A post-test was administered to the same set of respondents following the implementation of the intervention program. To gauge their attitudes on the intervention material, the respondents also completed a Students Perception Survey (SPS). The method' final step was to compile, examine, and evaluate the data that had been obtained.

Conclusions

Based on the study's findings, the following conclusions were made: 1.) Before including the SciLINKS module, the students' performance was largely satisfactory. However, they improved significantly after being exposed to the intervention material, 2.) There is a significant difference in the respondents' performance before and after using the SciLINKS module, 3.) The learners' attitude toward using the SciLINKS module translated into a positive attitude toward learning the least-mastered competency in genetics lessons, and 4.) The study's practical implications include the need to provide appropriate intervention material, i.e., textbooks, videos, and other learning aids.

Recommendations

         Considering the conclusions drawn, the following are the recommendations offered: 1.) School Heads may need to consider integrating innovative strategies and techniques through learning action cell (LAC) sessions to upskill science teachers in providing appropriate intervention materials such as SciLINK Modules. This initiative would address the learners’ difficulties and the least mastered competencies in K to 12 Science 10 Curriculum, especially among the struggling learners, 2.) Science Teachers are highly encouraged to adopt and implement the intervention material utilized in the study to improve the learners' least mastered competency and develop a favorable attitude towards the subject, 3.) Students may also utilize the intervention material as supplementary learning material to enrich their learning competencies in Genetics, and 4.) Other researchers who opt to conduct similar studies may adopt and use the findings of this study to corroborate and supplement the current investigation. Likewise, improvement of the experimental design by adding two or more groups of respondents is highly encouraged to substantiate the limitation of this endeavor.

References

Carreon, J. R. (2016). Teachers' response to intervention for students-at-risk: Basis for a proposed action plan. Retrieved from https://www.researchgate.net/publication/327509975_teachers_response_to_intervention_for_students-at-risk_basis_for_a_proposed_action_plan.

Chi, S., Wang, Z., Liu, X., and Zhu, L. (2017). Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies. Int. J. Sci. Educ. 39, 2171–2188. doi: 10.1080/09500693.2017.1366675

Chu, Y.C. (2008). Learning difficulties in genetics and the development of related attitudes in Taiwanese Junior High Schools center for Science Education. Retrieved from http://theses.gla.ac.uk/168/.

Concetta Depaolo, Constance H. Mclaren, (2006) The Relationship Between Attitudes and Performance in Business Calculus. INFORMS Transactions on Education 6(2):8-22. Retrieved from https://doi.org/10.1287/ited.6.2.8

Crabtree, A. (2006). Using qualitative research strategies for public health law evaluation. Retrieved from http://publichealthlawresearch.org/sites/default/files/downloads/resource/UsingQualitativeResearchStrategiesPHLEvaluation-Monograph-WoodMarch2012_0.pdf.

Cristobal, A., & Cristobal, M. (2017). Practical research. Quezon City: C & E Publishing, Inc.

Crossman, A. (2020). Understanding purposive sampling: An Overview of the method and its applications. Retrieved from https://www.thoughtco.com/purposive-sampling

Dumigsi, M.P. & Cabrella, J. B. (2019). Effectiveness of strategic intervention material in Mathematics as remediation for grade 9 students in solving problems involving quadratic functions. Retrieved from DOI: 10.9734/ajess/2019/v5i130137

Espinosa, A. (2012). Strategic intervention material is a tool to reduce least learned skills in grade four science. International Journal of Learning, Teaching and Educational Research. 2 (1), pp. 91-123, February 2014. Retrieved from file:///D:/Users/Exclikers/Downloads/10-142-2-PB.pdf

Kanchan, A. (2016). Effectiveness of self-learning modules on the achievement and retention of undergraduate students in commerce. Corpus ID: 39051021. Retrieved from https://www.semanticscholar.org/paper/Effectiveness-of-self-learning-modules-on-the-andKanchan

Koprinska, I., Stretton, J. & Yacef, K. (2006). Students at risk: Detection and remediation, School of information technologies. Retrieved from https://www.educationaldatamining.org/EDM2015/uploads/papers/paper_77.pdf

Lee, C. (2019). How item analysis can increase teaching efficacy and assessment accuracy. Retrieved from https://www.turnitin.com/blog/what-is-item-analysis-and-other-important-exam-design-principles

Levy, Y. & Ellis, T. (2011). guide for novice researchers on experimental and quasi-experimental studies in information systems research. DOI: 10.28945/1373

Martin, M. O., Mullis, I. V., Foy, P., and Stanco, G. M. (2012). TIMSS 2011 International   Results in Science. Amsterdam: International Association for the Evaluation of Educational Achievement.

Matanluk, O., Bohammad, B. & Imbug, M. (2013). The Effectiveness of Using Teaching Module based on Radical Constructivism toward Students Learning Process. DOI:10.1016/j.sbspro.2013.07.132

Mohammed, K., Nelson, L.D., & Kibble, J. D. (2010) The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum. Affiliations expand. PMID: 20814914 DOI: 10.1002/ase.177.

Nardo, M. B. & Hufana, ER (2014). Development and evaluation of modules in technical writing, American Journal of Educational Research, 2014, Vol. 2, No. 6, 341-Science and Education Publishing. DOI:10.12691/education-2-6-2

Suparmi, A. (2018). The effectiveness of module based on guided inquiry method to improve students' logical thinking ability IOP Conf. Series: Journal of Physics: Conf. Series 1006 (2018) 012001. Doi:10.1088/1742-6596/1006/1/012001

Villonez, G.L. (2018). Use of SIM (Strategic Intervention Material) as strategy and the

academic achievement of Grade 7 students on the selected topic in Earth Science, Volume 2 Issue 3, Pp.78-88. DOI:10.20319/Pijtel.2018.23.7888

Wang, C.-L., and Liou, P.-Y. (2017). Students' motivational beliefs in science learning,

school motivational contexts, and science achievement in Taiwan. Int. J. Sci. Educ. 39, 898–917. doi: 10.1080/09500693.2017.1310410

Zheng, A., Tucker-Drob, E. M., and Briley, D. A. (2019). National gross domestic product, science interest, and science achievement: a direct replication and extension of the Tucker-Drob, Cheung, and Briley (2014) study. Psychol. Sci. 30, 776–788. doi: 10.1177/0956797619835768

With each scroll and unending stream

An artwork of dream starts to gleam

Within my heart, a shadow forms

As fear of missing out, feels like a storm

We chase the buzz, the short-lived high

Afraid to let life’s rainbows pass us by

In pixels and stories, connections thread

While reality moments ship like grains of sand

Calm down soul, never chase

Try to enjoy your own space

For life, true essence is not a race

Comparing yours is just a waste

Embrace the now, released the guilt

Continue grinding and never quit

For life, true colors are found within

Beyond the screens, where joy begins

ABSTRACT

This study aims to assess the integration of industry-driven design projects in computer engineering education at Mindoro State University-Bongabong Campus. The study employs a qualitative research design, utilizing interviews, observations, and document analysis as data-gathering methods. Participants include computer engineering students, faculty members, and industry partners involved in the project integration process. Thematic analysis is employed to analyze the data and identify key findings. The results indicate that faculty members recognize the importance of collaboration with industry partners and the need for ongoing curriculum adaptation to align with industry demands. They also acknowledge the positive impact of industry-driven projects on student engagement, motivation, and skill development. However, challenges related to time management, technical complexity, and team dynamics were identified. Based on the findings, recommendations for effective integration strategies are proposed. These include continual curriculum adaptation, providing faculty members with professional development and institutional support, emphasizing student engagement and motivation, and developing robust assessment methods.

Keywords: computer engineering, industry-driven design projects, Mindoro State University

I. Introduction

         In recent years, there has been a growing recognition of the need to bridge the gap between academia and industry in computer engineering education. Traditional classroom instruction often falls short of providing students with the practical skills and real-world experience necessary for successful integration into the technology industry. To address this gap, the integration of industry-driven projects into the computer engineering curriculum has emerged as a promising approach. By engaging students in hands-on projects sourced from industry partners, this pedagogical strategy aims to enhance students’ employability, foster industry relevance, and promote a deeper understanding of real-world challenges.

The integration of industry-driven projects in computer engineering education has gained attention due to its potential benefits. Research has shown that projects provide students with valuable opportunities to apply theoretical knowledge to practical situations, fostering a deeper understanding of concepts and their real-world applications [1]. By working on industry-driven projects, students can develop critical problem-solving skills, enhance their teamwork and communication abilities, and gain exposure to industry practices and technologies [2].

Moreover, industry-driven project plays a significant role in enhancing students’ career readiness. By collaborating with industry partners, students can gain insights into the expectations and requirements of the technology industry, develop professional networks, and acquire valuable industry experience [3]. This exposure not only increases their employability but also helps them make informed career decisions and align their skills with industry demands [4].

While there is a growing body of literature exploring the benefits of integrating industry-driven projects in computer engineering education [5], there is still a need for further investigation to understand the specific process, outcomes, and challenges associated with implementation. Each educational institution may have unique approaches and contexts that impact the successful integration of industry-driven projects. Therefore, conducting a case study analysis of a specific educational institution can provide valuable insights into the integration process and offer recommendations for effective implementation.

This study aims to fill the existing research gap by conducting an in-depth case study analysis of the integration of industry-driven projects in computer engineering education at Mindoro State University-Bongabong Campus.  By examining this specific context, the study seeks to explore the process of integrating industry-driven projects into the curriculum, assess the learning outcomes and skills development of students involved, evaluate the impact of student engagement, and motivation, and gather perspectives from faculty, industry partners, and students involved in the project integration process.

The findings from this case study analysis will contribute to the existing body of knowledge on integrating industry-driven projects in computer engineering. The insights gained can inform other educational institutions looking to adopt similar approaches and provide guidance on best practices, implementation strategies, and potential solutions to overcome challenges. Ultimately, this research aims to enhance computer engineering education by ensuring graduates are equipped with the practical skills and industry-relevant knowledge needed for successful careers in the technology industry.

II. Methodology

2.1 Research Design

         This study utilized a case study research design to explore the integration of industry-driven design projects into the computer engineering program at Mindoro State University-Bongabong Campus. A case study approach allows for an in-depth examination of a specific educational institution, providing rich and contextualized insights into the process, outcomes, and challenges associated with the integration of industry-driven projects.

         2.2 Respondents of the Study

         The participants in this study included computer engineering students, faculty members, and industry partners involved in the integration of industry-driven projects. A purposive sampling technique was used to select participants who have direct experience with industry-driven projects and can provide valuable insights into the integration process. Approximately 20 computer engineering students, four faculty members, and five industry partners were invited to participate in the study.

         2.3 Data Gathering Procedures

         Multiple data-gathering methods were employed to collect comprehensive and diverse data for the case study. These methods include:

2.3.1        Interviews: Semi-structured interviews were conducted with faculty members, industry partners, and students to gather their perspectives and experiences regarding the integration of industry-driven projects. The interviews were audio-recorded and transcribed for further analysis.

2.3.2        Observations: The researcher observed the actual implementation of industry-driven projects in computer engineering classes. These observations provided insights into the dynamics of the project integration process, student engagement, and interactions between faculty and industry partner.

2.3.3        Document analysis: Relevant documents such as curriculum materials, project guidelines, and student project reports were analyzed to gain a deeper understanding of the implementation process and outcomes of the industry-driven projects.

2.4 Instruments

         The primary instrument used for data collection was interview guides developed specifically for each group of participants (faculty members, industry partners, and students). These guides contained open-ended questions that explored their experiences, perceptions, challenges, and recommendations related to integrating industry-driven projects. The interview guides were piloted to ensure clarity and validity.

III. Results and Discussion

         3.1 Results

A. Faculty

The results of the study regarding the integration of industry-driven design projects within the computer engineering curriculum at Mindoro State University were quite insightful. Faculty members shared a diverse range of experiences in incorporating these projects, highlighting their varying levels of involvement and success in collaborating with industry partners. While some faculty members emphasized their active engagement and fruitful partnerships, others mentioned initial hurdles and a gradual learning curve in integrating these real-world projects into the academic setting.

The motivations driving the inclusion of industry-based design projects were multifaceted and underscored the importance of bridging the gap between academia and industry. Faculty members noted that this integration aimed to enhance students' practical skills, foster connections with industry professionals, and ensure that the curriculum remained aligned with the ever-evolving needs and trends of the field.

The perceived benefits of infusing industry-driven projects into the curriculum were manifold. Notably, faculty members recognized the enhanced real-world relevance these projects brought to the academic experience. By enabling students to apply theoretical knowledge to practical solutions, these projects made the curriculum more meaningful and applicable. Additionally, the faculty observed improvements in various skill sets among students, including teamwork, communication, problem-solving, and project management, all of which were nurtured through their engagement with these industry-connected projects. Moreover, the integration of such projects was seen as a catalyst for improving students' employability, as it provided them with hands-on experiences and valuable exposure to the inner workings of the industry.

However, this integration was not without its challenges, as the faculty encountered various obstacles along the way. One significant challenge was the allocation of adequate time and resources within the existing curriculum structure to accommodate these industry-driven projects effectively. Establishing and maintaining collaborative ties with industry partners, securing suitable project opportunities, and ensuring seamless coordination of project timelines were additional hurdles that faculty members faced.

Moreover, adapting the curriculum to align with industry requirements and staying up to date with the rapidly evolving technological landscape posed ongoing challenges for faculty members striving to offer the most relevant education to their students.

B. Students

Students at Mindoro State University have engaged in industry-driven design projects as a pivotal component of their computer engineering education. These projects have enabled them to immerse themselves in real-world applications, collaborating closely with industry partners and tangibly applying their acquired knowledge and skills.

The advantages stemming from involvement in these industry-driven design projects are multifaceted. Firstly, students underscored the significance of practical application. They highlighted how these projects offer a unique avenue to employ theoretical concepts in tackling real-world predicaments, thereby gaining hands-on experience and problem-solving prowess in an industry context.

Additionally, participation in these projects led to the honing of a diverse skill set. Students observed marked improvements in teamwork, communication, problem-solving abilities, and adeptness in project management. Such enhancements were a direct result of their active engagement in industry-driven design projects, preparing them for multifaceted challenges in their future careers.

An inherent belief among students was that these projects notably bolstered their employability. This sentiment was rooted in the exposure these projects facilitated - exposure to industry practices, networking opportunities, and a platform to vividly exhibit their competencies to potential employers.

However, these rewarding experiences were not devoid of challenges. The issue of time management emerged as a recurring hurdle, as the demands of these projects often transcended the boundaries of regular academic commitments. Dealing with complex technical requisites and unfamiliar technologies was another obstacle, demanding additional learning and research efforts to surmount.

Moreover, team dynamics presented occasional predicaments. Collaborating in diverse teams brought to light communication barriers, conflicting schedules, and varying levels of dedication. These challenges underscored the significance of adaptability and interpersonal skills in a professional milieu.

Looking forward, students perceived these industry-driven design projects as a substantial preparation for their future careers. The practical experience garnered translated directly into enhanced technical proficiency, positioning them advantageously in a competitive job market.

Furthermore, the collaborations with industry partners extended beyond the projects themselves, fostering the creation of valuable professional networks. These connections were deemed invaluable, not only for job opportunities but also for a holistic comprehension of industry nuances.

C. Industry Partner

Conversations with industry partners unveiled a range of benefits linked to the incorporation of industry-driven design projects into computer engineering education. These partners placed particular emphasis on the following advantages:

Firstly, they highlighted the heightened relevance these projects bring to education. By engaging students in real-world challenges and applications, industry-driven projects offer hands-on experiences that directly align with industry demands. This connection between academic learning and practical industry needs bridges a crucial gap.

Secondly, industry-driven projects were found to foster the development of diverse skills among students. Problem-solving, critical thinking, effective teamwork, and adept communication were all underscored by industry partners as essential competencies for future professionals. These projects play a pivotal role in cultivating such skills, thus enhancing students' preparedness for the intricacies of the workplace.

Additionally, these projects were observed as a platform for talent identification. Industry partners recognized the potential to spot students who exhibited qualities and skills sought by the industry. By recognizing and nurturing these talents early on, industry partners could potentially build a robust pipeline for future recruitment, thereby addressing their own staffing needs.

However, alongside these benefits, the discussions also revealed a set of challenges encountered during the integration of industry-driven design projects. Industry partners identified the following challenges:

Firstly, time constraints emerged as a shared concern. Both industry partners and students expressed reservations about the limitations of time for project completion. This temporal limitation often presented hurdles in achieving desired outcomes or thoroughly exploring intricate problems.

Secondly, the availability of materials for these projects was a challenge flagged by industry partners. The availability and accessibility of the required resources, tools, and technologies were sometimes inconsistent, impacting the seamless execution of these projects.

Lastly, effective communication and collaboration were recognized as pivotal to project success. However, industry partners noted that differences in communication styles, expectations, and coordination sometimes created challenges in maintaining productive interactions between themselves and the students.

3.2 Discussion

         The insights from faculty members and students shed light on the experiences and perceptions related to the integration of industry-driven design projects in computer engineering education at Mindoro State University.

1. Importance of Collaboration: The interviews highlighted the crucial role of collaboration between the university and industry partners. Strong partnerships with industry professionals enable faculty members to provide students with relevant and up-to-date project opportunities.

2. Curriculum Adaptation: Faculty members and students acknowledged the need for ongoing curriculum adaptation to align with industry demands. This adaptation involves revisiting course content, incorporating emerging technologies, and incorporating industry practices into the curriculum.

3. Student Engagement and Motivation: Faculty members emphasize that industry-driven design projects enhance student engagement and motivation by providing practical and real-world experiences. Students become more motivated to learn and apply their knowledge when they see its direct applicability in industry projects.

4. Faculty Development and Support: Faculty members expressed the importance of continuous professional development to stay updated with industry trends and practices. They highlighted the need for support from the institution in terms of resources, training and networking opportunities.

5. Assessment and Evaluation: Faculty members highlighted the challenge of assessing students’ performance in industry-driven projects due to the subjective nature of real-world problems. Developing robust evaluation methods and criteria that capture students’ learning outcomes and project achievements is essential.

IV. Conclusion and Recommendation

         The integration of industry-driven design projects into computer engineering education has emerged as a promising approach to bridging the gap between the university and industry. This case study analysis of the integration process at Mindoro State University-Bongabong Campus has provided valuable insights into the experiences, outcomes, and challenges associated with the pedagogical strategy.

         The findings highlight the importance of collaboration between educational institutions and industry partners. Strong partnerships enable faculty members to provide students with relevant and up-to-date design project opportunities, enhancing the real-world relevance of the curriculum. The involvement of industry professionals also exposes students to industry practices and technologies, preparing them for future employment.

         The benefits of industry-driven design projects for students are evident. They gain practical experience and improve their teamwork, communication, problem-solving, and project management skills through hands-on projects. The practical application of theoretical knowledge in real-world scenarios enhances their understanding of concepts and increases their employability. Students also have the opportunity to build professional networks through collaborations with industry partners, providing them with valuable connections for future career opportunities.

         However, several challenges were identified during the implementation of industry-driven design projects. Time management was a common issue, as projects required additional time and effort outside of regular coursework. Dealing with technical and unfamiliar technologies also posed challenges that required additional learning and research. Furthermore, working in diverse teams occasionally presented communication issues, conflicting schedules, and varying levels of commitment.

         To ensure the successful implementation of industry-driven design projects, it is essential to address these challenges and consider the following recommendations:

1. Continual curriculum adaptation: regularly review and update the curriculum to align with industry requirements and emerging technologies. Incorporate industry practices, trends, and advancements into the coursework to ensure students are equipped with skills and knowledge.

2. Faculty development and support: Provide faculty members with ongoing professional development opportunities to stay updated with industry trends and practices. Offer resources, training, and networking opportunities to support their integration of industry-driven projects into the curriculum.

3. Emphasize student engagement and motivation: highlight the practical and real-world applications of the projects to enhance student engagement and motivation. Showcase the direct applicability of their knowledge and skills, fostering a deeper understanding of the relevance of their education.

4. Robust assessment and evaluation methods: Develop comprehensive evaluation methods and criteria that capture students’ learning outcomes and project achievements. This includes considering subjective aspects of real-world problems and ensuring fair and accurate assessment.

References:

[1] Muya, Gerby R. and Medallon, Merlita C. (2020). Towards Developing Industry-Driven Curricular Offering: An Industry Needs Analysis for Computer Engineering Program. Ilkogretim Online - Elementary Education Online, 2020; 19 (4): pp. 85-95 http://ilkogretim-online.org doi:10.17051/ilkonline.2020.04.109

[2] Al-Junaid, H., Almeer, M., Khlaifat, J., &Bushager, A. (2019). Developing a computer engineering undergraduate curriculum: the challenges and solutions. Global Journal of Engineering Education, 21(1).

[3] Jawawi, D. N., Ibrahim, N., Halim, S. A., Mamar, R., Mohamed, N., &Tumeng, R. (2017, November). Adaptation of Project-Oriented Problem-Based Framework for Teaching Computer Programming. In 2017 7th World Engineering Education Forum (WEEF) (pp. 844-849). IEEE.

[4] Manzoor, U., Rizwan, A., Demirbas, A., & Hafiz, N. A. S. (2018). Analysis of perception gap between employers and fresh engineering graduates about employability skills: a case study of Pakistan. The International Journal of Engineering Education, 34(1), 248-255.

[5] Menezes, A., & Pinto, P. (2016). Role of Industry in Developing the Education System. International Journal of Scientific Research and Modern Education (IJSRME), ISSN (Online), 2455-5630.

In the field of public school education, each stakeholder has a quintessential role in determining its success and effectiveness.

A great school is considered as such when it acts as a beacon of educational excellence and sets a benchmark for other educational institutions. Upon entering its premises, one is greeted by an enthusiastic and determined atmosphere, where the pursuit of knowledge and personal growth is evident in every corner. In addition, the school's commitment to promoting a holistic learning environment is palpable - apart from academic achievements, it is also the cultivation of well-rounded people.

Evidently, it is fitting to say that the heart of a great school is the teaching staff - a team of passionate educators who are not only knowledgeable but also dedicated to their profession. These teachers inspire curiosity and critical thinking in their students beyond textbooks and instill in them a love for learning. They help students discover their unique strengths and talents while providing the support they need to overcome challenges. They use innovative teaching methods, integrate technology and hands-on experiences to make learning an exciting adventure. Students are guided to ask questions, think critically, and explore the world around them, which feeds a lifelong thirst for knowledge.

More than ever, academic excellence is the cornerstone of a great school. It recognizes that each student is unique with their own strengths and challenges. It embraces inclusion and meets the diverse needs of all students. It also offers many activities that offer students the opportunity to explore their passions and develop their skills, promoting a healthy balance between academic and personal growth. Learners are given experiences that are clothed in themes and life skills.

Additionally, a great school is also not an entity in itself. It is an integral part of the community. It actively involves parents and other key stakeholders in education and recognizes their role as partners. These key stakeholders often bring unique knowledge and expertise to decisions about curriculum development, resource allocation, school policy, and strategic planning. The school also collaborates with NGOs and other government agencies to create real connections and provide students with a variety of learning-enriching experiences. These organizations play an important role in bridging the gap between the school and the wider community.

Apropos, the participation of community members in the school's activities and projects creates a sense of ownership and pride in the school's achievements. An outstanding school is much more than just an educational institution. It is a nurturing and inspiring environment that shapes the mind and character of its students, preparing them to be well-rounded, compassionate, and forward-thinking individuals. It sets the bar for educational excellence, strives for continuous improvement and innovation, and positively impacts the society by preparing tomorrow's leaders and thinkers.

Driven by a lifelong commitment to excellence, creativity, and academic excellence, it creates stronger connections with all of its stakeholders. It creates valuable partnerships that provide learning opportunities for all.

It stimulates. It empowers. It inspires!

ABSTRACT

This quantitative research intended to discover the significant relationship between reading strategies through Global Reading, Problem-Solving, and Support and academic performance.

The design of this specific study used a descriptive-correlational research method.  strategies through Global Reading, Problem-Solving, and Support and academic performance. The respondents were from the fifteen (15) sections of Grade 9 at Maliwalo National High School, S.Y. 2022-2023. The researcher adapted the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey (2002). The survey was localized and translated into Filipino for the respondents' convenience which was validated by experts.

         The results of the study identified that the three reading strategies: Global, Problem-Solving, and Support had positive correlation to academic performance, which means the more they utilize reading strategies, the higher their academic performance is. However, the relationship is weak and needs strengthening. Under Global Reading Strategies, the sub-skill thinking what I know to understand the text garnered the highest mean. Meanwhile, the sub-skill reading slowly and carefully yielded the highest mean from Problem-Solving. Lastly in Support Strategies, the sub-skill taking a break attained the highest mean. Further, the results suggest that the Grade 9 English teachers should develop programs and projects to develop the students’ global reading, problem-solving, and support strategies.

INTRODUCTION

Reading has numerous benefits for students, including stimulating the imagination and enhancing academic skills. When students recognize the value of reading, they can realize their maximum potential. Reading is prevalent throughout childhood and even into maturity (The Beanstack Team, 2023). Reading is the foundation of all academic subjects, such as History, Mathematics, and Science. A lack of reading skills could cause students to struggle to achieve academic success (Global Indian International School, 2022).

Not to discredit other macro-English language skills, but reading strategies are one of the curial factors in language and learning in general. Reading strategies are deliberate, goal-directed attempts to control and modify the reader's efforts to decode text, understand words, and construct text meanings (Afflerbach 2008). In this new normal, where modular learning is employed, one of the bases for one's academic performance is the quarterly rating. Wherein the competent completion and passing of modules are thoroughly checked and observed, which is why efficient reading strategies are needed, which reading strategies encompass reading skills.

Every student's reading competence must be improved, and a reading culture must be fostered since reading is a necessary skill in all content areas. Developing reading proficiency is a priority. Developing one's ability to read is one of the most significant educational outcomes of the school. A child's learning, including the development of broader literacy abilities and future successful involvement in society, including the workforce, depends on their ability to read fluently and effectively (DepEd Memo no. 173, s. 2019).

METHODOLOGIES

The design of this specific study used a descriptive-correlational research method. The study described the reading strategies of the respondents, either Global Strategies, Problem-Solving Strategies, and Support Strategies. Furthermore, it also described the respondents' academic performance through their general average in Grade 8. Purposive sampling was used as the sampling design since the respondents needed to participate in Modular Distance Learning from the First Quarter until the Fourth Quarter of S.Y. 2021-2022. Students who took the limited face-to-face classes were excluded. After the possible respondents were filtered, the researchers utilized random sampling among the learners.  Only 235 respondents were selected. The researcher used Slovin's formula in determining the sample size. 

The researcher adapted the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey (2002). The survey questionnaire was localized and translated into Filipino for the respondents' convenience which was validated by experts. In order to identify how the reading practices of the respondents as described in terms of the mentioned components, the students' general average during S.Y. 2021-2022 were collected from the school's registrar and were correlated to the kind of reading practices they have as diagnosed using the data gathered by the instrument used in the study. Pearson Moment Correlation Coefficient was used to determine whether these two variables have a significant relationship.

RESULTS

Using Pearson Moment Correlation Coefficient, it was identified that there is a weak correlation between the respondents’ academic performance and their reading strategies. It was also noted that most respondents fall under a satisfactory level of academic performance.

Survey results indicate that the students usually employ various global reading strategies (M = 3.94, SD = 0.56). Garnering the highest mean of 4.23 (SD = 0.86) is when students think about what they know to help them understand what they read, while the lowest mean acquired at 3.69 (SD = 1.03) is when the respondents use tables, figures, and pictures in the text to increase their understanding. All global reading strategies resulted as “usually.”

Next, the number showed that the respondents utilized different problem-solving strategies. The computed mean was 3.98, and its standard deviation was 0.99. The strategy that gained the highest mean (M=4.32, SD=0.91) was when the respondents read slowly and carefully to make sure they understood what they are reading. Meanwhile, the strategy that garnered the lowest mean was when they read, they guess the meaning of unknown words, or phrases (M=3.23 SD=1.19). It is also the only strategy that the respondents use “sometimes” while the rest strategies were used “usually”.

Moreover, the data showed that the respondents used Support Strategies. Its grand mean was 3.66 (SD = 1.10), while the item that garnered the highest mean of 3.98 (SD = 1.06) was when the respondents take a break once in a while and continue reading later. Meanwhile, the item with the lowest mean of 3.40 (SD = 1.12) is when the respondents use reference materials (e.g., a dictionary) to help them understand what they read. Most of the support strategies were rated as “usually” used by the respondents aside from three which they “sometimes” used: (1) when text becomes difficult, they read aloud to help them understand what they read, (2) they use reference materials (e.g. a dictionary) to help them understand what they read, and (3) when reading, they translate from English into their native language.

The Department of Education employs the following levels of academic performance based on the general average of the students: Outstanding (90-100), Very Satisfactory (85-89), Satisfactory (80-84), Fairly Satisfactory (75-79), and Did not Meet Expectations (Below 75). Based on the data, all the respondents managed to meet the expectations; nobody got an average below 75. Meanwhile, there are fourteen (14) students under fairly satisfactory with a percentage of 5.98%. Majority or one hundred twenty-four (124) of the respondents achieved a satisfactory level of academic performance; they comprise 52.99% of the respondents. Under very satisfactory level, there are fifty-nine (59) students or 25.21% of the respondents. Lastly, thirty-eight (38) respondents managed to get outstanding level of academic performance; they comprise 15.81% of the respondents.

The respondents’ academic performance and their reading strategies were correlated. The level of their academic performance is based on their general average. Meanwhile, the reading strategies correlated with their academic performance are global reading strategies, problem-solving strategies, and support strategies. Based on the data, all reading strategies are weakly correlated with the respondents’ academic performance.

DISCUSSION

The result of the study provided relevant information regarding the relationship between reading strategies employed by Grade 9 students and their academic performance. It is possible to assume that the employment of reading strategies has a positive connection with the student’s level of academic performance, which means the more they utilize reading strategies, the higher their academic performance is. However, it could also be understood from the study results that the relationship is weak and needs strengthening even though there is a correlation between the two main variables. Further, the results suggest that the Grade 9 English teachers should develop programs and projects to enhance the students’ global reading, problem-solving, and support strategies.

With these results, it may contribute to understanding the importance of reading strategies to the student’s general academic performance. It generated results relevant to the organization, the academe, and teachers' parents. Further, the result of this study could add to the existing body of literature about junior high school students’ reading strategies in the context of the Department of Education.

RECOMMENDATIONS

The study recommended that the Department of Education and private educational institutions strengthen their reading programs to develop students’ reading strategies. English teachers should develop different reading strategies and instill a love for reading among their students. They could introduce different stories under a variety of genres to the students so that they could explore their interests. Moreover, the students should make reading a habit. Additionally, their parents should help them by encouraging them to read and even joining them.

Future researchers could conduct more thorough research on the reading strategies used by junior high school students or senior high school students to create a comparison among the grade levels.

REFERENCES

Afflerbach, P., Pearson, P.D., & Paris, S.G. (2008). Clarifying difference between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373. doi:10.1598/RT.61.5.1

Department of Education Memorandum 173 (2019). Hamon: Bawat Bata Bumabasa (3Bs Initiative). https://www.deped.gov.ph/2019/11/22/november-22-2019-dm-173-s-2019-hamon-bawat-bata-bumabasa-3bs-initiative/

Global Indian International School (2022, July 1). What is the Importance of Reading to Students. https://bangalore.globalindianschool.org/blog-details/importance-of-reading-for-students

Mokhtari, K., & Sheorey, R. (2002).  Measuring ESL students’ awareness of reading strategies.  Journal of Developmental Education, 25(3), 2-10. https://www.jstor.org/stable/i40105707

Southwest Educational Development Laboratory (2000). Building Reading Proficiency at the Secondary Level. Southwest Texas State University.

The Beanstack Team (2023, February 15). How to Amplify the Critical Benefits of Reading for Students. The Beanstack. https://www.beanstack.com/blog/benefits-of-reading-for-students.

Abstract: This paper is descriptive research conducted to find if there is a significant relationship between the paradigm shift in Technical Vocational Education and students’ performance in Technical Drawing (a mandatory subject offered in Vocational Schools leading to the course Technical Drafting) after the learning modality has shifted.

A random sampling technique was used to obtain 115 students from Manuel S. Enverga Memorial School of Arts and Trades, enrolled during the school year 2022-2023. Pearson R was utilized to determine the relationship between the paradigm shift in Technical Vocational Education and students’ performance in Technical Drawing.

After the thorough analysis and interpretation of data, it was found that the hypothesis stating that “There is no significant relationship between paradigm shift in Technical Vocational Education and students’ performance in Technical Drawing” was not sustained or rejected.

Conclusion: There is a significant relationship between the paradigm shift in Technical Vocational Education and students’ performance in Technical Drawing.

Keywords: paradigm shift, technical drawing, learning modality, face-to-face class, distance learning, learner’s challenges, learning support

I. INTRODUCTION

Modular distance learning involves reading, assignments, and activities. Because modular distance learning lacks structure and assistance, students may struggle with motivation and time management.

According to Anzaldo (2021), not all learners do their modules committedly since most students submit their modules only for formal purposes and simply to comply with the requirements. Also, parents’ involvement plays a major role in the situation of learners with modular distance learning. Some parents pamper their children and do the task instead of them. Since they are the ones answering the modules instead of their children, parents are having a hard time teaching their children as some lessons are more complicated than expected.

Bordeos (2022) stated that there was not enough time for instruction and collaboration, there was a learning curve, and it was difficult for students to shift to face-to-face classes from modular distance learning. Nonetheless, despite these difficulties, students are really determined to continue learning in class.

The education paradigm shift emphasizes the learner's role and internal processes rather than external stimuli from their environment. As a result, the focus has shifted from the teacher to the student, leading to a move from teacher-centered to learner-centered or learning-centered instruction. Additionally, there is now a greater emphasis on the learning process rather than the products that students produce, which is known as a shift from product-oriented to process-oriented instruction (Jacobs et.al. 2001).

One of the subjects offered in TVE is Technical Drawing, which aims to cultivate learners' skills in one or multiple engineering drawing specialties. The course begins with teaching fundamental drafting procedures and techniques and providing a broad overview of the field. Technical Drawing has a specific set of learning outcomes that students are expected to achieve each quarter, which is mainly based on performance tasks and accounts for 60% of the grade.

According to the website of Study.com, there are several reasons why students find Technical Drawing a hard subject. One of the main reasons is the complexity of the subject itself, as it involves intricate details and precise measurements. This requires a lot of focus and attention to detail, which can be challenging for some students who may struggle with spatial reasoning or have difficulty visualizing three-dimensional objects. Another reason is the technical nature of the subject, which can require the use of specialized tools and software that some students may not be familiar with. This can make it harder for them to complete assignments and projects on time. Additionally, Technical Drawing often requires a high level of patience and perseverance, as it can take time to master the necessary skills and techniques. Students who are easily frustrated or lack motivation may struggle to keep up with the demands of the subject (2023).

Having support from the family, school, and community is essential for a student who is struggling with Technical Drawing. The family can provide emotional support and encouragement, helping the student overcome any self-doubt and negative feelings. Parents can also offer practical help such as providing the necessary materials or arranging extra tuition. Teachers can guide and support during and after class, ensuring that the student understands the concepts and can complete assignments. Community support can take the form of additional resources, such as online tutorials, mentorship programs, or volunteering opportunities. With the backing of the family, school, and community, struggling students can gain confidence, improve their skills, and achieve their academic goals.

II. METHOD

The approval of the panel members, dean of the Graduate Studies and Applied Research was sought to use the validated self-made instruments. The research instrument was distributed to the respondents and immediately collected and tallied for statistical computation and analysis.

The gathered data were analyzed and tabulated using various statistical tools:

·   Frequency and percentage distribution were used to describe the profile of the respondents and determine the level of performance of grade 8 students in Technical Drawing.

·   Mean and Standard Deviation were used to determine the perception of the respondents to the Paradigm Shift in Technical Vocational Education (challenges and support).

·   Pearson R was used to test the relationship between the Paradigm Shift in Technical Vocational Education and Students’ Performance in Technical Drawing.

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“There are important distinctions if we are going to understand the nature of homeschooling in the contemporary world, a sector of education that is growing faster than any other. What most do not realize is that there are as many different approaches to and philosophies of homeschooling as there are of public or private schooling. Countless trends and innovations are changing the nature of homeschooling, things like adaptive learning, online learning, project-based learning, open learning, and community-based education.”  The preceding is an excerpt from a write up concerning “Trends That Are Transforming Home Schooling in the Digital World”.

To some people, homeschooling poses a major problem, they tend to look at it negatively.  They even have the wrong notion that parents are automatically the teachers for learners who are being home schooled. The truth of the matter is that homeschooling offers an array of convenient things. Learners no longer have to beat the rush hour simply because they would just be staying home.  They no longer have to commute or to travel, thereby lessening if not eradicating the risk or danger of a vehicular accident. Homeschooling also provides sufficient opportunity for the learner to learn at his/her own phase.  Instructions are individualized so as to fir every learner’s distinct need.  Homeschooling, whether modular or on-line, provides as well a clear set of learning instructions without the need for a classroom facilitator or even a teacher. In homeschooling, learning materials are so well-designed that everything in it or all that is contained are easy to understand and never difficult to grasp. 

Assessment or evaluation is also not a problem for home schooling. It is the rate of the learner’s progress in learning that will serve as a gauge or an instrument. With home schooling, a learner becomes independent, self-reliant and pro-active.  Self-learning is instigated and sustained.  Self-discovery is enhanced.  More learning opportunities are opened.  Therefore, with all these significant elements of homeschooling, learning becomes more natural, relevant, experiential and rational.  Ultimately learning becomes strong and rate of retention also becomes higher than in the usual mode of learning.

It is timely and very much suitable, now that we are within a digital existence, to popularize homeschooling. Other than its limitless benefits, homeschooling also offers endless benefits or advantages.  To some, it may seem to cause added expense but thinking of it in a blatant manner, homeschooling can even minimize expenses that needs to be incurred for education if delivered in the usual mode. Other than economy, safety is also upgraded with homeschooling.  There will no longer be a danger for young children of getting food poisoned because they no longer have to eat food from outside sources. While learning within the confines of their homes, learners can enjoy all the amenities that they have at home. Learning materials intended for homeschooling actually requires the learner to venture out into the society and traverse into opportunities never opened to them before.

In the 21st century, the world has seen a significant shift in the way knowledge is acquired and disseminated. The traditional classroom setup that involves a teacher standing in front of rows and desks filled with students is slowly becoming obsolete as technology continues to revolutionize the education sector. However, with the advent of technology comes new challenges that educators must address, including how to handle disciplinary actions for 21st century learners.

Disciplinary actions in the 21st century learners must take into consideration the unique characteristics of learners in this era. Unlike learners of the past, 21st century learners have grown up in a digital age where they have access to vast amounts of information at their fingertips. They are tech-savvy, highly connected and have a shorter attention span than their predecessors. As such, traditional methods of discipline, such as detention, suspension, or expulsion, may not be effective in correcting misbehavior.

One of the most effective ways to handle disciplinary actions for 21st century learners is to use positive reinforcement techniques. Positive reinforcement is a method of encouraging desirable behavior by rewarding it. In the classroom, positive reinforcement can be used to cultivate positive behavior among students. For instance, a teacher can reward good behavior by giving student a sticker, allowing them to choose a game or activity, or praising them in front of the class. Positive reinforcement creates a positive learning environment and encourages students to repeat the desirable behavior.

Another effective way to handle disciplinary actions for 21st century learners is to use restorative justice. Restorative justice is a form of discipline that focuses on repairing the harm caused by wrongdoing instead of punishing the wrongdoer. It involves bringing together the victim, the offender, and the community affected by the wrongdoing to discuss the harm caused and how to repair it. In addition to positive reinforcement and restorative justice, educators can also use technology to handle disciplinary actions for 21st century learners. Technology can be used to monitor and track student behavior, enabling teachers to identify patterns of misbehavior and address them before they escalate. For instance, teachers can use software that tracks student activity on school computers, alerting them when students access inappropriate content or engage in cyberbullying.

Moreover, technology can be used to engaged students in meaningful learning activities that discourage misbehavior. Digital games and simulations, for instance, can be used to help students learn in a fun and interactive way. Gamification of learning has been found to be effective in improving student engagement, motivation, and learning outcomes. By using technology to engage students, educators can reduce the likelihood of misbehavior occurring in the first place.

Educational field trips are an opportunity for learners to experience new environments, learn about different cultures, and explore the world outside of the classroom. While field tripos can be a valuable addition to a student’s education, there are also potential drawbacks to consider.

         First, it is an exposure to new experiences. Field trips provide learners with a unique opportunity to experience a different environment than what they are used to. They can learn about different cultures, see different landscapes, and experience different ways of life. This exposure can broaden their horizons and help them gain a greater understanding of the world around them. 

 It also gives them opportunity for hands-on learning. Field trios can provide learners with hands-on learning experiences that are not possible in the classroom. For example, visiting a science museum can allow learners to conduct experiments and see scientific concepts in action. This type of learning can be engaging and help learners retain information better.

This will also boost their socialization skills. During pandemic period, one of the opportunities that students have missed is the chance to get along with others, and to explore this opportunity to widen their horizons in the educational field because learning is more fun when it is happened outside the four corners of the classroom. Field trips are often conducted in groups, which can provide learners with an opportunity to socialize with their peers outside of the classroom. This can help them develop social skills, build relationships, and learn how to work together in a group setting. While improving their social skills, it is important to increased motivation. Field trips can be a motivating factor for learners. They can look forward to the trip and use it as a goal to work towards. This can increase their motivation to learn and perform well in the classroom.

There are also disadvantages of having field trips. It can be expensive, especially for learners from low-income families. This can create a financial burden for families and may prevent some learners from participating in the trip.

 The students’ safety is another concern. Field trips often involve travel, which can pose safety risks. Learners may be at risk of accidents or illness while on the trip, and schools must take precautions to ensure the safety of the learners. It may also disrupt learning. Field trips can disrupt the regular school schedule, which can negatively impact learners’ academic performance. Learners may miss important lessons and fall behind in their studies.

         Moreover, field trips require adequate supervision to ensure the safety of the learners. If there are not enough chaperones or if the chaperones are not adequately trained, the learners may be at risk.

In conclusion, educational field trips can be a valuable addition to a learner’s education. They provide learners with exposure to new experiences, hands-on learning, socialization, and increased motivation. However, there are also potential drawbacks to consider, such as cost, safety concerns, disruption to learning, and inadequate supervision. It is essential to weigh the pros and cons carefully before deciding to conduct a field trip. Schools must also take appropriate measures to ensure the safety and well-being of the learners during the trip. If conducted properly, educational field trips can be a valuable and memorable learning experiences for learners. 

Extra-curricular activities are a vital component of any student’s academic journey. These activities are those that fall outside the usual academic requirements and provide students with an opportunity to explore their interests, develop new skills, and interact with peers outside of the classroom. While there is no denying that academic performance is crucial, extra-curricular activities can play a crucial role in shaping a well-rounded student.

         Extra-curricular activities can help students develop a range of skills that there are not typically taught in the classrooms. For example, participating in a sport or a club can help students develop leadership skills, teamwork, and time management skills. These skills are essential for academic success and can help students perform better in the classroom. In addition, some extra-curricular activities, such as music or dance, can help students develop their creativity, which can also translate into better academic performance.

         Extra-curricular activities can also provide students with a sense of community and belonging. When students feel connected to a group or an activity, they are more likely to feel motivated and engaged. This sense of belonging can also help students feel more comfortable in the classroom and can lead to better academic performance. Furthermore, being part of a community can help students develop their social skills, which are also essential for academic success.

         Moreover, extra-curricular activities can help students develop a passion for learning. When students are engaged in an activity they enjoy, they are more likely to be motivated to learn and take on new challenges. This passion for learning can translate into better academic performance as students are more likely to be engaged and interested in their studies. Additionally, extra-curricular activities can provide students with opportunities to explore potential career paths and can help them make informed decisions about their future. When students are encouraged to do and join the things that they like to do and the things that they like to engage, it will be a learning experience that will help them develop their ability to explore themselves and challenge others to participate as well. It is a way to motivate themselves to learn while having fun.

         Lastly, extra-curricular activities can help students develop a sense of responsibility and accountability. When participating in an activity, students are often required to attend practices or meetings, complete tasks, and meet deadlines. These responsibilities can help students develop a sense of accountability and can prepare them for the demands of the real world. This sense of responsibility can also lead to better academic performance as students learn to prioritize their time and develop effective study habits.

 In conclusion, extra-curricular activities can have a significant impact on the academic development of students. These activities provide students with an opportunity to develop new skills, a sense of community, a passion for learning, and a sense of responsibility. While academic performance is essential to recognize the value of extra-curricular activities in shaping a well-rounded student.     

“The harvest is great, but the laborers are few,” Jun remembered the words he read from the bible as he viewed the 25-ton harvestable milkfish from the hut above his pen.

The sweetness of the wind breeze slowly brought to an incident that happened to him nine years ago.

“A man who can only eat well when the weather is fine and has a father that is fun of G’s (girls, gambling, gin, go-around guy, etc.), dares to be a member of my family,” shouted Engineer Zamora. No…no…no… I will send my daughter Mitch to study in the United States. “No more other explanation, and you can go now before I call a policeman to arrest you,” the voice of Engineer Zamora trembled.

“Jun, if you love me, forgive my father; he has high blood pressure and heart failure,” Mitch pettily asked Jun.

“Mitch, even how great is the storm, “I can't stop loving you,” Jun shouted.

“Jun, even how wide the oceans are my love will always be with you, for you saved my life therefore, I can wait for you forever,” Mitch cried.

Jun remembered these last words as he departed from Mitch’s house. Jun is born in a poor fishing community somewhere in Cebu. He finished his Bachelor of Science in Fisheries through diligence and untiring efforts. Right after graduation, he was recommended by the college superintendent to undergo training at the Marine Fisheries Development Center in Cavite City to augment his knowledge of fisheries.

From the training, he started his venture in the field of mariculture and gill netting. Out of his income, he expanded his fishery business.

One day while setting his net, he heard loud voices ashore.

Help! Help!   help! our companion was drowning, screamed a lady wearing a bathing suit.

     Jun hurriedly rushed to rescue. The lady was breathless, so he applied first aid (mouth-to-mouth resuscitation).

     People are rushing to the scene. That is Mitch, the school’s majorette in the next town, said an old woman. That is the only daughter of

Engineer Zamora, the richest but the strictest man in that town, somebody murmured. It’s good that there’s somebody who knows first aid.

     That is the beginning of the lasting friendship between Jun and Mitch, which ends in love.

      Mitch, this is my promise to you, while there is still low and high tide, out of the sea, I will seek gold to assure our incoming children a brighter future, as Jun planted his first kiss on Mitch. “The sea is actually a heaven for those who have the guts to explore but a hell for those who are lazy, “Jun softly whispers these words to Mitch.

       “Jun, because you are so industrious, you saved my life, and I have seen your good deeds today, I am not afraid to face you tomorrow, “as Mitch tightly hugged Jun. I swear to God, like a crooked river, it will always end on you, Mitch continued.

    Sir Jun, it is true that the sea can still be a haven for fishermen, cried Cocoy, one of Jun’s farm workers. Jun’s attention was alerted. Right after this harvest, you will become a millionaire, he emphasized.

    As I’ve told you, while you are still using dynamite in fishing, “love the sea and don’t destroy it for the golden rules says, whatsoever you soweth that shall also you reap,” answered Jun calmly.

     Sir, Jun, I have other very sweet surprise news for you. Just wait for twenty minutes, and I’ll be back from the shore, Jessie, the right hand of Jun exclaimed.

     The gentle wind of the southwest monsoon carried the lasting scent of the perfume long missed by Jun.

It’s you, Mitch, as Jun hurriedly extends his hand to the beautiful lady riding in the banca. Yes, I’m back, Jun, to fulfill my promises to you. My father died because of a heart attack when an earthquake struck the U.S. two years ago. I’m now a graduate of Master of Science in Marine Biology, Mitch sweetly smiled.

     If that is the case, we will become one to realize our plans, Jun tightly hugged Mitch.

     Out of the sea, Mitch, we will join our knowledge and skills to make this place a paradise for our children and other people. “Let us expand our fish pen business and add cages, eucheuma farming, and “lambaklad” because the sea is our heaven,” as Jun planted the signaling kiss of the everlasting romance with Mitch.

“Culture this immature feeling to make it marketable,

Capture my heart of stones with fishing nets of love;

Preserve the delicate relationship with the spices of romance,

And apply conservation measures to make it sustainable.

Construct a strong perimeter dike to enclose my whole being,

Install the gate that can facilitate the exact flow of palatability;

Where the shining golden sun and twinkling stars apart,

Are the only living witnesses of how sweet our relationship.

Propagate this newly hatched emotion with natural or artificial means,

Nurture this delicate being with your feeds of a promising future;

Cultivate properly so that this will find its true growth value,

In the enclosed magnificent fishpond mixed with love ingredients.

Be sure to eradicate these rampant competitors and predators,

Check seepages and leakages to make it exactly watertight;

Then admit it with new tidal water to flow in our golden paradise,

Then remember the song, “Please Be Careful with My Heart.”

Prepare your boat to navigate in the uncertain ocean of love,

Start at daybreak to make it more naturally exciting and remembering;

Listen carefully to the whistling wind and rushing waves ashore,

Bringing a simple message, “Love without discipline will be in vain.”

Steer the rudder of destiny in either starboard or portside,

Apply seamanship skills to battle these different forces of nature;

If you lost your direction during that very challenging adventure,

Get the compass, take the position, and send a distress signal.

Weave my virgin feeling with the creasing and baiting method;

For a while applying the combination style to make it stable,

In times of damage where immediate repair is badly needed;

Mend my broken heart in these three delicate words, “I Love You”.

Catch my heart with your devastating explosives of promises;

Stupefy me with your poisonous sting of obnoxious caress,

Drag me for worthwhile seconds to a state of insanity,

And lift me permanently to the climax of our understanding.

With your weave nets put it as a veil of our agreement;

Splice a chord to bind us from the tease of temptations.

Construct a fishing gear to start the journey of a family;

Remember in hardship, the sweetness of life can be tasted.

To construct use the finest teaching strategies to derive genuine wisdom;

Research for a miracle formula in order to find the best solutions,

Extend an applicable new technology of harmonious companionship;

Lastly, produce an offspring of resemblance, “till death do us part”.

Strong literacy skills empower individuals to express themselves articulately and persuasively, empowering them to succeed in their personal and professional lives. By promoting a balanced approach to reading and writing, educators can empower learners to fully unlock their potential and thrive in a global society (OECD, 2018). Furthermore, literacy skills enable individuals to navigate the digital age, where information is readily available, and critical thinking is essential to discerning fact from fiction. Reading hones vocabulary comprehension and writing skills by exposing students to various writing styles, genres, and ideas. Reading also enhances the understanding, critical thinking, and imagination. It is through reading that students develop an appreciation for literature and the power of language (Rosen, 2022).

Before students can become proficient writers, they must first develop a love for reading. Educators can foster this love for reading by providing diverse and engaging reading materials, such as books, magazines, and online articles. Additionally, encouraging students to join book clubs or participate in reading-related activities can create a sense of community and excitement around reading (Pulimeno, 2020).

However, reading alone is not enough to foster English literacy skills. To cultivate English literacy skills effectively, it is crucial to strike a balance between reading and writing. Learners must be encouraged to express their thoughts and ideas through writing to truly master the language. They should feel encouraged and supported to express their ideas through writing without fear of judgment. Through writing, learners can articulate their ideas clearly, structure their thoughts, and refine their language skills. It also encourages self-expression and promotes critical thinking, as students are required to analyze and evaluate information before putting it into writing. Teachers can incorporate writing exercises and assignments that spark creativity and critical thinking, allowing students to explore their own voices. Providing constructive feedback and guidance helps students improve their writing skills while boosting their confidence (Ripple, 2021).

In today's digital age, technology can play a significant role in nurturing English literacy skills. Online platforms and tools can provide students with opportunities to read and write in interactive and engaging ways. Integrating technology platforms, such as online writing tools and interactive writing applications, can engage students and enhance their writing abilities. These resources provide immediate feedback on grammar, spelling, and sentence structure, enabling students to identify and rectify their weaknesses. Additionally, technology allows for collaboration among students, fostering peer learning and the exchange of ideas. To emphasize the relevance of writing skills, educators should connect writing to real-world applications (Haleem et al., 2022). Assigning practical writing tasks, such as composing emails, letters, or reports, helps students understand the practical value of effective writing. Moreover, encouraging students to participate in writing competitions, blogs, or publishing platforms provides a sense of purpose and instills a sense of accomplishment in their writing abilities.

Nurturing English literacy skills in students is a vital investment in their future success. By cultivating a love for reading, creating a supportive writing environment, integrating technology, and connecting writing to real-world applications, educators can help students transition from passive readers to confident and proficient writers. These skills not only serve them academically but also empower them to express their
thoughts, engage in critical thinking, and ultimately contribute to society. With the right guidance, students can harness the power of English literacy skills, facilitating their personal growth and enabling them to excel in an increasingly interconnected world.

References:

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of   digital technologies in education: a review Sustainable Operations and Computers, 3 (3), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

‌ Michaelrosen. (2022, September 11). Michael Rosen: Reading for Pleasure: How and Why Does It Enable Children to Do Better at School? What can we do to foster it? What creative ways of responding and interpreting help with this too? Michael Rosen. http://michaelrosenblog.blogspot.com/2022/09/reading-for-pleasure-how-and-why-does.html

‌OECD. (2016). Global competency for an inclusive world In OECD. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf

Pulimeno, M., Piscitelli, P., & Colazzo, S. (2020). Children’s literature to promote students’ global development and wellbeing. Health Promotion Perspectives, 10(1), 13–23. https://doi.org/10.15171/hpp.2020.05

‌ Rippel, M. (2016, March 7). 10 Tips for Reaching Your Struggling Learner All about Learning Press. https://blog.allaboutlearningpress.com/struggling-learner/

 Abstract: The application of ICT is creating significant changes in the teaching and learning process. The traditional approach in teaching has stressed on content. For decades, course materials were designed around textbooks. Teachers taught the content through lecture method and the activities were designed to enforce the content knowledge. But incorporating ICT in teaching helps both teachers and students since it has the potential to impart quality education if it is used effectively (Bindu, 2016).

Using a descriptive correlational research design, this study involved forty-nine (49) purposively selected Junior High School TLE/TVE teachers in Mauban, Quezon during the academic year 2022-2023. The researcher-made questionnaires guided by MICTIVO framework and SAMR model were utilized to gather the data.

Findings revealed that the teacher respondents highly perceived the importance of ICT for education and its impact on the professional development of the teachers. Responses also showed that the respondents are competent in the use of ICT. Also, the result of the level of ICT integration of the respondents lies within the lowest level of ICT integration – Substitution. Based on this result, ICT trainings are needed to step up the skills of the respondents to the next level of ICT integration.

The study concluded that there is a significant relationship between the teachers ICT perception and competences to ICT integration. Therefore, sufficient ICT trainings and programs must be implemented to schools in regular basis to enhance the ICT skills of the teachers.

Keywords: ICT competence, ICT Infrastructure, ICT integration, ICT perception

Learner All about Learning Press. https://blog.allaboutlearningpress.com/struggling-learner/

I. INTRODUCTION

The Philippine Department of Education envisions a system of quality basic education for all that is supported by ICT. It is committed to the proper, effective, and long-term use of information and communication technologies (ICTs) to improve the quality and efficiency of basic education service delivery. Recognizing the potential benefits of incorporating ICTs into education systems, the Department of Education launched the National Strategic Planning Push for ICTs in Basic Education in February 2005 as part of a system-wide reform initiative to save Philippine basic education from disaster. They created the National Framework Plan for ICTs in Elementary Education. The plan establishes the parameters for the use of ICTs in basic education, such as radio, television, audiovisual equipment, telephones, computers, and the Internet, including appropriateness, efficacy, and sustainability. The National Framework Plan articulates the aims and strategies for integrating ICT into basic education in the Philippines during the next six years.

Over the decade, new policies for the use of ICT in Philippine education are made. In the study of Bonifacio (2013); Developing Information Communication Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines, he mentioned the following DepEd policies: (1) technology must be studied first as a separate subject, then applied in other learning areas as a tool for learning how to learn; (2) the application of computer skills to the other learning areas is a curriculum policy that stems from the principle that teaching-learning must not be textbook-driven, and educational processes should take advantage of technological developments, including the application of ICT in teaching and learning, where appropriate; and (3) an education modernization program will equip schools with facilities, equipment, materials, and skills and introduce new learning and delivery systems necessary to capitalize on recent technological developments.

Education is critical for the development of human knowledge and skills. Teaching and learning are two processes that are essential to education. Education is one of the most important methods for transferring knowledge from one individual to the next. Some schools continue to employ the traditional approach to education, but this does not improve education because the world's technologies are always evolving, and students, as the future generation, must keep up. As a result of the combination of information, communication, and technology (ICT), individuals have been radically transformed. ICT has become an integral element of people's day-to-day lives with the integration of ICT such as smartphones and tablets with the internet. Education leadership, school support, ICT infrastructures, and ICT efficacy are all critical components for successful ICT integration (Wijayasundara, 2020).

II. METHOD

The approval of the panel members, dean of the Graduate Studies and Applied Research was sought to use the validated self-made instrument. The approved letter was presented to the schools’ division superintendent, district supervisors, secondary school principals in Mauban, Quezon for the administration of the questionnaire to the respondents of the study, the junior high school TLE teachers in Mauban.

The research instrument was distributed to the respondents and immediately collected and tallied for statistical computation and analysis.

The gathered data were analyzed and tabulated using various statistical tools:

•   Frequency and percentage distribution were used to analyze the profile of the respondents.

•   Mean and Standard Deviation were used to determine the perception, competence, and ICT integration of the respondents.

•   Pearson R correlation was used to identify the relationship between the respondents’ perception, competence, and ICT integration.

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This essay will discuss conflict-related issues, conflict-management techniques, and their connections to boosting individual productivity or group levels within an organization. Due to the idea of conflict's ubiquity and pervasiveness, it has amassed a vast array of meanings and connotations, leaving us in the midst of a semantic wasteland. Like other concepts, conflict causes a lot of ambiguity and leaves many academics and administrators unsure about (1) its significance and meaning; and (2) the best ways to handle it. Conflicts will inevitably arise in relationships, workplaces, and even between nations. Conflict arises when one party asserts that the interests of the other party are at odds with its own.

Furthermore, depending on how you handle a disagreement, your team may benefit or suffer. Positive conflict can spark fruitful discussion, test presumptions, and promote diversity of viewpoints. Negative conflict can result in hatred, anger, and mistrust, which can impair collaboration, decision-making, and communication. Sometimes, it can cause for people to resign or the worst is it will lead to hearing before the judge inside the courtroom. Therefore, it's crucial to see conflict in your team early on and step in to resolve it before it worsens or spirals out of control.

Moreover, handling of conflicts is referred to as conflict management. you might have to handle a conflict with a different person, a member of your family, or a coworker on any given day in any organization. Siraji ( 2019), in her study on Conflict Management Styles of Educational Managers in Selected Higher Educational Institution in Sulu: Vis-à-vis Teaching Performance  emphasized that  the “appropriate” management styles in a given situation are essential for educational managers to utilize them for managing conflicts in their respective school.

         Every organization or business has conflict, but companies can create structures and techniques that allow them to take use of the positive components of conflict rather than the negative aspects in order to increase productivity. Management should prepare preparations ahead of time to handle conflicts and work to create an atmosphere where conflicts are less likely to emerge. In order to prevent miscommunications and unfavorable opinions of one another, proper channels of communication should be kept open. To reduce the likelihood of discrepancies in goals and job responsibilities, employees' job roles and tasks should be clearly explained.

Finally, it should be remembered that each business has its own distinct culture, set of guidelines, and set of circumstances that cannot be combined with universal guidelines.  All of this information should be applied to daily tasks at work. This will improve staff productivity and performance, which will have a favorable impact on organizational outcomes that will provide a productive and safe atmosphere for everyone.

References cited:

Siraji (2019), Conflict Management Styles of Educational Managers in Selected Higher Educational Institution in Sulu: Vis-à-vis Teaching Performance. (PDF) Conflict Management Styles of Educational Managers in Selected Higher Educational Institution in Sulu: Vis-à-vis Teaching Performance (researchgate.net)