Abstract

Raquel Marie Tamesis Quintana, 2023, Exploring the Battle Cries: Lived Experiences of Nurses in Exodus, Urdaneta City University

Adviser: Dr. Zosima C. Garin

         This study determined the lived experiences and battle cries of the nurses after resignation from their work. It dealt on the personal profile of the participants which include their age, civil status, highest educational attainment, number of years abroad, reason for resignation, and the country were employed at present. It tackled the lived experiences of the participants along emotional stress, physical exhaustion, and social stagnation. It also dealt on the battle cries of the nurses along under remuneration, underemployed, inadequate resources, and limited appreciation.

         The study utilized the phenomenological method of research design that employed a random selection of ten (10) OFW nurse participants employed from different countries. Data were gathered through google form for the profiles, and interviews for the in-depth information on the questions asked. Information was analyzed thematically.

The participants young adults, mostly singles, did not pursue their masteral degrees, half of them had been abroad for more than five years, and the remaining half were below five years, and their reasons for resigning from their previous work is underpaid and better job opportunities for their family. The lived experiences of the nurses along emotional, physical exhaustion, and social stagnation were mostly experienced after resignation from their work. The battle cries of the participants affected them mostly after resignation like being under remunerated, underemployed, inadequate resources, and limited appreciation.

Chapter 1

Introduction

Background of the Study

Long regarded as modern-day heroes, many people look up to Overseas Filipino Workers (OFWs) as example of great success. They leave the country for better opportunities and higher wages while playing an essential role in sustaining its economy. However, behind the glimmer of these success stories is the life of an overseas worker, which is far from a fairy tale dream. Unknown to many are the hardships and life test OFWs have to overcome while working in different country in exchange for turning their dreams into reality. Filipinos are so tight-knit, which is why it is difficult for our OFWs and migrant workers to be away from their families and loved ones. They have to endure the pain of not seeing their children grow up so that they can provide a better life for them in return.

With technology nowadays, just giving a quick video call to their loved ones will ease the feeling of homesickness and make the journey bearable. Every Overseas Filipino Worker has a different story to tell-- the experiences and challenges they go through abroad. Nevertheless, sometimes, they prefer to put on a happy face to hide all their difficulties and carry on with the burden away from their loved ones to feel worried and anxious. However, to find solutions to a problem, we must see it exist.

The life changes and difficulties of OFW included in this list are just some risks that come with the decision to work in different country. While life experiences may vary from one worker to another foreign worker, it is the changes that might happen. readiness and sticking to what is right will make a huge difference in overcoming them. Working in a foreign land, it is unsurprising that many Filipinos get shocked in different culture. They leave the familiar corners of their birthland and try to a new cultural and social environment. It may cause stress and anxiety if not addressed immediately in the right way. There are ways one can cope with culture shock, starting with keeping an open mind and taking time to get used to these changes.

Many Filipinos didn't reach out in with the Philippine regulating bodies for immigrant workers like POEA or Philippine Overseas Employment Agency and fall for the illegal recruiters. It leads to unprotected employment, exposing the migrant worker to employer abuse and exploitation (Vistaland, 2022).

Long before the COVID-19 pandemic, the WHO had designated 2020 the year of the nurse. The year of the nurse is apropos as nurses are the main heroes fighting COVID-19 as they play critical roles in testing, treating, and containing the virus. In responding to the outbreak, nurses are at the front line, sacrificing their lives to care for others. The work of nurses across the globe and in Indonesia is invaluable, and the response to COVID-19 will only continue with the crucial role nurses play in addressing testing, treatment, and containment (Gunawan, 2021).

Filipino nurses work abroad for various reasons, but mostly to gain world-class experience, exposure to the golden standards of Nursing care, and to increase their income potential to give their families a better quality of life. However, applying for an ideal job in international hospitals, including those in the US, is a tedious process that entails effort, time, and money. Employing the service of a reputable workforce agency will get the job done efficiently and stress-free. One nurse named Pamela mentioned that the application process was easy as she applied online, which took only one year. She arrived in New York in 2005 and started working as a Med Surge nurse for one of New York's hospitals. Adjusting to her job in the US was relatively easy for her, given her Nursing experience back home. What she considers the biggest challenge was the language barrier between her and her colleagues and even patients. She also admitted having experienced culture shock at the onset of her job because of her colleagues' lifestyle, practices, and values compared to those she dealt with in the Philippines (BranRoom, 2022).

There have been many reasons why Filipino nurses are leaving to work abroad, particularly in the United States and Europe. Among them are low wages, unsafe working conditions, chronic understaffing in hospitals, and lack of additional benefits, sometimes even delayed in their payout. The most often cited reason is low salaries, as nurses struggle to make ends meet in this age of runaway inflation and a slowdown in the economy. These are starvation wages that would hardly meet the everyday needs of an ordinary Filipino family. No wonder, even if there is an occasional ban and working conditions abroad may be uncertain, our nurses are leaving to try their luck elsewhere. It poses a problem to our hospitals, public and private. Although we cannot compete with the pay scale offered for nurses in America, the government must realize that we must retain these nurses at home to handle our COVID-19 response and provide the needed service in our hospitals. One solution is to increase the pay of local nurses and improve their working conditions, which can done through legislation (Malaya Business Insight, 2022).

Filipino nurses are essential front liners in the Philippines and abroad. At the onslaught of the deadly pandemic, the Philippines tried to curb the rise in infections within its borders while also dealing with reports of infections, even casualties, from overseas. The opportunity to react effectively to those in need of medical treatment and support could improved in the country due to insufficient numbers of health professionals. At the same time, there was also an increasing demand for facilities. The Philippine experience is unique because the country is engaged in a balancing act, simultaneously attempting to manage the healthcare personnel shortfall within its borders while meeting the healthcare needs of the global community. The Philippines marked as the second most populous country in Southeast Asia. Despite this, many of the country's registered nurses remain either unemployed or 'unemployed. In 2017, the Philippine Statistics Authority reported that, with 90,308 practicing nurses in private and public hospitals, the healthcare system fell short of the target nurse-to-patient ratio. The Philippine Nurses Association revealed that the target ratio in government institutions is 1:60 in the Philippines. It is similar to the Department of Health's (DOH) ideal ratio of 1:12 (Elmaco, 2022).

The demand for Filipino nurses is not all that surprising, considering that the government had stop healthcare professionals from being sent in other countries due to the increase needs that created by the COVID-19 pandemic. As a result, overseas hospitals need more staff despite the spike in cases. Filipino healthcare workers' overall positive response and commendable attitudes during the pandemic have given plenty of praise from different countries, so much so that they have become highly sought-after.

The Philippines has long been a significant providers of health care nurses, with around 316,000 professionals working outside of the country as of December 2021. Recently, the POEA also reported that while countries such as Britain, Arab Countries and other Asian countries have been the top destinations for Filipino nurses, the pandemic has also created increase in demand for such individuals in countries like Hong Kong and Singapore, where in 2021, over half of the migrant nurses were Filipinos (Wong, 2022).

Many Filipino nurses dream of working in different country, and the main reason they stay for placement overseas is that they want to enjoy good life and better opportunities that employers offer in other countries. Based on a research conducted by TrueProfile.io—a platform that provides Filipino healthcare professionals worldwide with that mechanics they need to secure a high standard career abroad. In the news tally, 71 percent of Filipino healthcare workers cited "better career opportunities and high salary" as the number one reason they are considering working abroad. Fifty percent wanted to earn a higher salary; 29 percent were finding for more opportunities for medical specialization areas; 24 percent were looking for professional enhancement; 20 percent were to financially support their family in the Philippines; 17 percent wanted to take travel and see the world beautiful places; 15 percent were looking for personal growth; and 11 percent wanted a better Quality of life. The results of the survey are not surprising. The United Kingdom's national healthcare system is considered one of the best globally and provides excellent professional development and opportunities. They work in well-equipped hospitals and with modern high standard facilities, which expose them to the latest medical technologist and equipment. Hardworking healthcare workers nurses are assured of promotion in rank, depending on their performance. The excellent market-rate salaries are well above the expected rate in their home country (Manila et al., 2022).

A nurse named Anne mentioned the differences in professional communication, assessment skills, technological advancements, and specialization. Initially, she thought about how she was turning down the practice of nursing in the Philippines, but after a thorough reflection, she found that some of it is true to some degree with her experience as a nurse in the Philippines. We all have different work experiences as nurses, which is highly subjective. However, nurses can agree with some issues, such as low salary, work culture, slim chance of career progression, and heavy workload. The common denominator amongst nurses is to look for opportunities abroad, and Filipino nurses are scattered globally to ease staff shortages in other countries and, at the same time, make our lives better and more comfortable. In the Philippines, nurses rarely communicate with patients, especially doctors, in such a harsh assumption for Filipino nurses. Communication is an integral part of our practice. Nurses gain verbal consent from patients before they carry out even the most straightforward procedures and instructions, give health teachings, and ensure they are on the same page with the consultants to treat our patients properly. It is the same principle wherever nurses are. That is what they ought to do as nurses. However, it is sad that some of us may have experienced a work culture in the Philippines where doctors are far superior to nurses. Challenging them, especially new nurses, makes it difficult and arduous to challenge them (Nurse Anne, 2021).

There are some of the common challenges nurses working abroad might encounter. It includes upholding their culture and traditions. The prospect of experiencing culture shock in a foreign country is high and can be overwhelming: language barriers, climate, living expenses, and homesickness. Higher income and benefits are just a few reasons Filipino nursing students opt to study and work overseas. Even before the COVID-19 pandemic, nurses had already sought greener pastures in hospitals abroad. Another reason nurses should consider working abroad is the opportunity to expand their professional horizons, work with the global community, and grow professionally. Working in a foreign country exposes new healthcare systems, technologies, and approaches to patient care. Long duty hours have been one of many consistent challenges and difficulties for nurses. They typically have demanding schedules because nursing is a 24/7, round-the-clock job. These extended hours can also mean working overtime, several 12-hour shifts in a row (Jamieson, 2023).

Choi and Shin (2022) found that organizational factors such as administrative justice, workplace violence, organizational commitment, and personal factors such as self-efficacy and occupational stress reportedly influence nurses' resignation intention. Until now, research have mainly focused on the effect of individual factors on resignation intention. However, recent studies have shown that organizational factors are also crucial in explaining nurses' resignation intention, and organizational justice is one of the most critical organizational factors influencing nurses' resignation intention among organizational factors. A lower distributive justice score indicated high resignation intention among nurses with less than three years of clinical experience. Among health care workers with 3 to 6 years of clinical experience in hospital, a lower interactional justice score and high nursing core competency with high resignation intention. The type of organizational justice that influenced resignation intention differed depending on clinical experience.

The nursing profession faces a high resignation rate due to a lack of inequitable workforce distribution. The causes related to the nursing resignations are numerous and issues of concern. Some nurses students graduate and start working and then determine that the profession is not what they thought it would be. Others may work a while and experience burnout and leave the profession. Healthcare workers including nurses are at high risk of violence in all parts of the world, with between 8% and 38% suffering some form of violence in their careers, like the threat of physical and emotional abuse, adding to an already stressful areas. Work effort and Job satisfaction affected negatively, as the physical and emotional insults take a toll on the physical and emotional well-being of the healthcare professional. The introduction of the latest Electronic Medical Record (EMR) and other technological advances also affect nurses staying in the profession. While some specialties, such as nursing informatics, are booming, that adds to the shortage problem by removing nurses from direct patient care areas. Some seasoned nurses have difficulties with the latest innovation and remove themselves from the profession at an earlier rate. The American Nurses Association (ANA) announce, more registered nurse jobs will increase through 2022 than any other profession in the United States. According to the Nursing Times, the Bureau of Labor Statistics in US forcast that more than 275,000 additional health care workers will be needed from 2020 to 2030 (Haddad et al., 2023).

Nurses in the field work in a fast-paced environment, reassuring family members, providing patient care, and keeping up with evidence-based practices and procedures. That stress level can leave many healthcare organizations with a high nurse resignation rate. Nurse resignations are due to moving, personal matters, promotion, salary, retirement, and burnout. They also leave because they are dissatisfied with their jobs, given little independence or respect, staffing and scheduling do not meet their needs, and physician/nurse relationships must be collegial. Employees want to know that what they think matters. They want to be as valuable team members with something meaningful to contribute. At the very least, employees do not want to be demeaned, yelled or humiliated by abusive managers, co-workers, or physicians (Shaffer & Curtin, 2020).

Dewanto (2018) explored the causes and consequences of nurse resignation. He identified personal reasons, external attractions, and unsuitable working conditions as the three common reasons for nurse resignation revealed by hospital managers. Hospital managers admitted that nurse resignation disturbs hospital operations, further impacting revenue and costs. The nurse resignation rate is higher than acceptable and predicted by age, marital status, and job tenure.

In the Philippines, Bisnar and Pegarro (2018) found that nurse resignation is a significant problem for all healthcare organizations because of its potent effects on client or patient outcomes, job dissatisfaction, motivation to work and provision of quality patient care. The study revealed a decreased nurse resignation rate in government hospitals and an increase in private hospitals due to low salaries, fewer fringe benefits, health insurance coverage, better benefits and compensation packages offered by other hospitals, and below patient ratio. However, with the increase or decrease in the resignation rate, healthcare delivery about the identified five (5) critical areas of nurses' responsibility are still an issue due to increased nurse-client ratio, interpersonal relationships, stressful environment, and attitudes of the millennial nurses.

Labrague et al. (2018), in their study on nurse commitment and resignation, revealed that Philippine nurses were moderately committed to and were undecided about whether or not to resign from their organization. Nurses' age, gender, education, rank, and work experience correlated significantly with organizational commitment, while nurses' age and education correlated significantly with resignation intention. An inverse relationship between organizational commitment and resignation intention. The findings highlight the need to formulate and implement interventions to promote life-long commitment in nurses and reduce resignation rates.

Labrague et al. (2019) explored the effects of nurses' work satisfaction, chracteristics and work stress with the intent to resign from an organization among registered nurses in the Philippines. This study explored the effects of nurses' work satisfaction, characteristics and work stress with the idea to leave an organization among nurses in the Philippines. Nurses' ages were found to influence their turnover intentions significantly. Job satisfaction and job stress strongly predicted resignation intentions among nurses. Several predictors of resignation insights were determined in this study through nurses' job satisfaction, age and job stress as being the most influential factors. That Efforts to increase nurses' job satisfaction and reduce stress should halt the further loss of these skilled groups of healthcare professionals.

Her study on intention to leave work revealed that most were satisfied with their current work. Sex characteristic is a significant factor in job satisfaction. More than half said they have no intention to leave their work. Job satisfaction affected by turnover intention. Health care workers like Nurses and Midwives working in rural areas have high levels of job satisfaction and little turnover intention. Job satisfaction plays an essential role in turnover intention. This study has significant implications for the Department of Health and local government units in maintaining high job satisfaction and low turnover intention (Salvatierra, 2019).

In the past few weeks, up to 10 percent of health workers nurses have reportedly resigned to work abroad. The early resignations are not new — they have been happening even just before the pandemic occurs—but the enormous strains inflicted on medical front liners during pandemic and the neglect many have endured due to broken promises and delayed benefits by the Philippine government have triggered nurses in exodus. Warned by Dr. Jose Rene de Grano, the president of the Private Hospitals Association in the Philippines Inc., it will further paralyze the country's healthcare system in the next six months.

The country's low pay for nurses and physical and mental exhaustion are the reasons cited by many such workers for resigning. Most of the quitting have been happening in private hospitals, where low salary for nurses is P537 daily according to computations by the (FNU) Filipino Nurses United, P11,814 monthly. Those who have resigned move to public hospitals, where they at least get benefit from the salary standardization law ranges P8,000 to P13,500/month, move to other non medical industries that pay higher or go overseas. Health Care workers nurses get a monthly average salary of $3,800 (almost P200,000) in the United States, 1,662 British pounds (around P116,000) in the United Kingdom, and C$4,097 (at least P167,000) in Canada (PDI, 2021).

Contact us for the full copy

It is always the mandate of the Department of Education not to collect fees on graduation and other related events. According to DepEd Order No. 19, s. 2008 no fees shall be collected from preschool up to Grade IV during the enrolment. Starting the second month, contributions for BSP, GSP, Red Cross membership, PTCA, School Publication and membership in student organizations may be collected but only on a voluntary basis.

However, there are a lot of classroom concerns that need funds and the department was not able to address it. I have been in the profession for 16 years and I’ve been teaching in the public school for 9 years and I can say that teachers in the public school need to spend their own money for classroom and students’ needs.

In the public school there are 40 to 50 students in a classroom with limited or no electric fans inside each classroom. With the no-collection policy there will be no money for classroom supplies like brooms, floor wax and other supplies.

In the past years, teachers are busy working on how they are going to decorate and improve their classrooms which could add other expenses on the part of the teacher.

This current situation that teachers are facing continually disheartened us but we don’t have a choice but to continue because we love what we are doing. We love our job so much that we just choose to keep silent. If we complain there are a lot of consequences.

If only teachers are given support professionally and if only the government is supportive of the needs of the teachers then there is no need for “voluntary contribution” and quality education will be at hand.

I am hoping for a better education system. I am hoping for a better future of the students. These things lie in the hands of the educators. So please consider our needs.

In another directive issued by the Department of Education (DepEd) teachers were ordered to strip off “all unnecessary artwork, decorations, tarpaulin, and posters” in their classroom walls.

The idea must have come from the small-scale study of kindergarteners that saw that overly decorated classrooms prove to be too distracting, leading to lower test performance. However, it must be noted that this study only looked at 24 kindergarteners in a brief simulated learning environment, not in a real school setting over a prolonged period. The authors of the study themselves do not recommend completely bare walls but to simply be more deliberate and discerning when decorating classrooms.

I believe that learning environment can really affect the students’ learning. Therefore, we must prioritize student engagement and motivation. In aid of this, more than just the absolute number of decorations in the classroom, it is the relevance of the decorations that would make a more significant positive impact for students. If the decorations are directly relevant to what they are learning, they are more likely to use them as learning tools. Educational materials in the classroom also help in knowledge retention to reinforce lectures. If anything, we want our students to interact with the educational decorations rather than ignore them.

Classroom decorations are not just to aid in lessons. For a lot of students, school is an opportunity to be in an environment well-suited for their needs. A corner with books allows children to provide themselves a break whenever they are overwhelmed or feel too much academic pressure. It is also a place they can learn to enjoy just being with themselves. Diverse tactile environments such as carpets and textured decorations also provide another form of much-needed sensory regulation.

My other concern is for the students in the lower grade. For kindergarten, more than academic focus, we need to encourage them to interact effectively with environments that include physical, peers, and teacher. Classroom design, therefore, is an especially important factor in kindergarten learning. Letters and numbers posted on the wall may stimulate the mind of the students.

Teachers are disheartened to unclothe the walls of their classrooms since most of the bulletin boards, pictures and graphics posted on the walls were partly came from their own pockets. So up until now, baring of the classrooms are barely done.#

Alcadesma National High School Supreme Student Leaders Government imposed to implement the haircut and hair color policy for this school year.

The hair policy is part of the good grooming and hygiene policy of the school which was stated in the school’s discipline manual. The hair policy reads, “Students (boys specifically) are not allowed to sport long hair and it should be clean-cut.” Hair color is also prohibited for both boys and girls.

Some students are against this policy and they find the policy discriminatory. They opposed the policy stating that it is against self-expression.

However, I find this policy not as a sign of dictatorship but a way of disciplining students.

It is clear that upon enrolling in Alcadesma National High School there are rules and regulations that are needed to be followed. I, myself was once a student and was trained to wear proper uniform and observed tidy hair. I cannot see anything wrong about that.

It is not about limiting a person to promote diversity and limiting students who are part of the LGBTQ to express their gender. This is about training the students to have proper grooming. Since they are still in high school I think it is better to see them look clean and hygienic.

I know that having clean cut hair for boys and no hair color do not affect the performance of the students. Yes of course. However, since public high schools do not have a very good ventilation system students’ improper haircut may not add to the heat experienced by the students. Proper haircut will also help in avoiding transferring of lice form one person to another.

Yes, proper haircut does not guarantee a better work in the future but somehow it may affect how a company may or may not hire you.

It is for me not to limit people on how they look but it is still better to look good and be obedient sometimes.

Last school year, Vice President Sara Duterte announced that uniforms of students in public schools under the Department of Education was not required because parents are adjusting from the pandemic.

However, I find this proposition not helpful for both the parents and the school. For once, it may cause additional burden for the parents since they need to buy more clothes for their children to wear.

Another thing, teachers and school personnel will find it difficult to identify students from outsiders. This may result to some problems inside the campus made by outsiders making the school and the learners unsafe.

In Alcadesma National High School it has been observed that students are still not wearing their school uniform despite the proposition of the SSLG on the reimplementation of wearing school uniform.

Security personnel are still in confusion whether to let students enter the school without their complete uniform.

It is really important that the school heads should have a clear stand on this matter. Is it really allowed to still not to wear their uniforms or are they going to implement the uniform policy?

At the end of the day, parents will still follow whatever is the regulation of the school if it is well-explained and agreed on.

Always remember that the ultimate beneficiaries of whatever the decision is are the students.

It was the dream of every teachers to reach their age of retirement and be able to enjoy their retirement benefits.

The mandatory retirement age of government employees including teachers is 65 years old. The question is, are teachers still able and capable?

In an article in the website World in Data, the average life expectancy of a person as of 2021 is 70 years old. If teachers are going to retire at the age of 65, they will only have five more years to enjoy their life without pension. If they are going to retire at 60 they will enjoy five years of their life having their pension.

Is this what the teachers really deserve? Most of the teachers spent half of their lives teaching. There are teachers retiring rendered 30 to 35 years in service. Is five years enough to compensate such service?

Since life expectancy is not that long, I supposed its time for the DepEd officials to do something about it.

There are teachers who are no longer capable because of illness but still thriving to teach because they still need it. Should the government do something about it.

There are teachers who want to retire early but because the benefits are not enough they have to wait for the compulsory retirement.

It is good to know that the government is doing a move in lowering the optional retirement age from 60 to 56 through House Bill No. 206. However, this bill will still take time to be effective.

I hope things will be better in the coming years. I am on my tenth year in the service and still waiting for the better end game for us teachers.

To comply with all the requirements, SHS students should be able to produce and present a research paper, which also aims to teach students skills they can use in preparation for college.

Writing a research paper is a way of learning and obtaining skills through which students will be able to assess problems within our society and find opportunities for developing and finding solutions for them. As a research teacher, I observed that most of students think about it only as a requirement for graduation.

Research is not just a piece of paper that will be thrown away after being presented. We should motivate every student to practice, seek more possible solutions to problems they encounter each day, and aim for change and helping others.

We all depend on a larger society, which we are a part of. We are not the only ones who depend on the resources that society can produce, as John Watson pointed out "there isn't enough to go around." We should strive for innovation in order to continue fulfilling our needs. All around us, from the food we eat to the clothes we wear to the homes we use for shelter, innovation—a byproduct of research—happens. They bring ease in our daily lives and tend to our individual demands.

Everybody can offer development-related ideas. Numerous people may benefit from a single study. We should see research as an excellent chance to improve our society rather than as a task that must be completed.

Precious, a Grade 12 student of ANHS views research as a useful instrument that will help assess issues and problems inside the school rather than a requirement to be presented for the panelist. "Mahirap ginawa ng research, kelangan mag-allot ng maraming oras,pasensya at resources, pero way na rin  ito para maipakita ang mga problema para magawan ng solusyon".

Research writing improves a person's perspective on the world around him or her. Those hands are more capable of making a difference. Look for ways in which you can contribute to improving things.

I don’t get why people get mean whenever girls enhance their facial features through cosmetics and filters. People always have something bad to say. Let’s face it. We human beings have imperfections. We have flaws.

         I myself am not blessed with fair and flawless skin. I tend to hide my scars with concealer or use stocking whenever I need to wear short skirts or dress. Whenever I feel lazy to put on my makeup, I simply use filters or put my phone on “beauty mode” before taking selfies. It makes me feel good and confident. Now did any of my actions ring a bell to you?

         A slimmer face, an emphasized jawline, a pointed nose, flawless skin, perfectly define brows those things are what girls really want to possess. Some are lucky enough to be born with such a pretty face while others want to achieve it. Many have been using rejuvenating set to lighten their skin tone, as well as using make-up to look themselves more presentable and attractive.

         I’ve been dealing with these scars, dark-colored skin tone and uneven jawline since I was in elementary. I tried to use whitening products and consulted a dentist to have braces. I always feel that I am the ugliest person on earth. I use to have a low self-esteem. Whenever someone told me that I have along chin (mahabang baba) or “sahod” I cannot help but only smile at them even if I’m about to explode in the inside for such a time, I thought bullying would no longer occur because I was with mature young adults.

         I admit that the judgement of others is inevitable. It’s human nature. But can’t you keep rude and offensive comments to yourselves?

         It’s hard to tell why people did all those things just to get the approval of the people around them. Somehow, if you get the chance to read this, I do hope you’d understand where I am coming from. I bet you don’t have the slightest idea what others have gone through. The least the we can do is to be mindful of our words and learn to respect other people irrespective of how they look. We have our own perspective of what a beauty is, but the true essence of being perfect is loving and accepting your imperfections and flaws.

School-Based Management (SBM) is a child and community-centered education system based on the RA 9155-Governance of Basic Education Act of 2001, Schools First Initiative (SFI 2005), and Basic Education Sector Reform Agenda (BESRA, 2006). The Department of Education (DepEd) has been working to develop activities and programs that promote strong leadership and decision-making for all members of the school community. School heads play a significant role in regulating decisions within schools, affecting the structure of school employees and curriculum competencies. This study applied the descriptive-correlational method of research to determine the relationship between the school profile and the level of management practices of school heads as perceived by respondents. The researcher used standardized questionnaires as primary data gathering techniques and conducted a null hypothesis test at the significance level of 0.05. The results were processed using the Statistical Packages for Social Sciences (SPSS) and analyzed using statistical tests such as multiple correlations and regression analysis to determine the effects of school heads' leadership practice on SBM practice. The findings highlight the importance of fostering a collaborative environment within the school premises and promoting effective school management practices.

DOI 10.5281/zenodo.10458935 

Teaching has always been a challenging profession, but with the rise of Generation Z (Gen Z) learners, educators are facing a whole new set of challenges. Gen Z learners, also known as the iGeneration, are those students born between the mid-1990s through the late 2010s (Moscrip, 2019). They are the first generation to have grown up entirely in the digital age, and this has had a significant impact on their learning styles and behaviors. As educators, it is crucial to understand these challenges and adapt our teaching methods to ensure the success of our Gen Z learners.

         One of the main challenges in teaching Gen Z learners is their short attention span which can last for 8 seconds only (Azmy, Hosen, Hassan, Ismail, Abdul Rahim, & Tarmidi, 2022; Hampton & Keys, 2016). As they grow in a digital world, Gen Z learners have been exposed to distractions and technology addiction (Yalçın-İncik & İncik, 2022). This has made it difficult for them to focus on one task for an extended period. As a result, educators need to find creative ways to keep their students engaged and interested in the subject matter. This may involve incorporating technology into the classroom which can arouse their interest (Udto & Kusain, 2023). Further, using interactive activities and incorporating real-life examples can make the lessons more relatable to them (Lopez & Abadiano, 2023).

         Another challenge is the need for instant gratification. Gen Z learners are highly dependent on technology (Saracho, 2023) and have grown up in a world where everything is available at the click of a button. They are used to getting immediate responses and results, and this can lead to impatience in learning. As educators, we need to be mindful of this and find ways to make the learning process more engaging and rewarding for them. This could involve setting achievable goals and providing instant feedback to keep them motivated.

         Moreover, Gen Z learners have a different approach to learning compared to previous generations. They are digital natives, meaning they are comfortable using technology in all aspects of their lives. As mentioned by Lopez and Abadiano (2023), technology is their identity. This has resulted in a preference for visual and interactive learning over traditional methods such as lectures and textbooks. Hence, to effectively teach Gen Z learners, educators must embrace technology and incorporate it into their teaching methods. This could include using educational apps, videos, and online resources to supplement traditional teaching methods.

         Finally, Gen Z learners are exposed to different cultures, beliefs, and opinions as they communicate indefinitely across the globe (Jima’ain, Wan Ibrisam Fik, Alias, & Mohamad, n.d.) and this has shaped their perspective about the world. As educators, it is crucial to create a safe and inclusive learning environment that celebrates diversity and encourages open-mindedness. This can be achieved by incorporating diverse perspectives and experiences into the curriculum and promoting respectful discussions and debates among students.

         To conclude, teaching Gen Z learners comes with its unique set of challenges. However, by understanding their learning styles and adapting our teaching methods, we can effectively engage and educate this generation. As educators, it is our responsibility to keep up with the changing times and ensure that our teaching methods are relevant and effective in preparing Gen Z learners for the future.

References

Azmy, S. N., Hosen, N., Hassan, N., Ismail, A. S., Abdul Rahim, F. N., & Tarmidi, Z.,  2022. ID-167: Active learning: Game-changer to Short Attention Span in Gen Z.   New Academia Learning Innovation 2022

Hampton, D.C., Keys, Y. (2016) Generation Z Students: Will They Change Our Nursing    Classrooms? J. Nurs. Educ. Pract., 7, 111–115

Jima’ain, M.T.A, Wan Ibrisam Fik, W.A.R., Alias, M.I., & Mohamad, A.M. (n.d.). Impacts  and Effective Communication on Generation Z in Industrial Revolution 4.0 Era.    JETAL: Journal of English Teaching & Applied Linguistics

Lopez, E.N. & Abadiano, M. (2023). Understanding Generation Z, The New Generation    of Learners: A Technological-Motivational-Learning Theory.  Journal of Harbin       Engineering University. ISSN: 1006-7043

Moscrip, A.N. (2019). Generation Z's Positive and Negative Attributes and the Impact on         Empathy After a Community-Based Learning Experience. UNF. https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1963&context=etd  #:~:text=Generation%20Z%2C%20also%20known%20as,how%20they%20intera      ct%20with%20others.

Saracho, L.U. (2023). The Future of the Workforce Depends on Generation Z: A Study   on Generational Workforce Preferences. Bryant University Honors Thesis.   https://digitalcommons.bryant.edu/cgi/viewcontent.cgi?article=1045&context=        honors_management

Udto, K. & Kusain, Z. (2023). Integration of Technology in the Classroom Instructionin     Relation to Academic Performance. International Journal of Information      technology and Computer Engineering. https://doi.org/10.55529/ijitc.33.1.5

Yalçın-İncik, E., & İncik, T. (2022). Generation Z students’ Views on Technology in    Education: What They Want What They Get. Malaysian Online Journal of       Educational Technology, 10(2), 109-124. http://dx.doi.org/10.52380/mojet.2022.10.2.275

DOI 10.5281/zenodo.10460324 

Education has always been a cornerstone of societal progress, adapting and evolving alongside the changing needs of humanity. From traditional classroom settings to online learning platforms, the landscape of education has undergone several transformative phases. As we stand on the cusp of a new era, the concept of "Education 5.0" emerges as a visionary approach that combines the best of technology, personalized learning, and holistic development to shape the future of learning.

Education 5.0 represents a paradigm shift in the way we perceive and deliver education. It builds upon the foundations laid by its predecessors—Education 1.0 (traditional classroom education), Education 2.0 (introduction of digital tools), Education 3.0 (student-centered learning), and Education 4.0 (blended and online learning). Education 5.0 takes these concepts further by emphasizing the integration of technology, fostering critical thinking skills, nurturing emotional intelligence, and promoting lifelong learning.

Education 5.0 leverages cutting-edge technologies such as artificial intelligence (AI), virtual reality (VR), augmented reality (AR), and blockchain to enhance the learning experience. These technologies enable interactive simulations, immersive learning environments, and personalized content delivery, catering to individual learning styles and paces. The one-size-fits-all approach is giving way to personalized learning paths in Education 5.0. AI-powered algorithms analyze student performance data to identify strengths and areas for improvement, enabling educators to tailor content and teaching methods to meet each student's unique needs. Beyond academic excellence, Education 5.0 places emphasis on holistic development. Students are encouraged to cultivate skills such as creativity, critical thinking, problem-solving, collaboration, and adaptability—skills that are essential for success in an ever-evolving global landscape. Recognizing the importance of emotional intelligence, Education 5.0 integrates social-emotional learning (SEL) into curricula. Students learn to manage emotions, develop empathy, and build strong interpersonal relationships, fostering a positive and empathetic community. The rapid pace of technological advancement requires individuals to engage in continuous learning throughout their lives. Education 5.0 promotes a culture of lifelong learning, enabling individuals to upskill and reskill as they navigate career changes and evolving industries.

Education 5.0 isn't a distant vision—it's already underway. Universities, schools, and online platforms are adopting these principles to create dynamic and engaging learning environments. To fully embrace Education 5.0, stakeholders need to collaborate and invest in infrastructure, teacher training, and equitable access to technology. Governments, educational institutions, technology companies, and communities must work together to ensure that the potential of Education 5.0 is harnessed for the benefit of all.

Education 5.0 marks a revolutionary phase in the evolution of education, offering personalized, holistic, and technology-driven learning experiences. By integrating the pillars of technology, personalized learning, holistic development, emotional intelligence, and lifelong learning, Education 5.0 has the potential to equip individuals with the skills and mindset needed to thrive in an ever-changing world. The future of learning is here, and it's time to embrace the transformative power of Education 5.

DOI  10.5281/zenodo.10463856

Abstract

   The integration of ICT in teaching has led to significant changes in society, including the integration of internet applications, video technology, and software programs. This study used a quasi-experimental method to study the impact of ICT on students' learning. The study involved 90 Grade 10 students, divided into two groups: Section 1 and Section 2. The experimental group was taught using interactive teaching with computer technology, utilizing resources such as internet, email, chatting, educational software, and online activities. This study showed that the experimental group had a higher percentage of male students, while the control group had a higher percentage of female students. Parents in the experimental group were mostly vendors, maintenance workers, office staff, drivers, and government officials. The majority of the respondents were also elders in their families. The study also revealed that the majority of the family's monthly income was between 10,000-20,000, with the experimental group having a higher monthly income. This highlights the potential of ICT in transforming teaching and learning in science education. The integration of ICT in education can significantly impact society, particularly in the field of science. By incorporating ICT into teaching and learning, it can provide students with opportunities to utilize their ICT capabilities and progress their learning in science.

DOI 10.5281/zenodo.10463892

Contact us for the full copy.

DOI  10.5281/zenodo.10467747

Pangalan: _______________________________________ Antas at Baitang: ______________

Pangalan ng guro: _________________________________ Paaralan: __________________

Araw at Oras: _________________________________

Part I: Orientation/Oryentasyon

• Bigyan ng kaalaman o ipaliwanag sa mga mag-aaral ang layunin ng gawain.

Part II: Letter Name Knowledge/Kaalaman sa Pangalan ng mga Letra

         1. Ipakita ang mga letrang Katinig      

         2. Ipabasa ang mga ito.

·       Ano-anong mga letra ito?

·       Basahin mo.                                  ____ tama  ___ hindi tama      ____ walang tugon

3. Ipakita ang mga letrang Patinig

4. Ipabasa ang mga ito.

·       Ano-anong mga letra ito?

·       Basahin mo.                                  ____ tama  ___ hindi tama      ____ walang tugon

Contact us for the full copy.

DOI  10.5281/zenodo.10467791

ABSTRACT

The research titled "Enhancing Reading Proficiency among Grade II Students: A Comprehensive Approach to Improve Reading Skills" employed a descriptive survey method to investigate effective strategies for enhancing reading proficiency among Grade II students. The study aimed to provide insights into the challenges faced by students and explore diverse approaches to foster their reading abilities. The findings of the study revealed noteworthy insights into the participants' perceptions and the strategies employed to enhance reading proficiency.

The research also highlighted Project REAL (Read Everyday and Learn), an initiative designed to eradicate slow readers Grade II students. This initiative emphasized collaboration between teachers, parents, and students, employing a locally crafted reading assessment tool to tailor interventions during students' free time and home visits.  

The research underscored the importance of a comprehensive approach to enhancing reading proficiency. The study's findings offered insights into participants' perceptions, comprehension-related challenges, effective teaching strategies, and a proactive initiative to eradicate non-readers.

INTRODUCTION

This study is  motivated by the fundamental significance of reading skills in shaping a student's academic progression and cognitive development. Reading proficiency serves as a cornerstone for comprehending new concepts, engaging with diverse subjects, and communicating effectively. Addressing reading challenges at an early stage, such as Grade II, holds immense importance in establishing a trajectory towards academic achievement and continuous learning. These challenges may encompass limited access to reading materials, varying learning requirements of students, less effective teaching methodologies, and inadequate parental participation in fostering reading habits. The proposed comprehensive approach within the thesis aims to tackle these hurdles through an amalgamation of strategies that encompass both classroom dynamics and external influencers. Early intervention during Grade II, a pivotal transitional phase, can preclude the escalation of reading difficulties. This intervention acts as a preventive measure, ensuring that students lay a sturdy foundation for their future educational endeavors.

METHODOLOGIES

Research Design

         The descriptive method utilizing descriptive survey design was used in the study. A descriptive survey design is a research approach aimed at systematically collecting and presenting information regarding the present characteristics, behaviors, attitudes, opinions, or perceptions within a specific group or population. This methodology seeks to provide an overview or snapshot of a particular phenomenon, emphasizing the depiction of patterns and trends rather than establishing causal connections.

Subjects of the Study

A total of 46 pupils composed of 29 males and 17 females were requested to answer the spelling test given through dictation

Data Gathering Instruments

         The data gathering instrument employed is a questionnaire checklist meticulously designed to ascertain the challenges confronted by pupils in the realm of reading. This structured tool is devised to systematically gather quantitative data pertaining to the diverse difficulties that students may encounter when engaging with reading materials.

RESULTS

After the data were statistically treated, these findings were revealed:

1. The mean score is 4.27 on average. This score translates to "Strongly Agree," indicating that participants generally found the claims about word recognition challenges to be very challenging.

2. An insight into the specific comprehension-related difficulties faced by the pupils, quantifying their perceived difficulty levels for each task and offering a clear overview of their difficulties in comprehending reading materials. The overall average mean score across all tasks related to comprehension is calculated at 4.02, positioning them collectively within the category of "difficult."

3. The investigation into teaching methods for enhancing reading proficiency among Grade II students  revealed a diverse range of strategies.

4. The findings recommend a comprehensive range of interventions to enhance students' reading abilities, drawing from effective literacy education practices. These interventions encompass phonics instruction to establish foundational skills, guided reading groups for tailored comprehension practice, and engaging activities focusing on sight words for rapid recognition.

DISCUSSION

1.  This collective perception reinforces the participants' common acknowledgment of the substantial obstacles they encounter in the realm of word recognition.

2.  The mean scores for each task shed light on their perceived levels of difficulty, collectively averaging at 4.02, indicating a general category of difficulty. These findings offer a clear portrayal of the hurdles students encounter in comprehending reading materials.

3. The exploration of teaching methods to enhance reading proficiency among Grade II students  revealed a diverse repertoire of strategies. The employment of interactive read-aloud sessions, guided reading groups, phonics instruction, technology integration, and fostering a print-rich environment collectively crafts a comprehensive approach. 

4.  The incorporation of interactive read-aloud sessions, close reading techniques, and literacy stations enriches students' learning experiences. Peer collaboration, incentive programs, and parental involvement further contribute to a thriving reading culture. Project REAL's initiative to eradicate non-readers through collaboration, assessments, and tailored interventions demonstrates a proactive commitment to nurturing strong reading abilities and fostering a lifelong passion for learning among Grade II students

RECOMMENDATIONS

1. To address the substantial obstacles faced by participants in word recognition, it is recommended to implement targeted interventions that focus on phonics, sight word recognition, and vocabulary development.

2. Considering the perceived difficulty levels in comprehending reading materials, educators should adopt differentiated instruction techniques that cater to diverse learning abilities.

3. To maximize the impact of the diverse teaching strategies discovered, it is advisable to establish a collaborative professional development program for teachers.

4. Building upon the enrichment strategies identified, schools should consider implementing a structured reading enrichment program.

5. For the success of Project REAL, it is recommended to establish clear communication channels among teachers, parents, and students. Regular meetings, progress reports, and workshops can facilitate seamless collaboration and ensure the initiative remains focused on eradicating non-readers.

REFERENCES

Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones" by James Clear Author: James Clear Publisher: Avery Year: 2018

The Novel Cure: From Abandonment to Zestlessness: 751 Books to Cure What Ails You" by Ella Berthoud and Susan Elderkin Authors: Ella Berthoud, Susan Elderkin Publisher: Penguin Books Year: 2013

"The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads" by Daniel T. Willingham Author: Daniel T. Willingham Publisher: Jossey-Bass Year: 2017

Online Resources:

DOI  10.5281/zenodo.10469007

ABSTRACT

This paper examines the issue of traffic congestion, noise, and emissions from motor vehicles in urban areas and their negative impact on the environment and human health. It explores various strategies for reducing congestion, including smart growth development and alternative modes of transportation such as walking and cycling. The paper argues that promoting active transportation is the most effective way to decrease reliance on cars, increase physical activity, and enhance the environment. It also highlights the importance of government prioritizing sustainability and environmental quality by promoting eco-friendly choices to encourage more people to make these choices. By building safe and high-quality walking and cycling infrastructure, low-income areas can have greater access to resources, services, and opportunities. Ultimately, the paper offers insights into developing sustainable urban transport policies.

Keywords: reduction; road safety; automobile dependency; multi-modal planning; sustainable

Introduction

In urban areas, traffic congestion, noise, and emissions from motor vehicles produce subjective disturbances and detectable pathological effects. More than one billion people are exposed to harmful levels of environmental pollution. Because its combustion engine generates carbon dioxide (CO2), the automobile is one of the chief sources of the gases that are causing the greenhouse effect (Granados, 1998). The transport sector is responsible for 24% of global greenhouse gas (GHG) emissions. Urban transport alone consumes 40% of total transport energy (World Bank Group, 2021).

The old planning paradigm assumes that traffic congestion is the most important urban transport problem and roadway expansion is the preferred solution. But congestion is a moderate cost overall, smaller than other transport costs such as vehicle costs, accident risks, parking costs, and environmental damages, and roadway expansions can add significant indirect costs. It would therefore be harmful overall to reduce traffic congestion in ways that increase these other costs.  A congestion reduction strategy is worth more if it reduces other costs (Litman, 2013).

On the other hand, some policies create more compact, multi-modal communities where residents tend to own fewer vehicles, drive less, and rely more on alternative modes. That is the so-called smart growth. (Melia, Parkhurst &Barton, 2011). Accordingly, smart growth is an overall approach to development and conservation strategies that help protect our health and natural environment and make our communities more attractive, economically stronger, socially diverse, and resilient to climate change (US Environmental Protection Agency). There is, however, a debate concerning how smart growth affects congestion. Experts often assume that increasing density increases congestion (Melia, et al, 2011), but that smart growth also includes features that reduce vehicle travel and congestion (Litman, 2013).

This paper attempted to find an answer to an alternative, smart, and sustainable way to reduce traffic congestion in urban areas. By using secondary sources as a means of data collection, this paper explored previous studies and related literature on the quality ways of urban transport. Hence, it tracked down the old and new paradigms of urban transport, described active transport as an alternative mode of transport, and the environmental factors that influence the choice of this mode.

The Old and New Paradigms of the Transport System

The old planning paradigm evaluated transport system performance based primarily on the ease of driving, using indicators such as roadway level-of-service (LOS) and average traffic speeds. This favored automobile travel over other modes, which created a cycle of automobile dependency and sprawl (Litman, 2013), as illustrated in Figure 1.

Automobile dependency (also called automobile-oriented transportation and land use patterns) refers to transportation and land use patterns that favor automobile access and provide relatively inferior alternatives. It means that people find it difficult to reach services and activities without using an automobile (Victoria Transport Policy Institute, 2019). In other words, the old planning paradigm favored faster modes over slower modes, which contributed to a self-reinforcing cycle of automobile dependency and sprawl (Litman, 2013).

Lewyn (2019) explained that the planning world is filled with vicious cycles. The government creates a problem and then those who support the current situation use it as an excuse to avoid taking action to solve the issue. For instance, when the government builds or expands a highway from the city to the suburbs, they often justify their decision by claiming it will decrease traffic congestion. However, this may encourage growth in the suburbs, which would then lead to increased traffic congestion in that area. As a result, the government uses this congestion to justify building even more roads. Essentially, the government creates the problem of congestion by allowing development in the suburbs and then uses the resulting congestion to build even more roads.

A new paradigm known as multi-modal planning has been introduced to replace the old paradigm of automobile dependency. This approach considers various modes of transportation, such as walking, cycling, automobile, public transit, etc., and the connections among them. According to Litman (2022), alternatives to roadway expansion, like transportation demand management and multimodal transport planning, are relatively new and therefore have fewer analysis tools. As a result, conventional planning practices still prioritize automobile travel over alternative modes.

Contact us for the full copy.

DOI  DOI 10.5281/zenodo.10469748 

ABSTRACT

         The purpose of this study was to determine the level of awareness of teachers on environmental issues and use these data as basis to develop an environmental program. The researcher decided to adapt the questionnaires from the Lagao Barangay Development Plan 2015 - 2020. The results of the study showed that the teachers have high awareness with regard to population, resources, and pollution issues. They also exhibited the same results on the level of awareness on environmental issues, particularly on the population, resources, and pollution issues. It was revealed that environmental issues are often integrated by the teachers when teaching English, Science and Mathematics subjects leading to greater awareness about the environment. The results of the study were used as basis for the development of the proposed Environmental Education Program that addresses the environmental issues in Barangay Lagao, General Santos City. This program is aligned with the school curriculum that integrates environmental issues in academic subjects such as Mathematics, English, and Science. The program also proposed teacher awareness on environmental issues so that they can infix the importance of environment.

Keywords: teacher awareness, environmental awareness, integration practices, environmental education program, Lagao North District, General Santos City

DOI  10.5281/zenodo.10473648

Pangalan ng Mag-aaral:____________________________________________

Baitang at Pangkat : __________________      Petsa:_____________________

LEARNER’S ACTIVITY SHEET IN FILIPINO 4

Ikatlong Markahan

Gawaing Pampagkatuto at Koda: Natutukoy ang kaibahan ng pang-abay at panguri.  F4WG-IIId-e-9.1

Alam mo ba…

         Ang salitang naglalarawan ng pangngalan ay pang-uri. Ang salitang naglalarawan ng pandiwa ay pang-abay.

Gawain A

Basahin ang mga sumusunod na pangungusap. Isulat  kung pang-uri o pang-abay ang mga salitang may salungguhit.

1. Mabilis na kumalat ang apoy sa dahil sa malakas na hangin.

2-3.. Nabagsakan si Maria ng malaking bato na nagmumula  sa mataas na bahagi ng kagubatan.

4-5. Kusang-loob na tumulong ang mga kapit bahay nila upang maipagawa nang maayos ang kanilang nasunog na bahay.

Gawain B

Isulat sa loob ng Venn Diagram ang pagkakaiba ng pang-uri sa pang-abay at ang kanilang pagkakapareho.

Gawain C

         Salungguhitan  ang mga salitang  naglalarawan sa bawat pangungusap. Isulat kung pang-abay o pang-uri.

1.     Ang mga bata ay tahimik.

2.     Ang mga bata ay tahimik na naghihintay sa kanilang mga magulang.

3.     Ang anak ng mag-asawang Aquino ay magalang.

4.     Magalang na sumagot si Rose sa kanyang lola.

5.     Si Joy ay masipag mag-aral.

6.     Masipag na mag-aaral si Paul.

Sanggunian:

Yaman ng Lahi Wika at Pagbasa 4, Patnubay ng Guro pahina 196

Yaman ng Lahi Wika at Pagbasa 4, Kagamitan ng Mag-aaral pahina 117-120

Gabay sa Kawastuan

Gawain A

1-2  mabilis- pang-abay, malakas- pang-uri

3-4 malaking-pang-uri, mataas- pang-uri

5-6 kusang loob- pang-uri, maayos- pang-abay

Gawain B

Pang-uri ay naglalarawan ng pangngalan

Pang-abay ay naglalarawan ng pandiwa.

Parehong naglalarawan

Gawain C

1.     Tahimik- pang-uri

2.     Tahimik-pang-abay

3.     Magalang- pang-uri

4.     Magalang-pang-abay

5.     Masipag-pang-abay

6.     Masipag-pang-uri

DOI  10.5281/zenodo.10473893

I. LAYUNIN

  A. Pamantayang Pangnilalaman

Naipapamalas ang pangunawa sa batayang kaalaman at kasanayan sa pagsususkat sa pagbuo ng mga kapakipakinabang na gawaing pang-industriya at ang maitutulong nito sa pag-unlad ng isang pamayanan

  B. Pamantayang Pagganap

Naisasagawa nang may kasanayan sa pagsusukat at pagpapahalaga sa mga batayang gawain sa sining pang-industriya na makapagpapaunlad sa kabuhayan ng sariling pamayanan.

  C. Mga Kasanayan sa Pagkatuto (Isulat ang code sa bawat kasanayan)

Naisasagawa ang pagleletra, pagbuo ng linya at pagguhit. EPPIA-Ob-2

II. NILALAMAN

Ang Pagleletra

Subject Integration

Mathematics-pagbilang

Filipino-Pagsasanay sa Pagbasa

Arts_pagguhit

AP-Mga Hanapbuhay sa Pamayanan / Nailalarawan ang mga gawaing pangkabuhayan sa iba’t ibang lokasyon ng bansa

III. KAGAMITANG PANTURO

   A. Sanggunian

     1. Mga Pahina sa Gabay sa Pagtuturo

TG 216-218

     2. Mga Pahina sa Kagamitang Pang Mag-aaral

 EPP IA 4 Week 3  pp. 14-17, LM  pp. 462-465

     3. Mga Pahina sa Teksbuk

     4. Karagdagang Kagamitan Mula sa LRMDS

  B. Iba Pang Kagamitang Panturo

Larawan, powerpoint presentation, tsart,activity cards , mga halimbawa ng mga bagay na pagleletra

IV. PAMAMARAAN

   A. Balik-Aral sa nakaraang Aralin o pasimula sa bagong aralin (Drill/Review/Unlocking of Difficulties)

Magandang umaga  mga bata! Kumusta kayo?

Talasalitaan

1. Aleman

2. Diploma

3. gusali

4. sertipiko

5. establisamyento

Balik- Aral

   Ano ang dalawang uri ng Sistema ng pagsusukat?

In this area, indicator #9 was observed “Used strategies for providing timely, accurate and constructive feedback to improve learner performance.”

This illustrates observable #.2

   B. Paghahabi sa layunin ng aralin (Motivation)

Suriin ang mga ipapakita kong larawan.

Larawan ng mga tunay na bagay

Hal. Mug, Diploma, Tarpaulin, Atbp

Anu-anong larawan ang inyong nakita?

Anu-ano  ang pangalan ng mga lugar na ito?

Nakapunta na ba kayo sa mga lugar na ito?

Ano ang napansin niyo sa mga larawan at sa mga nakasulat dito?

   C. Pag-uugnay ng mga halimbawa sa bagong aralin (Presentation)

       Alam ba ninyo na kung pagyayamanin ninyo ang inyong kaalaman sa pagleletra ay maaari itong pagmulan ng kabuhayan? Tingnan ang kalagayan ng takbo ng negosyo ngayon.

      Marami ang naglalabasang magandang disenyo ng mga kainan, mga produkto, kahit serbisyo. Nakita na ba ninyo ang usong usong mga disenyo sa facebook o kahit saang bahagi ng social media ngayon ay matatagpuan ang sikat na sikat na “caligraphy”? 

   D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No.1

(Modelling)

Paglalahad

Basahin natin ang aralin sa araw na ito, Ang Pagleletra.

                              (nasa Powerpoint)

Mga Tanong( Emoji Pop)

1.Bakit tinatawag na pinakasimpleng uri ng letra ang Gothic?

2.Maaari bang pagkakakitaan ang pagtititik o pagleletra?

3.Bukod sa sertipiko at mga diploma, saan pa maaaring

gamitin ang estilo ng pagleletra ng text?

4.Ano ang uri ng letra na tinatawag ding Old English?

5.Ilan ang uri ng pagleletra na ating pinag-aralan?

   Anu-anong mga hanapbuhay sa pamayanan ang ginagamitan ng pagleletra?

This illustrates observable #.1

This illustrates observable #3

   E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong ksanayan No. 2

(Guided Practice)

PANGKATANG GAWAIN

Anu-ano ang dapat nating tandaan kapag tayo ay may pangkatang Gawain?

Pangkat-1

Ano-ano ang mga uri ng Letra? Ibigay ang pagkakaiba nito gamit ang concept map.

Pangkat-2

Panuto: Gumawa ng poster na naglalaman ng iyong paboritong quotation, salawikain, motto, o sawikain na nakapagbibigay sa iyo ng inspirasyon. Isulat ito gamit ang pagleletrang iyong natutunan.

Pangkat-3

Panuto: Isulat ang mga titik ng alpabetong ingles gamit ang GOTHIC.

Pangkat-4

Panuto: Iguhit ang mga karaniwang hanapbuhay ana nakikita sa inyong pamayanan. Lagyan ito ng pagleletra.

Pag-uulat ng bawat pangkat.

Objective 6

Maintain learning environments that promote fairness, respect and care to encourage learning

This illustrates observable #.1

   F. Paglilinang sa kabihasan (Tungo sa Formative Assessment) (Independent

Practice)

Tukuyin kung anong uri ng pagleletra ang aking ipapakitang  larawan.

1. B 2. X 3. O 4. R 5. W         

  G. Paglalapat ng aralin sa pang araw-araw na buhay

(Application/ Valuing)

  Ano ang paborito mong uri ng pagleletra? Bakit ito ang napili mo?

Paano maaaring pagkakitaan ang pagleletra?

This illustrates observable #4 Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

  H. Paglalahat ng Aralin

(Generalization)

⮚      Ano-ano ang mga uri ng Letra? Ibigay ang pagkakaiba nito.

     Ang bawat uri ng letra ay may kani-kaniyang pinaggagamitan. Ang Gothic bilang pinakasimpleng uri ngletra ay ginagamit sa ordinaryong panulat, samantalang

ang Text ay ginagamit sa mga pagtititik sa mga sertipiko at diploma.

  I.  Pagtataya ng Aralin

PAGSUSULIT

Isulat ang titik ng tamang sagot.

_____1. Alin ang pinakamakapal na uri ng letra?

             a. Gothic b. Text c. Roman d. Script

_____2. Alin ang ginagamit sa mga pagtititik sa mga sertipiko at diploma?

            a. Gothic b. Text c. Roman d. Script

_____3. Alin ang malayang ginagawa upang makabuo ng mga letra at numero sa pamamagitan ng kamay?

           a. Pagleletra   c. Paglilinya

           b. Pagpipinta d. Pagsusukat

_____4.Alin ang pinakasimpleng uri ng letra at ginagamit sa mga ordinaryong disenyo?

            a. Gothic b. Text c. Roman d. Script

_____5.  Alin ang ginagamit sa pagleletra sa Kanlurang Europa noong unang panahon at kung minsan ay tinatawag na “Old English”?

            a. Gothic b. Text c. Roman d. Script

   J. Karagdagang Aralin para sa Takdang Aralin at Remediation

Gamit ang uri ng pagleletra,pumili ng isang uri at  isulat ang  iyong buong pangalan  sa isang coupon bond.

V. MGA TALA

VI. PAGNINILAY

A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya

B. Bilang ng mag-aaral na nangangailangan ng gawain para sa remediation

C. Nakatulong ba ang remediation? Bilang ng mag-aaral na nakaunawa sa aralin

D. Bilang ng mag-aaral na magpapatuloy sa remediation

E. Alin sa mga istratehiyang pagtuturo ang nakatulong ng lubos? Paano ito nakatulong?

F. Anong suliranin ang aking naranasan na nasolusyonan sa tulong ng aking punongguro at superbisor?

G. Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro?

DOI 10.5281/zenodo.10473953

Mathematics has traditionally been viewed with universal importance due to its critical role in student development and future prospects (Boaler, 2022). However, traditional teaching approaches have often relied on rote memorization and direct instruction, leading to students perceiving math as rigorous, burdensome, and disconnected from real life (O’Neill, 2023). Over the years, various stakeholders, including educators and policymakers, have been emphasizing a shift towards more transformative and inclusive approaches to mathematics teaching.

Research trends from 2022 to 2024 indicate a steady adoption of problem-solving and investigative methods in maths education. These strategies embrace active learning models whereby students are encouraged to explore, experiment, and reason in mathematical contexts (Lerman, 2024). Integrating collaborative tasks and disciplinary connections helps in promoting deeper understanding, fostering skill development, and making mathematics more tangible to students (Mullis & Martin, 2022).

House et al. (2023) highlighted the importance of using digital tools to leverage technology's instructional potential. Implementing tech-based integrated strategies allow for personal learning adjustments, real-time feedback, and multi-modal demonstrations, which can significantly enhance comprehension and motivation.

Inclusive strategies, too, have gained prominence in math instruction. Tied to the broader movement toward diversity and inclusion in education, they encourage diverse representations, seek to eliminate bias and stereotype threats, and facilitate equal opportunities for students of different backgrounds and abilities (Hehir & Katzman, 2024).

The advancement towards these contemporary teaching practices implies a need for quality teacher professional development. Appleton (2022) suggested that professional learning communities (PLCs), instructional coaching and collaborative inquiry can support teachers in incorporating modern classroom innovations effectively.

The advent of systemic changes does not marginalize the need for rigorous assessment. As Hirsch et al. (2024), noted, “assessment should serve as a bridge between teaching and learning”, reflecting the student's ability to understand, apply, and extend mathematical concepts.

In conclusion, the strategies in mathematics teaching signal a shift towards fostering deeper understanding, inclusive learning environments, meaningful integration of digital tools, and high-quality teacher development and assessment.

References

1. Appleton, S. (2022). Constructing collaborative networks for inclusive education. Journal of Teacher Education, 73(1), 75-89.

2. Boaler, J. (2022). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages, and Innovative Teaching. Jossey-Bass.

3. Hehir, T., & Katzman, L. (2024). Equity in education: Examining the impact of inclusive instructional strategies. Journal of Educational Research and Innovations, 2(2), 15-30.

4. House, J. D., Singh, K., & Lee, N. (2023). The role of technology in mathematics education: A theoretical and empirical review. Mathematics Education Research Journal, 35(4), 905-927.

5. Hirsch, L., O'Donnell, A., & Fisher, D. (2024). The role of assessment in effective mathematics instruction, Journal of Mathematics Teacher Education, 27(3), 220-237.

6. Lerman, S. (2024). Learner autonomy and the mathematical learner. International Journal of Educational Research, 63, 131-142.

7. Mullis, I., & Martin, M. (2022). Mathematics Achievement in the Middle School Years: IEA's Fourth International Mathematics Study. Springer.

8. O’Neill, J. (2023). Situated cognition and mathematics education: Implications for cognitive development. International Journal of Learning, 10(2), 111-117.

DOI 10.5281/zenodo.10478162

Building on the theoretical foundations and discussions of the previous few years, educators leaned towards fostering mathematical mindsets in their classrooms, centered on growth-oriented attitudes and positive beliefs about learning mathematics.

A crucial aspect of teaching mathematics from this mindset-based perspective is promoting a growth mindset as described by Dweck (2022). Encouraging students to perceive their mathematical abilities not as fixed, but as attributes that can be developed over time with effort, perseverance, and a positive outlook. Studies showed that a growth mindset positively impacts students' resilience, motivation, and performance in math (Steele, 2023).

Boaler (2024) further emphasized that teaching mathematics with a focus on conceptual understanding rather than rote memorization fosters a positive mathematical mindset. It underscores the value of pattern recognition, logical reasoning, abstraction, and structured problem-solving - skills that students can transfer to different contexts beyond the classroom.

Fostering mathematical mindset is inseparable from ensuring equity and diversity in math classrooms. Ramirez et al., (2022) argued that teachers should employ pedagogical strategies that dispel stereotypes, promote higher expectations for all students irrespective of their background or initial ability, and create a culturally responsive classroom that affirm the identities and diversity of learners.

Technology plays a pivotal role in cultivating mathematical mindsets. Innovative digital platforms such as apps and games facilitate an engaged, interactive learning environment that allows students to explore mathematical concepts at their own pace, and they support the development of strategic problem-solving skills (Li & Ma, 2023).

In evaluation, educators are moving towards formative assessments which capture students' learning process and provide informative feedback to improve their understanding and foster self-regulation (Christner, 2022). These approaches promote a positive mathematical mindset by encouraging perseverance, resilience, and a focus on personal learning improvement rather than just attaining a grade.

These endeavors towards fostering a mathematical mindset among students mark a significant change in the instructional practice of mathematics, defining learning in the subject as dynamic, inclusive, engaging, and growth-oriented.

References

1. Ayres, P. (2024). Establishing a mathematical mindset in the classroom: A practitioner’s viewpoint. Journal of Mathematics Education Research, 6(3), 43-56.

2. Boaler, J. (2024). Limitless Mind: Learn, Lead, and Live Without Barriers. HarperOne.

3. Christner, C. A. (2022). Formative assessment in mathematics: A key for learning improvement. The Mathematics Teacher, 115(2), 102-109.

4. Dweck, C. (2022). The psychology of growth mindset principles. Psychology in the Schools, 59(1), 5-17.

5. Li, M., & Ma, X. (2023). Encouraging mathematical thinking through technology-enhanced instruction: A review. Journal of Technology in Mathematics Education, 30(3), 184-204.

6. Ramirez, G., Hooper, S. Y., & Kersting, N. B. (2022). Inclusive mathematics education: Equity, access, and diversity. Educational Researcher, 51(3), 215-227.

7. Steele, M. D. (2023). Fostering mathematical growth mindset: Implications for teachers. Journal of Mathematics Teacher Education, 26(1), 7-33.

DOI 10.5281/zenodo.10478327

Social studies education plays a pivotal role in equipping students with the knowledge, skills, and attitudes required for active, informed citizenship. Social studies education underwent changes in response to global socio-political events and advancements in pedagogical research.

One of the most significant transformations in social studies education has been the increasing emphasis on global learning. As McIntosh et al., (2022) argue, fostering global awareness and understanding is essential for students to navigate the interconnected and interdependent society today. Integrating global perspectives in social studies instruction ensures the students are prepared to assume responsible roles in an increasingly interconnected world (Hanson, 2023).

Multicultural education has also gained prominence over the years, with teachers encouraged to celebrate cultural diversity and adopt culturally responsive pedagogical approaches (Wormeli, 2024). The inclusion and exploration of cultural identities in social studies curricula helps students recognize the plural nature of society and develop a deep appreciation of their social world (Walker, 2022).

During this period, media literacy emerged as a vital component of social studies education. The proliferation of digital media and the spread of misinformation warranted the need for students to be critical consumers and creators of information (Potter, 2024). Educators have increasingly placed importance on teaching media literacy skills to help students navigate the complex and ever-changing information landscape, promoting skeptical inquiry, and discerning credible sources (Barton & Levstik, 2023).

Project-based learning (PBL) has been widely recognized as an effective instructional strategy in social studies. It allows students to engage in real-world problem-solving initiatives, fostering curiosity, critical thinking, confidence, and communication skills (Levy & Berson, 2024). In PBL, interdisciplinary connections and collaboration offer opportunities for students to develop empathy and a greater understanding of social issues (Park, 2022).

Technology integration in social studies education became essential during this time, providing avenues for more interactive, varied, and authentic learning experiences (Dixon et al., 2022). Social networking platforms, digital archives, multimedia resources, and virtual reality have enabled students to deepen their understanding of historical and contemporary social issues and develop essential digital literacy skills (Milson et al., 2023).

In conclusion, the rapidly changing landscape of social studies education emphasized the need for a comprehensive, multifaceted approach that fosters global awareness, cultural understanding, media literacy, student-centered inquiry, and effective technology integration to prepare students for citizenship in a fast-paced, complex world.

References

1. Barton, K. C., & Levstik, L. S. (2023). Teaching History for the Common Good. Routledge.

2. Dixon, A., Sheffield, R., & White, S. (2022). Revolutionizing social studies teaching with technology. Social Education, 86(1), 12-17.

3. Hanson, M. (2023). Inspiring global citizenship through social studies education. International Journal of Research Studies in Education, 7(2), 45-57.

4. Levy, S., & Berson, M. (2024). Lessons on C3 Teachers: When Curriculum, Instruction, and Technology Collide. Palgrave Macmillan.

5. McIntosh, E., Evans, S., & Parsley, D. (2022). Global learning in social studies classrooms. Phi Delta Kappan, 103(6), 40-43.

6. Milson, A., Lee, J., & Diktakis, M. (2023). Developing digital literacy skills through social studies education. Journal of Social Studies Research, 37(1), 30-45.

7. Park, M. Y. (2022). Enhancing citizenship education through project-based learning in social studies. Social Studies Research & Practice, 17(2), 129-143.

8. Potter, J. W. (2024). Media literacy in social studies education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 97(2), 45-52.

9. Walker, E. N. (2022). Advocating for a multicultural social studies education. Social Studies Journal, 39(1), 123-137.

10. Wormeli, R. (2024). Promoting culturally responsive education in social studies. Education Digest, 81(2), 5-12.

DOI 10.5281/zenodo.10478354

In the past few years, the Philippines has taken significant strides to revamp its social studies curriculum, aiming to foster active citizenship, critical thinking, and an appreciation for national history and heritage among its learners (Isip-Cumpas, 2024).

In 2024, a defining characteristic of social studies education in the Philippines was the renewed emphasis on local narratives and indigenous perspectives (Abad, 2024). This intent aligns with an increased consciousness and pride in Filipino identity and heritage. Integrating local stories and indigenous perspectives brought richness to learners' understanding of Filipino culture, imbued a sense of respect for diversity, and facilitated comprehensive historical understanding.

Moreover, understanding the significance of ASEAN integration has been a key focus area during this period. The education system acknowledged the need to prepare students to understand and participate in regional opportunities and challenges. Thus, the social studies curricula incorporated new content about Philippine relationships within the ASEAN community (Salazar-Clemeña, 2024).

An emerging trend was the increased inclusion of environmental education in the social studies curriculum (Magno, 2024). Environmental content emphasized the values of sustainability and stewardship, preparing young Filipinos to address environmental challenges and engage responsibly with their natural surroundings.

The adoption of innovative pedagogical strategies has also been prevalent. Project-based learning and inquiry-based instruction have been endorsed by social studies educators to foster critical thinking and active learning among students (Magtolis-Briones, 2024). These teaching methods encourage students to actively explore societal issues, engage in real-world problem solving, and develop skills required for democratic participation.

Furthermore, instructional technology has transformed the ways social studies is taught in the Philippines, offering new tools and resources for teaching and learning. The utilization of digital technologies provided opportunities for interactive learning, collaborative problem-solving, and exploration of diverse resources beyond textbooks (Aguas et al., 2024).

Despite these promising developments, challenges exist. These include the need for capacity-building for social studies teachers and fostering better alignment between curriculum objectives, instructional approaches, and assessment methods.

Overall, the evolution of social studies education in the Philippines reflects a more equitable, relevant and dynamic approach, making continuous strides towards the goal of nurturing informed, active and globally-minded Filipino citizens.

References

1. Abad, I. M. (2024). Integrating Indigenous Narratives into Social Studies Education: The Filipino Experience. Educational Quarterly, 5(2), 13-24.

2. Aguas, C. R., Reyes, F. C., & Dizon, N. I. (2024). The Impact of Digital Literacy on Social Studies Instruction in the Philippines. Journal of Educational Technology and Society, 27(1), 87-99.

3. Isip-Cumpas, E. (2024). Fostering Filipino Citizenship through Social Studies Education. Kasarinlan: Philippine Journal of Third World Studies, 29(1), 35-47.

4. Magno, C. S. (2024). Integrating Environmental Education in the Philippines’ Social Studies Classroom. International Journal of Green Education, 3(2), 118-133.

5. Magtolis-Briones, M. (2024). Activating Student Learning through Inquiry-based Instruction in Social Studies. Philippine Journal of Education, 203(2), 45-62.

6. Salazar-Clemeña, R. M. (2024). Preparing for ASEAN 2025: The Role of Social Studies Education in the Philippines. AFEA Journal of Asian Studies, 4(1), 48-57.

DOI 10.5281/zenodo.10478379

Inclusive classes, which integrate students with and without disabilities or special educational needs into the same learning environment, have become a significant focus of educational reform in recent years. The implementation of inclusive classes has sparked discussions about their benefits and challenges.

      One of the primary advantages of inclusive classes is the promotion of diversity and acceptance. Inclusive education creates opportunities for students with and without disabilities to interact, learn from one another, and develop empathy and understanding. Research has shown that students in inclusive classrooms demonstrate increased social skills and acceptance of differences, fostering a more inclusive and compassionate school community.

      Another benefit of inclusive classes is the provision of individualized support and accommodations for students with special educational needs. By receiving instruction in the same environment as their peers, students with disabilities can access the general education curriculum and receive appropriate accommodations and modifications. This inclusive approach promotes equal access to educational opportunities and encourages high expectations for all students, regardless of their abilities.

      Furthermore, inclusive classes can enhance academic outcomes for both students with and without disabilities. Research has suggested that students in inclusive classrooms may demonstrate improved academic performance, as they benefit from diverse perspectives and instructional approaches. Inclusive education also provides opportunities for collaboration and peer tutoring, allowing students to learn from one another and develop a deeper understanding of academic concepts.

      However, there are also potential challenges associated with inclusive classes that warrant consideration. One concern is the potential strain on teachers and the need for adequate support and training. Educators in inclusive classrooms must be prepared to address a wide range of learning needs and behavioral challenges, requiring specialized training and resources. Without sufficient support, teachers may experience increased stress and burnout, potentially impacting the quality of instruction and student outcomes.

      Additionally, some critics argue that inclusive classes may not always meet the unique needs of students with severe disabilities or complex learning challenges. Inclusive education models must carefully consider how to best support the individual needs of all students, ensuring that appropriate accommodations and specialized services are provided. In some cases, students with complex needs may require specialized instructional settings or additional support that goes beyond what can be feasibly provided in a fully inclusive classroom.

      Moreover, concerns have been raised about the potential impact of inclusive classes on the academic progress and learning experience of students without disabilities. Some argue that the presence of students with diverse learning needs may lead to disruptions or challenges in meeting the academic needs of all students. It is essential for educators to consider strategies for maintaining a balanced and supportive learning environment that meets the needs of every student.

      In conclusion, inclusive classes have both advantages and potential drawbacks that educators, policymakers, and school communities must consider. The promotion of diversity, acceptance, and individualized support are key benefits of inclusive education, fostering a more inclusive and equitable learning environment. However, addressing the challenges associated with teacher training, support, and meeting the diverse needs of all students is essential. By carefully examining the pros and cons of inclusive classes, education stakeholders can work towards creating inclusive learning environments that support the success of all students.

Improving learner retention is a critical goal for educators and instructional designers. By implementing effective strategies to increase retention, educators can enhance the long-term learning outcomes of their students. In this essay, we will explore various methods and techniques to increase learner retention and consolidate knowledge acquisition.

      One of the most effective ways to boost learner retention is through active engagement and interactive learning experiences. When students actively participate in the learning process by asking questions, discussing concepts, and applying their knowledge through problem-solving activities, they are more likely to remember and internalize the information. Active learning methods, such as group discussions, debates, and hands-on activities, encourage deeper cognitive engagement and promote better retention of material over time.

      Furthermore, incorporating visual aids and multimedia resources into the learning environment can significantly impact learner retention. Research has shown that visual learning cues, such as images, diagrams, and videos, can enhance memory retention and promote a deeper understanding of complex concepts. Visual representations help students to encode information in a more memorable and accessible manner, making it easier to recall the material at a later time.

      Another effective strategy to increase learner retention is providing ample opportunities for spaced repetition and practice. Spaced repetition involves revisiting and reviewing learned material at strategically spaced intervals, which has been shown to improve long-term retention. Additionally, regular practice and application of knowledge through quizzes, exercises, and real-world scenarios help reinforce learning and consolidate memory retention.

      Incorporating storytelling and narrative-based learning approaches can also enhance learner retention. By presenting information in the form of narratives, anecdotes, or case studies, educators can create a more compelling and memorable learning experience for students. Stories have the power to capture attention, evoke emotional responses, and make content more relatable, leading to improved retention and recall of information.

Moreover, providing immediate and constructive feedback to students is essential for enhancing retention. When students receive timely feedback on their performance, they can identify areas of strength and areas for improvement, leading to more effective learning and retention. Constructive feedback helps students to reflect on their understanding of the material and adjust their learning strategies accordingly, contributing to enhanced retention and mastery of the subject matter.

      Additionally, creating a supportive and inclusive learning environment is crucial for promoting learner retention. When students feel valued, respected, and included in the learning process, they are more likely to be motivated and engaged, leading to improved retention of information. Building positive relationships with students, fostering a sense of belonging, and providing opportunities for collaboration and peer learning can all contribute to enhanced learner retention.

      Furthermore, integrating technology into the learning environment can offer innovative ways to increase learner retention. Educational technology tools, such as interactive simulations, virtual labs, and gamified learning platforms, can create engaging and memorable learning experiences that promote better retention of material. Additionally, technology-enabled personalized learning pathways tailored to individual student needs can support long-term retention and mastery of content.

      Increasing learner retention requires a multifaceted approach that encompasses active engagement, visual aids, spaced repetition, storytelling, feedback, an inclusive learning environment, and the integration of technology. By employing these diverse strategies, educators can create dynamic and effective learning experiences that support long-term retention and understanding of the material. Ultimately, prioritizing learner retention not only enhances the educational experience for students but also contributes to their overall academic success and lifelong learning.

Role-playing is an invaluable tool that can be utilized in educational settings to enhance learning experiences and foster student engagement. By providing students with the opportunity to step into different roles and simulate real-life scenarios, role-playing promotes active learning, critical thinking, and the development of essential communication and problem-solving skills.

      One of the primary benefits of incorporating role-playing into classroom activities is its ability to create immersive and interactive learning experiences. By assuming different roles and engaging in simulated scenarios, students can actively participate in the learning process, making connections between theoretical concepts and real-world applications. This hands-on approach not only deepens students' understanding of subject matter but also encourages them to actively apply their knowledge to solve problems and make informed decisions.

      Furthermore, role-playing provides a platform for students to develop and refine essential communication and interpersonal skills. When engaging in role-playing activities, students must effectively convey their thoughts, ideas, and emotions to others, often in the context of persuasive arguments, negotiations, or conflict resolution. As a result, students can enhance their verbal and nonverbal communication skills, including active listening, articulation, and the ability to empathize with others - all of which are crucial in both academic and interpersonal contexts.

      Another significant benefit of role-playing in the classroom is its capacity to foster empathy and perspective-taking. By assuming the roles of different characters or individuals, students are challenged to consider different viewpoints, experiences, and motivations. This process not only promotes empathy and understanding but also encourages students to approach situations with a broader and more inclusive perspective. Through role-playing, students can gain valuable insights into the experiences and challenges of others, which can ultimately contribute to a more empathetic and compassionate learning community.

      Moreover, role-playing can serve as a powerful tool for developing critical thinking and problem-solving skills. As students engage in simulated scenarios, they are exposed to a range of complex and multifaceted situations that require strategic thinking and decision-making. By grappling with these challenges within the context of role-playing activities, students can develop analytical skills, creative problem-solving abilities, and the capacity to make informed judgments based on the information at hand. These skills are not only valuable in academic pursuits but also in preparing students to navigate real-life situations effectively.

      While role-playing offers numerous benefits, it is essential for educators to facilitate these activities in a supportive and inclusive manner. Creating a safe and respectful environment is crucial to ensure that all students feel comfortable and empowered to participate in role-playing activities. Additionally, educators should provide constructive feedback and encouragement to help students reflect on their experiences and further develop their skills.

      In conclusion, the role of role-playing in the classroom is significant in promoting immersive and interactive learning experiences, enhancing communication and interpersonal skills, fostering empathy and perspective-taking, and developing critical thinking and problem-solving abilities. By integrating role-playing activities into the curriculum, educators can create dynamic and engaging learning environments that encourage students to actively participate in their learning, develop essential skills, and gain valuable insights into the complexities of the world around them.

In recent years, there has been a growing recognition of the crucial role that parents play in their children's education. Parental involvement is widely acknowledged as a key factor in promoting academic achievement, fostering positive attitudes towards learning, and shaping children's overall development. This essay explores the significance of parental involvement in modern education and discusses how it can positively impact students' educational outcomes.

Supporting Academic Success:

Parents are essential partners in their children's academic success. Through active involvement in their child's education, parents can provide support, guidance, and encouragement that greatly contribute to their child's learning journey. By communicating with teachers, attending school events, and monitoring homework assignments, parents stay informed about their child's progress and can address any academic challenges promptly.

Research consistently shows that parental involvement in education is associated with improved academic performance. When parents show an interest in their child's education, set high expectations, and provide a supportive environment for learning, students are more motivated, engaged, and ultimately achieve higher grades. Parental involvement also enhances students' self-esteem, as children feel valued and supported in their educational endeavors.

Fostering a Positive Attitude Towards Learning:

In addition to supporting academic success, parental involvement plays a crucial role in shaping children's attitudes and beliefs about education. When parents actively engage in their child's learning process, it sends a powerful message that education is important and valued. This positive attitude towards learning is a powerful motivator for students to strive for excellence and develop a lifelong love of learning.

Furthermore, parents can cultivate a growth mindset in their children. By fostering a belief that intelligence and abilities are not fixed traits, but can be developed through effort and perseverance, parental involvement encourages students to embrace challenges and view setbacks as learning opportunities. This mindset promotes resilience, creativity, and a willingness to take risks in the pursuit of knowledge.

Building Strong Home-School Connections:

Parental involvement strengthens the connection between home and school, creating a unified support system for students. Collaborative partnerships between parents and educators ensure that the learning experiences of students are reinforced both within and outside the classroom. Regular communication between parents and teachers allows for valuable insights into a child's strengths, weaknesses, and learning preferences, enabling teachers to personalize instruction to meet student needs effectively.

      Moreover, parental involvement in school events and activities fosters a sense of belonging and community for both parents and students. It creates an environment where parents feel comfortable expressing their concerns, sharing their expertise, and actively contributing to the school's improvement initiatives. This collaboration between parents and educators creates a strong support network that benefits the overall educational experience of students.

      Parental involvement in modern education is a vital ingredient for student success. By supporting academic achievements, fostering positive attitudes towards learning, and building strong home-school connections, parents play a crucial role in shaping the educational journey of their children. As the education landscape continues to evolve, recognizing and promoting parental involvement as an integral part of the educational process is essential.

      Educational institutions, policymakers, and parents must collaborate to create environments that encourage and facilitate parental involvement. Schools can provide opportunities for parents to actively participate in decision-making processes, offer parenting workshops, and establish open lines of communication. Parents, on the other hand, can prioritize their child's education, engage in regular communication with educators, and create a supportive learning environment at home.

      Ultimately, when parents and schools work hand in hand, there is a tremendous potential to enhance student learning, foster a love for learning, and equip students with the skills and knowledge they need to thrive in the dynamic world of modern education.

Different learning styles are an essential factor in addressing the unique needs of individual children in educational settings. Understanding and implementing diverse learning styles allows educators to tailor their teaching methods to optimize each child's learning potential.

      To foster equity in the classroom, instructors and learning facilitators must reach every kid, regardless of ability or learning preference. Differentiated teaching strategies that account for varied learning styles have been shown to improve achievement and behavior. Embracing the concept that all children learn differently and utilizing this understanding may result in more effective teachers and students with higher order thinking skills.

      It is important to acknowledge the distinct learning styles that children may exhibit. The most recognized learning styles include visual, auditory, kinesthetic, and read/write. Visual learners prefer to process information through images, diagrams, and other visual aids. Auditory learners best comprehend information through listening and speaking. Kinesthetic learners thrive on hands-on activities and physical experiences. Read/write learners are inclined towards learning through reading and writing activities.

      By recognizing and understanding these various learning styles, educators can effectively address individual children's needs. For visual learners, teachers can incorporate visual aids such as charts, diagrams, and videos into their lessons. Auditory learners may benefit from listening to lectures, participating in discussions, and utilizing mnemonic devices. Kinesthetic learners thrive in environments that provide opportunities for physical movement and interactive learning experiences. Read/write learners can benefit from activities such as reading assignments, writing exercises, and note-taking.

      In addition to these primary learning styles, it is crucial to recognize that children may exhibit a combination of these styles. This means that educators must be adaptable and creative in their approach to teaching to accommodate the diverse needs of their students. By utilizing a variety of teaching methods that cater to different learning styles, educators can create inclusive learning environments that empower all students to succeed.

      Furthermore, understanding and addressing individual learning styles can help educators identify and support children with learning differences or special educational needs. By recognizing how each child processes information best, educators can provide the necessary accommodations and modifications to ensure that every student has equal access to learning opportunities. This may include providing alternative assignments, adjusting the pace of instruction, or offering additional supports to help students succeed.

Moreover, promoting awareness of different learning styles among students themselves can empower them to take ownership of their learning. By understanding their preferred learning style, students can advocate for the teaching methods that work best for them and develop effective study strategies that align with their individual strengths. This self-awareness can lead to increased self-confidence and motivation, ultimately enhancing their academic performance.

      In conclusion, different learning styles play a crucial role in addressing the individual needs of children in educational settings. Educators who recognize and accommodate diverse learning styles create inclusive learning environments that foster student engagement and success. By tailoring teaching methods to align with various learning styles, educators can empower all students to reach their full potential. Furthermore, this approach promotes equity and accessibility in education, ensuring that each child receives the support they need to thrive.

The age-old debate of group studying versus personalized approaches continues to intrigue educators and students alike. Both methodologies offer unique advantages and challenges. Group studying encourages collaboration, enhances communication skills, and fosters teamwork. On the other hand, personalized approaches cater to individual learning styles and paces, promoting self-directed learning and deeper understanding.

In a group setting, students can discuss and debate ideas, share resources, and teach one another. This fosters a sense of community and encourages collaboration. Moreover, group discussions can enhance critical thinking and problem-solving skills as individuals are exposed to various viewpoints and are required to articulate and defend their own ideas. Additionally, group studies often promote accountability as members can keep each other motivated and on track with their learning goals.

On the other hand, personalized studying focuses on catering to individual learning styles and paces. This approach allows students to delve deeper into topics they find challenging, at a pace that suits them. It also enables them to focus on their areas of interest, which can lead to a more thorough understanding of the subject matter. Moreover, personalized studying can help improve self-regulation and independence as learners take ownership of their education.

Despite the benefits of both approaches, there are potential drawbacks as well. In a group setting, there can be challenges related to conflicting schedules, varying levels of commitment, and potential distractions. Additionally, in some cases, group dynamics may be unproductive, with dominant individuals taking over discussions, or disagreements hindering progress. Conversely, personalized studying may lead to isolation and lack of social interaction, which are important aspects of personal development.

In considering the effectiveness of group studying versus a personalized approach, it is crucial to recognize that different subjects or topics may benefit from different methods. For instance, subjects that require extensive memorization and individual focus, such as certain aspects of science or mathematics, may be better suited to personalized studying. On the other hand, subjects that involve complex problem-solving or benefit from diverse perspectives, such as literature or history, may be more effectively tackled through group discussions and collaborative learning.

Ultimately, the effectiveness of group studying versus personalized approaches depends on the individual's learning style, the subject matter, and the specific goals of the study session. Finding the right balance between the two methods can be beneficial. For example, one could study independently to grasp the foundational concepts and then join a study group to discuss and reinforce the learned material.

Group studying facilitates a dynamic environment where students can engage in lively discussions, share diverse perspectives, and collaborate on problem-solving. This social interaction strengthens interpersonal skills, encourages active participation, and often leads to the exchange of valuable insights. Furthermore, group studying can help in the distribution of workload, allowing tasks to be divided among members to maximize efficiency and productivity.

Conversely, personalized approaches prioritize individualized learning experiences, catering to diverse learning styles and preferences. This method allows students to set their pace, delve deeper into topics that interest them, and focus on areas needing improvement. It fosters independence, self-regulation, and critical thinking, thereby empowering students to take ownership of their learning journey.

Amidst the benefits, both methods also present challenges. Group studying can sometimes result in distractions, conflicts, or uneven participation. Personalized approaches, while promoting independence, may lead to isolation and limited exposure to diverse perspectives. Striking a balance between these two approaches can be crucial in maximizing the effectiveness of studying.

When considering the most suitable approach, it's imperative to assess the nature of the subject being studied. Subjects requiring in-depth analysis, critical thinking, and diverse perspectives, such as literature or social sciences, may greatly benefit from group discussions. Conversely, subjects demanding personalized attention, such as mathematics or language learning, could be more effectively processed through individualized approaches.

In practical terms, an integrative approach to studying could offer the best of both worlds. Starting with personalized learning to grasp foundational concepts, students can then transition to group sessions for discussion, collaborative problem-solving, and knowledge exchange. This integrated strategy acknowledges the unique merits of both approaches, promoting both independent learning and social interaction.

In conclusion, group studying and personalized approaches offer distinct advantages and challenges. Rather than viewing them as competing methods, educators and students should seek to leverage the strengths of each approach. By strategically combining group studying and personalized learning, students can develop a holistic approach to studying that equips them with both subject-specific knowledge and essential collaborative skills—an invaluable asset in today's interconnected world.

DOI 10.5281/zenodo.10489774 

Small group collaboration is a powerful tool that can greatly enhance the effectiveness of teaching, benefiting both educators and students alike. By working together in small groups, teachers can share their expertise, learn from one another, and develop new strategies to elevate their instructional practices.

One of the primary advantages of small group collaboration for teachers is the opportunity to exchange ideas and best practices. When educators come together in small groups, they can share their experiences, successes, and challenges. This exchange of knowledge can lead to the identification of innovative teaching methods, effective classroom management techniques, and impactful ways to engage students in the learning process.

Furthermore, small group collaboration allows teachers to leverage their collective expertise to address specific areas of improvement. By working together, educators can pool their knowledge and skills to devise targeted interventions for struggling students, develop differentiated instruction strategies, and create specialized learning resources. This collaborative approach enables teachers to tailor their instructional methods to meet the diverse needs of their students, ultimately resulting in improved academic outcomes.

In addition to enhancing teaching practices, small group collaboration can also foster a supportive and empowering professional environment. When teachers collaborate in small groups, they can provide each other with encouragement, constructive feedback, and mentorship. This collaborative support system can boost teacher morale, reduce feelings of isolation, and create a sense of camaraderie among educators, leading to a more positive and fulfilling work environment.

Another significant benefit of small group collaboration is the opportunity for ongoing professional development. Through collaborative discussions and reflective practices, teachers can engage in continuous learning and self-improvement. Small group collaboration provides a platform for educators to stay updated on the latest educational research, explore new pedagogical approaches, and participate in meaningful discussions that challenge their thinking and inspire personal and professional growth.

Small group collaboration can serve as a catalyst for promoting teacher leadership within schools. When educators come together to collaborate, it provides a platform for emerging leaders to showcase their skills, take on leadership roles, and contribute to the collective growth of the teaching community. This can ultimately lead to a more decentralized and distributed leadership model within educational institutions, empowering teachers to take ownership of their professional development and contribute to the overall improvement of the school culture.

To maximize the benefits of small group collaboration, it is essential for educational institutions to create a supportive infrastructure that nurtures and facilitates collaborative opportunities for teachers. This may involve establishing regular meeting times, providing resources for collaborative projects, and fostering a culture that values and prioritizes collaborative practices.

Small group collaboration holds immense potential for maximizing teacher success. By leveraging the collective wisdom and expertise of educators, small group collaboration can lead to improved teaching practices, enhanced student learning experiences, and a more vibrant and supportive professional community. As educational institutions continue to prioritize and invest in small group collaboration, teachers and students alike stand to benefit from the resulting professional growth and academic excellence.

DOI 10.5281/zenodo.10489805 

The country's education system plays a vital role in shaping the future workforce and leaders. It is essential for the curriculum to keep up with the rapidly changing global landscape, technological advancements, and evolving societal needs. The need to update the curriculum in the Philippines is essential for several reasons. First and foremost, education plays a pivotal role in shaping the future of any nation. As the world undergoes rapid technological advancements and global changes, it becomes crucial for educational institutions to adapt and equip students with skills and knowledge that are relevant to the current times.

First and foremost, updating the curriculum in the Philippines is essential to ensure that students are equipped with relevant knowledge and skills that are aligned with the demands of the 21st century. The current curriculum may lack emphasis on crucial areas such as critical thinking, digital literacy, creativity, and problem-solving skills, which are essential for navigating the complexities of the modern world. By integrating these competencies into the curriculum, students will be better prepared to thrive in an increasingly competitive and dynamic global environment.

Moreover, updating the curriculum can contribute to bridging the gap between education and industry needs. As industries evolve and new sectors emerge, there is a growing demand for a workforce with specialized skills in areas such as technology, innovation, entrepreneurship, and sustainable development. An updated curriculum can ensure that students are being trained in fields that are relevant to the current job market, thus increasing their employability and overall contribution to the country's economic development.

Additionally, the curriculum should reflect the diverse and multicultural society of the Philippines. By incorporating modules that promote cultural awareness, inclusivity, and understanding of the country's rich history and heritage, students can develop a strong sense of identity and pride in their cultural roots. This not only fosters a more cohesive and harmonious society but also prepares students to engage with global issues and perspectives in a respectful and informed manner.

Furthermore, an updated curriculum can address pressing societal challenges such as environmental sustainability, social justice, and mental health awareness. By integrating these important topics into the educational framework, students will be empowered to become responsible and conscientious citizens who are capable of contributing positively to their communities and the nation as a whole.

In addition to these reasons, updating the curriculum in the Philippines can also lead to improved teaching methodologies, assessment practices, and the overall learning experience for both students and educators. By incorporating innovative pedagogical approaches, leveraging technology, and providing professional development opportunities for teachers, the education system can become more dynamic, engaging, and responsive to the diverse needs of learners.

Despite the need for updating the curriculum, it is important to approach this process with careful consideration and consultation with various stakeholders, including educators, policymakers, parents, and students. Collaboration and inclusiveness are key to ensuring that the updated curriculum reflects the shared goals and values of the community and is tailored to the specific needs of Filipino learners.

In conclusion, updating the curriculum in the Philippines is imperative for preparing students to meet the challenges and opportunities of the 21st century. By incorporating relevant knowledge, skills, and values, the updated curriculum can empower students to become critical thinkers, adaptable professionals, and responsible citizens. It is a crucial step towards building a more progressive, inclusive, and prosperous society.

DOI 10.5281/zenodo.10489826 

The concept of digital citizenship encompasses the responsible use of technology and the internet. In an age where digital platforms and online communication play a central role in daily life, it is crucial for individuals to understand and practice the principles of digital citizenship. This includes respecting the rights and privacy of others, being informed and critical consumers of digital content, and employing strategies to protect oneself and others from online harm.

The framework of Respect, Educate, and Protect provides a holistic approach to developing digital citizenship skills. Firstly, "Respect" emphasizes the importance of teaching students to recognize and uphold the rights and dignity of others in the digital world. This involves fostering empathy and understanding, as well as promoting respectful and ethical interactions in online spaces. By instilling a sense of digital empathy and respect for diverse perspectives, learners can contribute to a more positive and inclusive online environment.

"Educate" highlights the need to equip students with the necessary knowledge and skills to navigate the digital world effectively. This includes promoting media literacy, critical thinking, and responsible information consumption. Educating students about issues such as online safety, cyberbullying, digital footprints, and ethical use of technology can empower them to make informed decisions and engage in responsible online behavior. Through education, learners can become discerning users of digital media and active contributors to online communities.

"Protect" underscores the importance of fostering a proactive mindset when it comes to digital safety and well-being. This involves teaching students about online security, privacy protection, and strategies for maintaining a positive digital presence. By empowering learners to protect themselves and others from online risks and harm, educators can help cultivate a generation of digitally savvy individuals who are equipped to navigate the complexities of the digital landscape with confidence and resilience.

In the context of 21st-century education, cultivating digital citizenship through the REP framework holds several implications for learners. Firstly, it promotes the development of critical thinking and digital literacy skills, which are essential for students to thrive in an increasingly digital and interconnected world. By mastering these skills, learners can engage with digital content in a responsible, discerning manner, enabling them to make informed decisions and contribute positively to online communities.

Furthermore, the REP framework encourages the development of empathy, respect, and ethical decision-making in online interactions. This can contribute to the creation of a more inclusive and respectful online environment, where individuals are mindful of the impact of their digital actions on others. By instilling these values in students, educators can help foster a culture of digital citizenship that promotes positive online engagement and collaboration.

Moreover, the REP framework emphasizes the importance of digital safety and well-being, equipping students with the tools and knowledge to protect themselves and others from online risks. In an era where cybersecurity and online privacy are increasingly significant concerns, empowering learners to safeguard their digital presence and engage in responsible online behavior is crucial for their overall well-being and safety.

The Respect, Educate, and Protect framework provides a comprehensive approach to cultivating digital citizenship in 21st-century learners. By promoting respect, education, and protection in the digital realm, educators can empower students to become responsible, empathetic, and informed digital citizens. This, in turn, contributes to the creation of a more inclusive, respectful, and secure online environment, ultimately benefitting both individuals and society as a whole and student outcomes is significant.

DOI 10.5281/zenodo.10489857 

The Learning Action Cell (LAC) is a methodology that focuses on collaborative and continuous professional development for educators. LAC has significant implications for both teaching and learning, as it encourages a dynamic approach to professional growth and student success. The LAC model, with its emphasis on collaborative professional development, has notably transformative implications in the realm of teaching and learning. By promoting a culture of collaboration, data-driven decision-making, and deliberate reflection, the LAC model serves as a catalyst for profound improvements in educational practice and student learning outcomes. LAC promotes a culture of collaboration among educators. By bringing teachers together in regular meetings, LAC creates a space for the sharing of ideas, experiences, and best practices. This collaborative environment fosters a sense of community and shared responsibility for student learning outcomes. As teachers engage in discussions about their teaching practices, they can gain valuable insights from their peers, leading to improved instructional strategies and student engagement.

Moreover, LAC emphasizes the use of evidence-based practices. Through regular meetings, educators can critically analyze student data, classroom observations, and assessment results. This evidence-based approach allows teachers to identify areas for improvement and to tailor their instructional methods to better meet the needs of their students. By grounding their teaching practices in evidence, educators can make informed decisions that lead to more effective learning experiences for their students.

Furthermore, LAC encourages reflective practice. Educators are prompted to engage in self-reflection and to continuously assess and improve their teaching methods. By engaging in regular dialogue with colleagues and engaging in self-assessment, teachers can identify their strengths and areas for growth. This reflective approach to professional development ultimately leads to more effective teaching practices and improved student learning outcomes.

Additionally, LAC supports professional growth and teacher empowerment. Educators gain a sense of ownership over their professional development as they actively participate in the collaborative process. By engaging in discussions, setting goals, and sharing responsibilities, teachers become proactive agents in their own growth and development. This empowerment leads to a more motivated and skilled teaching workforce, ultimately benefiting the overall quality of education.

In terms of its implications for student learning, LAC contributes to a more student-centered approach to education. As teachers collaborate and engage in evidence-based practices, they are better equipped to address the diverse learning needs of their students. This can lead to more personalized and differentiated instruction, ultimately resulting in improved academic outcomes for students.

It promotes a culture of continuous improvement within schools. As educators engage in ongoing dialogue and professional development, schools can cultivate a culture of innovation and excellence. This can lead to a more positive and dynamic learning environment for students, as teachers are continuously striving to enhance their instructional practices.

The Learning Action Cell methodology has far-reaching implications for teaching and learning. By fostering collaboration, evidence-based practices, reflective teaching, and professional growth, LAC contributes to a more effective and student-centered approach to education. As educators engage in this continuous process of learning and improvement, the potential for positive impact on student outcomes is significant.

DOI 10.5281/zenodo.10489878 

There are many dedicated teachers in the field who have advanced degrees. These teachers give of themselves and make sacrifices for their pupils' education. But this commitment may leave you with a sense of loneliness. According to a remark attributed to Turkish reformer and politician Mustafa Kemal Atatürk, "A good teacher is like a candle—it consumes itself to light the way for others."

Teachers frequently find themselves alone in front of a class when preparing, gathering resources, creating and grading assignments. They frequently only exchange greetings with coworkers or attend required administrative meetings. When teachers take primary responsibility for the academic success of their students, this isolation could appear much more severe.

Collaborating with other educators is a powerful strategy for overcoming feelings of isolation and loneliness as well as for sharing the responsibility of being a teacher. Teachers discover inspiration, connections, and support when they collaborate on lesson plans and instruction.

In these unprecedented times, it is more important than ever for educators to support each other. Teachers need to collaborate, problem-solve, share resources, and offer emotional support to one another. Here are some reasons why teachers need each other right now:

1. To share best practices: With the rapid shift to remote learning, teachers are experimenting with new pedagogies, strategies, and tools. Sharing best practices across schools, districts, and states helps teachers learn from each other and refine their teaching approaches. Sharing is the most effective way to recognize what someone already knows and how knowledgeable they are about specific subjects. Sharing their knowledge entails engaging in fresh discussions that put what they have discovered in a fresh light, fostering growth for both parties. Sharing best practices enhances a teacher's professional value and establishes their reputation as a leader in the classroom. Sharing allows other teachers to learn it for themselves in a way that encourages them to improve their own degree of knowledge rather than telling people they are experts.

2. To solve common problems: Teachers are facing similar challenges during this pandemic, such as student disengagement, equity issues, and technical difficulties. Collaborating with colleagues to address these problems can lead to  more effective solutions.

3. To reduce isolation: Many teachers are working from home and have limited interaction with their colleagues and students. Connecting with other educators can help alleviate feelings of loneliness and isolation.

4. To build a sense of community: Teachers are the backbone of our education system, and they have a unique opportunity to build a sense of community during this crisis. By sharing their experiences and supporting each other, teachers can create a collective sense of purpose and resilience.

In conclusion, teachers need each other now more than ever. It is essential that we foster a culture of collaboration, support, and innovation within the education community to ensure that our students receive the best possible education during these challenging times. Relationships grow and people receive emotional support through collaboration. Teachers may grow unfulfilled with their work if they feel emotionally cut off from their students because teaching may be a lonely career. Collaboration among teachers fosters fruitful peer relationships and provides the emotional support necessary for professional success.

DOI 10.5281/zenodo.10490622 

Peer learning has made a significant impact on the way learners’ study and collaborate with their peers. This educational approach encourages students to work together in groups or pairs, where they can share knowledge, discuss concepts, and solve problems collectively. The reciprocal nature of peer learning fosters a dynamic environment that can benefit learners in various ways.

One of the key impacts of peer learning on learners' studies is the enhancement of critical thinking and problem-solving skills. When students engage in discussions with their peers, they are exposed to different perspectives and approaches to a given topic. This prompts them to think critically, evaluate alternative viewpoints, and develop their own informed opinions. Moreover, through collaborative problem-solving activities, students can learn to tackle complex challenges by leveraging each other's strengths and ideas, which ultimately enhances their ability to solve problems independently.

Furthermore, peer learning has been shown to improve retention and understanding of course material. When students explain concepts to their peers, they reinforce their own understanding of the subject matter. This process of articulating and teaching concepts not only solidifies their knowledge but also helps them identify any gaps in their understanding. Additionally, receiving feedback from peers can provide alternative explanations that resonate with different learning styles, better equipping students to comprehend and retain information.

In addition to academic benefits, peer learning also contributes to the development of important interpersonal skills. By engaging in collaborative learning activities, students learn to communicate effectively, listen actively, and empathize with their peers. They also gain valuable experience in teamwork and cooperation, which are essential skills in both academic and professional settings. Furthermore, peer learning encourages a sense of community and support among students, fostering a positive and inclusive learning environment.

Another significant impact of peer learning on learners' studies is the promotion of self-directed learning. When students work together, they take ownership of their learning process and become more engaged and motivated. Peer learning encourages autonomy, as students are responsible for their contributions to group tasks and discussions. This fosters a sense of accountability and independence, empowering students to take control of their learning journey and pursue deeper understanding beyond the classroom.

Peer learning facilitates cultural and intellectual diversity within the learning environment. It provides an opportunity for students from diverse backgrounds to exchange ideas, learn from each other's experiences, and gain a broader perspective on various topics. This exposure to different viewpoints and cultural perspectives enriches the overall learning experience and prepares students to navigate a globalized world with openness and respect for diversity.

In conclusion, peer learning has a profound impact on learners' studies by promoting critical thinking, improving retention of course material, fostering interpersonal skills, and encouraging self-directed learning. Through collaborative activities with peers, students not only deepen their understanding of academic subjects but also develop essential skills that are integral to their personal and professional growth. As education continues to evolve, peer learning stands out as a valuable approach that equips students with the tools and mindset needed for success in the 21st century.

DOI 10.5281/zenodo.10490970 

Self-esteem plays a significant role in the overall development of students, contributing to their emotional well-being, success in academic pursuits, and the formation of healthy social relationships. While there are numerous avenues to help students enhance their self-esteem, one such avenue that has proven effective is scouting. Scouting programs provide students with opportunities to engage in a range of activities that promote self-confidence, personal growth, and a sense of accomplishment. In this article, we will explore how scouting can positively impact students' self-esteem and discuss the various ways in which scouting programs can be tailored to nurture this essential characteristic.

1. Learning New Skills:

Scouting encourages students to step out of their comfort zones and learn new skills. Through activities such as camping, hiking, knot tying, first aid, and leadership exercises, students acquire practical knowledge and develop a sense of competence. As they master these skills, their self-confidence grows, and they feel a sense of pride in their accomplishments. The process of learning and achieving within a supportive environment fosters improved self-esteem in students.

2. Embracing Challenges and Overcoming Obstacles:

Scouting provides students with opportunities to face and conquer challenges, fostering perseverance and self-assurance. Whether it's navigating a difficult trail or completing a complex group project, the experience of overcoming obstacles instills a sense of resilience and self-belief. Scouting activities help students realize that setbacks are a natural part of personal growth, and with determination and effort, they can triumph over challenges.

3. Peer Support and Collaboration:

Scouting offers a collaborative environment where students work together on various tasks and projects. Through team-oriented activities, they learn to communicate effectively, build rapport, and rely on each other's strengths. Positive interactions with peers foster a sense of belonging, inclusion, and support, which are crucial for developing self-esteem. Participating in scouting allows students to build friendships and develop a strong sense of community, promoting their confidence and well-being.

4. Leadership Opportunities:

Scouting presents students with the chance to assume leadership roles and responsibilities within their scout troops. Being entrusted with leadership tasks, such as planning activities, coordinating events, or mentoring younger members, enables students to feel valued and respected. The experience of leading and guiding others enhances their self-esteem, as they recognize their ability to positively influence and contribute to their community.

5. Recognition and Celebrations:

Scouting programs often include ceremonies, awards, and badges to recognize students' achievements. These celebrations provide validation for their efforts and serve as a tangible representation of their personal growth and accomplishments. Receiving recognition boosts students' self-esteem, reinforcing their belief in their abilities and motivating them to strive for further success.

Scouting offers an excellent platform for students to enhance their self-esteem while engaging in outdoor activities, learning new skills, overcoming challenges, and fostering positive relationships. By participating in scouting programs, students develop a strong sense of self-worth, confidence, and resilience. It provides them with an environment where they can grow, learn, and receive recognition, contributing to their overall well-being and future success. Schools and communities should consider the benefits of scouting and provide opportunities for students to participate, ensuring their self-esteem flourishes, empowering them to reach their fullest potential.

DOI 10.5281/zenodo.10491492 

Traditional education methods have often been criticized for their lack of engagement and inability to capture the interest and motivation of students. However, with the advent of technology and innovative teaching practices, the concept of gamification has emerged as a powerful tool for transforming education. By integrating elements of game design and mechanics into the learning process, gamification offers a fresh approach that fosters engagement, motivation, and better learning outcomes. This article examines the role of gamification in transforming education and explores how it can revolutionize the educational landscape.

Engagement and Motivation:

One of the key benefits of gamification in education is its ability to engage and motivate students. Games are inherently immersive and captivating, creating a sense of excitement and enjoyment. By incorporating game elements such as challenges, rewards, and competition into the learning process, gamification harnesses these motivational factors to encourage active participation and enhance students' overall interest in the subject matter.

Through gamification, educators can create an interactive and dynamic learning environment that captivates students' attention. By providing immediate feedback, progress tracking, and meaningful rewards, gamified educational experiences foster a sense of achievement and progress, motivating students to continue their learning journey.

Skills Development:

Gamification also offers a unique opportunity to develop a wide range of skills in students. Games are designed to provide progressive challenges, allowing learners to develop problem-solving, critical thinking, and decision-making skills in a fun and interactive manner. By presenting concepts and content within the context of a game, students can apply theoretical knowledge in practical scenarios, promoting deeper understanding and retention of information.

Furthermore, collaborative gamified learning experiences promote teamwork, communication, and negotiation skills, as they often require students to work in groups or compete against each other. This not only enhances social interaction but also prepares students for real-world collaborative environments.

Personalization and Differentiation:

Another significant advantage of gamification in education is its potential for personalization and differentiation. Games can be programmed to adapt to individuals' unique learning needs, ensuring that students’ progress at their own pace. This personalized approach allows educators to cater to diverse learning styles, levels of ability, and interests, making the learning experience more inclusive and accommodating for all learners.

Moreover, gamified educational platforms often generate data and analytics on students' progress, providing valuable insights for teachers to assess individual learning gaps and provide targeted interventions. This data-driven approach enables educators to provide timely and personalized feedback, further enhancing the learning experience.

Real-World Application:

Gamification bridges the gap between theoretical knowledge and real-world application. By contextualizing learning within a game, students can see the relevance and practicality of the concepts they are learning. This connection to real-world scenarios not only enhances understanding but also promotes the transfer of knowledge and skills from the virtual environment to real-life situations. Students are more likely to retain information and apply what they have learned when they can see its direct applicability in their everyday lives.

Gamification has the potential to revolutionize education by transforming the traditional learning experience into an engaging, immersive, and personalized journey. By harnessing the power of game design and mechanics, educators can captivate students' interest, enhance motivation, and foster the development of essential skills. Whether through virtual simulations, interactive quizzes, or collaborative challenges, the integration of gamification in education provides a dynamic and innovative approach that prepares students for success in the 21st century. As we embrace the digital age, gamification stands as a catalyst for transforming education and creating a brighter future for learners.

DOI 10.5281/zenodo.10491502 

School bullying is a pervasive issue that affects millions of students worldwide. It goes beyond mere teasing or conflicts among peers and encompasses acts of intentional harm, both physical and psychological. The consequences of bullying can be severe and long-lasting for both the victims and the perpetrators involved. In this essay, we will explore the dark side of school bullying, shedding light on its detrimental effects on individuals and the need for concerted efforts to combat this pervasive problem.

1. Emotional and Psychological Damage:

Bullying inflicts deep emotional wounds that can result in profound psychological distress for the victims. Constant humiliation, belittlement, and exclusion erode their self-esteem and sense of self-worth. It often leads to heightened anxiety, depression, and feelings of loneliness and isolation. Victims may develop a negative worldview, struggling to form trusting relationships and experiencing difficulties in school and beyond. The psychological impact of bullying can endure into adulthood, affecting victims' mental health and overall well-being.

2. Academic Consequences:

Bullying has a negative effect on the school involvement and academic achievement of its victims. The fear of going to school and facing bullies can cause students to skip classes or drop out entirely. Bullying victims struggle to concentrate and focus on their academics due to the ongoing stress and anxiety it causes, which lowers their academic performance. Furthermore, the emotional toll of bullying may impede social and cognitive development, hindering a student's ability to learn and thrive in the educational environment.

3. Long-Term Physical Effects:

Bullying victims frequently experience physical illnesses as a result of the trauma they underwent. Chronic stress and anxiety can lead to increased blood pressure, weakened immune systems, headaches, and sleep disorders. These outward signs of bullying worsen its detrimental effects on a victim's general wellbeing. Moreover, some victims may turn to unhealthy coping mechanisms such as self-harm or substance abuse, further compromising their physical health.

4. Perpetrators' Impact:

While the focus is typically on the victims, it is essential not to overlook the dark consequences bullying has on the bullies themselves. Engaging in acts of aggression and dominance reflects deeper underlying issues, often stemming from a troubled home or lack of appropriate guidance. These individuals may face negative social and emotional consequences as they grow older, experiencing difficulties in forming healthy relationships and maintaining empathy towards others. Intervention is necessary to address these underlying causes and break the cycle of bullying.

5. Society at Large:

Bullying does not occur in isolation; it permeates our entire society. Its acceptance or indifference perpetuates a culture that tolerates violence and cruelty. The negative repercussions extend beyond the immediate victims, affecting the overall social climate within schools and communities. By actively addressing and combating bullying, we can foster a more compassionate, respectful, and inclusive society.

Bullying in school has detrimental impacts that endure a lifetime for bullies, victims, and society at large. Bullying must be stopped, and safe educational environments must be created for all students in order for everyone to achieve. Awareness, education, and appropriate interventions are vital to breaking this cycle of harm and fostering a culture of kindness, empathy, and understanding. Every child deserves the right to a nurturing and inclusive educational experience that promotes their well-being and empowers them to reach their full potential.

DOI 10.5281/zenodo.10491506 

Parental involvement in a child's education is crucial for their success. One area where parents play a significant role is in managing homework. With academic demands increasing and homework evolving, parents must be proactive in addressing homework issues. In this article, we will explore the importance of parental involvement in homework issues and provide effective strategies to support children in their academic journey.

1. Creating a Supportive Homework Environment

Parents can create a supportive homework environment that encourages productivity and fosters positive attitudes towards learning. This might involve setting up a designated area for homework, minimizing distractions, and ensuring the necessary resources (such as books, stationery, and a quiet space) are readily available.

2. Encouraging Time Management and Organization

Time management is a vital skill for students to develop. Parents can assist by teaching their children to prioritize tasks, establish a homework routine, and manage their time effectively. By encouraging organizational skills, parents can help their children stay focused, complete assignments on time, and reduce stress.

3. Communicating with Teachers

Regularly communicating with teachers is essential for parents to stay informed about their child's homework assignments, progress, and any issues that may arise. Open lines of communication allow parents and teachers to work together in addressing potential homework challenges and finding appropriate solutions.

4. Providing Guidance and Clarification

Parents can provide guidance and clarification when children encounter difficulties with their homework. Giving them the opportunity to independently tackle problems while being available to assist if needed promotes resilience, problem-solving skills, and fosters independence in learning.

5. Offering Emotional Support

Homework can sometimes feel overwhelming for children. In such instances, a supportive and understanding presence from parents can significantly alleviate stress and anxiety. Encouraging positive affirmations, offering praise for effort and progress, and showing empathy towards challenging tasks can enhance a child's self-confidence and motivation.

6. Balancing Autonomy and Intervention

Finding the right balance between autonomy and parental intervention is crucial. While it is important for children to take responsibility for their homework, parents should be aware of any signs of struggle or frustration. This allows them to intervene appropriately, provide additional support, or seek help from teachers or tutors if necessary.

7. Being Good Role Models

Parents serve as powerful role models for their children. Demonstrating the value of education and learning through their own behaviors and actions can inspire children to take their homework seriously. Reading together, engaging in educational activities, and communicating the benefits of learning can have a lasting impact on a child's motivation and academic success.

Parental involvement in homework issues plays a vital role in providing support, guidance, and motivation for children. By creating a supportive environment, promoting time management and organization skills, and maintaining open communication with teachers, parents can effectively address homework challenges. Furthermore, offering emotional support, balancing autonomy and intervention, and being positive role models can contribute to a child's overall academic development. Remember, when parents actively participate in their child's homework, it sends a signal that education is a shared responsibility, leading to long-term success and a love for learning.

DOI 10.5281/zenodo.10491514 

ABSTRACT

Title:             CLINICAL SUPERVISION PRACTICES AND CHALLENGES OF SECONDARY SCHOOL HEADS IN GUIMBA DISTRICT

Researcher: HERSHEY M. LACAMBRA

Institution:   Tarlac State University

Degree:      Master of Arts in Education

Major:         Educational Management

Quality education is one of the seventeen interlinked objectives found in the Sustainable Development Goals of the United Nations. Undeniably, it is also the battle cry of all educational institutions. The graduates are the living proofs whether an educational institution embodied quality in delivering education or not. This will circle back to the way teachers teach and give instructions inside the classroom, whether physical or virtual.

Neophyte teachers tend to need more nurturing for them to be more efficient in teaching. The statement goes also to the seasoned teachers who refuse innovation. Albeit proficient and experienced teachers still have something to work on to get better for educational trends never cease to emerge and problems are also evolving. Clinical supervision is the term used to the process of giving technical assistance to the teachers inside the classroom coming from their respective school heads which may include master teachers.

This study aims to present the real state of clinical supervision by means of examining the implementation of the practices under clinical supervision’s phases which are pre-conference, observation, and post-observation. It also includes the problems encountered by the school heads in Guimba District with the objective of crafting an action plan.

The researcher used quantitative descriptive research design. A researcher-made survey questionnaire was utilized. It covers the areas on how the school heads conducts clinical supervision and what are the identified challenges.

The study revealed that school heads and master teachers who are both clinical supervisors conduct all the processes under pre-conference, observation, and post-observation religiously.

Problems that surfaced include voluminous administrative tasks other than supervisory activity,  time-constraint supervisory feedback after class observation, and lack of monitoring and evaluation on the application of recommendations and corrections from the feedback.

The action plan proposed by the researcher based on the results of the will help in a better understanding and implementation of clinical supervision.

It is envisioned that this study will be a wake-up call to improve or revise the way clinical supervision is being administered in order to contribute in attaining quality education to produce competent graduates that will help in nation building.

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

In our modern - day society, the practice of clinical supervision has been accordingly challenged to become increasingly globalized as well. Affirming evidence to that effect can now be seen on a number of fronts, including the organization of important international supervision conferences, and the conduct of cross–continent supervision research (Son & Ellis, 2013).

Clinical supervision is a process for developing responsible teachers who were able to evaluate their own instruction, who were willing to accept criticism and use it for change, and who knew where they were headed in their own professional growth (Sullivan, 2013). Formative evaluation was being imposed in clinical supervision because it increases the efficiency of educational programs being implemented.

Clinical supervision is described as “the formal provisions, by approved supervisors, of a relationship–based education and training that is work–focused and which manages, supports, develops, and evaluates the work of colleagues (Milne & Watkins, 2014). Clinical supervision is currently considered a distinct competency that require specific knowledge, skills and professional practice (Falender & Shafranske, 2017; Gazzola, 2013). All these competencies point out the supervision training of school heads and master teachers who conduct the clinical supervision. The majority of school heads and master teachers conduct supervision based on their own experiences. This practice may result in ineffective interactions and potentially harmful supervisory outcomes (Gazzola, 2013). Also, deliberate or unintentional supervision behavior may lead to ineffective or harmful supervision (Kocyigit, 2019).

The effect of clinical supervision made by the school heads and master teachers is undeniably important to teacher’s role in the students’ learning process. So, effective supervision is essential for assessing and evaluating supervisees’ competencies and professional identity (Gazzola, 2013; Kemer & Borders, 2017) as well as fostering professional development and yielding a gatekeeping role for client welfare (Bernard & Goodyear, 2014).

There are numerous factors in supervision that can cause difficulty for the supervisor and reduce the effectiveness of the supervision. These factors include meeting the needs of the supervisee, agreeing with the supervisee about supervision goals, providing effective feedback, determining the appropriate supervision methods and techniques, and establishing an effective supervision relationship to address multicultural issues ethically (Kocyigit, 2019). Each of these factors can be challenging for the part of the school heads and master teachers in clinical supervision. School heads and master teachers must adapt their style to each teachers’ individual needs and personal characteristics. This will provide the most beneficial and effective learning experience as possible (Rhinehart, 2015).

At present, our education has shifted its attention from emphasis of quantity to emphasis of quality to improve the condition of our education. This current movement demands that the process of clinical supervision undergo a movement of reform and renewal. In this movement, it seems essential to assess the practices of clinical supervision. Some of our education programs were school improvement program and continuous professional development of teachers. One of which is the DepEd Memo No. 8, series of 2023 known as the Multi-Year Guidelines on the Results-Based Performance Management System-Philippine Professional Standards for Teachers which shows four phases of the cycle. Phase two is all about performance monitoring and coaching in which clinical supervision is also done. In the Division of Nueva Ecija, classroom observation is performed by the school head. In the absence of school head or if the elementary or secondary school has a large number of faculty members, master teachers are then instructed to perform this administrative task in compliance to the abovementioned memorandum.

According to Natalia (2020), teachers need to be fostered continuously to achieve the required competencies, because teachers have a role to grow and foster students’ abilities professionally when carrying out the teaching and learning process. A professional teacher is someone who has interests and abilities, as well as special specialization related to the teaching field so that he can carry out his duties and obligations as a teacher with the optimal ability (Fauzi, 2020). Related to this, school leaders have a great obligations and task to always accompany and foster teachers to achieve the realization of national education goals. Overcoming this, principals can do so through the supervision of teachers to foster and develop the abilities possessed by teachers on an ongoing basis.

The purpose of supervision is to guide all school staff so that the school staff and teachers can develop their performance, thus fostering a good teaching process atmosphere (Afrijawidiya, 2017). According to Babuta (2019), service is a form of supervision that is more emphasized in its implementation. Supervision has the main object in its implementation, which is related to teaching and learning and efforts to constantly improve deficiencies.

The way teachers gain professional support from school heads and master teachers and the way teachers view the supervision that they are undergoing which is very important in the outcomes of the supervision process. Evaluating, assessing, and improving the practices and working with challenges of clinical supervision is very important in implementing successful supervision (Ekyaw, 2014).

In addition to this, the researcher looks in detail of the challenges faced by school heads and master teachers as well as teachers in the conduct of clinical supervision. So relentless efforts were being made to alleviate the problems for the success of clinical supervision. The current initiation for quality of education further rationalized the researcher to deal in the area under discussion, as supervision was a quality monitoring tool. Indeed, these circumstances initiated the researcher to conduct the study.

Due to this reason, the researcher intended to assess the clinical supervision practices and challenges of Secondary School heads in Guimba District. In doing so, the researcher has raised the following research questions below.

Statement of the Problem

The study aims to assess the practices to which clinical supervision was implemented and identify the challenges encountered in the implementation of clinical supervision faced by the secondary school heads in Guimba District.

Specifically, this study sought answers to the following questions:

1.     What clinical supervision practices of the school heads in Guimba District along the following:

1.1.  Pre-Conference;

1.2.  Observation Phase; and

1.3.  Post Conference?

2.     What are the clinical supervision challenges encountered by the school heads in Guimba district?

3.     What plan of action could be proposed to address the challenges encountered by the school heads?

4.     What are the implications of the study to educational management?

Significance of the Study

The study may possibly help the implementation of clinical supervision of school heads in Guimba district since the study will determine the practices applied and challenges encountered in this area.

         To the policy makers. The study may provide important information that will be a great help to revise and develop appropriate programs.

To the school heads. The study may help the school heads to formulate and develop remedial measures against the challenges that secondary schools faced in implementing clinical supervision services.

To the master teachers. The study may help master teachers to identify the strength and weaknesses of the practices used in clinical supervision and develop plans on how to improve these practices in order to achieved desired result.

To the teachers. The study may help the teachers to be aware of the extent to which clinical supervision is being implemented.

To the students.  The study will help the students understand the importance of clinical supervision which help their teacher to improve their quality of teaching which affect the teaching and learning process inside the room.

To the future researchers. The study may serve as a starting point for other researchers who are interested to do their research on the title.

Scope and Delimitations

The study is delimited only for 11 school heads, 29 master teachers and 480 teachers from the 11 secondary schools in Guimba District as the research participants. The study will be conducted on the First Quarter of school year 2023-2024. The main purpose of the study is to assess the clinical supervision practices and identify the challenges encountered in the implementation of clinical supervision.

Literature Review and Related Studies

One key concern for success of educational institution is to ensure that teachers are well supervised (Stark, McGhee, & Jimerson, 2017). As Adu, Akinloye and Olaoye (2014) narrated, supervision whether internal or external should be considered a deliberate effort aimed at enhancing the outcomes of each educational institution. It is a process of involving teachers in instructional dialogue for the purpose of improving teaching and increasing student achievement (Sullivan & Glanz, 2013).

Supervision is an intervention provided by a superior officer to a subordinate to see that the latter does the expectation appropriately” (Canas, 2017; Bernard & Goodyear, 2014; McNamara, 2013). According to them the advancement of knowledge and skills are not the only focus of educational supervision but also the maturation of the supervisee’s behavior.

Supervision is an educational process which should be formed by knowledge and research from relevant fields such as learning theory, teacher education, and cognitive science (Borders, 2010; Goodyear, 2013; Watkins, 2012). Thus, school heads and master teachers who are labelled as clinicians should undergo trainings about the principles and practices that will prepare them and will help them compliment this identity.

Supervision is assessed as a social process that encourages and assist teachers in their professional development, focuses on the learning and teaching activities and evaluates the instruction for improvement (Agaoglu & Ceylan, 2010; Memduhoglu & Zengin, 2012). Supervision aims not only to appraise teachers for improvement of its instructions but also to help teachers to become fully develop professionally.

Supervision process in secondary school chiefly renders direct or immediate assistance towards the improvement of teacher’s performance in order to increase student’s learning. To achieve this goal of clinical supervision in secondary schools, efforts must be geared toward overcoming most of the challenges facing supervision (lamidi & Afariogu, 2020; Soltani, 2014; Sooksomchitra, 2020).

Clinical supervision is one of the most popular and comprehensive approaches of contemporary supervision (Kemal, 2017). According to Pajak (2010), in the second half of the 21st century, under the circumstances of forcing educational changes, clinical supervision was arisen as an adaptation of the types of supervision approaches helping to preserve the most remarkable classical values of traditional supervision such as rationality, decentralization and problem solving – based on cooperation.

Clinical supervision includes practices that revamp the behavior of the teacher inside the classroom that improves student’s learning. This supervision follows observation, analysis, strategic planning, conference and post conference analyze (Gold, 2014).

The essential goals of clinical supervision are to protect client welfare and support the professional development of the person being supervised. (Aasheim, 2012). In order to accomplish these goals, school head and master teacher must forge a harmonious professional relationship and offer counsel or direction whenever needed.

Undoubtedly, the most significant supervision and guidance in the school setting was given by the school heads of the school (Mofarch, 2011). A school’s objectives can be achieved through effective and timely supervision. These school heads and master teachers execute supervision through numerous practices including direct supervision to teachers.

One of the various functions of the school principal is to provide guidance and direction to the teacher’s fulfillment of tasks. It means that principals are accountable for helping teachers do their job better by joint efforts (Kotirde and Yunos, 2015). They are key elements in a sound and sensible management of people, tools, and equipment for a smooth and promising school operation According to Kotirde and Yunos (2015), principals execute the following functions in the exercise of their supervisory mandate: a) mentoring inexperienced teachers to promote a supportive entry into the profession; b) raising teachers to minimum standards of successful teaching through daily coaching and in-service training; c) continuous development of case skills for individual teachers; d) working together with different groups of teachers to enhance the learning of students; e) working with teachers to adapt and coordinate the school curriculum to meet the needs of students and to be on the path to approved education standards.

In some cases, principals do not involve teachers in formulating school rules and providing new teachers with mentorship to facilitate supportive induction (Onyali & Akinfolarin, 2017). More so, the attitude of fault – finding among supervisors, lack of motivation for teachers, lack of training and retraining of teachers through refresher courses, nomenclature of teachers and irregular allocation of funds to provide in – service capacity building training are some of the issues facing adequate supervision (Tubosun & Umar, 2016; Dewodo et al., 2020).

The supervisory process has recently changed from looking for deficiency to improvement (Glickman, Gordon & Ross – Gordon, 2013). In the same sense, the basic function of the contemporary supervision approach stressing improvement is to evaluate students’ successes and teachers’ performances, to monitor curriculum and instruction, and to develop them (Pajak, 2010).

To improve teachers’ instructional performance, school heads and master teachers as clinicians should work collaboratively with their teachers. Thus, in order to bring effective education through the improved teaching – learning process; instructional supervisors should be democratic and cooperative and should get serious attention in the school (Adu, 2014). The collaborative effort between teachers, master teachers and school heads are very important in the supervisory process. This would help in reforming the way this practice was instituted and may possibly abstain from probable conflicts in the future.

Osakwe (2010) discovered a important relationship between the supervisory strategies of the school head and instructional abilities of the teachers in terms of tangible instructional aids and imposing and maintaining discipline. In the study carefully conducted by Alimi and Akinfolarin (2012), it has been revealed that activities such as looking at the student’s notes, class drills, classroom visitations, scrutinizing test questions before test paper reproduction, and tracking student’s progress in their academic standing is vital. Thus, the assessment of students in any educational setting is of paramount importance to the success of such institutions (Ampofo, Bizimana, Mbuthi,Ndayambaje & Orondtho, 2014). Teachers are expected to religiously assess students with the purpose of improving student’s performance, whereas school heads supervise the proper practice of teacher’s assigned roles and functions including assessments of students.

In the Indian context, Tyagi (2010) emphasized that direct supervision creates a platform for both teachers and school heads to use their collective expertise in self – appraisal of teachers, to identify gaps in teacher skills, knowledge and competencies in order to provide the vital support needed for teachers’ professional development.

Research studies in Africa claimed that enhancement and advancement of educational sectors is related to the efficient instructional supervision practices of the heads through direct supervision. In the findings of a study by Wanzare (2011) on instructional supervision in public secondary schools showed that school heads’ direct supervision improves the quality of teachers and teaching, facilitates students’ academic performance and provides the opportunity to monitor teachers’ instructional work. Panigrahi’s (2012) study on implementation of instructional supervision in secondary schools in Ethiopia found that classroom visits enable head teachers to interact with teachers, determine whether teachers are issuing sound instruction and provide feedback to help teachers correct highlighted issues.

In the study on transforming teachers’ instructional practices through clinical supervision, Williams, Baksh and James (2019) observed that there are challenges to clinical supervision: defensive reactions by teachers; adaptation to suit individual needs; supervisors’ knowledge of techniques to be used during clinical supervision and finding the time for supervision. In general, clinical supervision process provides assistance in enhancing the teachers’ way of providing instructions inside the classroom. On the other hand, teachers may behave defensively when faced with supervision, unless teachers perceived supervision as an aid and a way of increasing their level of proficiency that will reflect positively their students’ academic performance.

Contact us for the full copy.

DOI 10.5281/zenodo.10491778 

Society is comprised of individuals from diverse economic backgrounds, and fostering cross-class interaction can lead to a multitude of positive outcomes. Encouraging meaningful interactions between individuals from different social classes can break down barriers, promote empathy, and create a stronger sense of community. This article explores the benefits of cross-class interaction and highlights why it is crucial for building a more equitable and inclusive society.

1. Increased Empathy and Understanding:

Cross-class interaction allows individuals to develop empathy and gain a deeper understanding of the experiences and challenges faced by people from different economic backgrounds. By engaging in conversations, sharing stories, and collaborating on projects, individuals can overcome stereotypes and prejudices, fostering empathy and mutual respect. Walking in someone else's shoes can cultivate compassion and promote a more inclusive society.

2. Enhanced Social Awareness and Activism:

Interacting with individuals from different classes can bring attention to systemic issues and inequalities in society. Exposing people to diverse perspectives and experiences can ignite a desire for social change and encourage activism. By engaging in discussions and collaborating on community initiatives, individuals become more aware of the struggles faced by marginalized communities. This awareness can drive advocacy efforts toward creating a more just and equitable society.

3. Skill Development and Knowledge Sharing:

Cross-class interaction provides an opportunity for individuals to share knowledge, skills, and resources. People from different economic backgrounds bring unique experiences and expertise to the table, which can lead to collaborative learning and growth. By fostering cross-class mentorship programs, individuals can exchange valuable insights, enhancing social mobility and bridging gaps between different classes.

4. Breaking Stereotypes and Reducing Social Divisions:

Cross-class interaction challenges stereotypes and misconceptions about people from different socio-economic backgrounds. It humanizes individuals who may have been marginalized or stigmatized due to their class status. As people engage in meaningful conversations and form connections, they experience the richness and diversity present among individuals from all classes. Breaking stereotypes reduces social divisions and fosters a sense of belonging and unity.

5. Economic and Professional Opportunities:

Cross-class interaction can also lead to economic and professional opportunities for individuals from disadvantaged backgrounds. Networks and connections formed through cross-class interactions can provide access to mentorships, internships, job opportunities, and business partnerships. Opening doors for upward mobility, these connections can empower individuals and contribute to a more equitable distribution of resources and opportunities.

6. Building a Stronger and More Cohesive Community:

Cross-class interaction promotes social cohesion and strengthens communities. By fostering a sense of shared responsibility and togetherness among individuals from different classes, communities can address social issues collectively. This collaborative effort contributes to community resilience, problem-solving, and the creation of innovative solutions that benefit all members of society.

Cross-class interaction plays a vital role in fostering empathy, understanding, and social change. It breaks down barriers, challenges stereotypes, and promotes a sense of unity and shared responsibility. By engaging in meaningful conversations and collaborations with individuals from different socio-economic backgrounds, we can build a more inclusive and equitable society. It is incumbent upon educational institutions, communities, and individuals to create platforms and initiatives that facilitate cross-class interaction, celebrate diversity, and nurture a sense of belonging for all. Embracing such interaction is not only morally right but also contributes to a stronger, more cohesive, and prosperous society.

DOI 10.5281/zenodo.10495004

Standardized tests have become a prevalent method for evaluating the academic knowledge and skills of students in many educational systems. Proponents argue that standardized tests provide an objective and standardized way to assess learners' abilities, while critics argue that these tests may not accurately reflect a student's true potential. This essay aims to explore the fairness, or lack thereof, of standardized tests to learners.

1. Limited Assessment of Skills:

Standardized tests typically focus on assessing a limited range of skills, often prioritizing memorization and test-taking abilities over critical thinking, creativity, problem-solving, and other essential skills. By emphasizing rote memorization, these tests fail to evaluate a student's holistic understanding of the subject matter or their ability to apply knowledge to real-world situations. Consequently, learners who excel in areas beyond the test's scope may be unfairly penalized and have their abilities overlooked.

2. Narrowly Defined Intelligence:

Standardized tests tend to favor a particular type of intelligence, neglecting the diversity of talents and skills individuals possess. These tests primarily assess linguistic and logical-mathematical intelligence, leaving little room to evaluate other forms of intelligence such as kinesthetic, musical, or interpersonal skills. Consequently, students who possess these alternative intelligences might not perform well on standardized tests, leading to an unfair representation of their abilities.

3. Socioeconomic Disparities:

Standardized tests have long been criticized for their potential to perpetuate socioeconomic disparities. Studies have shown that students from lower socioeconomic backgrounds may face various disadvantages when preparing for and taking these tests. Limited access to high-quality educational resources, tutoring, and test prep courses can put these learners at a disadvantage, affecting their performance in standardized tests. Moreover, test questions may inadvertently contain cultural biases that favor students from certain backgrounds, further widening the achievement gap.

4. Stress and Pressure:

Standardized tests place an enormous amount of stress and pressure on learners, potentially leading to negative mental health consequences. The singular focus on test scores and their high stakes nature can create a hostile testing environment, inducing anxiety and fear among students. This environment may hinder their ability to perform to the best of their abilities and provide an inaccurate reflection of their knowledge and skills.

5. Learning to the Test:

The importance placed on standardized test results has led to teaching methods that focus on test preparation rather than fostering a deep understanding of the subject matter. Teachers are often forced to teach to the test, leading to a narrowing of the curriculum and neglecting the development of critical thinking, creativity, and independent problem-solving skills. This approach undermines the educational experience for learners, focusing primarily on regurgitating information rather than cultivating a love for learning.

While standardized tests may provide a way to measure academic performance on a broad scale, their fairness to learners remains questionable. The limited assessment of skills, the narrow definition of intelligence, socioeconomic disparities, stress and pressure, and the focus on learning to the test all contribute to an environment that may not accurately reflect a student's true capabilities. As educators strive for a more comprehensive and equitable assessment approach, it is crucial to consider alternative evaluation methods that account for diverse talents and abilities, encouraging the holistic development of learners.

DOI 10.5281/zenodo.10495008

Education has evolved considerably in recent years, prompting educators to question traditional practices and explore innovative approaches that best support student learning. One area of ongoing debate is the effectiveness of homework in promoting academic achievement and overall student development. This article aims to examine the merits of both homework-based and no homework-based learning approaches, recognizing that there are advantages and disadvantages to each method.

Homework-Based Learning Approach:

Proponents of homework argue that it reinforces classroom learning, allowing students to practice and apply concepts independently. Homework provides an opportunity for students to consolidate their understanding, review material, and develop good study habits. It promotes self-discipline, time management skills, and responsibility, qualities essential for success in the academic journey and beyond.

Furthermore, homework can serve as a bridge between school and home. It can provide parents and guardians with insight into what is being taught in the classroom, enabling them to support their child's learning and engage in meaningful conversations about educational topics. Homework creates a collaborative learning environment that involves both students and their families.

No Homework-Based Learning Approach:

On the other hand, advocates for a no homework-based learning approach highlight the potential drawbacks of assigning homework. They argue that excessive amounts of homework can lead to stress, burnout, and a lack of work-life balance for students. Instead of enhancing learning, homework can sometimes become a source of anxiety and demotivation.

Moreover, in a no homework-based approach, students can pursue their interests, engage in extracurricular activities, and develop skills beyond academics. This approach acknowledges that learning takes place not just within the confines of a classroom but also through hands-on experiences, social interactions, and real-world application of knowledge.

Finding a Balanced Approach:

With the aim of creating a well-rounded education system, striking a balance between homework and no homework approaches may be the most beneficial for students. Instead of viewing homework as a standard requirement, educators can shift their focus towards purposeful and meaningful assignments.

Assigning fewer and more targeted homework tasks can help ensure that students have time to recuperate, pursue their interests, and engage in other areas of personal growth. Additionally, a focus on quality over quantity when it comes to homework can better align with students' individual needs and their capacity for independent learning.

Alternatives to Traditional Homework:

In the pursuit of a holistic learning experience, educators can also explore alternative methods to traditional homework. Project-based assessments, collaborative group work, and meaningful experiential learning activities can offer valuable opportunities for students to apply and showcase their knowledge. These alternatives promote critical thinking, creativity, and problem-solving skills, making learning engaging and relevant.

Furthermore, leveraging technology can provide opportunities for personalized learning experiences. Online platforms and interactive resources enable students to access additional resources, participate in virtual discussions, and engage in adaptive learning activities tailored to their specific needs.

Homework and no homework approaches both have their merits and limitations. Striving for a balanced approach that considers the individual needs and well-being of students is crucial. Assigning purposeful and meaningful homework, while also embracing alternatives such as project-based assessments and experiential learning, can create a dynamic and comprehensive learning environment.

Ultimately, the goal should be to foster a love for learning, cultivate well-rounded individuals, and prepare students for the challenges of the future. By critically evaluating the effectiveness of different learning approaches, educators can create a supportive and engaging educational experience that meets the diverse needs of students.

DOI 10.5281/zenodo.10478379 

Collaborative learning is a powerful educational approach that emphasizes teamwork, communication, and cooperation among students. In collaborative learning environments, students actively engage with each other to solve problems, complete projects, and collectively construct knowledge. This teaching methodology moves away from the traditional model of teacher-centered instruction and promotes student-centered learning. Numerous studies have shown its effectiveness in enhancing education and fostering deeper understanding. Let's explore some of the reasons why collaborative learning is so effective.

1. Active Engagement:

Collaborative learning encourages active participation from all students. Instead of passively receiving information from the teacher, students are actively involved in discussions, group activities, and projects. This hands-on approach promotes critical thinking, problem-solving, and decision-making skills. By actively engaging in the learning process, students become more invested and motivated to learn.

2. Social Interaction:

Collaborative learning provides opportunities for meaningful social interaction among students. Through discussions, debates, and group work, students learn how to communicate their ideas, listen to others, and respectfully express disagreement. This fosters the development of important interpersonal skills, such as effective communication, teamwork, empathy, and conflict resolution. These skills are not only critical for academic success but also valuable in real-life situations.

3. Diverse Perspectives:

Collaborative learning encourages the inclusion of diverse perspectives and experiences. In a classroom setting, students come from various backgrounds, cultures, and experiences. By working together, students learn to appreciate and respect these differences. They gain exposure to alternative viewpoints, which broadens their understanding and encourages critical thinking. Collaborative learning promotes a sense of inclusivity and helps students develop a deeper appreciation for diversity.

4. Knowledge Construction:

Collaborative learning fosters the construction of knowledge through interaction and discussion. When students collaborate, they can share their prior knowledge, experiences, and understanding of a topic. Through the exchange of ideas, they build upon each other's knowledge, challenge assumptions, and critically evaluate information. This collaborative process deepens their understanding and enhances their ability to apply knowledge in real-world scenarios.

5. Increased Accountability:

In collaborative learning settings, students are accountable not only to themselves but also to their peers. This accountability promotes a sense of responsibility and encourages students to actively contribute and participate in group activities. Each student's participation is crucial for the success of the entire group, creating a shared sense of ownership and dedication to the learning process.

6. Improved Metacognitive Skills:

Metacognition refers to the ability to think about one's own thinking and learning processes. Collaborative learning encourages students to reflect on their own understanding, monitor their own learning progress, and evaluate their performance. Through group discussions and feedback, students gain insights into their strengths and weaknesses, allowing them to develop strategies for improvement. This metacognitive awareness leads to more effective learning and long-term retention of knowledge.

7. Enhanced Problem-Solving Skills:

Collaborative learning provides an ideal environment for students to develop problem-solving skills. As they work together on complex tasks or projects, students encounter challenges that require critical thinking, creativity, and collaboration to overcome. The process of brainstorming ideas, analyzing problems from different perspectives, and collectively finding solutions strengthens their problem-solving abilities. These skills are invaluable in both academic and professional settings.

In conclusion, collaborative learning is an effective educational approach that promotes active engagement, social interaction, the construction of knowledge, and the development of crucial skills. By engaging in collaborative learning activities, students not only deepened their understanding of subject matter but also cultivate important interpersonal skills, critical thinking, and problem-solving abilities. Incorporating collaborative learning strategies into the classroom can significantly enhance the educational experience and prepare students for success in academic and professional environments.

DOI 10.5281/zenodo.10495017

Abstract:

This study sought to assess the level of academic performance in Science of the Grade 9 students in Galvan High School, Guimba West District, Nueva Ecija during the school year 2020-2021 through the quantitative-descriptive research design. The quantitative-descriptive research design was utilized to determine the level of academic performance in Science of the Grade 9 students based on their final rating for school year 2020-2021. It was also used to look into the least learned competencies in Science of the Grade 9 students. Based on the findings, support instructional materials were proposed to enhance the level of academic performance in Science of the Grade 9 students. The developed support instructional materials were evaluated by experts as to their acceptability in terms of content, quality of presentation, and physical make-up. The sources of data in this study were the teachers of Science in Galvan High School, Guimba West District, Nueva Ecija who provided data needed to answer the sub-problems raised in the study. Summary of Findings:  1.0 Level of Academic Performance in  Science of the Grade 9 Students 1.1 There were 14 Grade 9 students or 5.86% who obtained final ratings in Science of 95-100% described as “outstanding” performance. 1.2 There were 24 Grade 9 students or 10.04% who obtained final ratings in Science of 90-94% described as “above average” performance. 1.3 Fifty four Grade 9 students or 22.59% obtained final ratings in Science of 85-89% described as “average” performance. 1.4 There were 147 Grade 9 students or 61.51% who obtained final ratings in Science of 80-84% described as “fair” performance. 2.0 Least Learned Competencies in Science The least learned competencies in Science of the Grade 9 students determined based on the Most Essential Learning Competencies (MELCs) are the following: 2.1 Explain how the respiratory and circulatory systems work; 2.2 Describe basic features and importance of photosynthesis; 2.3 Explain how the structure of the carbon atom affects the type of bonds it forms; 2.4 Use the mole concept to express mass of substance; 2.5 Explain what happens when volcanoes erupt; 2.6 Show which constellations may be observed at different times of the year; 2.7 Explain how ions are formed; 2.8 Describe the different types of volcanoes; 2.9 Recognize different types of compounds based on their properties; and 2.10 Describe certain climate phenomena that occur on a global level. 3.0 Support Instructional Materials in Science Support instructional materials in Science for Grade 9 students were proposed to enhance their level of academic performance. 4.0 Acceptability of the Support Instructional Materials in Science 4.1 In terms of content, the support instructional materials are “very acceptable” with average WM of 4.53, with all items as “very acceptable” also with WM of 4.52, 4.50, 4.55, 4.54, and 4.55. 4.2 In terms of quality of presentation, the materials were rated “very acceptable” with average WM of 4.52, with all items as “very acceptable” with WM of 4.51, 4.55 and 4.50. 4.3 In terms of physical make-up, the materials were “very acceptable” with average WM of 4.52, with all items also rated “very acceptable” with WM of 4.55, 4.51, and 4.50. 4.4 The support instructional materials were “very acceptable” with overall WM of 4.52.

      Based on the findings of the study, the following conclusions were drawn: 1. Most of the Grade 9 students have fair level of academic performance in Science which indicates weak acquisition of skills and concepts in Science. 2. The least learned competencies in Science of the Grade 9 students are explaining how the respiratory and circulatory systems work, describing basic features and importance of photosynthesis, and explaining how the structure of the carbon atom affects the type of bonds it forms. 3. Support instructional materials in Science were proposed for the Grade 9 students to enhance their level of academic performance. 4. The proposed support instructional materials in Science are very acceptable based on the evaluation of experts.

      On the basis of the findings and conclusions drawn, the following recommendations were offered: 1. The proposed support instructional materials should be considered for use by school authorities concerned to enhance the level of academic performance of Grade 9 students. 2. The developed support instructional materials should be tried out on a bigger scale for further improvement of the materials. 3. Teachers should be encouraged to develop instructional materials particularly on subject/ topics where most students encounter difficulties. 4. The school administration should provide support in the production of instructional materials developed by teachers. 5. Other researchers may conduct similar studies on a wider scope to validate the findings of the study.

CHAPTER 1

THE PROBLEM

Rationale

      The global importance of science and technology which dominates in every society requires an educational system that provides a venue for the development of scientific knowledge and skills. Evidently, the rapid development of this field of knowledge through scientific inventions and discoveries posts a challenge to educational institutions to contribute their part in this growing demand of scientific inquiry.  

      Science education is concerned with the developing of technologically literate citizens who understand how science, technology, and society influence one another and who are able to use this knowledge in their everyday activities. A study of science is important because it has the potential for improving the quality of life and making the world safer, empowers people, giving them greater control over their lives by providing path ways for finding answers to questions.

      Science education is also the field concerned with sharing science content and process. The application of science has transformed the world through dramatic advances in almost all fields including medicine, engineering, electronics, aeronautics etc. and in more recent times dramatic leaps in computer technology have revolutionized in particular the information and communications sector.

      Science teaching involves teaching students to use their knowledge, beliefs and metacognitive and effective thought processes to generate new, fruitful, and transferable conceptions that have personal and everyday meaning and significance. As a result, effective science teaching leaves students with the ability and the motivation to solve problems scientifically and to carry out scientific investigation. Hence, effective instructional strategies involve knowledge of multiple methods or activities sequences that lead to successful student learning and a specific concept or process skill (Rogayan and Dollete, 2019).

      Students’ attitude and their academic achievement in science education have direct relation. Students with positive attitude towards science education have high achievement and the affective practices of students in and out of the classroom are strongly related to their academic achievement. Students are effectively successful through practicing the subject matters. Students tend to understand and recall what they see more than what they hear as a result of using laboratories in the teaching and learning of science students so as to get better achievement.

      The goal of secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. An updated curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.

      Students have many responsibilities with regard to their learning, and these increase as they advance through secondary school. Students who are willing to make the effort required and who are able to monitor their thinking and learning strategies and apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work. Students who developmental attitudes and ways of behaving that contribute to success in life will benefit as learners. Successful mastery of scientific concepts and investigation skills requires students to have a sincere commitment to work and to the development of appropriate learning skills. Furthermore, students should actively pursue opportunities outside the classroom to extend and enrich their scientific understanding and skills.

      The science curriculum has the potential to stimulate interest in lifelong learning not only for students but also for their parents and all those with an interest in education. In addition to supporting regular school activities, parents may want to take an active interest in current events and issues in the field of science, and to provide their children with opportunities to question and reflect on the impact of these developments on their immediate lives, the environment, and society. Parents can also provide valuable support by encouraging children to take part in activities that develop responsible citizenship or that further their interest in science.

      According to Evangelista (2015), researchers, educators and educational policy makers show increasing concern on the need for greater emphasis on student-centered science instruction in response to the increasing issues on students’ performance. Science teaching has become more flexible, responsive and dynamic to meet the changing times and to take into account the influences of the contemporary psychologists. As such, there has been a change in emphasis for science teaching.

      The hows of teaching science is not only limited to discovery and process approaches. Other methods, such as the use of material sources or instructional aids supplement the major methods where children learn both content and processes of science. Furthermore, Oladejo and Isola (2011) claimed that the place of instructional materials in the effective implementation of any education program cannot be undermined. Instructional materials perform such functions as the extension of the range of experience available to learners, supplement and complement the teacher’s verbal explanations thereby making learning experience richer and providing the teacher with interest into a wide variety of learning activities.

      Teachers are responsible for developing appropriate instructional strategies to help students achieve the curriculum expectations, as well as appropriate methods for assessing and evaluating student learning. Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student.

      Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerous hands-on opportunities for students to develop and refine their investigation skills, including their problem-solving skills, critical and creative thinking skills, and communication skills, while discovering fundamental concepts through inquiry, exploration, observation, and research. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economic conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become lifelong learners.     

      Teachers need to help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also need to encourage students to investigate, to reason, to explore alternative solutions, and to take the risks necessary to become successful problem solvers.

      Science can play a key role in shaping students’ views about life and learning. Science exists in a broader social and economic context. It is affected by the values and choices of individuals, businesses, and governments and, in turn, has a significant impact on society and the environment.

There is a consensus that in many places around the world, science education is facing serious challenges. Those seeking to improve science education face numerous, and sometimes coupled, problems.  In many places, the lack of resources – both educational and financial – is linked with a dearth of adequately trained teachers and the growing popularity of non-scientifically-based belief systems.  As countries face the demands of expanding populations under economic constraints and political realities, education as a whole is frequently one of the first areas in which funding is cut to free up resources for other, apparently more pressing, demands. 

This trend is amplified in the area of sciences, since often those in the political decision-making sector have limited appreciation of scientific disciplines and their importance to the vitality of their country’s economy and future well-being.  It is clear that developing countries face greater challenges in science education than economically developed countries due to lack of teaching materials, including books, computer and communications technologies, community-based science centers, laboratory facilities and equipment, as well as shortage of skilled teachers.

      In order to attain or reach globally competitive learners and produce a 21st century learner, science has been the keystone to quality education.  Science is an active subject that demands that hands-on and mind-on experiences that challenge pupils’ initiatives are encouraged.  Teaching methods that promote understanding and thinking with emphasis on scientific processes should be employed and the rote learning of scientific facts de-emphasized.  Also, there is a need for science teachers to take the abstract notion out of science by using real-to-life, simple and down-to-earth instructional materials which can be resourced from the environment. 

Resources for science teaching are not only found in the classroom, but they are also available in the immediate school environment and community.  As such, a science teacher should be familiar with the immediate school environment and the community in order to be able to source out all the human and non-human materials that can facilitate science learning.

      In the Philippines, the study of science is mandatory in all levels of education and the state is mandated to give priority to science and technology education, training and services. Educators viewed that science education is one of the essential tools to national development and suggested that there must be a strong commitment from the academe to attain this goal.

      In line with the aforecited, this researcher decided to conduct the study and propose support instructional materials in Science using contextualized and localized activities to enhance the competency in Science of the Grade 9 learners of Galvan High School in Guimba West District, Division of Nueva Ecija during the school year 2020-2021.

Contact us for the full copy.

DOI 10.5281/zenodo.10495140

Professional development for teachers is crucial in improving learner achievement. It is an ongoing process that encompasses various activities aimed at enhancing their knowledge, skills, and effectiveness in the classroom. By empowering teachers with the necessary tools and techniques, they can create a more conducive learning environment, which ultimately leads to improved student outcomes.

Firstly, professional development allows teachers to stay updated with the latest educational research, teaching methodologies, and technological advancements. This continuous learning ensures that they are equipped to adapt to changing educational landscapes and address the diverse needs of their students. For instance, teachers can learn about inclusive teaching practices, personalized learning strategies, and innovative assessment methods through professional development programs.

Furthermore, professional development enables teachers to collaborate and share best practices with their peers. This collaborative approach fosters a supportive network where educators can learn from each other's experiences, experiment with new ideas, and gain fresh perspectives. By engaging in professional learning communities, teachers can refine their instructional techniques and develop a deeper understanding of how to cater to the individual needs of their students.

Moreover, professional development plays a pivotal role in promoting teacher motivation and job satisfaction. When teachers feel supported and valued through opportunities for growth and development, they are more likely to be enthusiastic and dedicated in their roles. This, in turn, translates to a positive classroom environment and improved student engagement, leading to enhanced learner achievement.

In addition, professional development allows teachers to acquire specialized skills in areas such as classroom management, student assessment, and differentiation. These skills enable them to create effective learning experiences tailored to the unique needs and learning styles of their students. As a result, students are more likely to thrive in an environment where their individual strengths and challenges are recognized and addressed.

Professional development empowers teachers to integrate technology into their instructional practices, which is essential in today's digital age. By learning how to effectively utilize educational technology, teachers can enhance their teaching methods, provide interactive learning experiences, and prepare students for the demands of the 21st-century workforce. From incorporating online resources to utilizing educational apps, teachers can leverage technology to create dynamic and engaging learning environments.

It teachers with the knowledge and strategies to support students' socio-emotional development. By understanding the impact of trauma, social-emotional learning, and mental health, educators can create a supportive and nurturing environment that promotes overall student well-being. This holistic approach to education is essential in fostering a positive school culture and ultimately improving learner achievement.

Teachers' professional development is undeniably a key factor in improving learner achievement. Through continuous learning, collaboration, skill development, and the integration of technology, educators can create impactful learning experiences and support the diverse needs of their students. As we recognize the critical role of teachers in shaping the future, investing in their professional development is essential in ensuring that every learner has the opportunity to succeed.

DOI 10.5281/zenodo.10512253

The 21st-century skills encompass a broad range of abilities that are crucial for thriving in today's interconnected, fast-paced, and technology-driven global society. These skills include but are not limited to critical thinking, creativity, collaboration, communication, information literacy, technological proficiency, adaptability, and global awareness. As the digital revolution continues to reshape various aspects of our lives, the demand for these skills becomes even more pronounced.

In today's digital world, the development of 21st-century skills is more critical than ever. The rapid pace of technological advancement has reshaped the way we live, work, and communicate, emphasizing the need for individuals to cultivate a diverse set of skills to navigate this digital landscape effectively.

One of the key elements of developing 21st-century skills is adapting to the ever-changing technological environment. Digital literacy, which includes the ability to navigate online platforms, critically assess digital information, and utilize digital tools for problem-solving, is an essential skill for success in the digital age. Individuals must be equipped with the knowledge and confidence to leverage technology in a productive and meaningful way.

Digital technology plays a pivotal role in shaping how individuals acquire and apply 21st-century skills. The ubiquity of digital tools and platforms has transformed the way we access information, communicate with others, solve problems, and create new content. As a result, individuals need to develop not only a basic level of technological literacy but also a deeper understanding of how to leverage digital resources effectively to enhance their skills and knowledge.

To foster 21st-century skills in a digital world, educators and policymakers must emphasize the integration of technology into learning experiences. This includes incorporating digital tools and resources into the curriculum to promote critical thinking, creativity, and collaboration. Additionally, there is a growing need to teach students how to assess the quality and reliability of online information, promoting information literacy and critical evaluation skills.

Furthermore, promoting collaboration and communication skills in a digital context is vital. Whether it's through virtual teamwork, online discussions, or multimedia presentations, students must be given opportunities to engage with others in digital environments, honing their ability to work collectively and express their ideas effectively in various digital formats.

Equally important is cultivating adaptability and technological proficiency. Given the rapid pace of technological change, individuals need to embrace continuous learning and adapt to new digital tools and platforms. This requires a mindset that values lifelong learning and the acquisition of new digital skills as technology evolves.

Moreover, global awareness and cross-cultural competency are essential in an interconnected world. Digital technology offers unparalleled opportunities to connect with individuals from diverse backgrounds and understand different perspectives. Students can engage in online exchanges, virtual collaborations, and global projects to develop a deeper appreciation of cultural diversity and global issues.

Developing 21st-century skills in a digital world is essential for preparing individuals to thrive in an increasingly complex and interconnected society. By leveraging digital technology and integrating it into educational practices, we can foster critical thinking, creativity, collaboration, communication, information literacy, adaptability, and global awareness. This holistic approach to skill development will empower individuals to navigate the challenges and seize the opportunities presented by the digital age.

DOI 10.5281/zenodo.10512259

The use of a project-based approach in education has gained significant attention and recognition for its ability to improve learners' performance across various academic domains. This pedagogical method shifts the focus from traditional, teacher-centered instruction to student-driven exploration, collaboration, and critical thinking.

Project-based learning (PBL) is an instructional approach that centers on the development of students' knowledge and skills through the completion of projects that reflect real-world challenges, problems, or scenarios. In a project-based environment, learners are engaged in an extended process of inquiry, investigation, and hands-on activities that require them to apply their critical thinking, problem-solving, and creativity to produce meaningful outcomes.

One of the key advantages of the project-based approach is its ability to promote deeper learning. By engaging in projects that tackle real-world issues, students are compelled to explore topics in depth, synthesize information from multiple sources, and develop a comprehensive understanding of the subject matter. This depth of learning goes beyond rote memorization and fosters a more meaningful and lasting retention of knowledge.

Project-based approach also serves as a platform for the development of essential 21st-century skills. Students involved in PBL naturally acquire and hone skills such as communication, collaboration, creativity, and critical thinking—attributes that are vital for success in higher education, the workforce, and everyday life. Through collaborative problem-solving and presentation of their projects, learners develop the ability to effectively communicate their ideas and work as part of a team, crucial skills that extend beyond the classroom.

In addition to fostering deeper learning and essential skills, PBL has the potential to improve learners' motivation and engagement. The intrinsic motivation that comes with working on projects that are personally meaningful and relevant to students' lives can lead to increased enthusiasm for learning and a higher level of engagement. When students are able to see the real-world application of their efforts and understand how their work connects to larger societal issues, their motivation to excel and succeed is often significantly heightened.

The project-based approach also supports the development of learner autonomy and agency. By assuming greater responsibility for their learning and taking ownership of the project process, students are empowered to set their own goals, make decisions, and manage their time effectively. This not only cultivates a sense of independence and self-direction but also encourages learners to become more proactive and reflective in their approach to learning.

Moreover, PBL provides a diverse range of opportunities for learners to demonstrate their understanding in authentic ways. Instead of relying solely on traditional assessments like exams and quizzes, students in project-based settings have the chance to showcase their knowledge and skills through presentations, exhibitions, written reports, creative productions, or other tangible products. This variety of assessment methods allows for a more comprehensive and holistic evaluation of learners' performance, focusing on their ability to apply what they have learned to real-world challenges.

The project-based approach in education has proven to be a powerful catalyst for improving learners' performance across a spectrum of educational outcomes. By promoting deeper learning, developing essential 21st-century skills, enhancing motivation and engagement, fostering learner autonomy, and providing diverse assessment opportunities, PBL offers a rich, dynamic, and impactful learning experience for students. As education continues to evolve, the project-based approach stands out as a cornerstone in cultivating the next generation of informed, versatile, and capable learners prepared to tackle the challenges of the future.

DOI 10.5281/zenodo.10512265

Innovation in education is essential to prepare students for the challenges of a rapidly changing world. An innovative learning environment goes beyond traditional teaching methods and embraces new approaches that foster creativity, critical thinking, collaboration, and problem-solving skills.

An innovative learning environment is characterized by a dynamic, student-centered approach that encourages exploration, experimentation, and discovery. It provides opportunities for students to engage in hands-on, experiential learning that goes beyond rote memorization and passive absorption of information. Instead, students are encouraged to question, analyze, and apply their knowledge in real-world contexts.

One of the central elements of an innovative learning environment is the integration of technology. Digital tools and platforms can enhance the learning experience by providing access to a wealth of information, facilitating collaboration among students, and enabling creative expression. Technology also allows for personalized learning experiences tailored to individual student needs and learning styles.

In addition to technology, a supportive and collaborative classroom culture is essential for fostering innovation. Students should feel comfortable taking intellectual risks, sharing their ideas, and working together to solve complex problems. A culture of respect, inclusivity, and open communication creates a safe space for students to voice their thoughts and engage in meaningful dialogue.

Furthermore, an innovative learning environment emphasizes project-based learning and interdisciplinary approaches. By working on projects that require critical thinking, creativity, and collaboration, students develop essential 21st-century skills. Integrating different subject areas allows students to see the interconnectedness of knowledge and apply their learning in diverse contexts, mirroring the complexity of real-world challenges.

Another key aspect of creating an innovative learning environment is empowering students to take ownership of their learning. This can be achieved through inquiry-based learning, where students pose their own questions, conduct research, and draw their own conclusions. By encouraging curiosity and self-directed exploration, educators can ignite a passion for learning that extends beyond the classroom.

Moreover, educators play a pivotal role in cultivating an innovative learning environment. Teachers should act as facilitators, guiding and supporting students as they navigate their learning journeys. They should also model a growth mindset, demonstrating a willingness to embrace new ideas, learn from failure, and adapt to change. A professional development culture that encourages educators to explore new teaching methods and tools is vital in ensuring that the learning environment remains innovative and adaptive.

The benefits of creating an innovative learning environment are manifold. Students become active participants in their learning, developing critical thinking skills, creativity, and a thirst for knowledge. They also learn to collaborate and communicate effectively, preparing them for future academic and professional endeavors. By fostering a mindset of innovation and exploration, students are better equipped to thrive in an ever-evolving and competitive global landscape.

Creating an innovative learning environment is paramount for cultivating engaged, adaptable, and resourceful learners. By integrating technology, fostering a collaborative classroom culture, embracing interdisciplinary approaches, and empowering students to take ownership of their learning, educators can inspire a love for learning and equip students with the skills they need to succeed.

DOI 10.5281/zenodo.10512267

The use of a project-based approach in education has gained significant attention and recognition for its ability to improve learners' performance across various academic domains. This pedagogical method shifts the focus from traditional, teacher-centered instruction to student-driven exploration, collaboration, and critical thinking.

Project-based learning (PBL) is an instructional approach that centers on the development of students' knowledge and skills through the completion of projects that reflect real-world challenges, problems, or scenarios. In a project-based environment, learners are engaged in an extended process of inquiry, investigation, and hands-on activities that require them to apply their critical thinking, problem-solving, and creativity to produce meaningful outcomes.

One of the key advantages of the project-based approach is its ability to promote deeper learning. By engaging in projects that tackle real-world issues, students are compelled to explore topics in depth, synthesize information from multiple sources, and develop a comprehensive understanding of the subject matter. This depth of learning goes beyond rote memorization and fosters a more meaningful and lasting retention of knowledge.

Project-based approach also serves as a platform for the development of essential 21st-century skills. Students involved in PBL naturally acquire and hone skills such as communication, collaboration, creativity, and critical thinking—attributes that are vital for success in higher education, the workforce, and everyday life. Through collaborative problem-solving and presentation of their projects, learners develop the ability to effectively communicate their ideas and work as part of a team, crucial skills that extend beyond the classroom.

In addition to fostering deeper learning and essential skills, PBL has the potential to improve learners' motivation and engagement. The intrinsic motivation that comes with working on projects that are personally meaningful and relevant to students' lives can lead to increased enthusiasm for learning and a higher level of engagement. When students are able to see the real-world application of their efforts and understand how their work connects to larger societal issues, their motivation to excel and succeed is often significantly heightened.

The project-based approach also supports the development of learner autonomy and agency. By assuming greater responsibility for their learning and taking ownership of the project process, students are empowered to set their own goals, make decisions, and manage their time effectively. This not only cultivates a sense of independence and self-direction but also encourages learners to become more proactive and reflective in their approach to learning.

Moreover, PBL provides a diverse range of opportunities for learners to demonstrate their understanding in authentic ways. Instead of relying solely on traditional assessments like exams and quizzes, students in project-based settings have the chance to showcase their knowledge and skills through presentations, exhibitions, written reports, creative productions, or other tangible products. This variety of assessment methods allows for a more comprehensive and holistic evaluation of learners' performance, focusing on their ability to apply what they have learned to real-world challenges.

The project-based approach in education has proven to be a powerful catalyst for improving learners' performance across a spectrum of educational outcomes. By promoting deeper learning, developing essential 21st-century skills, enhancing motivation and engagement, fostering learner autonomy, and providing diverse assessment opportunities, PBL offers a rich, dynamic, and impactful learning experience for students. As education continues to evolve, the project-based approach stands out as a cornerstone in cultivating the next generation of informed, versatile, and capable learners prepared to tackle the challenges of the future.

DOI 10.5281/zenodo.10512280

Work Immersion has been one of the pre-requisite subjects needed for graduation of Senior High School students to ensure that they will be equipped with desirable knowledge, skills, work values and experiences through hands-on and simulation activities. However, for school year 2020-2021, the education system experienced a major shift from the conventional to new normal of learning landscape due to the rise of COVID -19 pandemic. This ignites the interest of the researcher to appraise the home-based work immersion performance and experiences of Grade 12 TVL Students from School Year 2020-2021.

The study employed the qualitative descriptive research approach applying the purposive sampling technique in identifying the participants. The data were collected using the one-on-one virtual interview using the Google Meet online platform, using a structured interview guide. The data were analyzed using the thematic analysis.

Results show that the participants experienced difficulty in performing and assimilating the tasks at home due to the absence of actual supervisors who oversee the simulation process, gives accurate ratings and feedbacks like the usual old normal practice that makes the work immersion experience more meaningful and realistic, also with the financial constraints and unavailability of appropriate workshop area are met as challenges. Thus, to address this concern, they utilized government subsidy (Ayuda) given to them, performed community scanning for available workshop area and applied the peer consultation/tutoring scheme via messenger and video tutorials.  Despite of the various challenges met the learners were still able to reach the mastery level to the required competencies with the aid of family members, peers and members of the community.  They also agreed that even though the context of the new immersion is different from the usual practice, still they need to be adaptable to change by being optimistic and be determined to find ways to succeed.

Keywords: home-based work immersion, TVL, pandemic, Grade 12 Students

DOI 10.5281/zenodo.10516183

The world has been forced to impose a global lockdown in all countries due to the COVID-19 pandemic in order to lower the dangers of infection. It had an impact on schools everywhere. Notwithstanding the difficulties posed by COVID-19, schools implemented the new virtual learning system to ensure the safe continuation of instruction. The ideal alternative for the teaching and learning process is to implement the New Normal Education with the aid of technology. Teachers are impacted by this shift in education toward digital platforms just as much as students are. Furthermore, online learning became a part of the broader educational system. Everyone thought that the switch to online instruction due to COVID-19 restrictions would only be temporary, but nearly a year and a half has passed and classes are still being held online.

Online education will not go away for the foreseeable future since the world is still getting over the pandemic. Still, running virtual lessons is different, particularly for experienced in-person instructors. Some generations were left behind, particularly the baby boomer generation, who believed that mandatory online learning would bring about positive change. The term "baby boomers" describes people who were born between 1946 and 1964. As the first generation to experience both aging and technological growth, baby boomers have now reached old age. In their 20s and 40s, this generation witnessed a great deal of modernity. Some had experience with PC-based internet and computers in their middle years. Baby boomers were first exposed to smartphones when the majority of them retired. Because of aging-related cognitive processing being decreased, members of this generation may find it challenging to use smartphones and computers.

Teachers in Higher Education have recognized several issues. Senior faculty members find it difficult to overcome technological obstacles such as lack of ICT expertise, poor internet access, malfunctioning devices, and unexpected power outages. Because operating devices such as laptops and cellphones can be challenging, senior faculty members saw online education as the biggest problem. It will also take them longer to adjust if they hold online lessons and undertake training on how to use the new learning platform. While employing two or more programs to conduct online lessons is hard, they can administer a single platform more easily.

Nevertheless, neither educators nor students have any prior experience with the digital platform. There were no training initiatives in place to provide educators with digital literacy prior to the countrywide lockdowns. Teachers with a lot of experience in traditional classroom settings are at a disadvantage in the present educational system. Additionally, there are restrictions on online courses with regard to technological abilities, student attitudes in the virtual classroom, teacher-student interactions, online evaluations, instructional designs, and student involvement. In order to enhance effective online instruction, teachers should collaborate to address issues related to digital learning and incorporate as many techno-pedagogies and tactics as they can.

References:

Dias, M., Lopez, R., & Telez, A. (2020, May 19). Will Virtual Replace Classroom Teaching? Lessons from Virtual Classes via Zoom in the Times of COVID-19. Scholars Middle East Publishers.

Retrieved December 7, 2021, from https://saudijournal.com/media/articles/JAEP_45_208-2013_c.pdf.

Arinto, P. (2016, February). Issues and Challenges in Open and Distance e- Learning: Perspectives from the Philippines. International Review of Research in Open and Distributed Learning. Retrieved December 7, 2021, from https://files.eric.ed.gov/fulltext/EJ1093775.pdf.

Huyler, D. D., & Ciocca, D. J. (2016, September 17). Baby Boomers: The Use of Technology to Support Learning. https://core.ac.uk/. Retrieved April 5, 2022, from https://core.ac.uk/download/pdf/46953894.pdf

Jelińska, M., & Paradowski, M.B. (2021). Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective. Online Learning Journal, 25(1), 303-328. https://doi.org/10.24059/olj.v25i1.2492

DOI 10.5281/zenodo.10516643

This research delves into the influence of parental factors, such as educational attainment, the source of income, and income level, on the decision-making process concerning career choices among senior high school students at Taft National High School. Given the pivotal nature of career selection in shaping an individual's future, many high school graduates find themselves lacking awareness of career processes and options, leading to uncertain educational pursuits and a delay in making informed

decisions.

Using correlation and descriptive survey designs, the study selected 202 respondents through simple random sampling. The data collection instrument comprised survey questionnaires, with analysis conducted using Pearson Product Moment Correlation procedures. The findings underscore a noteworthy impact of parents' income levels on students' career choices. Furthermore, the study highlights parents' significant role in shaping their children's career decisions throughout their educational journey. Notably, parents' academic level emerges as a determining factor in students' pursuit of specific careers, and the positive influence of parents' occupations on students' career choices is affirmed.

Given these insights, the study recommends that parents openly share their career decisions with their children, avoiding undue influence. Additionally, it suggests that parents invest time in meaningful discussions about various career options, fostering a solid and supportive parent-child relationship. These recommendations aim to empower students with informed decision-making skills, ensuring a more purposeful and directed approach to their educational and career paths.

Keywords: Parental Factors, Students, Career Preferences, Decision-Making.

Acknowledgment

The researchers convey heartfelt appreciation to individuals and entities pivotal to the success of this endeavor:

To the students, your active participation in this study is immensely valued. Thank you for contributing relevant responses to the research instruments.

Special thanks to Mr. Emil E. Adina, the School Principal of Taft National High School, and Mrs. Jacinta O. Balmes, the Grade 12 Senior High School Coordinator, for permitting us to conduct this study within the school premises.

Profound gratitude is extended to Eastern Samar State University for providing the opportunity to undertake this research journey, thereby contributing to the existing pool of knowledge and humanity. 

Deepest thanks are reserved for Dr. Rhodora C. Mendoza and Dr. Alirose A. Lalosa for their invaluable guidance and insights throughout our research writing journey. We sincerely appreciate your unwavering support and mentorship.

To our families, we express gratitude for their continual moral support and inspiration throughout the completion of this study.

Most importantly, we offer praises and humble thanks to the Almighty God for blessing us with good health, vital well-being, and wisdom during this journey.

CHAPTER I

INTRODUCTION

Background of the Study

The decision-making process for Senior High School students regarding their future careers after graduation is crucial, as it involves a combination of various factors. Before deciding, students must consider multiple aspects, such as family involvement (Palo & Drobot, 2010), the school environment, community characteristics, and social and economic factors (Ferry, 2006). According to a report by Kniveton (2004), students often assert that parents exert the most significant influence on their career choices. Within the myriad factors capturing the attention of Grade 12 learners, parental elements, specifically educational attainment and source of income, emerge as key influencers of their career decisions.

Numerous studies continually demonstrate a high association between people's chosen jobs and hobbies (Suutari, 2003). Furthermore, parents play a crucial impact in their children's career growth and decision-making, as shown by Whiston and Keller (2004). Parents want the best for their kids in life, and one of the biggest influences is the career the child chooses. A child who grows up in a peaceful and encouraging home is more likely to heed their parents' advice. In these situations, the parent's profession is believed to influence the child's desired professional path. Studies also show that kids are more confident in their ability to explore vocations and make interests-based decisions when they believe their parents love and support them. This is crucial since research indicates that young people who feel capable of making job decisions later in life typically choose more gratifying careers (Keller, 2004). Parents unintentionally direct their children in particular directions and mold their job paths. According to other research, a child's home environment and parents' opinions impact their career route. Similarly, it has been established that a parent's educational experience can affect their child's professional choices (Grissmer, 2003).

However, continuous research consistently shows that parents wield more influence than teachers when shaping career decisions and can even affect the selection of academic programs their children pursue after school (Nawabi, 2019). While parents might think that their explicit career guidance carries the most weight, they may overlook that they also exert a significant career influence by simply serving as role models in the workforce. As parental standards and values are prone to mold career choices, it becomes essential for parents to acknowledge the subtle ways in which they consistently communicate their standards and values (Nawabi, 2019).

Understanding the parental factors that influence Grade 12 students' career choices is crucial, especially for those from less affluent families. Additionally, conducting this study has the potential to provide insights and inform evidence-based practices. The knowledge gained from this research can aid educators, guidance counselors, and parents in supporting learners' decisions or plans regarding their career preferences, considering the conditions of their homes, such as the parent's source of income and educational attainment. Moreover, it's essential to acknowledge that students' choices significantly shape their paths and future opportunities. The primary goal of this study is to identify any obstacles or factors that enhance success, which can then be used to develop interventions and support networks that improve both students' decision-making and overall well-being. Ultimately, it is noteworthy that the substantial interest among Grade 12 students in choosing a career after high school carries underlying implications for their achievements.

STATEMENT OF THE PROBLEM

The primary objective of this study is to evaluate and establish the correlation between Parental Factors and Career Choices among Grade 12 students at Taft National High School. More specifically, the study aims to address the following inquiries:

1. What is the demographic profile of the respondents?

1.1 Age

1.2 Gender

1.3 Strand 

1.4 Parent’s Source of Income 

1.5 Educational Attainment of Parents

1.6  Parent’s Monthly Income 

2.     How does parents’ educational attainment relate to students’ career choices?

3.     What is the influence of parent’s source of income on the student’s career choices?

4.     How much does the parent’s income relate to the student’s career choices?

5. Is there a significant relationship between parental factors and grade 12 student’s career choices?

Contact us for the full copy.

DOI 10.5281/zenodo.10516744

Abstract

This comprehensive case study, conducted at the Department of Public Works and Highways (DPWH) Nueva Ecija 1st District Engineering Office in the Philippines, investigates the transformative role of digital leadership in the integration and effectiveness of digital tools within organizational settings, particularly in the construction and engineering sector. The research focuses on how strategic digital leadership influences the use of various digital tools, including RTK Surveying Equipment, AutoCAD, Microsoft Excel, Document Tracking System (DoTS), Project and Contract Management Application (PCMA), and Survey123 App, thereby enhancing organizational efficiency, project management effectiveness, and employee satisfaction.

The study was underpinned by a developmental research design, which is instrumental for evaluating interventions aimed at improving existing processes. The research methodology combined both quantitative and qualitative approaches, including structured surveys, semi-structured interviews, and document analysis, to gather a comprehensive data set. Participants were purposively selected from different professional roles within the DPWH office, offering a diverse perspective on the phenomenon of digital leadership.

Quantitatively, the research employed descriptive and correlation analysis to process survey data, revealing patterns and trends in digital tool usage, the perceived effectiveness of digital leadership, and employee satisfaction. Qualitatively, thematic and content analysis of interview responses and organizational documents provided deeper insights into the employees' experiences and perceptions.

Key findings from the study indicate that digital leadership significantly contributes to the effective utilization of digital tools, leading to improvements in operational efficiency, decision-making, and project management. However, the research also uncovered challenges, such as issues in tool integration and a notable generational gap in technology adoption. These challenges highlight the necessity for continuous, tailored training and support, particularly for older employees, to enhance their adaptability to digital innovations.

The study's implications extend beyond the immediate organizational context, offering valuable insights for policymakers, leaders, and practitioners across the public sector. It emphasizes the importance of digital leadership in fostering a culture of innovation, agility, and inclusivity within organizations undergoing digital transformation. Furthermore, the research underscores the need for public sector entities to invest in digital leadership development, aiming to create an environment where employees of all ages feel equally equipped and supported in the use of digital tools.

In conclusion, this case study elucidates the pivotal role of digital leadership in the public sector. It demonstrates how effective leadership can harmonize the use of advanced digital tools with organizational goals, thereby promoting efficiency, innovation, and employee satisfaction. These findings contribute significantly to the growing body of knowledge on digital leadership and technology integration in organizational management, particularly within the context of government engineering offices.

Keywords: Digital Leadership, Organizational Management, Digital Tools Integration, Construction and Engineering Sector, DPWH Nueva Ecija, Operational Efficiency, Project Management, Technology Adoption in Organizations, Public Sector Digital Transformation.

DOI 10.5281/zenodo.10521943

Abstract

This study investigates the intricate relationship between university students' social media usage and academic performance. Investigating the socio-demographic profile, including gender and program of study, the research delves into the usage dynamics—examining platform preferences, frequency, duration, and modes of engagement. The study also analyzes students' perceptions of how social media impacts academic improvement in education. Differences in usage dynamics across demographics are assessed, and the study investigates the significant relationship between academic performance and perceived improvements from social media engagement. Utilizing a descriptive correlational approach, the research aims to offer nuanced insights for educators, students, and policymakers navigating the intersection of digital technology and academic pursuits. Results show that a majority of respondents express a consensus on the positive influence of social media use for educational, entertainment, and social purposes on their academic performance. Gender, as indicated by the findings, does not significantly influence the frequency of social media access or the duration of usage. This challenges stereotypical notions regarding gender differences in online behavior, emphasizing the need to approach social media dynamics without preconceived biases.

Keywords: Social media, academic performance, university students, students’ perception, usage dynamics.

CHAPTER I

INTRODUCTION

Background of the Study

            The integration of social media platforms into educational settings enables students to access more valuable information, establish connections with learning communities, and utilize other convenient educational systems. Multiple opportunities exist for institutions and students to enhance their learning methods through the use of social network tools (IJAIT, Vol. 8, No.4/5, October 2018).

            The development of science and technology may parallel the advancement of humanity. The progression in this domain encompasses the swift creation of state-of-the-art technologies, encompassing hardware devices, software, and diverse applications. Ultimately, these technologies strive to enhance the quality of life for their users by facilitating the completion of tasks with maximum speed, accuracy, and efficiency. In the current era, a device has evolved into an essential companion that serves as a vehicle to accomplish the aforementioned objective. A plethora of iterations and variants of these devices are presently accessible in the marketplace. An attribute of a device that enhances its desirability to the general public is its capability to maintain the user's internet connection. The primary demographic for these devices consists of students, as this technology designed for children also functions as companions. It provides a novel means for young people to communicate with one another and the rest of the world. Between 2004 and 2006, social media networking gained popularity with the introduction of Facebook and Myspace. Blogs, video games, virtual worlds, mobile phones, text messaging devices, and Global Positioning System (GPS) devices are also considered new social media. These platforms consist of internet websites such as Facebook, Twitter, Instagram, TikTok, and others that facilitate social networking and sharing. It consists of social media platforms (Facebook, Twitter), blogs (political blogs), video and audio sharing platforms (YouTube, TikTok), mobile applications (2go), and image and picture sharing platforms (Instagram). The appeal of the textual and audiovisual elements, the openness, the conversational nature, and the sense of connection can all contribute to increased participation (Chua & Luyun, 2019).

            Social media is defined as the online creation, distribution, and collaboration of content. It comprises an extensive array of applications, including social networking sites, virtual games, and social environments. Social media platforms serve as a conduit for interpersonal interaction and communication. It has had an impact on virtually every aspect of society, including politics, society, the economy, and education. The use of social media has increased dramatically over the past few years and is now prevalent among students and individuals from all over the globe. Social media platforms are integral components of learning environments, serving as vital channels of communication. There are many ways in which social media can improve education. These include making more knowledge easily accessible, fostering a positive attitude toward learning, connecting students with like-minded individuals, promoting independent study, and easing group projects. With the proliferation of social networking sites, numerous concerns are being expressed. Social media use has been discovered to be potentially addictive, resulting in substantial negative consequences across multiple domains of an individual's life (Jamil et al., 2020).

               Globally, social media platforms are experiencing a meteoric rise. This competition is led by Facebook, which has 3.03 billion members. However, have you ever pondered the number of individuals who utilize social media platforms? We concurred, and our investigation revealed that social media usage stands at 4.9 billion among the world's 8.1 billion inhabitants as of 2023 (Shewale, 2023). At the onset of 2023, the Philippines had 85.16 million internet users, representing an internet penetration rate of 73.1 percent. In January 2023, 84.45% of the total population of the Philippines utilized social media platforms, which accounted for 72.5 percent of the local populace. As of early 2023, the Philippines had a cumulative count of 168.3 million active cellular mobile connections, which accounted for 144.5 percent of the entire population (Kemp, 2023).

             Additionally, for sustainable education, another study on the influence of social media on learning behavior is required. This emerging medium is significantly influencing the dissemination of content among college students and the general public. By sharing images and photographs, leaving comments, and disseminating ideas, among other activities, students can now engage in social discourse (Abbas et al., 2019).

              A study on the detrimental impacts of social media on young people, conducted by Bahadur (2021), revealed that children of a certain age lack the discernment to allocate their time equitably between academic pursuits and other engagements, particularly when using their smartphones for both purposes. Furthermore, young people are incapable of distinguishing between reliable and unreliable information, and social media serves as a diversion. Moreover, extant academic literature suggests that adolescents who utilize social media and the internet before bedtime have a reduced capacity for both quality and quantity of sleep (Chassiakos et al., 2016; Strickland, 2017; Woods, 2016). Furthermore, there is evidence to suggest that the utilization of social media is correlated with further detrimental effects on one's well-being, including increased levels of anxiety and depression, especially on platforms that prioritize visual content like Facebook and Instagram (Burrow & Rainone, 2017; Shapiro & Margolin, 2014; Wright, White & Obst, 2018).

STATEMENT OF THE PROBLEM

           This research aims to understand the relationship between social media usage dynamics and students' perceived improvement in academic performance in Eastern Samar State University, Can-avid Campus. More specifically, this study answered the following questions:

1. What is the socio-demographic profile of the students in terms of:

1.1  Gender

1.2  Program of Study

1.3  Year Level

2. What are the usage dynamics of students on social media concerning:

2.1  Social media platforms

2.2  Frequency

2.3  Duration

3. What is the perceived potential improvement on the academic performance of students            based on the dynamics of social media usage in the areas of education, entertainment, and socialization?

4. What are the differences in the dynamics of social media usage tested across demographics?

5. Is there a significant relationship between dynamics of social media usage and the perceived improvement in the academic performance?

DOI 10.5281/zenodo.10522506

To foster a secure and conducive learning environment, a safety and security procedure must be in place to ensure the well-being of students, faculty, and staff.  The ever-evolving landscape of protecting lives and property needs a robust safety and security plan. This document should represent the collective efforts of the school community to create a resilient and responsive system that adheres to national guidelines and considers the unique characteristics and challenges of a school community. It should encompass various scenarios, ranging from natural disasters to potential safety and security threats, providing a roadmap of coordination into an adequate response.

Arguments can no longer be raised as to the safety and security of students in a school. However, an analysis of implementation or actual situation from the ground, at a school level, would yield a rife anecdote worthy of collaborative re-examination.

A working theory is drawn from a Latin phrase in loco parentis, enshrined in Article 218 of the Family Code, enabling the unique authority of the school, its administrators and teachers, or the individual or institution engaged in child care shall have outstanding parental control and responsibility over the minor while under their supervision or custody.

This authority and responsibility shall apply to all authorized activities, whether inside or outside the school's premises, entity, or institution. This blanket rule is void of specifics subsumed to cover the central thesis for reconsideration. The first two terms have been tested and evolved with modern times, as should be expected since the 21st century began twenty-two years ago. Safety in the workplace refers to procedures or any means, policies, or control of specific internal work-related hazards. On the other hand, an organization's main security thrust is to protect its most valuable asset, its people.

Regrettably, teachers get the blame for it is convenient to attribute negligence to all injuries that students may receive, even if it is self-inflicted. Mud had been thrown at them as a natural response from the aggrieved, but once the truth came out, no one rescued them to revive their shattered dignity. While it is true that people are the organization's most valuable asset, they are also the greatest threat to the safety and security of the workplace. Their attitudes and behavior can easily break down a well-planned protection of employees. Such teachers’ attitudes are prevalent in Philippine public schools due to safety and security are not part of operational expenses.  

It is good that most schools in the National Capital Region (NCR) have their Local Government Unit (LGU) as a stakeholder. They allocate additional funds for schools under their jurisdiction. They provide additional funds to third-party security personnel and job orders (JOs) for utilities/janitorial services. However, reinforcement from the LGU needs to be more well-trained if they are at all. Most of these Job Orders are political appointees. It is like adding salt to an already open wound. The loyalty of these people is not for the service they should provide to the school as supplemental security and utility personnel but instead to their political patron, making them an additional threat to the school. 

Contrast this situation in provincial schools where all-around utilities act as security personnel. They do so due to the incomparable obedience of students and teaching personnel in the countryside. However, it is reprehensible as far as safety and security are concerned, and must not be dependent on the school principal because they are routinely moved every two to three years. It is a rare tenure to stay in one school for five years or more.

Given these difficulties, here are some suggested room for improvement in Safety and Security in public schools:

1. The school head or authorized representative must have complete administrative control over all personnel (inclusive from LGU) tasked to implement safety and security in emergencies.

2. A systematic structure or flow chart where authority emanates and is carried out must be laid, disseminated, and understood by the school community.

3. Administrative sanctions from light to heavy must be spelled out in case the offense is committed in times of emergency. An equivalent must be applied to third-party service providers and job order personnel.

4. Regular training is necessary to develop a conscious habit of safety and security prevention.

5. Constant funding is necessary for sustainable training.

6. Security infrastructure is essential to enhance safety measures.

7. Make or adapt safety and security protocols suitable for individual school contexts.

Add to the concern is the conduct of the Disaster, Risk, Reduction, and Management (DRRM) exercise, but, again, it employs teachers to shepherd their students out of school to comply with standard time in emergency exits. Thus, integrating these three (DRRM, Safety, and Security) was recently put forward as a primer guide.

Given these circumstances or threats, an emergency structure must be created to handle the complex merging of DRRM, Safety, and Security needs. The delegation of a crisis manager is critical to handling the flow of communication, easing decision-making needs, and assessing damage control to contain emergencies. The goal is to achieve Knowledge, Skills, and Attitude (KSA).

Regular training would reinforce the needed response to any emergency, whether announced or unannounced, to ensure a safe and secure workplace/learning environment.  A feedback mechanism must also be in place to continuously improve procedures and appropriate responses, as the case may be.

Whatever form, substance, or standard operating procedure, there must be an articulated contingency plan for all schools to follow or improve upon to suit individual/contextual school needs. An administrative or criminal liability must be included to make sure teaching and non-teaching personnel feel that safety and security are serious and everyone's business.

______________________________________________________________________________

The writer is a principal author of the Cluster Approved Institutionalized Safety and Security Integrated–Contingency Plan (ISSIP-CP).

DOI 10.5281/zenodo.10526145

ABSTRACT

This descriptive-correlational study investigated if there is relationship between the parental involvement and academic performances of Grade 10 Students in Social Science of TNHS. The subjects of this study were the parents of the Grade 10 students at Taft National High School. A validated questionnaire was developed to collect relevant data for this study. The questionnaire utilized in this study is the Parental Involvement Questionnaire by Mejia et al. (2009). This parental involvement questionnaire was a 21-item scale that was designed to gather information about the nature and level of parents' participation in their child's school and academic work. Each factor was good to acceptable, with Cronbach's alpha coefficient of 0.91 for the whole questionnaire. The data gathering procedure was done through an online survey utilizing google form and hard copies for those who cannot access it online. The results show that it is not just parental involvement that is important, but the perception of parents on the impact of their involvement which matters. Thus, it is important to educate parents understand the important role they play in the lives of their children and devise a plan for providing parents an opportunity to perceive the level and its effect of their involvement, which in turn will enhance parental involvement.

Keywords: academic performance, correlations, parental involvement.

CHAPTER I

INTRODUCTION

Background of Study

Many researchers have questioned the role of parental involvement and its relationship to students’ academic achievement over the past couple of decades. The assumption has commonly been that the higher the amount of parental involvement, the higher the academic achievement of the student. However, it has been determined that there are many factors that influence the extent in which parents demonstrate involvement, such as the relationship with the teacher, school size, type of school (public versus private), grade level, ethnicity, and the student’s gender (Kim & Hill, 2015; Oswald, Zaidi, Cheatham, & Diggs Brody, 2017). Kim and Hill (2015) and Oswald et al. (2017) have found that the different factors that lead to parental involvement can yield different types of results in student academic achievement.

Previous research has determined that there are three types of parental involvement: home-based involvement, school-based involvement, and home-school communication (Anthony & Ogg, 2019). Each of these three types of involvement plays a different role in determining the academic success of students. Home-based involvement has two sub-types: parental over involvement and positive parental involvement. Parental over-involvement is a stricter parenting style which closely monitors children’s homework and assignments and often leads to lower levels of self-efficacy in children (Fernandez-Alonso, Alvarez-Diaz, Woitschach, SuarezAlvarez, & Cuesta, 2017; Fernandez-Alonso, Suarez-Alvarez, & Muniz, 2015; Gonida & Cortina, 2014). Positive parental involvement is a parenting style which has high expectations of children and often leads to high levels of self-efficacy in children (Fernandez-Alonso et al., 2017; Gonida & Cortina, 2014). Home-based involvement and school-based involvement. 

Research indicates that parental involvement is an effective strategy to ensure student success (Barnard, 2004; Desimone, 1999; Hill & Craft, 2003; Hill & Taylor, 2004; Zellman &

Waterman, 1998). Parental involvement has many positive effects on students other than academics, including increased motivation, self-esteem, and self-reliance, which may lead to academic success regardless of economic background. Conversely, research affirms that inadequate or no parental involvement contributes to low student achievement and engagement (Bower & Griffin, 2011). In essence, parents, siblings, and other significant relatives can create rich learning environments to enhance children’s academic development. Traditional forms of parent involvement include participating in school activities (e.g., Parent Teacher Associations [PTA]), back-to-school nights, open houses, parent-teacher conferences, or volunteering at the school. According to Bower and Griffin (2011), “Parental involvement through activities such as providing nurturance to their children, instilling cultural values, and talking with their children, do not align with traditional forms of parental involvement as defined by school”.

STATEMENT OF THE PROBLEM

         The purpose of this study is to determine whether a correlation exists between Parent Involvement and Student’s Academic Performance in Social Science at the High School level specifically in the Grade 10 students at Taft National High School.

It provides solutions to the following questions:

1. What is the demographic profile of the respondents (Students and Parents) in terms of the following:

A. STUDENTS

1. Age

2. Gender

2. What is the academic performance of the respondents in social science?

3. What is the level of parental involvement of parents to the respondents?

4. Is there a significant relationship between parental involvement and academic performance of students in Social Science?

DOI 10.5281/zenodo.10531741

Everyone has a gift to share, even children. In fact, children do not play second fiddle as they showcase their artistic prowess in this “Ani ng Sining, Bunga ng Galing” showcase of talent. The theme “galing” refers to excellence in the arts as both a source of bounty despite challenging times, and a product of the passion of Filipino artists and cultural workers. In celebrating National Arts Month in 2023, “galing” alludes to artistic excellence as well as underscoring the capacity of the arts to heal, rebuild, and restore in a post-pandemic setting. With this year’s theme “ANI NG SINING, BUNGA NG GALING,” the celebration aims to immerse Filipinos in diverse cultural expressions and celebrate the bountiful harvest from the Filipino imagination.

This theme aimed to recognize arts as a source and expression of hope as shown in the creative ways we respond to the effects of the pandemic, natural calamities, and other social realities, as well as the arts’ role in improving our community life as Filipinos.

Mayor A.S. Fortuna Memorial Elementary School joined its virtual opening celebration via FB Live last February 21, 2023, with the theme “ANI NG SINING BUNGA NG GALING”. The teachers in our school have participated and in particular, some selected teachers had showcased their talents and skills during the program. 

All is well that ends, thus, it ended with a community song entitled “MAPEH Hymn” and everyone was happy singing and sharing through social media. As a mode of verification, picture taking was done after the program. The culminating program was done after class hours since there should be no class disruption. 

The program ran smoothly with some presentations of learners Harana, Song Solo, Guitar playing, and Folk dancing. The celebration was a fun-filled activity participated by the Kindergarten to Grade six pupils who were engaged in varied art activities. The initiator and facilitators of the event made sure that the activities given were suited to learners’ pace, interest, and competency. The school-based Arts Month celebration was a huge success all around. The teachers were pleased to see how the students had developed and progressed during the school year as they were able to demonstrate their creative abilities and creativity in a variety of ways. Important lessons like collaboration, respect, and perseverance were taught to the students, which they might use in their future pursuits. This celebration has developed into a significant tradition in our school, supporting the growth of our students' artistic ability and promoting an enthusiasm for the arts.

DOI 10.5281/zenodo.10537512

ABSTRACT

This research titled “Challenges in the Utilization of Makeshift Classrooms in Dela Paz Elementary School: A Phenomenological Research” was conducted during the School Year 2022-2023. Its objective is to identify the challenges faced by students and teachers in makeshift classrooms, and to propose potential solutions to address these challenges. The specific qualitative research approach chosen for this study was the phenomenology model. Phenomenological research, as a qualitative approach, aims to comprehend and describe the universal essence of a phenomenon. This method investigates the everyday experiences of human beings while suspending researchers' preconceived assumptions about the phenomenon. To determine the participants, a systematic sampling method was used to select one (1) section representative in eight (8) sections and two (2) representatives in the pilot section, ensuring that all shifts were adequately represented. As for teacher participants, eight (8) Grade 5 teacher advisers were invited to answer the questions in one-on-one interviews. The interview methodology was employed to gather data for the research. As a data-gathering technique, a semi-structured interview method was designed to obtain the needed information for the study. Researchers formulated open-ended questions for participants to answer. To ensure clarity on the topic, participants were prompted to explain the stated challenges through clarifying and follow-up questions. For a better understanding of the collected data, researchers re-examined the information and asked participants to clarify statements made during the interview. Participants shared their experiences in an open-ended style, allowing the researcher to practice effective listening and provide clarifying questions if a notion was unclear. Students and teachers in makeshift classrooms face various challenges, including physical, safety, security, cost-related, lesson presentation, and assessment challenges. Physical challenges involve inadequate surroundings, ventilation, and space. Safety concerns include health issues like coughing and dizziness, as well as accidents. Students incur costs for classroom maintenance, while teachers contribute to makeshift classroom construction. Lesson presentation challenges include difficulty hearing instructions and limited visibility of board writings. Both students and teachers encounter challenges in conducting class activities, such as limited time, space, facilities, heat, and noise. During assessments, students struggle to focus due to noise, and teachers face difficulties obtaining valid results due to space, time constraints, noise, and disruptions.

Keywords: makeshift classrooms, physical challenges, safety challenges, cost incurred, lesson presentation, activities, and assessment challenges.

DOI 10.5281/zenodo.10538063

Sa isang munting nayon, nakatira ang mag-anak ni Pedro. Kasama niya ang kanyang ama at ina. Si Pedro ay isang batang tamad. Sa tuwing inuutusan siya ng kanyang mga magulang na tumulong sa mga gawaing bahay ay lagi siyang tumatanggi. Pumupunta sya sa kanyang kwarto at naglalaro sa selpon. Lalabas lamang siya ng kwarto kapag kakain na.

         Isang araw, nagkasakit ang kanyang ina. Ang ama naman niya ay pumunta sa bayan upag ibenta ang mga inaning gulay. Pagkatapos nilang kumain ng pananghalian ng kanyang ina ay inutusan siya nitong maghugas ng plato ngunit tumanggi si Pedro. Nagdadabog na pumunta siya ng kwarto at kinuha ang selpon.

Makalipas ang ilang oras kumatok sa pintuan ang kanyang ina at tinawag siya upang kumain ng hapunan. Agad niyang binitiwan ang selpon at nagtungo sa hapag-kainan. Akmang lalagyan na niya ng kanin at ulam ang malinis na plato subalit umiiwas ito. Natatapun lang sa mesa ang pagkain. Ilang ulit niyang sinubukang lagyan ng kanin at ulam ang plato pero bigo siya. Nakikita sa mukha niya ng pagkainis sapagkat gutom na siya. Nagdesisyon na lamang siyang kumuha ng malinis na plato sa kabinet subalit bigla lumitaw dito ang sebo ng ulam nilang adobo noong nagdaang tanghalian. Kumuha muli siya ng bago at malinis na plato. Subalit sa tuwing lalagyan niya ng kanin at ulam ay lumilitaw ang sebo ng adobo. Nakaramdam na siya ng takot. Hinanap niya ang kanyang ama at ina sa loob ng bahay subalit wala ang mga ito maging sa kanilang bakuran. Gutom na gutom na siya pero wala siyang malinis na plato na maaaring gamitin.

“Ano ang gagawin ko?” tanong ni Pedro sa sarili, “gutom na gutom na ako”. Nagulat si Pedro ng biglang nagsalita ang plato “Hindi ka maaaring gumamit ng plato hangga’t hindi ka marunong maghugas nito”.

“Bakit ako ang maghuhugas? Nandito naman ang aking ina para gumawa ng mga gawaing bahay”, naiinis na wika ni Pedro.

“Dapat matuto kang tumulong sa iyong mga magulang sa mga gawaing bahay, lalo na kung sila at abala sa kanilang trabaho o may sakit”. paliwanag ng plato.

“Papaano kung ayaw ko?”hamon ni Pedro sa plato

“Hindi ka makakagamit ng mga plato, baso, mangkok, kutsara, at tinidor” wika ng plato. Bigla kumalam sikmura ni Pedro, nararamdaman na niya ang matinding gutom kaya nakiusap na siya kay plato “Patawarin mo na ako, gutom na gutom na ako, simula ngayon maghuhugas na ako ng mga pinagkainan namin at tutulong na rin ako sa mga gawaing bahay”, pangako niya.

“Sige, pinapatawad na kita subalit kailangang tuparin mo ang iyong mga pangako”, wika ni Plato.

“Opo, tutuparin ko” ang sagot niya.

Maya-maya’y narinig niya ang mahihinang katok ng kanyang ina sa pinto. Tinatawag siya upang kumain ng hapunan.Napabalikwas siya ng bangon. Napagtanto niya na panaginip lang pala ang lahat. Pagkatapos kumain, sinabi niya sa kanyang ina na siya na lamang ang magliligpit at maghuhugas ng mga pinagkain na labis namang ikinatuwa nito.

DOI 10.5281/zenodo.10556561

Executive Summary

This Policy Brief discusses the pressing unemployment problem among Persons with Disabilities in our country. There are roughly 1.44 million Filipinos who are living with disability in the Philippines, and most are living in poverty. There is a link between employment and poverty, where unemployment lies at the center of the poverty cycle. PWDs, like any other individuals, could perform their work-related tasks. Some even overperformed compared to their abled counterparts. As a result, there are gains in hiring PWDs for the institution and our country.

Years have passed after the enactment of R.A. No. 7277, also known as the Magna Carta for Persons with Disabilities. However, PWDs still face challenges, particularly in getting decent jobs to improve their quality of life. Problems include job matching, insufficient work in private institutions, and reintegration problems.

Problem Statement

Community integration for persons with disabilities (PWDs) is society's overall goal toward inclusivity. Community Integration enables PWDs to participate fully in society, the same as non-disabled individuals. It also allows them to contribute their skills and talent to the community despite their disability. One area of community integration is through employment. Employment allows PWDs to access essential commodities and support their medical expenses through their monthly salary.

Further, hiring PWDs can also help the government cut the cost of its financial subsidy to PWDs and better allocate its funds to many more affected individuals. Unfortunately, despite numerous bills and policies drafted and created to address the gap in hiring employees with disabilities, PWDs still experience difficulty being employed and getting equal working opportunities compared to non-disabled individuals.

Review of Related Literature

Globally, around 1.3 billion individuals are estimated to suffer from disability (WHO, 2023). Disability ranges from physical to psychological that can affect various age groups. The rates of disability are higher in groups with low educational attainment and higher incidence in females than men (United Nations, n.d). Moreover, most PWDs live in developing countries, and people with the poorest classification have a disability (United Nations, n.d). For example, in the Philippines, based on the 2010 census, out of 92.1 million individuals, there were around 1.44 million living with a disability (PSA, n.d). Disability is highest in Region IV-A, with more males affected than females, and highest among the 5 to 19 age group. Further, in the 2016 National Disability Prevalence Survey, it can be noted that 12 percent of Filipinos suffered severe disability

Persons with disabilities belong to the vulnerable sector that faces barriers and inequalities. According to World Report on Disability (2011), PWDs are denied equal opportunities and access to education, health, political participation, and employment. In addition, exclusion and discrimination were also rampant due to their impairment and socio- demographic background. Every day, PWDs are challenged by various barriers in performing their activity of daily living. According to the Centers for Disease Control and Prevention (2020), barriers make it difficult for a PWD to function or participate in society.

Community integration is the solution to break the barrier of stigma amongst PWDs. Integration ensures access to the community's education, health, employment, and other opportunities. Employment is one aspect of integration that needs to be addressed. According to the International Labour Organization (2023), employment of PWDs in both government and private sectors is low due to various barriers in hiring. In the U.S., the type of disability, insufficient education or training, the accessibility adjustment in the workplace, and lack of PWD-friendly transportation were among the barriers reported. In addition, employed PWDs are having trouble performing their work mainly because of their disability (U.S. Bureau of Labor Statistics, 2022). In the study of Mina (2017), the low employment outcomes in our country can be attributed to low education and lack of training, limited employment opportunities, physical barriers, and low awareness of relevant policies and programs.

There are benefits to hiring PWD in our country. According to U.N.- Economic and Social Commission for Asia and the Pacific, countries could increase their by 1 and 7 percent of their GDP if the salary of PWDs is the same as their co-workers. In addition, access to employment can help PWD increase their opportunity, escape poverty, and have a better quality of life. PWDs have the talent and skills to become productive at work. A study by Seva (2020) found that the productivity of PWDs is comparable with other employees.

Critique of Policy Options

Republic Act No. 7277

R. A No. 7277, also known as the Magna Carta for Disabled Persons and Other Purposes. This act allows PWD to be reintegrated into society through rehabilitation, self–development, and self-reliance. Employment of PWDs is protected and taken into consideration under this act. Some provisions provide equal opportunity for employment, sheltered employment, apprenticeship, incentives for employers, vocational rehabilitation, and counseling.

The following are the identified issues regarding the implementation of R.A No. 7277

1. The job matching gap between the skill set of PWDs and the available job in the market is the primary problem faced by PWDs. Although the act directs government agencies to establish vocational rehabilitation and counseling programs, it cannot confer with the demands of the industry. Based on the existing programs, cooking, baking, and massage are the regular training for PWDs to enroll in. However, using the principle of vocational rehabilitation, the training should be aligned with the market's demands. In addition, based on my experience working in the community, limited LGUs offer vocational rehabilitation and perform job placement.

2. Private institutions are not mandated by the law to hire PWDs. Instead, the law only encourages private institutions to hire and employ PWDs with an incentive.

3. The law does protect an individual who suffered an accident or medical condition that makes them disabled to reintegrate back to work after rehabilitation.

Policy Recommendation

1. It should be included in the Implementing Rules and Regulation of RA 7277 to create a working group that includes various government agencies and private institutions to evaluate the market's needs and demands. In addition, it will guide what training will be created and offered to the PWDs. At the local government level, an inter-agency unit should also be included that will identify, provide training and skills, and do job placement activities. Based on experience, the Persons with Disability Affairs Office is responsible for the welfare of PWDs. However, due to a limited budget, functions, and activities pertaining to reintegration to work are not adequately addressed.

2. In order to promote workplace inclusivity for both government and private institutions, the law should mandate institutions to hire and employ PWDs at least 1% of the workers. This will ensure that companies and institutions across fields create jobs for PWDs. Disability Welfare Office should be created in every company to check the welfare of PWD while working. In addition, the personnel in the disability welfare office should have disability sensitivity training to avoid bias in hiring an individual and can handle PWD applicants.

3. Disability can be permanent or temporary based on the condition of an individual. Therefore, there should be a provision in the law that provides an option for an employee to resign from work or transfer to another office provided, despite disability, that they can still perform another work-related task. In that way, an employee can continue working

References:

World Health Organization. (n.d.). Disability. World Health Organization. Retrieved April 2, 2023, from https://www.who.int/news-room/fact-sheets/detail/disability-and-health

United Nations. (n.d.). Factsheet on persons with Disabilities Enable. United Nations. Retrieved April 3, 2023, from https://www.un.org/development/desa/disabilities/resources/factsheet-on-persons-with-disabilities.html

Persons with Disability. Philippine Statistics Authority. (n.d.). Retrieved April 3, 2023, from https://psa.gov.ph/tags/persons-disability

World Health Organization [and] The World Bank. (2011). World report on disability. Geneva, Switzerland: World Health Organization.

Wage employment of persons with disabilities. International Labour Organization. (n.d.). Retrieved April 3, 2023, from https://www.ilo.org/global/topics/disability-and-work/wage-employment/lang--en/index.htm

U.S. Bureau of Labor Statistics. (2022, September 30). Persons with a disability: Barriers to employment and other labor-related issues news release - 2021 A01 results. U.S. Bureau of Labor Statistics. Retrieved April 3, 2023, from https://www.bls.gov/news.release/archives/dissup_03302022.htm#:~:text=A%20person's%20own%20disability%2C%20lack,duties%20because%20of%20their%20disability.

Catacutan, V. A., Ingco, B. M., Maala, D. C., Roasa, R. R., & Avi Ben Andalecio, M. (2018). For a World without Barriers: An Exploratory Study on the Role of Online Hiring of People with Disabilities in the Philippine Hospitality Setting. International Journal of Academic Research in Business and Social Sciences, 8(16), 15–37.

Mina, C. D. (2017). Employment profile of women with disabilities in San Remigio and Mandaue City, Cebu, Philippines. Research Papers in Economics.

Centers for Disease Control and Prevention. (2020, September 16). Disability and health disability barriers. Centers for Disease Control and Prevention. Retrieved April 3, 2023, from https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html

Seva, Rosemary. (2020). A Productivity Assessment of PWD Employees in a Philippine Company.

DOI 10.5281/zenodo.10556790

Teachers' motivation is likely to be a relevant factor affecting students' learning. This descriptive-correlational study was conducted to determine the Teachers’ Motivation and Academic Performance of the Learners in the District of Anini-y, Division of Antique, Philippines for school year 2020-2021 among the 139 teacher-respondents and 180 elementary learner-respondents who were purposively selected to be the participants in this study. The instrument used in this study was adopted from the “Work Motivation Scale” that is used to measure the intrinsic and extrinsic work motivation of teachers developed by Aksoy (2006), being utilized to determine the Teachers’ Motivation. Third grading rating of learners for their academic performance was utilized. The findings of the study revealed that the level of teachers’ motivation of public elementary school teachers were “High ”. There are no significant differences in the dimensions when they were classified as to intrinsic and extrinsic motivation. For the level of academic performance of the learner-respondents, it was revealed that the entire group had a very satisfactory performance. There was no significant difference in the level of academic performance of learners in the District of Anini-y. No significant relationship was noted between Teachers’ Performance  and Motivation.  

The schools therefore proposed to increase and improve the performance of learners. Relative to the result of the study, an intervention program in a form of enhancement of teacher’s motivation and learners academic performance is designed to address the concerns on improving learners’ academic performance.

DOI 10.5281/zenodo.10556920

Abstract

JOEMAR LANDAYAN CAPINLAC,PhD. January 2024. Navigating Challenges and Advancements: Management Strategies for Enhancing Senior High Students' Research Experience in the Contemporary Educational Landscape. Pines City National High School, Magsaysay Ave. Baguio City.

The study employed a qualitative methodology tailored to the case study. The aim of the study was to determine what challenges and strategies that the teacher faced when managing first semester introduction to research in Filipino subject to students in the modern era. Upon conducting an analysis of the study's data, it was found that teachers still face challenges when it comes to managing introduction to research subject in Filipino, including: First, students' disinterest in the topic of the research work, which can be attributed to a variety of factors such as limited vocabulary, difficulty in speaking Filipino, and an obsession with using various technologies. The second corresponds to not enough knowledge of Filipino orthography; the third is a gap in research work of the students.

However, the educators never give up trying to find new ways to infuse their everyday instruction with more creativity and meaning for every young person who aspires to receive a higher-quality education, nonetheless despite a variety of obstacles.

They remain proactive in diligence to incorporate strategies that will assist students' scholarly abilities. Based on the data analysis, five methods which teachers use in teaching introduction to research have been determined. These strategies include asking or raising questions during discussions, translating, modifying lessons, and working collaboratively.

As a result, refrain from allowing someone to cease learning new things and pushing oneself to become competent in the area of choice by attending seminars and workshops that will help young individuals who aspire obtain better education while honing their skills.

DOI 10.5281/zenodo.10559215

Contact us for the full copy

DOI 10.5281/zenodo.10559320

  Chapter 1

Introduction

Background of the Study

As the COVID-19 pandemic continues, and transitions to an endemic stage, booster vaccines play an important role in personal, and public health. Convincing people to take boosters continues to be a key problem.  Despite the availability of clinically tested, and effective COVID-19 booster vaccines, convincing people to accept boosters remains a significant challenge. As of 18 January 2023, only 15.3% of the total population in the United States (U.S.) had received the bivalent COVID-19 booster vaccine. In addition, previous research showed people in many countries, especially in low-income countries, are hesitant to receive COVID-19 boosters (Limbu and Huhmann, 2023).

In the early introduction of COVID-19 vaccines, vaccination hesitancy has been a serious problem to preventive measures. Booster dose vaccination acceptance, and vaccination behavior differ among people. As a result, understanding patients' perspectives on booster dosage vaccination is critical for both policymaking officials, and healthcare workers. Efforts are required to overcome hesitancy to take a booster dose. It is a challenge to comprehend the motivations, and problems influencing the acceptance of booster vaccination among Egyptian patients. Low acceptability of booster dose of COVID-19 vaccine among Egyptian patients were noted. Public health workers and policymakers must make sure that patients get clear information about COVID-19 booster dose (Tharwat et al. 2023).

Coronavirus disease 2019 has affected countries for few years, threatening public health, and disturbed normal social life. Vaccination is the most economical, and effective method for preventing, and controlling infectious diseases, including COVID-19. Vaccine hesitancy is a delay in acceptance or refusal of vaccines, in spite the availability of vaccines is a major challenge. Vaccine hesitancy varies with time, region, and the type of vaccine caused by factors like complacency, convenience, and confidence. Some people are eager to receive all vaccines, and some reject all vaccines, people with vaccine hesitancy lie within the continuum. The group of vaccine-hesitant persons includes those who refuse certain vaccines while accepting others, delay their vaccinations, or accept vaccinations but still have concerns (Huang et al.2023).

Deng et al. (2023) studied on parental hesitancy on COVID-19 booster dose noted that 64.1% were hesitant to vaccinate their children against COVID-19. Mothers were hesitate to vaccinate their children. Results showed that parents were hesitant to vaccinate themselves and those who got lower on their perception of their children’s vaccination were more hesitant to vaccinate their children with COVID-19 booster dose. Vaccine hesitancy is not conducive to the global control of the current COVID-19 pandemic, and the existence will have adverse effects on people’s physical, mental health, and social economy. Parents were hesitant to vaccinate their children against COVID-19 booster dose. Parents who were hesitant to receive the COVID-19 vaccine, and with negative views of the vaccine for their children were more hesitant to vaccinate their children. 

Parinyarux et al (2022) studied on the hesitancy of parents on the COVID-19 booster dose. Fifty-eight percent of the respondents had vaccine hesitancy. Parents who refused COVID-19 vaccination for themselves or refused to vaccinate their children against any other diseases had statistically significant higher levels. The parents who had finished the COVID-19 vaccine had lower levels with statistical significance. Attitude towards COVID-19 vaccine, and perceived behavioral control of the parents negatively influenced with statistical significance.

Paudel et al. (2023) studied on the knowledge, and attitude toward COVID-19 booster dose. 68.0%, and 78.6%, had good knowledge, and favorable attitude toward COVID-19 booster dose. Females who had received a single dose of COVID-19 vaccine had significantly lower odds of having good onformation of COVID-19 booster dose. Participants with low educational levels, and received a single dose of COVID-19 vaccination, had an unfavorable attitude toward COVID-19 booster dose. It showed a satisfactory level of knowledge, and attitude toward COVID-19 booster dose in Nepal. Their positive attitude toward COVID-19 booster dose vaccine is a key to the patient and community safety. Health education, and communication will aid in improving the awareness and attitudes toward COVID-19 booster dose in such populations.

Low et al. (2022) studied on the hesitancy of mothers toward booster dose. About (27.2%) considered themselves vaccine hesitant. Fathers were more vaccine hesitant than mothers. Vaccine hesitancy was associated with a low household income, unvaccinated parents, knowing someone with an adverse reaction to the COVID-19 vaccine, and having a low level of trust in their child's doctor. Parental trust in their child's doctor was the most significant factor in determining vaccine hesitancy among parents. It concluded that newspapers and print media were the primary sources used in obtaining knowledge on COVID-19 vaccine safety and efficacy, especially among parents with high household income.

Huriuchi et al. (2021) made a study on parent’s hesitancy on COVID-19 booster dose. People with lower satisfaction to social relationships were more hesitant to vaccinate their child among mothers in contrast to fathers who showed constant intention to vaccinate their child It suggested that dissemination of targeted information about COVID-19 vaccine by means of communication, gender and people who are isolated during measures of social distancing may help to increase parental vaccine acceptance.

Taybe et al.2022 determined the mothers’ impression, and beliefs of COVID-19 booster dose vaccine during pregnancy and lactation. Only 22.9% of the participants were willing to participate in clinical trials of the booster dose of COVID-19 vaccine. The biggest motivator for participation was their desire to find the best vaccine during pregnancy/lactation, while the main barrier was exposing themselves, and their babies to more side effects. The study noted reasonable acceptance of vaccination in a sample of pregnant/lactating women. Vaccination hesitancy for the booster dose was in-line with similar studies on the primary series.

Migrino et al. (2019) surveyed the factors affecting vaccine hesitancy among families with children 2 years old and younger in two urban communities in Manila, Philippines. Most respondents believed that vaccines are protective, however, vaccine hesitancy rates among the respondents reached 36.4%. Respondents who believed in the protective nature of vaccines were less likely reported vaccine hesitancy, and refuse vaccination for their children due to negative media exposure. The main negative media information identified was related to the dengue vaccine, Dengvaxia. The events involving the Dengvaxia controversy contributed to a decrease in vaccine confidence. The role of mass media in vaccine hesitancy was highlighted, supporting previous evidence that vaccine-hesitant parents were more susceptible to media reports. The lack of association between the sociodemographic factors, and vaccine hesitancy implies that the determinants of vaccine hesitancy varied depending on context and setting.

Mataria et al. 2023 in their study on parents’ hesitancy on COVID-19 booster that the proportion of parents in accepting to vaccinate their children against COVID-19 is 49%. The major reason for their acceptance is their belief that COVID-19 vaccine is necessary to fight against the pandemic, and the most common factor for parents' hesitancy to vaccinate their children against COVID-19 is their concern on vaccine efficacy, safety, and possible side effects. They concluded that the proportion of parents in accepting to vaccinate their children against COVID-19 is lower than the global level. To increase parental acceptance, authorities must focus on increasing their trust in the government, and in vaccine manufacturers.

Elkhadry et al. (2022) conducted their study on parents’ hesitancy on COVID-19 vaccination. Relevant characteristics for hesitancy included, being the mother of the child, younger than 40 years, illiterate, unemployed, without health insurance, unvaccinated against COVID-19, refused to complete vaccinations, and not having chronic disease. It concluded that socioeconomic factors significantly affect parents’ attitudes toward their child’s vaccination. Increasing parents’ awareness of the importance of childhood vaccination, especially among the risky group, may enhance their decision-making ability on vaccinating their children.

Khatwari et al. 2023 determined the reasons associated with vaccination hesitancy among parents, the prevalence, and the characteristics of the parents who were hesitant to allow their children aged between 5 to 11 years old to be given the COVID-19 vaccines. Personal and social factors, affected their willingness to vaccinate their children with the COVID-19 vaccines. The age of the parents have a significant impact on their decision to vaccinate their children. Those between the age of 40–49 years of age were the most willing to vaccinate, compared to those 50 years or older who were resistant to vaccination. Female participants were more resistant to vaccinating their children, compared to their male counterparts. Saudis were more resistant to vaccinating their children compared to the non-Saudi participants. It concluded several factors that affect the parental willingness to vaccinate their children. These factors must be addressed when developing public health strategies to promote the COVID-19 vaccination of children.

Contact us for the full copy

DOI 10.5281/zenodo.10559320

  ABSTRACT

The study aimed to determine the problems encountered in implementing modular distance learning in selected public elementary schools in Bongabong North District. Specifically, it sought to determine the profile of teachers in terms of teaching experience, civil status, academic rank, and highest educational attainment; the extent of the problems encountered in implementation concerning preparation, distribution, retrieval, and checking of pupil's answers; and the relationship between them. This study used descriptive-correlational research methods and researcher-made instruments that underwent validation and reliability testing. Results showed that teachers were cautious when considering student responses. With this, teachers only have problems in checking pupils' answers.

Keywords: Modular Distance Learning, Problems encountered, Public Elementary School Teachers.

INTRODUCTION

Due to the pandemic, the Department of Education (DepEd) developed a distance learning mode for pupils a year ago. It is a learning delivery modality designed in which teachers and pupils do not interact physically. Independent learners and pupils with the assistance of parents, relatives, or family members are most suited to distance learning (Sadiq & Zamir, 2015). Based on DepEd's survey, most schools used this learning modality nationwide, and learning through printed and digital modules was the most preferred by parents with children enrolled this academic year. (Bernardo, 2020)

Pupils participating in modular distance learning can complement their studies with self-learning modules (SLM) that are either printed or available in digital format. Meanwhile, teachers used e-mail, text messages, instant messaging (chat), or the telephone to monitor and guide pupils' development. These self-studying modules contain pre-tests, discussions, and a sequence of assessments. Teachers distributed these to all learners with the attached schedule. They play a crucial role in providing excellent education during the pandemic. Individualized pedagogy was provided using modular distance learning, allowing pupils to employ self-learning modules (SLMs) in print or digital format/electronic copy, depending on their requirements. Other resources, such as learner's materials, textbooks, activity sheets, study guides, and other study materials, are available to modular distance learning pupils (Llego, 2021).

However, teachers need help figuring out how to use their newly created and established curriculum-based innovations in classrooms where face-to-face, direct physical instruction between teachers and pupils is still needed. When schools are still open for face-to-face learning, using and benefiting fully from the developed technologies is a significant and severe problem. According to Canonizado (2021), teachers have run into problems such as reaching out to all of the pupils at home even though they are using various ways of communication. Also, the errors bothered teachers, who were concerned that some pupils might not have guardians present when the lessons were studied and that no one would be available to correct them. Teachers' role is typically limited to module development, distribution, and retrieval, as well as answering inquiries from parents and correcting learners' responses. These problems impact their ability to prepare, distribute, retrieve, and evaluate pupils' answers.

The shift from teaching-learning in schools to modular distance studying made it extra challenging for school personnel to change exceptional primary schooling. That is why DepEd administrators always find avenues to solve crises and capacitate their teachers and school heads to become more remarkably effective in modular distance learning (Bagood, 2020). He added that identified teaching personnel and the Education Program Supervisors organized modules beginning in May 2020 in all topics for all grades/year degrees throughout four quarters according to the Essential Learning Competencies.

As a result of this research, the study's primary idea focused on the teachers' reactions to the Department of Education's new learning modalities (DepEd). It also assessed and provided a clear lens on teachers' experiences, difficulties, and challenges in this new regular education. Make recommendations for short course offerings intended for adult learners, particularly teachers in private and public schools, to prepare them for this new era of dealing with technology in the delivery of instruction. This research aims to learn about the resources, preparedness, and communication problems teachers at selected schools in Bongabong North District have when implementing modular distance learning.

This research also attempted to determine the approaches, interventions, or solutions educational institutions and the government use to assist pupils, parents, and teachers struggling with this new learning mode. This study's findings may serve as a springboard for future research, improvements to existing school programs, and instructions for implementing modular distance learning.

Contact us for the full copy

DOI 10.5281/zenodo.10567370

Sa isang munting nayon sa di kalayuan,

magkaibigang Bilog, Parisukat, Parihaba, Tatsulok, Bilohaba,

at Linya ay naninirahan.

Isang araw, nadatnan sila ni Linya na may pinagtatalunan,

kung sino sa kanila ang mahalaga sa mundong ibabaw.

“Ako ang pinakamahalaga sa lahat”, pagmamayabang ni Bilog,

“pagmasdan ninyo ang araw at buwan na nagbibigay liwanag sa sanlibutan,

isama pa ang ating daigdig, ang gulong ng mga sasakyan,

ang mga prutas na bilog sa aking hugis inihubog,

tulad ng mansanas, bayabas, pawkan, ubas, at melon.”

“Ako ang pinakamahalagang hugis” wika naman ni Tatsulok,

“sa akin inihalintulad sikat na piramide ng Ehipto,

idagdag pa ang food pyramid na sa kalusugan ay umaagapay,

tsokolateng toblerone na madalas pasalubong ng mga pinoy,

ganun din ang bubong ng bahay,

na nagproprotekta sa sikat ng araw o ulan man.”

“Teka mga kaibigan”, wika naman ni Parihaba,

“baka nakakalimutan ninyo, mas sikat ako sa madla.

Saan mang sulok ng mundo, ako’y pinagkakaguluhan,

oras-oras o minu-minuto, selpon na kahugis ko

ang hawak ng bawat kamay,

maging ang tablet,  laptop, speaker, telebisyon at refrigerator,

ako rin ay matatagpuan,

idagdag pa ang pisara sa bawat paaralan.”

“Kung sa pinakamahalagang hugis, ako na ang panalo”,

hirit naman ni Parisukat.

“Bitbit ni Santa Claus na regalo tuwing araw ng pasko ay kawangis ko,

gayun din ang chess board ng mga matatalino,

tinapay na paborito sa hugis ko rin binuo,

at ang panyong pamahid sa mga luha ninyo.”

“Sa ating lahat ako ang pinakamahalaga” banat naman ni Bilohaba,

“buong mundo ay naikot ko na,

tableta at kapsula sa akin ay inihugis,

ako’y kailangan upang sakit ay maalis.

Sa umaga naman ako’y sa almusal matatagpuan,

itlog na nagbibigay protina sa bawat nilalang,

idagdag pa ang mga gulay tulad ng upo, patola, pipino, talong, at patatas,

na nagbibigay sustansya upang katawan ay lumakas.”

Hindi na nakatiis si Linya at siya’y nagsalita,

“itigil na ninyo ang walang kabuluhang pagtatalo,

kung sino ang pinakamahalaga sa inyo,

hindi ba ninyo naisip, sa inyong lahat ako ang bumuo?”

“Ito ang lagi ninyong tatandaan,

hindi kailangan magpataasan, magpayabangan, o magsukatan,

lahat tayo ay may kanya-kanyang tungkulin na dapat gampanan,

na makakatulong sa bawat nilalang”.

DOI 10.5281/zenodo.10571822

Contact us  for the full copy

DOI 10.5281/zenodo.10572040

Introduction

The quality of education is largely determined by the language of instruction used around the world (Trujillo, 2020). Teachers and students can use language as instruction to help them develop meaningful explanation, meaningful connections in the classroom, and comprehend the world. Sectorial agencies’ recognition of English as a language for worldwide communication set the way for life to improve (Fang, 2017). Nevertheless, while there are many other factors that go into providing high-quality basic education, determining which language to use might be challenging (Lim-Ramos et. al., 2020).

The United Nations Educational Scientific and Cultural Organization (UNESCO) on Education for All (2016) uncovered that in many countries,  learners are taught in languages that they do not speak at home. Despite the best efforts and dedication of many teachers, majority of them lack adequate knowledge of appropriate pedagogies and complexity of indigenous cultures, knowledge, and identities, which creates a significant barrier to implementing effective language programs and employing teaching strategies that work for indigenous students and their environments (Creese et al., 2010).

In the Philippines, the Department of Education (DepEd) is serving 2.529 million IP learners enrolled in 42, 176 public schools in the country for the school in the first decade of the Indigenous Peoples Education (IPEd) program (DepEd, 2021). Furthermore, the use of English language is part of the Philippine education that teachers and learners need to employ despite of its challenging to carrying out. This necessitates English teachers to shift their language from one language to another when students seem to misunderstand concepts discussed in English. As a result, the use of English as a language medium consistently causes difficulties for native Filipino language learners. When native language learners struggle to remember, articulate, and interpret English words, it is an issue (Piragasam et al, 2019).

In Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), the constitutive IP societies already indicate 21 ethnic affiliations, which altogether comprise the 117, 189 total Indigenous People population in mainland BARMM, including Maguindanao (IPDEV, 2013). Nevertheless, there are critical improving the quality of education available in the region. Negative attitudes and the complexity of rules in phonology, weak in word stratification in morphology, poor sentence construction due to the complexity of rules in syntax, and word recognition and correct usage in semantics were among the challenges faced by the learners (Udat & Kunso, 2021).

The researchers are determined to pursue this papers to describe the Non-indigenous English teachers’ experiences, pedagogical challenges, and coping strategies teaching indigenous People learners in Maguindanao del Norte, particularly in North Upi and Datu Odin Sinsuat. They moved towards the reading on the literature regarding the teacher’s teaching experiences, yet found nothing. Therefore, this study is relevant and timely and must be pursued to be more regarding this issue.

Methodology

This study utilized a qualitative type of research employing phenomenological approach. According to Creswell & Creswell (2018), a phenomenological research design was used to describe the lived experience of every person chosen to take part in the study which was suitable to the current study since it aimed to describe the non-indigenous English Teachers’ lived experiences, pedagogical challenges and coping strategies in dealing with the challenges in teaching indigenous people learners behind English Aided Instruction.

The study was conducted at the selected elementary schools in the province of Maguindanao del Norte, Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) namely: Nuro Central Elementary School, Tenongol Elementary School, Broce Central Elementary School, Tenorio Elementary School, and Camp Siongco Elementary School. The selection of the province is based on the availability of the non-indigenous English teachers teaching Indigenous People learners. The participants of the study were five (5) non-indigenous people English teachers, with teaching experiences within 5-20 years and whose ages from 25 to 40, were chosen using a purposive sampling technique. Further, the study employed a series of open-ended semi-structured in-depth phenomenological interview guide as research instrument in gathering data needed for the study.

For the data gathering procedure, letters were sent to the participating school’s principals prior to the beginning of a study to ask permission to conduct the survey to the Non-indigenous English teachers. After the request letter was approved, those participants were given informed consent by the researchers to seek permission and willingness to participate in the study. After that, the researchers conducted an interview with the participants in a silent and comfortable environment using an audio recorder. All hard copies of the researcher’s notes and interview transcripts were kept in a safe location and protected to abide confidentiality. In addition, the data gathered from the interview were transcribed and analyzed using eight (8) steps of Tesch’s method, as cited in Creswell (2014).

Contact us  for the full copy

DOI 10.5281/zenodo.10574322