ABSTRACT

The study aims to assess the potential of Ipil-Ipil (Leucaena leucocephala) charcoal and used engine oil as an alternative ink for whiteboard markers. This quantitative study used experimental research as its design and used descriptive statistics in data analysis. The study results revealed that the respondents accepted the color intensity, consistency, and scent supported by the t-test result, which shows a significant difference between the acceptability of the alternative and commercialized ink. This study contributes to developing sustainable and effective writing tools by analyzing and offering environmentally friendly choices for diverse situations.

Keywords: alternative ink, sustainability, charcoal product, whiteboard markers

INTRODUCTION

Ink is a suspension of tiny colored or uncolored particles, called pigments, in a liquid, typically water or oil. It is made up of four main ingredients: pigments, which provide the color; binders, which hold the pigments together; solvents, which help the ink flow; and additives, which improve other properties of the ink, such as drying time or resistance to fading (Oko-Udu, 2014). Inks often contain harmful ingredients like solvents derived from non-renewable sources, posing risks to both people and the environment. These risks can include headaches, skin irritation, and even nervous system damage, potentially caused by components like p-anisidine (Mohd Basri, Liew Min Ren, Talib, Zakaria, & Kamarudin, 2021).

Eco-friendly alternatives are being explored to avoid the harmful effects of commercial whiteboard marker ink materials. This study examined the potential of Ipil-ipil (Leucaena leucocephala) charcoal and used engine oil as an alternative to whiteboard marker ink. The goal is to contribute to developing sustainable and effective writing tools by analyzing and offering environmentally friendly choices for diverse situations.

Research Objectives

This study aimed to determine the potential of Ipil-Ipil (Leucaena leucocephala) and used engine oil as an effective alternative ink for whiteboard markers. Specifically, it aimed to:

1. Evaluate the innovative ink formulation from Leucaena leucocephala charcoal and commercial whiteboard ink performance in terms of:

a. color intensity

b. consistency

c. scent

2. Identify the acceptability rate between substitute ink and commercialized ink

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DOI 10.5281/zenodo.10781005 

ABSTRACT

Wang Feifei.(2023).An assessment of the experiences of university teachers on the use of artificial intelligence in classes towards enhanced AI- mediated classes Manila City. National University. Unpublished doctoral Thesis.

With the advent of fourth-generation information technology, such as cloud computing, big data, and artificial intelligence, higher education has gradually progressed to the stage of intelligent development. Driven by national policies, more and more schools begin to pay attention to artificial intelligence education, purchase artificial intelligence products, establish artificial intelligence studios, build intelligent teaching platforms, etc., but there are still many shortcomings in artificial intelligence education. How should teachers effectively carry out artificial intelligence teaching, and scientific guidance and exploration are urgently needed. This paper takes the intelligent teaching ability of college teachers as the research object, Firstly , understands the research status through literature analysis. Then, based on the theory of stimulus-response learning, the development status of school teachers; teaching ability under artificial intelligence environment was studied through interviews .According to the interview results, teachers can use intelligent tools in classroom design, organization and evaluation to get rid of a lot of tedious work, interact with students better, and improve work efficiency and quality. But there are many challenge of the teachers in AI-mediated classes. Professional knowledge ability and information literacy need to be improved, user information data security needs to be strengthened, and college intelligent teaching and training services need to be provided. In view of these results, this paper puts forward specific strategies to improve teachers’ skill in managing AI-mediated class: Establish the concept of AI-3 mediated class; Strengthen data-driven awareness and improve teachers' data literacy; Strengthen the independent development of majors and improve the teachers’ skill in managing AI-mediated ;Accelerate the construction of smart campus and provide teacher training opportunities.

Keywords: AI-Mediated Class, Stimulus Response ,Teacher Skill, Teaching ability

DOI 10.5281/zenodo.10793148 

CHAPTER I

INTRODUCTION

The education landscape in China has undergone significant changes in recent years, driven by the evolving socio-economic environment and the emergence of the "new normal," characterized by rapid technological advancements and global connectivity. In this context, Chinese universities must adapt their leadership styles to effectively address the challenges and opportunities of the changing educational landscape (Backman et al., 2019). This study aims to explore the transformation of school leadership styles in Chinese universities within the framework of the new normal.

In recent years, Chinese universities have undergone remarkable transformations, mirroring the dynamic societal changes and global challenges that have emerged in the 21st century. As China grapples with the advent of the "new normal," characterized by rapidly evolving technological advancements, economic shifts, and societal expectations, the need for adaptive and effective leadership within educational institutions becomes imperative. This study seeks to explore and assess the transformation of school leadership styles in Chinese universities in the context of the new normal.

Chinese universities boast a rich history and diverse academic landscape, significantly shaping the nation's intellectual development and progress. Traditionally, these institutions were characterized by hierarchical and authoritative leadership styles, emphasizing compliance and discipline. However, as China positions itself as a global leader in education and innovation, the old paradigms no longer align with the demands of the contemporary world.

Against this backdrop, understanding the current leadership styles employed in Chinese universities becomes crucial. Effective leadership was recognized as the cornerstone of institutional success and sustainability. By identifying the prevailing leadership approaches, we could assess their compatibility with the ever-changing landscape and determine their potential to foster a culture of innovation, inclusivity, and adaptability.

The research gap in this area accentuates the significance of this study. While there has been a growing interest in leadership styles across various sectors, including education, specific research on transforming school leadership styles in Chinese universities still needs to be completed. Existing studies have primarily focused on Western educational contexts, leaving a void in knowledge regarding understanding the intricacies of Chinese universities' leadership dynamics. Then, other related studies have also shed light on the importance of leadership in the education sector. For instance, Wang and Cheng (2019) investigated the impact of transformational leadership on teacher job satisfaction in Chinese universities, highlighting the positive influence of supportive and empowering leadership styles on teacher motivation and engagement. Similarly, Li and Yu (2020) explored the role of distributed leadership in enhancing organizational learning and innovation in Chinese higher education institutions, emphasizing the importance of shared decision-making and distributed responsibility.

The emergence of the new normal, influenced by unprecedented challenges such as the global pandemic, economic fluctuations, and technological disruptions, has intensified the need for effective leadership in Chinese universities. As educational institutions face pressures to adapt swiftly to remote learning, online collaboration, and changing student needs, leadership styles must evolve to ensure resilience, agility, and forward-thinking strategies.

This study aims to bridge the existing research gap and shed light on transforming school leadership styles in Chinese universities amidst the challenges and opportunities presented by the new normal. It has the main objective of thoroughly examining the transformation of school leadership styles in Chinese universities from the perspectives of Senior Professors and Principals, particularly within the context of the new normal. More specifically, it aims to answer the following questions:

1. How do school leaders in Chinese universities exhibit a transformational school leadership style during the new normal, as perceived by:

1.1. Principals?

1.2. Senior professors ?

2. How do psychological contracts and organizational commitment contribute to effective leadership?

3. How does transformational leadership impact students' outcome performance in the new normal?

4. What Transformational Leadership Programs may be designed based on the result of the study?

By gaining insights into the prevailing leadership practices and their impact on institutional performance, this research could contribute valuable knowledge to academia, policymakers, and university administrators, ultimately fostering a culture of progressive leadership that paves the way for a brighter future in Chinese higher education. Ultimately, the findings of this study will hold considerable Significance for educational policymakers, university administrators, and educators in China. As the Ministry of Education strives to enhance the quality of education and adapt to the digital era, the research outcomes could inform decisions that promote a positive and effective learning environment.

Chapter II

REVIEW OF RELATED LITERATURE

Gaokao in China

Gaokao was founded in 1952 by the People's Republic of China, and, at the time, there was a high stake and curriculum used to examine students' entry into higher education programs within the Chinese jurisdiction (Brown et al., 2019). The Gaokao mock exams are used to standardize entry into universities. According to Butler, Lee, and Peng (2022), Gaokao mocks are used as the most important prerequisite in determining the entry of the student into post-secondary education and using this medium as the only decision maker of the student entry into the higher education programs has influenced the fate of the students and also those affected by the stability and mobility of the society.

The Gaokao has been regarded as one of the few avenues to facilitate social mobility for an extended period. This means that only by achieving a desirable score on this test could an individual gain admission to the university. Pursuing this goal was accompanied by various factors, such as high levels of competition, intense academic pressure, and the need to meet societal and familial expectations. The significance of Gaokao was magnified due to the scarcity of university admission slots, which intensifies the already highly competitive and stressful atmosphere for students. The outcome of this exam has a profound impact on a student's future, which leads to increased pressure to excel. Consequently, the pressure to succeed could become overwhelming, negatively affecting students' mental health and well-being. This high-stakes situation could cause anxiety, depression, and burnout, making it imperative to address the issue of student well-being in the context of Gaokao.

The mechanism and the admission procedure of Gaokao have changed over time. China has considered categorizing its universities into four main categories. In contrast, the first top tier category has the first selection of the learners. It considers the selection of the students with the highest scores in their categories. According to Lu, Shi, and Zhong (2018), the number of students admitted to top-tier universities has interestingly increased. High admission rates of students were accepted in the tier universities as other percentages were also absorbed in the leading and the first five higher education institutions in China.

Education reform and the Transformation of school leadership have influenced how the Gaokao mock is perceived in today's learning. The school leaders have developed new concepts of learning that have made the students bold concerning handling the examinations to ensure that much is gained from the examinations. These techniques, however, have worked effectively. They included using extra learning platforms like the introduction of online teaching, giving out assessments, grading the students, and ensuring that the tasks were perfected.

The Chinese Ministry of Education, in compliance with the new normal, has prohibited public grading of students. However, students could still access their grades, and obtaining a student's score could be challenging. While these scores may be similar to or slightly higher than their actual performance, they have still considered valid indicators of their academic ability and potential. The use of mock exam scores is not uncommon in academic research. It could provide valuable insights into the impact of various factors on academic performance. Future studies may explore alternative methods of obtaining actual Gaokao scores or investigate the reliability and validity of mock exam scores as a proxy for actual performance.

In the new era, Gaokao's effectiveness needs to be improved, and as a result, the research has found that the population used in the study had a mixed reaction to the effect of Gaokao. One group praised the Gaokao's effectiveness in determining students' entry into higher education. In contrast, the other group criticized the notion of the effectiveness of the Gaokao in ensuring education effectiveness. The criticism of Gaokao has been pegged because it hinders the learner's ability to think critically, hence contradicting the ultimate goal of education. In addition, the skills cannot be transferred outside the classroom environment to impact the needs of society. As a result, it is not a preferred medium to test the student's ability because it includes only a test and fails to acknowledge other areas (Angus & Watson,2019). On the contrary, the other segment of the population in the study thought that the Gaokao mock exams worked well in student evaluation and that the potential score of the student could be linked to their ability, which translates through effort and determination of the student. It is what determines their fate.

The use of exam scores as the sole criterion for university admissions has long been a topic of debate in China. While the Gaokao is seen as an objective measure of academic performance, many argue that it fails to consider other important factors, such as creativity, practical skills, and extracurricular activities. Critics also point out that the Gaokao burdens students, who often feel immense pressure to perform well to secure a place at a top university.

To address these concerns, the Chinese government has implemented various reforms in recent years to reduce the emphasis on exam scores and promote a more holistic approach to university admissions. One such reform is the "new normal" policy, which aims to shift the focus from test scores to the overall quality of education, including teacher qualifications, curriculum, and classroom environment. The policy also encourages universities to consider a broader range of factors when evaluating applicants, such as personal statements, letters of recommendation, and interviews. However, despite these reforms, the Gaokao remains a crucial factor in university admissions, particularly at the most prestigious institutions. As a result, many students and parents strongly emphasize exam preparation, often at the expense of other activities that could help develop a more well-rounded skill set.

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DOI 10.5281/zenodo.10793540 

ABSTRACT

Mathematics is the science of patterns, relationships and structure; it is the logical analysis, deduction and calculation contained by these patterns and structures.  Module, as a self- instructional material, can be used as supplementary material to help improve students’ performance. The use and application of appropriate teaching-learning tool such as learning module is necessary.  A mathematics module that can motivate, self-directed, easy to understand, and perceptual in nature.  In this study, perceptual learning module in the domain of patterns and algebra was developed.  Specifically, consisted of lessons in Quadratic Equations and Special Products.  The developmental research design was employed in the study, particularly, the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model on instructional material development was strictly followed.   Respondents of the study included: 110 grade 8 students from Sara National High School, chosen purposively to answer the validated and reliability tested 30-item test, 20 mathematics teachers validated the initial draft of the lessons, 56 mathematics teachers evaluated the module. Results confirmed the teachers’ assessments that students have not mastered even the basic concepts of quadratics and special products.  This was made as a basis in the development of “I’M In (Intervention for Mathematics Instruction)” a Perceptual Learning Module.  The module was rated “excellent by the teachers in terms of physical attributes, objectives, instructions, content, learning activities and evaluation.  Meanwhile, the students’ insights and experiences suggest positive attitude towards math learning, their performance increased significantly after exposure to the module.  Thus, possible replication of the study to cover other topics for perceptual learning module is recommended.

DOI 10.5281/zenodo.10795847 

Texting on cell phones has become the primary method of communication for most people in today's generation. Since phones became widely available in the early 2000s, texting has become a necessary aspect of teenage life. People believe that using cell phones for texting makes communication easier, especially in business, and that this is rewarded by stronger and faster response rates. However, while text messaging has given us an advantage in all situations, do we realize that it harms our grammar and spelling skills?  Especially in children who use it all the time.

"We have a whole generation being raised without communication skills," claims Jacquie Ream (2005), author of KISS (Keep it Short and Simple). She attributes the high percentage of reading and writing proficiency among high school students to a lack of communication skills as well as an excessive use of acronyms and abbreviations like "LOL" and "SMH." With its fast global spread, texting has become an essential aspect of our lives. Beginning in 1995, Users sent 0.4 text messages per GSM (Global System for Mobile Communications) subscriber each month, a rise in message volume. These days, text messaging is the most popular mobile data service; 4.2 million individuals, or 35% of all mobile phone users worldwide, use it.

Text messaging is the practice of transmitting brief text messages (all lowercase) between mobile phones, pagers, and other handheld devices over a wireless network provider. Users are the ones who send SMS messages (short message service). Additionally, text messages can be delivered from a computer to a mobile device. SMS gateway websites enable web texting, as it is commonly called. A type of typewritten (or written) language known as "textese" is distinguished by the use of textisms and word elimination, such as emoticons, homophones between letters and numbers, and abbreviations. Newspaper perspectives on texting and textese demonstrate how youngsters and young adults have been using textese more frequently.

However, the majority of research found that student's usage of textese improved their spelling and reading skills.  Negative associations were found between how frequently texts and measures are used for spelling and other literacy-related abilities like verbal and nonverbal reasoning. Youngsters' reading, spelling, and non-word reading scores were strongly correlated with the accuracy of textese reading and writing, and spelling skills were positively correlated with textual analysis density employed per word.

English grammar is greatly influenced by textual elements, particularly spelling. The words that the scholar students use in their texts are not permitted in Standard English. Some words that are commonly used by students in both written and oral communication originated in Textese. Since it was found that kids were not learning how to punctuate even simple sentences correctly, there has also been a decrease in their English grammar. It was evident that kids had difficulty with sentence construction. It was also found that when kids write, they don't focus on sentence structure. Messaging is composed with text. They struggle to know how to organize their SMS messages.

DOI 10.5281/zenodo.10795885 

Teaching was one of the professions most affected by the pandemic. It had a huge impact on education everywhere. Due to the pandemic, millions of kids across have also been impacted by school closures and other disruptions to their education, posing hitherto unheard-of challenges to the country's educational system. In today's world, developing nations must prepare for economic growth and development. This crucial step can help them achieve their full potential and create a better future. With careful planning and foresight, these nations can lay the foundation for a prosperous and successful future. Neither society nor educational institutions were prepared for the rapid transfer of the world to online platforms. Education authorities have thus been forced to switch to alternative teaching modalities that do not necessitate face-to-face or physical interaction. Online learning was embraced by the Department of Education (DepEd)

However, the lack of in-person interactions with classmates has a major negative influence on pupils' emotional and cognitive development. The absence of direct communication between the teacher and students during class slows down the development of the student's competencies and has a detrimental impact on the standard of instruction. This demonstrates how closing schools can have a negative impact on children's wellbeing both now and in the future as well as cause learning loss. For this reason, international organizations pushed for the start of classrooms in different nations. Authorities are still working to help and restore things to their pre-pandemic state, despite the fact that the pandemic changed the educational system. Over the past two years, as a result of the epidemic, the world has adjusted to the new normal. Different technologies have been employed. The public can now get a variety of immunizations.

Therefore, gaining an in-depth comprehension of the students' perceptions can prove to be extremely beneficial for educators. By understanding how students perceive their learning environment, teachers can identify areas in which they can improve. Therefore, teachers must take the time to understand their students' perceptions and use this knowledge to enhance their learning experience on their current face-to-face learning technique will help identify the aspects that may have an impact on their academic achievement. Although teaching in the traditional classroom is still widely accepted as a valid style of instruction, procedures and methods have been refined over many centuries. The benefits of in-person instruction outweigh those of online instruction. Traditional classroom learning of advantages of this modality is that it is well-established and does not rely on networked systems, which can make it a reliable option for certain situations terms and offers direct instruction in real-time while generating inventive concerns, is one of the qualities of face-to-face learning. It also offers more incentive, encouragement, and direction.

It also allows for more flexible content distribution and quicker teacher responses. Switching from regular classroom instruction to online instruction and back again presented many difficulties for the pupils. According to a survey, most students had trouble adjusting to the demands and activities of the course due to their extended absences from school. Pupils are getting used to developing their self-confidence in the classroom. Anxiety has a negative relationship with learning adaption.

Furthermore, experts assert that math classes could be particularly vulnerable to pandemics. - connected problems in the classroom for several reasons. Arithmetic is virtually always taught in a structured classroom setting, in contrast to reading. Parents sometimes lack the math abilities essential to help their children at a time when parental involvement is critical to pupils' success. Additionally, the general stress and trauma of the epidemic may have exacerbated math anxiety in pupils, and math worry may exacerbate stress in the classroom for those same students. Additionally, teachers may find it more challenging to use efficient math teaching techniques on online platforms.

DOI 10.5281/zenodo.10795887 

ABSTRACT

Title   : SELF-EFFICACY AND PSYCHOLOGICAL WELL-BEING OF  PUBLIC SECONDARY SCHOOL TEACHERS IN TAGKAWAYAN DISTRICT II, DIVISION OF QUEZON

Author  :Manuel Randy S. Del Rosario, Master of Arts in Education, Major in Administration and Supervision

Keywords: Relationship, Self-Efficacy, Psychological   WellBeing

    This study investigated the relationship between Self-Efficacy and Psychological Well-Being of teachers between the two zones in Tagkawayan District II. Specifically, the study determined the level of self-efficacy of the public secondary school teachers in Tagkawayan District II along classroom management, instructional strategies and student engagement; the significant difference on the rank orders of the self-efficacy of public secondary school teachers between the 2 zones of Tagkawayan District II, the level of psychological well-being of the public secondary school teachers in Tagkawayan District II along depression, anxiety and stress; the significant difference on the rank orders of the psychological well-being of the public secondary school teachers between the 2 zones of Tagkawayan District II; the significant relationship between the self-efficacy and psychological well-being of the public secondary school teachers in Tagkawayan District II and formulated policy recommendations derived from the findings of the study.

The researcher utilized the descriptive-evaluative-inferential-correlational method of research. It considered two (2) sets of teacher-made questionnaires for self-efficacy and psychological well-being of teachers. The respondents of the study consisted of one hundred forty-eight(148) public secondary school teachers of Tagkawayan District II.The statistical tools used were percentage, rank, weighted mean, Wilcoxon Mann Whitney U-Test and Spearman Rho. The level of significance was set at 0.05.

Findings

The findings are summarized as follows:

1.     The self-efficacy of the teachers which were rated “much evident” were Student Engagement, (4.24); Instructional Strategies, (4.20); and Classroom Management, (4.10).

2.     The test of significant difference of the self-efficacy of the teachers between the two zones, the computed z values and the probability associated with the z, resulted to: Classroom Management, 0.19 and 0.8493 (P˃0.05); Instructional Strategies, 0.23 and 0.8180 (P˃0.05) and Student Engagement, 0.04 and 0.9680 (P˃0.05), thus, the null hypothesis was accepted.

3.     The Psychological Well-being of the teachers perceived as “Fairly Evident” were: Stress, (1.83) and Depression, (1.78); while Anxiety, (1.42), was perceived as “Not at All”.

4.     The test of significant difference of the psychological well-being of the teachers between the two zones, the computed z values and the probability associated with the z, resulted to: Depression, 0.16 and 0.8728 (P˃0.05); Anxiety, 0.76 and 0.4472 (P˃0.05) and Stress, 0.35 and 0.7263 (P˃0.05), thus, the null hypothesis was accepted in favor of the alternative hypothesis.

5.     The computed rs and the t-values yielded to: 0.6616 and 10.66 (P˂0.001), thus the null hypothesis is rejected.

6.     Policy recommendations formulated to improve the self-efficacy and psychological well-being of teachers were: Department of Education must conduct trainings to equip teachers with skills in handling most difficult students; Trainings to develop self-efficacy of teachers must be organized by the Department of Education to further improve teachers in delivering instruction; School heads must be aware of the health conditions of every teacher for early prevention of psychological and emotional disorders among them; Department of Education must provide activities and trainings to uplift the morale of teachers; District Supervisors should reflect on the feedback of teachers regarding their teaching conditions in order for them to implement activities which are suitable to teachers’ needs; Policy makers must be considerate in recreating department’s policies for teachers.; Local Government Unit must support teachers psychologically by giving them opportunities to perform their duties with ease considering their work arrangements in school; Inter-Agency Task Force must implement policies on health and safety protocols; School heads must be observant about the behaviors and actions of teachers; Local Government Unit must provide incentives to teachers performing beyond expectation to develop their psychological well-being; and the Department of Education should regularly conduct trainings and seminars on stress management for teachers and school heads.

Conclusions

The following are the conclusions in this study:

1. The self-efficacy of teachers from the two zones is interpreted as “Much Evident” along: Classroom management, Instructional strategies and Student engagement.

2.     There is no significant difference on the self-efficacy of teachers between the two zones along: Classroom management, Instructional strategies and Student engagement.

3.     The psychological well-being of teachers from the two zones is interpreted as “Fairly Evident” along Depression and Stress and “Not at All” along Anxiety.

4.     There is no significant difference on the teachers’ psychological well-being between the two zones along: Depression and Anxiety and Stress.

5.     There is a significant relationship between the self-efficacy and psychological well-being of teachers.

6.     Policy recommendations are introduced towards quality education.

Recommendations

  Pursuant to the conclusions stated ahead, the following recommendations were made:

1.     Department of Education must spearhead trainings and seminars in improving teachers’ self-efficacy in order for them to develop sense of responsibility and accountability in teaching.

2.     School heads must encourage teachers to innovate and utilize variety of teaching strategies for maximized teaching-learning processes.

3.     Local Government Unit must support teachers psychologically by providing assistance, incentives and rewards while understanding their working conditions.

4.     Inter-Agency Task Force must consider teachers’ duties and responsibilities in implementing guidelines about health and safety protocols in schools.

5.     Department of Education must organize seminars and trainings about improving the psychological well-being and self-efficacy of teachers.

6.     School heads must support teachers in all areas of their career in order for them to be motivated and confident in working despite pandemic.

DOI 10.5281/zenodo.10799276 

Despite the surge of COVID-19, the DepEd is committed in providing high-quality education. It is constantly looking for what is best in schools and searching for excellent training for teachers to continuously upgrade their knowledge and skills.

As distance learning teachers for two years, they felt how difficult it was to teach students and how much planning was required. Furthermore, multiple modalities made teaching and learning challenging when it comes to connecting easily with students. Teachers conducted online classes by using mobile phones to get in touch with learners. Since it was a blended learning, teachers also sent learners printed modules. Even though the students were enrolled in distance learning, the teachers visited them and monitored their progress when given the opportunity.

Some aspects of my teaching career were affected due to the pandemic. Before, the connection or relationship between the students and the second parent within the school was easy to demonstrate. If they encountered problems, they were outspoken about them. They regarded their teachers as friends or siblings who patiently listened to their shambles. When they didn’t understand the lesson, they tried to find their teachers during their breaks to ask for help. When they entered a competition, the coach's nervousness was more significant than theirs. All of these occurred during the face-to-face classes.

With President Rodrigo Roa Duterte's approval, Secretary Leonor Magtolis Briones of the Department of Education and Secretary Francisco T. Duque III, MD, M.Sc., of the DOH signed a Joint Memorandum Circular No. 1, s. 2021, regarding the Operational Guidelines on the Implementation of Limited Face-to-Face Learning Modality on September 27, 2021. Even though it was only a guideline, the hope for a face-to-face class was rising like the sun. I wanted to know if the students and parents would seize this opportunity or decline it due to the public health emergency. However, as a result of the news, hesitancy transformed into certainty. The Department of Education released a list of participating schools that took part in the pilot implementation of face-to-face classes on November 15, 2021, and it passed on various validation areas. Later on, the school where I work attempted to engage in the previously mentioned limited face-to-face communication. It took a lot of hard work to prepare classrooms in new setups, aside from continuously preparing modules for the learners under modular printing and also teaching online to supply the needs of the students.

Despite the difficulties in a teacher's life, there is fruit to be harvested: the learners' smiles and eagerness to learn despite the current health situation. Learners and parents are eager to rejoin in-person classes due to the increased learning gaps and missed school. The prolonged periods of virtual schooling have resulted in widened learning gaps and missed opportunities, leaving both students and parents concerned about academic development. They want to change their children's routines due to excessive online gaming. The school and stakeholders are excited about resuming in-person classes, with students actively participating in activities and eager to learn.

DOI 10.5281/zenodo.10802956 

One of the 21st-century skills needed by learners is being technologically adept. How can a learner be an expert when it comes to technology?

In March 2020, when former President Duterte declared a total lockdown in Luzon due to the coronavirus, all government sectors were affected. During that time, the education sector needed to finish the academic year; thus, the teaching-learning process had to shift from traditional to digital or blended learning. This abrupt change was not easy for everyone to adopt since not all are skilled digitally. The education sector continuously looked for better strategies to cater the needs of its employees. One of these was the capacity building for teachers in a multimodal approach that leveraged accessible technology (BE-LCP 2020–2021). The Department of Education-EdTech unit conducted various activities for teachers in technology. Allowing the teachers to utilize the school's resources would help them enrich their knowledge of technology, which is an element of personnel management to equip staff. Providing proper training will improve employees' performance and build confidence (Gethe and Hulage, 2019).

Digital tools play a vital role in talent management and development. Upon utilizing technology, Learning Management Systems (LMS) provide employees access to training materials, online courses, and personalized learning paths. This enables employees to acquire new skills, enhance them professionally, and stay up-to-date with industry trends and needs.

Additionally, performance management systems allow continuous feedback, goal tracking, and performance evaluations, ensuring that employees receive timely feedback and support for their development. Moreover, introduction of technology is helping the organization in excelling its employees’ performance  (Yuvaraj and Nadheya, 2018). Digital technologies are widely used by firms to streamline personnel management for their human resources. Moreover, offering pertinent continuing education might be crucial to giving employees the tools and information they need to carry out their jobs. During the pandemic, all teachers were allowed to attend seminars and training involving technology building. Anual et al. (2019) discovered a significant correlation between employees' work performance and new working methods and technology training. All teachers use laptops to ensure that they address the needs of learners in distant places. Also, the use of different learning management systems has been continuously adopted despite the pandemic era. Teachers' technology skills had a significant impact on the institution's system, serving as assets and helping learners become experts.

The utilization of digital tools enables data-driven decision-making in personnel management. By empowering teachers, they can help in analytics and reporting, especially in school-based management. Once a teacher is trained to use digital tools, it is easy for him to manipulate the system, especially in graphics. It is proven that training and empowerment have a positive relationship (Voegtlin et al., 2015). It demonstrates that employees are greatly impacted by training. With this support system in education, administrators can quickly train teachers to be efficient leaders in the future.

It is evident that digital tools in personnel management enhance efficiency, employee engagement by facilitating effective communication, professional growth, and overall organizational success in the digital age.

DOI 10.5281/zenodo.10802964 

Global data from UNICEF reveal that schools are not the primary source of COVID-19 transmission. Children account for a relatively tiny fraction of confirmed COVID-19 cases worldwide. They have weaker symptoms than adults, and they have made no major contribution to the fraction of hospitalized cases or reported deaths. UNICEF is assisting the Departments of Education and Health in the Philippines in planning for the progressive, voluntary, and safe reopening of schools in pilot low-risk zones. Municipalities having less than one COVID-19 case per 100,000 people and a negative growth rate in the past two weeks are considered low-risk.

To protect the safety of children who will be attending in-person sessions, all practicable measures to reduce viral transmission at school must be implemented, including:

• Mask, face shield, and other personal protective equipment (PPE) rules for teachers, school employees, and pupils in compliance with national and local norms

• Improved hygiene and enough handwashing facilities

• Surfaces and shared objects should be cleaned regularly.

• sufficient and proper ventilation

• To preserve physical distance and small groupings, alternating physical presence is used.

• Mechanisms for communicating information with parents, students, and teachers

• Establishing criteria and obligatory procedures for temporary school closure in the case of a COVID-19 epidemic in the region.

The question is, what Makes a Learning Environment Safe and Supportive?

Violence, bullying, harassment, and the use of controlled substances are prohibited at schools and school-related activities.

Emotional Security

• The school has adopted and implemented key components of social-emotional learning.

• Instruction involves experiential learning, behavior modeling, mindfulness, and more.

• Staff members are well-versed in trauma sensitivity.

Physical Security

• Bullying and cyberbullying have a culture of awareness and prevention.

• The health curriculum includes substance abuse prevention education.

• Drills and safety plans are examples of emergency preparation and management that everyone is familiar with.

Supportive School Environment (SSE) stresses features of the school environment that enable kids to be more involved in their school life and to feel connected to significant people at school and home. The teacher has the greatest obligation of influencing young brains as an educator. Setting a daily tone for your kids that helps them feel secure and comfortable so they can focus on learning is part of that job. A secure learning environment extends beyond the classroom; it is the intangible place that supports your students' quest for knowledge, fosters curiosity, and empowers them to engage in class discussions.

These are some strategies to help the students feel safe in the school:

1. Maintain a Regular Morning Meeting

The morning meeting model is a classroom practice in which instructors begin each day with a class-wide gathering to address students' emotional needs. Including a morning meeting in your class schedule helps you and your students set the tone, builds trust, makes students feel valued, stimulates empathy and collaboration among students, and fosters emotional and intellectual growth.

2. Make a Secure Environment for Students

All learners should feel completely comfortable in the classroom. Some of your children may come from difficult home settings, and school may be one of their few escapes, therefore it's critical that you give it the haven that youngsters require. One method to accomplish this is to actively monitor for and eliminate any instances of bullying. As a result, all students will feel at ease and empowered to study and express themselves.

3. Make Mistakes a Learning Experience

You have the authority as a teacher to interpret your pupils' failures as learning opportunities. By depicting mistakes in a positive light, you eliminate the guilt of making errors, which motivates your pupils to learn. When a student makes a mistake, you should go over what went wrong and equip the student with resources, information, and tools to improve.

Teachers may give their students the safety and support they need for academic, personal, and professional growth by building a good and trustworthy classroom atmosphere. To achieve this, all students and faculty require a safe and supportive school environment. A safe school is one in which teaching and learning are not disrupted; disruptions are minimized; violence, drugs, bullying, and fear are not present; students are not discriminated against; behavioral expectations are clearly communicated, and consequences for infractions are consistently and fairly applied. The most successful strategy to ensuring safe and supportive school environments necessitates a comprehensive, coordinated effort that includes school wide, districtwide, and communitywide methods.

DOI 10.5281/zenodo.10811198 

Purpose

         This action research aims to address the non-decoder rate of grade one pupils through the Continuous Improvement Plan (Project READ) and develop an intervention Program which will support the project for the school year 2018-2019.

Design

         The researcher is basically quantitative in nature as it utilized quasi-experimental method to determine the proper procedure on the CI Project (READ). This method of research requires pre-assessment and post assessment the results of which are compared to measure the effectiveness of the intervention used by the researcher.

Findings

After a thorough analysis of data, the researchers found out that after the implementation of the CI Project (READ) there is a decreased of Grade non-decoder for SY 2018-2019. It is indicated that the school had made an effective implementation plan in addressing the non-decoder of grade one pupils.

Research Implications/Limitation

This study was delimited to grade one pupil for school year 2018-2019. This study will serve as basis for Intervention Program in line with the improvement on schools’ non- decoder as reflected in the Continuous Improvement steps.

Originality

The research was crafted in line with the results of completed Continuous Improvement (CI) Project READ-Read to Excel on Advancing Development

 Keywords: Project READ, Continuous Improvement, Non-decoder Rate,

                    Intervention Program

DOI 10.5281/zenodo.10811213 

ABSTRACT

The COVID-19 pandemic has catalyzed a rapid shift to online learning, impacting various sectors of education, including Physical Education (PE). Amidst this transition, PE teachers face unique challenges in fostering students' health and fitness through virtual instruction. This qualitative study investigates the experiences and coping mechanisms of PE teachers in adapting to virtual teaching, focusing on Sta. Ana National High School in Davao City, Philippines. Grounded in constructivism, transactional distance theory, and social development theory, the research explores how teachers navigate the complexities of virtual PE instruction. Interviews with eight PE teachers reveal three main challenges: unstable internet connection, difficulty in conveying the value of Physical Education, and lack of student engagement in virtual PE classes. Despite challenges, participants underscore the importance of instructional preparation and technology skill enhancement in managing virtual PE instruction. Flexibility, creativity, and adaptability emerge as critical factors in effective virtual teaching. The study suggests implications for curriculum development, teacher training, and policy initiatives to address the challenges of virtual PE instruction. Recommendations include investing in infrastructure, promoting collaboration among stakeholders, and further research to enhance virtual PE instruction. By implementing evidence-based practices and collaborative efforts, educators can improve the quality and effectiveness of virtual PE instruction in the digital era.

Keywords: Virtual Physical Education, COVID-19, Challenges, Adaptation, Teacher Experiences

INTRODUCTION

The global COVID-19 pandemic has necessitated a rapid shift to online learning, impacting various facets of education, including Physical Education (PE). Amidst this transition, PE teachers confront distinctive challenges in promoting students' health and fitness through virtual instruction. School closures in 138 countries, affecting around 80% of children worldwide, underscore the urgency of sustaining effective learning environments (UNESCO, 2020; Van Lancker & Parolin, 2020). In Greece, despite attempts to adapt to online platforms, PE stakeholders face hurdles like technological constraints and a dearth of professional development programs (Wesley O’Brien et al., 2020). Similarly, in England and Germany, educators grapple with integrating students with disabilities into online PE lessons while addressing teacher confidence and attitudes towards inclusion (Tiemann, 2016; Morley et al., 2005; Obrusnikova, 2008). Access and equity issues also surface, notably in California, where disparities in technology and physical activity equipment hinder meaningful participation in online PE courses (Lu, Barrett, & Lu, 2020). Nonetheless, amidst these challenges, institutions like Ateneo de Manila University in the Philippines are pioneering innovative approaches to PE education, ensuring students are equipped to prioritize their health and fitness (Go, 2020). Leaders in the Philippines advocate for retaining and innovating PE in the curriculum, recognizing its pivotal role in promoting physical well-being, especially in the COVID-19 era (Ramirez, 2020; Cayetano, 2020).

RESEARCH QUESTIONS:

This research is design to probe the challenges, and the management of the virtual physical education classes and insights of the physical education teachers of Sta. Ana National High School, Davao City.  This study specifically aims to answer the following questions:

1. What are the challenges encountered by the physical education teachers in conducting the virtual physical education classes in the new normal? 

2. How do these online PE teachers manage the challenges in conducting virtual physical education classes in the new normal?

3. What lessons and insights can be derived from the challenges of the teachers to improve better in the conduct of the virtual physical education classes in the new normal?

METHODOLOGY

This qualitative study is underpinned by a robust theoretical framework consisting of constructivism, transactional distance theory, and social development theory. Constructivism, as articulated by Creswell (2007), asserts that learners actively construct knowledge through interactions with content and experiences, highlighting the importance of student engagement and the facilitative role of instructors in online learning settings. Transactional distance theory, pioneered by Moore (1993), emphasizes the essential interplay between dialogue and structure in distance education, offering insights into managing communication and sustaining engagement in virtual teaching environments. Social development theory, proposed by Vygotsky (1934), underscores the significance of social interaction in knowledge construction and problem-solving, emphasizing collaborative learning environments facilitated by teachers. These theoretical perspectives provide a comprehensive framework for understanding the challenges and experiences of PE teachers amidst virtual instruction during the COVID-19 pandemic. Data collection involves semi-structured interviews with eight PE teachers from Sta. Ana National High School in Davao City, Philippines, selected through snowball sampling. Analysis follows an inductive approach, aiming to uncover emergent themes that illuminate the challenges and experiences of PE teachers in the new normal. Ethical protocols prioritize participant confidentiality and informed consent, with data collection procedures meticulously documented. Through these methods, the study seeks to offer nuanced insights into the challenges and lessons gleaned from virtual teaching experiences.

RESULTS and DISCUSSIONS

The findings of the virtual interviews conducted by the researcher are meticulously presented, accompanied by a comprehensive discussion of the interpretations derived from extensive coding and categorization processes. With scrutiny, the researcher thoroughly reviewed all transcriptions of the interviews, ensuring a deep understanding of the gathered data. The presentation follows the logical sequence of the research questions posed in this study, maintaining confidentiality by coding participants as P1, P2, P3, and so forth. Three dominant themes emerged from the participants' experiences and challenges: unstable internet connection, difficulty in conveying the value of Physical Education, and lack of student engagement in virtual PE classes.

Concerning the theme of unstable internet connection, participants articulated various issues they faced. Participant 1 and 2 expressed frustration, highlighting, "Despite having instructional videos available for them to watch repeatedly, I cannot effectively demonstrate the proper skills needed in our lessons." Additionally, participants 3 and 5 observed that poor internet connectivity resulted in student disengagement, leading to missed performance tasks and misunderstandings in lessons.

In addressing the challenge of conveying the value of Physical Education, participants shared insights gleaned from their experiences. Participant 2, 4, and 5 recounted difficulties in demonstrating proper execution of dance steps due to limited space during online classes, stating, "For instance, during my online class in Grade 12, students were taught about proper execution of the steps in a particular dance, however, proper execution was hard to demonstrate due to limited space." Participant 1 and 6 underscored that despite providing handouts or modules beforehand, effectively conveying lessons was hindered, impacting students' comprehension.

The lack of student engagement in virtual PE classes, participants 1 and 7 emphasized significant issues, highlighting, "Unstable internet connections on both ends impeded students' ability to grasp topics." Furthermore, participants observed that students exhibited short attention spans in virtual classes, easily becoming bored and lacking motivation.

Managing the challenges of virtual PE instruction requires a multifaceted approach, as emphasized by the participants in this study. Key strategies include instructional preparation and enhancement of technology skills. Adequate preparation involves not only planning lessons but also familiarizing oneself with online teaching tools to effectively deliver engaging content. Teachers need to invest time and effort in understanding the capabilities of various digital platforms and how to leverage them to enhance the learning experience for students. Furthermore, ongoing professional development is essential to keep abreast of emerging technologies and pedagogical approaches in virtual teaching. This continuous learning process enables teachers to adapt to evolving virtual environments and refine their instructional practices accordingly.

The lessons and insights gleaned from the experiences of teachers highlight the importance of flexibility, creativity, and adaptability in navigating the complexities of virtual instruction. Flexibility allows teachers to adjust their teaching methods based on student needs and technological constraints. Creativity enables them to devise innovative approaches to deliver content and engage students in virtual settings. Adaptability is crucial in responding to unforeseen challenges and making necessary adjustments to ensure effective teaching and learning outcomes.

The implications of these findings extend beyond individual teaching practices to broader educational contexts. Curriculum development needs to incorporate strategies for online PE instruction that address the unique challenges posed by virtual learning environments. Teacher training programs should provide comprehensive support and resources to equip educators with the skills and knowledge necessary for effective virtual instruction. Policy initiatives at the institutional and governmental levels should prioritize investments in infrastructure to improve internet connectivity and access to digital resources for both teachers and students.

Looking ahead, recommendations for future directions include fostering collaboration among stakeholders to develop innovative solutions to enhance virtual PE instruction. This collaborative approach involves partnerships between schools, educational organizations, technology providers, and policymakers to address systemic issues and implement effective strategies. Additionally, further research is warranted to explore and evaluate the efficacy of different approaches for promoting student engagement and improving learning outcomes in virtual PE classes. By collectively addressing these challenges and implementing evidence-based practices, educators can enhance the quality and effectiveness of virtual PE instruction in the digital age.

                                                             References

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches.    Sage Publications.

Gold, A. M. (2001). Constructivism. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (Vol. 5, pp. 2725-2729). Pergamon.

Gall, M. D., Gall, J. P., & Borg, W. R. (1996). Educational research: An introduction. Longman Publishing Group.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance education (pp. 22-38). Routledge.

Tiemann, K. (2016). Inclusive PE in Germany. In J. H. Sanders (Ed.), Inclusive Physical Education Around the World (pp. 37-50). Routledge.

UNESCO.(2020).Global Education Coalition. Retrieved from  https://en.unesco.org/covid19/educationresponse/globalcoalition

Vygotsky, L. S. (1934). Thought and language (E. Hanfmann & G. Vakar, Trans.). MIT Press.

Wesley O’Brien, J., Robles, A., Herrera, C., & Barkley, J. E. (2020). Quality Physical Education during the COVID-19 pandemic. Journal of Teaching in Physical Education, 39(4), 443-449. https://doi.org/10.1123/jtpe.2019-0199

DOI 10.5281/zenodo.10828430 

Abstract

         The study aimed to determine the effectiveness of localized video clips in the performance of selected pupils in Peñafrancia Elementary School for School Year 2021 – 2022. The respondents of the study were the 40 selected grade three pupils of Peñafrancia Elementary School. Descriptive survey research design was utilized.

         The study concluded that different localized resources help pupils learn the subject more effectively. Pupils have higher favorable attitudes toward the Araling Panlipunan subject. For pupils in grade three level, it makes Araling Panlipunan instruction more engaging, applicable, realistic, and appealing. The localized video clips in Araling Panlipunan allows pupils the chance to widen and deepen their knowledge by providing a variety of first-hand, developmentally appropriate experiences and by supporting them in obtaining knowledge by portraying their experiences. Furthermore, the localized video clips in Araling Panlipunan could help pupils learn and perform the necessary competencies, particularly in their abilities. The developed resources give pupils the fundamental knowledge they need to understand and apply different ideas

Context and Rationale

         The pandemic has brought many changes in every part of the world especially with the education sector. It had introduced a different kind of teaching-learning delivery where both teacher and pupils are far from each other, but the student is still learning. It paved way to different ideas from teachers to help their pupils continue to learn even if there is the long distance between them.

         The greatest pandemic in over 100 years has raised many questions about its direct and indirect effects on children and young people. One of the most prominent sets of concerns has focused on learning losses. These concerns have emerged because most of the world’s children have missed at least a few weeks of regular schooling, some young people have missed an entire year or more, remote learning alternatives have often proved problematic with access to them being unequal, on-site learning with physical distancing has sometimes diminished or disrupted the regular learning experience, and millions of young people fell off the educational radar altogether, perhaps never to return, when their schools shut down (Vegas, 2021).

For educators, the COVID-19 Pandemic is a quintessential adaptive and transformative challenge, one for which there is no preconfigured playbook that can guide appropriate responses. Education leaders must swiftly design responses – and with specific contexts in mind – as the pandemic runs its course (Reimer et. al., 2020).

DepEd Order No. 12 s. 2020 stands on the principle to ensure learning continuity through K-12 curriculum adjustments, alignment of learning materials and deployment of multiple learning delivery modalities.

Peñafrancia Elementary School offered two distance learning modalities: online and modular. The teacher as a researcher observed the challenge faced those enrolled under modular learning. During distribution and retrieval, there are concerns raised by parents that their children have a hard time trying to understand their lesson in Araling Panlipunan that the teacher is not around. Hence, this prompt the researcher to come up with an idea that may help her pupils better learn their lessons even if she cannot teach them face to face and test its effectiveness on their academic performance. Thus, the conduct of this study.

Innovation, Intervention and Strategy

         The researcher developed a localized instructional video on the lessons in Araling Panlipunan. This video contained seven lessons of the third grading period. Every week, the researcher will send the video lessons via Messenger to the selected respondents and watched them as their guide in answering the activities in their module.

Research Questions

This study determined the effectiveness of the localized video clips on the academic performance of selected grade 3 pupils in Araling Panlipunan at Peñafrancia Elementary School.

         Specifically, it sought to answer the following questions:

1. What is the level of performance of the pupils based on their pre-test and post-test scores before and after exposure to localized video clips in Araling Panlipunan?

2. Is there a significant difference between the level of performance of the pupils based on their pre-test and post-test scores before and after exposure to localized video clips in Araling Panlipunan?

3. What action plan may be proposed to improve the localized video clips in Araling Panlipunan?

Action Research Methods

         a. Participants and/other Sources of Data and Information

         Participants of the study will be 40 selected grade 3 pupils studying in Peñafrancia Elementary School. These participants were chosen using convenience sampling. These participants are pupils of the researcher and because of their ease of access, readiness to be a part of the study and is available at any given time slot convenient to the researcher and them, therefore, they were selected.

         b. Data Gathering Methods                                               

         To gather the data needed, the researcher prepared a same set of questions for the pre-test and post-test of lessons discussed in the video clips. She also prepared the localized video clips that she used in the class. After making such preparations, the pre-test was then administered. Answer sheets were collected and computed. Next was sending the localized video clips through the parents’ group chat. A post-test was conducted after the pupils were exposed to localized video clips. Answer sheets for the post-test were collected and computed also.

         c. Data Analysis Plan

         Statistical tools and descriptive analysis were used in analyzing the collected data. Mean Scores and Mean Percentage Scores were used to determine the based on their pre-test and post-test scores before and after exposure to localized video clips in Araling Panlipunan. Dependent t-test was also employed to determine the significant difference between the level of performance of the pupils based on their pre-test and post-test scores before and after exposure to localized video clips in Araling Panlipunan. Furthermore, descriptive analysis was used to identify the action plan to improve the localized video clips in Araling Panlipunan.

DOI 10.5281/zenodo.10828544 

Sa bawat pagsara ay may magbubukas…

ang bawat paalam ay may kalakip na pagtanggap…

Maaring may pighati ngunit sa likod nito’y panibagong pag-asa

na magbibigay ng lakas.

Hindi natin hawak ang bukas!

Ito ang tanging tiyak.

Hindi magiging malungkot ang bawat paalam

kung ang pundasyon nito ay hungkag…

Hindi madarama ang pighati

kung walang kahapong pinagsaluhan ang masasayang ngiti….

Walang panghihinayang

kung di naging maganda ang samahan…

Sa mga sandali ng katahimikan at pagmumuni-muni,

sa bawat buntong-hininga,

sa mga sandaling inaapuhap ang saya,,

tanging ang tapat at totoong puso ang siyang nakatatanto

ng kahulugan ng bawat oras ng tahimik na paghikbi.

Bawat paalam ay may kasamang kirot,

maging ito’y pang madalian, matagalan,

higit kung panghabambuhay man.

Walang sinoman ang may kakayahang hirangin ang bukas

lalo’t higit ang bawat pagkakataon at mga taong dito’y itinakda.

Subalit ang may malawak na isip

at pusong may kakayahang unawain

at yakapin ang anomang darating,

maging ito’y panibagong pagsubok o di kaya’y panibagong pag-asa,

ang syang tanging sandigan upang patuloy na harapin

ang mga hamong walang kasiguraduhan.

Walang permanente sa mundo,

ngunit sa bawat pintong nagbubukas…

sa bawat pagtanggap na dinanas…

sa bawat pag-asang nagiging sandigan,

walang sinoman ang hindi aasang sana’y wala nang wakas!

Oo’t walang nagkataon lamang,,

walang pangyayaring sa buhay ay di sadya,,

lahat ika nga ay may dahilan

at may leksyong sa atin ay nakalaan..

Naging anghel mo ba sila? O ikaw sa kanila?

Anoman ang hatid ng bawat paalam,

ang mahalaga’y sa bawat nagdaraan,

wala tayong natatapakan,,

hindi tayo naging dahilan

ng pighating kanilang nararanasan…

ito’y sana….sa abot ng ating makakaya…

Sa halip, maging inspirasyon sa bawat isa,

kasabay ng pasasalamat na minsa’y naging bahagi ka ng buhay nila,

ang mga ngiting simbolo ng katatagan

na sa tuwina’y nagtatago ng pait na nararamdaman

at ang mga luhang malayang binitawan

upang maibulalas ang sayang walang pagsidlan.

Sa huli, palagi nating isaisip…

bawat nangyayari’y mayroong dahilan.

Maging ito’y hayag o malabo sa ating hinagap.

Sa mundong puno ng sorpresa,

ang tanging tiyak lamang,

may Diyos tayong nakatunghay at sa ati’y nakaalalay

na Siyang nagbibigay ng patnubay

at mga anghel na kailangan natin sa ating buhay.

DOI 10.5281/zenodo.10828775 

ABSTRACT

This study aims to analyze the top ten pick-up lines as a situational linguistic form of popular culture based on the context, symbolism, theme, and values that can be used as one of the strategies of teachers in teaching inter-active learning specifically in the Filipino language. This study attempts to study and analyze pick-up lines as popular culture used by millennials to be used as a basis for enriching the language by using them in classroom discussions.

The researcher collected the pick-up lines popularized by Sen. Miriam Santiago, who impressed the minds of Filipinos, especially the young Filipinos, better known as millennials, who are often used on social media.

A mixed methodology was used in the study. Qualitative and quantitative (Creswell, 2009) is an approach based on the assumption that any research is capable of collecting different types of data that will provide the opportunity for a proper understanding of the problem and to see the different angles or perspectives that will be the result of the study. A questionnaire was used to collect data for data analysis.

In this study, Miriam Defensor Santiago's pick-up lines will be analyzed based on the formalistic approach, an approach that focuses on the structure, factors, and elements of poetry and the theme or subject of the work, as well as the sensibility of the correlation of words, language structure, symbolism, and human values that the researcher attached to the Core Values of the Department of Education.

The symbol stimulates the student's critical thinking to think about what symbol the pick-up line represents. Students will be able to practice critical thinking to be able to think not only with superficial thoughts but also to draw deep answers from the questions brought up by the symbol of Miriam Santiago's pick-up lines.

DOI 10.5281/zenodo.10836017 

Sa bawat araw na dumarating patuloy akong dumadaing. Patuloy na hinaharap ang mundo nang mag-isa at walang kakampi. Bawat hakbang ay mabigat at bagsak ang mga balikat. Palaging nakayuko na tila nahihiyang makipagsapalaran. Naging mailap sa tao, ni hindi makatingin sa mata, ni hindi makausap.

Tila isang bulaklak na dati-rati ay puno ng sigla ngunit sa isang iglap ay biglang nanghina─bulaklak na biglang nawala ang halimuyak kaya binalewala na ng lahat. Tuluyan ng kinalimutan ng mga taong noo’y kasa-kasama sa bawat tagumpay na natamo. Ang mga taong pinagkatiwalaan at pinahalagahan ko nang lubos ngayo’y tuluyan ng lumayo. Kasama ko sila sa aking pag-angat ngunit iniwan nila ako sa aking pagbagsak at hinayaang magdusa.

Siguro’y ito na nga talaga ang kapalaran ko. Ang mamuhay nang mag-isa sa mundong ibabaw habang pasan ang mga suliraning kay hirap hanapan ng solusyon. Pakiramdam ko tuloy ako’y pinarusahan ng langit sa hindi malamang dahilan. Sapagkat sa bawat araw na dumarating palala nang palala ang lahat na tila ba ang daigdig ay aking pasan-pasan. Mga problema’y hindi matapos-tapos, hindi maubos-ubos kaya ngayo’y lalo akong nahihirapan.

Nakakapanibago ang manatili sa tahanang noo’y puno ng tawanan ngunit ngayo’y nababalot ng nakakabinging katahimikan. Ang kumain nang mag-isa sa hapag at walang mapagsabihan sa aking mga hinanakit sa buhay. Tila ang maging masaya ay bahagi na lamang ng mga hindi malilimutang alaala. Wala ng puwang sa puso ko ang maging masaya, ngumiti at tumawa dahil pakiramdam ko nakatira ako sa ibang planeta. Walang nakakakita, walang pumapansin at walang nais makipag-usap.

Iba man sa klase ng buhay na aking nakagisnan ngunit kailangan kong tanggapin ang katotohanan na iba na ang buhay ko sa kasalukuyan. Mag-isa na lamang ako, wala ng natira kahit ni isa, kahit pamilya ko’y lumisan na. Sa bawat dantay ng sandali tanging pangungulila at hinagpis ang kasama ko sa tuwina. Kaya napakaraming bagay ang bumabagabag sa aking isipan. Ang lumalalang karamdaman, ang biglaang paglisan ng mga mahal ko sa buhay at ang gumuho na mga pangarap.

Pakiramdam ko’y sinaksak ako ng paulit-ulit sa mga kaganapang hindi ko inaasahang mangyari. Ngayo’y namimilipit sa sakit at ibig sumigaw ng pagkalakas-lakas sapagkat batid kong hindi na nila ako babalikan pang muli. Isigaw ang lahat ng hinanakit na sa matagal panahon ay nakakubli. Baka sakaling maibsan ang kirot sa dibdib, kirot na sa kailaliman ay nakabaon at nagmarka sa puso kong sawi. Habang patuloy na umaasa na balang araw ay maibabalik muli ang dating buhay na masaya kahit ako’y mag-isa na lamang na namumuhay.

Patuloy na tumatakbo ang oras at sa mabilis na pagpapalit ng taon lalong nagiging mahirap at komplikado ang lahat. Lalong lumalala ang panghuhusga ng madla at panghahamak ng iba. Itinuring na salot sa lipunan kahit wala naman akong ginawang kasalanan. Yinuyurakan ang pagkatao ko’t unti-unti nilang dinudurog. Tila nabaon na sa limot ang aking mga nagawa para sa bayang sinilangan.

Nang dahil sa isang rebelasyon na nagpasindak sa lahat, naglaho ang aking mga pinaghirapan. Ang mga medalya, tropeo at karangalang nasungkit ko’y wala ng silbi.  Bahagi na lamang ito ng mga masasayang alaala ng kahapon na malabo ng maibalik. Minsa’y napapaisip ako, tila ba ang tadhana sa akin ay napakalupit. Ang kaligayahan ko’t mga pangarap sa buhay ay kanyang ipinagkait kaya ngayo’y abot-langit ang aking paghihinagpis.

Hindi ko lubos maisip na ang rebelasyong iyon ang magpapahinto sa biyahe ko tungo sa rurok ng tagumpay. Ang katuparan ng mga pangarap na nabuo noong bata pa lamang ako. Ang tagumpay na matagal ko ng inaasam-asam at pinagsikapang makamit ngunit biglang naglaho na parang bula. Mabigat sa kalooban at nakakapanghinayang ang biglaang pagbagsak. Mahirap ding tanggapin ang aking pag-iisa lalo na’t nasanay akong nariyan sina ama at ina.

Tila isang ibon na nawalan ng pakpak kaya’t bumagsak sa lupa mula sa mga alapaap. Ibong mataas na sana ang lipad ngunit sa hindi inaasahang pangyayari ay bumagsak at nahirapang ipagaspas muli ang mga pakpak. Nahihirapang bumangon mula sa pagkalugmok at magsimula muli ng panibagong yugto. Marahil sa kadahilanang may maraming balakid ang humihila sa akin pababa kaya ngayo’y nahihirapan akong tumayo sa sariling mga paa.

Masakit isipin na ang dating namamayagpag at pinupuri ngayon ay tuluyan ng tinalikuran ng mundo at nilayuan ng lahat. Ang dating may maraming kaibigan, ngayo’y nag-iisa at walang makausap. Ang dating maniningning na mga mata, ngayo’y laging nangingitim at namamaga. Ang dating masayahing dilag ngayon ay naging malungkutin at laging umiiyak. Tuluyan ng naglaho ang dating matatamis na ngiti na ipinupukol ng karamihan at napalitan ng inis, takot at pandidiri.

 Samu’t saring masasakit na salita ang aking naririnig mula sa madla na dati-rati ay aking mga taga-hanga. Mabigat man sa pakiramdam ngunit mas pinili ko na lamang na manahimik. Nakakababa ngunit wala akong lakas ng loob na harapin sila. Kaya ang lahat ng sakit ay sinasarili ko na lamang at nananatiling walang kibo. Tila nawalan ako ng kalayaan na mamuhay nang mapayapa sapagkat sa bawat araw na dumarating mas lalong tumitindi ang hirap na aking dinaranas.

Matagal na panahon na rin buhat nang naging masaya ako nang lubusan. Kaya ngayo’y nananabik pa rin ako sa buhay na masaya kasama ang mga taong mahal ko. Ang buhay na sa kasamaang palad ay sa panaginip na lamang mararanasan. Sapagkat ang dating mapayapa at masayang buhay na meron ako ay naglaho at nagbago sa isang iglap. Bagay na ikinalulungkot ko nang labis sapagkat kung alam ko lang sana na ganito ang mangyayari sinulit ko sana ang bawat sandali.

Ngayo’y nais kong maglakbay at harapin ang mundo ng buong tapang. Ngunit tila ako’y wala pang sapat na lakas ng loob sapagkat hindi pa tuluyang nakalaya sa aking nakaraan. Nakaraang kay saya na ang sarap balik-balikan ngunit ngayo’y nananatili na lamang sa aking isipan. Ang nakaraan na naging sanhi kung bakit doble ang kalungkutan na aking nadarama. Hindi ko matanggap ang naging kapalaran ko, kaya ngayon ay maya’t maya akong umiiyak at nilalakbay ang kahapon.

Pilit kong nilalabanan ang sakit ngunit hindi ko magawa. Siguro’y dulot ng katotohanang sa nakaraa’y hindi ako makaalpas. Kaya sa halip na makipagsapalaran ay nagkukulong na lamang sa kwarto at naglalakbay gamit ang aking pluma at papel na siyang kasama ko mula pagkabata. Isinulat ko na lamang ang lahat ng hinanakit at damdaming hindi ko nakuhang ipahayag sa salita. Ang mga bagay na ibig kong iparating sa iba ngunit hindi ko naman magawa sapagkat lahat sila ay nandidiri at umiiwas sa akin.

Sa pluma at papel ko na lamang idinaan ang sakit at hirap na aking nararamdaman. Saksi ang dalawang ito sa aking pag-iyak at paghagulgol sa tuwina. Sa kanila ako dumadaing, umiiyak at nananaghoy. Ang emosyong pilit kong itinatago sa madla ay inilapat ko na lamang sa isang piyesa. Piyesa na kung pagmamasdan ay simple lang ngunit kung sisisirin ay matatanto ang tunay na kahulugan.

Batid kong ang bawat emosyong inilapat ko sa aking obra ay pinagtibay ng aking mga karanasan sa buhay. Karanasang hindi man maganda ngunit sa obra ko’y nagkaroon ng sigla. Ang pinangarap kong katapusan ay sa aking piyesa isinulat at ang bawat emosyon ay naging makabuluhan. Habang sa tunay na buhay ako ay nakikipaglaban sa sa isang karamdaman na naging sanhi ng biglaan nilang paglisan. Ang karamdamang naging dahilan kung bakit buhay ko’y nababalot ng kalungkutan.

Tangan ng bawat salita ang damdaming nais kong ipakita at ang paghihirap na aking dinaranas. Kasabay ng bawat paglapat ng tinta sa isang piraso ng papel ang pag-asang maibsan hanggang sa tuluyang maglaho ang sakit na aking nararamdaman. Ang paghilom ng mga sugat na dulot ng kanilang biglaang paglisan at pagbabagong hindi inaasahan. Ang pagwawakas ng kabiguang sinapit ng mga katulad kong nagdurusa sa isang karamdaman na kung tawagin ay HIV.

Ang sakit na HIV ay nagdudulot ng impeksyon sa aking katawan na kalimitang humahantong sa malalang karamdaman. Sakit na nagpapahina ng ng aking katawan kaya’t sa samut saring sakit madalas akong dapuan. Ngunit ang mas masaklap ay wala pang gamot na talagang makakapagpagaling sa mga katulad kong may HIV, tanging mga pansamantalang lunas lamang. Natatakot ako ngunit kailangan kong gumising sa katotohanan na isa ako sa maraming Pilipino na may HIV. Mga taong nakikipaglaban sa kaaway na hindi nakikita’t nahahawakan, sakit na nagdudulot ng malaking pinsala sa buong katawan at nagpapababa sa kakayahan ng taong makipag-ugnayan sa lipunan.

Madalas tuloy akong napapaisip kung saan ako nagkamali at nagkulang. Kung bakit sa dinami-dami ng mga tao sa mundo ako pa ang napiling dapuan nitong sakit at magdusa nang labis. Tila ba ang tadhana ay mapaglaro sapagkat kung sino pa ang nag-iingat at nagsusumikap ay siya pa ang tinatamaan ng malubhang karamdaman. Kung sino pa ang may maraming plano at pangarap sa buhay ay siya pa ang nagdurusa nang husto. Ngunit wala na akong magagawa kundi ang harapin at tanggapin na lamang ang naging kapalaran ko, kapalarang kay pait na hindi mawari kung kailan magwawakas.

Sa likod ng aking natatanging obra ay ang pakikipagbakbakan ko sa sakit na HIV pati na rin sa lungkot at pighati. Mga hamon na hanggang ngayon sa akin ay gumagapi. Ngunit kailangan kong tanggapin ang katotohanan na nang dahil sa sakit ko’y nagbago at tinalikuran ako ng lahat. Isang karamdaman na hindi ko alam kung paano at saan ko nakuha sapagkat alam kong inalagaan ko naman nang husto ang aking sarili. Pansin din na habang tumatagal, unti-unting nanghihina ang aking katawan bagay na hindi ko mapipigilan at hinihintay na lamang ang oras ng aking paglisan.

Nais ko mang gumaling ngunit hindi ko mapigilang maduwag sa tuwing nakikita ko ang matatalim nilang mga tingin na tagos hanggang sa kaluluwa. Kaya sa halip na komunsulta sa doktor ay mas pinili ko na lamang na ‘wag lumabas. Hindi pa ako handang harapin ang lahat at wala pa akong lakas ng loob na ipagtanggol ang sarili mula sa kanila. Kaya iginugol ko na lamang sa pagsusulat ng mga akda ang aking oras nang sa gayon ay malibang ko ang aking sarili. Nang dahil sa pagsusulat pakiramdam ko’y nagkakaroon pa rin ng saysay ang pananatili ko sa mundong ibabaw kahit mag-isa na lamang sa buhay.

Ibinuhos ko sa isang obra ang lahat ng sakit na nadarama at mga hinanakit sa buhay. Ibig kong makalaya sa realidad kahit sa maikling panahon man lang. Paulit-ulit kong binabalik-balikan ang aking masayang nakaraan at ang mga panahong wala itong sakit ko na humahadlang sa aking kaligayahan. Mga panahong tinitingala ako ng lahat na para bang isang bituin sa langit na kumikislap. Isang bituin na hinahangaan at maya’t mayang tinititigan.

Habang hinihintay ko ang katapusan, sa huling pahina ng kuwento ng buhay ko ay patuloy akong lilikha ng mga katha. Sapagkat naniniwala ako na walang saysay ang bawat emosyon na hahayaang dumadaloy nang hindi isinusulat. Sa pagkakataong halos patayin ako ng lungkot ay sa papel ko na lamang inuukit ang bawat letra. Kasabay ng pag-asa na balang araw sa hinagpis ako ay tuluyan ng makalaya at ang karamdamang ito’y maglaho na sa aking katawan. Nais kong magsimula muli ng panibago at masayang buhay bago ako tuluyang maubusan ng oras, kaunting oras pa sana.

Mula sa aking mga karanasan sa buhay, napagtanto ko na kahit pantay tayo sa paningin ng Diyos nariyan pa rin ang hindi patas na pagtingin sa lipunan. Hindi biro ang buhay ng mga katulad ko na may HIV. Ang mga katulad ko na mag-isang sinasalubong ang sikat ng araw at hinaharap ang mundo. Walang karamay sa lumbay at walang kakampi sa tuwing inaapi.

Hindi na lingid sa aking kaalaman na madalas akong laman ng mga usap-usapan, iniiwasan ng karamihan at pinandidirihan na para bang ako’y isang ibon na mababa ang lipad. Kaagad nila akong hinusgahan nang dahil sa ako ay may HIV at sa halip na tulungan nila ako’y sila pa mismo ang nagpapalala ng kalagayan ko. Wala akong magawa kundi ang magbingi-bingihan at magbulag-bulagan upang itago ang tunay na nararamdaman. Sapagkat batid ko na magmumukha lamang akong mahina at kawawa kung iiyak ako sa kanilang harapan.

Mas pinili ko na manatiling tikom ang bibig at kunyari ay hindi apektado sa mga nangyayari. Sa harap nila’y matapang ako ngunit sa kaloob-looban ko’y umiiyak at nais ng sumuko. Hindi ko maitatanggi na sa bawat araw na dumarating ramdam ko ang bigat, hirap at pangungulila. Lalo na sa tuwing sumasagi sa isipan ko ang nakaraan na puno ng saya. Ang panahon kung saan maayos pa ang takbo ng buhay ko at walang sakit na dinaramdam.

Hindi madali ang landas na tinatahak ko ngayon sapagkat hindi ito ang buhay na pinangarap ko noon. Hindi ko ginustong magkaroon ng HIV at iwan ng mga taong mahal ko. Labag man sa kalooban ko’y wala akong magawa kundi tanggapin na lamang ang aking kapalaran. Ang kapalarang hindi ko matatakasan kaya mas pinili ko na lamang na magmukmok at lakbayin ang mundo nang mag-isa gamit ang aking pluma at papel. Habang tahimik kong nilalabanan ang aking karamdaman at patuloy na umaasa na balang araw ay magkakaroon na ito ng lunas.

Humaharap man ako ngayon sa isang matinding pagsubok lalo na sa pakikipaglaban ko sa sakit na HIV. Ngunit pinipilit kong magpakatatag at humugot ng lakas mula sa mga akda na aking isinusulat. Tanging ang pluma at papel ang nagiging kaagapay ko sa labang ito. Ang naging sandalan ko mula noong ako’y musmos pa lamang at saksi sa mapapait na sandali ng aking buhay. Ang naging kasama ko sa mga oras ng kalungkutan at sa aking pag-iisa.

Ang pluma at papel na kahit sinubok at susubukin man ng panahon ay hindi mauubos. Patuloy na bubuo ng mga obrang tagos sa puso at magbibigay ng inspirasyon sa mga katulad ko na may iniindang sakit. Mga tulad kong mag-isa na lamang sa buhay at hindi tanggap ng lipunan. Hinuhusgahan, iniiwasan at pinandidirihan ng lahat. Hindi nila alam ang hirap na aking pinagdadaanan at ang sakit na aking nararamdaman.

Mahirap man ang aking pinagdadaanan ngayon ay patuloy akong susulat ng mga obrang nagmumula sa aking mga karanasan at sa malikhaing isipan. Mga obrang pinagyaman ng aking mga hindi malilimutang karanasan sa buhay at sa lipunang kinabibilangan. Nais kong magbigay ng inspirasyon sa mga taong may sakit na iniinda, sa mga taong biktima ng hindi pantay na pagtingin sa lipunan, sa mga taong nagdurusa at sa mga taong mag-isang hinaharap ang mundo. Ramdam ko rin ang hirap na pinagdadaanan nila kaya ibig kong tulungan silang tumayong muli mula sa pagkadapa, maging positibo sa buhay at harapin ang mundo ng buong tapang sa pamamagitan ng aking natatanging obra. Mga bagay na hindi ko nagawa para sa aking sarili.

Sa kabila ng kalungkutan ibig kong gumuhit ng mga matatamis na mga ngiti sa labi ng mga taong katulad kong nagdurusa. Hindi man naging maganda ang kalagayan ko ngayon ay nais kong ipadama sa madla lalo na sa mga taong gusto ng sumuko na habang may buhay may pag-asa. Ayokong matulad sila sa akin na naduwag at pilit tinatakasan ang mga problemang kinakaharap sa buhay. Kaya sa likod ng aking mga natatanging obra ang sakit at pangungulila na nadarama. Hindi biro ang mamuhay nang mag-isa at magkaroon ng HIV ngunit tuloy pa rin ang buhay sa tulong ng aking pluma at papel. Kahit hindi man ganoon karami ang sumusuporta sa aking piyesa, pluma’y patuloy pa ring uukit ng mga salita. Noon, ngayon at bukas, pluma at papel ko’y patuloy na lilikha ng mga natatanging obra.

DOI 10.5281/zenodo.10836753 

A great leader is the best follower of yesterday...

In an organization, there are always higher ranks who will navigate for the betterment of the institution. Being a management student, the course Human Behavior in Organization helped me realize the pressure on the shoulders of my former and present administrators in the Department of Education. From the lowest rank up to the bosses, we must consider their totality in life since we are not just building a civil relationship but a camaraderie in one organization. But how can we manage an organization?

With this journey, I have come to a set of realizations. Upon discussing the different leadership styles, I assessed what type of leader I have in the school. Most of them are using a democratic style, in which they prefer to encourage the staff to grow on the job and be promoted. From my point of view, leadership styles depend on the situation. Leaders don’t need to stick to one style since they need to consider situations: people, cultures, and environment. Also, as a manager of an organization, knowing the people around you is one key to success. A leader may set meetings regularly or may have a focused group discussion that will help the community remain intact. Thus, they can regularly check their employees' life status so that, as managers, they’re not just after work but rather like a family. They can build harmonious relationships with proper communication, fairness, and suitable leadership styles.

Social norms can vary across cultures and change over time, reflecting the values and beliefs of a society. Understanding social norms is crucial in analyzing human behavior as they influence our actions, choices, and interactions with others. The people are diverse, so we must always uphold and respect individual differences. But sometimes conflict arises in an organization. As a school leader, before concluding, ensure that the process is followed by identifying the issue, getting all sides involved, creating possible solutions, evaluating the options, selecting what is best, and creating an agreement. In that way, we maintain our institution with high integrity and credibility. Further, we uphold the code of ethics that sets out an organization's ethical guidelines and best practices to follow honesty, integrity, and professionalism. Aside from that, as school leaders, we should exercise work-life balance. One key to keeping motivated and engaged employees is to set them free after work so they have time to recharge from the all-day work and to have a great time with their loved ones. 

Change is inevitable in organizations, especially in government schools. Upgrading teaching methodologies and being flexible in management are crucial. Despite the constant change, collaboration is essential. Maintaining communication with subordinates and following higher officials' orders is essential. As the saying goes, "Two heads are better than one."

As a future leader, I constantly think about the welfare of the employees because they are the heart of the institution. If we want to be remembered by people, do good and be good.

DOI 10.5281/zenodo.10841844 

ABSTRACT

The study aimed to develop and evaluate localized disaster risk reduction and management (DRRM) learning modules. The researchers involved DRRM coordinators and senior high school teachers to assess the acceptability of the learning module based on content validity, relevance, clarity, and applicability. The results showed high acceptability among respondents, and the study recommends its use in DRRM training.

INTRODUCTION

Schools, as a crucial part of the community, are prone to disasters and emergencies that can disrupt education and put students and the entire learning community at risk. Republic Act No. 10121, recognizes the vital roles of schools in promoting awareness to prevent and mitigate disasters, thus requiring educational institutions to develop and implement disaster risk reduction and management plans. The strong conviction of this directive ensures that DRRM programs in schools can significantly reduce the impact of disasters and prevent the loss of lives and property.

However, the insufficient information education and communication (IEC) and localized learning materials intended to promote disaster awareness, preparedness, prevention, and mitigation at the school level are challenging.

This action research study aimed to develop and evaluate localized disaster risk reduction and management (DRRM) learning modules for school-based training programs.

METHODOLOGY

The development of ALERTO, a localized DRRM learning module was guided by the ADDIE model, which is a known educational framework for producing effective learning materials. The module has five parts that focus on the common disasters in the Philippines and was written in Tagalog. The study employed both developmental and descriptive research designs. A teacher-made survey questionnaire, validated by experts, was used as the data-gathering technique. The study involves DRRM coordinators and senior high school teachers teaching DRRM subjects, who were chosen purposively and are responsible for assessing the acceptability of the learning materials based on content validity, relevance, clarity, and applicability. In addition, the researchers also utilized the LRMDS Evaluation and Review Criteria for printed material to determine the alignment of the localized learning material to the standard of the Department of Education. Weighted mean and independent t-tests as statistical tools were used to analyze the data and draw conclusions.

RESULTS AND DISCUSSION

 The results show that the level of acceptability of the localized DRRM learning module for the four criteria as perceived by the DRRM coordinators is reflected in an average weighted mean of 4.54, which translates to a ‘Highly Acceptable’ rating. Similarly, the SHS DRRM teachers gave an average rating of 4.61, also indicating a ‘Highly Acceptable’ result. This data highlights the high level of acceptability of the learning modules among the respondents. This implies that both groups view the localized DRRM learning modules as acceptable in a comparable way.

The study recommends the use and implementation of these materials in the DRRM training workshop for students and teachers, as well as the regular monitoring and evaluation of their effectiveness and relevance to the needs of the community.

Keywords:  Evaluation, localized, module

DOI 10.5281/zenodo.10858877 

ABSTRACT

This research study aimed to conduct and evaluate a Disaster Preparedness and Awareness Training Program for Student-Leaders using a teacher-made survey questionnaire. The study reveals that participants found the training content satisfactory, engaged positively, and experienced post-training behavioral change. The program was also found to be relevant to the needs of the community.

INTRODUCTION

Disaster preparedness and awareness play crucial roles in mitigating the impact of natural calamities hence Republic Act No 10121 recognizes education as a powerful tool for disaster risk reduction and emphasizes including disaster risk reduction (DRR) education within school curricula. It equips students, educators, and youth leaders with the knowledge and skills needed to build a safer and more resilient learning environment. This also ensures that students across all levels acquire essential knowledge and practical skills related to disaster preparedness, response, and resilience.

Student leaders are crucial stakeholders in the school community, empowering learners, influencing peers, and advocating for student benefit. They participate in decision-making processes, including emergency protocols. Investing in disaster risk management (DRRM) training helps them handle crises, coordinate evacuation procedures, and provide support during disasters, fostering a culture of preparedness and resilience.

The information gathered from this study could be used in action planning and could be incorporated into school DRRM plans to promote disaster preparedness and a resilient learning environment.

METHODOLOGY

This study evaluated the researcher-initiated Disaster Preparedness and Awareness Training Program for Student-Leaders using descriptive research designs. The three-day training program focused on first aid, basic life support, and disaster preparedness. Invited personnel from the municipal DRRM, FMAG, a non-government agency, and selected members of the school DRRM serve as resource speakers and trainers. was participated by 64 student leaders from various student clubs and organizations. Data was collected through a teacher-made survey questionnaire, validated by experts. Statistical treatment was used to analyze the data. Weighted mean was used to assess disaster preparedness, and One-way Analysis of Variance (One-way ANOVA) was used to determine differences in program evaluation. Participants' comments and suggestions were also collected for improvement.

RESULT AND DISCUSSION

The result shows that participants from all grade levels strongly agree with the training content, with a computed weighted mean of 4.50. Participants were generally engaged during the training, with a verbal interpretation of Agree. The behavioral change criterion ranged from 4.41 to 4.65, indicating successful results in evident behavior change. The criterion of community relevance showed consistent ratings of "Agree" across all grades, indicating that the knowledge and skills attained in the training program is relevant to the needs of the community.

CONCLUSION

Based on the result, it is concluded that the Disaster Preparedness and Awareness Training Program for the Student-Leaders demonstrated success and positive reception across all evaluated criteria and grade levels. The scores consistently show high levels, suggesting positive input or successful results in all criteria across all grade levels.

Keywords: student leaders, disaster preparedness, training program

DOI 10.5281/zenodo.10859004 

ABSTRACT

Proponent: MARIA CECILIA C. CLAVE

Reading is necessary for learning, so instilling a love of reading at an early age is the key that unlocks the door to lifelong learning. Instilling a love of reading early gives a child a head starts on expanding their vocabulary and building independence and self-confidence.

DepEd Memorandum No. 173, s. 2019 “HAMON: BAWAT BATA BUMABASA (3Bs Initiative)”, will help strengthen the “Every Child is a Reader Program” which primarily aims to equip the learners with reading skills to make them proficient and independent readers in their grade level. Jesus S. Cabarrus conducted Project READ Version 1 last SY 2018–2019, which resulted in to increase in the number of readers which indicates that the project was successful.

As shown in the Reading Progress Chart in Filipino last November 2022 on the pre-reading assessment conducted by all Grade 1 teachers, it was found that there were 114 out of 420 of the total enrollments are non-readers who need an immediate response. Due to this, pupils must practice reading with the help of their parents/ guardians and teachers.

In line with this we conducted READ Version 2 in the leadership of our dear school principal Mrs. Evangeline R. Quibuyen and team leader Mrs. Maria Cecilia Clave who never gives up on various aspects of school programs and so much dedicated and passionate to share knowledge to improve the learners’ reading skills. The Grade 1 advisers together with the whole team conducted limited face-to-face readings with parents’ consent in school.

FINDINGS

         After an accurate analysis of data, we found out that from 114 non- readers, only 24 pupils were left as non-readers. This means that 79% (90 pupils) of the non-readers became readers after the implementation of the CI Project (READ) Version 2. It is indicated that the school had made an effective implementation plan in addressing the non- readers of grade one pupils.

DOI 10.5281/zenodo.10867038 

There was once a playful little boy named “Idro”. He wanders in a place called “Too Big Island”. Raised as an independent boy, he chose not to live with his family or relatives. He just moved from one place to another.

         One sunny day, he saw a group of children playing and swimming in the sea. He got so excited, so he joined them! When suddenly, Mister Sunny came angrily. “What are you doing in my place? This is my territory! Go away!” In astonishment, the children went home running except Idro.. He doesn’t know what to do!

         “I need to find a place to stay!”

         But because Mister Sunny was very angry, he blew his fire to Idro! Wooohhhhh…..

         Aahhh!! Then, he became unconscious…

         When he woke up, he felt himself flying! He is currently in the atmosphere. He is indeed amazed by the sight of some children playing among the leaves and happily rising up in the air!

         Idro looked around. He noticed a group of children playing happily in an area up above the atmosphere. It was Mister Cloudy’s place!

         He came near them and played! He met different children and one of them became his close friend, Jen.

         Mister Cloudy is kind, but because there are lots of children playing around with him, he became tired and restless. He uttered, “I’m sorry children, but I think some of you have to leave now. I am so tired, and I cannot carry all of you!”

         Again, Idro together with his newfound friends have to leave…  

         Mister Cloudy asked some children to leave because he cannot carry them all. Idro looked for another place to stay. He looked down and found a new place to go!

         Idro and Jen jumped down from Mister Cloudy’s place, but they moved in separate ways.

         Idro is now under the ground, so he called out for Jen. “Hey, Jen where are you?”

         Jen, on the other hand, fell on top of the mountain… “I’m here on top of the mountain and I’m freezing friend! I think I have to lay down and rest for a while. See you soon!”

         Since Idro was under the ground, where it is so dark, he tried to look for a way out. He followed the path only to find out that he had reached the ocean again.

         He knew that it was Mister Sunny’s territory. But, since he will not be around for a while, Idro decided to stay there through the night and rest…

-E N D-

DOI 10.5281/zenodo.10867270 

The impact of modern technology on youth is a double-edged sword, characterized by a complex interplay of benefits and drawbacks. Technological developments have brought about previously unheard-of levels of connectedness, entertainment, and information availability, but they have also raised questions about privacy, mental health, and the general welfare of society.

AI technology is incredibly vital and valuable to learners, but not as far and advanced for it to be replacing education, for it to be doing the homework, activities, and projects of learners who use it.

Education exists for a reason – for learners to learn. And now with the expected launching of the MATATAG curriculum, we are confident that effective strategies for learning will also significantly alter learners’ attitudes toward learning. But then again, what is the use of all these efforts if learners could easily rely on AI to do their work? Everything that has been invested in education—years, resources, and effort—will be thrown away in an instant.

Learners do need artificial intelligence, but we must set boundaries on how much we can let AI help our learners because misused AI beats the whole point of education. It would also be unfair to learners who could not access AI because of certain circumstances.

Education is extremely important because it equips individuals with the knowledge and skills they need to lead fulfilling lives. It unlocks doors for better opportunities allowing people to pursue their dreams and contribute meaningfully to society. By providing access to education for everyone we create a fairer and more equal world where everyone has a chance to succeed.

As we traverse the digital age, it is critical to strike a balance between maximizing technology's transformative potential and mitigating its negative effects on the younger generation. We can empower young people to use technology responsibly and develop a more resilient digital environment for future generations by implementing integrated measures in education, law, and community engagement.

Let us remember that education is not just a pathway to personal success but a fundamental human right that has the power to shape a brighter future for all. Let us draw the line on how far we can let our learners use AI because education is the most powerful human creation that anyone could ever possess, and it would be disheartening if all of it would just go to waste.  

DOI 10.5281/zenodo.10828775 

INTRODUCTION

Problem Identification and Formulation

         Social-emotional development starts the moment a child is born. Studies reveal that infants are prepared to interact with others in their surroundings from birth. Learning pathways to the brain are created when a child's physical and emotional requirements are satisfied. These pathways enable learning in all developmental areas. Social cues like laughing, sobbing, or expressing interest and focus can have a big impact on how other people behave. Children's social behaviors are also influenced by other people's emotional responses. As kids grow older and mature, their social-emotional abilities shift from being primarily focused on having their parents and guardians meet their needs to be more focused on following routines and having fun with friends and family.

Emotions shape who we are, how we pay attention, remember things, and learn new things, how we build relationships, and how our physical and mental health. They also have an impact on our acts, behaviors, and social interactions. Our perception of others and our feelings about ourselves are based on our social-emotional development. Our foundation starts the moment we are born and keeps growing over the course of our lives. The quality of a child's relationships with his primary caregivers has the biggest impact on his social-emotional development.

A child's social-emotional development is greatly influenced by early relationships and experiences that are supportive and loving. They also affect the early child's brain development. A child's early years are crucial for the development of an attachment relationship, which is long-lasting. It is based on the infant and primary caregiver's frequent encounters. The infant's attempts to become physically and emotionally close to the caregiver, as well as the caregiver's reactions to these attempts, are the key subjects of these interactions. Their impact endures, shaping the child's self-perception, thoughts, and interactions with the outside world, as well as his expectations of others (Reinsberg, 2020).

Within the framework of their relationships with main caregivers, as well as within their families and cultures, children acquire social-emotional abilities. Think about how varied our society is. It makes sense that families from various cultures would teach their kids how to interact with people, control their emotions, and interact with others in a variety of ways. For instance, youngsters are encouraged to avoid making eye contact in some cultures. In other cultures, making eye contact is a necessary part of interacting with others. Parenting styles and the ways in which people are trained to manage their emotions, particularly stress and hardship, are also influenced by culture.

Preschoolers learn to share toys and materials, play close to one another, converse with peers, take turns, and express their own and other people's feelings. They also start to autonomously follow schedules at home and in the classroom. Youngsters pick up social skills through talks with peers and adults as well as through observing others in action. If preschool teachers involve their young charges in meaningful interactions with peers and other adults in the classroom and program from an early age, they will be better able to develop their social-emotional abilities.

A person's ability to learn and their general development are impacted by their social-emotional health. Studies reveal that kids with good social-emotional health are generally happier, more eager to learn, have a better attitude toward school, are more likely to participate in class activities, and perform better academically than their less socially and emotionally mature peers. As a result, children's physical and social-emotional wellbeing are of equal importance. Social-emotional abilities are essential to children's physical health, self-expression, learning, and relationship development since they have a direct impact on the growth of young children in the long run. In healthy children, social-emotional stages develop on an expected trajectory, and monitoring these milestones is an imperative part of preventative health supervision visits. The caregiver’s sensitive and available supportive role is imperative to establish attachment and the skill set that follows.

Social-emotional developmental phases in healthy children follow a predictable path, therefore tracking these milestones is a crucial component of preventative health supervision visits. For attachment to develop and the ensuing skill set, the caregiver must play a sensitive and accessible supporting role.

At the age of five and six, the child can follow basic guidelines and instructions. They pick up adult social skills like expressing gratitude and offering an apology for inadvertent errors. They relate to a group of pals and prefer to hang out in peer groups more. His imaginative play becomes more intricate, and he enjoys dressing up and putting his fantasies into action. At the age of 7 and 8, the youngster fully comprehends rules and regulations. They can do basic household tasks and exhibit a stronger grasp of relationships and obligations. He gains more sophisticated coping mechanisms and continues to grow morally. A child at this age experiments with new concepts and pursuits, and classmates may challenge his opinions. Children find a best buddy in common and are more able to relate to other kids of the same gender. At the age of 9 and 10, peer and friend groups are more important than family for a child. At this age, children will begin to make more independent decisions and will feel the desire to be independent of their families more and more. Parents can earn time with friends by assigning duties and responsibilities. Self-confidence and self-assurance are developed through a pleasant, loving relationship with a caregiver that is marked by praise and affection, as well as by establishing a healthy balance between independence and home rules. Resilience is increased by encouraging adult connections of support and by providing more possibilities for good community involvement (Malik & Marwaha, 2022).

The failure to meet developmental milestones at the proper age may indicate a psychological issue that requires more investigation. Autism, reactive attachment disorder, social anxiety disorder, generalized anxiety disorder, attention-deficit hyperactivity disorder, bullying, oppositional defiant disorder, conduct disorder, and post-traumatic stress disorder are a few examples of early childhood social-emotional disturbance.

In today's ever more diverse world, the classroom is frequently the first setting in which kids interact with individuals with a variety of backgrounds, opinions, and skills. Social and emotional learning (SEL) attempts to help students better understand their thoughts and emotions, to become more self-aware, and to develop more empathy for others in their community and the wider world. This helps account for these differences and help put all students on an equal footing to succeed. In the years to follow, cultivating these traits in the classroom can help kids become better, more productive, self-conscious, and socially aware citizens outside of it.

To foster relationships and help students of different ages find common ground, teachers might choose to assign journaling or writing assignments where students can express their feelings and ideas about a specific SEL topic. Younger students might even be paired with an older class in a "buddy classroom" (or vice versa). Some educators include SEL courses into more traditional topics like reading, arithmetic, and history. Assigning a group project where students self-delegate roles to collaborate for the benefit of the group, having students role-play historical figures to comprehend the motivations behind their actions, or having students conduct formal interviews with one another to gauge current events are a few examples of SEL-in-action.

In this study, the teacher had thought of another way to conduct a social-emotional development learning for the elementary students. To aid the recurring problems both on social-emotional development and reading interest of the learners, the researcher will make use of bibliotheraphy. It has been a practice by the researcher to conduct formal bibliotheraphy in the classroom, gaining the goal of making an impact in the growth and development of the social and emotional aspect of the learners. It is one of the way on how the teacher connects to his students, in order to show a world through values-integrative stories where they can learn lessons affecting not just their cognitive but as well as their social and emotional development.

When special situations arise, reading books to children is a great method for parents and teachers to connect and reach out. Books' content and narratives can be utilized in education to impart new knowledge, facilitate learning, and exchange experiences for personal development on a wide range of subjects. Parents' assurances sometimes just cannot validate and normalize a child's experience the way books do. A child believes that whatever that is written in a book has to be true. If a topic is worthwhile writing about, it must be significant, at the very least.

Therapy can help young children deal with social-emotional problems, abuse, disabilities, and typical developmental challenges like family conflicts. Bibliotherapy is one method for assisting kids in managing psychological problems. Bibliotherapy, in its most basic definition, is the therapeutic practice of employing books or providing book-related assistance (Pardeck & Pardeck, 1993; Pardeck & Pardeck, 1987).

Bibliotherapy is the practice of sharing books and other reading materials with children, usually through storytelling, in order to support mental health and assist with emotional issues. Bibliotherapy offers numerous advantages, such as offering understanding and knowledge about issues, raising awareness that others have faced similar issues, promoting conversation about issues, providing solutions to issues, and conveying different attitudes and values. Children can acquire different approaches to and methods of thinking about problems through the use of bibliotheraphy. With the help of this technique, kids can learn how to understand themselves and make changes in a safe space to help them deal with emotional stress.

Over the years, bibliotherapy has gone by many names, including library therapeutics, literatherapy, tutorial group therapy, bibliopsychology, biblioeducation, bibliocounseling, and biblioprophylaxis (Pardeck & Pardeck, 1993; Pardeck, 1995). It can be applied as a therapeutic approach to address clinical issues, emotional discomfort in children, minor adjustment issues, and typical growth and adjustment needs. There are three linked goals of bibliotherapy that were proposed by Chatten (1988) identified as: (1) to provide young children the joy and fulfillment that comes from reading; (2) to help them develop a sense of community via reading as a shared activity; and (3) to give them books and someone with whom to read and talk about their concerns.

A variety of developmental problems, including violence, sadness in childhood, and trouble welcoming a new family member into the home, can be treated using bibliotherapy. Children with problems related to their education can benefit from bibliotherapy. Despite the fact that numerous research have revealed that bibliotherapy may not be successful in raising academic attainment. Many authors such as Bauer and Balius, Jr. (1995) and Schrank and Engels (1981) made note of how oral expression and memory abilities are improved as students recount the narrative, and how critical and effective listening skills are formed as the teacher or other professional delivers the story. Having the students write in notebooks or other places about the narrative, their personal experiences, and/or their reactions to it is another common follow-up exercise in bibliotherapy. Students' language and cognitive abilities are strengthened by this regular writing practice.

Given that bibliotherapy makes use of books, it seems sense to believe that it could enhance students' academic performance and learning abilities. On the other hand, not much research has been done on this subject, and what has been done does not support this theory. It is in this note that the researcher would like to expand the sense of using the therapy, trying to address another aspect of human development, which is the social and emotional domains of a child. This study will investigate whether the intervention of using bibliotheraphy to improve a child’s social and emotional development differs from the impact of a regular classroom session.

Research Questions

This study will have to describe the impact of bibliotheraphy to the social-emotional development of the elementary students in Dayton Elementary School, and make some inferential analysis and understanding whether the intervention made a significant difference on this domain before and after the implementation. Hence, the conclusions will also help in identifying how bibliotheraphy affects not just academic achievement and learning skills of students, but as well as other human behavior and background.

Specifically, the study seeks to find answers to the following questions:

1. How can the social-emotional development status of the students be described before and after the use of bibliotheraphy as an intervention?

2. Is there a significant difference in the the social-emotional state of the students before and after the use of bibliotheraphy as an intervention?

3. What are the identified strengths and weaknesses of the application of bibliotheraphy as an intervention to improve the social and emotional state of the elementary students?

4.     What school bibliotherapy program can be proposed to improve the social and emotional state of the elementary students of San Lorenzo Unified School District?

Hypothesis

         In this study, the hypothesis to be tested at 0.05 level of significance is:

         Ho: There is no significant difference in the the social and emotional state of the elementary students before and after the use of bibliotheraphy as an intervention.

         Ha: There is a significant difference in the the social and emotional state of the elementary students before and after the use of bibliotheraphy as an intervention.

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DOI 10.5281/zenodo.10874106 

Abstract

The rise of technology possesses good benefits for us teachers. Manual preparation of school forms can be time-consuming and error-prone. Therefore, developing an automated system can significantly enhance the efficiency of school administrators and educators. This basic research aims to assess the validity of the researcher-made automated school form (ASF)using a Microsoft Excel spreadsheet along with content, functionality, and accuracy indicators. Developmental descriptive design was used in the study, whose primary goal is to develop an automated school form consisting of SF 9 (Learners Report Card) and SF 10 (Learners Permanent Record). The respondent of this study was Senior high school Advisers in the Agoo West and Agoo East District. This research's findings will improve school administrative processes by providing a reliable and efficient tool for senior high school program in accomplishing school form 9(Learners Report Card) and SF 10 (Learners Permanent Record) for the advisers. The results are anticipated to validate the developed automated school form, ensuring that it meets the essential criteria of content relevance, functionality, and data accuracy. This research can potentially enhance the overall educational management system, promoting streamlined data management and improved decision-making processes in educational institutions. Therefore, developing an automated system can significantly enhance the efficiency of school administrators and educators and aims to simplify the data entry of the learners, quarterly grades and record keeping for advisers.

Keywords: Automated school form, Descriptive Developmental Research Design, Content validity, Functionality, Accuracy

DOI 10.5281/zenodo.10902012 

Abstract

This study evaluates Project IGNITE, a training and livelihood program designed to empower faculty members of Pugo National High School and strengthen community collaboration through bread and pastry production skills development (Bread and Pastry Production NCII certification).

The program employs a comprehensive curriculum, fostering not only technical expertise in bread and pastry making but also core values like teamwork and leadership. Project IGNITE leverages a collaborative approach, actively engaging diverse stakeholders to ensure program success and long-term impact.

A mixed-methods approach was employed, utilizing a training program evaluation questionnaire, participant feedback, and data on the National Certificate II Assessment.

The evaluation revealed high effectiveness across all assessed areas: training program design, trainer expertise, learning environment, personal development outcomes, and participant recommendations. Ten faculty members from Pugo National High School participated in the program and all successfully passed the national certification assessment (Bread and Pastry Production NCII) conducted by TESDA. Participants reported significant improvement in bread and pastry production skills, increased confidence, and enhanced motivation to pursue careers or businesses in the baking industry.

Project IGNITE serves as a successful model for empowering individuals and communities through skill development and collaborative partnerships. The program's positive impact on participants' employability, entrepreneurial potential, and personal growth, evidenced by their successful completion of the NCII assessment, highlights its effectiveness in fostering a brighter future within the baking industry.

DOI 10.5281/zenodo.10902018 

ABSTRACT

An Action Research Paper

Presented to Schools Division Research Committee (SDRC)

City Schools Division Office of Antipolo

This research aimed to investigate the effectiveness of pronunciation drills on Grade 10 learners' oral reading skills, focusing on identifying the strategies and activities that were most effective in promoting pronunciation accuracy and fluency.

This study addressed the research problems through a qualitative approach employing the action research method. It was revealed from the result of the study that most students experienced a positive impact on their oral reading skills from the pronunciation drills. Effective activities included intonation exercises, reading words/phrases with word stress focus, practicing sound combinations, and reading articles emphasizing word emphasis and unstressed syllables. Many learners expressed interest and motivation, while a few faced difficulties in oral reading. Moreover, a significant majority expressed a desire to continue the pronunciation drill for improved oral reading skills and comprehension abilities.

This study focused on Grade 10 junior high school students during the academic year 2022-2023. The study provided valuable insights into effective teaching practices that could support students' language development and academic success. By examining the impact of pronunciation drills on oral reading skills, this research contributed to our understanding of strategies that could enhance students' language proficiency.

The research was crafted in line with the results of the implementation of pronunciation drill activities to comprehensively improve the oral reading skills of the Grade 10 learners of Dalig National High School. These activities focused on word stress, sentence stress, intonation, and complex sound or sound combinations for the learners.

Keywords: PROS, Intervention, Pronunciation Drills, Oral Reading Skills

DOI 10.5281/zenodo.10902318 

My philosophical perspective as a mathematics teacher is deeply rooted in progressivism, a student-centered educational philosophy that values individuality, experiential learning, and the development of critical thinking skills. In my context as a teacher, I find myself constantly inspired by the belief that education should not be a one-size-fits-all model but rather a dynamic process that emerges from the unique interests and needs of each student.

In my teaching context, I consider my classroom as not merely a space for the transmission of predefined knowledge; it is a vibrant and interactive environment where students actively participate in the learning process. I have embraced the idea that the curriculum should spring from students' interests and needs, which is why I always contextualized the lessons in mathematics so that my students can relate to the topic. This perspective has transformed my classroom into a place where mathematical concepts are explored in connection with real-world applications and students' everyday experiences.

The results of my self-assessment validated that as a mathematics teacher I am totally embracing the progressivist point of view, my educational philosophy reflects a student-centered approach that prioritizes individual needs and interests - emphasizing the importance of tailoring education to the unique backgrounds and experiences of each student and underscores my commitment to holistic development. As a mathematics teacher, I am focusing on experiential learning, I acknowledge the significance of real-world applications and the development of critical thinking skills. This approach aligns with the progressivist belief that education should prepare students for active and responsible participation in society.

As a mathematics teacher, I also encourage democratic, project-based classrooms with interdisciplinary subject matter that reflects my commitment to creating dynamic and engaging learning environments. I facilitate my students to conduct collaborative projects such as mathematical investigations and mini research. This approach fosters collaboration, critical thinking, and creativity, emphasizing the interconnectedness of knowledge across different subjects. It aligns with the progressivist philosophy by promoting active participation and a hands-on approach to learning.

The encouragement of democratic, project-based classrooms with interdisciplinary subject matter aligns with my goal of nurturing well-rounded individuals. I want my students to recognize the interconnectedness of knowledge and appreciate the relevance of mathematics in various fields. By fostering collaboration and incorporating interdisciplinary elements, I aim to prepare students for the complexities of the modern world, where problem-solving often requires a diverse skill set and a broad perspective.

By prioritizing the establishment of environments where students can learn independently through purposeful reflection, I recognize the importance of self-directed learning. As a mathematics teacher, I facilitate students’ reflections on learning by asking them questions like: (1) what are the things that you have learned from the lesson; (2) what are the things you will do to apply what you  have learned; and (3) what are the questions you have about the lesson. This aspect aligns with progressivism's focus on nurturing autonomy and intrinsic motivation. Providing students with the agency to reflect on their experiences contributes to a deeper understanding of mathematical concepts and promotes lifelong learning.

Reflecting on the goal of establishing environments where students can learn independently through purposeful reflection, I realize the importance of autonomy in the learning process. In my practice, this translates into creating opportunities for students to reflect on their experiences and take ownership of their learning. I encourage self-directed exploration and critical thinking, fostering a mindset of inquiry and curiosity that extends beyond the classroom.

The significant role of students in choosing how and what they should learn is a cornerstone of my instructional philosophy. This emphasis on student agency aligns with my personal values of empowerment and equity. I believe that by giving students a say in their learning, I am promoting a sense of ownership that transcends the classroom. Students who actively participate in shaping their educational experiences are more likely to become lifelong learners, equipped with the skills and motivation to navigate a rapidly changing world.

In aligning my personal and instructional goals with institutional mission, goals, and values, I find resonance in the commitment to providing a holistic and student-centered education. The Department of Education (DepEd) recognizes the importance of fostering critical thinking, creativity, and global awareness, which aligns seamlessly with my progressivist philosophy. The emphasis on individualized learning experiences, interdisciplinary approaches, and the development of independent thinkers resonates with my instructional goals and values.

As I reflect on my philosophical perspective, I realize that my approach to teaching Mathematics is not just about conveying mathematical principles but about cultivating a mindset of inquiry, curiosity, and adaptability. My goal is to equip students not only with mathematical skills but also with the ability to think critically, solve complex problems, and apply mathematical concepts to real-world situations.

The implications for my teaching of Mathematics are profound. I see my role as a facilitator of learning experiences that go beyond the traditional boundaries of the subject. By integrating real-world applications, encouraging collaborative projects, and providing opportunities for independent exploration, I aim to instill in my students a passion for discovery and a deep appreciation for the beauty and relevance of mathematics in their lives.

Overall, my progressivist philosophy as a mathematics teacher places a strong emphasis on individualized, experiential, and student-driven learning, reflecting a commitment to preparing students for the challenges and opportunities of the modern world. My commitment to student-centered, experiential learning, and the development of critical thinking skills aligns with my personal beliefs about the transformative power of education. As I continue to evolve as a mathematics teacher, I am guided by the realization that fostering independent thinkers and lifelong learners is not just a goal but a shared mission with the institution, creating a harmonious constructive collaboration between personal philosophy and institutional values.

DOI 10.5281/zenodo.10903005 

As a mathematics teacher, the journey of crafting effective lessons involves a thoughtful consideration of various learning theories. This article delves into the reflection on personal teaching practices, draws insights from the experiences of fellow educators, and explores the influences and contributions of learning theories to science and math education through research reports.

Reflecting on Personal Practice:

In my own practice, a comprehensive blend of learning theories has been pivotal in designing and implementing mathematics lessons. The core influence has been the constructivist perspective, emphasizing active student engagement and the construction of meaningful understanding. Recognizing that students bring unique backgrounds and experiences to the classroom, I strive to create an environment that fosters exploration and discovery. The focus is on problem-solving, collaborative learning, and connecting mathematical concepts to real-world applications, aligning with the tenets of constructivism.

For instance, in teaching algebraic concepts, I often present students with real-life scenarios where they can apply algebraic expressions to solve practical problems. This not only aligns with the constructivist approach but also incorporates elements of contextual learning, acknowledging the socio-cultural context in which mathematical knowledge is situated.

Moreover, the cognitive theories of learning, especially aspects of cognitivism, play a significant role in lesson planning. Recognizing the importance of mental processes, I incorporate activities that challenge students to think critically, analyze information, and apply cognitive strategies in problem-solving. Clear explanations, modeling, and the gradual release of responsibility ensure that students can navigate the cognitive demands of mathematical thinking.

Additionally, I have found inspiration in the behavioral perspective, particularly for skill acquisition. Fundamental mathematical skills and procedures are reinforced through practice, repetition, and immediate feedback. Positive reinforcement strategies are employed to motivate students and strengthen their foundational skills.

Drawing from the experiences of teachers in the field:

To gain a broader perspective, it is essential to consider the experiences of fellow educators. Conversations with colleagues have revealed a richness of teaching practices influenced by diverse learning theories. Many teachers underscore the importance of constructivism, acknowledging the need for student-centered approaches that encourage active participation and self-directed learning.

One high school mathematics teacher shared experiences with incorporating socio-cultural aspects into the teaching of statistics. By framing statistical concepts in the context of societal issues and engaging students in discussions about data interpretation and bias, this teacher embraced Vygotsky's socio-cultural theory to enrich the learning experience.

Another teacher, in the context of teaching grade 7 mathematics learners, emphasized the role of behaviorism in establishing a positive classroom culture. By implementing a token economy system for reinforcing positive behaviors and achievements, the teacher found success in creating a supportive environment where students felt encouraged to take risks and engage with mathematical challenges.

These experiences highlight the dynamic nature of teaching, with educators drawing on various learning theories based on their students' needs, the subject matter, and the specific context of their classrooms.

Exploring Influences and Contributions in Research:

Research reports provide valuable insights into the influences and contributions of learning theories to science and math education. A study by (Ekwueme et al., 2015) investigated the impact of incorporating constructivist approaches in geometry instruction. The research highlighted those students exposed to hands-on activities, collaborative problem-solving, and real-world applications demonstrated enhanced understanding and retention of geometric concepts.

In the realm of cognitive theories, a meta-analysis by (Vula et al., 2017) explored the effectiveness of different instructional strategies in enhancing problem-solving skills in mathematics. The findings suggested that interventions incorporating explicit cognitive strategies, such as metacognition and self-regulation, significantly contributed to improved problem-solving outcomes.

Furthermore, behaviorist principles continue to inform effective teaching practices. According to a study (Vinay, 2019), students' comprehension and academic performance can both be enhanced via immediate transfer and reinforcement. According to the findings, the students' performance was enhanced by instantaneous transfer since it provided greater clarity regarding their areas of strength and need for progress as well as how to apply the feedback to their assignments and responses.

The socio-cultural perspective is evident in studies exploring the impact of collaborative learning on mathematical understanding. A study conducted by (Siller & Ahmad, 2024) indicated that collaborative learning not only enhanced students' conceptual understanding but also contributed to the development of interpersonal and communication skills.

Conclusion:

In conclusion, the journey of a mathematics teacher is marked by a dynamic interplay of learning theories, each contributing to the rich tapestry of instructional practices. My own reflective analysis emphasizes the synergy between constructivism, cognitivism, and elements of behaviorism in creating a student-centered and supportive learning environment. Insights from fellow educators reinforce the diversity of approaches based on unique classroom contexts and student needs.

Research reports further illuminate the positive impact of learning theories on science and math education. From constructivist interventions improving geometry understanding to cognitive strategies enhancing problem-solving skills, and from behaviorist principles supporting reinforcement to socio-cultural approaches fostering collaborative learning, the amalgamation of learning theories continues to shape effective teaching practices.

As we navigate the complexities of the mathematics classroom, it is evident that no single theory stands alone. The key lies in the thoughtful integration of various perspectives, adapting to the needs of our students, and continually seeking insights from both personal experiences and the broader educational research landscape. In this dynamic process, educators find a harmonious blend of theory and practice, ultimately contributing to the cultivation of mathematical understanding and a positive learning experience for students.

References:

Ekwueme, C. O., Ekon, E. E., & Ezenwa-Nebife, D. C. (2015, November 16). The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics. ERIC. Retrieved March 9, 2024, from https://files.eric.ed.gov/fulltext/EJ1086006.pdf

Siller, H.-S., & Ahmad, S. (2024, January 25). Analyzing the impact of collaborative learning approach on grade six students' mathematics achievement and attitude towards ma. Eurasia Journal of Mathematics, Science and Technology Education. Retrieved March 9, 2024, from https://www.ejmste.com/download/analyzing-the-impact-of-collaborative-learning-approach-on-grade-six-students-mathematics-14153.pdf

Vinay, A. (2019, July 29). ACTION RESEARCH IN EDUCATION: Incorporation of feedback among students using a combination of reinforcement and immediate transfer. ERIC. Retrieved March 8, 2024, from https://files.eric.ed.gov/fulltext/ED597586.pdf

Vula, E., Avdyli, R., Berisha, V., Saqipi, B., & Elezi, S. (2017, September 6). The impact of metacognitive strategies and self-regulating processes of solving math word problems *. ERIC. Retrieved March 8, 2024, from https://files.eric.ed.gov/fulltext/EJ1156332.pdf

DOI 10.5281/zenodo.10903017