ABSTRACT

The goal of this study was to provide relevant learning materials that can satisfy the pressing need for education by developing and validating a Video-Assisted Worktext (VAW) in Physics. The content of the VAW was based on the least mastered competency of the Regional Midyear Assessment (RMYA) year 2023.

There were three participant groups in the study. The first group of participants included seven expert validators. They evaluated the VAW in terms of its content quality, instructional quality, technical quality, and other findings if any. The second group of participants included forty (40) students not under the supervision of the researcher for pilot testing before implementation. The third group of participants included forty (40) students handled by the researcher who served as the study’s subjects to determine whether the activities and lesson content in the VAW were adequate based on how well they performed on the pretest test.

The study made use of one group pretest-posttest design. The researcher used the prescribed evaluation tool for Non-Printed Resources of the Department of Education. Based on the results from the experts, the developed Video-Assisted Worktext in Physics 10 met all the criteria found in each parameter on the evaluation tool for non-printed resources. After the intervention, the students’ scores significantly increased.

From there, it was recommended that the developed VAW be used as an additional learning opportunity, given that the concepts presented in the printed materials were expanded upon through video lessons. The material, which was anchored to the analysis, design, development, implementation, and evaluation (ADDIE) model may serve as a prototype for the development of worktext and other instructional materials.

KEYWORDS: Video-Assisted, Worktext, Mirrors and Lenses, Least mastered competency

INTRODUCTION

Teaching is a key medium for achieving institutional goals such as improving students' knowledge and skills by engaging them in various learning activities that prepare them for the future. Students understand information in numerous ways. Some learn visually, while others learn best audibly or kinesthetically. Charts, graphs, and pictures help visual learners learn by providing visual cues. Reading and listening to lectures, educational videos, and tutorials are both beneficial for auditory learners. Kinesthetic learners pick things up by doing and applying what they learned.

The Sustainable Development Goals of the United Nations are to ensure inclusive quality education and promote continuous and lifelong learning opportunities for all. For this to happen, the fourth Sustainable Goal on Education (SDG 4) should be put into practice. The Video-Assisted Worktext (VAW) in Physics 10 enhanced the quality of Education by engaging the students with interactive activities which ensures that no one will be left behind.

The theory of experiential learning, introduced by David Kolb (2014), highlights the significance of acquiring knowledge through direct experience and reflection. Worktexts can integrate experiential learning by presenting real-life scenarios, simulations, and problem-solving tasks, requiring learners to apply their knowledge in practical situations. According to Selga (2015), worktexts serve the purpose of keeping one student engaged while another is being attended to. Her study affirmed the validity of the proposed worktext, and she concluded that worktexts play a role in achieving specific subject objectives while offering activities that contribute to the development of higher cognitive skills. This idea supported the development of the VAW as it contains the type of activities like fill-in-the-blank and other challenging activities.

The systemic gaps are still being regularly addressed given the situation in the Philippines. As part of the reform plan for Quality Basic Education, the Philippines became a member of the Organization for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA). Programme for International Assessment (PISA) is being conducted by the Organization for Economic Co-Operation and Development (OECD) every three years. This evaluates the academic achievement across nations that are part of the assessment in the subjects of Science, Math, and Reading. The Philippines took part in the Program for International Student Assessment (PISA) for the first time in the year 2018. The findings revealed that Filipino 15-year-olds were on the lower end of the rankings among 78 countries and territories (Organization for Economic Cooperation and Development, 2019).

In line with the above study, based on the data and results from the 2022 Programme for International Student Assessment (PISA), last December 5, 2023, they indicated that there were no notable advancements, improvements, and changes in the academic performance of Filipino students in the abovementioned subject. The Philippines still ranked the lowest which is at fifth. Compared to 2018, the proportion of students scoring below the baseline level of proficiency (Level 2) did not change significantly. This shows that teachers need to understand, be good, and be wise at choosing different teaching methods and strategies that will help them achieve their goals of making every student globally competitive in all subject areas (Brown, 2019).

The researcher encountered the above-mentioned studies and drew inspiration from her teaching experience in Grade 10 Physics. This prompted her to develop a material aimed at simplifying the learning of physics for students, which is the VAW. The topics included in the VAW were from the Most Essential Learning Competencies (MELCs). Having been announced by the Department of Education, MELCs shall continue to be applied in the School Year 2022-2023.

DOI 10.5281/zenodo.10930990 

ABSTRACT

This study focused on developing and validating an Interactive Material for Grade 7 Students to improve students’ learning achievements such as process skills, content knowledge, problem-solving, and learning outcomes. The researcher used research and development design in developing the Interactive Material while the Department of Education’s LRMDS Evaluation Tool for Non-Print Materials was utilized to determine the validity of the interactive material in terms of content quality, instructional quality, technical quality, and errors wherein the evaluators were Science and IT experts. After the evaluation, the 52 Grade 7 participants utilized the developed Interactive material and validated its effectiveness based on their pretest and posttest results.

The research findings revealed that the developed interactive material was found to be very satisfactory and passed all the criteria in terms of content quality and instructional quality both having 39.75 points, technical quality with the maximum of 52 points, and other findings getting the maximum of 16 points which complied with the minimum requirements set by the Department of Education. Therefore, the Interactive Material was found valid and recommended by the evaluators to be utilized in teaching and learning topics in Chemistry 7. Furthermore, the result of the paired samples t-test showed that there was a significant difference between the participants’ pretest with a mean rating of 13.8, and posttest scores with a mean rating of 38.6. In summary, there was a mean difference of 24.8 and a sig. (2-tailed) of <0.001, in the pretest – posttest performance of the student participants.

Therefore, there was a remarkable improvement in the student’s performance when they utilized the developed Interactive Material which may be used as an additional learning resource in teaching Chemistry to Grade 7 students. This would also help the Department of Education authorities, school administrators, teachers, and all people in the community to have a continuing and quality education by having diverse learning resource material.

INTRODUCTION

Science enhances critical thinking, problem-solving, and innovation and helps people understand the world. The K to 12 Science Curriculum Guide of the Department of Education (2016) states that science education aims to establish scientifically literate citizens who can use scientific knowledge to make judgments and decisions that can have an impact on our society, health, and environment. However, the poor level of scientific literacy among Filipino students makes it difficult to attain this objective. According to studies from Trends in International Mathematics and Science Study (TIMSS) 2019 and the Programme for International Student Assessment (PISA) 2022, Filipino students continue to have the lowest rankings, particularly in the area of science.

In connection to this, low performance in Science was also observed among the students at Rodolfo V. Feliciano Memorial High School where the study was conducted. Based on the available data, the average Mean Percentage Score (MPS) of Science for four consecutive school years (S.Y. 2018-2022) is only 63.40%. While on the Regional Diagnostic Assessment taken last school year 2022-2023, the Grade 7 students only got 6.41%.

Grade 7 is a crucial time in education for the students as they enter the high school learning environment. They need to adapt to a new learning environment where they are treated differently from the primary school level. During this time, students must develop analytical thinking, decent knowledge, and a positive attitude toward science learning that would develop related skills in education that could shape their future careers (Afari, 2019).

In the first quarter of Science 7, the branch of Science to start with is Chemistry which the students generally perceived as difficult.  In learning complex subjects like Chemistry, the acquisition of a basic understanding of the subject upon more complex learning is necessary. Appropriate learning materials that help students learn the basic knowledge of the subject should always be considered.

As stated in one of the Sustainable Development Goals of the United Nations, which aims to ensure inclusive quality education and encourage continuous and lifelong learning opportunities for all. The world needs to secure equitable and accessible quality education, aiming for relevant and operative learning outcomes. However, the United Nations (2021) reported that the progress in education is too slow in achieving SDG 4. One of the significant problems in the current situation is that internet service, computers, and other necessary technologies in schools are scarce enough to support the teaching and varied learning processes.

Interactive learning materials are interactive resources crafted to teach a specific learning outcome. They include a combination of text, images, audio, videos, or animations.  Interactive learning materials increase engagement since the students involve multiple senses at once and ensure that students have a baseline knowledge of particular subjects. They are beneficial in the teaching-learning process for they offer a multi-sensory approach to learning making it more engaging and making the students active learners.

However, one of its drawbacks is the need for internet connectivity in using them which is inefficient in the Philippines. Technology issues like internet connectivity are one of the problems which teachers and students alike are facing. Therefore, the development of an interactive yet offline learning material is important to help students learn basic concepts in Chemistry like Matter. In the study of Abante et al. (2021), revealed that both public and private school teachers from Bulacan and Pampanga experienced problems with internet connectivity during online and modular learning modalities.

The findings of the study conducted by Anwar et al. (2020) showed that the developed interactive video-based PowerPoint media to teach Mathematics at Quba Sorong Middle School Class VII in Indonesia was valid, useful, and effective. Students passed the presentation effectiveness test with an average score of 70.29% following the use of the interactive PowerPoint.

Hence, the researcher aimed to develop a PowerPoint-based interactive learning material in Science 7.  This offline interactive learning material had text, images, and games that were engaging and helped the Grade 7 students acquire basic knowledge relating to specific lessons in Matter which they applied in learning complex concepts of Chemistry as they proceeded to a higher-grade level. The learning competencies were taken in the 1st quarter under the field of Chemistry from the K to 12 Science curriculum guide. Furthermore, the developed interactive material can be utilized by Science teachers to make their classes more engaging and student-centered. This served as an additional resource for the teachers and students to understand the lessons and themes with the most crucial learning competencies to significantly increase students' subject-matter understanding and students' achievement in Science and realize the goal of Science education in making scientifically literate citizens.

Statement of Objectives

Generally, this study aimed to develop and validate an Interactive Material in Chemistry for Grade 7 students.

Specifically, it achieved the following research objectives:

1. Develop an Interactive Material for Grade 7 students.

2.     Validate the developed Interactive Material by:

2.1 Science and IT experts in the areas of:

2.1.1. Content Quality;

2.1.2. Instructional Quality;

2.1.3. Technical Quality; and

2.1.4. Other Findings

2.2. Users

  2.2.1 Effectiveness (Pretest & Posttest)

3. Compare the difference between the pretest and posttest scores of the student participants.

Hypothesis of the Study

H0: There is no significant difference between the pretest and posttest scores of the participants.

METHODOLOGY

Research Design

This study utilized a Research and Development (R&D) method. According to Tarver (2015), the research portion is the act of discovering new ways that can be used to create new products or resources. The development comes after the research has been conducted and is the act of turning it into a useful product whether technological, educational, or others. The researcher used this method since this study aims to develop an interactive material as a learning resource in teaching Chemistry for Grade 7 science to be validated by the students, Science Teachers, and IT Experts.

Furthermore, this study also used a One-Group Pretest-Posttest Design to evaluate the validity and effectiveness of the developed interactive material. According to Choueiry (2023), this is a type of quasi-experiment in which the outcome of interest is measured 2 times: once before (pretest) and once after (posttest) exposing a non-random group of participants to a certain intervention/treatment. It is one way to minimize problems of having no control or comparison group to measure the same dependent variable and then compare the difference between the pretest and posttest scores of one group of participants.

DOI 110.5281/zenodo.10967551 

Contact us for the full copy

INTRODUCTION

         Nothing remains constant in this world except for change. These profound words echo loudly in today's modern era, particularly within the context of education, where learners and their requirements are continually shifting and advancing. Today, teachers have to modernize their teaching practices to adapt to the varied range of students. It is essential for the teachers to embrace innovation and adapt their teaching strategies to ensure that every learner receives a meaningful and inclusive education. This innovation helps them identify the areas where learners need more help and provides support to improve their learning. The main focus lies in determining which innovation in education has the potential to cultivate a learning environment conducive to lifelong learning.

The COVID-19 pandemic has emerged as the largest disruptor in history, affecting schools worldwide due to their sudden closure of over 90 percent of the learner’s population globally. This is exacerbated by the different challenges in education which results to worrisome of the learner’s learning and mental well-being. With these pressing issues ang challenges, the education sector should address these concerns to ensure quality and inclusive education for all learners (Natividad, 2021; Cano, 2022). The Sustainable Development Goals (SDGs) have emphasized the crucial role of education in their Goal 4: Quality Education which serves as a catalyst for sustainable development. This goal plays an important role in providing quality and inclusive education for all learners. This will be possible through innovative teaching strategies and techniques which cater to individual and diverse needs of the learners (United Nations, 2023).

The Philippine Professional Standards for Teachers (PPST) under the Diversity of Learners (Domain 3) highly emphasize the individualized instruction (Department of Education, 2017). The teachers need to tailor their strategies to cater to the diverse needs of the learners. Through these efforts made by the teachers, the different learners with varying learning needs are given more attention. The teachers can also serve as scaffolding by guiding the learners in their personalized learning and provide targeted support to facilitate their learning experiences.

Recently, the Department of Education (DepEd) has implemented the Basic Education Learning Continuity (BE-LC) Plan. This plan was created in response to the challenges brought about by the pandemic because DepEd believes that education must continue amidst the pandemic. The creation of interventions is needed to assure the continuation of delivering quality education despite the pandemic. As required by Republic Act No. 10533 (2013), the state must build, maintain, and support a comprehensive, appropriate, and integrated educational system that meets the requirements of the people. As a result, meeting learners' shifting demands required the immediate invention, production, and dissemination of learning products.

With the shift to alternative delivery modes such as online, modular, and blended learning modalities, the demand for learning resources increased rapidly. Alternative approaches, such as sharing and reusing of modules among learners were encouraged to maximize utilization. Without sufficient resources, these learners faced difficulties in accessing and engaging with the curriculum, which could lead to learning gaps and hinder their educational progress. In the most recent International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), the Philippines obtained the lowest science scores among all participating countries (DepEd, 2019; CNN Ph, 2020; Tagupa, 2019). This simply shows that learners have failed to master the required learning competencies to develop their problem-solving and critical-thinking skills.

Considering all these facts, the researcher observed that learners who have not mastered the essential learning competencies need immediate intervention. These learners have specific learning needs that necessitate specialized support based on the least learned competencies. As a result, developing a self-learning kit can be a valuable solution. A self-learning kit is a package of educational materials and resources that are designed to facilitate self-directed learning and provide learners with the necessary tools to take initiative in their own learning (Samia, 2020).

Hence, the researcher conducted this study to develop and validate an Earth Science Self-Learning Kit (ESSLK) for Grade 11 STEM students. Specifically, it aimed to validate the ESSLK in terms of experts’ evaluation of the printed module, video lessons, and manipulatives. The researcher has also utilized the pretest and posttest scores of the participants for both controlled and experimental groups. Finally, the researcher has elaborated the implications of the study to further improve the science educational context.

Statement of the Objectives

         The research aimed to develop and validate an Earth Science Self-Learning Kit (ESSLK) for Grade 11 STEM students.

         Specifically, the study sought to achieve the following objectives:

1. Develop Earth Science Self-Learning Kit (ESSLK) for Grade 11 STEM students based on the least learned competencies.

2. Validate the developed Earth Science Self-Learning Kit (ESSLK) for Grade 11 STEM students in terms of:

2.1. Experts’ Evaluation

2.2. Users’ Evaluation

3. Determine the significant difference between the pretest of the control and experimental groups.

4. Determine the significant difference between the posttest of the control and experimental groups.

5. Determine the significant difference between the pretest and posttest of the control group.

6. Determine the significant difference between the pretest and posttest of the experimental group.

DOI 10.5281/zenodo.10967624 

Contact us for the full copy

Are you seeking the best teaching methods and trends to improve students' literacy? Here is one of the best trends to strengthen literacy for your students.

It's widely acknowledged that educating children to read and write at a young age has far-reaching benefits. However, it is not easy to establish a successful literacy program in the classroom that caters to the needs of each individual and fosters a genuine appreciation for reading. Gail Boushey and Joan Moser's 2006 book 'The Daily 5: Fostering Literacy Independence in the Elementary Grades' established one of the most popular and successful frameworks that have arisen to help educators handle this challenge. The Daily 5 is a framework for organizing literacy time so that students develop independent reading, writing, and working habits for life.

Boushey and Moser believe that children are more engaged, motivated, and successful when they have a choice. The ability to choose empowers them and fosters the development of self-motivated students (Boushey & Moseley, 2014). In numerous ways, the Daily 5 literacy structure incorporates student choice. After developing their stamina, students choose which Daily 5 activity they will engage in during the practice round. When we allow students to select a literacy task based on research and promote the development of readers and writers, we demonstrate our confidence in and commitment to their education.

Furthermore, students choose from five authentic reading and writing options and independently pursue individualized objectives. Students working alone enables the teacher to meet the requirements of each student through whole-group and small-group instruction, as well as one-on-one conversations.

In this strategy, students choose from the following:

1.  Read to Self

This is the first concept in Daily 5 that focuses on giving kids authentic literacy work to do. Students sit in small groups or individually and begin reading at their own pace. The teacher focuses entirely on strengthening and bettering the students' stamina.

2.  Read to Someone

Reading comprehension is the primary topic of this session. Reading and talking to others are two of the skills that students acquire. The best way to boost kids' self-esteem is through this method.

3.  Word Work

In this session, they use a lot of different sound waves and spelling systems to make their words work effectively. This session includes a few training and education workshops. Learning to correctly pronounce and spell new words is a great way to stimulate a student's interest in a subject.

4.  Listen to Reading

Reading and listening comprehension are the goals of this meeting. Some teachers will employ this strategy for students who struggle with reading. They listen to the lesson being read aloud by a computer or a human and pick up the information in their heads. Students' listening skills will significantly benefit from this method.

5.  Work on Writing

This encourages students to learn in a way that most interests them. They have a notepad where they list their favorite subjects and interest levels. This has a constructive effect on their thought processes and teaches them to appreciate their abilities.

This structure is consistent with the notion that the most effective classrooms are student-centered. It also provides options that enhance student engagement. A Daily 5 environment allows students to embrace and participate in authentic reading and writing.

The Daily 5 structure requires teachers to offer students a diversity of options. Providing students with opportunities is one factor that contributes to their attaining their maximum literacy potential. When students are engaged in independent work, teachers can facilitate student-needs-based small-group instruction and individual conferences. It also offers numerous advantages to educators and schools. The structure enables students to develop autonomy, stamina, and enhanced reading skills. Therefore, instructors can devote more time to instruction and less time to classroom management and behavior modification. Developing and strengthening a reading passion is one of the most essential outcomes of this strategy. Finally, the Daily 5 structure can be seamlessly implemented alongside adopted curricula and educational mandates.

DOI 10.5281/zenodo.10967705 

Education is undeniably the essential element in breaking down social barriers. It can empower people from different backgrounds to connect and access previously unexplored opportunities. However, even though education is supposed to be fair, those who speak the language of instruction, in this case, English, often do better than those who do not. Despite the fact that the Philippines is widely recognized as one of the world's major English-speaking countries and almost two-thirds of its population is proficient in the language, teaching the core subjects using the English language poses a formidable challenge among teachers and learners.

One of the language's primary roles is to serve as a means of communication. For learning to happen in the classroom, educators and students must be able to communicate effectively. Ineffective communication between educators and students disrupts the teaching-learning process. Thus, it is reasonable to assume that students' academic performance suffers when instruction is provided in a language they do not know. Nowadays, educators face a more significant challenge in addressing the demands of students whose first language is not English. The pandemic has caused considerable learning gaps, and teachers play a critical role in bridging these gaps and bringing up what has been lost over the past two years. Learners study content topics, and educators are tasked to deliver their lessons in their second language, primarily in core subjects. This issue has always been challenging for educators because learners lack the knowledge to comprehend even simple English sentences, and neither have the concepts in their respective academic areas. Thus, it gave rise to the widely used name "Taglish," which has been a practice of Filipino teachers in facilitating instruction.

Taglish, according to Lesada (2017), is "a highly prevalent mostly spoken "mixed" language variation whose phonology, word structure, composition, and semantics have been strongly influenced by English and Tagalog." Many educators have substituted Taglish for English or used code-switching to deliver lessons on fundamental concepts and other pedagogically important content to foster mutual understanding and participation. Code-switching is using two languages within the same discourse, sentence, or element. This language instructional strategy has been a complex issue in Philippine classroom discourse even before due to the Bilingual Education Policy's requirement that Filipino teachers exclusively use English when instructing students, especially in English subjects. It has also been noted that code-switching is widespread among Filipino Teachers in Teaching the English Language, which triggers researchers to explore the advantages and effectiveness of this strategy.

In light of the research findings and conclusions of Olivera (2021), it was observed that code-switching has a beneficial influence on increasing and strengthening the confidence of learners and their engagement in English lessons. There is also a growing consensus that code-switching can be a helpful strategy for educators in supporting English Language teaching and learning. Furthermore, as an English teacher, it was observed that learners understood the topic using this instructional strategy. As a result of increased comprehension, students have more fun in the classroom. They can relax and feel more at ease to absorb the presented information. In this regard, the teacher would have a chance to increase the learners' enthusiasm to participate and engage in discussions. It also appeared in the study that the more they are permitted to talk and use the vernacular, the greater the chance they will interact with their peers, particularly when activities need them to work in groups. 

Examining how and why linguistic blending occurs in schools is crucial with the rise of bilingualism and multilingualism. Educators should reinforce the argument that the goal of education should be the central objective rather than the language used in the classroom. In the same way, language planners and policymakers may consider drafting explicit provisions on language use in content topics. Code-switching is not a result of random and inconsistent language switching but rather a deliberate endeavor to facilitate English instruction and learning. Education that meets the criterion of quality and relevance, regardless of the language used to impart it, should always be the primary concern.

DOI 10.5281/zenodo.10967713 

Management and leadership are frequently used interchangeably. Leaders and managers share similar responsibilities; however, they also have essential distinctions between them.

Leadership is the art of effecting radical, transformative change by planning, vision, and strategic action. Leaders need to inspire their teams and make quick, flexible decisions. Position in an organization is typically seen as synonymous with leadership.

However, leadership has nothing to do with ranks, management, or individual goals. It's not even limited to having a more excellent vision or being likable as personality traits. It's similar to a form of social influence, which boosts the work of others to reach a shared objective. It has its roots in collective action and relies on the efforts of individuals. A leader takes command of the situation and works diligently to achieve the company's objectives. That's the only explanation for why people start to follow them.

On the other hand, management entails carrying out regular, planned tasks with the support of subordinates. The manager's exclusive responsibility is to carry out the four core managerial tasks of planning, organizing, leading, and controlling. Managers can only become leaders if they successfully carry out the functions of leadership, which include effectively communicating positive and negative feedback to staff, serving as a source of motivation and direction for workers, and motivating workers to achieve higher productivity levels.

Nevertheless, not every manager is capable of leading their team to success. In many organizations, managers have subordinates who report to them based on their job titles or classifications rather than their actual performance. A manager's priority is meeting organizational goals; they usually don't give much thought to anything else. The manager title has the authority and the privilege to promote, hire, or reward employees depending on their performance and behavior. These responsibilities are determined by how well people do their jobs.

There is nothing impossible about simultaneously holding the roles of manager and leader in an organization. However, it is essential to remember that just because someone is an outstanding leader does not necessarily mean they will also be an exceptional manager, and vice versa. When operating an organization, having strong leaders and managers is essential. Leadership ensures that the organization upholds its core principles and ethical standards, while management is responsible for organizing teams to accomplish specific goals.

Management and leadership concepts are highly similar and can be contrasted in various ways. Setting goals, developing plans, and monitoring progress are necessary for both. To be successful, both require teamwork, clear and effective communication, decision-making, problem-solving, strategic thinking, and personal responsibility. Managers and leaders are accountable for collecting information, considering alternatives, and making decisions that are in the best interests of their teams or organizations. One must also be open and transparent about one's actions and take responsibility for their actions. In general, effective leadership and management call for combining these talents because leadership and management share many essential features.

Leadership and management are not interchangeable; nonetheless, the primary distinction between the two is that management refers to a collection of individuals or organizations collaborating to achieve a common objective. Conversely, leadership refers to an individual or an organization that takes charge and is responsible for guiding others. On the other hand, leadership is responsible for inspiring, guiding, and entrusting workers. Leadership is distinguished from management not by authority or control but by influence and motivation.

DOI 10.5281/zenodo.10967723 

Adults have a wide range of requirements and varying strategies for dealing with hardship. It's the same for children. Despite the constraints and school disruptions brought on by the COVID-19 pandemic, some students will have handled the situation admirably. However, some might find keeping up with all the shifts and unknowns difficult. A few students will return to class feeling overwhelmed by worry, sadness, or loneliness, affecting their mental health.

The student's mental health is a multifaceted concern that has far-reaching consequences for the student's academic and personal development. Many conditions fall under the "mental health" banner, from serious disorders like depression and anxiety to more manageable ones like stress and burnout.

A student's mental health can impact their ability to succeed academically, socially, and in extracurricular activities. Students also struggling with mental health concerns typically struggle to control their emotions and behaviors.

Students' ability to control their feelings is crucial to their performance in school and personal relationships. Most students will be confronted with this obstacle at some point. However, some people have a more challenging time than others controlling their feelings when under pressure or experiencing strong negative emotions. It is crucial to be aware of all the resources available for monitoring students' mental health, as there are various methods.

Here are the ways to monitor student's mental health:

·       Keep track of student absences. Tracking students' absences can provide insight into how they're doing emotionally. One simple method to spot students experiencing mental health concerns is to keep an eye on their absence rates. It's worth noting that even if a student is not absent from school, they may be consistently tardy or unable to concentrate in class if they're dealing with mental health concerns. It's crucial to have a private conversation with a student who is frequently absent or arrives late to class to see whether everything is okay.

·       Provide students with secure outlets for expression. Students' mental health can be monitored at least by providing them with secure places to express themselves. Students' likelihood of self-harm or other damaging behaviors decreases when they have healthy outlets for expressing their feelings and thoughts. When students have a safe space to express their emotions openly, they are likelier to reach out for support when needed. This can ensure that students get the care they need for mental health issues before they become unmanageable.

·       Maintain regular contact with their parents/guardians. Educators are frequently the first to recognize signs of emotional distress in their students, yet initiating conversations regarding students' emotional health can be challenging. Communicating with parents and guardians is an effective strategy for keeping tabs on your pupils' emotional well-being. You can monitor their progress in school and ensure that they are meeting their obligations, and you can also learn something about how they are feeling. The inability to keep up with classwork or increased absences indicate problems beyond the classroom.

·       Integrate health and meditation into class time daily. Making wellness and mindfulness a regular part of the curriculum or school day is the most powerful strategy to monitor students' mental health. The more students are reminded of the significance of self-care, the more likely they are to do it. In addition, schools might promote Zumba and meditation sessions for students to attend after school. It has been confirmed that engaging in activities like this makes students feel better about themselves and boosts academic achievement.

No one wants to see their students fail, but ignoring their emotional well-being can have serious consequences. Unfortunately, mental health is often disregarded when it should not be. As their second parent, we need to put in the effort to make our students feel safe and loved at school.

DOI 10.5281/zenodo.10967727

Constructive criticism in praising learners is a fundamental aspect of effective teaching. It involves providing students with feedback that is both positive and constructive, with the aim of encouraging growth, improvement, and a sense of accomplishment. It is a valuable means of praising learners because it provides specific feedback that highlights areas for improvement while also recognizing the efforts and progress made by the individual. Rather than focusing solely on what a learner has done wrong, constructive criticism acknowledges their strengths and achievements while offering suggestions for enhancement. By doing so, it reinforces positive behaviors, fosters a growth mindset, and motivates learners to strive for continuous improvement.

When delivering constructive criticism, it is essential to adhere to several key principles. First and foremost, feedback should be specific and actionable. Vague or generalized feedback can be confusing and ineffective, whereas specific, targeted feedback provides learners with clear guidance on how to enhance their performance. Additionally, feedback should be timely, given that learners benefit most from receiving constructive criticism promptly after their actions or performance. This allows for immediate reflection and adjustment, contributing to more rapid skill development.

Constructive criticism should be delivered with empathy and sensitivity. It is crucial to consider the impact of the feedback on the learner's self-esteem and confidence. Framing the criticism in a supportive and encouraging manner can prevent discouragement and help learners perceive it as a valuable opportunity for growth rather than a personal attack. Additionally, emphasizing the potential for improvement and the belief in the learner's capabilities can instill confidence and motivation to work on the areas identified for growth.

Moreover, constructive criticism should be balanced with genuine praise and recognition of the learner's strengths and progress. Highlighting what the learner is doing well affirms their efforts and accomplishments, reinforcing positive behaviors and maintaining motivation. This practice also fosters a constructive and supportive learning environment, where learners feel valued and encouraged to put in their best efforts.

The impact of constructive criticism on learners' self-esteem, motivation, and skill improvement is substantial. When delivered effectively, constructive criticism can bolster learners' self-esteem by validating their efforts and potential. By acknowledging their strengths and progress, the feedback communicates a belief in the learner's ability to overcome challenges and grow, contributing to greater self-confidence and resilience in the face of obstacles.

Furthermore, constructive criticism serves as a powerful motivator for learners. When feedback is framed as an opportunity for improvement and growth rather than a judgment of inadequacy, learners are more likely to be motivated to address the identified areas for enhancement. The constructive guidance provided can inspire a sense of purpose and determination, driving learners to strive for greater competence and mastery of the subject or skill.

Additionally, constructive criticism contributes to tangible skill improvement by providing learners with actionable insights and direction for refinement. With clear, specific feedback, learners are better equipped to identify and address their weaknesses, ultimately leading to enhanced performance and proficiency. This iterative process of receiving, internalizing, and acting on constructive criticism accelerates skill development and fosters a culture of continuous learning and improvement.

Constructive criticism is a valuable means of praising learners as it promotes their growth and development by providing specific, actionable feedback while acknowledging their strengths and efforts. When delivered with empathy, balance, and timeliness, constructive criticism can bolster learners' self-esteem, motivation, and skill improvement, ultimately contributing to their success and fulfillment. Educators and mentors play a vital role in utilizing constructive criticism effectively to praise and support learners, cultivating a positive and supportive learning environment that nurtures growth and excellence.

DOI 10.5281/zenodo.10967887 

Reflection is an essential skill that all learners should develop as it plays a crucial role in promoting self-awareness, critical thinking, and personal growth. When integrated into the pedagogical approach, learners' reflection serves as a powerful tool for cultivating discipline, enhancing learning outcomes, and fostering a deeper understanding of subject matter.

Learners' reflection involves the process of contemplating, evaluating, and making sense of one's experiences, actions, and thoughts. By engaging in reflective practices, learners can assess their progress, identify areas for improvement, and set goals for their academic and personal development. This self-directed inquiry and introspection can be instrumental in instilling discipline and accountability in learners.

One of the keyways in which learners' reflection contributes to discipline is by promoting metacognition - the awareness and understanding of one's own thought processes. When students engage in reflective practices, they are prompted to analyze their learning strategies, evaluate their problem-solving approaches, and consider the effectiveness of their study habits. This heightened self-awareness empowers learners to make informed decisions about their learning behaviors and motivates them to cultivate disciplined and effective learning practices.

Additionally, learners' reflection serves as a tool for promoting accountability and ownership of one's learning journey. When students are encouraged to reflect on their academic performance, behavior, and choices, they develop a sense of responsibility for their actions and outcomes. This self-regulation and self-monitoring foster a disciplined mindset that is essential for academic success and personal growth.

Learners' reflection cultivates a deeper understanding of subject matter and encourages critical thinking. As students reflect on their learning experiences, they are prompted to connect new knowledge with prior understanding, identify patterns and connections, and synthesize information in meaningful ways. This process of critical reflection not only enhances comprehension but also nurtures intellectual discipline and rigor.

Incorporating learners' reflection into the pedagogical approach can be achieved through various strategies. Educators can integrate reflective writing exercises, journals, and portfolios into the curriculum, providing students with structured opportunities to document their thoughts, insights, and self-assessments. Additionally, incorporating regular opportunities for guided reflection, such as post-lesson debriefs, peer feedback sessions, and self-evaluation exercises, can enable students to engage in meaningful introspection and introspective dialogues.

Furthermore, leveraging digital tools and platforms can facilitate learners' reflection by providing accessible means for documenting and organizing their thoughts, experiences, and learning artifacts. Online platforms and multimedia tools can enable students to capture and curate their reflections through various formats, such as audio recordings, video logs, and digital portfolios, allowing for diverse modes of expression and self-expression.

Learners' reflection serves as a potent pedagogical tool for cultivating discipline, enhancing learning outcomes, and fostering personal and academic growth. By empowering students to engage in introspective inquiry, self-assessment, and critical thinking, educators can instill the essential qualities of discipline, self-awareness, and accountability. Through the intentional integration of reflective practices into the pedagogical approach, educators can create a learning environment that nurtures disciplined, self-directed, and reflective learners primed for success in their academic and personal endeavors.

DOI 10.5281/zenodo.10967891 

One of the major problems that the Philippines is facing right now is the literacy rate of the young learners. According to the Program for International Student Assessment ( PISA ) 2018 report, Philippines ranked as the lowest out of 79 participating countries. This report shows that the Philippine government should come up with an immediate action to solve the literacy rate of the learners. In school year 2019-2020, the Department of Education ordered all School Administration and staff to strictly implement the “No read no pass” policy wherein learners are not entitled to acceleration unless otherwise they will be able to read. But unfortunately, schools were not able to implement this policy because of the COVID-19 Pandemic. All establishments including schools were advised to close temporarily to secure the health and safety of all people including the learners. Opening of classes were also postponed for almost 5 months, and it became modular instead of face-to-face classes. This was implemented for almost 2 school years. Because of this, the quality of education was suffered. On 2022 report of Program for International Student Assessment (PISA) the Philippines ranked 76th out of 81 participating countries, it shows that there is a little improvement in terms of literacy rate but still Philippines is  in the bottom 10. It is still poor rating which shows that there is a serious problem in terms of reading competencies of learners and the government should focus more and be serious of dealing with this issue.

         Luckily in the year 2022 during the month of February, face to face classes were resumed, it is an opportunity for learners to fill the gaps in their education, another chance was also given to learners to enhance their reading skills. School administrators and staff were advised to make their Learning Recovery Plan, that focuses on the needs of learners especially on their reading skills. From the reported LRP of all schools, the Department of Education come up with concrete plan on how to deal with the present crisis in reading skills of the learners that is the implementation of Catch-up Friday which was launched last January 12, 2024. Every Friday is allotted to enhance learners’ skills in literacy, numeracy, values education, peace education and health education.

         During the first day of implementation, pre-assessment was conducted to be able to evaluate learners’ competencies and identify who need more attention, assistance from the teachers and time to practice their reading skills. It is not only about reading but also about teaching learners on good values that they should have. It is better to see learners who are competitive not only on their skills but also having good values.

         It was a successful activity that the Department of Education implemented, through this, non-readers will be able to read before the school year ends. An opportunity to all Academic Institution to Make globally competitive individuals. Teachers became more focused and determined on improving learners’ reading competencies and having their desire to help them. They also come up with different strategies to motivate and to inspire learners in improving their reading skills.

This is a long-term process to achieve the goal of the Department of Education, that is to make all learners readers. This activity should not stop inside the classroom, there should be a follow-up at home, guidance, supervision, and assistance coming from their parents will be much appreciated. It also requires collaboration between the parents/ guardians and teachers, more time, effort, and patience should be given to improve learners’ competencies in reading. If this good partnership is attained and become a good practice among the parents and teachers, then there will be a positive effect to the learners’ performance, they will be able to improve their skills most especially in reading.

Catch-up Friday be the way in improving our learners’ competencies in reading. Let us all work together in helping our learners become competent and develop skills that will help them become competitive individuals someday.

DOI 10.5281/zenodo.10967915 

A teacher is described as someone who is qualified and trained individual who teach learners in various subject areas, a teacher also helps learners to grow in a structured educational environment. A teacher who influences learners’ behavior and attitudes towards others. A teachers serve as an inspiration and a good example to the learners. This is how a teacher being described by several people. Teaching is considered as a noblest profession; teachers give their time and even give their life just to serve learners.  But these efforts are enough? The answer is not. It is only part of the responsibilities and obligations of a teacher.

The role of a teacher starts inside the classroom, discipline can be seen into learners once the teacher is consistent into his decisions. Respect will be established if teachers are firm in implementing classroom rules. Once these are established, learners will be inspired and motivated to attend classes daily, they will be enthusiastic and excited to see their classmates and even their teachers. There is a saying that a teacher can make or break their learners, and this is true, teachers can make the learners better or be the best as they can be if teachers will be an inspiration to them, motivating learners every day to strive more in their studies, letting them feel that they are special and important, teaching them good values towards their classmates and all the people around them in these way they will be happy attending their classes. On the other hand, teacher can break learners, how? If the learners are disappointed on the actions of teachers, if teacher does not give importance and attention that they need.

It is important that teacher should set a good example to learners. Most of the learners idolized their teacher, they always obediently follow their teacher because they trust their teacher. That is why teachers should be careful in every action they do it can be a motivation to learners or discourage them to become better. Also, in every word that a teacher says, it may inspire or demoralize learners. Teachers should think many times before they make actions, they should always consider its effect and impact to the learners. It is hard to do, teachers are also human, they even commit mistakes, but mistakes can be avoidable once wise decisions are made. It can be achieved if learners’ welfare is always the primary concern of teachers.  

Teacher should always think of their role in the society, that is to mold learners who are globally competitive with a heart, intelligent with good attitude. Everything would be possible once the teacher is passionate and dedicated to his profession. It is not easy to do, it requires time and effort, there are challenges and obstacles along the way, it can be difficult to face, but if teacher always think of his purpose, everything would be possible to happen. At the end of the day, learners will benefit from all the sacrifices of teachers, it would be an achievement to a teacher to see his learners successful in their chosen career. As a teacher, let us always do our best and be good example to everyone most especially to our learners in this way, we are contributing a lot in the success of our learners and in our society.

DOI 10.5281/zenodo.10967919 

Diversity and inclusion of culture in the teaching process play a crucial role in creating a rich and dynamic learning environment. In today's globalized world, classrooms are becoming increasingly diverse, with students from various cultural backgrounds coming together. Recognizing and celebrating this diversity is essential for creating an inclusive and welcoming learning environment.

Embracing diversity and inclusion of culture in the teaching process fosters a sense of belonging among students. When students see their cultural backgrounds and experiences reflected in the curriculum and classroom discussions, they feel valued and respected. This, in turn, contributes to a positive learning experience and can lead to increased engagement and academic achievement.

Moreover, exposure to diverse perspectives and experiences enhances critical thinking and creativity. When students are exposed to different cultural narratives, belief systems, and ways of life, they develop a broader understanding of the world. This exposure encourages them to question assumptions, think critically, and approach problems from multiple angles. As a result, diversity and inclusion in the teaching process can lead to more well-rounded and adaptable learners.

In addition, embracing diversity and inclusion of culture in the teaching process prepares students for success in a multicultural society. In today's interconnected world, the ability to work effectively with individuals from diverse cultural backgrounds is a valuable skill. By incorporating diverse perspectives into the curriculum and classroom discussions, educators can help students develop cultural competence and interpersonal skills that are essential for success in the global marketplace.

So, how can educators incorporate diversity and inclusion of culture into the teaching process? One approach is to diversify the curriculum by including materials and resources that reflect a range of cultural perspectives. This can be achieved through the selection of literature, historical texts, and scientific discoveries from diverse cultures. Additionally, educators can incorporate guest speakers from various cultural backgrounds or organize field trips that expose students to different cultural traditions and practices.

Furthermore, educators can create a classroom environment that celebrates and respects diversity. This can be achieved by acknowledging and celebrating cultural holidays and traditions, encouraging students to share their cultural experiences, and promoting open and respectful discussions about cultural differences. Additionally, educators can promote inclusive teaching practices by using diverse examples and case studies that resonate with students from different cultural backgrounds.

It is also important for educators to engage in ongoing professional development to enhance their own cultural competence. This may involve participating in workshops, courses, or training sessions focused on diversity and inclusion in the classroom. By continuously seeking to expand their understanding of diverse cultural perspectives, educators can better serve the needs of their students and create a more inclusive learning environment.

Diversity and inclusion of culture in the teaching process are essential for creating a vibrant and equitable learning environment. By recognizing and celebrating the diversity of their students, educators can enhance student engagement, promote critical thinking, and prepare students for success in a multicultural world. Through a multifaceted approach that includes curriculum diversification, creating an inclusive classroom environment, and ongoing professional development, educators can play a pivotal role in incorporating diversity and inclusion into the teaching process.

DOI 10.5281/zenodo.10967939 

Ethical dilemmas facing teachers are complex and multifaceted, stemming from the intersection of professional responsibilities, moral considerations, and legal obligations. During their careers, educators encounter a myriad of ethical challenges that require careful navigation and thoughtful decision-making.

One of the primary ethical dilemmas that teachers confront revolves around maintaining a balance between upholding academic integrity and fostering a supportive learning environment. Teachers often grapple with issues such as plagiarism, cheating, and academic dishonesty among students. While it is crucial to uphold academic standards and integrity, educators must also consider the underlying reasons for such behavior and strive to address the root causes while supporting the ethical development of their students.

Ethical quandary that teachers encounter pertains to the equitable treatment of students. Ensuring fairness and impartiality in assessment, grading, and classroom interactions can be challenging, particularly in diverse and heterogeneous classrooms. Teachers must navigate the complexities of addressing individual student needs while upholding a commitment to fairness and equity, avoiding favoritism or discrimination based on personal biases or preferences.

The safeguarding of students' well-being and safety presents a significant ethical dilemma for educators. Recognizing and responding to instances of bullying, harassment, or abuse, while navigating the delicate balance of confidentiality and reporting requirements, requires teachers to exercise sound judgment and adhere to legal and ethical obligations. The paramount concern for student welfare often places educators in challenging situations that demand careful consideration and decisive action.

The use of technology in education introduces its own set of ethical dilemmas for teachers. Issues such as digital privacy, cyberbullying, and responsible technology use by both educators and students necessitate a nuanced understanding of ethical considerations in a digital age. Teachers must navigate the ethical implications of utilizing technology in the classroom while promoting digital citizenship, safety, and ethical conduct among students.

Educators are frequently confronted with dilemmas pertaining to parental involvement and communication. Balancing the need for transparency and partnership with parents while respecting student privacy and autonomy requires teachers to navigate complex ethical considerations. Engaging in open and constructive communication with parents while upholding professional boundaries and ethical standards is an ongoing challenge for educators.

The obligation to maintain professional boundaries and ethical conduct in their interactions with students presents a persistent ethical dilemma for teachers. Establishing appropriate boundaries, avoiding conflicts of interest, and upholding professional ethics while building supportive and nurturing relationships with students necessitates a delicate balance that demands ethical discernment and discretion.

Effective resolution of ethical dilemmas in teaching requires a framework rooted in ethical principles, reflective practice, and collaboration. Educators can benefit from ethical decision-making models that guide them through a systematic process of analysis, evaluation, and ethical reasoning when confronted with challenging situations. Additionally, ongoing professional development and ethical training equip teachers with the knowledge and skills to navigate ethical dilemmas effectively while upholding professional standards.

Ethical dilemmas facing teachers are diverse and intricate, arising from the complex intersection of professional responsibilities, moral considerations, and legal obligations. From maintaining academic integrity and equitable treatment of students to ensuring student well-being and navigating digital ethics, educators encounter a myriad of challenging ethical scenarios. By engaging in reflective practice, ethical decision-making, and ongoing professional development, teachers can navigate these dilemmas with integrity and contribute to the ethical foundation of their profession.

DOI 10.5281/zenodo.10967941 

Exploring the aspect of cultural diversity among learners is a paramount consideration in the realm of education. As classrooms become increasingly diverse and globalized, educators are tasked with understanding, respecting, and embracing the rich tapestry of cultural backgrounds and experiences that students bring to their learning environments. Understanding and embracing the cultural diversity of learners is a fundamental aspect of effective education in today's globalized society. As classrooms become increasingly diverse, educators are tasked with the responsibility of recognizing, respecting, and leveraging the rich tapestry of cultural backgrounds, experiences, and perspectives that students bring to the learning environment.

The infusion of cultural diversity in educational settings presents an opportunity for students to broaden their perspectives, develop cultural competence, and cultivate a deeper understanding of the world around them. By acknowledging and celebrating the diversity of their learners, educators can create inclusive learning environments that validate the experiences and identities of all students. This validation fosters a sense of belonging and respect, contributing to a positive and supportive classroom culture.

Cultural diversity in the classroom enriches the learning experience by introducing a myriad of perspectives, traditions, and ways of knowing. Students could learn from one another and gain insights into different cultural practices, belief systems, and histories. This exposure not only broadens their understanding of the world but also cultivates empathy, respect, and a global mindset that is essential in an interconnected world.

The impact of cultural diversity on the teaching and learning process extends beyond mere exposure to different cultures. Educators must recognize and accommodate the diverse learning styles, communication preferences, and educational backgrounds of their students. Tailoring instructional strategies to cater to diverse learning needs can enhance student engagement, comprehension, and academic success. This may involve incorporating multicultural perspectives into the curriculum, employing varied instructional methods, and acknowledging the linguistic and cultural assets that students bring to the learning environment.

Understanding the cultural diversity of learners also entails being mindful of the social and emotional dimensions of education. Students' cultural backgrounds and experiences shape their social interactions, emotional responses, and sense of self. Educators must be attuned to the social and emotional needs of their students, recognizing the impact of culture on students' emotional well-being and interpersonal relationships. Creating a culturally responsive classroom environment involves fostering open communication, mutual respect, and empathy, prioritizing the holistic development of students.

To effectively cater to the diverse needs of learners from varied cultural backgrounds, educators can employ a range of strategies that promote cultural inclusivity and responsiveness. Incorporating diverse perspectives into the curriculum, using inclusive language and examples, and integrating culturally relevant materials and resources are critical steps in creating a culturally responsive learning environment. Additionally, educators can engage in ongoing professional development to enhance their cultural competence and pedagogical approaches, ensuring that their instructional practices are respectful, equitable, and responsive to the needs of diverse learners.

Furthermore, fostering meaningful parent and community engagement is essential in honoring the cultural diversity of learners. Collaborating with parents and community members from diverse backgrounds enriches the educational experience by offering insights, resources, and support that are reflective of the community's cultural assets. This collaboration can foster a sense of partnership and mutual respect, promoting a sense of community and collective responsibility for the educational journey of all students.

Exploring the aspect of cultural diversity among learners is imperative in creating inclusive, equitable, and enriching educational environments. Recognizing and embracing cultural diversity enriches the learning experience, fosters cultural competence, and promotes empathy and respect among students. By tailoring instructional practices, fostering cultural inclusivity, and engaging in collaborative partnerships, educators can create learning environments that honor and celebrate the diverse cultural backgrounds and experiences of their learners.

DOI 1 10.5281/zenodo.10967957 

Classical conditioning, a concept pioneered by Ivan Pavlov, has long been recognized as a foundational principle in psychology. While it is typically associated with behavioral psychology and animal experiments, the principles of classical conditioning can also be effectively leveraged as a teaching practice in educational settings.

At its core, classical conditioning involves the association of a neutral stimulus with a stimulus that naturally elicits a response. Over time, the neutral stimulus becomes capable of eliciting a similar response, due to its association with the natural stimulus. This process has profound implications for educators, as it offers a framework for shaping students' behaviors, attitudes, and responses within the classroom environment.

One of the primary applications of classical conditioning in teaching involves creating positive associations with learning experiences. By pairing enjoyable or meaningful stimuli with academic tasks, educators can foster a positive attitude towards learning and promote student engagement. For example, incorporating elements of fun, creativity, or novelty into lesson plans and activities can create positive associations with the learning process, making it more enjoyable and rewarding for students.

Classical conditioning can be employed to establish and reinforce classroom routines and behaviors. By consistently pairing specific cues or prompts with desired behaviors, educators can shape and reinforce positive conduct within the classroom. For instance, using visual or auditory cues to signal transitions between activities or employing consistent prompts to encourage active participation can help establish a structured and conducive learning environment.

Furthermore, classical conditioning can be utilized to reduce anxiety or aversion towards challenging subjects or tasks. By gradually exposing students to difficult material in a supportive and non-threatening manner, educators can help students develop more positive associations with previously anxiety-inducing topics. Over time, this approach may lead to a reduction in avoidance behavior and an increase in confidence and willingness to engage with challenging academic content.

In addition, classical conditioning can contribute to the creation of a positive and supportive classroom culture. By pairing affirming and supportive language with student efforts and achievements, educators can reinforce a sense of self-worth and motivation within their students. Recognizing and praising students' progress and accomplishments in a consistent and affirming manner can contribute to a supportive and encouraging classroom environment.

It is important to note that the ethical application of classical conditioning in teaching necessitates a respectful and mindful approach that prioritizes student well-being and agency. Educators should be attentive to individual differences and sensitivities when employing conditioning techniques, ensuring that they are used in a manner that respects students' autonomy and emotional well-being.

Classical conditioning offers valuable insights and applications for enhancing the teaching and learning experience. By leveraging the principles of association and reinforcement, educators can create positive associations with learning experiences, establish and reinforce desired behaviors, mitigate anxiety towards challenging subjects, and foster a supportive classroom culture. It is essential for educators to approach the application of classical conditioning in teaching with a nuanced understanding of ethical considerations and a commitment to promoting positive and empowering learning experiences for their students.

DOI 10.5281/zenodo.10967962 

Abstrak

Ang pag-aaral na ito ay tungkol sa pagtukoy ng mga karanasan ng mga guro at mag-aaral na nakasasagabal at nagpapadaloy sa pagtuturo at pagkatuto ng mga salitang pangkayarian. Naglalayon din ang pag-aaral na makagawa ng isang suplemental na materyal sa mga salitang pangkayarian sa Filipino 9. Upang maisagawa ito, ang pamaraang palarawan at disenyong pananaliksik at pagpapaunlad (research & development) ang ginamit sa pag-aaral na ito. Gumamit ng katanungan ang mananaliksik at pumasa sa balidasyon na sinagot ng mga kalahok at inilahad ang kanilang a) karasanasan sa mga salitang pangkayarian, b) karanasan na nakasasagabal sa pagtuturo at pagkatuto ng mga salitang pangkayarian at c) karanasan sa pagpapadaloy sa pagtuturo at pagkatuto ng mga salitang pangkayarian. Batay sa karanasan na isinagot ng mga guro at mag-aaral nakabuo ng isang suplemental na materyal sa mga salitang pangkayarian sa Filipino 9, ang nabuong materyal ay nakaangkla sa kasanayang pampagkatuto ng Kagawaran ng Edukasyon na siyang lilinang sa kakayahan ng mag-aaral sa gramatika.

Mga Susing Salita: Karanasan, Salitang Pangkayarian, Suplemental

1.           Introduksyon

Naniniwala si Abad (1996) na ang mga kagamitang panturo ay may malaking ambag sa pagkatuto ng mga mag-aaral. Ayon sa kanya, ito ay anumang bagay na maaaring tumulong na matuto at maunawaan ang mga bagong konsepto o mga hindi pa alam na bagay. Dagdag niya, ang mga ito ay maaaring mga karanasan, pangyayari o kahit mga bagay.

Ang mga kagamitang ito ay may mga benepisyong makukuha at isa na rito na matatamo ay ang pagkakaroon nito ang tamang gabay sa mga tagaturo at upang madagdagan ang kaalaman ng mga estudyante at mapalawak ang araling tinatalakay. Tinuturo rin nito kung paano mag-isip at mas maunawaan ang mga bagay.

Nagpalabas ng DepEd Order 18 s. 2020 na nagsasaad “Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan” at ang CHED ng Memo Order No. 18 s. 2013 Section 4 na nagsasabi “Draw material cases or examples from the Philippines realities and experiences and not just from those of other countries” bilang mga batayang legal sa pagsasagawa ng kagamitang pampagtuturo.

Banggit nga ng mananaliksik, “kahit sa pribado o pampubliko mang paaralan ay nagkakaroon ng kakulangan sa sanayang aklat sa mga silid-aklatan lalo na sa Filipino at nagiging suliranin ito lalo na kapag mayroong akreditasyon ang paaralan.”

Kaya naman, naging inspirasyon ang sitwasyon upang tangkaing gumawa ng isang sanayang aklat bilang suplemental na materyal sa pagtuturo sa pagtamo ng mga kasanayang pampagkatuto partikular sa paggamit ng gramatika sa makrong kasanayan sa pagsulat.

2.           Metodolohiya

Upang matukoy ang mga karanasan ng mga guro at mag-aaral tungkol sa mga salitang pangkayarian ay gumamit ng paraang kwalitatibo sa pag-aaral. Nagkaroon ng pakikipanayam sa mga guro at mag-aaral upang makuha ang kanilang mga saloobin sa kanilang mga karanasan sa mga salitang pangkayarian at ang mga detalyeng kanilang ibinigay ay ang magiging basehan sa paggawa ng suplemental na materyales sa gramatika.

Gumamit naman ng Research and Development Design na isang hakbang upang magpakilala ng makabagong bagay na magagamit sa pagpapaunlad ng isang produkto o serbisyo (Kenton 2023).

Ang ginamit na disenyo ng sampling ay purposive sampling upang may kalayaan ang mananaliksik na pumili ng mga kalahok.  Ang mga kalahok ay binubuo ng dalawampu’t limang (25) mag-aaral at limang (5) guro. Ang pakikipanayam ay naganap sa isang face-to-face na paraan at ito ay ayon din sa kanilang libreng oras.

    Sa pagtalakay ng mga sagot, gumamit ng dulog tematiko upang mauri ang pagkakapareho ng karanasan ng mga guro at mag-aaral. Binasa nang paulit-ulit ang sagot at tinandaan ang magkaparehong aspekto. Matapos matukoy ang pagkakapareho ng mga sagot ay inisa-isa at inuri sa mga temang kanilang kinabibilangan.

3.           Resulta at Diskusyon

Base sa kasagutan ng mga kalahok napag-alaman na may mga temang ang kanilang mga karanasan. Tunghayan ang mga sumusunod: Una, mga karanasan ng mga guro at mag-aaral sa mga salitang pangkayarian. Pangalawa, mga karanasan ng guro na nagsasagabal sa pagtuturo ng mga salitang pangkayarian. Pangatlo, mga karanasan ng guro na nagpapadaloy sa pagtuturo ng mga salitang pangkayarian. Pang-apat, mga karanasan ng mga mag-aaral na nakasasagabal sa pagkatuto ng mga salitang pangkayarian. Panlima, mga karanasan ng mga mag-aaral na nagpapadaloy sa pagkatuto ng mga salitang pangkayarian. Pang-anim, ang nabuong suplemental na materyal base sa pag-aaral.

Mga karanasan ng mga guro at mag-aaral sa mga salitang pangkayarian:

Katamtaman at Mahirap. Ito ang nabuong tema ayon sa sagot ng mga guro sa pagtuturo ng mga salitang pangkayarian dahil sa mga sumusunod na dahilan, una ang mga mag-aaral ay kulang sa kaalaman tungkol sa pagsulat, pangalawa, may mababang bokabularyo ang mga mag-aaral sa wikang Filipino, at para sa kanilang mga guro ay kakulangan sa estratehiya sa pagtuturo. Ang kinahaharap na mga problema ng mga guro sa pagtuturo lalo na sa gramatika.

Dagdag pa rito, nagiging suluranin din ang pagtuturo matapos ang pandemya at kung paano nila ituturo ang aralin sa panibagong paraan. (Abagon et. al., 2021).

Masasabing nangangailangan ng tulong ang mga guro upang matugunan ang mga pangangailangan nila sa pagtuturo ng kanilang aralin. Hindi lamang sa pagpapalawak ng kaalaman ng mga mag-aaral kundi sa estratehiya na kanilang magagamit dahil sa pagbalik ng face-to-face na pagtuturo.

   Iba-iba naman ang kasagutan ng mga mag-aaral sa knialng karanasan.  Nahahati ang kanilang sagot sa tatlo: mahirap, katamtaman, at hindi sigurado.  Kung iisiping mabuti, ang kanilang kasagutan ay nasa negatibong aspekto at ang kanilang mga dahilan ay ang mga sumusunod: Pagkalimot ng tinalakay at Kahirapan sa mga salitang ginagamit.

   Ang mga bata ay may malaking hamon sa pagsasaulo ng mga tinalakay kung kaya nagmungkahi siya na ang mga mag-aaral ay maaaring gumamit ng iba’t ibang estratehiya upang hindi kaagad makalimutan ang aralin (Sui 2023). Hindi kaagad makukuha ng mag-aaral ang ma salitang ginagamit sa pagasasanay sa pagsasalita o pagsusulit. Ang simpleng mga salita ang siyang dapat unahin ng mga guro para madaling maunawaan ng mga mag-aaral (Estrabo, 2019).

Mga karanasan ng guro na nagsasagabal sa pagtuturo ng mga salitang pangkayarian:

Kakulangan sa kagamitan. Isa ito sa kinahaharap ng mga guro upang maibigay ang lahat ng impormasyon sa mag-aaral. Nakita sa pag-aaral na malaki sana ang ambag ng mga kagamitan lalo na ang mga aklat tungkol sa mga salitang pangkayarian upang mapalawak ang kalaaman ng mga mag-aaral. Ayon naman kay Pacol (2023), Ang kagamitang ito ang magsisilbing gabay sa mga mag-aaral na mahasa ang kanilang kaalaman sa pagkatuto ng wika.

Pagkalito sa mga alintuntunin. Nagpapakita ang resulta na ang mga mag-aaral ay nangangailangan pa ng mabusising pag-eensayo tungkol sa mga salitang pangkayarian at nang maikintal sa kanila ang tamang gamit ng mga ito. Suhestiyon ni Meniado (2019) na magkaroon ng mga espesiyal na programa para sa mga guro upang mapaganda pa ang kanilang estratehiya.

Oras sa pagtalakay. Hindi natatapos ng guro ang isang aralin sa isang oras lang at mas malaki ang oras ng pagtatalakay ng panitikan kaysa gramatika. Dagdag pa ang pagkakaroon ng ibang gawain na naging dahilan kung bakit hindi matapos ang pagtuturo.

Mga karanasan ng guro na nagpapadaloy sa pagtuturo ng mga salitang pangkayarian:

Laro. Mas nagiging aktibo ang mga mag-aaral kapag nagkakaroon ng mga laro na pupukaw ng kanilang isipan at nang sila ay makasasagot sa mga gawain. Ayon nga kay Serrano (2022), ang paggamit ng laro sa isang aralin ay makabuluhan upang mapalawak ang bokabularyo ng mga estudyante at mas naikikintal ng mga estudyante ang tinalakay sa kanilang isipan.

Memes. Nakita rin sa resulta na madaling makuha ang atensyon ng mga mag-aaral kapag gumagamit ang guro ng mga sikat o nakatatawang linya mula sa social media. Ito ay dahil naiuugnay nila ang buhay sa mga linyang ito. Sinuportahan ito ni Reguera et. al.  (2020), na nagiging masaya ang talakayan at nagugustuhan ito ng mga mag-aaral.

Puntos. Upang maging aktibo sa klarum, nagbibigay ang mga guro ng dagdag puntos lalo na sa mga sumasagot at sa mga sumasali sa gawain. Dagdag ni Achacoso, J. M. et. al (2021), ang pagbibigay ng puntos ay malaking motibasyon sa mga mag-aaral.

Pag-ugnay sa buhay. Mas napapadali ang pagtuturo kapag sila ang nailalagay sa mga halimbawa na kanilang maiuugnay sa totoong buhay. Mas naiintindihan nila ang aralin kahit ang gramatika kung ang mga halimbawa ay nasa konteksto nila. Ito ay pinaniniwalaan din ni Gloria (2021) dahil mas madali silang matuto sa paaralan at sa totoong mundo.

Kagamitang panteknolohiya. Sa pag-aaral ni Kapur (2019), ang teknolohiya ay isang makina na malaking tuong sa mga tao upang malutas ang problema at mapadali ang gawain. Katulad ng mga karanansan ng mga guro, nagiging dalisay ang pagtuturo kapag may kagamitang panteknolohiya silang ginagamit dahil ang mga mag-aaral ay nakapokus dito.

Mga karanasan ng mga mag-aaral na nakasasagabal sa pagkatuto ng mga salitang pangkayarian:

Kakulangan ng impormasyon. Ayon sa karanasan ng mga mag-aaral, nahihirapan sila sa paggamit ng kanilang modyul dahil kulang ito sa detalye. Mas nadadagdagan ang kanilang paghihirap dahil walang mga halimbawa at malawak na pagpapaliwanag ng mga salitang pangkayarian. Sa pag-aaral ni Cabardo (2022), naging mahirap para sa kanila na matuto at umunlad dahil kulang sa detalye ang pagpapaliwanag sa modyul.

Kakulangan sa kagamitan. Malaking tulong ang pagkakaroon ng mga materyales na magagamit sa pagkatuto ng mga salitang pangkayarian. Maraming tagatugon ang umaasa na magkakaroon nito upang mas lalong maensayo ang kanilang kaalaman sa gramatika. Sa pag-aaral ni Tapel (2019), ang hindi paggamit ng teksbuk ay dahilan ng kanilang pag-unlad at pagpapalawak ng kalaaman.

 Kalituhan sa alintuntunin.  Hindi madali sa mga mag-aaral ang makabisado ang lahat ng alintuntunin ng isang aralin sa kadahilanan na marami rin silang asignatura na dapat kabiasaduhin kung kaya nalilito sila sa paggamit ng mga salita. Ang mga ito ay dapat ituro nang maayos dahil ayon kay Misa (2021), ang gramatika ay nakatutulong upang malaman ng mag-aaral ang tamang gamit ng mga salita sa isang pangungusap.

Kakulangan sa mga halimbawa. Ayon sa mga karanasan ng mga mag-aaral, hindi kaagad nakukuha ang konsepto ng paggamit ng mga salita dahil mas nais nilang magkaroon ng maraming halimbawa nang makita nila ang pagkakaiba at nang masanay sila sa paggamit ng mga salita. Ayon kay Riaz (2023), ang pagkakaroon ng halimbawa ay malaking tulong upang matutuhan ng isang tao ang kanyang ginagawa o ng iba tao.

Kakulangan sa pagsasanay. Karamihan sa tagatugon ay nadidismaya dahil ang kanilang pagsasanay ay kakaunti lamang at kailangan pa nilang maghanap ng ibang halimbawa uang maging malinaw ang itinuro sa kanila. Dagdag ni Misa (2021), dapat mabigyan ng halimbawa ang mga mag-aaral na katulad sa totoong sitwasyon upang sila ay maging malikhain.

Kahinaan sa Wikang Filipino. Parehong kinahaharap ng guro at mag-aaral ang sagabal na ito, dahil hindi nasanay ang mga mag-aaral sa pagsasalita ng wikang Filipino at mas naiimpluwensiyahan ng mga banyagang wika. Kung kaya hindi kaagad matapos ang aralin dahil malaking oras ang gugugulin sa pagsasalin ng guro ng mga salita na hindi naiintindihan ng mga mag-aaral. Ayon naman sa pag-aaral ni Pamilara (2019), mas mababa ang iskor ng mag-aaral sa asignaturang Filipino kay sa Ingles dahil mas malaki ang oras nila na iginugugol sa mga asignaturang gumagamit ng Ingles.

Oras ng Pagtalakay. Ang oras ng pagtalakay ng guro ay napakakulang. Hindi natatapos ang kanilang aralin dahil sa marami pang kailangan dapat asikasuhin at nabibitin ang mga mag-aaral. Ayon naman kay Tulfo (2020), ang mga guro ay dapat may sapat na oras upang makapagturo nang maayos. Sila ay dapat nakapokus sa kanilang pagtuturo at hindi dapat bigyan ng iba pang gawain na walang kinalaman sa pagtuturo.

Mga karanasan ng mga mag-aaral na nagpapadaloy sa pagkatuto ng mga salitang pangkayarian:

Aktibo sa klase. Napakalaki ng tulong nito sa mga mag-aaral dahil nabibigyan sila ng pagkakataon na maipamalas nila ang kanilang galing sa pagsasalita at nakapagbabahagi sila ng mga impormasyon tungkol sa aralin. Dagdag pa ni Liu (2023), ang class recitation ay nagpapalawak ng kaalaman sa gramatika at pinapaunlad nito ang bokabularyo sa gramatika.

Pag-aaral kasama ang kaklase. Natutulong ito sa mga mag-aaral dahil marami silang mapagkukunan ng impormasyon at maihahambing nila ang kanilang mga ideya sa bawat isa. Sinuportahan naman ito ni Villegas (2022), naihahanda ng pagkakaroon ng group study ang mga mag-aaral na maging matalino at sa pagpapasiya. Dagdag nito, nagkakaroon ng kooperasyon ang lahat.

Pagtatanong. Malaki ang paniniwala ng mga mag-aaral na ang kanilang pagtatanong ay isang paraan ng pagkatuto at malaking tulong sa kanialng kapag nasasagot ang kanilang tanong na bumabagabag sa kanilang isipan. Dahil sa prosesong ito mas nagiging malinaw sa kanilang ang mga mahihirap na konsepto. Paglilinaw ni Hopkins (2009) na nailathala sa blog.teachmint.com (2022), ang mga mag-aaral ay dapat marunong magtanong upang matuto ng bagay na kanilang pinag-aaralan.

 Pagsasaliksik. Ito ang nagiging paraan ng mga mag-aaral upang matugunan ang kanilang pangangailangan kapag nakukulangan sila sa itinilakay ng guro o kaya ay kulang ang impormasyon sa modyul. Nagiging maingat ang mga mag-aaral sa pagsaliksik ng impormasyon lalo na sa paggamit ng internet dahil hindi lahat ng impormasyon ay totoo. Ayon sa pag-aaral ng UPES (2022), ang pagsasaliksik ay nagbibigay ng benepisyo upang mapalawak ang kamalayan ng mag-aaral sa isang paksa.

Pagsali sa mga gawain. Mas ninanais ng mga mag-aaral ang pagkakaroon ng gawain upang hindi sila mabagot at matuto sila sa masayang paraan. Sa kanilang gawain ay mas gugustuhin nilang nasa pangkatan upang mas mapabilis at maintindihan nila ang paksa dahil nagtutulungan sila. Dagdag pa ni Zinjay (2022), natuklasan na ang partisipasyon sa klase ay nakaaapekto sa akademiko nito, mas nagiging maayos ang performance ng mag-aaral kapag sumasali sa mga gawain.

Ang nabuong suplemental na materyal base sa pag-aaral:

Batay sa resulta ng pakikipanayam sa mga tagatugon, ang mananaliksik ay nagsikap na makabuo ng materyales na tutugon sa pangangailan ng guro at mag-aaral sa pagtuturo at pagkatuto ng mga salitang pangkayarian. Ito ay magiging tulay na maibsan ang kakulangan ng impormasyon at kalituhan sa mga alintuntunin. Sinigurado rin ng mananaliksik na ang ginawang suplemental na materyal ay nakakaakit sa mata at nakaangkla sa kasanayan ng Kagawaran ng Edukasyon. napapaunlad nito ang kakayahan ng guro at mag-aaral sa gramatika. Epektibo itong gamitin sa loob ng silid-aralan (Conui, 2019).

4.            Kongklusyon

Ang kinalabasan ng pag-aaral ay ang mga sumusunod:

      Ang mga karanasan ng mga guro sa mga salitang pangkayarian ay mahirap dahil sa nakahanay na tema: kakulangan ng kaalaman sa pagsulat, mababang pang-unawa sa wikang Flipino at kakulangan sa estratehiya habang ang mga karanasan ng mga mag-aaral ay nahahati sa katamtaman, mahirap at hindi sigurado o nag-aalinlangan dahil sa mga sumunod na dahilan: pagkalimot ng tinalakay at kahirapan sa mga salitang ginagamit.

      Ang mga sumusunod na karanasan ng mga guro kung saan nagiging sagabal sa pagtuturo ng mga salitang pangkayarian ay: kakulangan sa kagamitan, kalituhan sa alintuntunin at oras sa pagtalakay habang ang mga karanasan ng mga guro na nagpapadaloy sa pagtuturo ng salitang pangkayarian ay: gumamit ng laro, pag-ugnay sa buhay, puntos, memes, at kagamitang panteknolohiya.

      Ang mga karanasan na nakasasagabal sa pagkatuto ng mga mag-aaral sa mga salitang pangkayarian ay: kakulangan ng impormasyon, kakulangan ng kagamitan, kakulangan sa pagsasanay, kakulangan sa halimbawa, kahinaan sa wikang Filipino at oras ng pagtalakay habang ang mga karanasan ng mga mag-aaral na nagpapadaloy sa pagkatuto ng salitang pangkayarian ay: aktibo sa klase, pag-aaral kasama ang kaklase, pagtatanong, pagsasaliksik, at aktibo sa gawain.

      Ang suplemental na materyal sa salitang pangkayarian sa Filipino 9 ang nalinang bunga ng pag-aaral.

5.           Rekomendasyon

      Mula sa kongklusyon, nabuo ang mga sumusunod na rekomendasyon: Kailangang paigtingin ang pagtuturo ng gramatika sa mga mag-aaral nang maiwasan ang pagkalito at maidebelop sa kanila ang kasanayan sa pagsusulat. Kailangan ding paramihin ang mga materyales na makatutulong sa pagkatuto ng mga mag-aaral lalo na sa gramatika. Ang pagkakaroon ng suplemental na materyal ay mainam na rekomendasyon upang matulungan ang guro at maging sa mga mag-aaral. Sunod ay dapat pag-ibayuhin ang mga malikhaing estratehiya ng mga guro sa pagtuturo ng gramatika upang madaling maikintal ang aralin sa kanilang isipan.

6.           Sanggunian

Abagon, B. S at Valerio, J. P. (2022), Mga Hamon sa Pagtuturo ng mga guro sa Asignaturang Filipino sa Panahon ng New Normal sa State University.

Achacoso, J. M. et. al (2021) Experience of Science Teachers in Practicing Rewards System to Increase Students’ Participation in Class.

Belen, R. B. (2023), Mga Hamon at Estratehiya ng mga Mag-aaral sa Online na Pagkatuto sa Asignaturang Filipino: Batayan sa Programang Interbensyon.

Cabrera, M. V. L. at Reguera, A. M. (2020), Engaging My Gen Z Class: Teaching with Memes. Retrieved on December 25, 2023, from https://link.springer.com/article/10.1007/s40670-020-01078-w

Conui, F. & Doria, E., (2020). Pagbuo ng Workbuk sa Kasanayan sa Kritikal na Pag-iisip ng mga Estudyante. Langkit: Journal of Social Sciences and Humanities. Retrieved on September 20, 2023, from https://www.msuiit.edu.ph/academics/colleges/cass/research/langkit/2019/langkit2019-2.pdf?v1

Estrabo, N. E. (2019), Pagpapataas ng Kakayahan sa Pagsulat ng Pangungusap ng mga Mag-Aaral sa Wikang Filipino Gamit ang Mi-Activity Sheets sa Ikalawang Baitang T. A. 2017-2018

Gloria, A. (2021), Paglinang ng mga Estratehiya sa Pagtuturo ng Wikang Filipino sa Panahon ng Pandemya. Retrieved on December 15, 2023, from https://www.researchgate.net/publication/353443547_Paglinang_ng_mga_Estratehiya_sa_Pagtuturo_ng_Wikang_Filipino_sa_Panahon_ng_Pandemya

Kapur, R. (2019), Advantages of Technology. Retrieved on October 4, 2023, from https://www.researchgate.net/publication/333395640_Advantages_of_Technology

Meniado, J. (2019), Evaluating the English Proficiency of Faculty Members of a Higher Education Institution: Using Results to Develop Responsive Professional Development Program Retrieved on December 12, 2023, from https://www.researchgate.net/publication/330740868

Pacol, J. (2023) E-BAKADA: Interaktibong Kagamitan sa Pagtuturo ng Filipino bilang Ikalawang Wika ng mga Banyagang Estudyante. Retrieved on November 5, 2023, from https://www.researchgate.net/publication/376687289

Pamilara, C.L. (2018) "PASIKAT: Pagpapaigting at Pagpapasiklab ng Kaalaman at Talento sa Wikang Filipino; Susi sa Matagumpay na Pag-aaral ng SY 2016-2017."

Riaz, A. (2023), Why Are Examples Important in The Teaching and Learning. Retrieved on December 3, 2023, from https://elearningindustry.com/why-are-examples-important-in-the-teaching-and-learning-process

Serrano, D. F. (2022). E-games: Salitalino sa Pagpapalawak ng Bokabularyo sa Filipino. E-games: Salitalino sa Pagpapalawak ng Bokabularyo sa Filipino, 102(1), 10-10.

Siu, J.(2023). Memory Retention. Retrieved December 28, 2023, from https://www.curioustem.org/stem-articles/memory-retention

Tapel, N. W. (2019) The Absence of Textbooks and its Effects on Grade 12 Abm Students in Gmaths.

DOI 10.5281/zenodo.10968188 

Abstrak

Ang pag-aaral na ito ay tungkol sa Tikum Kadlum ng mga Panay-Bukidnon sosyo-kultural na pagsusuri batayan sa kontekstwalisadong banghay-aralin. Ang pananaliksik na ito ay isang kwalitatibong-deskriptibong pag-aaral na ginamitan ng palarawang pagsusuri. Layunin ng pag-aaral na ito na masuri ang kabanata 1 ng Suguidanon na pinamagatang “Tikum Kadlum” gamit ang dulog sosyo-kultural. Batay pa sa pagsusuri ang epiko ay nagtataglay rin ng mga elementong tema, simbolismo at halagahan. Nakapaloob sa kontekstong tema, ang mga taludtod ng epiko na nagtataglay ng mga sumusunod: pangangaso, mapamahiin, panaad, libangan, materyal na kultura, at pagtangkilik sa halamang gamot. Sa kabilang banda naman, ang simbolismong natuklasang nakapaloob sa epiko ay ang mga: laswa, binukot, duyan, badlit sa palad, at kawayan. Samantala, ang kahalagahang nakapaloob sa epiko ay ang mga: pagtutulungan, pag-iingat at paghanda, nasa huli ang pagsisi, matutong sumunod sa mga tagubilin, pagpapahalaga sa piangmulan at pamana. Ang nabuong kontekstwalisadaong banghay-aralin, ay isang disenyong-aralin na maaaring maging gabay sa mga guro kung paanong ang lokal epiko ay maging bahagi ng aralin sa pagpapayabong ng panitikan.

Mga Susing Salita: Tikum Kadlum, Sosyo-Kultural, Kontekstwalisadong Banghay-Aralin

1. Introduksyon

         Isang epektibong pahayag ng kultura ng isang lipunan at pangunahing nagtataglay ng tradisyon at kaalaman ang panitikan na iniuugma sa bawat henerasyon. Sa pag-unlad ng panahon at pag-usbong ng modernisasyon, lumitaw ang mga teknolohiyang nagbibigay aliw, kasiyahan, at ibang pampagaan tulad ng palabas sa TV, radyo, telepono, kompyuter, at iba pa. Ang mga ito ay naging kagamitan at instrumento na nagbubukas ng maraming landasin tungo sa pag-unlad. Sa kanilang paglitaw, bahagyang nag-iba ang ating pang-unawa at pananaw sa dati'y pangunahing aspeto ng lipunan.

Ang pag-aalaga at pagpapalaganap ng mga katutubong panitikan ay isang kayamanan ng bansa, isang uri ng kultural na nagiging bahagi ng ating kasaysayan. Tinatawag ito bilang pamanang kultural, na unti-unti nang nawawala sa limot, patungo sa paglaho ng pamumuhay, kaugalian, at tradisyon ng mga naunang henerasyon. Mahalaga ang pagpapalago nito sa bawat indibidwal tungo sa isang maayos, maganda, at mapayapang pamumuhay. Ang ganitong layunin ay maabot lamang kung mayroong sapat na kaalaman ang mga tao sa kultura, kaugalian, at katutubong panitikan.

Ang pagsusuri na ito ay isang hakbang para suriin ang kasalukuyang epiko ng Calinog, Iloilo. Sa kahanga-hangang bilang ng panitikang matatagpuan sa bayan ng Calinog, ang epiko ay isa sa mga natatangi dahil ito'y isinasalaysay tuwing Hirinugyaw. Layunin din ng mananaliksik na mapalalim at mabigyang halaga ang epiko bilang bahagi ng panitikan ng mga Ilonggo, at itaguyod ang pagpapamana nito sa mga susunod na henerasyon.

         Ang mananaliksik ay nagnanais ding palawakin ang ideya’t kaalaman sa pagbabahagi ng ideya sa panitikan ng mga guro, lalo na sa larangan ng mga epiko. Sa pamamagitan nito, inaasam na maging mas magaan at mas epektibo ang kanilang paraan ng pagtuturo ng panitikan. Bukod dito, layunin pa ng mananaliksik na lumikha ng isang aralin na may konteksto at materyal na maaaring gamitin ng guro at mag-aaral.

Ang Memo Order No. 20, serye ng 2013, Seksyon 4 ng General Education Electives para sa mga Higher Education Institutions (HEI's) Commission on Higher Education (CHED) ay naglalaman ng ganitong probisyon:

 “Draw materials cases or examples from Philippine realities and experiences and not just from those other countries”.
Binibigyang-diin ng kautusan ang pagkakaroon ng materyal na halimbawa at mga karanasan mula sa bansa at hindi lamang mula sa ibang bansa. Dagdag pa sa tesis ni Clet (2001), na binangggit sa pag-aaral ni Dagatan (2016), na ayon sa itinadhana ng Artikulo XIV, Seksiyon 3, talata 2 ng Saligang Batas ng Pilipinas na:

         Ang mga halaga ng etika at espiritwalidad ay kinakailangang palakasin, ang pagbuo ng karakter na may mataas na moralidad at sariling disiplina ay dapat itaguyod, at ang kritikal na pag-iisip at malikhain na kaisipan ay dapat itaguyod sa ng mga institusyon ng edukasyon.

         Isang layunin ng mananaliksik sa pag-aaral na ito ay ang pag-unlad ng kaalaman sa pamumuhay at kultura ng mga Panay-Bukidnon, na patuloy at bahagi pa rin ng ating tradisyon. Layunin nitong maipadama at ipagmalaki ang kahalagahan ng kanilang kultura siyang bahagi ng kanilang tunay na identidad, at maipakita sa iba na mayaman ang pamanang ito, dapat ipagmalaki at ipasa sa mga susunod na henerasyon.

2. Metodolohiya

         Ang paraang kwalitatibo ang ginamit sa pananaliksik na ito. Ginamit ang pakikipanayam sa pangangalap ng kasagutan mula sa mga kalahok. Ang tagapanayam ay naghanda ng mga katanungan kaugnay sa pananaw ng guro, head of tourism council at IP elder. Layunin nitong makuha ang kanilang opinyon sa kung ano ang Tikum Kadlum bilang bahagi ng kulturang Panay-Bukidnon.

         Ang pagsusuri ay isinagawa ng mananaliksik sa pamamagitan ng kwalitatibong-deskriptibong pag-aaral upang makuha ang pagkapanaligan ng pagsusuri.  Palarawang pagsusuri ang ginamit upang mabigyang kasagutan ang nga katanungan sa pag-aaral na ito at masuri ang epikong Tikum Kadlum gamit ang dulog sosyo-kultural.

Mahalaga ang paraang palarawan sa pagbibigay ng impormasyon at mga kaalamang pagbabatayan ng isang makaagham na paghatol (Selvilla, 2001). Isinasaalang-alang nito ang umiiral na paniniwala, gawi at mga prosesong nararanasan sa kasalukuyan. Ayon kay Gay (1976) na binanggit sa pananaliksik ni Nacionales (2008), Ang palarawang pag-aaral ay naglalaman ng pagkolekta ng mga impormasyon upang masagot ang katanungan hinggil sa kasalukuyang kalagayan ng pagsusuri.

         Palarawang pagsusuri ang ginamit upang mabigyang kasagutan ang nga katanungan sa pag-aaral na ito at masuri ang epikong Tikum Kadlum gamit ang dulog sosyo-kultural.

Ang pagsisiyasat na ito ay may napiling tatlong kalahok mula sa bayan ng Calinog. Isang guro sa asignaturang Filipino, Head of Tourism Council ng bayan ng Calinog at isang IP Elder.

3. Resulta at Diskusyon

Ang Tikum-Kadlum Bilang Bahagi ng Kulturang Panay-Bukidnon

Ayon sa mga nakapanayam, ang epikong “Tikum Kadlum” ng Panay-Bukidnon ay naglalaman ng mga aral ng kagitingan, pag-ibig sa bayan at pagtutulungan. Ipinapakita nito ang halaga ng tapang at pagtutulungan sa harap ng mga pagsubok. Batay sa salaysay ng mga impormante, hangad nilang mapanatili ang kulturang kiangisnan ng mga Calinognon para sa pagpreserba ng ating identidad at koneksyon sa lipunan. Ninanais din nilang irekomenda sa kurikulum ang pagsasama ng pagsusuri sa epikong local para mapaigting pa at mapalapit ang mga damdamin ng mga kabataan. Napatunayan sa panayam na silang may tungkulin sa pagpapayaman ng turismo ay ang tanging tumatangkilik sa kulturang kinagisnan.

         Mga Elemento ng Panulaan na Napapaloob sa Salik Tikum Kadlum batay sa konteksto ng tema, simbolismo at halagahan. 

Sa pagsusuri ng epikong Tikum Kadlum, natuklasang mayaman ito sa tema na kung saan   may mga pangunahing ideya ang mga taludtod nito, na ipinahayag nang direkta o hindi direkta. Nakapaloob sa elemento ang pangangaso, aswang, mapamahiin, panaad, libangan, materyal na kultura at pagtangkilik sa halamang gamot.
        Ang terminong simbolismo namanito ay sumasagisag ng isang pangkaraniwang bagay, pangyayari, tao, o hayop na may espesyal o partikular na kahulugan. Maaaring ang mga simbolo ay nagmula sa mga pangkaraniwang simbolo na ipinasa mula sa iba't ibang kultura o likhang-sining, o maaaring likha ng mga manunulat upang maipahayag ang kanilang ideya o layunin. Karaniwan itong ginagamit sa mga tula o maikling kwento, kung saan ito'y ginagamit ng mga manunulat sa isang hindi literal na paraan upang maiparating ang kanilang mensahe. Ayon kay Gonzales (2005) na binanggit sa pag-aaral ni Dagatan (2016), isa sa mga elemento ng panulaan kung saan ang paglalahad ng mga saloobin,bagay at kaisipan sa pamaraan ng mga sagisag ay makikita. Nakapaloob sa elementong ito ang sumusunod: laswa, binukot, duyan, bayong, badlit sa palad at kawayan.

Sa buhay natin, mahalagang malaman ang pamantayan o sistema ng pagpapahalaga sa mga bagay-bagay. naging makabuluhan ang mga gawain kapag ito’y ating napahahalagahan lalo na sa kontekstong kultural. Sa epikong sinuri, lumitaw ang mga pagpapahalagang: pagtutulungan, pag-iingat at paghahanda, nasa huli ang pagsisisi, matutong sumunod sa tagubilin, pagpapahalaga sa pinagmulan, at pamana.

Kontekstwalisadaong Banghay-Aralin Batay sa Elemento ng Panulaan
        Ang kontekstwalisadong Banghay-Aralin ay isang gabay upang lalong matutukan ang edukasyon sa konkretong pangngailangan at karanasan ng mga mag-aaral. Ito ay masusing plano na kaugnay sa kanilang konteksto, pagpapahalaga at kalagayan na nagreresulta sa epektibong pagkatuto. Ang kontekstwalisadong banghay-aralin ay naglalaman ng mga bahaging layunin, paksa, proseso ng pagkatuto at kasunduan. Sa isang bahagi ng banghay-aralin, ang pokus ay nakatuon sa pagsusuri at dito nakapaloob ang epikong Tikum Kadlum na naging prayoridad ng mga mag-aaral.

4. Konklusyon

         Ang kinalabasan ng pag-aaral ay ang mga sumusunod:

Napag-alaman na ang unang kabanata ng epiko ay nagpapakita ng kahalagahang sosyo-kultural dahil sa taglay nitong pagpapahalaga na nagsisilbing gabay at repleksiyon sa kanilang pamumuhay, pagkatao, tradisyon at kultura. Pinatunayan naman ito ni Claro (2013), sa teoryang sosyo-kultural na isang teoryang pansikolohiya na sumasaklaw sa kahalagahan ng ambag ng lipunan sa pagpapaunlad ng isang indibidwal. Ang ugnayang sosyo-kultural ay naglalaman ng malinaw na ugnayan ng lipunan at kultura sa buhay at pamumuhay ng bawat Panay-Bukidnon. Ipinapakita rin dito ang pagbibigay-halaga sa kultura at tradisyon nila.

         Dagdag pa rito, ang epiko ay nagtataglay ng mga elementong tema, simbolismo at halagahan. Batay sa kontekstong tema, ang mga taludtod ng epiko ay nagtataglay ng mga sumusunod: pangangaso, mapamahiin, panaad, libangan, materyal na kultura, at pagtangkilik sa halamang gamot.

         Sa kabilang dako naman, ang simbolismong natuklasang nakapaloob sa epiko ay ang mga: laswa, binukot, duyan, badlit sa palad, at kawayan.

         Samantala, ang kahalagahang nakapaloob sa epiko ay ang mga:  pagtutulungan, pag-iingat at paghanda, nasa huli ang pagsisi, matutong sumunod sa mga tagubilin, pagpapahalaga sa pinagmulan at pamana.

         Batay sa natuklasan sa isinagawang pagsusuri, gumawa ng kontekstwalisadaong banghay-aralin ang mananaliksik, isang disenyong-aralin na maaaring maging gabay sa mga guro kung paanong ang epiko ay maging bahagi ng aralin sa pagpapayabong ng panitikan.

5. Rekomendasyon

         Ayon sa natuklasan sa pagsusuri na ito, ipinapayo ng mananaliksik ang mga sumusunod:
        Bigyang-halaga ang anumang anyo ng panitikan lalong-lalo na ang katutubong panitikan na tila bagang unti-unti nang nalilimutan dahil sa impluwensiyang dulot ng teknolohiya. Ang panitikang ito ay nagiging pundasyon ng mayamang panitikan mayroon tayo ngayon.

         Bigyang-halaga ang panitikan sa pamamagitan ng paghihikayat at pagtangkilik sa akda tuwing may pagdiriwang tulad ng Hirinugyaw-Suguidanonay ng Calinog.

         Iminumungkahi ang paggamit ng kontekstwalisadong banghay-aralin bilang isang modelo na aralin sa pagtalakay ng panitikan.

6. Sanggunian

Ched Memorandum Number 20. S. 2013Genereal Education Curriculum : Hollistic Understandings, Intellectual and Civic Competencies from CHED website: https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.20-s2013.pdf

Claro, ML. (2013). Loa ng mga Ilonggo: Pagtitipon at Pagsusuring Sosyo-Kultural. Nailathalang Tesis. Pamantasang Estado sa Kanlurang Bisayas, Luna St. Lapaz, Iloilo City

Dagatan, D. (2016). Sosyo-Kultutal na Pagsusuri ng mga Luwang Hiligaynon: Mungkahing Pagpapayaman ng Silabus sa Pagtuturo ng Panitikang Rehiyunal. Disertasyon sa Kursong Doktor ng Pilospiya sa Filipino, Pamantasan ng Bohol, Lunsod ng Tagbilaran.

Nacionales, M. (2008). Paglinang at Pagtataya ng Modyul sa Pagbasa. Di-Nailathalang Tesis, Master ng mga Sining sa Edukasyon (Filipino) Pamantasang Estado ng Kanlurang Bisayas, Lunsod ng Iloilo.

Nepomuceno, ML. (2011). Isang Pagsusuri sa Historical/Sosyolohikal na Pananaw. Bulacan State University.

Olapane et al. (2021). Cultural Preservation of Panay Bukidnon-Halawodnons Amidst Emergent Society. Journal of Humanities and Social Sciences Studies, 3(11), 41–56. https://doi.org/10.32996/jhsss.2021.3.11.4

Rabuco, A. (2006). Hiligaynon Mythodological Stories and Folktales. Analysis and Translation.

Recabar, CM. (2015) Pagsasalin at Pagsususri ng Siday sa Pamalaye (Tulang Pamanhikan ng Antique) Inilathalang Tesis. Unibersidad ng Iloilo, Rizal St. Iloilo City.

Sebastian, et. Al (2005). Retorika. Bede’s Pubishing House. Quezon City.

Villaluz, A. (2020) Pagbuo at Balidasyon ng Modyul sa Filipino ng Ikawalong Baitang sa Cabuyao Integrated National High School. Retreived February 28, 2021, from https://pdfcoffee.com/pagbuo-at-balidasyon-ng-modyul-sa-filipino-8-pdf-free.html.

DOI 10.5281/zenodo.10972832

Abstrak

Ang deskriptibong pag-aaral na ito ay may layong matiyak ang antas ng pagbasa ng mga mag-aaral sa baiting III . Ang kagamitan sa pagtitipon ng mga datos ay isang pagsusulit na ibinatay sa PHIL-IRI. Ito ay idinaan sa reliability testing upang maging mapanaligan,Katampatang tuos at Mann-Whitney U ay mga estadistikang ginamit sa pag-aaral. Natuklasang satisfactory ang antas sa pagbasa ng mga mag-aaral sa kabuoan. Nang sila ay ipinangkat batay sa distansya, ng mga mag-aaral na nakatira malayo sa paaralan ay merong satisfactory ang antas sa pagbasa samantalang ang nakatira malapit sa paaralan ay may antas na satisfactory. Natuklasang ding walang makabuluhang pagkakaiba sa antas ng pagbasa ng mga mag-aaral na ipinangkat batay sa kasarian at distansya ng paaralan mula sa bahay, Mula sa resulta ng paaralan binuo ang programang pang-remedyal sa pagbasa.

Keywords: Pagtukoy sa Antas ss Pagbasa, Baitang III, Programang Pang-Remedya

1.     Introduksyon

Ang edukasyon ay kinabibilangan ng pagtuturo at pag-aaral ng isang kasanayan,at mga pagpapahalagang humuhubog sa pagkatao ng mga mag-aaral.Isa sa mga pangunahing layunin ng edukasyon ay ang paglinang at pagkatuto ng mag-aaral sa pagbasa.Ito ay ang yamang pinaniniwalaang maibibigay sa mga bagong henerasyon.

Maraming paraan upang matuto ang isang mag-aaral. Sa kamay ng mga guro nakasalalay ang pagkatuto ng mga

mag-aaral. Isa sa kinakailangan ng guro ay ang paggamit ng angkop nakagamitan sa pagbasa. Ilan dito ay ang paggamit ng PHIL-IRI bilang instrument sa pagsasagawa ng remedyal, lalo na sa pagtukoy sa antas ng pagbasa ng mga mag-aaral.

lumikha ng maraming suliranin at ang isa sa mga ito ay ang hindi lubusang pagkatuto ng mga mag-aaral sa mga kaalaman at kasanayang mahalaga sa kanilang pag-unlad.

Isa sa mga kasanayang ito ay ang pagbasa. Marami sa mga mag-aaral ay hindi pa lubusang nakakabasa, o di kaya’y kung makabasa rin ay hindi naman nakakaunawa sa binabasa. Ito ay totoo hindi lamang sa mga mag-aaral sa antas elementarya kundi pati na rin sa antas sekundarya.

Ayon kay Spiro (2021), ang pagbasa ay isang multilevel na interaktibong proseso na ang teksto ay kailangang suriin  sa iba’t ibang antas mula sa letra patungo sa kabuuan ng teksto. Bilang karagdagan, sa pagpoproseso ng malinaw na larawan ng teksto, ang mambabasa ay kailangang magbigay ng dating kaalaman sa pag-unawa sa pagbasa. Ang interaksyon ng proseso batay sa teksto at batay sa kaalaman gayundin ang mga antas sa bawat proseso ay mahalaga.

         Ang pag-aaral na ito ay isinagawa ng mananaliksik sa kadahilanan na ang mga mag-aaral sa panahon ngayon lalo na sa mga mag-aaral sa ikatlong baiting ng Binolusan Grande Elementary School aykakikitaan ng kahinaan sa pagbasa. Inaasahan na sa natuklasang antas sa pagbasa ay may imumungkahing programang pang-remedyal na makakatulong sa pagpapaunlad ng kanilang kakayahan sa pagbasa. Ito ang dahilan kung bakit isinagawa ang pag-aaral na ito.

2.Metodolohiya

Deskriptibong o palarawang pananaliksik ang ginagamit sa pag-aaral na ito. Ang nasabing uri ng pananaliksik ay ginagamitan ng questionnaire checklist sa pagkuha ng ibatibang datos.

Ang deskriptibong pananaliksik ay may kinalaman sa isang kondisyon ng mga ugnayang nagaganap, mga gawaing umiiral, panininwala at prosesong nagaganap, mga epektong nararamdaman o mga kalakarang nalinang.

3.Resulta at Diskusyon

Ang pag-aaral na ito ay naglalayong matukoy ang antas ng pagbasa ng mga mag-aaral  sa baitang III  batay sa PHIL_IRI bilang basehan sa pagbuo sa programang pang remedyal sa pagbasa

Ayon sa nakapanayam, Ang resulta ay nagpapahiwatig na medyo may kakayahan na ang mga mag-aaral ng Binolusan Grande Elementary School pero hindi sapat ito upang kanilang maunawaan ang mas komplikadong kasanayan sa pagbasa na nangangailangan ng mas mataas pa na antas sa satisfactory kung kaya ang mga guro ay nararapat na mas paiigtingin pa ang pagtuturo ng pagbasa gaya na lamang ng paggamit ng iba pang mga estratehiya o di kaya ay ang pagkakaroon ng programang pang-remedyal sa pagbasa.

Sina Villafuerte at Bernales (2008), ay nagpahayag na kailangan ang remedyal na mga pamamaraan sa pagtuturo upang maihanda ang mga mag-aaral sa mas mataas na lebel gaya ng makipag-interaksyon, makipagtulungan para sa kapakanan ng nakararami, makabuo ng kolaboratib na pasya na naglalarawan sa  matalino at demokratikong paglahok sa lipunan.

Nagpapahiwatig ito na ang pagbasa ay makatutulong upang tumaas ang antas ng komprehensiyon ng mga mag-aaral sa pagbasa na makikita sa resulta ng pag-aaral.

    Ang kinalabasan ng pag-aaral ay nagpakita satisfactory ay antas sa pagbasa ng mga mag-aaral sa kabuoan at nang sila ay ipinangkat batay sa kasarian na nagpakita kapwa satisfactory ay antas ng babae at lalaki. Sa kabilang dako nang nga mga mga-aaral ay ipinangkat batay sa distansya ng paaralan mula sa bahay, ang nakatira malayo sa paaralan ay may very satisfactory na antas samantalang ang mga makatira na malapit sa paaralan ay may satisfactory na antas sa pagbasa.Natuklasan din sa pag-aaral na walang makabuluhang pagkakaiba sa antas ng pagbasa ng mga mag-aaral nang sila ay ipinangkat batay sa kasarian at distansya ng paaralan  mula sa bahay. Batay sa kinalalabasan ng pag-aaral, binuo ang programang pang-remedyal sa pagbasa.

4. Konklusyon

    Ang kasanayan sa pagbasa ay susi isa pagtuklas ng maraming kaalaman kung kaya sinisikap ng bawat guro at ng kagawaran ng edukasyon mismo na bigyang prayoridad ang pagtuturo sa pagbasa. Kahit na lubos na naapektuhan ay pagkatuto ng mga mag-aaral sa panahon ng pandemya kahit papano ay natuto ding bumasa ang mga mag-aaral sa Binolusan Grande Elementary School sa Calinog, Iloilo.

    May iba pang mga salik maliban sa kasarian at distansya ng paaralan mula sa bahay na maaring makadulot ng makabuluhang pagkakaiba sa antas ng pagbasa ng mga mag-aaral.

    Ang nabuong programang pang-remedyal marahil ay makatutugon sa pangangailangan ng mga mag-aaral sa Distrito ng Calinog I ng Binolusan Grande Elementary School. Makatutulong ito sa mga mag-aaral habang sila ay nasa loob ng silid aralan. Bukod dito ay magdudulot ito ng oportunidad sa mga batang mabagal magbasa.

    Ang naging resulta ay satisfactory kaya magkakaroon ng programa ay makatutugon sa pangangailangan ng mga mag-aaral. Makatutulong ang programa sa mga mag-aaral ng Distrito ng Calinog 1 ng Binolusan Grande Elementary School. Makakatulong ito sa mga mag-aaral habang sila ay nasa loob ng silid aralan. Bukod dito ay magdudulot ito ng oportnidad sa mga batang nasa resultang frustration at non readear.

5. Rekomendasyon

    Batay sa kinalabasan ng pag-aaral, ang mga sumusunod ay iminungkahi:

    Kinakailangan ang masusing pag-basa sa mga mag-aaral upang mapaunlad pa ang kanilang kasanayan sa pagbasa. Nangangailangan ito ng karagdagang inisyatibo ng mga guro sa paglaan ng makabuluhang at mga kawili-wiling mga estratehiya at kagamitan upang mahikayat ang mga bata na bumasa. Mag-isip din ang mga guro ng mga laro, bidyo, mga larawan at iba pang Biswal na mga kagamitan na nakatutulong upang magkaroon ng interes sa pagbasa ang mga mag-aaral.

    Ang nabuong programa pang-remedyal sa pagbasa ay isang makabuluhan at napapanahong pagtugon sa pagpapaunlad ng kasanayan sa pagbasa ng mga mag-aaral. Upang lubos na mapaunlad ito at mapabatid sa iba pang mga guro ang kahalagahan nito, nararapat na magsagawa ng mga kapulungan at paglingkurang pagsasanay tungkol sa pagsasagawa ng programang pang remedyal at kagamitan sa pagtuturo ng pagbabasa. Makatutulong ito upang gumawa ang mga guro ng sariling estilo at paraan na angkop at naayun sa kakayahan ng mga mag-aaral sa Filipino, hindi lamang sa asignaturang Filipino kundi maging sa asignaturang English.

    Iminumungkahi ang programang ito sa Kagawaran ng Edukasyon, na lalo pang suriin at kanilang mabigyan ng puna upang lalo pang mapakinis ang nabuong programa.

    Kinakailangan ang masiglang pakikilahok ng mga

Guro, magulang at stakeholder at mag-aaral upang tagumpay na maisasagawa ang programa. Sa ganitong paraan ay mas mapadali , mas makabuluhan at epektibo ang programa.

  Matapos mapatunayan na maaari nang gamitin ang programang pang-remedyal, magyayari na bigyan na ng go-signal ng DepEd ang mga paaralan paea sa implementasyon nito.

  Itinatagubilin din sa mga guro na ang pagsasagawa ng programang pang remedyal ay magsisilbing suporta sa lalong pagkatuto ng mga mag-aaral na maaaring gawin sa silid -aralan.

6. Sanggunian

Asegurado, C. (2015) Antas sa Kasanayan sa Pagbasa at Pag- unawa ng mga mag-aaral sa unang taon sa kolehiyo sa  Pamantasan ng Iloilo. Di-nilathalang Tesis. Pamantasan ng Iloilo, Lungsod ng Iloilo.

Aziz, A. & Kung, L Y. (2020). Action Research on  Metacognition Reading Strategies Instruction to  Improve Reading Comprehension.

Bajeta, C. & Bisomol (2021). Antas ng Pagbasa. Internet  Retrieved from https://www.scribd.com/ presentation/500852871/Antas ng Pagbasa on April   25, 2023.

Baltazar, P. (2010) Ang Kahalagahan ng Pagbasa sa   Makabagong Panahon. Manila. Lungsod ng Manila   Retrieved on June 24, 2023.

Bernales (2028) Ang Programang Pampaaralan at pangkabataan, Retrieved on April 15, 2023 from https:// sf.gov/ fil/ school children program.

Chua, P.M. (2011). Ang pagbasahttps://www.slideshare.net// -----  Paul Michael Chua/ Ang Pagbasa? fbclid Retrieved on  May 14, 2023.

Cox, J. 2023. Retrieval on March 20, 2023, from https://www.deped.gov.ph/2018/03/26/do-14-s-  2018policy policy  on-the-administration-of-the-revised-philippine-informal-reading-inventory./

De Juan, Jr., A. (2017). Mga Istratehiya sa Pagtuturo ng Filipino sa Senior High School.

Earol, J. (2022) Isang pag-aaral sa Antas ng Kaalaman ng mga mag-aaral sa Baitang III ng Genrral Academic Strand sa Wastong Paggamit ng Wikang Filipino Our Lady Of Fatima University sa Kasanaya ng Pakikipagtalastasan. Di Inilathalang Thesis Pamantasan----ng Our Lady of Fatima, Lungsod ng Metro Manila.https://depedro1.com/wpcontent/uploads/2019/02/Herbert-

Perez.pdf?fbclid=IwAR2EnEIVnEpRLTIRX7BnIs8j8zIYGETDchsIbez8l7fRac4t7tT_mhz_7E Date: May 19, 2023.https://dokumen.tips/documents/mga-estratehiya-sa-pag-unawa-pagbasa563389a6e10c9.html?fbclid=IwAR2Lbyt27-   8VW3RIKUn2OIKlMunSz1FIcm6bWViP1JmWFj8Zbs4kdmP1VWE.

https://www.teacherph.com/revised-phil-iri/ Date: April 25,      

      2023.

https://www.scribd.com/doc/62700367/Antas-ng-Pagbasa         ------Date: April 25, 2023.

https://tl.eferrit.com/ang-a-method-of-teaching-phonics/  -------Date: April 25, 2023.

https://www.scribd.com/Interactibong dulog sa pagbasa/  Spriro 2021- Retrived on May 12, 2023.

https://www.slideshare.net/ Woodward2019/ Mga Pananaw sa

      pagbasa sa Proseso ng Pagbasa Retrieval on April 28, 

      2023.

Lacupa, C. (2013). Mga Estratehiyang Panturo: Kasanayan  sa Pag-unawa sa pagbasa ng mga mag-aaral sa Filipino. Di-nalathalang Tesis. University of Iloilo-PHINMA, Lungsod ng Iloilo.

Lloyd, S., Wernham, S., & Stepehn, L. (2000). Jolly phonics word book. Jolly Learning Limited.

Perez, H.R. (n.d.). Pagpapaunlad sa Kakayahan sa Maunawang  ng mga Magaaral sa sa Pamamagitan ng Estratehyang Pagkatuto. Retrieval on May 27, 2023    from https://www.studocu.com/ph/document/St scoloastic college eduction technology.

Roach, P. (2018). English phonetics and phonology (4. ed. ed.). Cambridge Univ. Press [u.a.]

Ranco (2002). Antas ng Pasalitang Pagbasa sa Wikang  Filipino ng mga Piling Mag-aaral sa Ikalawang Baitang. Unpublished thesis from Rizal College of     -------Laguna taon 2020.

Ranco (2002). Antas ng Pasalitang Pagbasa sa Wikang  Filipino ng mga piling mag-aaral sa ikalawang baiting.

Serra, N.G. (2018). Antas sa pagkatuto sa mga Aralin sa Filipino sa Junior High School: Basehan sa Pagbuo ng mga gawaing pagsasanay. Di- nalathalang Tesis,  Master ng mga Sining ng Edukasyon (Filipino). Pamantasan ng Iloilo- PHINMA, Lungsod ng Iloilo.

Spiro (2021). Ang isang mambabasa ay gumagamit ng kanyang  kaalaman. Retrieved on February 28, 2023, from from https:// Scrid.com/Presentation/ Antas sa Pagbasa.

Waykurat (2021) Mga Mag-aaral sa Universidad ng Pilipinas. Eduksyon at ang Tao ay isang Usbong from https:/ Tl.m.wikipedia.org. wiki/ Mag-aaral Retrieved on   Sept 30, 2023.

Weaver, B. (2014). Formal vs Informal Assessment Retrieved  from https://lrs.ed.iuuc.edu/student/iri.html Retrieved on September 29,2023.

Villarin, Utardo, R. at Tiongon K. 2019). Epekto ng Story sa kakayahan sa pag-unawa sa mga binasang kwento ng  mga mag-aaral. Di- nailathalang aksyon Risert, UNP.

DOI 10.5281/zenodo.10976581 

Teachers play a fundamental role in society by educating, inspiring, and guiding students to reach their full potential. They encountered several challenges as they provided the learnings to their students. However, despite these challenges, many teachers remain devoted to their profession and work untiringly to provide the best possible education for their students.

Here are some problems in the education system as perceived by some teachers.

1.     Lack of facilities and laboratories.

One of the problems in the education system of the Philippines is the issue of insufficient classroom facilities including laboratories, teaching, and learning materials. Many places in the Philippines particularly in remote areas are having problems with how they will cater to all of their students with their inadequate number of classrooms. There are instances that multi-grade level students are sharing in a classroom, and they do not have enough materials for their studies. As an effect of this, most students are behind in terms of knowledge and learning competencies. The same problems are those in urban areas, though most areas in the cities have enough classroom instruction, they still need more facilities such as science and research laboratories. These facilities and laboratories are very important, especially in secondary level and higher education, to help our students gain a better understanding of what they are learning and to eventually create innovations that will become useful to our country.

2.     Lack of ICT and Internet Connection

Another problem in the education system in the Philippines is the lack of ICT instruction and the Internet. Nowadays computers are being incorporated in facilitating teaching and learning. I do agree that students nowadays learn better if ICT is being used in teaching. However, the problem is, not everyone has access to computers at home and in school. Some teachers and students have little knowledge of how to use computers and their applications. There is also insufficient ICT equipment in the school. With this problem, our education system in terms of computer education is behind as compared to other countries.

3.     Insufficient Budget

In the past few years, the government of the Philippines has been trying to resolve the problems and issues of lack of facilities and learning materials, especially in public schools. However, exerted efforts of our government are enough to sustain all the needs of our public schools because of the insufficient budget being allotted for education. Education in the Philippines must be prioritized and should be given a bigger budget allocation. The government must take the initiative in allocating more budget to developing infrastructures, creating more programs, and facilitating more advanced training for students, parents, and teachers. Through these, we can engage and motivate more students and teachers to do better in school.

4.     Teachers’ Workload

Another problem in the education system in the Philippines is the teacher’s workload and assignments. Being a teacher, especially in public school, is not that easy. The teachers are given too many assignments to do. If teachers are holding coordinator ships and other assignments, they are required to attend lots of meetings and are required to submit reports. The time and energy that is supposedly spent in teaching are being taken away from teachers, and the students are the ones who are affected by this. The less time spent with the students is less learning we can give them. I hope that our leaders can be able to an organized better system for performing the duties of teachers in school. Have more programs that will give priority to teaching to be able to produce better service and quality education for our students.

DOI 10.5281/zenodo.10976857 

Ethics in the workplace such as in school settings are vital for embracing trust, integrity, and mutual respect among teachers and other stakeholders, promoting a positive organizational culture, and contributing to long-term success and sustainability.

In an organization, it is not only important to have excellent and dynamic people or teachers to attain the school’s vision. The institution can easily attain its goals and objectives for its stakeholders, especially the learners if they are surrounded by decent people who are possessed by good moral values or ethics. They are naturally compassionate, honest, respectful, fair, law-abiding, etc. Establishing ethical behavior in a work environment can build trust among the leaders and their subordinates, leading to healthy working relationships and collaboration. In the same aspect, an organization that demonstrates dedication to meeting the expectations and needs of the stakeholders in a very professional and ethical manner can contribute to satisfaction and long-term success.

To be able to establish ethical behavior in the school, it must be the initiative of the school head and his trusted personnel to make a long-term plan wherein professional and ethical behavior should be included in all programs and activities of the school. The teachers must be given regular orientation, seminars, or training about professional development, including ethical behavior. In that way, teachers will always be reminded about how they will properly treat their colleagues while they perform their duties in school. In the same manner, learners are more efficient in performing their schoolwork if they are loved and well-supported by their teachers. Students can develop self-confidence towards their schoolwork, share a positive relationship with their teachers and peers, develop stronger social-emotional skills, and are more likely to feel confident through exploration and demonstrate a stronger performance in the classroom if they are treated with love and care by their teachers.

DOI 10.5281/zenodo.10976875 

Building an educational institution or school without a solid foundation or philosophical background will cause it to run poorly and ineffectively. Every educational organization must recognize educational philosophy because it will guide them on how they will operate their school. It will help them to decide what programs and curriculum should be provided to ensure that the learnings to be given to the children are accurate and true. Philosophical education on the other hand is important because it promotes critical thinking, self-reflection, decision-making, and ethical reasoning.

 The contribution of educational philosophers such as Socrates, Plato, Aristotle, etc. is admirable. Their philosophical thoughts and contributions to our educational systems are of great help, especially to us in the modern system of education. The methods and approaches that they have developed such as “cooperative learning”, “self-discovery”, experiential learning”, “deductive and Inductive approaches” and others, serve as our basis today on how we can still improve our method and style of teaching our learners.

         The philosophical approaches and aspirations provided by our great educational philosopher will continuously be adopted and implemented to help our learners easily understand their school lessons. Teachers will also be given training as regards philosophy in education so that they will always be reminded to use the appropriate methods and styles in teaching to make their interactions with their students more fun and meaningful.

DOI 1 10.5281/zenodo.10976917 

           Technologies nowadays are no longer considered an accessory in education, as time goes by technologies are becoming a necessity for teachers in delivering quality education to learners of the new generation. Teachers are very thankful that we have these technologies today because, through this, everything becomes possible. Teaching and learning nowadays have become easier because of technology. Teachers can save more time in preparing instructional materials such as PowerPoint presentations, and digital and printed materials with the help of technologies, while their students can easily learn their lessons because they are more engaged in differentiated activities provided to them. The skills and talents of teachers are also being developed through the help of technology. Some teachers are inclined to create video lessons and presentations that are very useful for the students. Students can further learn their lessons at home with the use of those video lessons.

       Technologies in education also become the best buddies of teachers and administrators in schools. Preparing and submission of school reports become easier and faster. Computing the grades of the students becomes lighter because of the available and modernized computer software. Communication from the Division head offices to the school administrators becomes organized and precise through the help of technology. The performance of the organization in general improves because of the technologies.

         However, since technologies are already part of the structure of a modern organization, all employees must have skills in using technologies. Training and workshops for employees about using technologies in the organization should be done regularly so that the employees will have enough skills and knowledge on how they will incorporate technologies in performing their jobs. Without these skills, it would be difficult for the organization to perform its duties and achieve its goals.

DOI 10.5281/zenodo.10976929

           As a future School Head in an organization, I need to understand the culture of the organization and its people so I can be able to lead them right. I need to understand and recognize the individual differences in terms of their position, educational attainment, skills, talents, and behavior so I can be able to designate them in the right position. I need to have leaders who are trustworthy, compassionate, and competent who could help me run the school. I do believe that the success of the school will not be achieved without them. The strength of the school will be based on how people work in an organization. Teachers will be assigned to perform tasks based on their specialization, talents, skills, and interests so that they will be eager to do their tasks. The delegated leaders in the school will be advised to have regular communication with teachers to keep in touch with them and directly know their needs and their pupils. So that the school can be able to provide the best service to them, leading to better performance in school. 

I believe that teachers are born talented, and they have so much potential to share with others, especially with their students. Teachers are very hardworking and dedicated to their work. Their love for children is unconditional. However, there are moments in the lives of many teachers when they feel tired, exhausted, and bored with their job because of some reason. One of them is the lack of motivation given to the teachers in school. As a principal of the school, I don’t want my teachers to feel that kind of emotion, that they are being neglected and less valued by the school. I must take good care of my teachers. I want them to feel that they are equally important in school. To uplift the morale of my teachers, I will establish a system wherein the teachers will be recognized even for the simple deeds, actions, and accomplishments they have made for the school and their students. I do believe that if teachers feel that they are being valued by the organization they will be more motivated and inspired to perform their duties. And when teachers perform their duties well, everyone in the organization benefits from it.

         In an organization, it is very common to have problems and challenges. However, once a leader establishes a good working relationship with his people, whatever challenges and problems will come along their way, will be solved right away. I do agree with the quote given by Mattie Stepanek “Unity is strength, when there is teamwork and collaboration, wonderful things will be achieved”, the participation of every teacher in an organization is very important to achieve the goals of the school. If there are identified stubborn teachers who do not want to participate or cooperate in school. My advice is not to ignore them, but instead, try to communicate with them and know the reasons why these teachers act that way. As a leader of the school, I need to make a remedy on how we can help our teachers to improve their behavior towards their work. We must let teachers understand and feel how important they are in the organization. That every single task they do has a great impact on the success of the school.

DOI 10.5281/zenodo.10976988 

Abstrak

Ang pag-aaral na ito ay isinagawa upang malaman ang mga pananaw ng guro sa kontekstwal klu at karanasan ng guro sa paggagamit ng kontekstwal klu sa pagtuturo ng tula bilang batayan sa paggawa ng In-Service Training. Pamaraang palarawan o descriptive ang ginamit sa pag-aaral. Ang intrumentong ginamit sa pag-aaral na ito ay iskedyul na interbyu na ginawa ng mananaliksik. Ang mananaliksik ay gumamit ng kwalitatibong disenyo ng pananaliksik gamit ang phenomenology. Pinili ang kalahok sa pamamagitan ng purposive sampling. Ang mga kalahok sa pag-aaral na ito ay 11 na guro sa Junior High School ng Banate National High School na nagtuturo ng asignaturang Filipino sa taong panuruang 2022-2023. Ang mga datos ay kinalap at sinuri gamit ang thematic analysis. Ang sumusunod ay pananaw ng guro ukol sa kontekstwal klu: pag-unawa sa kahulugan ng salita, paano ginamit ang salita. Ang mga karanasan ng guro sa paggamit ng kontekstwal klu sa pagtuturo ng tula ay pinapalawak nito ang talasalitaan at binibigyang kahulugan ang mga matatalinhagang salita.

Keywords: Pananaw, Karanasan, Guro, Kontekstwal Klu, Tula, In-Service Training

1. Introduksyon

Ang wika ang maituturing na pinakamabisang kasangkasapan sa pakikipag-komunikasyon sa kapwa. Ito’y nagsilbing sandata ng tao sa pakikihamok sa mga hamon ng buhay at instrumentong ginagamit upang maisakatuparan ang pakikipag-ugnayan at makapagpahayag ng kaisipan, saloobin o pananaw. Sa tulong nito, nakabubuo ang tao ng mga ideya na maaaring makalinang sa kanilang higit na pag-unawa at pagpapakahulugan sa mga bagay-bagay.

Ayon kina Rhoder at Heurter (2002), upang maging matagumpay ang isang mambabasa sa pag-unawa ng isang hindi kilalang salita, ito ay depende kung gaano karaming beses ang salita ay inihaharap sa konteksto, kung ang konteksto ay pasalita o pasulat, ang kakayahan ng mga mababasa na gamitin ang context clues at kung ang konteksto ay sapat.

         Kailangan ang mambabasa ay may kaalaman at background na impormasyon sa konteksto. Ito ay mas madali upang malaman ang isang hindi pamilyar na salita kapag isinaalang-alang ang paggamit ng kontekstong pahiwatig.

         Dagdag pa, ayon kay Fengning (2010), natuklasan na ang paggamit ng kontekstwal klu upang makilala o mahinuha ang kahulugan ng isang hindi kilalang salita ay epektibong paaran upang mapalawak ang bokabularyo ng isang mag-aaral at mapataas ang kanilang komprehensiyon sa pagbasa.

Ayon kay Cantal (2010), ang pagtuturo ay hindi ganoon kadaling gawain. Hindi sapat na maituro ng guro ang paksang nakapaloob sa kanyang aralin kundi kung paano niya ito maituro, maintindihan at maunawaan ng mga mag-aaral.

Ang pagkakaroon ng epektibong pagtuturo’t pagkatuto lalo na ng panitikan at tula ay nakasasalay sa kamay ng mga guro. Ayon kay Saguinsin et al., (2018) na may pamagat na Ugnayan: Panitikan at Lipunan, isinaad ni Zeus Salazar na ang panitikan ang siyang lakas na nagpapakilos sa alinmang uri ng lipunan.  Ayon naman kina Evasco at Ortiz (2008), ang tula ay uri ng sining na may wikang nagsasaad ng higit pa kaysa sa ordinaryong pamamahayag at pinayayabong ito sa pamamagitan ng talinhaga.

 Upang lalong mahubog, mapayabong at maipamalas ang angking galing ng mga guro sa larangan ng pagtuturo, taon-taong nagkakaroon ng INSET o In-Service Training upang mas lalo pang mapaunlad at mahasa ang kanilang kakayahan sa larangan ng pagtuturo.

Ang INSET ay isang patuloy at praktikal na aktibidad para sa mga guro upang bumuo ng propesyonal na kaalaman at kasanayan sa buong proseso ng edukasyon. Ang mga propesyonal na aktibidad sa pag unlad sa pamamagitan ng INSET ay ang sumusunod: (1) Propesyonal na edukasyon, na nangangahulugang pagpapalawak at pagpapalalim ng mga pananaw ng isang guro sa teorya sa pamamagitan ng advanced na pag-aaral; (2) Propesyonal na pagsasanay, ang paglinang ng kaalaman at kasanayan na direktang naaangkop sa araw-araw na gawain; at (3) Propesyonal na suporta, mga aktibidad na naglalayong bumuo ng on the job na karanasan at pagganap (Altun et al., 2007).

Ang maling pagkaunawa o pag-intindi sa totoong kahulugan ng salita ay nagdudulot ng kalituhan sa mga mag-aaral at posibilidad na makabuo ng maling konsepto o panananaw. May mga salitang lubhang malalim o mahirap bigyan ng kahulugan na naging dahilan ng hindi mabisang pagkatuto ng mga mag-aaral. Ito ay naging hadlang sa pagtamo ng epektibong ugnayan sa pagitan ng guro at mag-aaral.

Dahil dito, nakita ng mananaliksik ang kahalagahan na mabatid ang mga pananaw at karanasan ng guro sa paggamit ng kontekstwal klu sa pagtuturo ng tula na batayan sa In-Service Training.

2. Metodolohiya

Ang disenyo pag aaral na ito ay kwalitatibo gamit ang phenomenology bilang theoretical perspective.

         Ayon kay Smith (2013), ang phenomenology ay ang pag- aaral ng mga istruktura ng kamalayan na naranasan mula sa pananaw ng isang tao. Ang sentral na istruktura ng isang karanasan ay ukol sa karanasan o tungkol sa ilang mga bagay. Ang isang karanasan ay nakatuon sa isang bagay sa pamamagitan ng bisa ng nilalaman o kahulugan nito kasama ang angkop na mga kondisyon o kalagayan.

Ang intrumentong ginamit sa pag-aaral na ito ay isang iskedyul ng interbyu na ginawa ng mananaliksik. Ito ay binubuo ng dalawa (2) na tanong na nakatuon sa layunin ng pag aaral.

Ang mga kalahok sa pag-aaral na ito ay labing-isang (11) mga guro sa Junior High School na nagtuturo ng Filipino sa Banate National High School sa taong panuruang 2022-2023.

Ang pag-aaral na ito ay naisakatuparan sa pamamagitan ng pagtipon ng kinakailangang datos para sa ginawang pananaliksik. Pumunta ang mananaliksik sa iba’t ibang aklatan, nagbasa ng mga aklat, nag-surf sa internet upang makalikom ng mgaideya o impormasyon na may kaugnayan sa isinagawang pag-aaral.

Ang mananaliksik ay humingi ng mga pahintulot mula sa adviser, Dean ng Graduate School, Office of the Schools Division Superintendent, Office of the District Supervisors, School Heads upang isagawa ang pag-aaral na ito.

         Pagkatapos nito, isinagawa ang pakikipagpanayam kung saan ang mananaliksik ay nagbigay sa mga guro at mag-aaral ng mga tanong na ang kasagutan ay maaaring opinyon, paniniwala, saloobin o pilosophiya sa buhay.

Sinuri ang mga tugon ng guro sa mga inilahad na mga katanungan gamit ang thematic analysis.

3. Resulta at Diskusyon

Paggamit ng Kontektwal Klu sa Pagtuturo ng Tula bilang batayan sa In-Service Training

Ipinahiwatig sa pag-aaral ang kahalagahan ng paggamit ng kontesktwal klu upang mahinuha ang kahulugan ng isang hindi kilalang salita na epektibo bilang paraan upang mapalawak ang bokabularyo ng mga mag-aaral at mapataas ang komprehensyon. Binigyang pansin din na ang paggamit ng kontesktwal klu ay mahalaga upang magamit ang lohikal na pag-iisip sa pagbibigay-kahulugan sa mga salita.

         Nalinang ang kasanayan sa pagbasa at pag-unawa sa kahulugan ng mga salitang hindi pamilyar sa pamamagitan ng kontesktwal klu kung saan mauunawan ang kahulugan ng mga salita sa tulong ng mga salitang nakapaligid dito.

         Dagdag pa, ang panitikan ay may kaugnayan sa kasalukuyang pag-aaral sapagkat ginamit ang kontekstwal klu sa pagtuturo ng tula kung saan ang tula ay bahagi ng panitikang Pilipino. Ipinapahayag na ito ay maituturing na sining na nabuo sa pamamagitan ng mga grupo ng mga salita.

         Sa pagtuturo ng tula, ginagamit ng mga guro ang kontekstwal klu upang mabigyang kahulugan ang mga salitang may malalim na kahulugan kagaya ng mga salitang nagtataglay ng tayutay at talinhaga. Sa pagkakataong ito, nabibigyang katuturan ang diwa o mensaheng nais ipahayag ng tula at naging daan sa isang matagumpay at epektibong pagtuturo’t pagkatuto.

Samakatuwid, ang paggamit ng kontekswal klu sa pagtuturo ng tula ay hindi lamang nakatutulong sa mga guro bagkus, higit itong nakapagdulot ng kahalagahan at tulong sa mga mag-aaral.

4. Konklusyon

Batay sa kinalabasan ng pag-aaral, ang mga sumusunod na insights ay nabuo:

Ang mga guro na nagtuturo sa asignaturang Filipino ay talagang may karanasan sa pagtuturo ng tula gamit ang kontekstwal klu. Pinatutunayan ito sa pamamagitan ng paggamit nila ng epektibong pamamaraan upang ipaunawa sa mga mag-aaral ang mensahe o diwa ng tulang tinatalakay sa pamamagitan ng kontekstwal klu.

Ang paggamit ng mga guro ng kontekstwal klu sa pagtuturo ng tula ay may malaking ambag sa pagtamo ng epektibong pagtuturo’t pagkatuto. Hindi maikakaila na ang tula ay may angking mga matatalinhagang salita, simbolismo at mga tayutay na nagtataglay ng malalim na kahulugan. Sa pamamagitan ng kontekstwal klu, nabibigyang kahulugan ang mga salitang ginamit sa loob sa isang taludtod, sa loob ng saknong o sa buong tula na nagdudulot ng positibong pamamaraan upang payabungin ang talasalitaan o bokabularyo ng mga mag-aaral. Dagdag pa, ang paggamit ng mga guro ng kontesktwal klu sa pagtuturo ay tulay tungo sa pagkatuto dahil binibigyang katuturan nito ang mga salitang mahirap unawain.

Sa pamamagitan ng kontekstwal klu, ang mga salitang hindi pamilyar sa mga mag-aaral ay nabigyang linaw sapagkat ang sagot sa mga di-maunawaang kaisipan o mensaheng taglay ng tula ay nandiyan lamang sa loob ng taludtod o saknong. Nagiging gabay ang kontekstwal klu sa mga mag-aaral upang higit na mabatid ang kaisipang nais iparating ng tula.

5. Rekomendasyon

Batay sa kinalabasan ng pag-aaral, ang mga sumusunod ay iminumungkahi:

         Ang paggamit ng kontekstwal klu sa pagtuturo ng tula ay pinatunayang mabisa sa larangan ng pagtuturo at pagkatuto kaya upang lubos na mapaunlad at mapabatid sa iba pang mga guro ang kahalagahan nito, nararapat na magsasagawa ng mga kapulungan at seminar ukol sa pag-aaral na ito. Isa na dito ay ang pagsasagawa ng Training Matrix para sa In-Service Training.

Para sa administrador ng paaralan, maglaan ng kaukulang pansin at suporta sa ginawang pag-aaral na ito dahil mahalaga ang paggamit ng kontesktwal klu sa pagtuturo ng tula.

Ang mga master teachers ay magsasagawa ng seminar sa mga baguhang guro na ang paksa ay nakapokus sa paggamit ng kontekstwal klu sa pagtuturo ng tula sapagkat sa tulong nito ay lalong mapayayabong ang talasalitaan, naunawaan ng mga mag-aaral ang mga matatalinhagang salita at higit sa lahat magkaroon ng higit na pag-unawa.

Dagdag pa, iminumungkahi rin sa mga master teachers at school heads na isama sa seminar sa mga baguhang guro at iba pang guro na nararapat na gawing madali, magaan at nakawiwili ang proseso ng pagtuturo at pagkatuto ng tula sa tulong ng kontekstwal klu.

Matapos mapatunayan na ang paggamit ng kontekstwal klu sa pagtuturo ng tula ay naging epektibo at ngkaroon ng kabuluhan sa mga guro at mag-aaral, maaari itong maging batayan para sa In-Service Training.

6. Sanggunian

Aguilar, R. L. et al. (2014). Sining komunikasyon  

(Akademikong Filipino). Metro Manila: Grandbooks   Publishing, Inc.

Badayos, P. (2014) Metodolohiya sa pagtuturo ng wika. Metro      

         Manila: Grandbooks Publishing Inc.

Balmaceda (2017). Retrieved from

https://arkongbatopanitikan.blospot.com/2017/02/ on March 25, 2023.

Bignayan, A. (2021). Paglinang at Pagtataya ng Modyul sa

Ibong Adarna Bilang Suplemental na Kagamitang Pampagtuturo. Di-nailathalang tesis, Pamantasan ng Iloilo PHINMA, Lungsod ng Iloilo.

Creswell (2009). Retrived from https:// 

   www.researchgate. net/ Publication/ 225083951_ 

    Research_Design_Qualitative on January 22, 2023.

Crossman (2020). Retrieved from

https;//www.thoughtco.com/purposive sampling_302672 on January 13, 2023.

Cruz, C. et al. (2013) Filipino 2 Antas Tersayo.

         Manila: Mindshaper., Inc.

Jocson, M. et al. (2012). Filipino sa iba’t ibang

disiplina. Metro Manila: Inilathala ng Grandbooks Publishing, Inc.

Navarro, R. at Santos, R. (2011). Research based teaching

  and learning. Metro Manila: Lorimar Publishing Inc.

Porquia, M. (2007). Pag-unawa sa Pagbasa at Performance sa

        Filipino ng mga Mag-aaral sa ikaapat na taon ng mga

        Paaralang Sekundarya. Di-nailathalang Tesis,

          Univesity of Iloilo PHINMA, Iloilo City.

Ranco (2002). Antas ng Pasalitang Pagbasa sa Wikang

Filipino ng mga Piling Mag-aaral sa Ikalawang Baitang (web log post). Retrived from rizal college of language blog spot.com/2009/06/kabanata-1-suliranin.m=1.

Saguinsin et al (2018): Ugnayan: panitikan at lipunan.

       Plaridel, Bulacan. St. Andrew Publishing House.

San Juan, G. et al. (2014). Pagbasa at pagsulat tungo sa

pananaliksik (Filipino 2). Metro Manila: Grandsbook Publishing Inc.

Santiago, L. (2007). Mga panitikan ng Pilipinas. Bacolod

         City: C& E Publishing Inc.

Sauco C. (2002). Sining ng Komunikasyon: Pang-Antas

         Tersyary. JMC, Inc.

Silverio, F. (2016). Bagong Diksyunaryong Pilipino-

         Pilipino. Mandaluyong City: National Book Store Inc.

Ulit, P. et al. (2014). Komunikasyon sa akademikong

         Filipino. Metro Manila: Grandsbooks Publishing.

UP Diksyunaryong Filipino (2010). ANVIL, Publishing

         Incorporated.

Villafuerte, P. (2008). Pagtuturo ng/sa Filipino: mga

teorya at praktika. Valenzuela City: Mutya Publishing House Inc.

DOI 10.5281/zenodo.10983762 

Abstrak

Ang kwalitatibong pag-aaral na ito ay isinagawa upang malaman ang mga pananaw at karanasan ng mga guro at mag-aaral sa paggamit ng Dulog Marungko sa paglinang sa pagkatuto sa pagbasa ng mga mag-aaral sa elementarya bilang batayan sa pagsasagawa ng In-service Traning (INSET). Ang pananaw ng mga guro ukol sa Dulog Marungko ay ang sumusunod: bilang material sa remedial reading at mabilisang pagkatuto ng mga bata sa pagbasa. Ang pananaw naman ng mga mag-aaral sa Dulog Marungko ay gamit ang dulog na ito sila ay makabasa nang mabilis, ginagamit sa pagpapabasa sa mga bata at ang Dulog Marungko ay isang babasahin. Ang mga karanasan ng guro sa paggamit ng Dulog Marungko naman ay mabilis natuto ang mga bata, epektibo sa pagtuturo ng pagbasa sa mga mag-aaral, at nakatutulong sa pagbasa ng mga mag-aaral. Para sa mga mag-aaral naman sila ay nagandahan sa Dulog Marungko dahil madali itong basahin, mas mabilis magbasa, at madaling basahin.

Mga Susing Salita: Karanasan, Dulog Marungko, Paglinang sa Pagkatuto sa Pagbasa, In-Service Training

1. Introduksyon

Isa sa karapatan ng bawat batang Pilipino ay ang makapag-aral at makamtan ang edukasyon. Sinasabi sa Artikulo 26 ng 1948 Universal Declaration of Human Rights na nagpapahayag ng “Everyone has the right to education”. Ang edukasyon ang siyang magiging sandata niya na siya namang posibleng magtakda ng kanyang kinabukasan, kung kaya’t sa pagpasok pa lamang ng K-12 Kurikulum, ang bawat bata na may edad na 4.8 taong gulang ay dapat nang pumasok sa paaralan upang maihanda sila sa pagtungtong sa unang baitang. Sa kabilang dako, ayon kay Badayos, maraming tao kasama na ang ilang guro ang naniniwala na ang pagbasa ay ang kakayahan ng isang tao na maisa-isang basahin ang mga salitang nakalimbag maging isang pahayagan o aklat, subalit mahalagang mabatid na ang pagbasa ay hindi ganito kadali (Buendicho 2020).

Ang kaalaman at pag-unawa sa mga kasanayang itinuturo at kung paano ituturo ang mga kasanayang ito’y malaki ang impluwensya sa kung ano at kung paano ang guro magtuturo. Kaya, mas mainam kung makapaglalaan tayo ng sapat na panahon upang alamin at unawain ang mga salik na may kinalaman sa pagbasa upang mas lalong magiging makabuluhan ang pagtuturo nito.

Ang Dulog Marungko ay isang paraan ng pagtuturo sa pagbasa ng Filipino. Ito ay ang unang hakbang para sa madaling pagkatuto ng isang batang magbasa at makaunawa sa kanyang binabasa. Sa dulog na ito, maaari nang magbasa ang bata ng maiikling salita, kahit na 3 o 4 na tunog pa lamang ang kanyang natutuhan. Ang Dulog Marungko ay gumagamit ng 28 na titik ng makabagong Alpabeto ng Filipino.

2. Metodolohiya

Ang pag-aaral na ito ay gumamit ng kwalitatibong disenyo ng pananaliksik gamit ang phenomenology.

Ayon kay Smith (2003), ang phenomenology ay ang pag-aaral ng mga istruktura ng kamalayan na naranasan mula sa pananaw ng isang tao. Ang sentral na istraktura ng isang karanasan ay nakatuon sa isang bagay sa pamamagitan ng bisa ng nilalaman o kahulugan nito kasama ang angkop na mga kondisyon o kalagayan.

Ang pag-aaral na ito ay naisakatuparan sa pamamagitan ng pagtipon ng kinakailangang datos para sa ginawang pananaliksik. Pumunta ang mananaliksik sa iba’t ibang aklatan, nagbasa ng mga aklat, nag-surf sa internet upang makalikom ng mga ideya o impormasyon kaugnay sa mga una nang naisagawang pag-aaral.

Ang mananaliksik ay magsumite ng isang liham na humihingi ng pahintulot sa opisina ng Gurong Tagamasid Pampurok, punongguro, at ng mga guro upang maging kalahok sa pag-aaral. Kapag ito ay pinagtibay at inaprubahan, magbibigay ng consent form sa mga kalahok ng pag-aaral.

Gumawa rin ang mananaliksik ng sulat o pahintulot para sa mga guro at sa mga magulang ng mag-aaral na magiging kalahok sa pananaliksik na ito.

Ginawa ng mananaliksik ang interview schedule na binubuo ng dalawang (2) tanong para sa mga guro at dalawang (2) ding tanong para sa mga mag-aaral.

Pagkatapos ng interview nilagom, ng mananaliksik ang mga impormasyong nakalap at sinuri ito gamit ang thematic analysis.

3. Resulta at Diskusyon

Ang Dulog Marungko Bilang Batayan sa In-Service Training

Ayon sa mga nakapanayam, ang pananaw ng mga guro at mag-aaral kaugnay sa paggamit ng Dulog Marungko ay para sa mga guro ang paggamit ng Dulog Marungko ay magagamit ito bilang material sa remedial reading at mabilisang pagkatuto ng mga bata sa pagbasa. Para naman sa mga mag-aaral, sila ay makabasa nang mabilis, ginagamit ang Dulog Marungko sa pagpapabasa sa mga bata at ang Dulog Marungko ay isang babasahin.

Batay sa nakalap na impormasyon ng mananaliksik ang mga karanasan ng mga guro ukol sa paggamit ng Dulog Marungko sa pagtuturo ng pagbasa ay ang mga sumusunod: mabilis natuto ang mga bata, epektibo sa pagtuturo ng pagbasa at nakatutulong sa pagbasa. 

Ang In-Service Training para sa mga guro lalo na para sa mga gurong itinalagang magtuturo ng pagbasa ay inilalahad sa pamamagitan ng iba’t ibang paksa na may kaugnayan sa ibat ibang salik na tinukoy ng mga kalahok batay sa natuklasan ng pag-aaral. Samakatuwid, nakasentro ang ginagawang training sa pananaw at karanasan ng mga guro at mag-aaral sa paggamit ng Dulog Marungko sa pagtuturo ng Dulog Marungko.

4. Konklusyon

Batay sa kinalabasan ng pag-aaral, ang mga sumusunod na insights ay nabuo para sa mga mag-aaral:

Ang pagbasa ay isa sa mga mahahalagang makrong kasanayan na dapat patuloy na paunlarin. Mahalaga ito hindi lamang para sa ating pang-araw-araw na pagkatuto bagkus ito ay mayroon pang mas malalim at makabuluhang benepisyo sa pansarili at panlipunang aspeto. Nakakatulong ang pagbasa na magkaroon ng empatiya sa pamamagitan ng pagtulong sa mga mag-aaral na maunawaan ang pananaw at pagpapahalaga ng ibang tao, kaya kahit na ang pagbabasa ay mukhang hindi ang pinakakapana-panabik na kasanayan. Nakatutulong din ito sa mga mag-aaral na bumuo ng mga kasanayang kailangan nila upang magtagumpay sa kanilang mga karera sa hinaharap at makapagtapos sa kolehiyo. Gayunpaman, maraming mga mag-aaral ang hindi naglaan ng oras para sa pagbabasa dahil hindi nila alam kung gaano karaming mga benepisyo ang maidudulot nito sa kanila.

Sa pag-aaral na ito, makatutulong ang Dulog Marungko sa mga mag-aaral na hihirapan pang bumasa. Naging maganda ang mga karanasan ng mga mag-aaral sa paggamit ng Dulog Marungko sa pagbabasa dahil ayon sa kanila naging mas madali at mabilis silang natuto.

Batay sa kinalabasan ng pag-aaral, ang mga sumusunod na insights ang nabuo para sa mga guro:

Ang Dulog Marungko ay hindi lamang mahalaga sa mga mag-aaral kundi pati na rin sa mga guro na nagtuturo ng pagbasa. Lumabas sa pag-aaral na ito’y nakatutulong upang mabilis na makabasa ang mga mag-aaral ng Paaralang Elementarya ng Manguining, Alimodian, Iloilo.

Mahalaga ang papel na ginagampanan ng mga guro dahil sila ang magsisilbing gabay ng mag-aaral upang matutuhan ang pagbabasa dahil ang paaralan ang nagsisilbing pintuang papasukin ng isang bata upang makamit ang karunungang bunga ng pagbasa. Dapat malaman ng guro ang kahalagahan na sa simula pa lamang ay natutuhan na ng mga bata kaya naman ang paggamit ng Dulog Marungko ay malaking tulong upang mapadali at mapabilis ang kanilang kasanayan sa pagkatuto sa pagbasa.

Ang Dulog Marungko ay makatutugon sa pangangailanagan ng mga mag-aaral. Makatutulong din ang programa sa mga mag-aaral at guro ng Distrito ng Alimodian II. Bukod dito ay magdudulot ito ng oportunidad sa mga batang nasa resultang frustration o non reader. Ang mga bata ay maaaliw sa pagbasa dahil nagsisimula ang Dulog Marungko sa mga letrang madali itunog hanggang sa mga letrang mahirap, maaaliw rin sila dahil ginagamitan rin ito nga mga laro at minsan nagpapakita rin ang guro ng mga larawan o tunay na bagay na nagsisimula ang pangalan sa letrang kanilang pag-aaralan. Tinuturo din sa Dulog Marungko ang tamang pagsulat ng letrang kanilang pag-aaralan.

Mabilis na natuto ang mga bata sa pagbasa gamit ang Dulog Marungko at naging mas madali ang pagtuturo ng guro sa pagbasa.

Batay sa nakalap na impormasyon ng mananaliksik ang mga pananaw ng mga mag-aaral ukol sa Dulog Marungko ay ang mga sumusunod: nagandahan sa Dulog Marungko dahil madali itong basahin, mas mabilis magbasa, at madaling basahin ang Dulog Marungko. 

Ang In-Service Training para sa mga guro lalo na para sa mga gurong itinalagang magtuturo ng pagbasa ay inilalahad sa pamamagitan ng iba’t ibang paksa na may kaugnayan sa ibat ibang salik na tinukoy ng mga kalahok batay sa natuklasan ng pag-aaral. Samakatuwid, nakasentro ang ginagawang training sa pananaw at karanasan ng mga guro at mag-aaral sa paggamit ng Dulog Marungko sa pagtuturo ng Dulog Marungko.

5. Rekomendasyon

Batay sa kinalabasan ng pag-aaral, ang mga sumusunod ay iminungkahi:

Para sa administrasyon ng paaralan maglaan ng kaukulang pansin at suporta sa ginawang pag-aaral na ito at ang programang interbensyon sa pagbasa dahil ang Dulog Marungko ay maaaring gamitin sa larangan ng pagtuturo ng pagbasa o pang remedyal na programa.

Upang lubos na mapaunlad ito kailangan na mapabatid ito sa iba pang mga guro ang kahalagahan nito, nararapat na magsagawa ng mga kapulungan at paglingkurang pagsasanay tungkol sa pagsasagawa ng training matrix para sa INSET at kagamitan sa pagtuturo ng pagbabasa.

Makatutulong ito sa pagtuturo ng mga guro ng pagbabasa sa Filipino. Hindi lamang sa asignaturang Filipino kundi maging sa asignaturang English. Iminungkahi para sa kapwa guro na nagtuturo ng pagbasa na magkaroon ng sapat na panahon para sa pagpapabasa sa mga mag-aaral na nag-uumpisa pa lamang. Gumamit ang mananaliksik ng tracking sheet upang maingat at organisado at detalyadong maitala ang pag-unlad ng mga mag-aaral.

Iminungkahi na ang Dulog Marungko ay gamitin ng Kagawaran ng Edukasyon upang madali at mabilis itong gamitin sa pagtuturo ng pagbabasa sa mga batang nahihirapan nito. Kailangan ang tulong ng mga guro, magulang at stakeholders na maaaring makatulong sa pag-aaral. Sa ganitong paraan ay mas mapadali, mas makabuluhan at epektibo ang paggamit ng Dulog Marungko sa pagtuturo ng pagbabasa.

Matapos mapatunayan na ang Dulog Marungko ay maaaring gamitin ng mga guro sa pagtuturo ng pagbasa dahil mas madali, epektibo at mabilis na natuto ang mga mag-aaral sa pagbabasa ay maaaring itong gawing batayan sa INSET.     

6. Sanggunian

Alcantara, R. (2006). Teaching strategies 1: Third Edition. Makati City. Katha Publishing Cor, Inc.

Babasoro, P. et al. (2003). Sining ng komunikasyon:       Batayan at sanayang aklat sa Filipino. Valenzuela        City: Mutya Publishing House.Badayos, P. (2000). Badayos, P. (2000). Metodohiya sa pagtuturo ng wika: Mga   teorya, simulain at istratehiya. Manila:         Grandwater Publication and Research Corporation.

Belvez, P. (2000). Ang sining at agham ng pagtuturo. Quezon City: Rex Bookstore.

Bignayan, A. (2021). Paglinang at pagtataya ng modyul sa    ibong Adarna bilang suplemental na kagamitang        pampagtuturo. Di-nailathalang Tesis, University of    Iloilo PHINMA, Lungsog ng Iloilo.

Bilbao, M. (2016). Teorya ng pagbasa. Retrieved from https://www.scribd.com/doc/83630116/4-teorya-ng-        pagbasa on May 19, 2023.

Buendicho, M. (2008). Lebel ng kakayahan sa pagbasa ng mga        mag-aaral sa unang baitang pangkat Ilang-Ilang ayon sa      ang pinadaling paraan ng pagbasa ni Tysel. Retrieved       from https://www.academia.edu/11761940/ on January 8,     2023.  

Cea, M. (2012). Pagtuturo ng Pagbasa Gamit ang Dulog        Marungko. Retrieved from         https://www.slideshare.net/CeaManilyn/marungko-     approach-2510896992. Retrived from January 20, 2023.

Ched Memorandum Order (CDO) Bilang 59, series 1996. Retrieved from https://www.scribd.com/presentation/504134016/CHED-        MEMO on January 7, 2022.

DOI 10.5281/zenodo.10983944 

Abstrak

Ang tesis na ito ay tungkol sa kabisaan ng dulog sitwasyonal at tradisyonal bilang interbensiyon sa paglinang ng pamanuring pag-iisip ng mag-aaral sa Filipino ng baitang 10. Pamaraang quasi-experimental na gumamit ng pre-test at post-test ang desinyong ginamit sa pag-aaral na ito. Ang mga kalahok ay ang apatnapu’t apat (44) na mga mag-aaral mula sa baitang 10, seksiyon A at B ng Santa Clarita International School, Inc., taong panuruan  2022-2023. Ang mananaliksik ay gumamit ng pagsusulit sa pagtukoy ng performans ng mag-aaral sa Filipino. Ang pagsusulit ay sumailalim sa eksaminasyon at balidasyon ng mga eksperto at pinahusay sa pamamagitan ng aytem analysis. Ang mga datos na natipon ay tinuos gamit ang sumusunod na istadistikang kagamitan: katampatang tuos (Mean), Mann-Whitney U test, Frequency Count at Wilcoxon-Signed Rank Test. Napatunayan sa pag-aaral na ito na ang paggamit ng dulog sitwasyonal at tradisyonal ay kapwa epektibo sa paglinang ng mapanuring pag-iisip ng mga mag-aaral sa Filipino. Nararapat lamang na gamitin ng mga guro ang dulog sitwasyonal at tradisyonal sa paglinang ng mapanuring pag-iisip ng mga mag-aaral tungo sa matagumpay na pagkatuto.

Mga Susing Salita: Kabisaan, Dulog Sitwasyonal, Dulog Tradisyonal, Interbensiyon, Mapanuring Pag-iisip

1. Introduksyon

Ang pagtuturo ay isang sining dahil sa pagiging malikhain ng guro sa pagtuturo upang makuha ang interes o kawilihan ng mag-aaral upang matuto. Katulad ng ibang propesyon ang guro ay nakapagbabahagi ng kaniyang kaalaman at kasanayan sa kaniyang mga mag-aaral sa isang malikhaing paraan. Ang pagiging malikhain ng guro ay nakatutulong upang mapanatili ang interes ng mag-aaral, o kaya’y mapukaw ang kuryusidad sa isang aralin at magamit ito sa totoong sitwasyon sa tunay na buhay. Magiging mabisa at epektibo ang pagtuturo kung ang mga mag-aaral ay nagtatanong, nagsusuri, nag-iisip, naghahambing, nagpapasya sa bawat sitwasyon na may kaugnyan sa aralin.

Dahil dito ang mahusay na guro ay dapat na maging masining sa paggamit ng mga epektibong pamamaraan ng pagtuturo. Ito ay dapat na angkop sa kakayahan at kawilihan ng mga mag-aaral kaya kailangan ang masusing paghahanda upang matiyak na tutugon ito sa layunin ng pagkatuto. Kailangang ang mga pamamaraang ito ay mapanghamon sa abilidad o kakayahan ng mga guro at mag-aaral at humihikayat ng epektibong pagkatuto.

Isang malaking hamon ang kinakaharap ng mga guro sa kasalukuyan at sa mga namamahala ng kurikulum dahil nakasalalay sa kanilang mga kamay ang pagkatuto ng bawat mag-aaral na puspusang pinaghahandaan tungo sa ikauunlad ng pagtuturo at pagkatuto.

Ang magabayan nang maayos ang mga mag-aaral ay isang mabigat na tungkulin na nakaatang sa balikat ng isang guro, sapagkat ang pagiging guro ay hindi lamang isang propesyon, bagkus sila ang magsisilbing mitsa para sa kinabukasan ng mga mag-aaral.

Sa pagbibigay-halaga ng kritikal na pag-iisip, isang katotohanan naman ang kinakaharap ng mga edukador- ang mga kabataan ay may kahinaan sa kasanayang ito. Isa itong sitwasyon na makapaglalarawan din sa mga kabataang Pilipino na nasasanay sa mga pag-uulit-ulit at pagsasaulo na mga gawain sa klasrum.

Hinamon ni Constantino (2012), nasa Langkit (2020), ang mga guro na maging sangkap ang sarili sa pamamagitan ng patuloy na pag-aaral, paglinang ng analitikal at kritikal na pag-iisip ng mga mag-aaral, paggamit ng mga bagong dulog at estratehiya sa pagtuturo at pagsangkot ng sarili sa mga adhikaing pangwika.

Kaugnay nito, ang mananaliksik ay naglayong malaman kung naging mabisa ba ang dulog sitwasyonal at tradisyonal bilang interbensiyon sa paglinang ng mapanuring pag-iisip ng mga mag-aaral sa Filipino.

2. Metodolohiya

Ang pag-aaral na ito ay isang quasi-experimental. Ang quasi-experimental na disenyo ay ginamit sa relasyong sanhi at bunga. Kinikilala nito ang pinaghahambingang pangkat na may pagkakatulad sa napiling pangkat kung pagbabatayan ang mga impormasyon, pangyayari at katangian nito. Isinaalang-alang nito ang mga kondisyon ng mga ugnayang naganap, ng mga umiiral na gawi, paniniwala at mga prosesong nararanasan sa kasalukuyan. Ang pinaghahambingang pangkat ay tinitingnan kung ano ang maging kinalabasan kung ang interbensyon ay masasabing naging sanhi ng anumang pagkakaiba sa kinalabasan sa pagitan ng napiling pangkat at pinaghahambingang pangkat (White at Sabarwal, 2014, na binanggit sa Domile, 2019).

         Ginamit ang disenyong pre-test post-test, kung saan ang dalawang pangkat ng mga mag-aaral sa baitang 10 ay binigyan ng pre-test bago simulan ang pagtuturo gamit ang dulog sitwasyonal at tradisyonal. Pagkatapos ng ilang linggo ng pagtuturo, binigyan sila ng post-test upang malaman kung ang paggamit ng nabanggit na dulog ay nagbunga ng positibong resulta sa performans ng mga mag-aaral.

Sa pag-aaral na ito, ang mga kalahok ay ang apatnapu’t apat (44) na mga mag-aaral mula sa baitang 10, seksiyon A at B sa Santa Clarita International School, Inc., taong panuruan 2022-2023.

Sila ang napiling kalahok sa pag-aaral na ito upang mabigyang kasagutan ang nasabing suliranin. Naniniwala ang mananaliksik na sa tulong ng mga napiling kalahok, magiging makabuluhan at makahulugan ang pag-aaral na ito.

Mga Instrumentong Ginamit sa Pagtitipon ng mga Datos

         Pagsusulit (Pre-test at Post-test). Ang mga ito ay sadyang inihanda ng mananaliksik upang tumugon sa pangangailangan ng pag-aaral.

         Sa pagbuo ng pagsusulit sa Filipino, ang mananaliksik ay gumawa ng Talahanayan ng Espisipikasyon na naging batayan sa pagbuo ng pagsusulit.

         Ang ginawang pagsusulit ay pinasuri sa tatlong guro na dalubhasa sa Filipino upang matiyak ang katumpakan nito at upang matiyak ang kahusayan ng pagsusulit, ito ay isinailalim sa pagsusuri ng aytem.  Ang resulta ng pagsusulit ay naging batayan sa pagpili ng aytem. Ang pinal na aytem ay binubuo ng 50 aytem.

         Nang matiyak na ang katumpakan at kapanaligan ng pagsusulit, ito ay ibinigay sa dalawang seksiyon ng mga mag-aaral sa baitang 10 sa Santa Clarita International School, Inc. Ang sulat na humingi ng permiso sa pagbigay ng pagsusulit ay ipanasa sa punongguro ng nabanggit na paaralan. Ang mananaliksik ang namahala sa pagbibigay ng pagsusulit (pre-test) sa mga kalahok. Ang panuto ay binasa at ipinaliwanag nang maayos sa mga kalahok upang masiguradong nauunawaan nila. Pagkatapos gamitin ang dulog sitwasyonal at tradisyonal sa klase ay ibinigay ang panghuling pagtataya (post-test).

Sa pagtukoy ng makabuluhang pagkakaiba sa antas ng performans sa Filipino ng mga mag-aaral bago at pagkatapos turuan gamit ang dulog sitwasyonal at tradisyonal ay kinuha gamit ang Wilcoxon Signed Rank Test.

         Ang mga datos na natipon sa pag-aaral na ito ay tinuos sa pamamagitan ng sumusunod na istadistikang kagamitan: katampatang tuos (Mean), Mann-Whitney U test, Frequency Count at Wilcoxon-Signed Rank. Ang antas ng kabuluhan ay itinakda sa 0.05 alpha.

3. Resulta at Diskusyon

Upang mabatid ang performans ng mga mag-aaral sa Filipino, ang mananaliksik ay gumamit ng pagsusulit. Ang pagsusulit ay sumailalim sa eksaminasyon at balidasyon ng mga eksperto. Sa pagpapahusay ng pagsusulit, sumailalim ito sa aytem analysis. Ang pagtuturo gamit ang dulog tradisyonal at sitwasyonal gayundin sa pamamahagi ng pagsusulit ay personal na isinagawa ng mananaliksik.

Ang kinalabasan ng ginawang pag-aaral ay ang mga sumusunod:

         Katamtaman ang performans ng mga mag-aaral bago sila turuan gamit ang dulog tradisyonal at sitwasyonal. Mahihinuha na ang mga ma g-aaral ay nagtataglay ng kasanayan at kakayahan sa mga aralin sa Filipino bago pa man ituro ang aralin gamit ang mga nasabing dulog.

Walang makabuluhang pagkakaiba sa performans ng mga mag-aaral sa Filipino bago tinuruan ng dulog tradisyonal at sitwasyonal.

         Mataas ang performans ng mga mag-aaral sa Filipino pagkatapos turuan gamit ang dulog tradisyonal at sitwasyonal. Nagiging parehong epektibo ang mga dulog sa mga mag-aaral sapagkat naging mataas ang performans ng mga mag-aaral batay sa resulta ng post-test.

         Walang makabuluhang pagkakaiba sa performans ng mga mag-aaral sa Filipino pagkatapos turuan ng dulog tradisyonal at sitwasyonal. Kinakailangan ang paggamit ng mabubuting pamaraan ng pagtuturo sapagkat nakabatay sa mabuting pamaraan ng pagtuturo ang matagumpay na pagkatuto ng mga mag-aaral.

         Mayroong makabuluhang pagkakaiba sa performans ng mga mag-aaral sa Filipino pagkatapos turuan gamit ang dulog tradisyonal.  Napagtanto na may mga mag-aaral na mabilis nakakaunawa at natututo kung gagamitin ng guro ang dulog tradisyonal sa pagtalakay ng aralin.

Mayroong makabuluhang pagkakaiba sa performans ng mga mag-aaral sa Filipino pagkatapos turuan gamit ang dulog sitwasyonal. Napatunayan na may mga mag-aaral na mahusay pagdating sa “Performance Task” o mga gawaing pangsitwasyonal, kung saan nagkakaroon ng aplikasyon ng kanilang natutuhan.

4. Konklusyon

         Batay sa kinalabasan ng pag-aaral, ang mga sumusunod na konklusyon ay nabuo:

         Ang pag-aaral na ito ay makatutulong sa paglinang ng mapanuring pag-iisip ng mga mag-aaral sa Filipino sapagkat ang dulog tradisyonal at sitwasyonal ay kapwa epektibong pamamaraan na dapat gamitin sa proseso ng pagtuturo.

         Gamit ang tradisyonal na paraan ng pagtuturo natuturuan ng guro ang mga mag-aaral hindi lamang sa larangan ng akademiko gayundin sa tamang pag-uugali. Sa ganitong sitwasyon, mas malaki ang posibilidad na maipakita at mahasa ang mga natatagong angking galing o kakayahan ng mga mag-aaral sapagkat nasusubaybayan sila ng tama ng kanilang guro.

         Ang dulog sitwasyonal na maituturing na makabagong pamamaraan ng pagtuturo ay nakapokus sa kung papaano tutuklasin ng mag-aaral ang kanilang kakayahan o angking galing na nakasubaybay lamang ang guro sa kanila. Ibig sabihin ang tungkulin ng guro ay gagabay lamang sa mga mag-aaral.

Ang pag-aaral na ito ay mahalaga lalo na sa panahon ngayon sapagkat malaking pagbabago ang nagaganap sa dimensyon ng pagtuturo. Dahil sa mga dulog na ito maiisakatuparan ang paraan ng pagtuturo sa mga mag-aaral na magtamo ng kaparaanan para sa pagpapahayag ng kanilang mga saloobin, kuro-kuro at damdamin gayundin sa mga ideyang mayroon sila batay sa kanilang mga nalalaman at naitulong ng teknolohiya.

         Bilang pangkalahatan, anumang paraan ang gagamitin ng mga guro, ang mahalaga ay ang matamong pagkatuto ng mag-aaral. Nasa guro pa rin ang pagpapasya kung anong pamamaraan ang kaniyang gagamitin na alam niyang magiging angkop sa kaayahan at kasanayan ng mga mag-aaral lalo na sa mapanuring pag-iisip.

5. Rekomendasyon

           Batay sa kinalabasan ng pag-aaral, ang sumusunod ay iminungkahi:

         Ang guro ay dapat gumamit ng dulog sitwasyonal bilang karagdagan sa tradisyonal na paraan sa pagpapahusay ng aralin sa klase na makapagpapataas ng antas ng pag-unawa sa Filipino ng mga mag-aaral.

         Inimumungkahi sa mga pinuno ng paaralan na gawing gabay sa pagplano ng mga pagsasanay ng mga guro tungkol sa mga makabagong estratehiya sa pagtuturo ng Filipino ang dulog sitwasyonal bilang kaagapay ng tradisyonal na pamamaraan upang matugunan hindi lamang sa paglutas ng mga suliranin kung hindi pati na rin sa pagkamit ng pangangailangan ng mga mag-aaral.

Sa mga opisyal ng Kagawaran ng Edukasyon, iminumungkahing gawing batayan ang pananaliksik na ito tungo sa dekalidad na edukasyon na kailangang ipatupad sa mga paaralan upang lalong mapaunlad ang estilo ng pagtuturo.

6. Sanggunian

Azarias, H. (2018). Ang Panitikan ay Pagpapahayag ng Damdamin ng Tao. Retrieved        from https://www.coursehero.com/file/58136982/PANITIKANdoc     February 27, 2020.

Department of Education (2021). Pahayag ng Pakikiisa ng      Kagawaran ng Edukasyon. Retrieved from https://www.deped.gov.ph/2020/05/01/pahayag-ng- pakikiisa-ng-kagawaran-ng edukasyon/ on January 5, 2020.

Diksiyonaryo ng Wikang Filipino (2021). Komisyon ng Wikang Filipino.

Domile, C. (2020). Estratehiyang Task-based at Lektyur:    Epekto sa Performans ng  mga Mag-aaral sa Filipino. Di-nailathalang Tesis, Pamantasan ng UI-PHINMA, Lungsod ng Iloilo.

Doria, E.at Conui, F. (2020). Pagbuo ng Workbuk sa Kasanayan sa Kritikal na Pag-iisip ng mga Estudyante. CASS Langkit, 09.

Flores, M. (2020). Kritikal at Inferensyal na Kakayahan sa   Pagbasa ng mga Mag-aaral sa   Larangan ng Filipino ng Visayas State University.  Retrieved from       https://www.researchgate.net/publication/342942820_Kritikal_at_inferensyal_na_        kakayahan_sa_pagbasa_ng_mga_mag-aaral_sa_larangan_ng_Filipino_ng Visayas    State University on July 2020.

Novak (1998). Ang Tradisyonal na Pamamaraan sa Pagtuturo. Retrieved from http://aleihsmickshiey.blogspot.com/2011/09/tradisyunal-at-alternatibong-        pagtuturo.html on September 21, 2011.

Zolina, M. (2017). Kasanayan sa Pagsasalita at Pagsulat sa      Paglinang ng Mapanuring    Pag-iisip: Isang Pag-aaral ng         Pagkakaugnay. Di-nailathalang Tesis, Pamantasang    Estado sa Kanlurang Bisayas-Lungsod ng Iloilo.

DOI 10.5281/zenodo.10984120 

Abstract

The qualitative research aimed to determine the learning experiences of academically struggling learners as bases for intervention program in science on Grade nine   learners’ of Buayahon-Bantay National High School, Santa Barbara, Iloilo. The study utilized descriptive approach, employing purposive sampling, structured interview, and thematic analyses process. The study identified three main themes which are Literacy, Behavior and Environment for Learning (LABEL). These three main themes served as bases for crafting the Championing Learners in Struggles in Science (CLASS): An Intervention Program for Literacy for Academics, Behavior and Environment for Learning (LABEL). The intervention program addresses the concern of learning experiences as to the literacy, behavior and environment for learning. The implementation of the program is a collaborative effort of teachers and parents at home for continuous learning. Learning materials are contextualized and suited to the level and pacing of the learners. Results and monitoring of the implementation are supported with scores and observation notes of both teachers and parents. 

Keywords: Learning Experiences, Literacy, Behavior, Learning Environment, Intervention

1.     Introduction

The center of science education emphasizes effective learning where students are active learners in a conducive environment facilitated by competent teachers. The quality of teaching significantly impacts students' innovative learning experiences, challenging them to think critically and integrate knowledge, skills, attitudes, and experiences. Lopes (2010) highlights the importance of instructional approaches in shaping students' learning encounters, suggesting the need for varied teaching practices and further study to enhance students' competences.

In the Philippines, the shift to online classes due to the pandemic has posed challenges for schools, particularly in public institutions, affecting students' learning experiences. Issues such as gadget availability, internet stability, budget constraints for technology, and education quality have emerged (Arinto, 2019). Robosa (2021) identifies teacher challenges during the pandemic, particularly in handling students who struggle to meet academic requirements, often resulting in below-average grades. Department of Education (DepEd) directives mandate remedial intervention for academically challenged students, emphasizing the need for schools to craft intervention programs to support struggling learners and prevent dropouts (Fuente, 2019).

In classrooms, especially in public schools, the diverse learner population necessitates high-quality teaching strategies tailored to individual needs, particularly for academically struggling students.

 In a classroom environment, particularly in many public schools, the diversity of learners serves as tangible proof that teachers need to employ high-quality and effective teaching strategies. Such strategies should address the individual needs of every student, particularly those who face challenges in passing subjects or have academic ratings below the average. Academically struggling learner or those who struggle to pass the subject are visible in every classroom.

Learning experiences affected by different factors were mentioned and became the avenue to conduct the study. The researcher wanted to pull out the concept of improving the quality of learning from the experiences of academically struggling learners.

With all the aforementioned and with the limited conducted study about the learning experiences of academically struggling learners the study was conducted to serve as benchmark for other possible researchers about learning experiences of students in science that may become bases for intervention program.

2. Methodology

The study employed a descriptive approach and utilized purposive sampling to select participants. A researcher-made interview schedule was used to collect qualitative data. Thematic analysis, specifically the reflexive thematic approach by Braun and Clarke (2008), was employed to analyze the data. Ethical considerations were prioritized, with participants given a letter of permission and consent outlining the study's purpose.

Seventeen participants took part in the study, comprising eight academically struggling learners, eight parents, and one science teacher. Inclusion criteria for participants included, grade nine students enrolled in the 2022-2023 academic year, obtaining an academic rating below the passing rate, and awareness of their classification with poor literacy and numeracy levels.

Participants received a letter inviting them to participate in the study, along with a letter of consent for the interview and a copy of the interview schedule. Face-to-face interviews were scheduled, with academically struggling learners interviewed individually on different days, parents met during the card day or through home visits, and the teacher interviewed after all learner interviews were completed.

Data analysis involved thematic analysis, specifically reflexive thematic analysis, which explores patterns of meaning in the qualitative dataset. Themes were constructed to provide a deeper understanding of the learners' experiences and behaviors in science education. The research aimed to address the study's objectives by examining the lived experiences of the participants and understanding how they perceive and engage with science learning.

3. Results and Discussion

The study identifies three main themes: literacy, behavior, and learning environment, which emerged from the narratives of academically struggling learners. The Intervention Program was formed based on the narratives of the three main themes.

The common learning experiences of academically struggling learners were difficulty in note taking, poor vocabulary & comprehension and less participation in classroom activities. They also have behavioral problem that affect their ability to study.

On the other hand, academically struggling learners, as observed by parents and teachers, have no focus, and have short attention span. Aside from these, they have poor comprehension and need to ask their teacher to repeat the lesson.

Moreover, the teacher observed that learners have short attention span and have poor literacy & numeracy levels and difficulty in taking-down notes.

The parents and teachers have involvements with struggling leaners in learning science. Parents become learning facilitators at home while teachers provide simple task assessment suited to learners’ level. Teachers also employed peer teaching and acted as psychological motivator.                                                                                                                                                              

Learners manage the learning experiences   through following themes; peer learning, asking the teacher to repeat the discussion and slowdown in speaking, which could be considered as teacher factor, and drill & practice.

Out of the different sub-themes presented that answered the statement of the problems, three main themes are literacy, behavior, learning environment. These themes were the bases for crating the intervention program entitled, CLASS: An Intervention Program for LABEL.

CLASS: An Intervention Program for LABEL is designed to support academically struggling learners in science education. The acronym “CLASS” stands for Championing Learners in Struggles in Science and "LABEL" stands for Literacy, Behavior, and Environment for Learning, representing the three major themes of the program. The word "championing" signifies the aim of making learners excellent and the best, reflecting the mantra of the Schools Division of Iloilo.

According to Department Order No. 12, s. 2021, schools are required to implement intervention and remediation activities based on the specific needs of learners, as identified through assessments conducted over the past two quarters. Remediation is directed towards learners who have struggled to pass a subject for two consecutive years.

The CLASS: An Intervention Program for LABEL learning materials addresses the key findings of the study, focusing on literacy skills such as reading, spelling, comprehension, and note-taking. Additionally, it targets learner behavior and the learning environment to enhance overall learning outcomes.

The specific objectives of the program are as follows:

1. Improving Literacy Skills: Utilizing teaching and learning materials to enhance vocabulary, comprehension, and note-taking skills, thereby addressing struggles in learning science.

2. Effective Learning Activities: Developing and implementing activities that are performance-based to motivate learners' participation and engagement in classroom discussions and activities.

3. Continuous Learning at Home: Implementing interventions for continuous learning at home, encouraging parental involvement in the learner's educational journey, thus creating a conducive environment for continuous learning.

4. Behavioral Counseling: Conducting behavioral counseling sessions at the end of each quarter to monitor and evaluate learners' behavioral aspects, providing necessary support and guidance.

5. Monitoring Literacy Status: Regularly monitoring the literacy status of learners through record keeping of assessment results and observation notes, both by teachers and parents at home.

By addressing these objectives, the program aims to enhance the overall learning experience and outcomes of academically struggling learners in science education.

Top of Form

    Based on DepEd Order No. 12, s. 2021, the CLASS intervention program is tasked with conducting intervention and remediation activities tailored to the unique needs of learners as identified through assessments. The program focuses on several key areas to achieve its objectives:

1. LAC Sessions for Crafting Learning Materials: These sessions involve creating modules and activity sheets aimed at enhancing literacy skills, including vocabulary and comprehension.

2. Enhancing Note-taking Skills: Through teaching strategies in class discussions, the program aims to improve learners' note-taking abilities.

3. Activities Promoting Active Participation and Peer Learning: Various activities are designed to encourage student engagement and collaboration with peers.

4. Behavioral Counseling: Continuous support is provided to learners through behavioral counseling sessions aimed at addressing behavioral issues.

5. Guidelines for Continuous Learning at Home: The program includes guidelines for parents to support continuous learning at home, monitoring parental involvement, and observing learners' experiences.

Teachers play a crucial role in identifying struggling learners and implementing the program, while parents are encouraged to enhance their involvement in their child's learning journey. Overall, CLASS aims to empower academically struggling learners in science education and support their success.

4. Conclusion

The learning experiences of academically struggling learners leads to the identification of parents’ involvement in the continuous learning at home and the involvement of teacher as the prime mover of the teaching-learning process. Moreover, the exploration of these learning experiences shows the learners’ management in order to cope up in class considering the different aspects to consider which were all presented through main themes.

         By addressing the three identified main themes (Literacy, Behavior and Learning Environment) and empowering both parents and teachers to support academically struggling learners, the intervention program (CLASS: An Intervention Program for LABEL) aims to create a collaborative and supportive learning environment that fosters student success and well-being. Moreover, by acknowledging learners' agency in managing their learning experiences, the program seeks to promote resilience, confidence, and academic growth among students facing academic challenges.

5.      Recommendation

The study's findings shed light on the learning experiences in science education for learners, parents, and teachers. It emphasizes the importance of addressing areas needing improvement and the active involvement of parents and teachers in the learning process. LAC Sessions provide a platform for teachers to discuss concerns, while contextualized learning materials aid in comprehension for parents. Consistent monitoring tracks learners' progress, with parents encouraged to actively engage in their child's learning journey. The intervention program is suggested for broader implementation, potentially integrated into School Improvement Plans, with a focus on addressing classroom issues collaboratively for holistic learner development.

References:

Arinto, P. (2016). Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines. The International Review of Research in Open and Distributed Learning. 17. 10.19173/irrodl.v17i2.1913. Retrieved from https://www.researchgate.net/publication/296619207_Issues_and_Challenges_in_Open_and_Distance_e-Learning_Perspectives_from_the_Philippines February 1,2013.

Braun, V. & Clarke, V. (2008). Thematic Analysis from Teaching and Teacher Education, 2021.Retrieved from https://www.sciencedirect.com/. https://www.sciencedirect.com/topics/social-sciences/thematic-analysis February 7,2023.

DO. 12, s. 2021. Amendment of DO. 30, s. 2021. Retrieved from https://www.facebook.com/DepartmentOfEducation.PH January 22,2023.

Fuente, J. (2019). Driving Forces of Students’ Choice in Specializing Science: A Science Education Context in the Philippines Perspective. Retrieved from https://www.researchgate.net/publication/338750564_Driving_Forces_of_Students%27_Choice_in_Specializing_Science_A_Science_Education_Context_in_the_Philippines_Perspective January 29,2023.

Lopes, J.B. (2010). Learning Experience’ Provided by Science Teaching Practice in A Classroom and The Development of Students’ Competences. Retrieved from https://www.researchgate.net/publication/226392811_'Learning_Experience'_Provided_by_Science_Teaching_Practice_in_a_Classroom_and_the_Development_of_Students'_Competences February 1,2023.

Robosa, J. (2021). The Experiences and Challenges Faced of the Public School Teachers Amidst the COVID-19 Pandemic: A Phenomenological Study in the Philippines. Retrieved from https://www.researchgate.net/profile/Jhoselle-Tus/publication/349310396_The_Experiences_and_Challenges_Faced_of_the_Public_School_Teachers_Amidst_the_COVID19_Pandemic_A_Phenomenological_Study_in_the_Philippines/links/602a08584585158939a65d3d/The-Experiences-and-Challenges-Faced-of-the-Public-School-Teachers-Amidst-the-COVID-19-Pandemic-A-Phenomenological-Study-in-the-Philippines.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail&_rtd=e30%3D February 2,2023.

DOI 10.5281/zenodo.10984233 

Abstract

The qualitative research aimed to assess the implementation of diverse contextualized remedial reading programs and identify its challenges. The study employed a phenomenological design, utilizing in- depth interviews as the primary research method. The findings of the study serve as a basis for policy recommendations. It was found out that the implementation of the reading program was based on the availability of resources and the capacity of the people. The challenges of the implementation were lack of supplies and materials, lack of support, and lack time management. Upon determination of challenges, remedial reading teachers looked for remedies to manage the identified challenges. Utilization of technology, conduct of capability building, solicit support, and conduct of home visitation were their ways of managing the challenges they encountered.  Policies were recommended to provide quality remedial instruction and to give merit to the extra services given by the remedial reading teachers.

Keywords: Implementation, Challenges, Remedial Reading Teachers, Policy Recommendation

1.     Introduction

The introduction emphasizes the vital role of reading in learning, highlighting the Department of Education's introduction of remedial reading in 2019 to enhance learners' skills. It discusses contextualization in reading instruction, tailored to learners' interests and environments. The study aims to identify obstacles hindering contextualized remedial reading program implementation in public secondary schools in Santa Barbara during 2022-2023. Its inquiries include identifying programs, examining methods, investigating challenges, exploring teacher strategies, and formulating policy recommendations to enhance program effectiveness. Overall, the study seeks to inform policy decisions and improve remedial reading program implementation in public secondary schools.

The study evaluates contextualized remedial reading programs in public secondary schools during 2022-2023, addressing program implementation and challenges through specific inquiries.

1.     Identify the various contextualized remedial reading programs implemented in public secondary schools in the Municipality of Santa Barbara.

2.     Examine the methods and approaches used in implementing these contextualized remedial reading programs across different schools

3.     Investigate the challenges encountered during the implementation of these programs.

4.     Explore how teachers navigate and address the challenges associated with implementing contextualized remedial reading programs.

5.     Formulate policy recommendations based on the study findings to enhance the effectiveness of existing contextualized remedial reading programs.

2.     Methodology

The study utilized qualitative methods, particularly in-depth interviews, to explore participants' perspectives in a social context. Following Nassaji's approach, the interviews facilitated discussions on a specific issue, aiming to extract essential viewpoints. Adopting a phenomenological design, it focused on individuals' subjective interpretations of experiences, guided by Smith's work on consciousness configurations and intentionality toward objects. The participants were remedial reading teachers from six schools in Santa Barbara, chosen for their roles in enhancing literacy skills among students. A researcher-developed interview schedule was used, validated through feedback from advisors and experts. Data collection adhered to health protocols, with permissions obtained, and thematic analysis was employed to identify patterns and derive meaning from the collected information.

3.     Results and Discussion

         The Municipality of Santa Barbara implemented various contextualized remedial reading programs in public secondary schools, tailored to address literacy challenges among struggling learners. These programs, such as " Basa para sa Masanag nga Buas Damlag," "Project UBAS (Ugyon sa PagBasa at Aritmeka sa Eskwela)," "Project Pagkabalaka: Buas Damlag mo, Ginakabalak-an ko," "TARIS – Tutorial Assistance and Remedial Instruction to Students," "Dear Daga-Barasan National High School," and "Project RAIL (Revitalize Action in Literacy), aimed to improve reading performance and foster a love for reading. Challenges included a lack of standardized assessment, misalignment of remedial activities, and insufficient instructional time. Additionally, issues like a shortage of supplies, limited stakeholder support, and time management difficulties hindered program implementation. Addressing these challenges requires collaboration among stakeholders, comprehensive planning, and efficient resource allocation to support struggling learners effectively.

         Teachers in the Municipality of Santa Barbara implemented several strategies to manage challenges associated with remedial reading programs:

1.     Utilization of Technology: Teachers utilized online resources for teaching and communication with parents, ensuring continuous program implementation and stakeholder engagement.

2.     Conduct Capability Building: Engaging in Learning Action Cell sessions and other capacity-building activities enhanced teachers' skills in providing effective remedial instruction, fostering student confidence and teacher competency.

3.     Soliciting Support: Teachers sought assistance from colleagues for materials and engaged parents through meetings, aiming to garner support and collaboration for program success.

4.     Conduct Home Visitation: Home visitations enabled teachers to reach out to students unable to attend classes, utilizing various means to ensure support and participation from both students and parents.

Overall, the success of remedial reading programs depended on collaborative efforts among administrators, parents, and teachers, utilizing diverse strategies to address challenges and achieve program objectives.

4.     Conclusion

In conclusion, the Municipality of Santa Barbara implemented diverse contextualized remedial reading programs to address literacy challenges among struggling learners. Despite challenges such as a lack of standardized assessment and limited instructional time, teachers utilized strategies like technology integration, capability building, soliciting support, and conducting home visitation to overcome obstacles. Success relied on collaborative efforts among stakeholders, emphasizing comprehensive planning and efficient resource allocation. These initiatives aimed to improve reading performance and foster a love for reading among students, highlighting the importance of addressing challenges collectively to achieve program objectives effectively.

5.     Recommendation

The study findings propose several policy recommendations to improve current contextualized remedial reading programs within the Department of Education (DepEd), Schools Division of Iloilo, specifically focusing on supporting teachers engaged in these programs

1.  Deloading of Academic Teaching Loads: Teachers handling remedial reading should have their academic teaching loads reduced to alleviate pressure and allow ample time for planning and preparation of remedial lessons. This adjustment would ensure that remedial reading teachers can effectively focus on addressing the needs of struggling learners.

2.  Provision of Classroom Work Assistance: Teachers involved in remedial reading programs should receive assistance with classroom work such as checking learners' output and preparing instructional materials. The school head should lead efforts to distribute these responsibilities among teachers to ensure equitable workload distribution and support for remedial reading instructors.

3.  Incorporation of Capability Building for Remedial Reading Teachers: Capability building for remedial reading teachers should be integrated into DepEd trainings, conferences, seminars, and workshops. These sessions should cover topics relevant to remedial instruction to enhance teachers' awareness, skills, and professional development in addressing the needs of struggling learners effectively.

By implementing these policy recommendations, the DepEd can provide essential support for teachers engaged in remedial reading programs, ultimately improving the effectiveness and outcomes of remedial reading interventions for students in the Schools Division of Iloilo.

6.     References:

Bonganciso, R. (2016). Effects of contextualization on the Reading Comprehension Performance of Filipino Learners. ASIA Pacific Higher Education Research Journal. Volume 3, Issue No.1.

Maguire, M. & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. Dundalk Institute of Technology.

Nassaji, H. (2020). Good Qualitative Research, Sage Journals, 24 retrieved from https://journal.sagepub.com>doi

DOI 10.5281/zenodo.10995562 

Abstract

With a constructivist perspective under phenomenological process, the research study aimed to determine the lived experiences of upland teacher during calamities in Schools District of Tubungan, Schools Division of Iloilo. A thematic analysis was used to analyze the collected qualitative data through in-depth interview using researcher-made interview guide. Three main themes were identified: (1) Upland Teachers Lived Experiences; (2) Challenges of upland Teachers During calamities; (3) Coping Strategies of Upland Teachers During Calamities. Six recommendation programs were conceptualized and considered based on the prevailing parameters from the three main themes: (1) Hazard Pay-Recipient Program; (2) Free Transportation Program; (3) Three School Center Program; (4) School Parent Teachers Association Meeting; and (5) Debriefing on Children’s Awareness on Disaster Preparedness; (6) Seminar and Training for School Heads.

Keywords: Upland Teachers, Experiences, Calamities, Recommendation Program

1. Introduction

One of the nation’s most vulnerable to natural disasters in the globe is the Philippines. Situated at the epicenter of a typhoon belt and on the edge of two major tectonic plates, its islands frequently experience landslides, floods, typhoons, earthquakes, volcanoes, and droughts.

Teaching in remote barangays during natural disasters is a significant challenge for us as upland educators. Upland teachers have experienced a variety of things, such as riding motorcycles during wet days, crossing barangays that are prone to landslides, traveling kilometers to get to school safely, and dealing with intense rain and wind because of their topographical location.

Even though authorities have a lengthy history of dealing with disasters and have robust coping strategies. However, there are still large disparities in the ability to manage disasters among the various parts of the nation.

Considering these facts, the researcher ascertained the Program Recommendation within the Tubungan Schools District and the Lived Experiences of Upland Teachers During Calamities.

2. Research Method

The present study used a descriptive research methodology, utilizing in-depth interviews to elicit the perspectives of participants.

This study used a phenomenological technique in a qualitative research design.

Purposive sampling, sometimes referred to as judgement sampling, is a technique in which informants are deliberately chosen for their special features.

The research instrument used in the study was a researcher-made interview guide.

A team of experts in testing, evaluation, and research conducted the validation procedure for the interview schedule that the researcher had created.

The participants of the study were ten (10) upland teachers at the Schools District of Tubungan identified through purposive and convenient sampling techniques.

3. Findings

The following are the findings of the study:

The Lived Experiences of Upland Teachers During Calamities

Natural Calamities. The result implies that upland teachers experienced natural calamities such as floods, earthquakes, and typhoons. Thus, it burdens them in coming to school. It conformed with the study of (Anderson, 2010) that it threatens the physical safety and psychological well-being of the communities, not just that it also interrupts the educational continuity.

Fires and Arm Conflict. The outcome suggests that upland teachers have been affected by man-made disasters like fires and armed warfare, putting their lives in jeopardy and making it dangerous for them to go to and from work. It complied with (Utsumi, 2022) study, which found that it has both direct and indirect consequences on actors, students, and other educational institutions, as well as (Jones and Naylor, 2014) recognition of the ways in which arm conflict impacts education and the learning process.

Challenges of Upland Teachers During Calamities

Risk to Travel. The result implies that after disasters, teachers in the upland school are more impacted than those in the lowlands. The school's location presents them with a number of challenges, and one of their main worries is the risk of traveling. Teachers in highland communities with muddy, landslide-prone roads run the risk of moving and using their motorcycles as their primary source of transportation to get to school. The outcome supported research by (Wisner, 2012) that found disasters could cause damage to infrastructure, including highways.

Technical Problem. The result implies that during natural disasters, upland teachers encounter technological issues including power disruptions and erratic internet connections, which led to misunderstandings and delayed submission of online reports, thus impeding their ability to impart knowledge.

Coping Strategies of Upland Teachers During Calamities

Being Prepared. The result implies that having a plan and taking personal responsibility for your safety as well as the safety of your learners were crucial elements that will enable you to deal with the fallout from disasters and continue to provide instruction to your learners. The community and school need to prepare the emergency supplies needed in case of a disaster. The study supported the research of (McIvor and Paton, 2012), who found that communities in high-risk areas should take precautionary steps since disasters can strike at any time.

Community Awareness. The result implies that one method to deal with the difficulties brought on by disasters is to get ready and assist your community in doing the same. This supports the finding of (Magunda, 2010) that behavior changes brought about by public awareness campaigns promote a culture of risk minimization.

Disaster Preparedness Trainings. The result implies that attending disaster preparedness seminars, trainings, and the like were crucial to create a community free of casualties before, during, and after disasters. It conformed to the study of (Newport and Jawahar, 2003) that disaster preparedness is useless without the involvement of institutions and vulnerable communities.

Early Announcement. This implies that to prevent teachers from residing in other barangays from traveling on routes that are prone to disasters to go to school, appropriate authorities must promptly notify the cancellation of classes. This was in line with (Col, 2007) study, which stated that the local government's duty is to act in a way that is appropriate for the residents. This involves communicating with them and providing a memorandum on the subject.

The following were the program recommendations to help upland teachers during calamities: Hazard Pay-Recipient Program by the Local Government Unit (LGU) through Special Education Fund (SEF), Free Transportation Program by the Local Government Unit (LGU) through Special Education Fund (SEF), Three School Center Program, School Parent Teachers Association Collaboration, Debriefing on Children for Awareness Program and Seminar and Training for School Heads.

4. Insights

In phenomenological stance as surmised from the three main themes, the following insights were drawn:

Risk of travelling was evident among participants’ interview transcripts. Almost all of them struggles in travelling to school during natural calamities and man-made calamities. Experiencing typhoon, flash floods, landslides, and heavy rains, burning of grasses in the mountains and ambush incident were the lived experiences of upland teachers in schools district of Tubungan.

A sad reality and challenge of upland teachers as mentioned by the participants were staying at a community for a week and being away to their family. It is hard for them to go home every day because of the distance. Despite of the instances, teachers still enjoy their stay with co-teachers, beautiful sceneries, and the culture of the “tumandok” the Panay Bukidnon Tribe.

Moreover, technical Problem such as power outages, no cellular signal and internet connection hinders upland teachers in getting information and submitting online reports on time.

Upland teachers find ways to maintain their emotional and mental health despite the multiple effects of natural and man-made calamities they experienced.

Passion for teaching, love for upland learners and their commitment to work as their motivation in accepting challenges brought by natural and man-made calamities.

5. Recommendations

Based on the outcomes and results of the research, the researchers would like to recommend the following:

         Teachers should be provided with the necessary support needed in ensuring their safety and safety of their learners as well, during natural and man-made calamities. Thus, a Hazard Pay Recipient Program can compensate the efforts of teachers in teaching in the upland school.

Local Government Unit should also ensure the large support for upland-based schools, especially to teachers teaching in upland school should be the recipient of Free Transportation Program by the Local Government Unit (LGU) through Special Education Fund (SEF), this will aid the burden of teachers from travelling kilometers away from home to school. This will help the teachers in continuing the passion of teaching and producing a great professional indigenous people someday.

Three School Center Program in cooperation with Local Government Unit (LGU), by putting up facility which upland teachers can access uninterrupted internet connection that will help them in receiving real-time information and by sending online reports without the hassle of internet connectivity. Through this program the problem in receiving information about the cancellation of classes and other programs that will benefit the school will be lessen.

School Parent Teachers involvement in the uniformity of information should also be considered. With proper collaboration in disseminating information would greatly benefit the organization. Through this, parent would check on the welfare of their children by preparing them from upcoming disasters and teaching them what to do during those circumstances.

The School Heads and Principals should consistently participate and conduct and be involve in the disaster preparedness workshops, trainings and drills so upland teachers and learners are equipped with basic skills and strategies that will help them during, before and after the calamity.

That the upland students, should evaluate and execute their learnings about disaster preparedness from their teacher in times of disaster occurrence, and as they learned about it, they should share this to their community.

         Deped Officials and Program Manager should investigate the curriculum and review its features pertaining Hazard Pay for upland teachers. They should design, create, and implement programs that promotes the general welfare and holistic development of teachers.

That the future researchers, should conduct similar or related studies on the lived experiences of upland teachers during calamities and be recommended with proper programs for their well-being.

6. References

Akumu, M. (2013). Disaster awareness and preparedness of secondary schools in Homa Bay County, Kenya. Unpublished PhD project, University of Nairobi.

Bhat, B.A., Anees, S.-U.-M., Geelani, S. N., Nusrat, Jan, I., and Zargar, B. A. (2017). A Study on Disaster Awareness And Preparedness Among College Students In District Ganderbal of Kashmir Valley. IJSART, 156-159.

Blaike, P. et al. (2014). At Risk. Natural Hazards, People’s Vulnerability and Disasters. Routledge. London

Braun, Virginia; Victoria Clarke (2006). "Using thematic Analysis in Psychology". Qualitative Research in Psychology.

Bueza, M. 2014. The role of LGUs, local councils during disasters. Rappler. https://www.rappler.com/newsbreak/44026-role-lgu-local-councils-disasters (accessed on January 30, 2024).

 Caulfield, J. (2019). How to Do Thematic Analysis / Step-by-Step Guide & Examples. Scribbr. Retrieved from https:www.scribbr.com/methodology/thematic-analysis/ on September 25, 2023.

Col, J. 2007. Managing disasters: The Role of Local Government. Public Administra  tion Review Special Issue).

Collins Dictionary. (2023) Downloaded from https:www.colinsdictionary.com/english/upland, retrieved on September 28, 2023.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.

Craft, L. L. (2019). Active Learning and Disaster Risk Reduction: Playing the Game of your Life. In Building Sustainability through Environmental Education (pp. 166-189). IGI Global.

Disaster preparedness: What Training Do Our Interns Receive During Medical School. American Journal of Medical Quality, 28(5), 407-413. https://doi.org/10.1177/1062860612471843

 Disaster Risk Reduction Manual. (2014). Department of Education, 2014.

De Leon, Aldwin (2010). Managing Community Based Development Projects. Equilibrium Publishing.

Esteban A. and Fabian, T. (2012). Environmental risks and hazards. Englewood Cliffs, NJ: Prentice-Hall.

Fraenkel, Jack R., Wallen, Norman E. (2007). How to Design and Evaluate Research in Education. McGraw-Hill Companies, Inc.

Gerdan S. (2014). Determination of Disaster Awareness, Attitude Levels and Individual Priorities at Kocaeli University, Eurasian ADYO I Multidisciplinary Research Journal Vol 2 I Manila Adventist College Journal of Educational Research, 55, 159–176.

GMA News. November 12, 2013. No casualties, but 400 homes lost in Balangkayan, Eastern Samar. Retrieved September 1, 2023 from http://www.gmanetwork.com/news/story/335122/news/regions/no-casualties-but400-homes-lost-in-balangkayan-eastern-samar.

Goodyear-Brown, P. (2010). Play therapy with traumatized children: A perspective approach. New Jersey: Wiley

https://www.panaynews.net/heavy-rains-cause-landslide-in-tubungan, retrieved on September 28, 2023.

Jones, A., & Naylor, R. (2014). The quantitative impact of armed conflict on education: counting the human and financial costs. Accessed at http://educationandconflict.org/sites/ default/files/publication/CfBT 023_Armed Conflict_Online.pdf retrieved on September 28, 2023.

 Jordan, B., Perryman, K., & Anderson, L. (2013). A case for child-centered play therapy with natural disaster and catastrophic event survivors. International Journal of Play Therapy, 22(4), 219.

Kelly, M. (2010). Fire Drills: How to be prepared and Lead During a Fire Drill. New York Times company. New York.

Kousky, C. (2016). Impacts of natural disasters on children. The Future of Children.

Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally appropriate curriculum: Best practices in early childhood education. Prentice Hall.

Magunda, M.K. (2010). Study on disaster risk management and environment for karamojasubregion. Unpublished Doctoral Dissertation. Retrieved on September 28, 2023. From http://G:DRRM%202017/MITIGATION/Karamoja%20Disaster%20Risk%20Reduction.pdf.

Matunhay, L. M. (2018). Disaster Management: Towards Building Community Resilience . International Journal of Sceintific Research and Management.

Marion, M. (2015). Guidance of Young Children. New Jersey: Pearson, Inc.

McIvor, M. and Paton, F. (2012). Typhoon Haiyan: Grief and Hunger Dominate Amid Survival Struggle. Retrieved on September 28, 2023 from http://www.buildingresearch.org.nz/assets/pdfs/McClure.pdf.

Miller, Claude, Bradley Adame and Scott Moore. Vested Interest Theory and Disaster Preparedness. USA: Blackwell Publishing, 2013.

Mindanao Emergency Response Network. (March 2019). Program Update.

Myers, J. (2016, January 5). Which natural disasters hit most frequently?. Retrieved on September 3, 2023 from https://www.weforum.org/agenda/2016/01/which-natural-disasters-hitmost-frequently/.

National Child Traumatic Stress Network Schools Committee. (October 2008). Child Trauma Toolkit for Educators. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.

Newport, J. and Jawahar, G. (2003), “Community Participation and Public Awareness in Disaster Mitigation”, Disaster Prevention and Management, Vol. 12 No. 1, pp. 33-6.

 Ogunlade (2010). Climate Change 2007: Mitigation, Cambridge University Press. [16]. Republic Act No. 10121. Ph Ordinance no. 30-2011- An Ordinance Institutionalizing the Local Disaster Risk Reduction Management Office (LDRRMC) of Valencia City, Bukidnon, and Allocating Funds and Thereof and Other Purposes. (2011).

Park, J. E. (2019). A Convergence Study on Disaster Awareness, Disaster Preparedness, and Ego-Resilience of Nursing Students. Journal of Convergence for Information Technology, 9(11), 38-46.

Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience—an Introduction. Children Youth and Environments.

Rañeses, M. K., Chang-Richards, A., Richards, J., & Bubb, J. (2018). Measuring the Level of Disaster Preparedness in Auckland.

Republic Act No. 10121. Philippine Disaster Risk Reduction and Management Act of 2010” Fourteenth Congress of the Philippines, Third Regular Session. July 27, 2009, accessed September 28, 2023.

Rohith, V. R., Kolathayar, S., Priyatham, K., and Kumar, V. K.. Disaster Preparedness Index.

Reliable Tool to Comprehend Disaster Preparedness in India. Urbanization Challenges in Emerging Economies, 2015.

Save the Children, 2016. Education Disrupted: Disaster Impacts on Education in the Asia Pacific Region in 2015, Sydney: Save the Children.

 Seeliger, L.; Turok, I Towards Sustainable Cities: Extending Resilience with Insights from Vulnerability and Transit.

Solway, L. 2004. “Reducing the Effect of natural Hazards on Urban Areas”. In Natural Disasters and Sustainable Development, edited by in Casale, R. and C. Margottini. Berlin, Germany: Springer.

Shaluf, I. M. (2012). An Overview of Disasters, Disaster Prevention and Management.

 Smith, E.E., Lachlan, K.A., & Lachlan, R. (2019). Disaster Preparedness among U.S. Adults: A Multi-State Analysis. International Journal of Environmental Research and Public Health, 16 (15). 2752. Doi:10.3390/ijerph16152752

Smith, D.W. (2013). Phenomenology. Retrieved from https:plato.stanford.edu/entries/phenomenology on August 15, 2023

Solway, L. 2004. “Reducing the Effect of Natural Hazards on Urban Areas”. In Natural Disasters and Sustainable Development, edited by in Casale, R. and C. Margottini. Berlin, Germany: Springer.

Tabios, Guillermo (2010), Professor, Institute of Civil Engineering, and Director, National Hydraulic Research Center, U.P. Diliman.

 Twigg, J (2014). Disaster Risk Reduction: Mitigation and Preparedness in Development and Emergency Programming. London: Overseas Development Institute, Humanitarian Practice Network. Retrieved on September 20, 2023 from Https://www.caa.ae/caa/images/AnnualReport2011.pdf

UNESCO. (2011). The Hidden Crisis: Armed Conflict and Education. In EFA Global Monitoring Report. Retrieved on October 4, 2023 from http:// unesdoc.unesco.org/images/0019/001907/190743e. pdf

 UNESCO. (2011). Natural Disaster Preparedness and Education for Sustainable Development. Retrieved on September 22, 2023 from http:www2.unescobkk.org

UNISDR. (2012). Acting with Common Purpose Proceedings of the First Session of the Global Platform for Disaster Risk Reduction. Geneva. Retrieved on September 20, 2023 from http://unisdr.org.

United Nations International Strategy for Disaster Reduction. Terminology of Disaster Risk Reduction. Geneva: UNISDR, 2012.

USAID (United States Agency International Development) (2010). Introduction Disaster Risk Reduction.

Utsumi, Y. (2022). Armed Conflict, Education Access, and Community Resilience: Evidence from the Afghanistan NRVA Survey 2005 and 2007.

International Journal of Educational Development, 88 (102512), 1–16. https://doi.org/10.1016/j.ijedudev. 2021.102512

Vidili, Monica,(2018). Why We Must Engage Women and Children in Disaster Risk Management, World Bank Organization.

Wisner, B., Gaillard, JC and I. Kelman (2012) ‘Framing Disaster: Theories and stories seeking to understand hazards, vulnerability and risk’, in Ben Wisner, JC Gaillard, and I. Kelman (eds) The Routledge Handbook of Hazards and Disaster Risk Reduction, pp. 18-33. Oxon: Routledge.

DOI 10.5281/zenodo.10995642 

The importance of discipline is paramount in any academic setting providing the basis for attainment and triumph. Disciplining student is more than just about rules but it has a great deal to in building character, instilling values and advancing academic success.

The enabling of order by cultivating a culture of respect and responsibility sets a vital foundation for an ideal learning environment. Conduct regulations help students to develop accountability for their educational pursuits as well as to interact both with peers and instructors respectfully. By practicing self-discipline skills during one’s educational span, a learner is provided with tools to help him or her address challenges that may arise in the academic or professional path throughout life in the future.

In addition, no piece of evidence showed that discipline is related to academic failure. A student who is self-disciplined and attentive is able to control his or her time, performs useful study skills, and is successful in coursework. A student who is disciplined is likely to meet deadlines, participate actively in class discussions, and to utilize learning resources. Discipline is an aspect that goes beyond the academic sphere and influences different areas of the student’s life, among which there are the personal relationships and future professional challenges.

Academic performance is deeply affected by student discipline. Discipline is a trigger for a continuous endeavor and commitment, which improves concentration and the outcomes of learning. Adherence to a certain set of rules and regulations by the students turns the class into a place of free flow of ideas and teachers can concentrate on passing knowledge rather than in dealing with the disruptive behavior of the students.

Disciplined students are likely to join involvement in extracurricular activities which help them to be all-rounded. The participation in sports, clubs and volunteer activities develop virtues such as teamwork, leadership skills and accountability beyond the classroom context. Academic success is not only getting good grades but also being able to mould oneself into a person who can withstand the future challenges.

To develop a disciplined organizational culture in an academic environment requires various approaches. Policy should be emphasized by setting clear policies as well as fair rules communicated consistently with no discrimination. Students should understand next steps that lead to self discipline, where discrepancies among students themselves become minimal.

Similarly, educators play critical roles as role models and facilitators of positive behavior patterns among children enabling stronger bonds and mutual respect between teachers and students leading to conducive environments and focus on better learning outcomes across all aspects in all aspects of the system.

In the same way, parental participation plays a key role in maintaining discipline. Effective communication between educators and parents helps in making expectations get in line and collaborative support can be offered to the student’s holistic growth. Reward systems can also be introduced in the schools to reward and celebrate disciplined behavior as such, students will be motivated to follow the set rules.

Through the setting up of clear rules, development of friendly teacher-student links, and promotion of parent participation, educational institutions can provide a disciplined environment for every student to achieve his/ her true potential. By so doing, we give birth to the next generation of people that are prepared to confront the nuances of the world with strength and fearlessness.

DOI 10.5281/zenodo.10995714 

Abstract

This research paper aimed to find out the learners’ and teachers’ experiences on the use of Genyo eLearning Management System (LMS) as bases for enhancement program using the phenomenological approach under descriptive-qualitative method. The participants of the study were eight (8) Junior High School learners and eight (8) Junior High School teachers who utilize Genyo eLearning Management in Colegio de San Jose, Jaro, Iloilo City, Inc. The data were gathered using a researcher-made questionnaire through in-depth interviews. The results stressed about the learners’ background in Genyo eLearning Management System, how they access the Genyo, their hindrances and facilitating factors and the implementation of the Genyo as a tool. On the other hand, teachers also expressed their views, experiences, hindering and facilitating factors and shared the steps on how to administer the LMS. To help the learners and teachers successfully adopt the Genyo eLearning Management  System an enhancement program entitled Genyo eLearning Enhancement Program was proposed. Suggestions were given to help learners and teachers enhance their skills in using the Genyo eLearning Management System. 

Keywords: Learners’ and Teachers’ Experiences, Use of Genyo eLearning Management System, Enhancement Program

1. Introduction:

         It is evidently noticeable that technology play a vital role in our daily lives. Learning Management System is a tool that provides a meaningful learning for asynchronous and synchronous classes. This tool has different features that are important in uploading learning materials such as lesson packages, quizzes, games and interactive activities.

Educational institutions like Colegio de San Jose, Jaro, Iloilo City, Inc. have adopted Genyo eLearning Management System to provide the needs of the learners for an interactive and meaningful learning experience. It is designed to be used by both learners and teachers, especially in pandemic scenarios.

Additionally, teachers use the Genyo eLearning site to access additional learning resources where they can publish tests and supplemental activities to improve student learning.

The uploaded activities are being access by learners during distance learning to suffice their needs during the pandemic years.

Learners and teachers are not familiar with Genyo eLearning Management System as a new learning tool therefore, using its features are not maximized. In order to properly use the Learning Management System (LMS) and improve classroom interactions, a series of trainings were provided so that teachers are guided in using the different features offered. This hands-on trainings also consider the possible difficulties that could occur with this new learning tool. Moreover, to ensure that they are competent in using the platform for information access and assignment submission, students should also be given technical support (Alenezi, 2018).

         The researcher aims to find out the views and experiences of the learners and teachers on the use of Genyo eLearning Management System to provide meaningful teaching and learning process with the use of Genyo eLearning Management System. 

2. Methodology

The study used a descriptive-qualitative research design using in-depth interviews to gather experiences of learners and teachers in using the Genyo elearning Managent System.

Phenomenological Approach was used to describe and record the experiences of the participants and to create a thorough description of the core of the specific phenomena (Neubauer et al., 2019). The goal of the structured interview was to gain the participants' thoughts and insights by having them react to a series of questions about their views and experiences using the Genyo eLearning Management System as a group. The talk was facilitated by the researcher using an interview guide made specifically for this study. Thematic analysis was used to examine qualitative data, including coded and processed recorded interviews and transcripts. Following the instructions provided in the thematic analysis technique, the process comprised identifying themes and sub-themes.

 The participants of the study were eight (8) Junior High

School learners and eight (8) Junior High School teachers of Colegio de San Jose, Jaro, Iloilo City, Inc. for the school year 2022-2023.

3. Results

According to the findings of the study, it became clearer that learners see the Genyo eLearning Management System as a helpful educational platform, especially during distance learning sessions to maintain the continuity of learning. They claimed to finish teacher-provided assignments even while relaxing in their own houses.

Although, initially learners and teachers were unfamiliar with the platform, a series of orientations were provided to them so that they will progressively picked up how to use the LMS's capabilities. The tools and methods used to manage the entire process are evolving as well as the pedagogical approaches used in the classroom as online learning continues. Given this circumstance, it is advised that students to be prepared for probable internet failures or power outages since these are frequent problems when using the LMS. 

         Also, Genyo eLearning Management System is technically a user-friendly platform for teachers to create and upload learning materials online. Thus, teachers creatively personalized their lesson packages because of easy and manageable features offered by Genyo. It also caters the needs of the learners in terms of giving comments and suggestions to give feedback from the activities posted in the LMS. Through the intervention of teachers, there was an increase of learners’ engagement and improves learning outcome.

Furthermore, with the involvement of IT experts, teachers are motivated in exploring features to provide the needs of the learners in adopting to LMS and make life easier regardless of their level of expertise or newness to the field. This is because it helps them stay organized, flexible, and open when interacting with learners, parents, and administrators.

4. Discussions

         Learning Management System is an educational tool that provide learners and teachers to access for the continuity of learning especially to fill the gap of distance learning. With the intervention of technology, using an LMS becomes a need to be competitive to the different trends of learning so that it could offer the learners a meaningful learning experience. In times of online learning has expanded quickly, not only the teaching techniques used in traditional classrooms changed, but also the tools and procedures used to manage the entire process of teaching-learning (Brown et al., 2014).

         Genyo eLearning Management System is a learning tool adopted in Colegio de San Jose, Jaro, Iloilo City, Inc. It allows teachers to upload supplemental activities for learning. Furthermore, learners also access through their log in details to answer the activities and download lesson packages. Thus, Genyo is utilized as learning material due to online learning to complete activities and achieve the intended learning results

(Bradley, 2021).

         Learners’ engagement to LMS improves communication, collaboration, and accessibility to educational resources. The study is anchored to the Theory of connectivism, in which it is an innovative learning theory, which proposes that, in order to learn effectively, students should embrace the integration of thoughts, theories, and information that one experiences when using modern day technology (Kurt, 2023). Like any learning theory, connectivism has its share of supporters and critics. Spontaneous acquisition of knowledge and reflective thinking are produced through a special internal mechanism known as mindfulness (Kropf, 2013). Learners are enjoying in the activities posted by the teacher. Learners boost motivation because of the interactive activities in which Genyo eLearning has to offer. Learners were able to engage with this learning activities during asynchronous class because Genyo has all-inone package where teachers upload learning materials and make learners feel easy and convenient while learning. Trainings are also provided to improve learners’ and teachers’ skills in technicalities in managing the LMS.

According to Rogers’ Theory of Diffusion of Innovations, (Ouyang and Stanley, 2015) the theory is widely applied in educational technology training. Its application value is that the training department and trainers are able to match the training plan and design with trainees’ beliefs, attitudes and motivation to accept new trends of technology which teachers highly needed. With this, teachers will be equipped with relevant and modern approaches for the benefit of learners.

5.  Conclusion

         Based from the results of the study, the researcher concludes that it became a helpful learning platform for learners and teachers in facilitating learning. The tool was able to customize its time frame to consider factors that may arise while the learners are answering the activities. Through distance learning, the learners finish uploaded activities at home. Similarly, teachers find Genyo as convenient platform in giving activities. They are well guided by the technicians assigned to explore all of its features. It also saves time especially in generating the scores of the learners. Learners and teachers who has immense experience in technology found it easy and advantageous in exploring the platform and adapt immediately to the distance learning. In a blended learning setting, it was proposed to have integration of LMS such as Genyo eLearning enhancement program during face-to-face classes to utilize Genyo to have a collaborative and interactive mode of learning with the use of technology inside the classroom.   

6.  Recommendation

         Before adopting the Genyo eLearning Management System, training should be required. With the support coming from the school administration, it aims to maximize utilization of the LMS. This suggestion will greatly improve the learning opportunities for students during class time and encourage them to frequently use the platform as a useful learning tool. Teachers will also be honored for their dedication and labor in creating educational materials that students may easily access through Genyo.

         By using the Genyo eLearning Management System, school managers may streamline data gathering and lessen the amount of paperwork that teachers need to complete. It may be advantageous for subject area coordinators to use this method to collect information on teacher and student performance, making it simpler to pinpoint Learning Action Cell (LAC) subjects. A Genyo eLearning Management System customization for non-teaching employees may be investigated by the IT focal point.       Additionally, guidance counselors and parents should collaborate to help teachers and students use the Genyo

eLearning Management System to address their mental and social requirements.

         Future researchers should consider exploring the effect of Genyo eLearning on students and teachers’ performance during pandemic in the local context.

7. References:

Bradley, V. (2021). Learningm Mnagement System (LMS) Use with Online Instruction: International Journal of Teachnology Education (IJTE), 4(1). Retrived from https://www.ijte.net/index.php/ijte/article/view/36 on

January 1, 2021

Kropf, D.C. (2013). Connectivism: 21st Century's New Learning Theory. European Journal of Open, Distance and eLearning, 16(2).

Kurt, S. (2023). Connectivism Learning Theory. Retrieved from https://educationaltechnology.net/connectivism-learningtheory/ on September 25, 2023.

Neubauer, B., Witkop, C., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Retrieved from https://www.ncbi.nlm.nih. gov/pmc/articles/PMC6468135/ on April 8, 2019.

Ouyang, J.R. & Stanley, N. (2014). Theories and Research in Educational Technology and Distance Learning Instruction Through Blackboard. Universal Jour

DOI 10.5281/zenodo.11000553 

Chapter 1

Introduction

Background of the Study

Contraceptive implants are five subdermal implants, rods the size of pencil lead, placed under the skin at the inner part of the upper arm. Implants can be used during breastfeeding without problems with milk production. The mothers' age does not affect the use of birth control implants; there is a link between the age at first birth and the use of birth control implants; the number of live-born children has a significant impact or influence on the use of implants.

The choice of becoming pregnant and the timing of women depends on biological, social, and psychological factors. With improved access to contraception, every pregnancy must be wanted and planned. However, unplanned pregnancies still occur, and the reasons are limited choice, inadequate information on contraceptive methods, and its side effects. Unintended pregnancies have a significant impact on the physical health of women and their social and psychological makeup. The burden of unplanned pregnancies is around 87 million a year (Moray et al. 2021).

Promoting family planning is essential to safeguard women's well-being while supporting community health and development. The postpartum period is the best time to counsel women about contraceptives. Subdermal implants involve the distribution of steroid progestin from polymer capsules or rods placed below the skin. It is a modern contraceptive that requires minimum compliance and has long-acting reversible fertility regulation. Their level of awareness about contraceptives is a factor that affects women in accepting subdermal implants (Torres, 2020).

Unintended pregnancies (UPs) affect the healthcare system, leading to high social costs because of maternal or fetal morbidity. Contraceptive systems are safe and effective methods allowing fertile women to prevent pregnancy, and women seeking contraception must undergo counseling on contraceptive choice. Long-acting reversible contraceptives (LARCs) (intrauterine devices (IUDs), copper (Cu)-IUD, and subdermal contraceptive implants) provide 3-year continuous pregnancy prevention and no attention needed by users. LARCs offer reversible long-term contraception and high continuation rates. They are strategies to prevent UPs in all women who are not aiming for a future pregnancy and those who do not want permanent contraception.

Subdermal contraceptive implants are a safe method of contraception for many women since it is easy to insert and remove and need less follow-up with the authorized facility. In addition to the birth control benefits, women's satisfaction with the method is essential and can affect their quality of life. The contraceptive implant is a reversible long-term etonogestrel-releasing device with a single rod inserted under the skin. It works by controlling fertilization by preventing the release of luteinizing hormone, a hormone that induces ovulation. It is inserted 6-8 cm above the elbow of a woman's non-dominant hand by a trained healthcare worker at the outpatient clinic. It is a progestin-only contraceptive used by any woman. It can be used for women with restrictions on estrogen-containing contraceptives. Factors contraindicated for using subdermal implants include those with liver diseases or tumors, venous thromboembolism, and pulmonary embolism (Wali et al., 2023).

The implant releases a steady low dose of progestin into the body. Progestin will prevent the ovary from releasing an egg (ovulation). It thickens the cervical mucosa, making it hard for the sperm to reach the egg. Progestin thins the uterine lining, making it difficult for a fertilized egg to implant. The implant is effective more than 99% effective in preventing conception. The birth control implant does not have many side effects. The effects slowly disappear in a few months. Potential side effects include spotting or changes in menstrual bleeding, headaches, acne, sore breasts, and mood swings (Cleveland Clinic Professional 2022).

According to Thomas (2023), the most common adverse effects of contraceptive implants are changes in the regular menstrual pattern. About 10 percent of women discontinued this method for this reason. The changes have the onset within the first three months of implant insertion and indicate the future course of bleeding for the patient. Women who submit for implants should be warned and advised to come for evaluation if abnormal bleeding develops to rule out ectopic pregnancy or any disease conditions. Changes include amenorrhea, light or irregular bleeding, frequent bleeding episodes, continuous bleeding for weeks, and occasionally menorrhagia.

Rael et al. (2020) found that the individuals had mild side effects related to their devices. Implant users reported that devices were comfortable, unintrusive, and presented minor discomfort (e.g., bruising) before or after insertion and removal. They reported removing the device because of side effects like prolonged menstruation. Participants did not mind bruising, a small scar, tenderness, or bleeding after insertion or removal.

Shaikh et al. (2021) conducted their study on mothers' knowledge, attitudes, and practices regarding the use of subdermal implants. Three hundred ninety-six adults, non-pregnant, married women of childbearing age, between 18 and 49 years, were interviewed. One hundred fifty-three respondents did not know about implants, and 122 had information from family planning clinics. Two-thirds of the respondents were in favor of using implants as a contraceptive method. Moreover, 244 respondents preferred to use Implanon, and of the 316 respondents who had ever used contraceptives, only three used implants. The respondents' favorable attitudes, limited knowledge, and poor practices were noted.

Wali et al. 2023 made a study on the satisfaction of women using subdermal implants. 84% of the respondents were satisfied, and 19.04% were unsatisfied with the implant. The common side effects found were weight gain and menstrual irregularity. The most common cause for removal was the end of the implant's due date. Most women treated at the primary healthcare clinic were satisfied. They terminated the implant upon reaching its contraceptive duration despite manifesting side effects, and they cited to recommend it to their family and friends.

Unintended pregnancies are a significant problem in our world due to the psychological and economic distress they bring. About 45% of pregnancies were unplanned in the years 2010–2014. There is a high impact on women's health due to unsafe abortions and maternal deaths. Contraception prevents unplanned pregnancies and other consequences. Studies showed that the implant is effective, and the side effects of the implant result in higher discontinuation. The flexible implant measures four centimeters in length and two millimeters in breadth. It is inserted below the skin of a woman's upper arm by a trained healthcare provider. Once inserted sub-dermally in the arm, it can be effective for three years, and removal needs a small surgical incision (Moray et al.2021).

Mubarak et al. (2017) studied the knowledge, attitude, and utilization of implants. The majority knew one method, and one-fourth had used one, while the implant 21.9% of women used. About two-thirds were unaware of the implant, while 14.2% had good knowledge. Overall, the attitude was positive; 85% continued the method, and 14.29% stopped due to side effects. Among new users, half preferred the implant when provided with the insertion services. The knowledge about sub-dermal implants among women of reproductive age reached the optimum level. The attitude of women was positive. The factors that affect knowledge and attitude are age, parity, family type, level of education, employment status, socio-economic status, previous use of family planning, and source of information.

Jonas et al. (2021) studied the factors associated with using the birth control implant among women attending a Primary Health Clinic. Most participants who heard about the implant (9.4%) were using it, and (20.2%) intended to use it. Knowledge about the safety, beliefs in its effectiveness, easy insertion and removal, and support from intimate partners were positively associated with the intentions to use the implant in the future. It concluded limited knowledge of the implant, having completed secondary school, support from partners for women to use an implant, and the perceived expectancies of using the implant were factors associated with the use of the implant. It also ensured that contraception information is available in South African languages, regardless of educational level, comprehensive birth control education, and counseling is discussed during family planning sessions.

Matos et al. (2021) found the majority of women were willing to switch to a long-acting reversible contraceptive (LARC) when readily available to them. Considering those women who already use an implant and those who would be willing to change to it, 58% of women were underserved and not being given equal access to the subdermal implant. The inadequate availability of this type of LARC may elevate the number of unplanned pregnancies in the United States by 8% of all pregnancies per year. They concluded that contraceptive methods help reduce unwanted pregnancies and better serve women and their family needs.

Yimer et al. (2022) found in their study on subdermal implants that those who did not receive pre-insertion counseling, had a history of abortion, contraceptive side effects, and no appointment follow-up visit at the time of insertion were determinants of early discontinuation of the sub-dermal implant. Healthcare professionals should make an appointment for a follow-up visit at insertion and provide detailed counseling for all women.

Chapter 2

Methodology

This chapter is all about the research methodology, which includes discussions on the research design, subjects of the study, sampling scheme, data gathering instruments, statistical treatment of data, data gathering procedures, and tools for data analysis.

Research Design

The study employed the descriptive research method with the questionnaire as a data gathering tool to determine women's Knowledge, Practices, and Compliance with Subdermal Implant as Contraceptive.

Population and Locale of the Study

The respondents of the study were women who had the subdermal implant as a contraceptive. The population represented by purposive sampling was used and delimited to the women registered at the Villasis Family Planning Clinic of the Rural Health Unit (RHU). The locale of the study was Villasis RHU, where women come from different barangays. It was composed of 60 mothers.

Data Gathering Tool

The study utilized a survey questionnaire based on previous studies and articles related to the study. Part I focused on the respondents' profiles regarding their age, civil status, highest educational attainment, monthly family income, number of children, and number of years using the subdermal implant. Part II tackled the knowledge, practices, and compliance of women on the use of subdermal implants.

Data Gathering Procedures

Before gathering data, the researcher secured permission from the Dean of the Institute of Graduate and Advanced Studies to conduct the study. When permission was granted from the Institute of Graduate and Advanced Studies, the researcher requested and coordinated with the Municipal Health Officer through the Public Health Nurse for permission to conduct the study in the RHU of Villasis, Pangasinan. After securing the permission, the researcher secured consent from the respondents. The researcher collected the data personally.

Treatment of the Data

Problem Number 1 was used on the respondent's profile, frequency, and percentage. The frequency was determined based on the number of respondents who answered or checked a particular item on the questionnaire.

Chapter 3

Results and Discussions

This chapter presents the findings of the study based on the data gathered from the nurse respondents. Respondent's Profile

Table 1 shows the respondent's profile in terms of their age, civil status, highest educational attainment, number of children, monthly family income, Religion, and number of years using subdermal implants.

Age. The majority of the respondents were in the age bracket of 21-30 years old, with a frequency of 31 or 61.7 percent; 31-40 years old, with a frequency of 17, or 28.3 percent; and 41-50, with a frequency of 12 or 30 percent. It revealed that the respondents belong to young adulthood, considered in their childbearing age.

Civil status. Most respondents were singles, with a frequency of 33 or 55 percent, followed by married, with a frequency of 27 or 45 percent. It revealed that the respondents were not yet married. It goes to show that some women had their families but were not able to undergo marriage with their partners.

Highest educational attainment. It revealed that the majority of the respondents were high school graduates, with a frequency of 33 or 55 percent, followed by those with vocational courses, with a frequency of 12 or 20 percent, elementary graduates, with a frequency of 11, or 18.3 percent, and bachelor's degree holder, with a frequency of 4, or 6.7 percent.

It showed that the majority did not pursue higher levels of learning, reaching only secondary education. It might be related to the fact that schooling entails a large budget, and most do not have the financial capability to go into tertiary education.

Number of children. It showed that most respondents had 3-4 children, with a frequency of 27 or 45 percent, 1-2 years, 24 or 40 percent, and five and above, with a frequency of 9 or 15 percent. It revealed that the respondents have an average number of children, and that is why they resort to using subdermal implants to prevent further pregnancy.

Monthly family income.

All the respondents earned an income of P10,000 and below, with a 60 or 100 percent frequency. It revealed that the respondents had a meager income for their family.

Religion. It revealed that most respondents belong to the most dominant Roman Catholic, with a frequency of 52 or 86.7 percent, Protestant and Iglesia ni Cristo, with a frequency of 4, or 6.7 percent. It revealed that the respondents belonged to the most dominant Religion in the country.

For several years, I was using a subdermal implant. The majority of the respondents used the subdermal implant for less than a year, with a frequency of35, or 58.3 percent, 3-4 years, with a frequency of 14, or23.3 percent, and 1-2 years, with a frequency of 11, or18.3 percent. This implies that the respondents had used a subdermal implant for a few months.

Extent of Knowledge of Women on the Use of Subdermal Implant

Table 2 presents the extent of knowledge of the women on the use of subdermal implants.

The highest indicators are items 1 and 4, "subdermal implant is inserted by trained, skilled healthcare workers, and provides at least 3-year continuous pregnancy protection with a weighted mean of 4.83, and 4.63 or "Highly Knowledgeable." It revealed that the respondents were fully aware that trained health workers were the ones who inserted the implant, which was adequate for at least three years.

The lowest indicators are item numbers 7 and 8, "subdermal implant consists of polymer capsules or rods placed under the skin that ensure a slow, stable hormone delivery," and "acts by ovulation suppression, thickening of cervical mucus, and inducing endometrial atrophy," with a weighted mean of 3.15, or

"Moderately Knowledgeable."

Overall, the extent of women's knowledge of the use of subdermal implants was average, with a weighted mean of 3.87, or "Knowledgeable." It revealed that the women had the information about the implant, but it was still minimal.

Extent of Practices of Women on the Use of Subdermal Implants

Table 3 presents the extent of practices of the women on the use of subdermal implants.

The highest indicators are item numbers 2, 3, 5, and 10, "I strictly follow the advice about the use of subdermal implant contraceptive," "I frequently check the site of my implant to make sure it is intact," "I made sure not to have unprotected sexual contact at least seven days after the insertion of the subdermal implant," and "I am oriented by healthcare workers about the contraceptive effect, benefits, and any possible adverse events on my subdermal implant," with a weighted mean of 4.65, 4.68, and 4.63 or

"Highly Practiced." It revealed that the respondents were fully aware that trained health workers were the ones who insert the implant which is effective for at least three years and the effects and benefits of the subdermal implants.

The lowest indicators are item numbers 7, and 9, "I refer immediately when I encounter dizziness and headache," and "I will let my subdermal implant be removed when I encounter side effects like nausea, stomach cramping, and weight gain," with a weighted mean of 3.20, and 3.47 or "Moderately Practiced."

Overall, the extent of practices of women on the use of subdermal implants got an average weighted mean of 4.12, or "Practiced." It implies that the women did different practices on the use of subdermal implants however, they should continuously seek the advice of health professionals for effective use.

Extent of Compliance of Women on the Use of Subdermal Implants

Table 4 presents the extent of compliance of the women on the use of subdermal implants.

The highest indicator is item numbers 2, 3, 4, 8, and 9, "I followed the no sex for one week after the insertion of subdermal implant," "I refrain from wetting the insertion site for three days after the insertion," "I clean the site every day with betadine solution and apply band-aid for three days," "I submitted for reinsertion of new PSI before the three year expiry period," and "I stopped placing the elastic bandage after three days of insertion," with a weighted mean of 4.63, 4.72, and 4.57 or "Highly Compliant." It revealed that the respondents complied with the basic practices on the use of subdermal implants.

The lowest indicators are items numbers 1, and 6, "I submit for regular check-up in the health center," and "I took pain reliever when I felt pain at the site of insertion," with a weighted mean of 3.63, and 3.58 or

"Compliant."

Overall, the extent of practices of women on the use of subdermal implants got an average weighted mean of 4.35, or "Compliant." It implies that when the women are compliant, then it goes to show that they are willing to use the subdermal implant.

Extent of Knowledge, Practices and Compliance of Women

on the Use of Subdermal Implants

Table 5 presents the extent of knowledge, practices, and compliance of women on the use of subdermal implants.

Among the three indicators, the highest fall on the "Compliance" of women on the use of subdermal implants, with a weighted mean of 4.35, followed by "Practices" with a weighted mean of 4.12, and the lowest on "Knowledge," with a weighted mean of 3.87. Therefore, women must increase their knowledge of its use. Overall, the women using the subdermal implant were more compliant as compared to practices and knowledge.

ANOVA Results on the Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants across Age

Table 6 images the difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across ages. Data reveal that age has no significant effect on the extent of practices and compliance of women on the use of subdermal implants, as shown in the computed F-values of .709 and 2.610, respectively. On the other hand, age has a significant effect on the extent of knowledge of women on the use of subdermal implants, with an F-value of 3.761 and a significance value of .029. It revealed that those with higher age were more knowledgeable compared to those younger ones. It might also be related that they had more knowledge since they were much older than the other women.

Scheffe Test Results on the Significant Difference in the Extent of Knowledge of Women on the Use of Subdermal Implants across Age

Table 7 presents the results of the Scheffe test on the significant difference in the extent of knowledge of women on the use of subdermal implants across ages.

Statistical data reveal that women under the age bracket 21-30 have significantly different extent of knowledge on the use of subdermal implants as compared to women aged 41-50.

This is also true for women under the age brackets 31-40 compared to women with age 41-50.

The negative mean difference between the compared groups indicates that women who belong to the older age bracket have a significantly higher extent of knowledge on the use of subdermal implants as compared to the younger age groups.

t-Test Results on the Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants across Civil Status

Table 8 displays the t-test results on the difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across civil status.

The computed t-values along these 3 aspects have generated significance values which are all higher than the set .05 level of significance. This suggests acceptance of the null hypothesis. Hence, the difference is no significant in the extent of knowledge, practices, and compliance of women on the use of subdermal implants when grouped according to civil status. Being single or married does not affect the extent of knowledge, practice, and compliance of women on the use of subdermal implants. It implies that regardless of their civil status does not affect their knowledge, practices, and compliance with contraceptives.

ANOVA Results on the Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants across Highest Educational Attainment

Table 9 presents the difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across the highest educational attainment.

Significant results are revealed with the computed F-values generating significance values, which are all lower than the set .05 level of significance. Data indicate that the highest educational attainment of women causes differences in their extent of knowledge, practices, and compliance with the use of subdermal implants. This finding is similar to the study by Jonas et al. (2021) that there was limited knowledge of the implant, having completed secondary school, support from partners for women to use implants, and the perceived expectancies of using the implant were factors associated with the use of the implant.

Scheffe Test Results on the Significant Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use

of Subdermal Implants across the Highest Educational Attainment

Table 10 discloses the groups that have shown significant differences in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across the highest educational attainment.

Data on the table display significant negative mean differences between the compared groups.

This means that the extent of knowledge, practices, and compliance of women with higher educational attainment are significantly higher than those who finished a lower level of education. It implies that those more educated women had a higher extent of knowledge, practices, and compliance on the use of subdermal implants.

ANOVA Results on the Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants across the Number of Children

Table 11 presents the difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across several children. The computed F-value of .986 with a significance value of .379 implies that the difference in the extent of knowledge of women on the use of subdermal implants when the number of children is taken into consideration has no significant.

Conversely, the number of children was found to affect the extent of practices and compliance of women on the use of subdermal implants. The results of the Scheffe test are shown in the next table. It reflects that having several children does not affect their knowledge, practices, and compliance of women on contraceptive use.

Scheffe Test Results on the Significant Difference in the Extent of Practices and Compliance of Women on the Use of Subdermal Implants Across Number of Children

Table 12 shows the significant difference in the extent of practices and compliance of women on the use of subdermal implants across several children.

The significant positive mean difference in the indicated groups implies that the women with less number of children have a significantly higher extent of practice and compliance with the use of subdermal implants as compared to the group of women with a greater number of children. It reflects that those with less number of children were more compliant and a higher extent of practice may be due to having more time to know more about the subdermal implant.

ANOVA Results on the Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants across Religion

Table 13 reveals the difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across religions. The computed F-vales under knowledge and practices have generated significance values that are higher than the set .05 level of significance.

Therefore, the null hypothesis must be accepted. There is no significant difference in the extent of knowledge and practices of women on the use of subdermal implants.

On the other hand, a significant difference exists in the extent of compliance of women on the use of subdermal implants. This means that Religion affects the compliance of these women with the use of subdermal implants. It reflects that their Religion somewhat affects how they comply with the use of contraceptives.

Scheffe Test Results on the Significant Difference in the Extent of

Compliance of Women on the Use of Subdermal Implants  across Religion

Table 14 displays the significant difference in the extent of compliance of women on the use of subdermal implants across religions.

The negative mean differences indicate that the women who belong to the Iglesia ni Cristo and Protestant denominations have claimed to have a higher extent of compliance with the use of subdermal implants than those who are affiliated with the Roman Catholic faith. It implies that those in other religions Iglesia ni Cristo and Protestants had their reasons for having higher compliance on subdermal implant use.

ANOVA Results on the Difference in the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants

across several Years Using Subdermal Implant

Table 15 displays the difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across several years using subdermal implants.

The computed F-values which are all lower than the set .05 level of significance, it repudiate the null hypothesis. There is a significant difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants when their number of years of using subdermal implants is considered.

It reflects that those who had been using the implant for longer years had a higher extent of knowledge, practices, and compliance on contraceptive use.

Table 16 provides the results of the Scheffe Test on the significant difference in the extent of knowledge, practices, and compliance of women on the use of subdermal implants across several years using subdermal implant.

The negative mean differences in knowledge indicate that women who have been using subdermal implants for a longer time have a significantly higher extent of knowledge.

Meanwhile, the significant positive mean differences in practices and compliance imply that women who have been using subdermal implants for a shorter period have a significantly higher extent of practice and compliance than those who have been using it for a longer time.

Relationship Between the Extent of Knowledge, Practices, and Compliance of Women on the Use of Subdermal Implants and their Profile Variables

Table 17 displays the relationship between the extent of knowledge, practices, and compliance of women on the use of subdermal implants and their profile variables.

As to the extent of knowledge, significant positive R-values are shown under age, highest educational attainment, and number of years of using subdermal implant. This indicates that the older the women, and have attained a higher educational level with a greater number of years of using subdermal implants, the higher the extent of their knowledge on the use of subdermal implants.

When it comes to the extent of practices, a significant positive R-value is revealed under the highest educational attainment. Hence, higher educational attainment of women indicates a higher extent of practice on the use of subdermal implants. However, significant negative R-values are shown under several children and several years of using subdermal implants. Results suggest that less number of children with a lower number of years of using subdermal implants indicate a higher extent of practice on the use of subdermal implants.

Finally, as to compliance, significant positive R-values are shown under highest educational attainment and Religion. This means that as women earn a higher level of education with divergence from the Roman Catholic faith, the higher their compliance with the use of subdermal implants.

On the other hand, significant negative R-values are indicated under age, number of children, and number of years of using subdermal implants. This implies that younger women, with less number of children and less number of years of using subdermal implants, have a higher extent of compliance with the use of subdermal implants.

Chapter 4

Recommendations and Conclusion

This chapter presented the recommendations and the conclusions based on the findings of the study. Conclusions

Based on the findings of the study, the following are hereby concluded.

The respondents were young adults, with no marital relationship, did not pursue a higher level of education, with an average number of children, earning below the poverty level, belonging to the most dominant Religion, and using the subdermal implant for a few months.

The respondents were more compliant with the use of subdermal implants, followed by their practices, and lowest on their knowledge.

Women under the age bracket 21-30, higher educational attainment, those with less number of children, that Religion, and those using subdermal implants for shorter periods have significantly different extents of knowledge, practices, and compliance on the use of subdermal implants.

The older the women, and have attained a higher educational level with a greater number of years of using subdermal implants, the higher the extent of their knowledge on the use of subdermal implants, while women, with less number of children and less number of years of using subdermal implants, have higher extent of compliance on the use of subdermal implants.

The proposed Information, Education, and communication material is prepared for distribution to women who visit the health center for consultation.

Recommendations

Based on the conclusions provided, the following are hereby offered:

The respondents must enrich their knowledge about subdermal implants for them to fully understand and thereby be effective in preventing pregnancy.

The women must raise their knowledge and practices on the use of the contraceptive implant by attending regularly the orientations or seminars conducted by the healthcare providers.

The women must increase their knowledge, practices, and compliance on the contraceptive implant to attain the objective and real purpose of using the implant

Regardless of their profile variables, the women must intensify to understand the facts regarding subdermal implants for effective use.

The proposed IEC materials can be of help to women seeking birth spacing or pregnancy prevention.

DOI 10.5281/zenodo.11000783 

In the vast landscape of mathematical education, the significance of mastering basic concepts before delving into more advanced topics cannot be overstated. Just as a building's stability depends on a sturdy foundation, a thorough understanding of fundamental principles forms the bedrock upon which mathematical proficiency is built. In this article, we explore the crucial role that learning basic concepts plays in fostering comprehension, retention, and mastery in mathematics. 

First and foremost, basic concepts serve as the building blocks of mathematical knowledge. Whether it's understanding the properties of numbers, mastering arithmetic operations, or grasping geometric shapes, these foundational principles provide the framework upon which more complex concepts are constructed. By establishing a solid understanding of basic concepts early on, students lay the groundwork for success in later mathematical endeavors. Just as a house requires a sturdy foundation to withstand the test of time, students require a firm grasp of basic concepts to navigate the complexities of higher-level mathematics. 

Furthermore, gaining proficiency with fundamental ideas promotes a greater comprehension of mathematical ideas.. Rather than relying solely on procedural techniques or rote memorization, students who grasp the underlying concepts can use their knowledge to solve a range of challenges in a flexible manner. It is vital, for instance, to comprehend the idea of place value. for performing addition, subtraction, multiplication, and division. Without this foundational understanding, students may struggle to comprehend more advanced topics such as algebra or calculus. By mastering basic concepts, students develop a robust framework upon which to build their mathematical proficiency. 

Moreover, learning basic concepts enhances retention by establishing connections between new information and prior knowledge. When learners comprehend the fundamental ideas that underlie mathematical ideas, they are better equipped to retain and recall that information over time. For example, understanding the distributive property of multiplication over addition provides a framework for understanding more complex algebraic concepts such as factoring and simplifying expressions. By making these connections explicit, students not only deepen their understanding of mathematics but also improve their capacity to use the information in various situations.

Furthermore, learning basic concepts lays the groundwork for future academic and professional success. In today's increasingly complex world, mathematical literacy is essential for a wide range of careers and disciplines. Whether it's in the fields of science, technology, engineering, or finance, a solid understanding of basic mathematical concepts is indispensable. By mastering basic concepts early on, students not only build a strong foundation for future learning but also develop the confidence and skills necessary to succeed in a rapidly changing world. 

Therefore, mastering basic concepts in mathematics is essential for fostering comprehension, retention, and mastery. By laying the foundation with a thorough understanding of fundamental principles, students build the framework upon which to construct their mathematical proficiency. From problem-solving skills to critical thinking abilities, the benefits of learning basic concepts extend far beyond the realm of mathematics, preparing students for success in academia, careers, and everyday life.

DOI 10.5281/zenodo.11023062 

In the vast landscape of education, particularly in the realm of mathematics, repetition emerges as a formidable tool for nurturing understanding, retention, and mastery. From the foundational principles of arithmetic to the intricate complexities of algebra and beyond, the importance of repetition in teaching and learning math cannot be overstated. It is a reliable pathway for students to internalize concepts, solidify skills, and cultivate fluency, ultimately leading to mathematical proficiency. 

Repetition acts as a scaffold upon which mathematical knowledge is built. Just as a sturdy foundation is essential for a towering structure, repetition lays the groundwork for students to grasp fundamental concepts securely. Through repeated exposure to mathematical problems, students not only become familiar with the underlying principles but also develop the confidence to tackle increasingly complex challenges. Whether it's practicing multiplication tables or mastering the order of operations, repetition provides the necessary groundwork for deeper learning to take root. 

Moreover, repetition plays a pivotal role in reinforcing concepts. By encountering mathematical problems multiple times, students acquire a more profound comprehension of these ideas and how to apply them in different situations. This iterative process allows students to connect new information with what they have previously learned, fostering a cohesive understanding of mathematical principles. Through repetition, students not only learn how to solve specific problems but also develop problem-solving strategies that can be applied across different mathematical domains. 

Retention is another key aspect influenced by repetition in mathematics education. Research has shown that spaced repetition, or the deliberate practice of revisiting concepts over time, leads to better retention of information. When students engage in repetitive practice, they encode mathematical concepts into their long-term memory, making them more likely to recall and apply them in future scenarios. This retention is crucial for building a solid foundation of mathematical knowledge that can be drawn upon as students progress to more advanced topics. 

Furthermore, repetition fosters mastery by giving students ample opportunities to practice and refine their skills. Mastery in mathematics goes beyond mere memorization of formulas; it involves a deep understanding of underlying principles and the ability to apply them flexibly. Through repeated practice, students develop fluency in mathematical operations, enabling them to solve problems efficiently and accurately. This fluency empowers students to tackle complex mathematical concepts with confidence, laying the groundwork for success in higher-level mathematics and real-world applications.

With these in mind, we can say that repetition serves as a cornerstone methodology in teaching and learning mathematics, offering students a pathway to understanding, retention, and mastery. Through repeated exposure to mathematical concepts, students build a solid foundation of knowledge, reinforce their understanding, and develop the fluency needed to tackle complex problems. By embracing repetition as a methodological tool, educators empower students to unlock the doors of mathematical excellence, paving the way for success in academia and beyond.

DOI 10.5281/zenodo.11023114 

The relationship between language comprehension and mathematical performance emerges as a crucial yet often overlooked aspect. While mathematics is often perceived as a purely abstract and numerical discipline, its mastery is intricately intertwined with language comprehension skills. In this article, we delve into the profound interconnectedness between language comprehension and mathematical performance, shedding light on how a strong foundation in language can significantly enhance mathematical proficiency. 

At its essence, mathematics is a language unto itself, with its own set of symbols, syntax, and grammar. Just as fluency in a spoken language facilitates communication and understanding, proficiency in mathematical language is essential for comprehending and solving mathematical problems. From interpreting word problems to deciphering mathematical expressions, language comprehension skills play a pivotal role in navigating the complexities of mathematics. Thus, students who possess strong language comprehension skills are better equipped to understand mathematical concepts, communicate their ideas effectively, and solve problems with confidence. 

Moreover, language comprehension serves as a gateway to mathematical abstraction. Many mathematical concepts are inherently abstract and require students to grasp complex ideas beyond concrete representations. For example, understanding variables in algebra or functions in calculus involves interpreting abstract symbols and their relationships. Language comprehension skills enable students to translate these abstract concepts into meaningful representations, facilitating deeper understanding and mastery. By harnessing the power of language, students can bridge the gap between concrete experiences and abstract mathematical concepts, paving the way for mathematical fluency and proficiency. 

Furthermore, language comprehension is integral to interpreting mathematical language embedded within word problems. Word problems often require students to decipher complex sentences, extract relevant information, and formulate mathematical expressions to solve them. Without strong language comprehension skills, students may struggle to discern the underlying mathematical concepts embedded within the text. Conversely, students who possess strong language comprehension skills can effectively unpack word problems, identify key information, and apply appropriate mathematical strategies to solve them. Thus, language comprehension serves as a critical tool for unraveling the complexities of mathematical problem-solving. 

Additionally, language comprehension skills facilitate communication and collaboration in mathematical discourse. Mathematics is not just about solving problems in isolation; it often involves engaging in collaborative discussions, articulating reasoning processes, and justifying solutions. Strong language comprehension skills enable students to express their mathematical ideas clearly, listen attentively to others, and engage in productive mathematical discourse. Through meaningful communication, students deepen their understanding of mathematical concepts, refine their problem-solving strategies, and cultivate a collaborative learning environment conducive to mathematical growth. 

The symbiotic relationship between language comprehension and mathematical performance is undeniable. Language comprehension skills serve as a gateway to mathematical abstraction, facilitate problem-solving in word problems, enable effective communication in mathematical discourse, and empower individuals to thrive in real-world applications. By recognizing and harnessing the interconnectedness between language and mathematics, educators can foster a holistic approach to mathematical education that equips students who are proficient in both language and mathematics required to excel in daily life, the workplace, and academia.

DOI 10.5281/zenodo.11023162 

Abstract

  The qualitative research aimed to investigate the science academic challenges of Panay Bukidnon learners in indigenous peoples community in the Municipality of Calinog. The participants were identified as low performing learners in their science subjects, and they were willing to participate in the research study. The study made use of varied qualitative techniques in gathering data such as conducting interview with the participants and observing the difficulties and challenges encountered by the participants. Based on the results the academic challenges experienced by the participants were language barrier, distance and difficult road condition, inadequate facilities, and being an underprivilege learners. It was also revealed that participants managed their situations by self-motivation, being determined and persistence and maximizing the use of available support systems. The result of the study may serve as an inspiration for learners, that poverty and being members of an ethnic group are not hindrances for them to succeed. Educators should initiate and implement effective programs to further enhance the students’ learning, giving emphasis on indigenous learners.

Keywords: Academic Challenges, Panay Bukidnon, Intervention Program

INTRODUCTION

  The study is multifaceted and rooted in both academic literature and real-world observations.

It acknowledges the general difficulty associated with mastering science, the significant cognitive and psychological demands of science education pose challenges for learners, often resulting in low interest and fewer graduates in the field.

  The study focuses on learners in upland, rural, and similar environments, particularly the Panay Bukidnon community in the Philippines, stems from the recognition that these learners face unique challenges in their educational journey. Their remote location and cultural background likely influence their learning experiences and outcomes.

    The importance of considering culture in education has profound impact of culture on attitudes, beliefs, values, and behaviours in educational settings. Cultivating an inclusive classroom culture that embraces diversity is essential for engaging learners and preparing them for success beyond the classroom.

     Furthermore, the researcher's personal experience as a teacher in a mountainous and remote school provides valuable insight into the challenges faced by learners in such environments. This firsthand experience likely motivated the researcher to delve deeper into understanding the specific challenges low-performing learners in science encounter and how they cope with these challenges.

     Ultimately, the study aims to investigate the science academic challenges of Panay Bukidnon learners in indigenous peoples community in the Municipality of Calinog for the school year 2022-2023.

  The significance of the study on the academic challenges of Panay Bukidnon learners in indigenous community may be beneficial to the learners, teachers, parents, school administrators, DepEd officials, and future researchers. By understanding the academic challenges of Panay Bukidnon learners who are in remote and upland areas. They would gain a lot from the study on how to manage academic challenges in science. Teachers gain insights on their part on how to handle learners and their parents to further improve their teaching capability. Parents may attain positive support towards academic programs of the school and on what and how they will involve in the learning of their children. School administrators may initiate and implement effective programs to help improve and develop the performance of their school and learners. DepEd officials can access information and feedback from the field on the performance of learners from remote and far-flung areas. This may help them guide in formulating programs and curriculum adjustments in order to cater the need of the learners and for future researchers this serve as a reference for future studies.

  The study's scope includes investigating the academic challenges of Panay Bukidnon learners in indigenous community in the Municipality of Calinog.

This qualitative research involved the ten (10) Panay Bukidnon learners selected through purposive sampling. They were selected on the following basis: (1) they are officially enrolled in a school located in the remote or mountainous areas in the municipality of Calinog, (2) they are identified as low performing learners in their science subjects, and (3) were willing to participate in the research.

The data was collected through observations and interviews, and it was then analyzed using thematic analysis.

The literature review covers various aspects exploring academic challenges among learners in science as the Philippines ranked last in science among participating countries in the Programme for International Student Assessment (PISA) 2018, indicating deficient academic performance in science. These challenges highlight the need for effective programs and initiatives to address the deficiencies in science education and improve student performance and indigenous communities is a multifaceted endeavor that encompasses issues of cultural relevance, access to resources, and pedagogical approaches.

  The Theoretical frameworks in the study was anchored on the following theories: The Social Capital Theory according to Moore (2012) and Thomson (2012), which expanded the economic definition of capital by applying it to other systems involved in the transformation and exchange of assets between persons and the Self-Determination Theory (STD), Ryan, and Deci (2020), which deals with intrinsic and extrinsic motivation from self-determination.

The conceptual framework outlines the dependent variable was the Panay Bukidnon learners in the indigenous community in the Municipality of Calinog. The main and sub themes gathered serve as the independent variable. The first major theme was the academic challenges experienced by the Panay Bukidnon learners in science and these were language barrier, distance and difficult road condition, inadequate facility and being underprivileged learners. The second major theme was managing academic challenges, under which is their self-motivation, being determined and persistent, and making use of available support systems. The result of the study was the basis of formulating an intervention program in science in the school.

Methodology

The study utilized qualitative research method using varied qualitative techniques in gathering data such as interviews and observation. The descriptive phenomenology methodological perspective was used to examine subjective experience and explain people's actions and motivations.

The participants of the study were ten (10) learners who are identified as members of Panay Bukidnon in indigenous community in the Municipality of Calinog. the researcher uses his or her own judgment to pick people of the population to take part in the study. Other names for it include judgmental, subjective, and selective sampling. The researcher uses a non-probability sampling method known as "purposeful sampling" to select which objects to include in the sample.

The study utilized a researcher-made interview schedule. This interview schedule ensured that the data regarding the academic challenges of Panay Bukidnon learners in indigenous community were gathered. The participants were first identified purposively based on the criteria established. The participants were personally asked of their willingness to participate in the study and were asked to sign a letter of consent. The researcher employed multiple techniques, including formal and informal interviews on significant people in schools and observation.

The acquired data was analysed using a thematic method.

This involves condensing, evaluating, and interpreting the information gathered and giving it meaning.

Results and Discussion

   The study utilized the qualitative research design using varied qualitative techniques in gathering data such as interviews and observation. The aim was to get the main or the necessary views of the participants in a certain issue in a social context through the responses of the participants to the questions.

   Based on the results of the study, the following are the findings: The academic challenges experienced by the participants were, language barrier, distance and difficult road condition, inadequate facilities and underprivileged learners.

  The participants managed their situations through self-motivation, being determined and persistence and maximizing the use of available support systems.

  The proposed intervention program was based on the result which focused on the academic challenges of Panay Bukidnon learners in their science subjects and as to how these learners managed these challenges.

  Academic challenges faced by indigenous learners can be complicated and multifaceted, often stemming from historical, social, and cultural factor.

  Addressing these challenges requires a holistic approach that considers the unique cultural, linguistic, and historical context of indigenous communities, and involves collaboration between educators, communities, and policymakers to create inclusive and culturally relevant learning environments.

  Indigenous learners often face unique challenges in navigating the academic landscape, including in the field of science. Educators and policymakers should support indigenous learners in overcoming academic challenges in science and pursuing their educational aspirations.

  These requires culturally responsive teaching practices, curriculum adaptations, increased access to resources, and support for Indigenous learners’ cultural identities and languages.

Results and Discussion

   Based on the results and findings of the study addressing the academic challenges faced by Panay Bukidnon learners in science, with a focus on mitigating the impact of poverty, improving school facilities and curriculum, enhancing teacher effectiveness, and leveraging community and family support create a supportive environment for Panay Bukidnon learners in science, addressing both systemic issues and individual needs to improve educational outcomes and empower learners.

References:

Ryan, R.M., & Deci, E.L. (2020). Intrinsic and extrinsic

   motivation from a self-determination theory

   perspective: Definitions, theory, practices, and

   future directions. Contemporary Educational

   Psychology, 61.

Moore, R. (2012). Capital. In M. Grenfell (Ed.), Key 

   concepts: Pierre Bourdieu (2nd ed). Bristol, CN:

   Acumen.

DOI 10.5281/zenodo.11032630 

Abstract

The study aimed to determine the factors affecting junior high school performance in Science. Both teachers and struggling students were identified as participants in the study. The results showed that for teachers, the students’ performance in science was affected by their poor reading comprehension, lack of mastery of the subject matter, negative attitude, and poor study habits. On the other hand, students indicated that their lack of prior knowledge and teacher incompetence affected their performance in science. Meanwhile, both teachers and students revealed that the use of varied teaching strategies and constant monitoring by parents helped improve students’ performance in science. The researcher concluded that despite efforts to reach the ideals of the K–12 curriculum, some learners fail to acquire scientific competence because they have poor skills and attitudes towards science. The researcher recommended that intensive learning interventions be done in order to address the prevailing problems.

Keywords: Junior High School Performance, Science Intervention  Program

1.     Introduction

The study aims to determine the factors affecting the performance of junior high school learners specifically in the subject science. Likewise, results of the study serves as basis for crafting an instructional enhancement program for the struggling junior high school learners.Science Education faces various challenges, especially in the context of the K to 12 curriculum and the recent shift to distance learning thus, the transition back to face-to-face classes presents its own set of difficulties for learners. Conducting a phenomenological study to identify factors affecting junior high school learners in Salvacion National High School is a crucial step towards crafting effective learning intervention programs in science classes. This research can greatly benefit the students and contribute to improving science education program.

The significance of the study spans from aiding teachers in pedagogy to informing curriculum makers and DepEd officials. The intervention program to be recommended based on the study’s results will likely be tailored to address the identified factors influencing performance in science. Further, the study’s significance extends to informing teaching strategies, aiding struggling learners, and guiding curriculum development. Recommendations from the study will likely lead to tailored intervention programs to address identified performance factors.

The literature review provides various studies related to factors influencing academic performance, particularly in science education. It underscores the significance of teacher quality, instructional methods, and the impact of the COVID-19 pandemic on learning outcomes. Project-based learning and professional development are highlighted as essential for engaging students and improving teaching practices. Additionally, it discusses various factors affecting student performance of adequate resources, teacher preparation, and positive attitudes towards science in enhancing student achievement.

The Theoretical framework draws from Thorndike’s Learning Readiness Theory, Bruner’s Constructivism, and Bandura’s Social Learning Theory. The study aims to understand how these theories intersect to influence factors affecting junior high school performance in science.

The conceptual framework presents an input –process-output scheme, depicted in a schematic diagram. The independent variables include factors affecting the performance of junior high school learners, while the dependent variables represent the outcome of the study. Interviews are conducted to gather data on these variables, which are then analysed using thematic analysis to derive findings. Based on the findings, conclusions and recommendations are formulated, leading to the proposal of a science instructional enhancement program for struggling learners. The output is the proposed intervention program, “FACTORS AFFECTING JUNIOR HIGH SCHOOL PERFORMANCE: BASIS FOR INTERVENTION PROGRAM”.

   Methodology

The study employed a descriptive approach and utilized purposive sampling to select participants. A researcher-made interview schedule was used to collect qualitative data. Further, thematic analysis was employed to analyze the data. Prior to the conduct of the study, ethical considerations were considered as such giving consent form to the participants and seeking permission from concerned institutions and departments.

There were twenty- three participants in the study, of which twenty were struggling junior high school learners and three Science teachers of Salvacion National High School for school year 2022-2023.

Furthermore, an interview schedule comprising open- ended questions was developed by the researcher in order to determine the factors affecting learners’ performance in Science. Participants were engaged in an in-depth interview allowing to express and explain their answers in an open-ended manners. The interview schedule underwent content and face validation to ensure appropriateness.

Data gathering involved seeking permissions and administering consent forms. Face- to- face interviews were conducted observing health protocols. There were also recordings of learners’ responses for transcription. Thematic analysis was employed to identify recurring themes and patterns in the collected data.

This comprehensive methodology allowed an in depth exploration of the research topic, providing valuable insights into the factors influencing the academic performance of struggling junior high school learners in Science.

   Results and Discussion

Based on the interview from the participants, the first question was asked on the factors affecting JHS performance in terms of written exam/work, various themes emerged herein such as poor reading comprehension, unmastered skills and poor vocabulary. For teacher’s perspective, it was found out that poor comprehension skills of learners and lack of mastery on the subject matter were the common answers.

In terms of performance tasks, teachers indicated that learners’ attitude matter. The students’ negative attitude towards the outputs given to them led to their poor performance tasks results. On the other hand, students admitted poor self-confidence affected their ability to do their performance task.

In terms of periodical exams, teachers also indicated that learners got low scores in their periodical exam because they don’t review before the exam. This was confirmed by the learners when they admitted that they lack focus since they tend to prioritize other activities besides their periodical exams.

  Moreover, teachers basically confirmed that the factors hindering the students to perform better in the subject science include students’ negative attitude towards the subject since. They also stressed that this was caused by their inability to master the concepts needed to progress towards a more difficult subject matter. This was further catapulted by the teachers’ lack of pedagogical skills to deal with students’ incompetence.

According to Mapulanga (2019), there are six categories into which the factors affecting performance in science can be divided: (a) administrative; (b) teacher; (c) learner; (d) time allotted to science teaching and learning; (e) assessment; and (f) curriculum-related factors. More precisely, the study found that learners' low scientific knowledge, teachers' unpreparedness, a lack of laboratory supplies, and students' lack of laboratory equipment all contributed to students' poor performance in science classes. The study also discovered that providing teaching and learning resources, engaging students, and enhancing evaluation all contribute to children performing better in science.

As for students, they reiterated that the factors hindering their performance in science included their incompetence towards the subject science.

Facilitating factors were also revealed such as the use of the varied teaching strategies used in the classroom as well as parental support has boosted the morale of the struggling learners. Likewise, students indicated that they considered contextualization of lessons a very big help in their ability to grasp the lessons as a facilitating factor in the learners’ performance. It was also noted that to develop a learning intervention to struggling learners and a proposed Science program for Science teachers.

  Conclusion

Knowing the factors that affecting Junior High School Performance in terms of written works, performance task, and periodical test would serve as the basis to craft an intervention program for learners in Science as well as propose a program for Science Teachers. In addition, students should develop effective study habits which are crucial for success in learning. For educators, they can implement strategies such as differentiated instruction, targeted interventions, and scaffolding techniques to support students with varying comprehension levels and learning needs and incorporate ICT in science classes. After all, this program aims to promote mastery, innovation, and academic growth to learners and Science teachers.

   Reference:

   Mapulanga, T. (2019). Investigating Factors Influencing Grade 9 and 12 Learner- 

             Performance in Science – Views of School Administrators, Teachers, and

             Learners: The Case of Eastern Province, Zambia. Retrieved from

 https://www.researchgate.net/publication/341791968_Investigating_Factors_Influencing_Grade_9_and_12_Learner-Performance_in_Science_Views_of_School_Administrators_Teachers_and_Learners_The_Case_of_Eastern_Province_Zambia on March 8, 2023.

DOI 10.5281/zenodo.11033276 

Patronage and Clientelism networks become a long-time disease of the Philippine politics, affecting the Philippine governance processes and political participation. This essay is intended to further understand the very nature and dynamics of political patronage and clientelism networks that has been operating in the Philippines for so long, by analyzing the historical roots, impact on democratic institutions, consequences for governance and policy-making and the prospects for reforms.

These networks have been deeply rooted in the history of the Philippines. Colonial legacy of patronage-based governance wherein the powerful political figures exchanges resources and opportunities for support has persisted through successive regimes. The system of patronage and clientelism has been influenced by the socio-economic disparities, inadequate access to resources and a culture of over dependency on political elites.

These networks operate through the exchanging of resources and opportunities between the political figures and their respective followers. In the Philippines, political figures always provide financial assistance, employment, various programs and services that would be benefitted by their supporters in exchange for their loyalty and political support. This scheme of politics weakens the meritocracy and worsen the culture of dependency on powerful patrons.

These networks have also significant consequences for democratic institutions in the Philippines. They weaken the principles and practices of impartiality, transparency and accountability. By relying on personal connections and support, the system prolongs the cycle of disparities, exclusion and inadequate opportunities for political participation. It really rotten the democratic processes by favoring personal interest rather than the public good.

The rampant patronage and clientelism networks in the Philippines hinder the implementation of good governance and effective policy-making. Decision often influenced by short-term political gains rather than long-term development goals. Public resources are allocated based on political preferences rather than rational planning or public needs. This really weakens the delivery of essential services and spreads corruption and inefficiency.

Reforming the system of patronage and clientelism networks is very necessary for strengthening a more democratic governance in the Philippines. Reforms should primarily focus on improving the access to resources and opportunities, enhancing political party systems, promoting transparency and accountability and empowering the civil society movements. Strengthening constitutional institutions such as the Civil Service Commission, Commission on Audit, Commission on Elections can greatly help to eradicate the patronage and clientelism practices and foster the merit-based governance.

Patronage and clientelism networks persistently influenced the Philippine political landscape, undermining the democratic institutions and hindering the sustenance of good governance. Breaking the long cycle of dependency and disparities emphasizes the obligation for a more comprehensive reforms that would address the root causes of patron-client politics. By fostering transparency, accountability and meritocracy, the Philippines can also sustainably establish a more inclusive and responsive political system, that primarily prioritizes the public interests over personal gains. This sudden changing of gear towards a more democratic and participatory governance model is highly necessary for the Philippines’ long-term development initiatives and the well-being of the Filipino people.

DOI 10.5281/zenodo.11063471 

ABSTRACT

Title:                         BRIDGING DIGITAL DIVIDE IN PUBLIC AND

                                 PRIVATE SCHOOLS

Researcher:             YVETTE G. MARIANO

Degree:                   MASTER OF ARTS IN EDUCATION

Major:                      ADMINISTRATION AND SUPERVISION

Institution:                OSIAS COLLEGES, INC.

This study investigated the digital divide between private and public schools students in Holy Trinity College of Technology, Inc employing a descriptive-comparative research design to objectively understand digital access difference. Through random sampling techniques involving 60 respondents from both public and private schools, a survey questionnaire on digital access of students was employed to capture demographic information and assess perceived digital access challenges.

In Paniqui, Tarlac, many students have smartphones, but there is difference in owning laptops and computers, with private school students likely having better access. Majority in the public schools have a family income of less than 5,000 while it is 5,000-10,000 in the private school. The gap between public and private schools is clear in various digital aspects like internet, software, literacy, and online resources. Private schools consistently have more access and resources. Hence, digital accessibility is not a problem in private schools and quite a problem in public schools. There is therefore a significant difference on accessibility between public and private school in terms of hardware, internet connectivity, software tools, digital literacy and online educational resources. To bridge this gap, public schools aim for government funding for technology upgrades, while private schools seek partnerships for technology donations. These efforts highlight ongoing plans to make sure all students, no matter where they study, have equal access to digital tools and learning resources in the Philippines.

Forge a partnership between public schools and the local government (LGU) to provide free internet access in the public spaces like schools, libraries and community centers to help the students especially those from low-income families. Continue reaching out to individual students by providing free community access to computers at public schools. Establish linkages with local government officials particularly the governor, municipal mayor, barangay captain and SK`s alongside the non-governance (NGOs) for gadgets and connectivity. Implement the proposed strategies to overcome digital divide.

Keywords: hardware, connectivity, software, technology

DOI 10.5281/zenodo.11069595 

Mathematical problem-solving is a skill that extends far beyond the classroom, influencing various aspects of life. Students can improve their ability to solve problems by using different effective strategies. First, it's important to understand the problem. Students should read the problem statement carefully, identify the known and unknown variables, and understand the relationships between them before heading into calculations. This first stage establishes the framework for a methodical approach to solving the problem.

Students can use different problem-solving strategies after they understand the core of the problem. Breaking down the problem into smaller, more manageable parts can simplify the process, more manageable pieces. Also, using visual aids like charts or diagrams can help with conceptualization and can provide clarity. Additionally, exploring different problem-solving strategies, such as trial and error, working backward, or using patterns, allows students to approach problems from multiple angles, increasing their likelihood of success.

The secret to improving problem-solving abilities is reflection. Students should assess their strategy after coming up with a solution, identifying what went well and what needs improvement. Through reflective practice, students can modify their strategies in response to their mistakes, allowing for ongoing improvement. Moreover, seeking feedback from peers or teachers can provide valuable insights and alternative perspectives. Students can refine their techniques and develop a deeper understanding of mathematical concepts. Through consistent practice, perseverance, and reflection, students can effectively tackle mathematical problems and build a foundation for lifelong learning.

DOI 10.5281/zenodo.11071852 

Confidence is a key factor in mastering mathematics, and students can cultivate it through various means. Firstly, fostering a positive mindset is essential.  Students should embrace a growth mindset, understanding that intelligence and mathematical abilities can be developed through effort and practice. Through reinterpreting errors as teaching moments and acknowledging little accomplishments, students can develop resilience and self-assurance in their arithmetic skills.

Practice plays a crucial role in building confidence in Mathematics. Regular practice not only reinforces mathematical concepts but also boosts students' confidence in their problem-solving abilities. For students to become proficient and comfortable with various mathematical topics, they should practice regularly, working through a range of tasks. Setting attainable objectives and monitoring development can also provide kids a feeling of success and inspire them to pursue mathematics with confidence.

Lastly, seeking support and guidance from teachers, or peers, can strengthen students' confidence in Mathematics. When faced with challenges or uncertainties, students should not hesitate to ask questions or seek clarification. Collaborative learning environments can provide a supportive community where students can learn from one another and gain confidence through shared experiences. Moreover, receiving positive reinforcement and constructive feedback from teachers can validate students' efforts and encourage them to persevere in their mathematical pursuits. Students can develop confidence in their ability to handle Mathematics by adopting a growth mindset, practicing frequently, and asking for help when necessary. This will set them up for success in both their academic and personal life.

DOI 10.5281/zenodo.11071937 

Teacher education students specializing in Mathematics go through a life-changing experience as they learn the complexities of problem-solving. Equipped with a  passion for Mathematics and a desire to inspire future generations, they approach mathematical problems with enthusiasm and determination. Through a combination of theoretical knowledge, practical experience, and reflective practice, they navigate the complexities of problem-solving, preparing themselves with the skills needed to foster critical thinking and mathematical literacy in their students. This gives them the tools they need to help their students develop critical thinking and mathematical literacy.

Students studying Mathematics education use different ways to solve mathematical problems successfully as they work toward mastery. During cooperative problem-solving sessions, they share ideas, investigate various strategies, and gain insight from one other's viewpoints. Additionally, students become fully engaged in practical applications, seeing the importance of Mathematics in daily life. They gain resilience and adaptation by practical experiences and experiments, realizing that persistence is essential to conquering obstacles in the field of problem-solving.       

As mathematics education students progress on their journey, they experience profound growth and reflection. They get a better grasp of how they solve problems for themselves, recognizing both their strong points and places for development. They improve their skills to guide students through mathematical challenges by refining their teaching strategies and receiving feedback from peers and mentors. Furthermore, they see the life-changing effects of their work as they watch their students advance and mature, giving them a sense of self-worth and achievement. In developing problem-solvers, Mathematics education students not only shape the future of Mathematics education but also empower individuals to succeed in an increasingly in a world that is getting more complicated and dynamic by the day.

DOI 10.5281/zenodo.11072026 

Abstract. The study aimed to determine the extent of effects of social media on the performance of education students. The respondents were the education students with 100 students in their year level who are identified as social media users. Descriptive research design was applied utilizing a researcher- made questionnaire-checklist as research instrument to collect the data needed to determine the extent of effects of social media among education students with respect to class participation, homework, and submission of projects. The respondents’ level of performance was taken from their grades in the last semester. The study found out that the respondents are mostly 19 – 22 years old. More than sixty percent are female and majority of them are first born. Many have 2 – 3 number of children in the family and have monthly family income of ₱20,000 and above. Several of the parents’ educational attainment are college graduate and visited websites for 5 – 6 times. The perceived extent of effect of social media on the performance of the respondents are found to be Sometimes with respect to class participation, homework, and submission of projects. The test on the significant difference on the extent of effect of the social media with respect to class participation, homework, and submission of projects when grouped to age, sex, sibling position, number of children in the family, monthly family income, parents’ educational attainment and number of websites visited accepted the null hypothesis. The level of performance of the education students as revealed by their average grades for the first semester is satisfactory at a mean of 1.6 and standard deviation of .4216. The test resulted in the acceptance of the null hypothesis in the relationship between the effects of social media with respect to homework and submission of projects and their level of performance. However, class participation is not significantly related to the level of performance of the education students.  Based on the findings, age, sex, sibling position, number of children in the family, monthly family income, parents’ educational attainment and number of websites visited are not contributory on the extent of effect of the social media with respect homework, class participation and submission of projects. The extent of effect of social media with respect to homework and submission of projects does not correlate to the level of performance of the education students. The study recommended that students may use social media for educational purposes like doing homework and submission of school-related projects. Teachers and parents may guide the students on the positive use of the social media. The school may provide other avenues and physical activities for the students to express their talents and skills.

Keywords: Effects of Social Media, Performance of Students, Education Students

1. Introduction

      Education plays a very significant role in the development of every human being. Without it, comfortable living would not be attainable, and life will not have meaning. It ensures that every individual would have better opportunities to be developed holistically and eventually rise up to any occasions that the world requires. Every learner is expected to experience learning through education as it is one of the fundamental rights granted to everyone from all walks of life. The knowledge, skills, and values are inculcated in a form of formal education. However, it has been realized that education begins at home most especially the parents should be put to essence, because home is the foundation of everything and it is just the school’s duties and responsibilities to further enhance it. Indeed, one develops and receives knowledge from parent, family member, friends and acquaintances.

The advancement in ICT is further stipulated in Section 24 of Article XIV of the 1987 Philippine Constitution which states that:

      [2]“The State recognizes the vital role of information and Communication Technology (ICT) in nation building; the need to develop, with appropriate training programs and institutional policy changes human resources for the information technology age; obligation is to facilitate the transfer and promotion of adoption of technology.” Strong attachment to home and family ties must be emphasized and the natural duties of parents in the nurturing of their children for societal efficiency are necessary to prepare their children from the challenges that life brings.

      Through the introduction of technology in the educational system, it cannot be denied that it brings advantages to refine the quality of instruction, but it also made room for improvement that impacted the learner’s growth and development, as observed these days, children seem to be more busy with their social media accounts than their assignments. In a general sense, pupils who are born in the dawn of increasing technology have convenience and at the same time a big pile of distraction on their hands. The development and growing popularity of social media websites are poised to add yet another item on their to-do-list. The prominence of social websites like Facebook, Instagram, Twitter and Tumblr has escalated major admiration over the millennials.

      Certainly, critical parental involvement is necessary as to educate ourselves and our children on the correct way to use the fool as an ally in learning, we should learn to control and navigate the usage of social media. In the same way as Teachers are considered as second parents, the task to educate the youth and protect them lies within their caring hands. The internet not only provides significant benefits for children, such as research access, socialization, entertainment and a communication tool with families, but it also connotes negative aspects such as violence, pornography, hate sites, isolation, predators, and commercialism. The Web sites considered detrimental include those dedicated to negative content such as pornography, violent online games, online gambling and so forth.

      Based on personal observations, the researcher has found out that most student nowadays uses internet for social media and not for their assignments. This maybe the factors on why most of the students are having a hard time dealing with. In this context, the researchers were driven to conduct this study to determine the effects of social media on the performance of education students and to discern the possible effects of it with regards to their performance.

2. Methodology

      The study focused on the extent of effects of social media on the performance of education students. The respondent of the study consists of the education students with 100 students, which consists of 25 students in their respective year level who are identified as social media users. [1]Descriptive method design was employed in the study. Purposive sampling technique was utilized in the selection of the respondents. A researcher-made questionnaire-checklist was utilized to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 age; 1.2 sex; 1.3 sibling position; 1.4 number of children in the family; 1.5 monthly family income; 1.6 parents’ educational attainment; and 1.7 number of websites visited? 2. What is the extent of effects of social media on the performance of education students with respect to: 2.1 class participation; 2.2 homework; and 2.3 submission of projects? 3. Is there a significant difference on the extent of effects of social media on the performance of education students as perceived by themselves with respect to the different aspects in terms of their profile? 4. What is the level of performance of the education students as revealed in their grade in the second semester? 5. Is there a significant relationship between the extent of effects of social media and the level of performance of the education students?

      For the analysis and interpretation of data, the following statistical tools were considered: To determine the profile of the respondents in terms of the selected variables, frequency and percentage rank were used. To determine the profile of the respondents, frequency, percentage and   were used. To determine the perception of the respondents on the extent of social media in relation to their performance and social media with respect to the different aspects, weighted mean was used. To determine the significant difference on the perception of the respondents on the extent of social media in terms of their profile, One Way ANOVA was used. To determine the level of performance of the education students as revealed in their grade in the second semester, weighted mean and standard deviation were utilized. To determine the significant relationship on the perception of the respondents on the extent of effects of social media and their level of performance, correlation analysis was used.

Contact us for the full copy.

DOI 10.5281/zenodo.11072026 

This action research aims to enhance the reading comprehension of grade 7 learners to achieve their academic performance — through the help of stakeholders. Reading comprehension is the accurate measure of reading literacy. Comprehension is considered as the essence of reading as it accounts for the process that supports the effective extraction of meaning from a written passage (Alghonaim, 2020). As claimed by Helarde (2021), reading is the mother of all study skills. Furthermore, Tomas et al (2021), states that reading provides readers with a new set of learnings and a vast array of knowledge that will benefit their academic journey. The researchers encourage to create innovations, approaches, and teaching strategies to enhance the reading comprehension since students learning and academic achievements will always be a heart of teaching.

The researchers are aware that one of the factors that affect the level of performance of the learner in Araling Panlipunan is the poor reading comprehension level of the learners — this urged the researchers to innovate an approach to address the needs of the learners. Based on the LOA results, during the first quarter of school year 2021-2022, AP 7 has a 30.73 mean and 51.22 MPS, which is the lowest in AP in all grade level. Hence, the researchers will use grade 7 learners as respondents of this study.

With the aforementioned scenario, the researchers came up with the idea to pursue Project UP (Ugnayang Pagbasa) as an approach that will need a peer and stakeholders, like alumni, barangay day care teachers, volunteers, SSG officers, and other organizations who are willing to assist in this program. They will be asked to give their assistance by sharing expertise, knowledge, and time to render service in a reading intervention plan. In this unique way, Project UP (Ugnayang Pagbasa) will be a leeway and a bridge to connect (Ugnay) the stakeholders to the learners and the community. Based on the study of Nicdao and Anjo (2019), the stakeholders have a hand and a great stake in providing assistance to the education of the young learners as they are the agents in the community with the most suitable and adequate resources, and this involvement spells a change. Their role is necessary to cater to the total development and improvement of the school through collaboration and shared responsibilities.

The researchers then believed that Project UP (Ugnayang Pagbasa) through the collaborative effort of the stakeholders and the teacher will nurture the grit and interest of the learners in Araling Panlipunan. Hence, this study generally aims to improve students’ reading comprehension to achieve academic performance.

Action Research Questions

This action research will seek to answer the following questions.

·   What is the reading level comprehension of Grade 7 learners before and after the administration of Project UP?

·   Is there a significant difference in the reading level comprehension of Grade 7 learners between the pre-test and post-test with the implementation of Project UP?

·   What intervention could be enhanced based on the results of the study?

CONTACT US FOR THE FULL COPY.

DOI 10.5281/zenodo.11081900 

A Thesis Submitted to the Faculty of the Institute of Graduate and Advanced Studies/ in Partial Fulfillment for the Degree Master of Arts in Nursing

                                                         Urdaneta City University

March, 2023

                                                                     Abstract

This study determined the stress and coping strategies of uniformed law enforcement personnel in the Philippine National Police in Ilocos Sur. It examined their age, sex, civil status, highest educational attainment, rank/position, years in service, and monthly family income.

The study utilized the descriptive research design and a survey questionnaire as the main tools for gathering data. Several statistical tools were used, such as frequency and percentage, weighted mean, t-test, Scheffe test, and ANOVA (Analysis of Variance).

The uniformed personnel were male-dominated young adults in marital relationships, with bachelor's degree holders holding the lowest rank as police officers, earning an average monthly income, and mostly in the service for more than five years. The sources of stress among the uniformed personnel were highest on work-related, followed by peer-related, and lowest on family-related.

The uniformed personnel utilized open communication with their colleagues and resorted to doing exercises to relieve their stress. No significant relationships were noted between the sources of stress among the uniformed personnel and their profile variables.

The longer the length of service of the uniformed personnel, the more they encountered work-related stresses. The Proposed program was formulated to be implemented in the PNP Ilocos Sur to minimize workplace stress occurrences.

Keywords: coping strategies, stress, uniformed personnel

Chapter 1

                                                                       Introduction

Background of the Study 

Both military women and men are exposed to a wide range of stressor events as a part of military training and work assignments. Military women may also experience stressors related to being a woman in a traditionally and predominantly male work environment. Employees who experience a moderate degree of job stress perform their jobs most efficiently, while those who experience either low or high work-related stress show reduced work efficiency. The potential moderating effects of various physiological, psychological, and social factors on the stress-job performance relationship have also been examined; these moderators may act by contributing to or reducing the resources that individuals can bring to bear in coping with stressors. Coping is one of several psychosocial factors posited to moderate or mediate the relationship between stress and job functioning (Bray et al., 2020).

Military personnel are at a high risk of exposure to potentially traumatic events. This makes them an “at-risk group” who are vulnerable to suffering from psychological distress and mental health problems, including depression, family violence, substance abuse, and post-traumatic stress disorder, all of which are problems for military services and a threat to occupational functionality. The impact of mental health on decision-making is especially significant given the high technology, fast-paced warfare of the 21st century, the battlefield which leaves little margin for error. Furthermore, many military forces have to cope with increasingly complicated conflicts with an ever-decreasing number of soldiers available to fulfil these duties. Troops need to function at peak efficiency, and inefficiencies imposed by work stress and mental health problems may have very serious consequences (Langston et al. 2017).

Morgan et al. (2017) found in their study on coping strategies among the military that the most frequently reported coping behaviour was thinking of a plan to solve the problem, followed by talking to a friend, engaging in a hobby, and exercising or playing sports. The least often endorsed coping behaviors were smoking marijuana or using illicit drugs and thinking about hurting or killing oneself, followed by having a drink or lighting up a cigarette. Specifically, talking to a friend, exercising or playing sports, engaging in a hobby, and thinking of a plan were associated with fewer anxiety, perceived stress, and depression symptoms, whereas smoking a cigarette, having a drink, and thinking about hurting or killing oneself were associated with more anxiety, perceived stress, and depressive symptoms.

The constant possibility of encountering traumatic stressors is a persistent concern for individuals who opt for a military career. Beyond stressors directly related to operations, various other job-related pressures profoundly impact the lives of military personnel. Examining the origins of stress and its prevalence within the U.S. military, it was found that 26% of troops reported significant work-related stress. In comparison, an additional 15% experienced considerable emotional distress linked to these stressors. Consequently, the research demonstrated that engaging in combat, facing high casualties, and experiencing unexpected deployments were all associated with heightened levels of psychological distress. Whether stemming from traumatic events or work-related pressures, mental disorders have shown a notable influence on both workforce and retention rates (Langston, 2017).

The study conducted by Hoseini et al. (2023) regarding burnout in the military found the prevalence of high emotional exhaustion, the prevalence of high depersonalization, and the prevalence of low personal accomplishment. Work environment factors (such as workload and shift work), psychological factors (anxiety, depression, stress), and duration and quality of sleep were risk factors of burnout or its subscales. Also, psychological distress was observed as a consequence of burnout. It showed a relatively moderate prevalence of burnout. Burnout was associated with factors related to work environment and psychological variables.

Stress can cause a variety of symptoms. Some people experience back pain and tense muscles, headaches, nausea or stomach pain, trouble sleeping and fatigue. Less-obvious symptoms include irritability, anxiety or panic attacks, difficulty making decisions, trouble concentrating, apathy, feelings of being out of control, and changes in behaviour. These stress-management techniques help minimize symptoms: a) Focus on what you can control- When you feel stressed out by a situation, think about what you can control. Give yourself some action steps. If your actions will not impact the situation, then learn to accept it for what it is. b). Exercise. Commit to a regular workout. Run. Lift. Swim, c). Make time for your favourite activity. Treat yourself to some “me” time. Continue doing those activities that give you pleasure. Try to fit leisure activities and hobbies into your day. d). Simplify your life. Do whatever you can to simplify your life. Say no to social commitments you don’t enjoy, and limit your time on email and social networking sites. e). Laugh often. Look for humour in everyday life. Watch your favourite comedy or laugh with a friend. You can take your military duty seriously without taking yourself seriously; f) Breathe deeply. By taking long, slow breaths, you increase your oxygen and calm yourself down, g) Stay in the present. Try to be aware of what is happening in the present moment and focus on what you are doing at any given moment. When your thoughts turn to the past and the future, gently try to return them to the here and now; h) Learn how to relax. Try some visualization exercises, such as picturing yourself in a relaxed or happy setting, like the beach. Go for a walk. Listen to music, and Get organized. Too much clutter can add to the feeling things are out of control (Military One source, 2020). 

The most widely publicized mental health challenges military members encounter are post-traumatic stress disorder (PTSD) and depression. US service members deployed to Afghanistan and Iraq have been affected by PTSD or depression. Although these mental health concerns are prominently highlighted, it is crucial to acknowledge that other issues, such as suicide, traumatic brain injury (TBI), substance use disorder (SUD), and interpersonal violence, can be equally detrimental. These challenges can have far-reaching consequences, significantly affecting military members and their families. Although combat and deployments are known to be associated with increased risks for these mental health conditions, military service can also give rise to challenges. The presentation of these mental health concerns may not follow a specific timeline. However, there are particularly stressful periods for individuals and families, especially during proximity to combat or transitioning from active military service (Inoue et al., 2023).

Family communication was associated with depression/anxiety. This was a somewhat surprising finding given that effective communication generally contributes substantially to youth’s positive development within families. The pattern of results highlights the need to allocate resources, especially when they are limited, to those families grappling with injury-related stressors, those with more and older children, and those managing the burdens associated with multiple deployments of longer length. Programs, interventions, and support services that foster healthy parental social and family functioning, positive interactions, and resiliency are critical to minimizing operational stress's impact on the workforce and the family members who support them (Briggs et al., 2020).

Many military families are resilient despite exposure to deployments and other military life challenges, so understanding the potentially buffering role of adaptive family functioning in the face of military operational stress has important implications for developing and disseminating interventions that promote and support resilience. The impact of family communication and family relationship satisfaction are critical dimensions to explore, given that military families often endure changes in roles and leadership, periods with limited communication, physical separation, and a host of stressors related to the process of deployment and reintegration (Saltzman et al., 2011).

A mental health program for all members of the Armed Forces of the Philippines (AFP) is ongoing to prevent stigma on mental health issues among soldiers. Some soldiers are not willing to share their traumatic experiences. The uniformed personnel did not want to tell the story or to tell someone about their traumatic experience, so with this trauma risk management program, they encourage people to speak up and air their experiences. Their mental health program aims to detect which among all military members, including retired soldiers, had traumatic experiences like “armed encounters with threat groups or local terrorist groups (Marquez, 2020). 

Theoretical/ Conceptual Framework

T

he study adopted Hans Selye's stress theory. He theorized that overexposing the body to stress would cause what he called “general adaptation syndrome,” which could lead to shock, alarm, and eventually exhaustion. Far from being limited to soldiers, the range of potential sufferers included all of humanity.

Another theory suited for the study is the Transactional theory of stress and coping, developed by Lazarus and Folkman, which has been particularly instrumental in shaping stress and coping. They mentioned stress as an external stimulus, stress as a response, stress as an individual/environmental transaction (Amanda et al. 2017).

The study assessed the stress and coping strategies of uniformed personnel in the enforcement of law. Box number 1 is the Input that dealt with the profile of the respondents, the stress, and coping strategies utilized by the uniformed personnel in the enforcement of the law. Box number 2 is the process that deals with data gathering, interpretation, and analysis. Box number 3 is the Output that focuses on stress management activities to minimize the stress the uniformed personnel encounter.

CONTACT US FOR THE FULL COPY.

DOI 10.5281/zenodo.11082024 

 “A few minutes from now, we shall be landing at our destination airport. In preparation for our descent, your Cabin Crew will now collect all items for disposal. Kindly clear your seat pockets of any litter. Thank you for your cooperation.”

This is the common announcement that passengers will hear in every flight before the landing procedures. After which, the cabin crew will go around to collect all disposables and check every seat to make sure that everything is in order. The Chief Pilot will then announce the descent procedures.

Have you ever wondered where these disposables and human wastes go to after every flight? Does every passenger know how much average trash he/she generates in every flight?

There has been significant attention on the carbon footprints generated by each flight, but this relatively small factor has often been overlooked by many passengers and airline companies.

In 2019, the International Air Transport Association (IATA) released the IATA Cabin Waste Handbook, aimed at establishing strategic drivers and identifying factors that could enhance resource efficiency. According to this handbook, the aviation industry generates an estimated 5.6 million tons, or approximately 5.7 billion kilograms, of passenger waste annually. This translates to an average of 1.4 kilograms per person per flight (WRAP, 2019). Given the sustained economic and tourism growth in various regions worldwide, this figure is likely to increase unless there are significant changes, particularly in terms of policies and procedures implemented by civil aviation authorities and airline management.

Many airlines lack recycling programs for passenger waste, resulting in both organic and inorganic trash being compacted in landfills. This process leads to the accumulation of tons of undecomposed waste. If left unaddressed, this issue could potentially escalate into a significant problem for both the government and the community in the future.

But why do the airlines use plastics and other disposable materials in flight?

Indeed, the consideration of the weight of materials onboard every aircraft plays a significant role. Some materials may be heavier than plastic, potentially adding extra weight to the aircraft. This consideration is part of a strategy employed by companies to enhance the fuel efficiency of their aircraft.

Moreover, the recycling of used materials is typically prohibited in the airline industry due to regulations set by respective civil aviation authorities. These regulations enforce stringent quarantine procedures aimed at controlling the contamination of foods and beverages from external elements.

With the persistent rise in non-recyclable waste, several airline companies and organizations have begun taking action to address societal concerns regarding waste reduction and to genuinely adhere to various rules and regulations.

For example, the European Union (EU) has launched the "Life + Zero Cabin Waste" initiative, with the goal of minimizing aircraft waste on every flight. This project specifically targets recoverable solid waste generated on Category 1 International flights as well as Category 3 EU flights. Additionally, the program's environmental impact will be assessed and monitored through the Cycle Assessment framework established by the EU (European Cllimate, Infrastructure and Environment Excutive Agency, 2019).

Another notable initiative was the program implemented by All-Nippon Airways (ANA), which introduced paper inflight meal containers in December 2022. This move by the ANA Group underscores its commitment to reducing plastic waste and aligns with the achievement of the United Nations' 17 Sustainable Development Goals, representing a significant step toward a long-term environmental solution (All-Nippon Airways, 2022).

In the Philippines, Cebu Pacific Air has launched a program aimed at promoting environmental protection and minimizing cabin waste by encouraging passengers to bring their own materials and eco bags, and to practice responsible waste disposal. Beginning October 1, 2018, Cebu Pacific transitioned from plastic utensils to bio-compostable ones made from polylactic acid, derived from renewable sources. The Juan Effect program invites all stakeholders to join forces, collaborate, and cooperate in concerted efforts to reduce cabin waste and promote sustainable waste management practices (Air Transport Action Group, 2018).

The Philippine Air Lines, the flag carrier of the Philippines, has transitioned from its previous "Take, Make, Waste" system to the "Return and Renew" program in response to growing demands for in-flight services. Revived by PAL's catering division, this initiative aims to replace single-use plastic materials with sustainable alternatives, aligning with broader conservation efforts and bolstering environmental protection measures (Philippine Air Lines, 2021).

As the world returns to the exciting setting of tourism, the aviation industry is steadily recovering from the setbacks caused by the COVID-19 pandemic. From the limited number of flights during the peak of the crisis, tourists can now revel in a maximized number of available flights per day, facilitating visits to desired attractions not only in the Philippines but also around the globe. However, this resurgence poses a risk of increased human and solid waste, potentially leading to improper disposal practices. It is imperative that every air passenger becomes mindful and considerate of the environment, viewing this as an opportunity to promote responsible waste management.

Every person in this world should take actions to promote responsible waste management. This problem is not only a call to the aviation industry but also for the passengers to cooperate in promoting sustainability and do their own part.

Waste is certainly evident, but achieving zero cabin waste is possible through genuine acts of kindness and an indisputable concern for the future, which involves actively contributing to the preservation of the environment.

References

Air Transport Action Group. (2018, July 31). Cebu Pacific shifts to recyclabe, eco-friendly utensils for all flights. Geneva, Switzerland: Aviation: Benefits Beyond Borders. Retrieved from https://aviationbenefits.org/

All-Nippon Airways. (2022, November 15). Reducing Plastic Waste by Introducing the Paper In-Flight Meal Containers. All-Nippon Airways. Retrieved from https://www.ana.co.jp/

European Cllimate, Infrastructure and Environment Excutive Agency. (2019). Tackling International Airline Catering Waste by Demonstrating Integral and Safe Recollection, Separation and Treatment. Belgium: European Commission.

Philippine Air Lines. (2021). Soaring High Anew: PAL Holdings, Inc., 2021 Sustainability Report. Philippine Air Lines.

WRAP. (2019). IATA Cabin Waste Handbook. International Air Transport Association (IATA).

DOI 10.5281/zenodo.11082082 

 Teacher education students undergo rigorous training to become proficient educators. Utilizing effective teaching strategies is essential for their success in the classroom. Through the implementation of various strategies including formative assessment, differentiation, and active learning, these students may establish inclusive and stimulating learning environments.

First off, by using active learning techniques, students' comprehension and engagement can be greatly increased Teacher education students can employ techniques like group discussions, problem-solving activities, and hands-on experiments to stimulate critical thinking and foster collaboration among students. Through promoting active engagement, teacher education students may guarantee that every student is actively engaged in the learning process, leading to a deeper understanding of the subject matter.

Secondly, differentiation plays an important role in meeting the diverse needs of students. Teacher education students should design their instruction to accommodate different learning styles, abilities, and interests within the classroom. This may involve adapting lesson plans, providing alternative assignments, or offering additional support to students who require it. They can also create an inclusive learning environment where all students feel valued and supported in their academic journey.

Lastly, integrating formative assessment strategies allows teacher education students to monitor student progress and adjust their teaching accordingly. Regularly assessing student understanding through quizzes, discussions, and informal observations, they can identify areas of strength and weakness and provide timely feedback to guide further learning. Formative assessment not only informs instructional decisions but also empowers students to take ownership of their learning by reflecting on their progress and setting goals for improvement.

Teacher education students can effectively use teaching strategies such as active learning, differentiation, and formative assessment to create an active and inclusive classroom. Implementing these techniques, they can promote student engagement, accommodate diverse learning needs, and monitor student progress effectively. Furthermore, these strategies contribute to the development of skilled and compassionate teacher education students who are capable of inspiring and empowering their students to succeed.

DOI 1 10.5281/zenodo.11082292 

Teacher education students encounter a wide range of difficulties while pursuing their academic goals. But, by putting good coping mechanisms into practice, they can get past challenges and succeed in their educational pursuits. First and foremost, effective time management is essential for teacher education students to manage the demands of fieldwork, assignments, and coursework. Teacher education students can make sure they allot enough time for studying, attending classes, and taking part in hands-on teaching experiences by making a realistic timetable and setting priorities for their responsibilities. Additionally, they can avoid feeling overwhelmed and maintain a sense of progress and success by breaking major activities down into smaller, manageable steps.

Moreover, building a strong support network can provide teacher education students with the encouragement and resources they need to succeed. Having a support structure in place can help teacher education students overcome obstacles and maintain motivation throughout their academic journey, whether it's by asking professors for advice, meeting up with peers for study sessions, or using campus facilities like counseling or tutoring services. Furthermore, a positive work-life balance is critical to students' academic progress and general well-being. Exercise, hobbies, and social interaction are examples of self-care activities that can help students decompress and avoid burnout so they can approach their studies with fresh vigor and attention. Through emphasizing time management, establishing a supportive community, and upholding a good work-life equilibrium, students pursuing teacher education can proficiently manage the demands of learning and achieve their academic goals.

DOI 10.5281/zenodo.11082315 

 Technology has become an integral part of education, offering endless opportunities for enhancing teaching and learning experiences. Teacher education students may use technology to create interactive classrooms that cater to the diverse needs of students. Integrating technology into their teaching practices, they can develop creativity, collaboration, and critical thinking among their students.

Teacher education students can use technology to facilitate active learning experiences in the classroom. Interactive whiteboards, educational apps, and multimedia resources can be used to create engaging and immersive lessons that capture students' attention and promote deeper understanding of the subject matter. Additionally, online platforms and virtual learning environments enable students to access educational resources anytime, anywhere, allowing for personalized and self-directed learning experiences tailored to individual learning styles and preferences.

Teacher education students can work together and communicate more when they use technology. They can facilitate group assignments, peer reviews, and online conversations by using resources like video conferencing, discussion forums, and collaborative documents. Teachers can help students acquire critical 21st-century skills like problem-solving, communication, and cooperation by creating a collaborative learning environment. This will set them up for success in an increasingly digital and interconnected world.

Technology can be used by teacher education students to improve the procedures of evaluation and feedback. Digital portfolios, automated grading systems, and online assessment tools simplify the assessment process and enable teachers to quickly track students' progress and give prompt feedback. Furthermore, by using data analytics and learning analytics tools, teachers can successfully meet each student's unique learning needs by customizing their instruction and gaining insightful knowledge about student learning patterns.

In addition, teacher education students can effectively incorporate technology into their instructional strategies to give their students engaging, interactive, and personalized learning opportunities. They can encourage communication and teamwork among students, improve the procedures of evaluation and feedback, and involve students in active learning by utilizing technology. In the end, innovative and inclusive classrooms that foster academic success and lifetime learning are made possible by technology-enhanced teaching methods.

DOI 10.5281/zenodo.11082326 

Abstract. The study aimed to find out the professional advancement of graduate education students and their performance in school-related activities in Tomas Claudio Colleges. The respondents of the study are 100 graduate education students. The study used random sampling and variables such as teaching task, physical facilities and equipment, interpersonal relation, awards and incentives and community involvement were considered. Age, sex, civil status, position title, length of service and seminars and trainings attended of the teachers were used. The study used descriptive research design with a researcher-made questionnaire-checklist as its main instrument. Documentary analysis was also utilized since teachers’ level of performance was revealed in their Results-Based Performance Management System (RPMS). The study found out that most teachers are 21-30 years old, married, Teacher I and have 6-10 teaching years. Most of them have attended seminars and trainings for 11 – 15 times. Teaching task physical facilities and equipment, interpersonal relation, awards and incentives and community involvement are found to be often in their professional advancement, and these are not significant on teacher’s profile. Moreover, majority of the teachers have very satisfactory level of performance. Teaching task, physical facilities and equipment, interpersonal relation, awards and incentives, community involvement on the performance of the teachers are not predictors of their level of performance as revealed by the RPMS result. The study recommended that school administrators may continuously provide assistance to qualified faculty members who are about to finish their graduate studies by means of providing scholarship grants or availing study leaves with pay. Continuous in-service education training activities may be provided so that the faculty members will not lose their interest in such activities. Teachers may continuously strive to pursue professional development for better performance. The action plan for teachers maybe recommended for implementation. Similar studies may be conducted using other variables.

Keywords: Professional Advancement, Graduate Education Students, Performance in School-Related Activities

1. Introduction

Education is a moral art that aims to advance humankind. It involves encouraging man to change and become what he should be. There is a need to have a deeper understanding of the human condition in relation to his social and historical setting. Man is what he is because of who he was, how he interacted with others, and how his surroundings changed. One of the important components of the teaching and learning process are the teachers. They play a crucial role in shaping the young people for the benefit of their families, communities, and society as a whole. They determine the calibre of education that youngsters receive and act as lights on people's paths. Additionally, it is crucial for teachers to possess a set of guiding principles that spell out the goals and purposes of teaching. Naturally, the goals of education have a significant impact on its content and may even influence the types of educational methods that will be employed. As stated in [2]Article XIV, Sec. 3, paragraphs 4 and 5 of the 1987 Philippine Constitution that: “Every citizen has the right to select a profession or course of study, subject to fair, reasonable, and equitable admission and academic requirements. The state shall enhance the right of teachers to professional advancement. Non-teaching academic and non- academic personnel shall enjoy the protection of the State. The mentioned clause demonstrates that every person has the freedom to select their vocation, particularly in the field of education.

Teachers are supposed to learn new things and stay current on educational trends to impart knowledge to their students, as they can never teach what they do not already know. They should serve as an example of virtue. It also demonstrated the need for teachers to maintain an open mind in all situations, but particularly when carrying out the teaching-learning process. Teachers can further their professional development and transfer knowledge for social betterment in this way. Teaching demands certain abilities, virtues, and productivity. To prepare pupils successfully and efficiently, they must expand their expertise and stay abreast of current trends and instructional techniques. Today's generation has implemented multiple programs, including trainings, various seminars, and workshops, to maintain and support the professional growth of teachers. It could take the municipal, divisional, regional, or national forms. trainings for teachers' professional growth to support an efficient teaching-learning process.  

2. Methodology

The study aimed to find out the professional advancement of graduate education students and their performance in school-related activities in Tomas Claudio Colleges. The respondents of the study  consist of 100 graduate education students and used random sampling to determine the number of respondents. Variables such as teaching task, physical facilities and equipment, interpersonal relation, awards and incentives and community involvement were considered. The profile of the teachers that were considered are age, sex, civil status, position title, length of service and seminars and trainings attended. [1]Descriptive method design was employed in the study. Purposive sampling technique was utilized in the selection of the respondents. A researcher-made questionnaire-checklist was utilized to answer the following questions: 1. What is the profile of the respondents in terms of selected variables? 2. What is the extent of the professional advancement of the respondents as perceived by themselves with respect to teaching task, physical facilities and equipment, interpersonal relation, awards and incentives and community involvement? 3.     Is there significant difference on the extent of the professional advancement of the respondents as perceived by themselves with respect to the cited aspects in terms of their profile? 4. What is the level of performance of the teachers as revealed in their Result-Based Performance Management System (RPMS)? 5. Is there a significant relationship on the extent of the professional advancement of teachers and the results of their Result-Based Performance Management System (RPMS)? 6. What action plan may be proposed to enhance the teachers’ performance?

For the analysis and interpretation of data, the following statistical tools were considered: To determine the profile of the respondents in terms of the selected variables, frequency and percentage rank were used. To determine the extent of the professional advancement of the respondents, weighted mean was applied. To find out the significant difference on the extent of the professional advancement of the respondents as perceived by themselves with respect to the cited aspects in terms of their profile, one way ANOVA was used. To determine the level of performance of the teachers as revealed in their Result-Based Performance Management System (RPMS), weighted mean and standard deviation were used. To find out the significant relationship on the extent of the professional advancement of teachers and the results of their Result-Based Performance Management System (RPMS), Pearson correlation was used.

 Contact us for the full copy.

DOI 10.5281/zenodo.11082349