Journal of Research, Policy & Practice of Teachers and Teacher Education

The impact of using social networking sites for teaching and learning during emergency crisis

Helen B Boholano — 2024-03-01

This study determined the impact of using social networking sites in teaching and learning during the covid-19 pandemic. There were 65 public school teachers in basic education in the Philippines who participated in this study. The study utilized both quantitative and qualitative methods to gather the data. Findings from the quantitative data revealed that the top two most used SNS for teaching and learning were YouTube and Facebook. Also, teachers’ main uses of SNS were for resources and knowledge sharing, educational and research purposes, collaborating with students and teachers, and communication and announcement. Based on the qualitative findings of the study, three themes emerged from the challenges encountered by the teachers which were: 1) Some information from the Social Networking Sites are unreliable; 2) Slow and unstable internet connectivity perennial issue; and 3) Limited use and access. It is concluded that SNS help in the delivery of teaching and learning in time of pandemic. It is also recommended the institutionalizing and adopting of SNS as support for teaching and learning even during the post-pandemic era.

A personal development framework on core values for catholic school teachers

Maribel Hernandez Castillo — 2024-03-01

This study identified the basic education Catholic School teachers’ personal lived and desired core values as well as the challenges faced in living out those core values and how they faced those challenges. It probed how teachers envision their school community if core values are lived out and recognized the school programs, activities, and support needed to enhance their core values. Phenomenological research was conducted that applied Appreciative Inquiry and validated online interviews were utilized for data gathering which was participated by twenty-five (25) teachers and five (5) principals from five Catholic schools in Metro Manila. The results showed that the most lived core values are being Maka-Diyos (Love of God), Makatao (Love of Others), Makakalikasan (Love of Creation), Makabansa (Love of Country), and Mahusay (Excellence). In living out these core values, they experienced challenges, particularly in managing their human nature, conflicting values with others, as well as time, energy, and resource management. If core values are fully lived out, the teachers envision their school to be a happy community with a healthy work culture in attaining its vision, mission, and goals for the transformation of society. To enhance core values, the teachers recommended spiritual formation, mental health programs, ongoing formation, community building, community extension, staffing, succession, coaching, mentoring, recognition programs, environmental, and nationalism, with emphasis on proper planning, organizing, leading, and controlling. Based on these data, the 4-B Personal Development Framework on Core Values for Catholic School Teachers was designed which highlights the importance of Being, Becoming, Building, and Balancing in enhancing the teachers’ core values.

Assessing remote learning's feasibility: A comprehensive analysis of Philippine public-school teachers’ use of learning management systems and blended learning approaches

Mark Jhon Prestoza — 2024-03-12

This study examines the ever-changing environment of blended learning, with a special emphasis on how teachers in public schools in the Philippines use Google Classroom in the shifting educational landscape. Based on a mix of academic views and practical research, the study seeks to improve our understanding of the difficulties and possibilities related to blended learning. The conceptual framework, derived from Graham et al.'s blended teaching matrix, classifies interactions into four quadrants, offering a complete structure for comprehending blended learning situations. The study aims to identify the blended teaching approaches used by instructors, evaluate the utilization of Google Classroom features and Google Apps for Education, and ascertain the frequency and dependence of Google Classroom as a key teaching tool. Data was gathered from 123 public-school teachers at the Schools Division Office of Isabela through a systematic survey. The results demonstrate a prevalent use of Google Classroom features, highlighting its significance in facilitating the transmission of lessons, communication between students, distribution of assignments, and improvement of learning activities. An examination of the features of Google Classroom, Google Apps for Education, and Google Docs file templates reveals a wide range of use patterns among instructors, ranging from seldom to regular utilization. Teachers demonstrate favorable attitudes towards the adaptability and compatibility of Google Classroom, emphasizing its seamless connection with portable devices. Challenges arise from the sporadic Wi-Fi connections, which have a negative influence on the quality of blended learning. The research suggests implementing customized professional development program for teachers and highlights the need to include adaptive technological frameworks in curriculum design. This study provides essential knowledge on the implementation of blended learning methods by public school teachers. It gives suggestions for policymaking, curriculum design, and teacher training in response to the ever-changing educational environment.

Pengetahuan dan amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah

Nadzirah Osman — 2024-04-30

Kajian ini bertujuan meninjau tahap pengetahuan dan tahap amalan pelaksanaan terhadap kemahiran Pembelajaran Abad Ke-21 (PAK21) dalam kalangan guru prasekolah. Pendekatan kuantitatif dengan reka bentuk tinjauan dilaksanakan dalam kajian ini. Pemilihan subjek kajian dijalankan secara persampelan rawak mudah melibatkan 113 orang guru prasekolah di daerah Batu Pahat. Instrumen kajian ini menggunakan borang soal selidik yang melibatkan tiga bahagian iaitu demografi, pengetahuan terhadap kemahiran PAK21 dan amalan pelaksanan terhadap kemahiran PAK21. Data dianalisis dengan menggunakan analisis deskriptif dan inferensi. Analisis deskriptif menjelaskan tahap pengetahuan dan tahap amalan pelaksanaan terhadap kemahiran PAK21. Statistik inferensi pula melibatkan ujian korelasi Pearson yang menerangkan tentang hubungan antara tahap pengetahuan dengan tahap amalan pelaksanaan terhadap kemahiran PAK21. Hasil kajian menunjukkan bahawa tahap pengetahuan terhadap kemahiran PAK21 dalam kalangan guru prasekolah adalah tinggi (M = 3.84, SD= 0.49) manakala tahap amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah adalah sederhana (M = 3.15, SD = 0.90). Analisis korelasi Pearson pula menunjukkan terdapat hubungan signifikan yang sederhana teguh (r = .04, p < .01) antara tahap pengetahuan dengan tahap amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah. Antara cadangan kajian lanjutan ialah pengkaji baharu boleh melaksanakan kajian mengenai faktor yang mempengaruhi amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah dan kajian khusus mengenai amalan pelaksanaan kemahiran kolaboratif di kelas prasekolah. Kesimpulannya, PAK21 merupakan pendidikan masa kini yang penting untuk dititikberatkan dalam kalangan guru dan dilaksanakan daripada peringkat prasekolah.

Knowledge, attitudes and interaction on dyslexia among selected Filipino public school teachers

Maria Ophelia Cariño — 2024-04-30

Dyslexia as a learning disability can remain unnoticed and untreated for many students who have this condition. This is a manifestation of how dyslexia is relatively unknown and unaddressed among teachers. Thus, intervention remains inadequate. This research aimed to determine the relationship between knowledge and attitudes towards intervention practices on dyslexia among public grade school teachers in Los Baños, Philippines. Data was gathered through surveys, interviews and observations. A complete enumeration of thirty-two mathematics and language grade school teachers showed limited or absence of knowledge about dyslexia, they manifested more positive than negative attitudes, and intervention was observed to be implemented by the teacher-respondents. Further, intervention practices were found to have no significant relationship with knowledge but had a positive relationship with attitudes. This study challenges educational institutions, government agencies, researchers, families, and parents to increase knowledge and foster more positive attitudes towards tolerance and acceptance for more successful intervention practices and programs for students with dyslexia. The study has implications on early intervention and capacitating public school teachers of dyslexic students.

Factors influencing the educational expectations of Chinese youth

Wu Yifan — 2024-04-30

In China, education is an indispensable part of the growth of teenagers, and the results of education are also the achievements that teenagers should achieve at this stage. Educational expectation as a socio-psychological variable has an important impact on student's educational results. In the “Wisconsin Model”, educational expectation as an intermediary variable has been a concern by researchers Unfortunately, limited studies were found about the influencing factors of educational expectation. As a result, this study will examine the influencing factors on the educational expectations of Chinese teens using a sample of teenagers aged 13 to 15 as well as the feedback from their parents, which was gathered in 2018 from China Family Panel Studies(CFPS). Data were analyze using SPSS 26 to get the descriptive statistic and nested model result. Result found, the educational expectations of the teenagers are somewhat influenced by their home background and the school environment.

Effects of problem-based learning approach on enhancement the listening practice

Anumat U-soh — 2024-04-30

The utilisation of the problem-based learning (PBL) approach serves as a pedagogy that enables students to acquire knowledge on genuine concerns and subsequently apply them in practical settings. This particular methodology allows for the incorporation of experiences to facilitate adaptability through the process of learning. Students in the tourism programme are able to support aspects of issues through their last experiences with tourism and it is posited that students engage in collaborative discussions with peers to discuss the issue and acquire knowledge through experiential learning. This study focused mainly on the listening ability of students to apply the PBL approach to enhance their listening ability based on tourism issues. Additionally, the study seeks to explore the opportunities, advantages, and challenges associated with its use. The study was conducted over a period of eight weeks and comprised a sample of thirty-nine students. The data analysis entailed the utilisation of paired sample t-tests for the purpose of testing and thematic analysis for group interviews. The findings on listening ability indicated that the post-test score was higher than the pre-test score. Furthermore, the students acknowledge that the PBL approach is useful for future application and daily life while also having the potential to augment vocabulary acquisition. Conversely, the PBL methodology suggests that extensive engagement in activities is more efficacious for students who possess prior experience with the issues being discussed.