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

Integrating digital citizenship in social studies

Ma. Victoria Colis — 2024-09-17

The study examined the degree to which digital citizenship has been incorporated into the Social Studies curriculum and evaluated the role of deliberative processes in this integration. The research process involved collaboration with teachers, students, curriculum specialists, and school administrators, all actively participating in curriculum deliberation. A design research approach was used with the primary focus on developing a framework for integrating digital citizenship into the curriculum. The study's findings underscored the value of integrating digital citizenship as it equips students for the digital era and fosters comprehensive development. It is recommended that digital citizenship be included in the Social Studies curriculum. Future studies should assess the effectiveness of this integration across various subject areas and educational settings.

Relationship between junior high students’ perceptions of self-learning modules and their academic performance

Fatima L. Mercado — 2024-09-17

This study investigated junior high school students’ perceptions of self-learning module utilization in San Miguel, Bulacan, Philippines during the 2020-2021 school year and examined the relationship of these perceptions and their academic performance. The researcher surveyed 100 Grade 7-10 students, based on stratified purposing sampling, using a validated instrument and analyzed the results using SPSS. Key findings indicate that students generally viewed self-learning modules favorably, with feedback and communication systems rated highest, while self-directed learning and time management were identified as areas needing improvement. Perceptions of self-learning module utilization had a positive significant relationship with academic performance. Specifically, parental and community support (r = .33, p < .01), technological affordances and learning resources (r = .33, p < .01), and self-directed learning and time management (r = .31, p < .01) were significantly related to performance. Simple linear regression analysis revealed that students' perceptions of self-learning modules predict their academic performance (β = 2.86, p < .05), though perceptions accounted for only 7% of the variance. Recommendations include developing teacher training on effective module implementation, providing parent orientation on supporting at-home learning, and creating a systematic program for module implementation involving all stakeholders. Future research should explore additional variables influencing academic performance in this context.

Teachers’ barriers in implementing the revised curriculum for deaf learners: The case of two special schools in Northern Namibia

Isidor Haufiku — 2024-09-17

The study was conducted to explore teachers' barriers in implementing the revised common curriculum for learners with special educational needs in Northern Namibia. The study used a mixed research approach to collect data from the sample of 20 special education teachers currently teaching at two special schools located in Northern Namibia. Participants were selected using the total population sampling method and data were collected using a questionnaire and focus group discussion. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using the thematic analysis method. The study found that the special education teachers' barriers in implementing the revised curriculum for deaf learners include a shortage of specialised teaching and learning materials, inadequate time per lesson for scaffolding deaf learners, lack of teaching methodology, lack of refresher workshop, minimal parental involvement in learners' education, teachers inadequate knowledge of sign language, lack of assessment tools for deaf learners, insufficient teaching assistance to assist learners, and no specialised curriculum for learners with hearing impairment. The study recommended that the schools as well as the Regional Directorate of Education should organise more workshops for special education teachers in sign language to enable them to develop common signs to teach the learners. Additionally, the government should install Wi-Fi in the Special schools to enable the teachers to access and utilize relevant online resources such as visual teaching materials when teaching. The Universities in Namibia should introduce a teaching specialisation course in Sign language to train teachers.

On the most significant change of teachers’ evaluation: A descriptive-narrative research

Carina Seron — 2024-09-17

This study aimed to explore transformative shifts resulting from teacher evaluations. Employing a descriptive-narrative research design, sixteen teachers in Bontoc I and II districts, Southern Leyte, Philippines were purposively sampled using thematic analysis on survey questionnaires. The instruments aimed to capture participants' experiences related to classroom physical aspects, teaching methods, and teaching portfolios. Data gathering involved formal permissions sought from the Division Office, District Supervisors of Bontoc Districts I and II, and school principals. Findings revealed noteworthy changes, including the promotion of child-friendly environments, enhanced readiness and creativity, the perceived irrelevance of evaluations during the pandemic, and the emotional, financial, and physical strains experienced by teachers. Significant changes in instruction were identified, such as competence enhancement, the promotion of coaching and mentoring culture, and observations of pandemic-related ineffectiveness. Notable changes in teacher portfolios included self-reflection spurred by evaluations and challenges in the teacher evaluation process. The study concluded that while teacher evaluation positively impacted teaching environments, fostering creativity, it also imposed strains on teachers, presenting both positive and negative effects. Recommendations included encouraging teachers to view evaluation positively for professional development and proposing a Department of Education (DepEd) training program to enhance the mentoring and coaching capabilities of school heads, recognizing their pivotal role in the teacher evaluation process.