International Journal of Multidisciplinary: Applied Business and Education Research
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Attitudes Towards Workload Vis-À-Vis Time Management Practices of Pub-lic Elementary School Teachers in District II-B Olongapo City
Get PDFThis research investigated a total population of 135 elementary school teachers\u27 attitudes toward workload vis-à-vis their level of time management practices in District IIB, Division of Olongapo City from January to March 2023. The researcher employed a descriptive correlational study using a questionnaire as its main instrument. The weighted mean, Analysis of Variance (ANOVA), and Pearson r Product Moment Correlation Coefficient were used to treat data gathered statistically. In general, the findings indicated a positive teacher’s attitude towards workload. Also, results postulated neutral time management practices among teacher-respondents. Moreover, there is no significant variation in teachers’ attitudes towards workload across schools. On the other hand, there is considerable variation in teachers’ time management practices across schools. Lastly, there is a moderate and positive significant correlation between teachers’ attitudes toward workload and time management practices. It is recommended that schools communicate effectively with teachers about workloads. Schools should ensure that the compensation is appropriate to the workload assigned. Schools are advised to provide opportunities for teachers\u27 professional development. Also, schools should assess their leadership and organizational cultures to determine areas where improvement is needed. Schools should encourage teachers to reflect on their time management practices and offer them training and resources to enhance their skills. Lastly, future researchers should explore other variables affecting attitudes toward workload and time management practices, such as teacher support networks and work environments
Challenges and Adaptation in Online Classes during the Pandemic among College Students in the Philippines and Indonesia
Get PDFThe technological breakthrough and the unprecedented pandemic largely impacted the educational system worldwide. The students’ experiences during this time affect their acquisition of the learning outcome and well-being. Although many studies have been conducted in this area, limited information is available on the correlation between the student’s challenges and adaptation between the two countries, the Philippines and Indonesia. Hence, this study attempts to fill in the void. The findings of this study revealed the following results: challenges encountered by the college students from the Philippines yielded a moderate extent (x̄=2.90; SD= 0.41) while the college students from Indonesia resulted to some extent (x̄=2.80; SD= 0.26); on adaptation, the college students from the Philippines showed a moderate extent (x̄=3.01; SD= 0.42) while the college students from Indonesia utilized adaptation to some extent (x̄=2.01; SD= 0.26). There is a positive correlation (0.153 and 0.485) between the schools in the Philippines and Indonesia. The variability in the college students’ responses may have been shaped by the different factors situated around him/her such as the availability of resources, type of learning platforms, computer literacy, student personality behavior towards learning, family structure, and the physical environment. The implications of the study on policy-making, programs on mental health, and future research are discussed
Determinants for Increased Efficiency of Sitio Busngol Farmers Association Highland Vegetable Production in Puerto Princesa City
Get PDFHighland vegetable farming is the cultivation of vegetables in high-altitude regions to take advantage of the unique climatic conditions found at higher elevations, such as cooler temperatures, greater rainfall, and more fertile soil. In 2020, a successful pilot production of highland vegetables in Puerto Princesa City was conducted by local government in partnership with the Sitio Busngol Farmers Association (SBFA). Recently, the farmers are able to produce significant amount of bell pepper, cabbage, cauliflower, broccoli, celery, lettuce, chines cabbage, onion leaves, and snap beans. A good indication that the location has a potential of producing an ample amount of the commodity to sustain the demand of the city and to decrease its dependency in Cordillera region. Thus, this study examined the determinants for increased efficiency of the farmers in producing highland vegetables by assessing their profile and farming practices in relation to the Good Agricultural Practices (GAP) for Fruits and Vegetable Farming – Code of Practice of the Philippines. Further, this study examined the relationship between their total harvest and farming practices. This study used descriptive correlational quantitative research design to attain the objectives and answer the research questions. A researcher-made questionnaire underwent content validation and reliability testing with an alpha coefficient of .917 (Excellent). Ten (10) member farmers of SBFA served as respondents of the study. Using Pearson Correlation Coefficient, there is a strong positive relationship between the Total Harvest of the farmers and their farming practices in terms of Source of Irrigation Water and Management, Post-Harvest Handling and Storage, and Transport and Marketing respectively as evidenced by their p-values
Mental Health Program Implementation of Local Universities and Colleges (LUCs) in Zambales: Basis for Action Plan Development
Get PDFThe local universities and colleges (LUCs) in the Philippines crafted local policies and developed programs on mental health to prioritize the well-being of workers in accordance with the provisions of RA 11036, otherwise known as the Mental Health Act, and CSC MC 4 s. 2020, otherwise known as the Mental Health Program in the Public Sector. The study aimed to describe the extent of implementation of mental health programs (MHPs) in LUCs and explore the program implementation experiences. Using a mixed-method research design, the data were gathered through surveys among 49 school managers selected through proportional stratified random sampling from three LUCs in the province of Zambales. Results from the rating scale items indicate that the mental health programs are implemented in terms of Management, Technical Package, Partnerships, and Communication components. Moreover, the experiences of the management highlighted the themes of beneficial opportunities, management of feelings and behaviors, and engagement in appropriate programs and activities, as well as lack of budget and limited relevant programs and activities. The Action Plan serves as the study\u27s output, addressing the areas needing improvement through doable interventions
Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School
No full textOutcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their ICT pedagogical competency was measured through the standardized questionnaire adopted from the National ICT Competency Standard Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacher-beneficiaries of the ICT enhancement intervention program. After the intervention, the ICT pedagogical competencies from which teachers were initially found to have basic and intermediate competency levels have improved. Moreover, it was found that there was a significant difference between TLE teachers’ ICT pedagogical competence with teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public schools in Aklan should be provided with professional development programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes
Exploring Flexible Learning Experiences
Get PDFFlexible learning is a popular mode of learning in this 21st century since it allows flexibility in almost all aspects of the teaching and learning process. The study explored the flexible learning experi-ences of college students enrolled in the school year 2022-2023. The focus were in terms of internet connection, communication, conferencing platform, online teaching strategies, assessment of learning, student participation and submission of requirements. Results revealed that internet connection is a problem as they en-gaged in flexible learning modality since most of the activities re-lated to flexible learning uses internet. Indeed flexible learning is a struggle to many students. The study made use of mixed method as its research design. After considering several literature about flexible learning, a survey questionnaire was drafted and eventual-ly validated by experts prior to its distribution to the respondents via google form. The data gathered for the quantitative part were treated using weighted mean and a 5 point Likert Scale was used. A corresponding verbal interpretation of 5 Always, 4 Often, 3 Sometimes, 2 Seldom and -1 Never was also used. Weighted mean was used to treat gathered data. Likewise, an unstructured inter-view about the challenges encountered in flexible learning was also conducted through online via conferencing platforms Qualita-tive data gathered from interviews were treated using thematic analysis. Result of the study will serve as basis to an intervention program to address concerns on flexible learning
Mathematics Academic Performance: Multiple Regression Analysis Model
Get PDFA multiple regression model was established based on the examination of factors of academic performance among BSEd Mathematics students during the academic year 2023-2024 of J.H. Cerilles State College-Dumingag Campus. The data of the participants’ perceptions of the extent of teachers’ support, instructional competence, and participants’ academic engagement were examined to determine if these constituted factors of students’ academic performances. This study employed a quantitative design, utilizing multiple regression analysis. Adapted questionnaire checklists were used, and data were analyzed using a five-point Likert scale. A reliability test using the Cronbach alpha coefficient was determined using Jamovi software. The study included students from the first to fourth year of BSEd Mathematics at J.H. Cerilles State College-Dumingag Campus, Dumingag, Zamboanga del Sur, who are currently pursuing a Bachelor of Secondary Education major in Mathematics for the academic year 2023-2024. The weighted arithmetic mean, frequency, and percentage distribution were used to treat the descriptive questions. The study revealed that the teachers provided a high level of support to students’ mathematics learning and were competent in providing quality instructions among mathematics students. The students exhibited a high level of academic engagement; and performed well in their mathematics major subjects. Teachers’ support, instructional competence, and student academic engagement were significant correlates of mathematics students’ academic performances. The high level of teacher’s support is manifested in the way the teachers encourage the students to explore more problem-solving exercises and assist them whenever they encounter difficulties. The teacher’s instructional competence is evident when they encourage students’ interest, motivation, and participation. There is a high level of academic engagement when the students practice more drills. The students acquired skills and competences in math learning areas. The study recommends that the students may promote self- directed learning and motivation among students to improve their academic engagement and performance in mathematics; the mathematics educators may implement strategies to increase academic engagement through fostering individual tasks and collaboration to develop students’ mathematics skills and dependence; the curriculum designers may design mathematics curricula align with educational standards that promote the development of essential mathematics competencies among students; the school administrators may foster a collaborative school that emphasizes the importance of mathematics education and supports ongoing research and innovation in teaching practices; the parents may advocate for parental involvement in actively supporting children’s mathematical learning by providing resources, creating a supportive home environment, and reinforcing the value of mathematics education; and the future researchers may Investigate effective strategies and interventions for enhancing mathematics education and improving student outcomes in the subject.
Mathematics is a crucial subject in education, providing students with essential knowledge and skills. To boost academic performance, teachers need to provide intensive support, instructional competence, and student engagement. Siddiqi (2018) found a significant relationship between teachers\u27 effort and students\u27 academic progress, advocating for improved instruction-based classroom learning and good teacher-student connections.
 
Integrating Biodiversity and Livelihood Protection in Mining Operations in Garcia-Hernandez, Bohol
Get PDFMining operations pose a significant threat to biodiversity and the livelihood of community people. Residents living near the mining sites must adjust to the changes brought about by the onset of mining activity, especially with their lost livelihood. Mining companies must provide alternative livelihood for residents to ensure sustainability. However, some livelihoods are not aligned with the Department of Environment and Natural Resources Administrative Order 2022-004. This study assessed the alignment of livelihood projects, reasons for not passing the Biodiversity Friendly Enterprise (BDFE) index, and suggested livelihood projects. The questionnaire gathered items indicated from the administrative order as a standard for passing the said index. The result revealed that most livelihood projects do not conform to the administrative order. The most glaring issues are the financial constraints and insufficient information about the BDFE index. Proposed livelihood projects on Traditional Hilot and Cacao Production proved to be highly supported in preserving traditional practices and furthering agricultural industries. Enhancing our capacity, improving project planning processes, and incorporating community feedback into livelihood projects to achieve better outcomes is essential. This will increase compliance with the DAO guidelines and promote sustainable community development. Additionally, these findings have implications for better adoption of the BDFE Index, as it is crucial to provide enhanced information and address financial constraints
Impact of E-Government Technologies on Citizen Engagement and Service Delivery: A Case Study of Local Government Units in Caloocan
Get PDFThe emergence of technology significantly affects the transformation of how the local government and its citizens interact through the utilization of the e-government services platform. This study focuses on the impact of e-government technologies on citizen engagement and service delivery in the Local Government Unit (LGU) of Caloocan City. The results high-light citizens\u27 perspectives on Caloocan\u27s e-government platform, under-scoring concerns, challenges, and suggestions for improvement. Privacy and security rank highly among citizens’ concerns, while language acces-sibility is less of an issue. However, survey data from 250 respondents highlight that 73% expressed satisfaction with the user interface and design of the e-government platform, while 58% trusted the platform\u27s security and privacy measures, though 10% indicated a lack of trust in the system’s data security. To build on this foundation, respondents sug-gest improvements such as better customer support, clearer communica-tion, and training opportunities that could help boost confidence and en-courage active participation. By means of addressing these areas, the platform could be more effectively support the community’s needs, en-hancing trust and fostering a stronger connection between citizens and the local government
Exploring Teachers\u27 Educational Philosophies: A Comparative Analysis Based on Geographic Classifications
Get PDFThis qualitative phenomenological research explores the lived experiences of key informants through in-depth interviews and participant observation. The teacher-participants, who work in three geographical areas, were identified by the Department of Education (DepED) in the Schools Division Office of Albay. The study is grounded in the phenomenological concepts and principles of Husserl (1859-1938) and Heidegger (1889-1976), along with the Reflection-Action perspective of Freire (1921-1997), to capture the essence of their experiences. Due to the global health crisis caused by COVID-19, data collection utilized virtual platforms such as Facebook Messenger, Google Meet, Zoom, and phone calls, in addition to face-to-face interviews when possible. Health protocols mandated by the Inter-Agency Task Force (IATF), including mask-wearing, social distancing, and the use of hand sanitizer, were strictly followed to ensure safety. The findings indicate that teachers from rural, urban, and coastal areas reflect various educational philosophies such as essentialism, humanism/existentialism, pragmatism/progressivism, reconstructionism, constructivism, idealism, behaviorism, and perennialism. Some teacher-participants from rural and coastal areas also exhibit positivism, influenced by their expertise in mathematics and science. These educational philosophies enhance their coping mechanisms and teaching competencies to adjust to the local cultural realities