Docens Series in Education
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AN EXPERIMENTAL APPROACH TO UNDERSTANDING EXCHANGE RATE DETERMINATION: Received: 19th April 2023; Revised: 20th July 2023, 29th July 2023; Accepted: 02nd August 2023
No full textThe objective of this study is to emphasize the importance of in-class experiments in enhancing students' learning experiences. In this study, I have utilized an in-class experiment to help students appreciate the significance of economics and political factors, along with relevant news, in determining exchange rates. I aim to provide students with a hands-on experience that enables them to better understand and apply their subject knowledge to explain exchange rate movements, such as interest rate parity. The results of the study demonstrate a significant and positive correlation between students' project results from the classroom experiment and their academic performance in the subject. The innovative teaching approach, which includes the in-class experiment method, has significantly facilitated students in achieving better academic performance. Overall, this study highlights the importance of incorporating interactive and experiential learning approaches in the classroom to enhance students' understanding and application of subject knowledge. The use of in-class experiments can be an effective teaching tool that helps students to connect theoretical concepts with real-world applications, thereby improving their academic performance
PROJECT-BASED LEARNING FOR 21ST-CENTURY SKILLS: THE FIVE C’S FOR L2 STUDENTS: Received: 04th May 2023; Revised: 21st August 2023, 06th September 2023; Accepted: 14th September 2023
No full textThis article proposes a project-based approach for teaching the five C’s of the 21st-century skills – Critical thinking, Creativity, Collaboration, Communication, and Competencies in digital literacy, to promote deeper learning, higher-order thinking, and language development contextually and functionally for second language students. It calls for language socialization theory and practice within the systemic functional linguistics paradigm and elaborates the rationale. Those proposals are illustrated with five C’s project ideas that benefit students and teachers. With those projects, students can develop their five C’s competencies by asking vital questions, gathering, assessing, and interpreting information, posing and solving problems, drawing conclusions, and proposing alternatives with justification while developing the associated language. Teachers can utilize the project ideas provided in this article with necessary modifications to their contextual needs and possibilities in their teaching of the five C’s and the associated language. They may also add components such as the assessment they needed to those project ideas. Depending on their needs and contextual possibilities, they may design, implement, and assess semester-long projects for competency development in all five C’s. The arguments and proposals included are applicable to all contexts. Researchers, teachers, and curriculum developers may utilize them for their needs with modifications as well
21ST CENTURY LEADERSHIP SKILLS OF ACADEMIC HEADS TOWARDS HIGH-PERFORMANCE ORGANIZATION FRAMEWORK: Received: 17th May 2023; Revised: 26th August 2023, 28th September 2023; Accepted: 05th September 2023
No full textThis study was conducted to determine the 21st century leadership skills of academic heads at a local university in the city of Manila, Philippines, as a basis for the proposal of a High-performance organization (HPO) framework. The study also determined how the challenges and opportunities of these 21st century leadership skills were experienced by the academic heads that contributed to the development of the proposed framework. It employed qualitative research that utilized a descriptive phenomenological design. Data were gathered through survey-interview using semi-structured questions formulated by the researchers. The gathered data were analyzed using thematic analysis that included the extraction of themes from the description of the academic heads’ 21st century leadership skills and the challenges and opportunities of these skills, which led to making generalizations in relation to how these leadership skills were perceived. The results revealed that the participant academic heads possess several 21st-century leadership skills. The results also revealed that the participant academic heads encountered several challenges and opportunities in the practice of their 21st century leadership skills. The High-performance organization (HPO) framework constructed in this study is specifically adapted to the salient needs of the institution studied in order to create and maintain a high-performance organization
GAMIFIED MOBILE COURSEWARE’S EFFECT ON STUDENTS’ COGNITIVE & NON-COGNITIVE ABILITIES: Received: 18th May 2022; Revised: 26th May 2022, 18th June 2022, 20th June 2022; Accepted: 24th June 2022
No full textThe study used gamified mobile courseware in a Statistics and Probability class. A mixed-method design was employed to examine its effect on senior high school students’ conceptual and procedural knowledge and engagement, motivation, self-regulation, and self-efficacy in learning mathematics. Of the 158 Grade 11 students, 104 participated and were divided into four groups. The students who used the gamified mobile courseware and self-learning modules for three weeks were randomly selected using a free random generator online. The respondents’ midterm grades in General Mathematics and pretest scores were used to establish the comparability of the two groups. Results showed that the gamified mobile courseware in Statistics and Probability positively affected students’ procedural knowledge and motivation in learning mathematics. Examining the effect of gamification elements on students’ cognitive and non-cognitive abilities may be considered for future studies
SOCIAL SUPPORT AND STUDENTS’ ATTITUDE TOWARD HOME-BASED EDUCATION : Received: 23rd April 2022; Revised: 17th June 2022, 30th June 2022; Accepted: 08th July 2022
No full textThis study investigated the extent of Social Support (SS) received by junior high school (JHS) students relative to Students’ Attitude (SA) towards Home-Based Education (HBE) during the Covid-19 pandemic. A descriptive - survey approach was used employing a stratified random sampling to determine samples from N= 75,542 JHS students enrolled in 42 public secondary schools in Zamboanga City Division for SY 2020-2021. The stratification and post-stratification were conducted across gender/grade level, and age/SES respectively. Data collection was done via online and offline, and data obtained were analyzed using descriptive and inferential statistics. Based on the results obtained, teachers provide the most Emotional, Informational & Appraisal Support while parents provide the most Instrumental Support; the overall students’ attitude towards HBE is High; SS has a significant moderate relationship with students’ attitude; and SS varies significantly across grade level, and age
INFLUENCE OF PRODUCTIVE STRUGGLE IN MATHEMATICS TO THE 21st CENTURY LEARNERS: Received: 03rd February 2022; Revised: 23rd May 2022, 15th June 2022, 12th July 2022; Accepted: 13th July 2022
No full textThis study dealt with finding the influence of productive struggle in Mathematics to 21st-century learners. Furthermore, it aimed to determine the problems encountered by the learners when they are exposed to activities that promote productive struggle. This study utilized the quasi-experimental pre-test post-test design. It has been found out that productive struggle is extremely influential to 21st-century learners for it has helped them to be motivated in managing to improve their skills in mathematics. Furthermore, it was found out in this study that the problem that most of the learners encounter when they are in productive struggle is the fact that they cannot finish the activity within a given amount of time. Findings revealed that there is a significant difference in the achievement test scores of the learners with and without activities that promotes productive struggle. In addition, it has also been found out that there is a significant interaction between the achievement test scores of the learners in the experimental group if they will be classified according to their mental capacity. Therefore, independent learning using activities that promote productive struggle is found to be more effective than the conventional lecture method
TEACHING FRENCH AND FRANCOPHONE CULTURES THROUGH STUDENTS' CULTURE INVOLVEMENT
Get PDFAs enrolment in French classes continues to decrease leading to French programs being cut in many universities and colleges in the United States, French instructors and faculty members are in dire need of turning the tide and getting students to be more motivated about enrolling in and staying in French classes. This paper explores how to not only create a student-centred classroom where students’ involvement in content creation is a central focus but to establish a thriving French program. For instructors teaching in colleges where they are possibly the only French faculty, this paper shares pragmatic pedagogy that they can apply to their programs to improve student enrolment in their courses. This paper finds that after the author applied these same methodologies in her French classes and program enrolment improved she was able to establish a French minor in their college in less than two years. Finally, it details the research limitations and makes recommendations for future scopes of research
THE EFFECTS OF TEACHING THROUGH AUTHENTIC MATERIAL ON EFL LEARNERS
Get PDFThe purpose of this report lies in identifying how teaching through authentic material to intermediate learners can be made more effective and primarily learners' views of the use of authentic material in language learning. The subject at hand is English Language and while teaching English may span several dimensions of language learning such as grammar, vocabulary, comprehension, literature, and so forth, the main focus will be on comprehending the wider array of authenticity for language teaching, why it may or may not be useful and what methodologies can be relied on to improve the learning experience for the learners. This paper reports the findings of a descriptive survey focused on the perspectives of pre-intermediate level students at the British Council across the Middle East on the use of authentic material in language learning. 
SOCIAL MEDIA PLATFORMS (SMPS) AS SUPPLEMENTAL LEARNING OPPORTUNITIES IN ENGLISH
Get PDFThis study determines the accessibility level and benefits of Social Media Platforms (SMPs) as supplements for students’ learning opportunities in the new normal. A Mixed method was utilized. The participants of the study were the randomly selected fifty (50) Grade 10 students. Data were gathered using a survey questionnaire. Results revealed that SMPs are accessible in terms of the availability of gadgets, internet connectivity, and time. Respondents accessed SMPs using their mobile phones and laptops and spent more than 8 hours accessing SMPs using mobile data connections. Respondents always use Facebook and Messenger, often use YouTube, TikTok, and Instagram, and sometimes use other SMPs. They considered SMPs significant, effective, and beneficial in accessing learning opportunities such as updated with their assignments, learning tasks, announcements, and supplementary materials. The accessibility level implies that students are digitally equipped with knowledge in using the platforms and this shows possibilities of using SMPs in the new normal. It is recommended that SMPs be utilized in crafting activities in New Normal English Program to supplement learning opportunities among students while properly monitored and regulated by parents and teachers. Future studies may look into the use of SMPs in various levels of literacy and educational contexts
INVESTIGATING KNOWLEDGE TASK DIFFICULTIES IN AN E-TRAINING SYSTEM FOR PROFESSIONAL DEVELOPMENT DESIGN
Get PDFE-training system has been a practical method in higher learning institutions to enable a virtual training environment. It is a vigorous effort to corroborate educators to prepare and facilitate themselves with professional knowledge, skill, values, and practices through training programs. These training programs are structured with an essence of competency development, lifelong learning, and career path. The effect of e-training design and process difficulties faced by end-users were less prominent. Therefore, this research’s objective is to validate the design of the E-Training System for Professional Development (TaSPoD), using an Applied Cognitive Task Analysis (ACTA) that was performed by a group of experts, to elicit the most difficult cognitive elements. Interview sessions were conducted to answer the research question of the electronic training design recommendation implemented in TaSPoD. The result shows that the experts faced difficulties in two system design elements which are system design and functionality and course content design. Thus, to increase user engagement in the e-training system, experts proposed three recommendations: (i) graphical user interface with simple and appropriate objects, tabs and icons, and video upload tools, (ii) communication tools such as chat programs and video conferencing, (iii) customized application for external documents