EIKI Journal of Effective Teaching Methods
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The Case of Teacher Turnover in a Private School from the Philippines
Get PDFThis study examines teacher turnover in private schools, specifically analyzing how it varies by sex, academic unit, and subject area. Teacher turnover, particularly prevalent in private institutions in recent times, negatively affects student learning, school stability, and overall educational quality. Contributing factors include low salaries, limited administrative support, high stress levels, and poor working conditions. Using a causal-comparative research design, the study analyzed five years of Exit Interview data. Findings revealed that sex, unit, and subject area did not significantly influence turnover rates. Male teachers showed a slightly higher tendency to leave, but the difference was not statistically significant. The most frequently cited reasons for leaving were better job opportunities, personal circumstances, termination, and pursuit of higher education. These results highlight that individual and external factors play a greater role in turnover than demographic or departmental variables. To address these issues, the study recommends developing a comprehensive faculty retention program. Key strategies include competitive compensation, robust recognition systems, a strong and supportive work culture, professional development opportunities, and a safe working environment. This research is especially relevant today as schools recover from the disruptions of the COVID-19 pandemic, which further strained teacher retention. Understanding and addressing the root causes of turnover is essential for building resilient, committed, and high-quality teaching staff in today’s educational landscape
Investigation of the Effectiveness of Gender on the Use of Politeness Requests in Communication in Teaching
Get PDFDuring communication in the formal teaching and learning time in the classroom, teachers and students often make polite requests. However, the use of politeness in requests among the students and students’ reactions to teachers’ polite requests could be influenced by gender. This study attempted to explore the difference between male and female students in using politeness in request, an element of the politeness theory, and reaction towards the polite ones from teachers at the English language teaching ̣(ELT) context at the Asian International School (AIS). The participants in the current study are 100 first-year students from four classes of the English language teaching ̣department in the third semester of 2023. The data research was collected by the questionnaires. The Statistical Package for the Social Sciences (SPSS) software was used to analyze the collected data and find out the results. The result showed that the use of politeness in requests among the students and their reaction towards teachers’ polite requests in the classroom between male and female students are quite different. Specifically, the result of the study revealed that female students use politeness in requests more regularly than males’ and they tend to need teachers’ polite requests more than boys
Threads of Knowledge: Mathematical Practices in Traditional Hablon Weaving
Get PDFHablon, a traditional handwoven textile from Iloilo, Philippines, has been a vital part of the province’s identity and economy since the pre-colonial era. While there were studies on the mathematical structures in the finished fabrics, there had been little to no studies exploring how weavers utilize mathematics in the process of loom weaving. This ethnographic study explored the mathematical knowledge and skills of weavers in two weaving centers in Miagao, Iloilo, Philippines. The study aimed to document hablon weavers’ mathematical practices and competencies that could enhance teaching approaches. Four key informants were selected using purposive sampling, and data collection and analysis followed Spradley’s Developmental Research Sequence. Participant observation, ethnographic interviews, field notes, recorded videos, photographs, and artifacts were used as primary data collection methods, ensuring triangulation and facilitating analysis. The findings revealed that the weavers utilized mathematics in designing, calculating and estimating number of threads, demonstrating parallelism, and establishing symmetry. These activities showcased mathematical competence in various areas of mathematics. These findings support a culture-based mathematics curriculum and instructions for high school and university students in the Philippines. Moreover, hablon weaving offers an avenue for weavers to utilize mathematics informally at work. Therefore, contextualizing mathematics lessons through the integration of indigenous hablon weaving culture may bridge the gap between classroom instructions and real-life applications. Recommendations include incorporating local culture and community needs into classroom instruction, integrating co-curricular activities, and community involvement for real-world learning
The Application of Enhanced Damath in Learning Operations on Integers and Developing Strategic Thinking
Get PDFThis study examined the effect of using enhanced Damath on learning integer operations and developing strategic thinking. Enhanced Damath is an educational board game which is a Philippine traditional Damath game with a dice modifier. Damath has been used in Philippine schools mainly to improve students’ mathematical competency in computing. This research aimed to expand the application of Damath to improve strategic thinking which naturally develops in game playing. A randomized pretest-posttest control group experimental research design with matched subjects was used to gather empirical evidence. The respondents for the experimental group were randomly chosen high school students. The respondents for the control group were randomly chosen matched pairs of the subjects in the experimental group determined based on the school enrolled, grade level, academic performance, sex, and age. Results revealed that playing enhanced Damath significantly improves students’ level of knowledge in integers involving single and multiple operations. The game also significantly contributes to the development of students’ strategic thinking. Students affirmed the positive effect of enhanced Damath in terms of improved performance and a fun way to learn mathematical skills
Misconceptions about Artificial Intelligence from Preservice Teachers: A Literature Review
Get PDFThis literature review explores the prevalent misconceptions preservice teachers hold about AI, revealing that many view AI primarily as an automation tool or associate it solely with robotics, neglecting its broader capacity for personalization, feedback, and pedagogical innovation. These misconceptions are rooted in limited exposure to AI during teacher training, media-driven stereo-types, and a general lack of critical engagement with AI’s ethical and functional complexities. The review categorizes these misunderstandings into several key themes: overestimating AI’s autonomy and emotional intelligence, underestimating the necessity of human oversight, and fearing job dis-placement. The consequences of such misconceptions are significant, as they may inhibit the integration of AI into classrooms, reduce teacher efficacy, and misguide pedagogical decision-making. Drawing on constructivist and socio-cultural learning theories, the review emphasizes the need for targeted interventions within teacher education programs that foster digital literacy, critical thinking, and ethical awareness. Furthermore, it identifies a pressing need for empirical research on the effectiveness of educational interventions designed to address these misconceptions. By equipping preservice teachers with a more accurate and nuanced understanding of AI, education systems can support the development of a teaching workforce capable of leveraging AI for personalized learning and inclusive, informed, and innovative instruction. This work contributes to the broader discourse on the responsible integration of AI in education and highlights the urgency of reforming teacher preparation to meet the demands of an AI-enhanced learning environment
Grammarly Feedback on EFL Learners’ Writing: Feedback Precision and Student Perceptions
Get PDFGrammarly has increasingly gained momentum as one of the most widely used automated essay evaluation platform. However, Grammarly’s enhanced popularity is not accompanied by sufficient empirical evidence about its performance on EFL students’ writing. The current study is, therefore, conceived to investigate the precision of Grammarly automated feedback in identifying the most common grammatical errors among EFL learners, namely Determiners, Verb Forms, and Subject-Verb agreement and EFL tertiary students’ perceptions of this tool while incorporating it into their writing processes. Quantitative analyses of 99 students’ argumentative writing reveal that Grammarly con-sistently exhibits a high level of precision across various error categories with a precision rate of 84.93%, with the detection of Determiner errors standing out as particularly accurate. Qualitative in-sights from eight semi-structured interviews showed that students acknowledged the benefits of Grammarly and exhibited confidence in this tool. However, some students also experienced a sense of detachment or identified constraints in the feedback they received. It is concluded that Gram-marly can support writing improvement, but it should be used alongside teacher feedback and in-struction. Main pedagogical implications include using Grammarly as a supplementary formative assessment tool and encouraging students to critically engage with automated feedback
ICT Integration Practices in Vocational Education: An Exploratory Study of Moroccan ESP Classes at Engineering Schools
Get PDFThe ongoing technological developments and the desperate need for learning English, have pushed educators to think of innovative language teaching and learning methods. That is why, the integration of Information and Communication Technology (ICT) in specialized English classes has become a necessity, that do not only facilitate the teaching and learning English for Specific Purposes (ESP), but also increases students’ engagement and motivation to achieve the learning outcomes. However, the integration of ICT in ESP courses raises many issues that hinder teachers’ efforts to benefit the maximum from these digital tools. Eventually, this small-scale study aims to explore ESP teachers’ ICT practices at ENSAM engineering school (Meknes, Morocco). To meet this purpose, the study adopted a qualitative research method through conducting a semi-structured interview with ESP teachers at the same institution. The thematic analysis of interview transcripts allowed to describe teachers’ ICT practices at different levels of the ESP course and to highlight the main challenges they face to effectively implement ICT in ESP classrooms. The current research will pave the ground for effective ICT practices in ESP teaching and learning and will provide a basis for future studies that may be conducted on the use of innovative technology in education
Global Englishes: Formation, Development and Implications for English Language Education
Get PDFThis paper examines the complexities of English as a global language, challenging the idea of its uniformity. It argues that English is dynamic, shaped by socio-political contexts and historical forces such as colonialism. The discussion highlights the implications of dominance of English for linguistic diversity and social equity, advocating for recognition of its varied forms - referred to as “Englishes” - that reflect unique cultural identities. The study calls for a rethinking of English language education to promote inclusivity and address inherent inequalities
Assessing the Relationship between Self-Regulation Utilization and Academic Satisfaction among University Students
Get PDFThe relationship between students’ self-regulation and their academic satisfaction is somewhat complex and subjective, thus hard to analyze. The central aim of the study is to examine the relationship between self-regulation strategies and academic satisfaction among students at the University of Mindanao. This study used a quantitative method, especially a non-experimental correlational approach. The data were collected through Google Forms using adapted scale and validated instruments. The 205 respondents of the main campus of the University of Mindanao were selected through a stratified random sampling method to ensure representation across programs and year levels. The data was analyzed using descriptive and inferential statistics through Jamovi software. The findings revealed that self-regulation and academic satisfaction has an excellent internal consistency making the findings robust and reliable for interpretation. The findings underline the importance of self-directed learning in molding students’ academic experiences. Students who actively plan, monitor, and manage their learning are more likely to be satisfied with their academic environment, demonstrating the value of teaching and promoting these skills in educational environments. The study has important implications for educators, politicians, and academics interested in improving self-regulation and academic satisfaction
Tul-Tul Making as Context to Identify Contents for Culturally-Responsive Science Teaching to Promote Education for Sustainable Development
Get PDFThe study investigated the traditional process of tul-tul making – a rare and culturally significant salt production method preserved since the 19th century on Guimaras Island, Philippines. Employing a descriptive-qualitative research design and Spradley’s ethnographic framework, the research systematically documented indigenous practices and extracted salient scientific and sustainability-related themes inherent in the tul-tul production process. These emergent themes served as the foundational basis for the development of a contextualized science worksheet aligned with the competencies outlined in the Philippine K to 12 science curriculum. The instructional material was subjected to expert validation and student evaluation, yielding high acceptability in terms of scien-tific accuracy, pedagogical relevance, and cultural congruence. The findings underscore the pedagogical value of integrating indigenous knowledge systems into formal science education, advancing both cognitive engagement and cultural responsiveness. Furthermore, the study contributes to the discourse on education for sustainable development (ESD) by demonstrating how localized, community-based knowledge may be mobilized to enrich science instruction while fostering cultural preservation. The synthesis of indigenous and conventional scientific perspectives within instructional materials reinforces the imperative of inclusive curriculum design, ensuring relevance to learners’ socio-cultural contexts while adhering to globally recognized scientific standards