WVSU Institutional Repository and Electronic Dissertations and Theses PLUS (WIRED++) (West Visayas State University)
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From exploration of Filipino learners' environmental awareness, attitude and practices to formulation of a policy brief
No full textThis quantitative descriptive-correlational research determined the level of environmental awareness, environmental attitude, and environmental practices of Grade 12 STEM learners using a Likert scale survey questionnaire. This study also examined the correlation of the environmental awareness, environmental attitude, and environmental practices of learners. Seventy-three (73) Grade 12 STEM learners from a public school in Lambunao, Iloilo, Philippines participated in the study during the first quarter of the academic year 2023-2024. This research utilized two adopted survey instruments to measure the level of environmental awareness, attitude, and practices of learners. The statistical tools employed were mean and standard deviation for descriptive data analysis and Pearson product-moment correlation coefficient (r) for inferential analysis set at 0.05 level of significance. The results showed that the Grade 12 STEM learners have a high level of environmental awareness for both awareness of environmental concepts and the state of the environment and awareness of environmental issues and problems (M=3.45, SD=0.98), high level of environmental attitude or positive attitude (M=3.74, SD=0.93) and a fair level from both practices that needed to be taken into actions to solve environmental problems as well as from practices that are needed to possess a high degree of commitment (M=3.11, SD=1.05).For the relationship between environmental awareness and attitude, environmental attitude and practices, and environmental awareness and practices, Pearson product moment correlation was utilized in the study. There is a weak negative correlation between environmental awareness and attitude (r=-.121, p=.3O8), significant moderate positive correlation between environmental awareness and practices (r= .465, p=.000), and a very weak positive correlation between environmental attitude and practices (r=.15O, p=.2O7). The policy brief formulated based from the findings recommended specifically on the integration of 5Cs learning skills especially in Science subject as it supports the DepEd Order no. 52, series of 2011 entitled, "Strengthening Environmental Education in Public and Private Schools". This DepEd Order mandates all schools to intensify lessons regarding the environment on all Science subjects, use environmental concerns as tools for classroom drills, discussions and activities, and integrate these concerns in related learning areas
Workload, well-being, coping strategies, and Mathematics performance of Senior High School STEM learners
No full textThis correlational research study aimed to examine the relationship among workload, well-being, coping strategies, and mathematics performance of senior high school STEM learners. The study specifically included 50 Grade 11 STEM learners who were purposively selected from two public secondary schools in the province of Capiz enrolled in the first semester of the school year 2023 - 2024. Instruments utilized for the data collection included a researcher-made Learner's Workload Log (LWL) to measure the time spent by learners on tasks in General Mathematics and Pre-calculus, a Psychological Well-being (PWB) Scale to assess the level of well-being, a Filipino Coping Strategies Scale to measure the coping strategies level and the Grade Point Average (GPA) in General Mathematics and Pre-calculus as an indicator of mathematics performance of STEM learners. The statistical tools used in data analysis were mean, standard deviation, and Spearman rho; all inferential tests were set at a .05 alpha level of significance. Results showed that the level of workload of senior high school STEM learners was heavy. Additionally, the level of well-being among STEM learners was found to be moderate and the level of coping strategies was high. STEM learners' mathematics performance demonstrated a very satisfactory level in General Mathematics and Pre-calculus. Furthermore, the study has shown that there was a significant relationship among workload, well-being, coping strategies, and mathematics performance of senior high school STEM learners. There was a very strong relationship between mathematics performance towards workload and well being; a strong relationship between workload and well-being, coping strategies, and mathematics performance; a moderate relationship between workload and coping strategies; and a weak relationship between well-being and coping strategies. In conclusion, the workload of senior high school STEM learners was overwhelming. Though learners' moderate well-being and high coping strategies show a positive attitude and adeptness in handling diverse situations, learners may still be able to experience fatigue and weariness. However, interventions may be done to enhance their well-being and improve their coping strategies, and continuing to show excellent math skills can be carried out. It is recommended that learners should control and manage an array of activities while having a good disposition in ways that would reflect positive well-being. Teachers may encourage learners to use proactive coping
strategies to address their negative feelings and behaviors to effectively manage their workload to strive for even greater success and outstanding performance
Exploring the challenges and opportunities in teaching Mathematics at a distance: Insights from practice teachers
Full text linkThe implementation of the new normal in education represented a significant shift in how the teaching and learning process is approached, facilitated, and experienced. This study explored the challenges experienced by the practice teachers and the opportunities they have gained in teaching Mathematics at a distance in the new normal. The study employed a phenomenological research design that explored the teaching experiences of mathematics practice teachers amidst the challenges of the new normal setup. The research objectives investigated these experiences and analyzed their implications for pre-service mathematics education. Data was gathered through in-depth interviews with six (6) informants, the practice mathematics teachers of one (1) of the universities in Iloilo City, deployed for practicum during the 2021-2022 school year. A duly validated researcher-made questionnaire was utilized for data gathering and the conduct of the interview took place in three (3) modes (face-to-face, virtual and written response). Findings of this undertaking revealed three key themes, covering (1) Challenges in the New Educational Landscape, (2) Transformation of Education Towards Digitization, and (3) Evolution of Education Towards Student- Centered Learning Approach. This study advocates for a constructionist approach, emphasizing collaborative knowledge creation, authentic assessment, and technology integration across diverse learning environments. The interconnectedness of cognitive and socio-emotional development underscored the need for a holistic learner development perspective within the evolving educational landscape. For practical implications, practice teachers must undergo comprehensive training to address challenges in distance learning, focusing digitizations and student-centered approaches. Nuanced approaches in teacher preparation programs, flexible assessment strategies, strong communication skills, and proficiency in technology were identified as crucial elements for navigating the complexities of modern teaching environments. This study concluded with recommendations, including the development of comprehensive distance learning training, the implementation of nuanced approaches in teacher preparation, and the cultivation of passion in pre-service teachers through integration into training programs
Lived experiences of non-education graduate teachers in teaching Mathematics during the pandemic
Full text linkCOVID-19 pandemic caused a huge impact in the lives of many, especially to the people in the teaching arena. Both seasoned and new teachers, who are non-education graduates, met a plethora of personal and professional challenges that shaped their human perspective. Nevertheless, the pandemic charged these teachers with significant efforts for transformation that eventually change educational landscape. This phenomenological study described the realizations and explored the challenges and coping mechanisms of non-education graduate teachers teaching mathematics, focusing on their experiences with the new learning modality during the pandemic. Using semi-structured interviews to four (4) purposively selected informants, the researcher was able to extract themes that described the informants' lived experiences in teaching Mathematics during the pandemic. The result of this qualitative study, through the extracted themes via thematic analysis, revealed that these teachers struggled with professional, personal, and mental health-related issues as the transition to virtual and modular learning necessitated significant adjustments in teaching strategies, including issues related to student motivation and engagement. It is then recommended that all stakeholders be fully aware of the efforts of these non-education graduate mathematics teachers to deliver and address learning gaps despite the pandemic. Pedagogical and theoretical implications were discussed in the study
Professional identity and knowledge practices of librarians in critical times of information disorders: A conceptual framework
Full text linkPurpose: The library and information science profession finds itself grappling with substantial difficulties and hurdles when addressing the trustworthiness and accuracy of information disseminated through social media platforms. This study aims to highlight the educational authority of librarians and propose a framework for librarians to establish their identity, understand the meaning behind their practice and integrate their expertise through knowledge practices, ensuring their relevance and effectiveness in the social media environment. Design/methodology/approach: This study delves into a conceptual framework rooted in philosophical inquiry, seeking to establish a harmonious connection between interrelated concepts of civic roles, professional identity and knowledge practices. It draws upon both original research findings and a review of existing literature in the field. Findings: Civic responsibilities reflect the professional identities of librarians. Evidence of knowledge practices collected from scientific literature emerged to be the important characterization of how librarians uphold their image as educational authorities. It describes the meaning of civic roles and professional practice. Practical implications: The study sheds light on how librarians maintain their reputation as educators and the knowledge practices that underpin their civic responsibilities amidst the pervasiveness of information disorders. Originality/value: The framework presented in the study offers a timely and relevant contribution to the complex realm of social media information disorders, a challenge that librarians grapple with regularly. It highlights the emerging role of librarians in society to assert their identity and recognize their civic responsibility in addressing this pressing issue that society faces
Contextualized learning work text in selected topics in Mathematics 7
No full textThis developmental research study aimed to create contextualized instructional materials tailored to address specific challenges in understanding fractions among Grade 7 learners. Data gathering instruments included learners' diagnostic tests, teacher interviews, expert evaluation forms, and learner satisfaction surveys. The Students' Diagnostic Test comprised 50 items covering essential fraction topics, evaluated on a binary scale. Thorough analysis identified the five least mastered competencies, informing the development of contextualized work text. Teacher interviews, based on open-ended guide questions evaluated by experts, explored instructional material using Likert-type checklist. The analysis revealed a lack of mastery in various fraction competencies among Grade 7 learners, emphasizing the need for targeted support. The participants included Grade 7 mathematics teachers, learners, and experts, selected based on specific criteria to ensure diverse perspectives. The data collection adhered to the ADDIE model, with consent obtained from school principals. Mean and standard deviation were used for data analysis, with thematic analysis applied to teacher interview responses. The contextualized work text for fractions included components like Objectives, Vocabulary Bank, Lesson Proper, Try This, and Assessment, catering to diverse learning styles. Expert evaluation confirmed its adequacy across domains, while learners satisfaction indicated positive outcomes. In conclusion, the developed work text effectively addresses learners' needs for contextualized instructional materials in understanding fractions. Its comprehensive design and positive feedback suggest it can enhance learner engagement and comprehension in Grade 7 mathematics. Based on the results, the contextualized work text was very much valid and very much acceptable. It was recommended that other teachers should also develop contextualized materials to help create more meaningful teaching and learning experiences
Prazer esportivo na resiliência acadêmica: Questão inexplorada dos atletas-estudantes no cenário do ensino superior nas Filipinas
No full textPesquisas anteriores estabeleceram que os alunos que obtêm prazer ao se envolver em esportes podem ter uma influência vantajosa em sua resiliência em atividades acadêmicas. No entanto, embora haja uma quantidade significativa de pesquisas realizadas sobre esse tópico internacionalmente, há uma falta de estudos focados especificamente no contexto do ensino superior nas Filipinas. O estudo tentou verificar a influência imediata do prazer esportivo na resiliência acadêmica. Ao coletar dados de 229 estudantes-atletas em uma universidade estadual específica, observou-se que o prazer esportivo e a resiliência acadêmica estão positiva e significativamente relacionados [r(227) = 0,299, p <0,05]. Além disso, observou-se que o prazer esportivo tem uma influência favorável na resiliência acadêmica [F(1, 229) = 22,228, p <0,001]. As descobertas sugerem que o envolvimento em eventos esportivos diversos pode ter um efeito benéfico importante no desempenho acadêmico e reduzir as dificuldades em um ambiente acadêmico exigente. Direções e recomendações de pesquisas futuras são apresentadas neste artigo.
Palavras-chave: Resiliência acadêmica; Prazer esportivo; Estudantes-atletas.Previous research have established that students who derive enjoyment from engaging in sports can have an advantageous influence on their resilience in academic pursuits. However, while there is a significant amount of research undertaken on this topic internationally, there is a lack of studies specifically focused on the Higher Education context in the Philippines. The study attempted to ascertain the immediate influence of sports enjoyment on academic resilience. Upon collecting data from 229 student-athletes at a particular state university, it was observed that sports enjoyment and academic resilience are positively and significantly related [r(227) = .299, p <.05]. Additionally, it was noted that the enjoyment of sports has a favorable influence on academic resilience [F(1, 227) = 22.228, p <.001]. The findings suggest that engaging in diverse sports events can have an important beneficial effect on academic achievement and reduce difficulties in a demanding academic setting. Future research directions and recommendations are presented in this pape
Development of a curriculum on research with innovation for potentially gifted elementary learners: A Delphi study
Full text linkFilipino gifted learners require tailored learning experiences to develop essential research and innovation skills for future success in industrial revolutions. This study was conducted to determine topics and competencies to develop a curriculum guide for Research with Innovation for potentially gifted elementary learners based on the inputs of experts. Through the paradigm of pragmatism, the study employed a three-round Delphi technique. Gifted professionals, potentially gifted learners, parents of potentially gifted learners, curriculum experts, curriculum implementers, and content experts composed the Delphi expert panel. There were 17, 13, and 9 of them who informed the three rounds respectively. Data were gathered through open-ended questionnaires and Likert-scales and were analyzed using median, percentage, interquartile range, and reflexive thematic analysis. Findings revealed agreement and consensus at 94.23% of topics and competencies on the second round and 88.89% on the final round leading to three thematic clusters: Inspiring Curiosity and Creativity, Engaging in Scientific Inquiry and Design Thinking, and Thinking Towards the Future. Also, Agreement and consensus on curriculum framework elements were 100% in first the second round and 97.43% on the third round. These were used to design and develop Research with Innovation curriculum for potentially gifted elementary learners. Accompanying this is a novel learner-centered innovation learning experience model has five phases namely. State the need, Talk about it, Act on it, Reflect on it, and Share it (STARS), proposed for teachers and learners. The evaluation of the five curriculum experts, curriculum implementers, and content experts, shows that they strongly agreed on the curriculum's balance, alignment, articulation, sequence, integration, and agreed on its continuity. The use and implementation of this curriculum is desired to nurture talent in research and innovation among potentially gifted elementary learners
Polio disease and immunization: Knowledge and attitude of Filipino mothers in a rural community
No full textBackground:
In response to the 2019 Polio outbreak in the Philippines, it is crucial to examine the current understanding and beliefs about the disease. This study assessed the knowledge and attitudes of mothers towards Polio and Polio vaccination in a rural community.
Materials and Methods:
Sixty-two mothers in a selected rural barangay in Negros Occidental, Philippines, participated in this cross-sectional study using a survey questionnaire in July 2021. Descriptive statistics and correlation analysis were employed.
Results:
The results showed that 43.50% of mothers had a high level of knowledge and 74.20% had a favorable attitude towards Polio and Polio immunization. There was a significant relationship (p = 0.05) between knowledge and attitude towards Polio and Polio immunization.
Conclusions:
This study underscores addressing knowledge gaps through public health campaigns may improve beliefs and perceptions about immunization programs. © 2024 Iranian Journal of Nursing and Midwifery Research
Family support, attitude, and Mathematics performance of Senior High School learners in modular distance learning
No full textThis study employed descriptive-correlational research to identify whether family support, attitude towards mathematics, and attitude towards modular distance learning have a relationship affecting the mathematics performance of 80 Grade 11 learners of a national high school in the province of Iloilo S.Y. 2021-2022 coming from different academic strand under modular distance learning. They were chosen through stratified random sampling with proportional allocation. The instruments used in this study are the following: (a) Personal data sheet-checklist constructed by the researcher, (b) Questionnaire on family support personally constructed by the researcher, (c) Questionnaire on Learners' Attitude towards Mathematics adopted from Guce, I & Talens, J. (2013), (d) Questionnaire on Learners' Attitude towards Modular Learning personally constructed by the researcher and a (e) 60-item Summative Test personally constructed by the researcher. Mean and standard deviation were used as descriptive statistical tools, and Pearson Product Moment Correlation Coefficient (Pearson's r) set at 0.05 alpha level of significance was used as an inferential statistical tool. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software. The results show that the learners live with a supportive family. Also, the learners' attitude towards mathematics and the mode of learning (Modular Distance Learning) is somewhat positive. This shows that the learners are living in a family with a moderate tendency to engage in their learner's education. The learners receive high financial support and positive mental and emotional support from their families. The Grade 11 SHS learners somewhat like mathematics as a subject, had a low tendency to engage in mathematical activities, somewhat believe that oneself is good in math, and somewhat believe that math is useful. While their mathematics performance is low. The Pearson r result showed that a positive and significant relationship existed between learners' family support and mathematics performance. This shows that learners who receive more support from their families tend to perform better in mathematics. This finding could have implications for educational interventions or policies aimed at improving learners' academic performance by fostering stronger family involvement and support in their learning process. Also, a positive and significant relationship existed between learners' attitudes towards mathematics and their mathematics performance. This shows that learners with a positive attitude towards mathematics are likelier to achieve better grades or scores in the subject. This insight could inform teaching strategies, curriculum design, and interventions aimed at improving learners' attitudes and performance in mathematics. On the other hand, no significant relationship existed between learners' attitudes towards modular distance learning and mathematics performance. Learners' attitudes towards modular distance learning (such as their feelings, opinions, or perceptions about this method of learning) do not seem to have a noticeable impact on their mathematics performance. Understanding this lack of relationship can be important for educators and policymakers when considering the effectiveness of different teaching methods or learning modalities. The study suggests that elements other than attitudes toward the learning format might be more influential in determining learners' performance in mathematics when using modular distance learning. The researcher recommends that families and educators continue their love, passion, and support for their learners. This will help the learners improve their character, attitude, and cognition for their future. Also, other researchers may explore more avenues, especially on the learning modality, specifically with larger sample sizes. This is to confirm or contradict the findings of the current study