WVSU Institutional Repository and Electronic Dissertations and Theses PLUS (WIRED++) (West Visayas State University)
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Classroom game-on: A gamified computer programming tool for information technology students
Full text linkThis study examines the effectiveness of a gamified approach in teaching JavaScript programming logic compared to a traditional approach. A web-based game application, Classroom Game-On, was developed to incorporate gamification techniques for teaching programming concepts. Results indicated that the gamified approach significantly improved student performance, highlighting its potential as an engaging and effective instructional method. Recommendations include conducting larger-scale replications to validate the findings across diverse populations and further exploring the impact of cultural and social factors on the acceptance and success of gamified approaches in programming education. These findings contribute to advancing educational strategies and informing the development of interactive and immersive learning environments in programming instruction
Utanan sa ugsaran (Home Vegetable Garden) as a context for culturally relevant elementary Science education
Full text linkThis research aimed to explore the generation of science concepts in home vegetable gardens and how cultural knowledge influenced this process. The study used ethnography and Sikolohiyang Pilipino, a Filipino psychology framework, to investigate the interplay between scientific and cultural knowledge among participants. The research was conducted in a barangay in one of the towns in the fifth district of Iloilo, involving five households as participants. Data gathering involved interviews, participant observation, immersion, and field notes. The significance of this research lies in its potential to contribute to the development of culturally relevant science education materials and practices. By understanding how scientific and cultural knowledge intersect in the context of home vegetable gardens, this study could inform the creation of science lessons that drew from the cultural memory banking of the participants. Additionally, it shed light on any tensions or challenges that may have arisen when using home gardens as a context for culturally relevant science education. Results showed scientific concepts from home vegetable gardens through cultural memory banking. Participants shared their knowledge and practices related to various aspects of gardening, including pest control methods, fertilizer use, flowering and pollination techniques, soil preparation, irrigation and watering, plant propagation, plant support and growth, seed saving, and the health benefits of vegetables. Additionally, participants shared their understanding of weather, natural phenomena, and their influence on planting, as well as cultural practices and beliefs associated with gardening. The integration of cultural knowledge into science lessons has enhanced learners' understanding of various topics related to the natural world. By drawing upon the cultural memory banking, science lessons have explored the classification of organisms, the role of pests in ecosystems, the nutrient cycle, planting seasons and weather, vegetable health benefits, flowering and pollination, water cycle in plants, plant propagation, plant growth and support, weather conditions and plant growth, seed development, and the plant life cycle. However, incorporating home gardens into the curriculum can give rise to tensions stemming from cultural differences, curricular and time constraints, allergies or health concerns, and diverse learning styles. To overcome these tensions, educators and curriculum developers should adopt flexible and inclusive approaches. Integrating cultural knowledge and experiences into science education is crucial for fostering a deeper understanding and appreciation of scientific concepts while honoring and valuing learners' cultural identities
Mental health effects of dance to undergraduate students: A preliminary survey-comparative analysis
Full text linkThis present study described the effect of dance and its various genres on students’ mental health from a sample of 83 undergraduate students specializing in Performing Arts at selected local college in the Philippines. The researcher-made questionnaire “Mental Effect of Dance Questionnaire” was utilized via online survey to gather data from the respondents. Descriptive and inferential statistical analyses were used to describe the effect of dance and its various genres to students’ mental health. Furthermore, Independent Samples T-Test, Mann-Whitney U, and Kruskal-Wallis H were performed to determine the significant difference between groups concerning the cognitive effect of dance and its genre with respect to gender and year level. Based on this preliminary survey, it was found that dance and its various genres positively affects students’ mental health. On the one hand, no significant difference was observed between groups, specifically gender and year level, in terms of the mental effect of dance. In this regard, it can be inferred that students’ perceived dance to have a great benefit on their mental health. Implications of the study, recommendations, and future research endeavors to support or repudiate the claims of this study are hereby presented
Unearthing the culinary heritage of Antique through the local gatekeepers: Basis for the developments of a culinary school management model
Full text linkThis qualitative research delves into Antique's culinary heritage, emphasizing intangible aspects passed down through generations. Anchored on Interpretivist and Social Interactionism Theory, it adopts a qualitative design, conducting in-depth interviews and observations with six participants representing various Antique heritage dishes. Secondary sources, like internet-derived photos and blog posts, complement the primary data. Following Braun and Clarke's theme analysis, data collected from May 6 to May 14 is translated, transcribed, and organized. Four themes emerge: (1) "Hands to Stomach: Antique's Culinary Practices," (2) "Exploring the Rich Tapestry of Antique's Food Customs," (3) "Vast Windows of Opportunities for Antique," and (4) "Explicating Stories of Struggles." Findings inform the creation of a culinary school management model, providing a structured framework for efficient school operation. The study identifies challenges to culinary heritage, such as globalization, urbanization, socio-economic factors, and changing lifestyles, emphasizing the need for preservation efforts. It underscores the role of culinary heritage as integral to intangible cultural heritage, urging community-based initiatives, education, and policies for preservation. In conclusion, the research highlights the significance of local gatekeepers and culinary heritage in sustaining cultural diversity and fostering social cohesion. Recognizing and valuing intangible food traditions allows societies to embrace their collective past, paving the way for a more inclusive and culturally vibrant future
Teaching reading via distance learning: A collective case study
Full text linkReading is considered one of the essential prerequisite skills learners must develop and have when entering formal education (Pang, et al., 2003). However, changes were made in the manner of teaching reading because of the pandemic that affected most of the countries around the world, including the Philippines (Dayagbil, et al., 2021). The Philippines education's mode of delivery suddenly shifted from face-to-face interaction to distance learning (Estoque, 2022). The most popular distance learning modalities in the Philippines were: (a) Modular Distance Learning (MDL), (b) Online Distance Learning (ODL), and (c) Blended Learning (DepEd, 2020). With its implementation, a big challenge emerged as to how to teach reading to primary learners via distance learning. Thus, the researcher would like to find out: (1) What are the challenges faced by elementary teachers in teaching reading via distance learning? (1) What are the teaching practices of elementary teachers in teaching reading via distance learning? This research falls under a Case Study qualitative research design with four elementary teacher participants under the schools of Division of Iloilo City. The teacher participants undergone open-ended in-depth interview and document analyses of the "Weekly Home Learning Plan (WHLP) and Self-Learning Modules (SLMs) Evaluation, and Teaching Practices Questionnaire". In vivo coding was employed to identify codes and sort similar ideas by within-case theme analysis. Cross-case theme analysis organized the final themes of each teacher participant's challenges and teaching practices in teaching reading via distance learning. All teacher participants holistically formed 9 clustered themes from the analysis of the challenges and 7 clustered themes from the analysis of the teaching practices of elementary teachers in teaching reading via distance learning. Specifically, challenges include: (1) Concerns with Self-Learning Modules (SLMs), (2) Lack of Parental Involvement and Competence , (3) Time Constraints, (4) Slow and Unstable Internet Connection, (5) Unconducive Home Learning Environment and Motivation, (6) Unavailability of Gadgets, (7) Distance Restrictions, (8) Learners with Special Needs, and (9) Educational Financial Support. Teaching Practices include: (1) Teacher-Made Contextualized Reading Materials/Activities, (2) Home Visitations and Regular Follow up, (3) Time Management, (4) Collaboration and Communication with Home Learning Partners, (5) Construction of Weekly Home Learning Plan (WHLP), (6) Scheduled Reading Performance Task, and (7) Upskilling and Reskilling of Teachers and Parents
Indigenous knowledge of medicinal fruits in the Philippines: A systematic review
No full textMedicinal fruits as adjunct therapy are promising for acute and chronic diseases. However, the role of these fruits remains largely unexplored. This study reviewed the evidence-based efficacy of these fruits used by indigenous people in the Philippines. Indigenous knowledge on using medicinal fruits was searched in the Philippine Traditional Knowledge Digital Health Library database. Medical research databases [Medline, Scopus, GreenFILE, ProQuest, HERDIN, and JSTOR] were queried from inception to April 2022. Searches were in English and Filipino language publications. A narrative synthesis was conducted and 30 articles from the Philippine Traditional Knowledge Digital Health Library database identified the medicinal fruits used among indigenous people in the Philippines. Moreover, 40 articles that included 17 experimental research, 20 reviews, and 3 published reports pointed to the evidence-based effectiveness of these fruits. According to this review, the medicinal fruits included were scientifically evaluated for their medicinal properties, including their anti-oxidant and phytochemical attributes. However, the scientific evidence from previous literature indicated that most experiments constituted in vitro and animal models. Traditional medicine and scientific evidence revealed the protective effects of these fruits against various ailments. Since there were not many human intervention trials available, researchers can study the potential health effects of these therapeutic fruits by using human models in the future. Due to the various health benefits of these indigenous fruits, it is essential to explore their disease-fighting capabilities and convert them into nutraceuticals or functional food ingredients
College students’ knowledge, attitude, and practices on COVID-19 prevention post e-health education program
No full textThis study explored if significant improvements in knowledge, attitude, and practices among college students will be observed post E-health education program on COVID-19 prevention. The study reports a pre-post quantitative research on 178 college students. The participants received nine sessions of e-health education developed using the Communicable Disease Control Health Education Curriculum Analysis Tool (HECAT) through Zoom. The adapted and modified questionnaire was developed from previously published literature regarding viral epidemics related to MERS-CoV disease, infection prevention, and control measures for COVID-19 by World Health Organization and the Communicable Disease Control and Prevention guidelines. The first phase gathers the relevant profile and background of the participants, and the last phase comprises post-evaluation. The data were analyzed using SPSS version 27. The results indicate above-average means for knowledge on COVID-19 prevention in the pretest (17.75±2.27) and the posttest (17.60±2.95). Moreover, the participants were aware of the importance of vaccination, social distancing measures, following health protocols, and the essentiality of compliance with government agencies' guidelines. However, the participants were not practicing some of these health measures, as evidenced by the low means in the pretest (1.75±0.97) and posttest (1.66±1.08). All tests for significant differences of pretest and posttest means of knowledge (p=0.46), attitude (p=0.12), and practices (p=0.41) on COVID-19 prevention were all insignificant. Our study provides evidence that the online health education program improved college students' knowledge and attitude toward COVID-19 prevention. Still, they did not adhere to or practice some of the health measures to prevent its transmission
Elementary Science teachers beliefs and practices in culturally responsive teaching in the new normal
No full textThe improvement of teaching methods has always been given focus in the delivery of quality education. In this study, the researcher investigated the relationship between the beliefs and the practices of science teachers of the Schools District of Oton handling Grades 3, 4, 5, and 6 for School Year 2021-2022 in the contextualization of culturally responsive teaching through localization and indigenization, aiming to preserve the local culture and tradition of the community. The respondents were identified through simple and stratified random sampling, and the research design used was the descriptive correlational research design. The extent to which the respondents agreed with the beliefs and the practices in culturally responsive teaching was assessed through a researcher-made survey and was measured through the weighted mean statistical treatment. Using Pearson product-moment correlation, it was determined that the respondents generally agreed with the beliefs in culturally responsive teaching in terms of localization and with the practices in culturally responsive teaching in terms of both localization and indigenization whereas they highly agreed with the beliefs in culturally responsive teaching in terms of indigenization. It was also discovered that there was a moderate positive correlation between the variables, such that the respondents who generally agreed with the beliefs in culturally responsive teaching in terms of localization and indigenization also exhibited positive reception toward its practices in terms of localization and indigenization. With these findings, recommendations were made to develop enhanced instructional guidelines for the locale and to promote a positive perception of the beliefs in culturally responsive teaching
Social Studies teachers awareness of socio-political environment and the extent of utilization of community-based resources
Full text linkThis study was undertaken to measure the awareness of the socio-political environment and the extent of utilization of community-based resources among junior high school social studies public school teachers. The respondents of the study were 81 junior high school social studies public school teachers in the division of Iloilo city. The data were gathered using a duly-validated researcher-made questionnaire and survey through the use of an online Google Form. The research instrument was pilot tested on 30 selected junior high school social studies teachers within Iloilo province. The study utilized a descriptive-correlational quantitative design of research in collecting, analyzing, and classifying the required data. The data obtained from the duly validated researcher- made questionnaire were tallied, computer-processed, analyzed and interpreted using appropriate statistical tools. The level of awareness of the socio-political environment among the junior high school social studies teachers as a whole and when classified according to age, sex, and length of service is high. Whereas, the utilization of community-based resources environment among the junior high school social studies teachers as a whole and when classified according to age, sex, and length of service is of moderate extent. The results show a moderately weak correlation, and there is a significant relationship between the level of awareness of the socio-political environment and the extent of utilization of community-based resources among junior high school social studies teachers. The findings show that neither age nor sex nor duration of service can reliably predict a person's level of social and political awareness. The findings also suggest that age, sex, and length of service are not significant predictors of how much community-based resources will be used
Development of mobile application in General Biology using the design thinking model
Full text linkLearners of the future will demand the appropriate learning support for their situation or context, nothing more, nothing less. They want it at the moment. Not sooner, not later. Mobile devices will be a crucial technology for providing that learning support. The study's main objective was to develop and evaluate an educational mobile application in General Biology 2 based on the learning gaps, specifications, preferences, needs, wants, and desires identified by learners and teachers and supported by local studies. Developmental research design following the Design Thinking Process was utilized in this study. Participants were twenty-five Grade 12 STEM learners and three STEM science teachers purposely chosen because of their direct involvement in the learning and teaching of General Biology 2, respectively, from two (2) public secondary schools in one of the municipalities in the Schools Division Iloilo. For triangulation, five (5) senior high school STEM alumni were also interviewed. Learning competencies in the 4th quarter were identified as the least mastered. A light-colored Ebook-like mobile application in General Biology 2 can be used anytime, anywhere is needed. Data were utilized to develop GES (Genetics, Evolution, and Systematics) Whiz mobile app (an offline mobile application for learning Genetic, Evolution, and Systematics using the software). Online classes were organized, with fifteen learners, a teacher implementer, and five teacher observers to evaluate the app using tools duly validated by experts: GES Whiz Mobile Application Evaluation Form for Content and GES Whiz Mobile Application Evaluation Form for 21st Century Skills revealed that learners and teachers found the mobile app to be "Highly Acceptable" in terms of Content and 21st Century Skills. ISO/EIC 25010 Evaluation for GES Whiz Mobile App Tool adopted from ISO/EIC25010 Software Model Characteristics results showed that IT experts evaluated the mobile app "Very Good." Thematic analysis revealed that end-users found the mobile app accessible, simple, easy to use, and useful. Fosters critical thinking and independent learning, making learning enjoyable, fun-filled, and an exciting learning experience. The GES Whiz Mobile App was a success for it served its purpose of bridging the gaps in General Biology 2 and enhancing learners' 21st-century skills. This will be an excellent help for Biology teachers and Senior High School (SHS) learners alike because teaching and learning can now be done and occur anytime and anywhere. It will also be invaluable in assisting learners in improving technological skills, sharing knowledge, and developing learning capabilities even in this pandemic where face-to-face classes are not yet allowed and distance learning is the only option for education