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Derrubem árvores no Natal!
Get PDFTexto da revista TeoGrafos (v. 3, p. 09170, 2023) referente à palestra proferida em 03 de dezembro de 2023 na Igreja Reformada Ecumênica, baseada no texto do Evangelho de Mateus 3.1-12. 1º Domingo do Advento
Key Factors Impacting Learner Completion in the Alternative Learning System (ALS) Accreditation and Equivalency (A&E) Program in the Division of Bukidnon
Get PDFThis study illuminates the decisive factors influencing learner completion rates within the Alternative Learning System Accreditation and Equivalency (ALS A&E) program in the Division of Bukidnon. Despite the program's intent to provide educational opportunities outside conventional classrooms, persistently low completion rates indicate underlying challenges. This research employed a quantitative, descriptive design, surveying approximately 400 participants across 30 school districts in 20 municipalities. Utilizing a researcher-developed questionnaire distributed via Google Forms, the study captured data regarding demographic profiles. It assessed influences spanning individual personality traits, interpersonal skills, community environment, teacher competence, and learners' academic performance. The findings reveal that completion rates are significantly affected by a confluence of factors. Key among these are intrinsic personality traits such as conscientiousness, openness, agreeableness, and intrinsic motivation, alongside robust interpersonal skills including communication, teamwork, empathy, and leadership. Additionally, the availability of community resources, peer and familial support, and teacher competencies—extending beyond academic proficiency to include personal attributes and classroom management—are pivotal. The learners' academic
behaviors, especially consistent study habits, interest alignment, and vocabulary acquisition, also hold considerable sway over program completion. The study
further identifies meaningful correlations between these factors underscoring the necessity of a holistic educational approach. Considering these insights, the
research advocates multifaceted strategies to bolster completion rates, emphasizing personalized learner support, enhanced interpersonal skills development, community engagement, comprehensive teacher training, academic guidance programs, and continual, holistic program evaluation
The Influence of Learning Environment Factors Towards Learners’ Performance
Get PDFThis research investigated the influence of the learning environment on the
academic progress of Alternative Learning System (ALS) learners. The study
evaluates two aspects of the learning environment: the physical and the
environment. The main objective is to test the relationship between learning
environment and the learner’s performance. Data was collected through a survey of
ALS learners' perceptions. Results indicate that the physical environment
significantly influences learning progress, while the psychological climate has a
less pronounced effect. The study also analyzes ALS learners' performance in
Quarter 2. Data reveals that most of the learners achieved "Very Satisfactory"
ratings, with a smaller proportion obtaining "Satisfactory" ratings. These findings
emphasize the importance of a conducive physical environment in enhancing ALS
learners' academic performance. Hence, the study recommends further
improvements in learning environment resources; with more supportive
stakeholders to support learners' physical and psychological learning
atmosphere
Teachers’ Digital Literacy and Self-Efficacy in Blended Learning
Get PDFThis study examines the relationship between technological profile, digital literacy, and self-efficacy among teachers in blended learning. The study utilized the descriptive-correlational design. The participants involved 35 teachers selected via purposive sampling from urban schools in Maasin City implementing printed and online teaching modalities. Standardized tools assessed teachers’ digital technology profile, literacy, and self-efficacy. Significant findings revealed that teachers have easy access to digital technology, are somewhat familiar with technological concepts, often utilize ICT-based technologies, and perceive usage purposes as necessary. Teachers’ digital literacy and self-efficacy are at the average level. Correlation analysis established a significant and strong relationship between the technological profile of teachers and their digital literacy. Digital literacy also significantly and strongly correlated with self-efficacy. This study concluded that the technological profile of teachers influences their digital literacy level. Teachers with high digital literacy skills increase their self-efficacy in technology integration. The blended learning approach constitutes teachers’ digital literacy and self-efficacy as critical players of effectiveness
English Language Learning Obstacles to Second Language English Learners: A Review Article
Get PDFEnglish is essential as an effective communication tool in both local and international contexts. In addition to being used in schools, it is also a teaching tool in colleges and universities. ESL (English as a Second Language) classes are now required in all educational institutions and can't be skipped. When learning a second language, anyone must be physically, mentally, and emotionally involved to communicate and understand what is being said. This systematic review employed qualitative documentary research and adopted content analysis. Following a random selection of reliable and legitimate sources, purposive sampling was used to conduct a content analysis of the selected papers. For this systematic review, sources from EBSCO, Google Scholar, Scopus, Web of Science, and ScienceDirect were used. The findings reveal that English-language obstacles in this article include English learners' writing, speaking, listening, reading, translation, and interpretation skills. The conclusion focuses on English learning obstacles and their improvement through teaching methods and educational technology adoption. The recommendation is to look into quantitative and qualitative research for further study
ENFOQUES DE APRENDIZAJE Y RENDIMIENTO ACADÉMICO UNIVERSITARIO EN ECUADOR
No full textEn este ensayo publicado es de un articulo de la Universidad Central Del Ecuado
CANADA’S TIES WITH THE 14TH WAFFEN GRENADIER DIVISION OF THE SS AND HISTORY’S ACCOUNTABILITY
Get PDFAn essay on the Canadian government's collusion with past NAZI armed forces persone
From Mithras to Jesus. Ritual Dynamics of Christmas
No full textAt Christmas, Christians celebrate that Jesus was born on December 25 as the son of God andthe Virgin Mary. But this event is not unique. In this article, I show that the birth of Jesus hasseveral non-Christian predecessors, whereby various elements of the ritual dynamics have beenChristianized and implemented into the figure we know today as Jesus Christ
ENFOQUES DE APRENDIZAJE Y RENDIMIENTO ACADÉMICO UNIVERSITARIO EN ECUADOR
No full textBreve ensayo del estudio realizado; enfoques de aprendizaje y rendimiento academico universitario en Ecuado
Modular Instruction in Elementary Education: A Research Study of Adaptability and Attitude in Modular Learning
Get PDFThis study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and educational attainment of parents; the attitude of the respondent's significant relationship between sex and educational attainment. The researcher used the quantitative survey questionnaires to gather data from 128 Grade 6 students in five Elementary Schools in Bongabon, Nueva Ecija who enrolled during the School Year 2020-2021. The study revealed that the respondent's demographic profile in sex has no significant relationship to their adaptability and attitude in the modular learning approach. Yet the parents' educational attainment of the respondents has a significant relationship to adaptability in terms of learning assistance and support in the modular learning approach. The results further signified that parents' educational attainment is a basis for adaptability in modular learning