Journal of Education and Learning (EduLearn)
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Experiences of Gen Zs in movement competency training course: basis for contextualizing the Philippine PATH-Fit
Full text linkThis study explored the experiences of Generation Z (Gen Z) students from rural communities in the PATH-Fit 1 course (movement competency training) to identify ways to improve the Philippine Physical Activity Toward Health and Fitness (PATH-Fit) program. A qualitative-descriptive approach was used, with 20 students carefully selected for interviews. Open-ended questions, validated by experts, were used to gather detailed insights into the students’ thoughts and experiences. The findings revealed that students enjoyed the engaging activities, the focus on overall well-being, and the supportive nature of their teachers in PATH-Fit 1. However, they also found the course physically exhausting and too demanding, which led to frustration. Additionally, students expressed concerns about teacher absenteeism and the ineffectiveness of online classes, which negatively impacted their learning experience. These issues highlighted areas where the program could be improved to better meet the needs of rural Gen Z students. By addressing these concerns, the PATH-Fit program can be more effectively tailored to enhance student engagement and learning outcomes, ultimately providing a more positive and fulfilling educational experience for Gen Z learners in rural communities
University professors in the final phase of their careers: a case study in Chile
Full text linkThe article endeavors to analyze the career path of university professors in the latter stage of their profession and seeks to comprehend the methods of configuring and reconfiguring knowledge related to university instruction. It specifically focuses on professors who hold over 30 years of teaching experience in academia. The study utilized the interpretative paradigm and qualitative methodology, employing semi-structured interviews as the data collection technique. The sample comprised ten teachers and the interviews were conducted between September and November 2022. The findings revealed that university teaching relies on three fundamental aspects: pedagogical construction, affective-emotional aspects of teaching, and barriers to teaching in higher education. The study results offer diverse perspectives on the challenges and opportunities that shape the higher education instructional environment, particularly regarding teaching approaches and methodologies. The research provides novel insights into the multifaceted components that define university pedagogy and the process of professors transitioning into retirement. It establishes a significant foundation for developing more efficacious and adaptable educational policies and practices in the dynamic realm of higher education
Attributes affecting instructors’ performance: springboard for organizational development interventions
Full text linkThis study aimed to identify the attributes that motivate the training instructors to perform effectively as a basis in proposing organizational development interventions for Philippine Coast Guard-Coast Guard Education Training and Doctrine Command (PCG-CGETDC), Philippine Navy-Naval Education, Training and Doctrine Command (PN-NETDC), and Philippine Merchant Marine Academy-Training Center (PMMA-TC). The survey results identified thirty-one attributes that highly motivate the instructors to perform effectively where no significant difference among the responses was established. Among the top motivational attributes are alignment of professional goals with the organizational goals; communication between head and subordinates; observance of fair work practices; assistance in technical support; clear selection, recruitment, and promotion polices; and existence of evaluation and feedback system and quality management system. Conversely, a significant relationship between the respondents’ extent of agreement on the attributes affecting their performance and their profiles was revealed. The training instructors considered twenty-three organizational interventions very important. There is a significant difference between and within their responses as an institution. The strengths-weaknesses-opportunities-threats (SWOT) analysis and other related data, gathered through survey, were utilized to develop the proposed validated organizational development interventions for these maritime-related institutions
Computer-aided instruction on social studies student’s achievement and retention
Full text linkThe study explored innovative instructional strategy: effect of computer-aided instruction on social studies students’ achievement and retention outcome. The study was an experimental study. The sample of the study was 180 students. The instrument used for the study was the scholarly achievement test (SAT). Descriptive statistics were utilized to provide answers to the research questions and analysis of variance (ANOVA) was employed to test the hypotheses. The result established that computer-aided instruction (CAI) impacted social studies students’ achievement. The result also established a significantly improved retention of students instructed with CAI and that gender-wise, female students achieved better than the male students in the university. It was suggested that teachers should incorporate CAI into social studies lessons. Educators should be educated on the use of CAI
Pre-service teachers’ attitudes towards integrating technology in inclusive education
Full text linkPre-service teachers’ attitudes influence their integration of technology into their inclusive practices, yet there is still a lack of research in academia assessing their level of attitudes. This study aimed to design an instrument to measure and investigate pre-service teachers’ attitudes toward integrating technology in inclusive education in Malaysia. One hundred and seventy-nine teacher trainees from a public university in Malaysia participated in this study. Two dimensions were identified through exploratory factor analysis, supported by a strong model fit in confirmatory factor analysis. Convergent validity was also satisfactory. Furthermore, all reliability coefficients exceeded 0.8. The outstanding reliability and validity of the instrument indicated its suitability for evaluating the attitudes of pre-service teachers. The results of the assessment showed that teachers’ attitudes were positive. Pre-service teacher training should be actively strengthened to promote the effective integration of technology in inclusive classroom
Teachers’ perception, competence, and performance in flexible teaching: inputs for instructional management plan
Full text linkResponding to the change from a physical to a digital environment for teaching and learning, the study looked into the perception, ability competence and performance effectiveness of faculty members. Utilizing the descriptive-correlational design, results disclosed that teachers’ have high knowledge perception of the nature and characteristics of flexible teaching and learning and are generally exhibiting very high level of competence in implementation. They were found to be moderately high on course design and technical competence dimensions, but are highly competent on the ability competency aspects of course communication and time management. For every 10 teachers, eight of them are outstanding performers as per student assessments of teaching effectiveness. Result of the correlation analysis further revealed that young teachers who are still new in the teaching service tend to showcase outstanding teaching performance in the delivery of instruction than older counterparts. The study proposed instructional plan to sustain strengths and conduct support mechanisms to address needs of teachers responsive to better implementation of blended teaching-learning delivery system
Implementation of 4C skills through problem solving: a study among mathematics teachers in Malaysia
Full text linkIn the current realm of education 4.0, teachers play a pivotal role as facilitators of holistic skill development. The shift in focus towards accentuating creativity, communication, critical thinking and collaboration (4C) skills signifies an acknowledgment of the changing demands brought about by the industrial revolution 4.0. This transformation in educational approaches contributes significantly to the collective adaptability and innovative potential of succeeding generations. Against this backdrop, this study was conducted to investigate how mathematics teachers in Malaysia implement the 4C skills, specifically through problem-solving. The study applied a survey method involving 250 mathematics teachers in Malaysia. Data were collected using a questionnaire, meanwhile, descriptive statistics were used to analyze and present the research data. Overall, the study’s outcomes revealed that mathematics teachers exhibit adeptness in effectively integrating the 4C skills within the context of problem-solving. However, the study also brought to light challenges encountered by mathematics teachers, particularly in the realm of creative teaching, especially when incorporating technology. These identified challenges resonate with broader concerns in the educational landscape, underscoring the imperative for robust support systems, continual professional development initiatives, and a transformative shift in the educational paradigm towards embracing innovative teaching methodologies
Students’ flexible learning context and preferences during the COVID-19 pandemic in Albay, Philippines
Full text linkThe COVID-19 pandemic has significantly disrupted education worldwide and schools used flexible learning as an alternative modality. This study used a quantitative approach and descriptive research to describe the learning context and determine the students’ preferences in learning modalities, learning materials, learning tasks, and assessment techniques for flexible learning. Four hundred thirty-four (434) students from different levels in Bicol, Philippines, responded to the online survey questionnaire. The results reveal that the learners’ context is inconducive for flexible learning as most do not have learning spaces and experience power interruptions and Internet disconnections. The students were provided individual or group learning tasks and experienced self-paced and interactive learning in flexible learning classes. The students reported that their learning materials, learning tasks, and assessment techniques in flexible learning include teacher-made learning resources, preference for affordable and convenient devices and applications, and usage of e-classroom or online platforms for major assessments with returned scores and feedback. Describing and identifying flexible learning conditions and students’ needs were essential in creating school or community initiatives to enhance students’ flexible learning experiences. The proposed initiatives can be used as strategies for future circumstances that will need flexible learning implementation
Stability of value orientations of participants in international academic mobility programmes
Full text linkThe development of the higher education system definitely involves the development of the values and meanings of an individual. Academic mobility programmes are the means of achieving this, which enable all participants of the educational process to learn the experience of other educational institutions and countries. Identify the value orientations of participants in international academic mobility programmes. The research employed method questionnaires. Descriptive analysis, dispersion analysis, and regression analysis were used for statistical processing of the results. It was found that students who participated in international academic mobility programmes are characterized by a qualitative change in value priorities, they consider the expansion of their worldview the main motivation of mobility, and the cultural and educational value as the main one. It was proved that the term of mobility, the country of residence, and motivation do not affect the students’ life values. The obtained research results can be used to expand the possibilities of academic mobility programmes, develop true European values in students, and enrich the experience. Further research may focus on identifying the competencies that can be formed or improved in the participants of international academic mobility programmes and the related means
Perspectives on flexible learning towards the development of proposed quality assurance framework for HyFlex learning
Full text linkQuality assurance is a significant part of achieving sustainable development goal 4 and has remained a challenge to higher education institutions (HEIs) worldwide. Thus, this paper aims to propose a quality assurance framework for hybrid-flexible (HyFlex learning) learning based on the perspectives of faculty and students. This study utilized a descriptive developmental mixed-method research design to dissect the richness and beauty of the data collected using the self-developed survey questionnaire and interview protocol guide. The findings revealed that both students and faculty preferred the utilization of flexible learning as their learning modality. Also, a significant difference when grouped according to UNESCO’s quality and learning indicators is also observed in the study. Accessibility and usability, learning assessment strategies, vision and institutional leadership, learning activities and learning interaction, instructional materials, social and student engagement, stakeholders’ support, course structure, learning outcomes and competencies, evaluation and feedback, social and student engagement, flexibility and adaptability of education, security and safety, and infrastructure, facilities, and equipment were the emergent themes which were utilized to craft the quality assurance framework. The proposed framework provides a transparent and reliable workflow for implementing, monitoring, and evaluating quality assurance of all HyFlex learning modalities in the university