1,720,957 research outputs found
SCHOOL READINESS AMONG KINDERGARTEN LEARNERS: BASIS FOR POLICY RECOMMENDATION
Get PDFThe ability, knowledge, and mindset that learners need for both academic performance and future learning and life experiences are known as school readiness. To be prepared for school, learners must have developed their physical, cognitive, social, and emotional skills. This descriptive-correlational study was conducted to assess the level of school readiness of the 227 randomly chosen kindergarten learners from 30 public schools in Tudela District, Division of Misamis Occidental. A total of 227 samples were obtained using the sample size calculator to collect data from the respondents using the Early Childhood Care and Development (ECCD) Checklist Record. Results revealed that the Self-Help Domain had the highest level of preparedness, while the Receptive Language and Expressive Language Domains had the lowest. Assessment results described that kindergarten as having “overall average development” described as ready to start Grade 1. Thus, the study suggests providing additional support for language development; fostering continued independence; monitoring and tracking progress; and using evidence-based interventions
LIVED EXPERIENCES OF PUBLIC-SCHOOL TEACHERS’ STRESS DURING THE RECALL OF IN-PERSON CLASSES: BASIS FOR A PROPOSED STRESS COPING PLAN
Get PDFThe reintegration of in-person classes poses unique challenges for public-school teachers, whose experiences during this transitional period significantly contribute to the overall stress levels. Understanding the nuanced aspects of their lived experiences is crucial for developing an effective stress coping plan that addresses the specific needs and concerns arising from the recall of in-person classes. This study sought to determine the lived experiences of public-school teachers during the recall of in-person classes. The study employed qualitative research design specifically the transcendental phenomenological approach and thematic analysis technique. The study found that public school teachers faced various challenges during in-person classes, including work overload problems, work struggles, students’ behavioral problems, and low literacy skill development. To cope with the stress caused by these challenges, teachers used differentiated instruction, and collaborative learning, and focused on their holistic wellness. A stress-coping plan has been proposed that involves developing effective teaching strategies, increasing parental engagement, and building personal and professional resilience. Promoting differentiated instruction and collaborative learning and supporting teachers’ personal and professional well-being will be taken into consideration to improve the educational experience of both teachers and students
Teaching Styles and Pupils’ Learning Styles: Their Relationship with Pupils’ Academic Performance
Get PDFThe concept of teaching and learning styles suggests that every individual is unique. Every teacher teaches in his way, and every learner learns according to his preference. This study determines the relationship between the teachers’ teaching styles and the learning styles of the pupils and their academic performance. A total of (27) Grade 6 teachers and (208) Grade 6 pupils of public elementary schools of Lopez Jaena District, Division of Misamis Occidental participated in the study. Frequency counts, percentages, mean, and spearman rho correlation coefficient were the statistical tools used. Findings revealed that teachers teaching styles in the classroom, with expert being the most preferred style, followed by formal authority, facilitator, personal model and delegator respectively. The pupils used a variety of learning styles, with auditory being the most common, followed by visual and kinesthetics. Pupils demonstrated very satisfactory academic performance. Further, a significant relationship between teachers’ teaching styles and pupils’ learning styles, as well as a significant relationship between teachers’ teaching styles, pupils’ learning styles, and pupils’ academic performance shown. These suggest that teachers should consider adapting their teaching styles to match the learning styles of their pupils, which could potentially enhance their academic performance
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
DIGITALIZED MODULES THROUGH KOTOBEE APPLICATION: A TEACHING INTERVENTION ON IMPROVING PUPILS’ PERFORMANCE LEVEL IN SCIENCE SUBJECT
Get PDFAccessible lesson inputs serve as motivation and basis for grasping science concepts, especially in online classes. Pupils fail to review these teacher-given inputs in blended modular and synchronous settings. This study sought to determine the effectiveness of digitalizing modules through Kotobee Author and Reader application on pupils’ performance level in science. Using a quantitative approach and a one-group pretest-posttest design, twenty-six (26) Grade 4 pupils of Jimenez Central School (JCS) enrolled in the school year 2020-2021 participated in the study The Division evaluated and validated Science quarterly assessment was used as the instrument for this study. Utilizing statistical tools such as Actual Mean, Hypothetical Mean, the z-test, and the t-test, the instrument's data were analyzed and interpreted. Results of the study showed the following: (1) the performance level of the pupils before the intervention did not meet expectations, (2) the performance level of the pupils after the intervention was satisfactory, and (3) there was an improvement in the pupils’ performance level in science when Kotobee-digitalized modules were used. The researchers recommend the following: (1) teachers could conduct a follow-up study to improve pupils’ academic performance level in other subject areas, (2) teachers could initiate a similar study on pupils from other grade levels, and (3) researchers could determine the perceptions of pupils, teachers and parents in the utilization of the Kotobee Author and Reader application
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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