This research examined the academic enablers that help undergraduate students wi hearing impairment (SWHI) succeed in higher education, addressing their uniq obstacles. SWHI students have unique academic challenges that need tailored interventio and support services to improve their education. Promoting diversity and academic succe in higher education requires understanding these obstacles and supports. A census samp of 30 SWHI undergraduates from a private institution was used for a quantitative stud Surveys in sign language were analyzed using SPSS. Descriptive and inferential (...) statisti were used to analyze academic engagement, interpersonal skills, academic motivation, a study abilities. Academic Engagement demonstrated significant engagement with 56.1 asking test questions and 68.3% participating in classroom discussions. Interpersonal Ski showed active listening (78.0%) and good group work (75.6%). Academic motivati emphasized self-improvement (78.0%) and intrinsic curiosity (73.2%). 73.2% attended cla without doing homework, indicating study skills issues. Future studies should exami academic diversity and accessibility initiatives. (shrink)

This study examined the effectiveness of video-based instruction (VBI) as a learning remediation strategy in teaching Laws of Thermodynamics among Prospective Science Teachers at Bulacan State University. The researchers employed – a one-group pretest–posttest design to assess the 35 prospective science teachers who were purposively selected. More so, data was gathered through researcher-made pretest-posttest achievement tests and an adapted Likert survey questionnaire. The data was treated descriptively and inferentially. The findings showed that VBI as a learning remediation strategy positively affected (...) the preservice teachers’ achievement. In addition, data shows a significant difference between the pretest and posttest in teaching the laws of thermodynamics. The ease of use of VBI as learning remediation in teaching laws of thermodynamics in terms of pedagogical content, individual learning focus, ability to work at pace, and increased engagement was very effective. The learning achievement of the prospective science teachers was significantly related to the ease of use of VBI as a learning remediation. However, it was observed to have a high positive association. Future use of VBI can enhance the prospective science teacher’s competence in using VBI in teaching science subjects. (shrink)

This capstone project aimed to develop an offline computer-based assessment (CBA) tool that uses a computer instead of a traditional paper test in evaluating student learning. This addresses the difficulties faced by teachers in administering quarterly assessments. Incorporating technology into student assessment can increase student interest because of the immediate feedback generated automatically and can help teachers improve their work performance. This capstone project employed a developmental approach and utilized a modified ADDIE (Analysis, Design, and Development) model to design the (...) tool using Microsoft PowerPoint and Excel. Ten experts in mathematics, ICT, and assessment validated the face and content validity of the developed CBA tool. Based on the panel’s evaluation, the developed offline CBA tool in Statistics and Probability has passed all the assigned criteria, such as functionality, usability, efficiency, technicality, and accessibility. Overall, the developed CBA tool is suitable for use to address assessment-related issues. (shrink)