Proactive educational institutions have introduced entrepreneurship education in their curricula to improve the employability of their learners. Using learners as the lens, the aim of this paper was to assess the efficacy of such programmes in the context of South African high schools and taking into consideration the ethnic and income dynamics of such schools. We argue in this paper that entrepreneurial intention should be complemented with other measures such as frequent enterprise visits and school business projects, especially (...) in the context of junior learners. Purposive sampling was used to select the schools for the case study. Learners (N=403) were drawn from high, medium and low-income schools for the study. Quantifying and non-quantifying data analysis methods were used to interpret the data. Descriptive and inferential statistical techniques were implored to analyse the survey data. The data set was subjected to chi-square tests and multivariate analysis using the SPSS software. It was revealed that an overwhelming majority (62%) of the respondents indicated that they would like to start up a business after their studies. Of these numbers, the overwhelming majority (81%) were black learners. It is also worth noting that a significant proportion (73%) of those that want to become entrepreneurs actually came from the middle income schools. (shrink)

Indigenous people (IP) have faced multiple difficulties in education. Indigenous students often do worse academically than non-indigenous student peers. These stated the low enrollment rates showed a dropout rate, absenteeism, repetition rates, literacy rate, and thus the educational outcomes, with retention and completion being two significant issues. Further, this study explores the lived experiences and challenges faced by indigenous high school students amidst the new normal education. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) (...) The reason why IP learners were not satisfied with their performance is that they cannot understand some of the lessons due to the language barrier. (2) IP learners are committed to finishing their studies, however, some of the students lack resources for studying, like gadgets for researching, and they do not have cell phones. And the other students may have gadgets or cellphones, but their internet connection is low or not accessible in some places at their location. (shrink)

Senior high school is known to be part of the newly implemented K-12 program in the Philippines' educational system. Hence, this program added two years to the academic learning program of students, which mainly focuses on different theoretical and vocational strands that aim to prepare and fully furnish the students for education and employment in the future. Due to adjustments to new online learning amidst the pandemic, students begin to experience various challenges, primarily social support and mental well-being. (...) Hence, this study investigates the relationship between social support and anxiety with 160 respondents from private schools. The findings revealed that social support and anxiety have a significant relationship (r=0.126). (shrink)

Vietnam is a fast-growing economy with a population of more than 100 million people. Along with the stable development of the country’s economy, a mindset focusing on making money is also growing in Vietnam. Nonetheless, there has been a noticeable lack of formal education in economics for young people, especially in high school curriculum. Thus, this paper provides a quick look at the issue from the perspective of influential journal articles and books on Vietnam economy. Currently, as the (...) high school curriculum does not include economics, the high school students do not have a formal source of information. Even when they can easily find documents on the Internet, the quick survey suggested a scarcity of trustworthy documents for students. The findings suggest that economics education in Vietnam is currently behind the economic development of the country. (shrink)

The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test on (...) integers. It was further revealed that the students have average metacognitive awareness and performed well in the fundamental operation of integers. Follow-up qualitative analysis revealed that students who were high achievers had the best understanding, average achievers had corrected or incomplete understanding, and low achievers had a functional misconception of integers. Moreover, the student's metacognitive awareness was significantly related to their conceptual understanding of integers. This indicates that student's higher-order thinking skills, such as metacognition, are essential since they are associated with building conceptual skills. Thus, teachers should encourage students' metacognitive awareness to improve students' conceptual understanding of integers. The study provides relevant information for educational managers on the potential factors to be considered in improving mathematics education practices, particularly in promoting metacognition among high school students. (shrink)

Self-esteem can influence educational success, and educational success can also be influenced by self-esteem. Hence, high self-esteem has been recognized as a key predictor of academic success in students. Thus, this study investigates the relationship between self-esteem and anxiety of senior high school students. Employing descriptive-correlational design with 194 senior high school students enrolled in private schools during the school year 2021-2022. Based on the statistical analysis, there is a correlation between self-esteem and anxiety (...) (r.=.125). (shrink)

This study is concerned with linguistic competence and relationship between the socio-demographic profile in terms of parents’ education background and assigned household chores. The researcher made questionnaires and essay tests and administered among senior high school students who were randomly chosen as respondents. To analyze and interpret data, mean, standard deviation, T-test, and One-Way Analysis of Variance were utilized. ANOVA was conducted to determine whether there was a significant relationship between the socio-demographic profile and the level of linguistic (...) competency of the senior high school students. Findings revealed that there was no significant relationship between the parents’ educational attainment and linguistic competences. ANOVA was conducted again to determine whether there was a significant relationship between the assigned household chores and the level of linguistic competency of the senior high school students. Similarly, results indicate that linguistic competences do not differ among respondents with different assigned household chores. In addition, T-test was conducted to determine whether there was a significant difference among the level of linguistic competencies of the senior high school students in Ormoc City Regional Sports Academy, but the gathered results revealed that there was no significant difference among linguistic competence level. However, there was a significant difference in the linguistic competence in organization of ideas among senior high school students. Grade 11 students have significantly higher mean in organization of ideas than Grade12 students. Major findings revealed that the respondents were at the basic level under the Common European Framework of References for Languages. Generally, the linguistic competence of the senior high school students should be improved. A proposed remedial activity in English writing skills is adapted to level up the linguistic competence of the senior high school students. (shrink)

The prediction potential of the model "emotional intelligence and self-reliance" to students' mathematical performance was investigated in this study. This research was conducted in the third and fourth quarters of the academic year 2021-2022. The quantitative research design, specifically comparative and regression analysis, was used in this study. The comparative design was utilized to assess the differences in emotional intelligence and self-reliance between male and female students, and the regression analysis was performed to see if the model "emotional intelligence and (...) self-reliance" can predict students' mathematical performance. In terms of emotional intelligence and self-reliance, the findings show no significant difference between male and female students. Furthermore, the student's emotional intelligence and self-reliance were strong predictors of mathematics performance. It implies that emotional intelligence and self-reliance are essential factors in better math learning. The study suggested that teachers may improve their students' emotional intelligence and self-reliance by integrating social and emotional learning programs into their classes. (shrink)

The study was conducted to explore teachers’ experiences in the delivery of science subjects during the first school year of implementation of distance learning. The teachers’ experiences in the delivery of science subjects served as a reference for formulating innovation to make learning effective in distance learning modality. The data for this study were collected through an interview schedule. It was done through one-on-one in-depth interviews with each participant with the observance of COVID-19 safety protocols. The interviews with all (...) participants were audio-recorded. The data were transcribed verbatim by repeatedly listening to the recorded audio recording. Transcribed verbatim responses were then translated into English. After that, significant statements were determined from all participants’ responses. Lastly, themes and sub-themes were generated from the participants’ significant statements. Based on the result of this study, the following themes have been generated: preparation experiences, adjustment experiences, and unpleasant experiences. Preparations experienced by the participants were professional development, learning resource preparations, and aligning lessons to MELCs. The participants also had adjustment experiences, including content modification and ICT utilization. Also, unpleasant experiences by the participants were an overwhelming workload, complex communication, problems with assessment, and poor student learning. All the teachers’ experiences identified by the Hilongos National Vocational School junior high school teachers serve as the basis for formulating an innovation project. An innovation project for the new normal will address the unpleasant experiences of the teachers. Hence, the innovation project on improving students’ learning for science subjects in a distance learning modality must be utilized to cater to the needs of the school’s clients, the learners. The study concluded that an innovation project on improving students’ learning of science subjects is necessary to equip the Science Teachers of Hilongos National Vocational School with skills to improve the delivery of science subjects in the new normal. It is also recommended to alleviate teachers’ workload, strengthen communications, address problems in assessment, and improve students’ learning. (shrink)

Given the growing interest in entrepreneurship education and the quest to provide entrepreneurial skills to all including the youths, the study investigates high school learners’ interest and readiness to start a business in South Africa. A group of high school learners (n=403) from select high schools in Cape Town was purposively sampled using self-administrated questionnaires while personal interviews were held with all Business Studies teachers in the participating schools (n=9). The results of this study indicate (...) that 52% of the learners are interested in starting a business, while 73% of them were from moderate income schools. A chi square test was performed to determine if the race and income level of the school influenced learners’ responses, and we found no statistical significance (P > 0.01). An overwhelming majority of the learners (73%) was of the view that they could start a business with the help of the knowledge and skills gained in the entrepreneurship education received. Suggestions on how to increase high school learners’ entrepreneurial intent and readiness to start a business upon leaving high school include the implementation of frequent learner visits to businesses as well as inviting entrepreneurs to give talks to learners. The goal of any scientific social enquiry such as the one pursued in this study, is to produce knowledge that assists in distilling viewpoints that express accurate necessities for socioeconomic development. Therefore, the practical implications of the study reside in the reinforcement of the need for a curriculum that addresses entrepreneurship education in South African high schools. -/- . (shrink)

This study explores the needs of Senior High School (SHS) Mathematics Teachers in Cabanatuan City’s Schools Division Office, focusing on professional qualifications, familiarity with essential Mathematics knowledge, and employed pedagogical strategies. Using descriptive research approach, the study examines the correlation between respondent profiles, Mathematics knowledge, pedagogical approaches, and the adequacy of educational infrastructure. Results indicate that most respondents demonstrate excellent familiarity with essential Mathematics knowledge, predominantly employing assessment as a pedagogical strategy. No significant relationship exists between respondent profiles (...) and General Mathematics essential knowledge competence. Respondents highly rate the DepEd-issued Teacher’s Guide, and Mathematics materials’ availability and sufficiency in classrooms are satisfactory. The study recommends providing more usable Mathematics tools and materials, emphasizing targeted Mathematics-related seminars for SHS Mathematics teachers in public secondary schools within Cabanatuan City. (shrink)

This study investigates the relationship between mental health and emotional intelligence among senior high school students in a public school. Thus, the study employed a correlational design to measure the relationship between mental health and emotional intelligence among 152 Grade 12 senior high school students in a public school. Hence, to measure the study’s variables - Mental Health Inventory and Emotional Intelligence Scale (EIS) were utilized. Based on the inferential statistics, the r coefficient of (...) 0.32 indicates a low positive correlation between the variables and a p-value of 0.00, indicating a significant relationship between the respondents' mental health and emotional intelligence. Implications and recommendations were discussed in the study. (shrink)

Should ethics be taught in the high schools? Should high school faculty teach it themselves or invite college and university professors (or instructors) into the classroom to share their expertise? In this paper, I argue that the challenge to teach ethics in the high schools has a distinctly Deweyan dimension to it, since (i) Dewey proposed that it be attempted and (ii) he provided many valuable resources with which to proceed. The paper is organized into four (...) sections. In the first, I summarize Jim Garrison’s account of Dewey’s philosophy as education and argue that it offers an exceptional tool-kit to someone interested in advocating for high school ethics pedagogy. The second section presents Dewey’s model for ethics instruction in a high school setting, as articulated in his only essay devoted specifically to the subject: “Teaching Ethics in the High School.” The third examines Peter Singer’s brief essay, “Moral Experts,” to see whether moral expertise is a sine qua non for teaching ethics in the high schools. In the fourth and concluding section, I propose that meeting the Deweyan challenge of teaching ethics in the high schools requires, first, preparing oneself to overcome the objection that such a project is naïve, utopian or just plain foolish and, second, organizing enthusiastic participants to develop and test a prototype, experimenting with various implementation strategies on a small scale before attempting a bolder and larger scale version of the project. Apropos of this second requirement, I showcase the Center for Education in Law and Democracy’s “The High School Ethics Project” in the state of Colorado. (shrink)

The current situation amidst the pandemic has caused such negativities to people, especially among students. It has affected thewell-being and happiness that everyone experiences. In, on the other hand, students who were enrolled amidst the pandemic were more likely to experience mental exhaustion such as anxiety and depression, as this current situation limits and affect their academic performances and the level of happiness they feel. This study investigates the relationship between happiness and depression among senior high school students (...) here in the Philippines. The findings revealed a significant correlation between happiness and depression (r=0.041). (shrink)

Private schools are working tirelessly to provide a quality education without support from the government. This article aims to evaluate the internal and external job stress of high school teachers in private schools in Leyte, Philippines, and determine its governing factors. The study involved a complete enumeration process in selecting the participants and gathering primary data. In analyzing and extracting relevant information from the data, standard descriptive metrics, correlation analysis, and Chi-square test for independence were employed with the (...) aid of statistical software. The findings of the study depicted that private teachers are both internally and externally moderately stressful in their jobs. The Chi-square test revealed that employment status and years in service are associated with the private teachers’ internal job stress and it is significant at a 10% level. In addition, it is depicted that gender, monthly salary, and years in service are significantly dependent on the teachers’ external job stress at a 10% level. Conclusively, the school heads and management of private schools must lessen the work assignments to avoid exhaustion and increase benefits to improve the well-being of teachers. Moreover, it is suggested that teachers in private schools must be provided with training and seminars, incentives, supplies for teaching, and other benefits that improve their productivity and become globally competitive educators. (shrink)

Due to the COVID-19 Pandemic, several changes have been forcibly made and observed in various fields and areas of society, one of which include the field of education; the foundation of the formation of intellect and knowledge. After two years of studying indoors and private educational institutions holding virtual classes, the time has finally come for students to be re- adjusted once more to the blended mode of learning; a combination of virtual and in-person classes. Thus, this study aimed to (...) investigate the development of students’ study habits and how these habits could potentially affect the students’ academic achievement or performance. The study utilized a descriptivecorrelational design to examine the impact of study habits to the academic performance of 137 senior high school students. The study made use of the Palsane and Sharma’s Study Habits Inventory, or also known as PSSHI, and using this instrument, the study has been able to procure sufficient results that will answer the present study’s problems. Using linear regression analysis, the present study found that there was a significance between the study habits and academic performance of the senior high school students, thus the study’s null hypothesis was eventually rejected. (shrink)

This study uncovered the sentiments of Filipino parents on the mandatory Reserve Officers' Training Corps (ROTC) in senior high school. The study employed the qualitative approach using text mining. The data used in this study were the selected 100 Facebook comments of parents on the online news articles posted on Facebook, headlining the mandatory ROTC in senior high school. The orange software was used to determine the most frequently used words in parents' sentiments on the mandatory (...) ROTC in old high school and to analyze the parents’ sentiments. Meanwhile, thematic analysis was utilized to formulate the definitions of parents' sentiments on the issue. The study revealed that the most frequently used words found on the sentiments of parents on the mandatory ROTC in senior high school as generated by Word Cloud in Orange software are ROTC, train, discipline, yes, mandatory, military, good, student, youth, country, and need. The study further revealed that Filipino parents believed that ROTC inculcates values, trains students to prepare for war, and is suitable for the country. They also thought that the Filipino youth needs discipline nowadays, that a highly qualified official should handle ROTC, and that it should be mandatory for all, except for the physically incapable. It was concluded that most Filipino parents favored implementing the compulsory ROTC in senior high school as the benefits that students and the country would derive outweigh the issues or oppositions against the proposed program. (shrink)

The COVID-19 outbreak had a profound impact on many facets of society, particularly on the educational system. Therefore, all educational content must be delivered to students online, and it is the student’s responsibility to adjust to this new norm. Hence, this study sought to investigate if there is a significant relationship between self-efficacy and resilience among senior high school students. This study utilized correlational research, with the 150 grade 12 senior high school students enrolled in 2022-2023 (...) as respondents. Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.53 indicates a moderate positive correlation between the variables. The p-value of 0.00, less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived (...) experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth. (shrink)

Because of the COVID-19 pandemic, procrastination has become commonplace due to changes in teaching and learning, which trigger students' academic burnout. As a result, it has increased the intensity of procrastination among students who are enrolled in online learning programs. As a result, students have difficulty as a result of the rapid change from in-person learning to online learning. The study investigates the relationship between academic burnout and procrastination among 150 grade 12 senior high school students. Hence, this (...) study employed a correlational design. Based on the inferential analysis, the r coefficient of 0.71 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between academic burnout and academic procrastination among grade 12 senior high school students. (shrink)

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The (...) research instruments and statistics were all validated and tested for reliability. The analysis revealed that the students are visual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary. (shrink)

Mental health among students is one of the major concerns amidst the pandemic. Employing a correlational design, this study investigates the relationship between emotional intelligence and mental health among 152 senior high school students. Based on the statistical analysis, the r coefficient of 0.82 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between emotional intelligence (...) and mental health among senior high school. Implications were discussed in the study. (shrink)

Main Objective of the Study -/- This study aims at describing the quality of Open High School Program based on the evaluation criteria popularized by Stufflebeam and Shinkfield (2014). It was contextualized to suit the needs of the researcher to investigate further on how well is OHSP doing so far. Brief Description of the Research Method -/- This study used quantitative method. The research design was descriptive-evaluative. Analyses of significant differences among the responses were done. There were 257 (...) respondents who were school administrators, OHSP coordinators, guidance counselors, class advisers and subject teachers. They came from 20 public secondary schools in Quezon Province. A real time online questionnaire via Google Form was used. Major Findings -/- Successful completion and cost per student were significant across all categories. When categorically assessed, their significant differences showed indications of quality, while eleven (11) others failed. Looking at slight differences, entails a critical point of analysis which suggests that quality is achieved when certain standards are clearly defined, complied, raised and continuously improved. Conclusions -/- OHSP meets some quality standards and it is not relative to SBM level of practice, type of institution, nature and classification of schools or even the years of implementing it. However, it can be achieved through time with the intention to improve effort, performance, adequacy, efficiency and process. Recommendations -/- Management of OHSP is recommended to follow maintenance and improvement activities focused on enrollment and mainstreaming process, quality assurance examination, fiscal management, curriculum, instruction and assessment, and partnership and networking. (shrink)

The study focused on exploring and understanding the challenges junior high school teachers in the Division of Rizal faced during the full implementation of in-person classes and identifying the coping mechanisms they employed to adapt to this new educational landscape. Forty participants were purposefully selected from various public secondary school clusters in the division of Rizal. A qualitative phenomenological design was employed, and the information collected through Google Forms was imported into Microsoft Excel and Microsoft Word. After (...) importing the data, it was coded through and looked for patterns in the meaning of the data to find themes. It was analyzed using QDA Miner Lite to make a user-friendly, accessible, and simple-to-use software for qualitative data analysis. QDA Miner Lite allowed for a quicker and more accurate breakdown of documents, enabling organization, coding, annotation, retrieval, and analysis of document and image collections. The study revealed these categories and themes: Experiences in Teaching in In-Person Classes. Teachers' experiences during the full implementation of in-person classes were categorized into five themes: Comparison to distance learning modalities, Student- centered Focus, Positive emotional experiences, Challenging Emotional experiences, and Adaptations. Comparison of Teaching Experiences. The comparison and contrast of teaching experiences between distance learning and in-person learning revealed six themes: Assessment and Progress Monitoring, Stress and Fulfillment, Effectiveness and Limitations, Technology and Connectivity, preparation and Communication, and Learning Environment and Engagement. Identified Challenges in In- Person Classes. The study identified nine challenges faced by teachers and schools during the full implementation of in-person classes. These challenges encompassed issues related to Classroom Infrastructure and Facilities, Learning Gaps and Academic Challenges, Behavioral Issues and Student Discipline, Safety, and Security, Teacher Workload and Teaching Loads, Student Engagement and Parent Involvement, Gender-Responsive Policy and Early Pregnancy, Professional Development, and Learning Materials. Coping Mechanisms for Challenges. The coping mechanisms employed by teachers in response to the identified challenges included Collaborative Support and Professional Development, Resilience, and Positivity, Student-Centered Strategies Interventions, Adaptability, and Flexibility, Emphasizing Physical and Mental Health, Effective Communication Involvement of Stakeholders, Innovative Teaching Approaches, and Reminding Purpose and Passion. The study provides valuable insights into teachers' experiences and challenges in fully implementing in-person classes. The identified coping mechanisms offer potential strategies to support educators in navigating the complexities of teaching in this environment. Educational institutions and policymakers can use these insights to develop supportive and enriching learning environments for teachers and students. By implementing targeted interventions and policies, stakeholders can optimize the teaching and learning experiences in the in-person learning setting and foster a positive and conducive educational environment. (shrink)

This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an (...) overall decrease in civic engagement in the transition out of high school, both internal and social factors protected participants from steep civic decline. Interaction effects varied. Ethnicity and education interacted in different ways with the dimensions of civic purpose to predict change in traditional and expressive political engagement, and community service engagement. (shrink)

This quantitative study explores the acceptability of Online Learning Action Cell (LAC) practice as a school-based professional development strategy for Tagumpay National High School (TNHS) teachers. The research was motivated by the Department of Education (DepEd) Order No. 35 s. 2016 which prompts public schools to comply with the implementation of LAC sessions because it has a positive impact on teachers’ beliefs and practices resulting in education reforms for learners’ benefit. However, in compliance with DepEd’s policy on (...) maximizing Time-On-Task (DepEd Order No. 9 s. 2005) and the teacher’s conflict of schedule and other ancillary and coordination functions, absences or non-participation in classroom LAC was noted. The viability of offering Online LAC sessions using appropriate media and technologies to provide more options and flexibility for the study is suggested and tested utilizing a conceptual framework drawn from DepEd Order No. 35 s. 2016, Simonson’s Equivalency Theory and Anderson’s Community of Inquiry (COI). A descriptive survey method was used in this study with purposive sampling identifying ten Technology and Livelihood Education (TLE) teachers to pilot the Online LAC based on the memorandum issued by the school head. The subjects went through a week of experience in a LAC session using Facebook (FB) as Learning Management System (LMS) while a researcher-designed survey tool in the form of a Likert-type scale questionnaire was administered via Google forms before and after the online session to measure teacher’s acceptability of Online LAC Session practice. In the analysis, a descriptive statistic shows that pre-post survey results on Online LAC session planning is from ‘moderately acceptable’ to ‘very highly acceptable’; implementation is from ‘acceptable’ to ‘very highly acceptable’, and evaluation is from ‘moderately acceptable’ to ‘very highly acceptable’. TNHS teachers' acceptability of Online LAC session practice increases after their participation in a fully-online learning environment. Limitations, recommendations, future research directions, and conclusions are also included in the study. -/- . (shrink)

This study developed an instrument that measures the attitude of Filipino high school students towards mathematics, with reliable predictors and factors. Using the responses of 300 high school students from Zamboanga Sibugay, the validity and reliability of the Mathematics Attitude Scale (MAS) was tested using Exploratory Factor Analysis (EFA) and reliability analyses. The EFA showed that four-factor structures of the instrument, regarding the mathematics attitude for high school students, explained 27.48% of the variance in (...) the pattern of relationships among the items. The Average Variance Extracted (AVE), Composite Reliability, and Cronbach’s Alpha coefficients were reported. They proved that the extracted constructs have obtained and satisfied convergent validity. Thirty-three items remained in the final questionnaire after deleting the twenty-seven items with factor loadings of less than 0.4 (Students’ Perceived Motivation and Support in Learning Mathematics: twelve items; Students’ Perceived Anxiety in Learning Mathematics: ten items; Students’ Perceived Self-Efficacy in Learning Mathematics: six items; and Teachers and Parents’ Influences to Students in Learning Mathematics: five items). This study has confirmed the four-factor structure of the MAS. Educators and researchers can use the MAS to better understand the attitudes of Filipino high school students towards mathematics. (shrink)

The development of student's skills in the conduct of research, both qualitative and quantitative, is envisioned in the K to12 curriculum. This study uses qualitative research to show students' perceptions and understanding of a particular issue. Similarly, it describes apparent cultures postulated within the students' chosen themes. Finally, it determines the development of cultural knowledge in the context of Merleau-Ponty's phenomenology of perception among Grade 11 students at a Senior High School near Laguna Lake in the City of (...) San Pedro, Laguna, Philippines, during the school year 2016-2017. Semi-structured interviews, focus group discussions, and triangulation was used to obtain students' cultural understanding and share their experiences undertaking diverse qualitative research using purposive sampling. The data was analyzed using phenomenological analysis. Students' perceptions and streams of consciousness include street children, child labor fishermen, and school violence. Cultural understanding encompasses (a) the economic and psychological implications of family, (2) camaraderie, pakikisama and pakikiisa, and (3) education as a survival strategy. Senior High School students' research experiences connect underpinnings of cultural understanding. (shrink)

This study investigated the experiences of Physical Science teachers who were not specialized in their field. Twelve out-of-field Physical Science teachers, selected via purposive sampling from the Schools Division of Baybay City, participated in the transcendental phenomenological study. For data collection and subsequent thematic analysis using Colaizzi's seven steps, in-depth semi-structured interviews were utilized. Five metaphors describe the study's findings in the form of emergent themes. The first theme is the Chameleon teacher described as an adaptable teacher, analogous to a (...) chameleon that alters its coloration to blend into its surroundings. Developing a resilient mindset is the second aspect, symbolized by the Phoenix Within, which signifies the capacity to triumph over challenges. Thirdly, the Symphony of Knowledge symbolizes teachers' and learners' synergistic partnership and active participation throughout the educational journey. The fourth theme, the Gardener of Knowledge, compares an educator to a conscientious gardener who nurtures their development and that of their students. Crossing Unfamiliar Territory is another theme that examines Physical Science teachers' difficulties when instructing outside their field. As a result, the experiences of these teachers mitigate the issue at hand, thus positively impacting the student's academic development. Sustaining resilience in the face of adversity was inexplicably enhanced through implementing fostering strategies and cultivating a positive mindset. Similar to the adverse encounters, they must confront the obstacles posed by their lack of pedagogical expertise, content knowledge, and struggles. The favorable and unfavorable experiences of physical science teachers who did not specialize in their field provided them professional development opportunities. They underscored the value of maintaining a positive outlook. (shrink)

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was (...) structured around central questions to provide insight into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher’s background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers’ weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students’ thinking about other academic areas of study and in some cases opens them up to new ways of thinking. (shrink)

Reading proficiency plays a vital role in keeping up-to-date with technological advancements and innovations in education. However, there are Grade 7 students who need help with the essential skill of reading. These students need support for them to cope with the classroom demands. This transcendental phenomenological qualitative research aims to determine the academic experiences of struggling readers inside the classroom. Five struggling readers were the participants of this study. These five participants were purposefully selected after being recommended by the (...) class='Hi'>school reading coordinator. The interview guide questionnaire was the instrument of this study. The interview guide questionnaire contains open-ended questions that were validated by experts. One-on-one interviews were conducted for about 20 to 40 minutes each. Using an audio recorder, the interviews were recorded. After the interview, a verbatim transcription was made and thematic analysis was utilized to analyze the significant lines of the participants. The following themes were elicited from the participants' responses, namely: lack of computer skills, limited visual attention span, hesitation and anxiety to participate, difficulty in interaction, difficulty with the use of technology in education, confusion with letter-sound identification, less motivation to learn, problem understanding the lesson, and slow in taking down notes. The participants attributed their reading difficulties to themselves, their teachers, and their parents. In light of these findings, it is strongly recommended that a robust and comprehensive reading recovery program be implemented. This program should address struggling readers' multifaceted challenges and provide them with the necessary support to enhance their reading proficiency and overall academic performance. (shrink)

This capstone project aimed to enhance the operational efficiency of school transactions at Mary Perpetua E. Brioso National High School (MPEBNHS) in response to challenges posed by the COVID-19 pandemic. This goal was achieved by developing and implementing the Mobile-Based Selected School Services Application, "iSkulSerb." The development of iSkulSerb followed the systematic approach of Borg and Gall's (1983) Research and Development (R&D) methodology for creating and validating educational products. To ensure the validity and reliability of the (...) application, it underwent rigorous examination by both IT and education experts. Additionally, survey questionnaires were administered during the project's implementation to assess the impact of iSkulSerb's features on school stakeholders. The research findings highlighted positive perceptions and outcomes related to iSkulSerb. Stakeholders demonstrated a favorable acceptance of the application, as evidenced by an overall weighted mean of 4.34. The accessibility of school services saw a substantial improvement, reflected in the weighted mean of 4.37. User-friendliness also received positive feedback, with an overall weighted mean of 4.27. These findings suggest that iSkulSerb effectively addresses the challenges faced by the school, contributing to enhanced operational efficiency and improved stakeholder experiences. Given the demonstrated reliability and efficacy of iSkulSerb, there is a compelling case for its widespread adoption across other public schools within the Schools Division of Masbate Province. The positive reception and success metrics indicate that iSkulSerb can serve as a benchmark for other regional schools. (shrink)

One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts (...) and beliefs about differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices. (shrink)

This study delved into the realm of emotional presence and its potential impact on students' academic performance within collaborative online learning environments. While emotions were recognized as influential factors in the learning process, the specific relationship between emotional presence and cognitive outcomes remained elusive, particularly in the context of virtual classrooms. This research addressed a critical gap by investigating the relationships between emotional presence and students’ academic achievements in online classes. An exploratory sequential mixed-methods approach incorporating both quantitative and qualitative (...) components was used. Fifty (50) senior high school students engaged in online learning were selected through the purposive sampling technique. Quantitative findings revealed that emotions did not exhibit a significant correlation with students' academic achievements in the online learning environment. However, insights from the qualitative analysis shed light on the emotional experiences of students, indicating negative emotions such as anxiety, fear, and disappointment. Despite these challenging emotions, students were still capable of achieving favorable academic outcomes. In conclusion, while the emotional presence of students may have been predominantly negative, their academic achievements in online learning environments remained satisfactory. This suggested that learners could effectively navigate and succeed within the virtual classroom setting, even in the face of emotional challenges. Educators were encouraged to create supportive online learning environments that highly addressed students' emotional needs alongside their educational requirements. By fostering emotional well-being, teachers could enhance the overall learning experience and promote positive outcomes in virtual education. (shrink)

This study aims to determine the implementation and constraints of teachers in assessing students’ attitudes at school. This study adopted a qualitative approach with descriptive methods. This research involved 29 informants, consisting of 23 teachers, three school principals, and three supervisors in South Kalimantan, Indonesia. Data were obtained by using interviews, observation, and documentation. The indicators in this study include the implementation of attitude assessment, the instruments used in assessing attitudes, teacher constraints in assessing attitudes, and follow-up attitude (...) assessments. The supervision process by the school principal and school supervisor has been carried out routinely and continuously. However, the teacher was left to make a sober assessment. The assessment is still being carried out to the extent of filling out the report. This result demonstrated several weaknesses in the quality assurance system for assessing student attitudes. (shrink)

High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting & influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with (...) virtues. Although some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or interact with them. It is also a great responsibility of the teacher in school to have positive approach towards students. If not there are possibilities in change of behaviour among students & leads to several problems. For example, frequent episodes of fighting, scholastic backwardness, substance abuse; antisocial or institutional activities, destructive behaviour and change in attitude in students are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. This research paper’s aim is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its impact to bring positive as well as negative behaviour change in the students. The study has reported that students are often facing emotional problems by the negative approach of the teachers. It is recommended that to create awareness among teachers in the school for the smooth handling the children with the positive approaches. 50 high school students; 25 girls and 25 boys were taken and interview schedule is used. Both the primary and secondary methods are used and the study is descriptive in nature. (shrink)

South Korean high school students are being taught Einstein’s Special Theory of Relativity. In this article, I examine the portrayal of this theory in South Korean high school physics textbooks and discuss an alternative method used to solve the analyzed problems. This examination of how these South Korean textbooks present this theory has revealed two main flaws: First, the textbooks’ contents present historically fallacious backgrounds regarding the origin of this theory because of a blind dependence on (...) popular undergraduate textbooks, which ignore the revolutionary aspects of the theory in physics. And second, the current ingredients of teaching this theory are so simply enumerated and conceptually confused that students are not provided with good opportunities to develop critical capacities for evaluating scientific theories. Reviewing textbooks used in South Korea, I will, first, claim that the history of science contributes to understand not merely the origins but also two principles of this theory. Second, in addition to this claim, I argue that we should distinguish not only hypotheses from principles but also phenomena from theoretical consequences and evidence. Finally, I suggest an alternative way in which theory testing occurs in the process of evaluation among competitive theories on the basis of data, not in the simple relation between a hypothesis and evidence. (shrink)

Climate change and environmental degradation are threatening the existence of humanity. The youth have the potential and capability to play a pivotal role in tackling these challenges. Therefore, the current study aims to examine how school and family environmental education can enhance environmental knowledge, willingness to take action, and pro-environmental behaviors among children and young people. The Bayesian Mindsponge Framework (BMF) analytics was utilized on a nationally representative dataset of 2069 Vietnamese primary, secondary, and high school students. (...) The analysis results suggest that school and family environmental education is beneficial for improving students’ environmental knowledge and willingness to take environmental actions. Notably, the effect of school education is more substantial for cultivating environmental knowledge, whereas family education has a stronger impact on raising students’ willingness than school education. Students with higher levels of environmental knowledge are more likely to conduct pro-environmental behaviors only when they are willing to take environmental actions. If students are unwilling to act, higher environmental knowledge is negatively associated with the likelihood of pro-environmental behavior. Following these findings, we call for coordinated education efforts of schools and families to cultivate students’ eco-surplus culture. The education efforts should be implemented along with exposing students to environmental settings and encouraging them to read environmental books. (shrink)

This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. The structural model revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The (...) family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can serve as a guide in making programs in the classroom or curriculum in mathematics. (shrink)

The objective of this study was to determine the teachers? performance in Digitized Education in Private and Public Schools in Pila, Laguna and their performance at school through different teaching modalities. It sought to answer three basic questions. What is the extent of the digitized education using different modalities as to Online teaching and learning, Modular Teaching/ Learning, Flexible and Blended Teaching and Learning?; What is the level of teachers? performance in terms of IPCRF Individual Performance Commitment Review Form) (...) and COT (Classroom Observation Tool)?; Is there a significant relationship between digitized education as to teaching modalities and teachers? performance? The retrieved data were subjected to computerized statistical computations through weighted mean, standard deviation and Pearson r formulas in determining the focal points, dispersals and direction of relationships between the independent and dependent variables The following findings in importance were sequentially obtained as to the extent of the digitized education using different modalities in online teaching / learning, the respondents recognized high extent of it because there were available resources which also provided accurate results of students? assessments. The extent of digitized education using modular teaching/learning, the respondents recognized high extent of it as they were informative, relevant and timely to every lesson which was also effective on students? performance. Flexible and Blended Teaching and Learning to which the respondent recognized very high extent of it as the teachers were flexible in every teaching modality and were computer literate with students? engagement and comprehension were well measured. There was a significant relationship between digitized education as to teaching modalities and teachers? performance in terms of Individual Performance Commitment Review Form and Classroom Observation Tool. It was concluded therefore that there was significant relationship between Digitized education and Teachers? performance so hypothesis was rejected. The following recommendations were hereby offered; maintenance of the quality deliverance of academic instructions in different modalities in a Digitized Education; the teachers must be thoroughly exposed to relevant and actual trainings for them to perform well in a Digitized education. (shrink)

This study investigated problems of school management and secondary school students' academic performance in Calabar Education Zone of Cross River State. Two null hypotheses were formulated to guide the study. The study adopted an ex-post facto research design. Proportionate stratified sampling technique was employed in selecting a sample of 3616 students out of the population of 18, 078 students. "Problems of School Management Questionnaire (PSMQ)," and Senior Secondary Mathematics Achievement Test (SSMAT) were the instruments designed by the (...) researcher, were used for data collection. The data collected were analysed using descriptive statistics; while the null hypotheses were tested at .05 level of significance using population t-test and multiple regression analyses where applicable. Microsoft Excel 2016 spreadsheet program was used in the analysis of data. Findings from the study revealed among others that; secondary school students' academic performance in Calabar Education zone is significantly high, disciplinary control, classroom management, and teachers' motivation significantly influence secondary school students' academic performance respectively. Based on these results, conclusions were drawn and recommendations were made. (shrink)

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in teaching (...) mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool. (shrink)

Assessment of students’ attitudes towards test-taking in secondary schools in Afikpo Education Zone of Ebonyi State, Nigeria was the main thrust of this study. The study was guided by four null hypotheses in line with the ex-post facto research design. Proportionate stratified random sampling technique was employed in selecting a sample 1,276 respondents from a population of 12,763 students distributed across 43 public and 71 private secondary schools in the study area. Students’ Attitudes Towards Test-Taking Questionnaire (SATTQ) with Cronbach's alpha (...) reliability coefficient of .893 was used for data collection. The null hypotheses were all tested at .05 level of significance using population t-test and independent t-test statistical methods. Emerging findings showed that the level of students’ attitudes towards test-taking as an academic activity in secondary schools is significantly high. It was also shown that males students, students in urban and private schools significantly differ in their attitudes towards test-taking as an academic activity, from female students and students in rural and public secondary schools. Based on these findings, it was recommended, amongst others, that all students irrespective of gender, school type and school location should be properly counselled by both teachers and professional counsellors to develop positive attitudes towards taking tests in schools. Keywords:. (shrink)

The word education comes from the word ‘educere’ which means to bring about what is already in. As Swami Vivekananda said, “Education is the manifestation of perfection, already present in man”. The purpose of education is to detect talent proactively and the purpose of school education is to guide the child’s discovery of himself, identify and nurture his potential to the fullest. Education is the stepping stone for high flying career. Education system in India is of dates back (...) where the children’s were taught in Gurukuls and the Guru-Shishya system was the means of education. Indian education system was improved when Universities like Nalanda, Takshashila, Ujjain and Vikramshila came into existence. Education system in India is managed and controlled government well, providing education to all without any discrimination had become the priority of the government. Education lends beauty to a man. Education is man’s precious wealth. When a man travels abroad, education stands by him like a kinsman. Respected president Sri. Venkatraman in his Convocation address explained in clear terms the implication of five values of Sathya, Dharma, Santhi, Prema, and Ahinsa. These are terms like the five life breaths for man. Not only that they are also the panchabhutes (five basic elements). Without these values humanness will be destroyed. This survey was done to study the opinion of school teachers about need for value based education and to explain the pattern of existing education system. To study about the need for value based education an opinion survey among school teachers, The researcher undertake a survey in two schools under Jorhat district, Mjuli Mahkuma. (shrink)

This study is intended to determine the efficacy of the teachers and students involving social, cognitive, and teaching presences to the Senior High School students of Saint Joseph College. This study utilized the descriptive survey design. Calderon (2006), defined descriptive research as a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, processes, trends, and cause-effect relationships and then making an adequate and accurate interpretation of such data with or without or sometimes minimal aid (...) of statistical methods. The following major findings are: the status of the implementation of the online educational community is at a well-implemented level as rated by the students and the teachers. There is no significant difference between the rating of the teachers and the students on the status of the implementation of the online educational community. It can be concluded that the implementation of the online educational community could not be indicative of the performance of the students. Since there is no significant relationship between the implementation of utilizing online education, online learning can still continue as a learning modality whether there is an ongoing pandemic or not because there might be other factors that affect the performance of the students. The mode of the teaching-learning process could not affect the performance of the students. (shrink)

School administrators are mandated to take the instructional leadership roles. On this premise, a study assessed the extent of instructional leadership practices of public elementary school administrators in El Salvador City Division, Philippines. Also, it explored their actual practices, challenges encountered, and the ways they overcome the challenges in practicing instructional leadership. It employed a mixed-method research design. It administered the adopted assessment tool on instructional leadership to 15 school administrators and 12 of them were involved in (...) the individual interviews. This was conducted between the last quarter of 2019 and the first quarter of 2020. Descriptive statistics were used to describe the extent of instructional leadership practices. Also, it analyzed the actual practices, the challenges encountered, and the ways of overcoming these challenges using thematic narrative analysis. Results revealed that public school administrators have always practiced the four domains or strands of instructional leadership to a very high extent. Providing the technical assistance, conducting clinical supervision, and innovating teaching and learning emerged as themes of their actual practices. These administrators had encountered challenges in dealing with teachers’ attitudes, conflicting schedules and activities, and teachers’ resistance to changes. They overcome the challenges by trying to meet the competency standards, adapting and modifying the existing programs, contextualizing teaching and learning, and inculcating the value and benefits of class observation. Looking at the findings from the lens of deliberate practice theory, it was concluded that school administrators have indicated they have acquired knowledge and a high level of understanding of their instructional leadership roles. But despite of this, they still met challenges and have tried their best to manage them. This study presented some doable and practical recommendations to the Department of Education (DepEd) and concerned offices which may benefit both the internal and external stakeholders of the schools. (shrink)

Schools, colleges, and universities have become homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals’ potential and skills. Ultimately, schools and academia make up a system that serves a collective machinery but suffocates individual growth. This state of affairs is not a necessary evil. Learning, discovering and teaching can be a natural, spontaneous and luminous expressions of a free and (...) progressive growth if they are allowed to be practiced in an appropriate environment. This is a ‘manifesto’ for a Free-Progress-Education (FPE) paradigm according to which the best way of learning, acquiring knowledge, and doing research comes through a process of free self-directed learning, and a progress of self-unfoldment and self-discovery, that must be guided from within. In schools, colleges, universities and beyond. A FPE learning centre would be expected to foster curiosity, intuition, self-directed-learning in diversity, and, especially, wholesome respect for the practice of complete and responsible freedom of individual expression.FPE goes beyond the standard paradigm of unschooling or the pedagogical approach of democratic schools since it includes self-directed-education that can also work in high schools, colleges, universities, and research centres. It iAfter a brief introductory presentation, a personal preamble of the author describes his experiences with institutionalized learning from childhood to the doctoral dissertation and in a high school as a teacher. Then, the roots of the stagnant state of education will be investigated which is still based on an industrial and mechanistic mindset, and is perceived with increasing dissatisfaction. While analysing the detrimental effects that a managerial and industrial mentality has had on the education and intellectual growth of several generations, we will take as an example the deficiencies of the so-called big science, i.e. of the modern, large-scale scientific initiatives. Surveying past and present learning approaches such as the interesting renaissance of homeschooling and welcoming new trends such as unschooling or democratic education, the second part of this book looks beyond these paradigms searching for a wider spirit of education. It is emphasized that no reform is possible inside the current school and university paradigm, because it is in its essence an authoritarian system that won't allow itself to be dismantled from within. The last part of this book focuses upon a brief set of alternative proposals, which aim at overcoming the centuries-old shortcomings of the present educational system, by favouring intrinsic over extrinsic motivation. Preliminary practical ideas are put forward on what a free-progress learning community might look like, and what the first steps for its realization might be. It is explained there why it is only through a change from the ground up that the certificate-oriented educational system can transform itself into a project-oriented, self-organized, competence-portfolio based one, with no exams, grades, degrees, or other administrative trammels. At the same time, it must be made clear that the ultimate aim of doing away with the present system of assessment criteria would be to install a much deeper and articulated paradigm shift than some superficial reform and even beyond the actually undeveloped democratic education concept which still falls short beyond high-school level. What is visualized is an evolutionary pedagogical perspective, compared to the conventional one, and presented as the necessary condition for a 'Copernican approach' to education. Only after that perspective has been realized can new competences, curiosity, intuition, and real forms of creative learning return to flourish in schools and academia. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - CALABARZON, which (...) is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

The study investigated the management of students’ academic failure among secondary school students for high productivity in Obingwa Local Government Area of Abia State. The study was guided by two research questions and two hypotheses. Descriptive survey research design was used while the population of the study comprised thirty public secondary schools. A sample size of 10 secondary schools was selected from the 30 public secondary schools using stratified random sampling technique. Self-designed instrument entitled “Management Students’ Academic Failure (...) Questionnaire” (MSAFQ) was utilized. The validity of the instrument was ensured. Test retest method was used and reliability co-efficient of 0.80 and 0.83 was obtained through Cronbach Alpha Statistics. Mean was used to answer the research questions while Z-test statistics was used to test the hypotheses at 0.05 level of significant. The findings include but not limited to: lack of instructional material and inability of the teachers to stimulate students are causes of academic failures among students. It is therefore recommended that the government or appropriate agency should ensure adequate supply of functional instructional resources and teachers’ should do well to motivate students to learn thereby save students from incessant failures that could mar their future and life expectations. (shrink)

Aim: This study attempted to assess the organizational resiliency in the implementation of Basic Education School Learning Continuity Plan and to design a resilient basic education school learning continuity plan. -/- Methodology: The study used mixed method which is quantitative and qualitative. The data for the quantitative part of the study were gathered through a survey with the 19 school heads and 345 teacher- respondents while the qualitative method was conducted through focus group discussion interview with 19 (...) key informants who were composed of the teachers, school heads and stakeholders. The research instrument that was used for the perceived organizational resiliency was a survey questionnaire that was validated by the experts and which the reliability was tested through Cronbach’s alpha with excellent level of internal consistency. The statistical treatment for quantitative results used mean and standard deviation to determine the perception of the respondents with regards to the organizational resiliency on the implementation of the BE-SLCP and Pearson Product Moment Correlation Coefficient, testing its significance at the 0.05 level was used in finding out the relationship between the evaluation of the basic education school learning continuity plan and school performance indicators and organizational resiliency. While content analysis was employed for the qualitative results. -/- Results: The salient findings of the study were as follows: The result showed that the rate of enrollment during pandemic is low while the drop-out rate fostered a positive rate. The school heads and teacher respondents perceived the schools’ organizational resiliency as high. Based on the feedback of the key informants the lessons learned from the implementation of Basic Education School Learning Continuity Plan are strong collaboration, consistent communication, and enhanced ICT Skills. The best practices that were observed are sustained partnership and continuous implementation of programs, projects, and activities. The challenges encountered include authenticity of assessment and low capability of learning facilitators at home. The respondent assessed the developed learning continuity plan as very highly satisfactory. -/- Conclusion: The organizational resiliency of schools is high in its performance of continuing education during pandemic. The study suggests that the schools may developed creative strategies on increasing enrolment; the school may strengthen its school-based management level to ensure that the plans and goals for continuity of education will be achieved; the school may also consider strengthening the stakeholders’ involvement and the school may consider the strategy of close coordination and constant monitoring and follow-ups with parents/guardians on the implementation of learning delivery. (shrink)