Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?". Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary (...) public school teachers in preparing the new normal classroom observation. Results: Teachers believe that classroom observation is a measuring tool for achieving their professional goals or performance level. They also think that classroom observation can evaluate and assess the students' learning outcomes effectively and efficiently. Limitations: This study was limited to 22 secondary public school teachers in Cagayan, Philippines. Contribution: It can be helpful for teachers to improve their teaching techniques, strategies, methods, and instructional materials to be used amid this new normal of education. (shrink)

The online-based learning system is a current policy established by the Philippine government in all schools as a result of the COVID-19 pandemic. Shifting face-to-face schools with an online learning-based system creates problems, especially for elementary teachers. This study investigates elementary school teachers' practices in the new normal. The BEED - Generalist researchers employed phenomenological research and purposefully selected participants who were thoroughly knowledgeable to gather essential data about effective methods of virtual delivery. The data was collected through an (...) interview of ten elementary teachers in Magugpo, Pilot, Central Elementary School, using a researcher-made interview guide. Ten essential themes are being gathered, and these are the following: Encountering intermittent internet connection, Observing the struggles of the students, Experiencing increasing student participation, Having doubts about the student's output, Extended extra time to learn the virtual platform, Employed engaging activities, Aligned competencies, and strategies, Demonstrated resiliency, Seeing positive thinking as good mindset, Embracing educational shift and trends, and Adapting positively to changes. The result indicates that the elementary school teachers' practices are effective in virtual classrooms, making students more engaged and actively participating in the class. It is recommended that the result be utilized, improved, and implemented to ensure the effectiveness of handling the online course. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of (...) the study are the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of (...) the study are the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of (...) the study are the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of (...) the study are the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

Schools worldwide have started opening doors to welcome back students who, for almost two years, have been stuck studying at home. This study looks at the standpoint of Filipino students on going back to regular face-to-face schooling. There were 2,274 students of different tiers of education (high school, collegiate, graduate) from different major island groups of the Philippines (Luzon, Visayas, Mindanao) who participated in the study. The study used a mixed-method of descriptive statistics to present the quantitative data gathered (...) and thematic analysis of qualitative responses from the subjects. The majority of all the respondents favored going back to the physical classroom, and little only favored staying using the distance mode. In the qualitative analysis, the recurring reasons of the students varied from personal, economic, and fear of getting the virus. It was concluded that Filipino students want to go back to schooling. Moreover, a sizeable amount preferred hybrid while a small number preferred to stay in online or distance mode. Educational institutions should always observe the covid 19 protocol when students go back. (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)

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)

Management in the new normal is an inventiveness to adopt new drift in the education system. Thus, this research study purposely to examine the Management and Challenges of Criminology Deans in this progression of new normal living condition. A qualitative research approach particularly a Case Study design was utilized. The population of this study were focused on the Seven (7) Deans of Criminal Justice Education of various Universities and Colleges and a Semi Structured Interview employing the (...) open ended questions was utilized in order to extract more discussion on the Management and Challenges of the different deans, guided by the ethical principles on research. The results found out two challenges in the new normal; the Flexible and Remote Learning and Blended Learning Modalities. Intervention approach was also identified like the Work Home Status, Asynchronous and Synchronous Study Learning and Social Media plat forms. Indeed, the management of Deans is immediately needed in this challenging time like; lack of new computer skills, Academic freedom of teachers regarding poor performances of students, the duties and responsibilities of the personnel towards clienteles. (shrink)

Teachers encountered numerous challenges posed by the COVID-19 outbreak. Herewith, this study aimed to determine the challenges encountered by Filipino teachers in the new normal and their coping mechanisms. This study employed a qualitative inquiry to determine the challenges encountered and coping mechanisms employed by teachers amid modular instruction, involving 10 teachers from five secondary schools in the Philippines who participated voluntarily. Data were gathered through a written narrative from each participant and were analyzed thematically. Themed findings showed that (...) these teachers are greatly challenged in terms of learning quality transfer, module distribution and retrieval, students’ difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic. Nevertheless, these teachers dealt with these difficulties by employing their own coping techniques. Teaching can be challenging and frustrating, especially in these difficult times, but as these teachers demonstrated, everything is possible. Hence, educators must be ready for any situation that may arise. This situation is unlikely to get better anytime soon; instead, teachers will need to adjust to and accept this reality. (shrink)

Impulse and momentum are basic concepts of mechanics introduced in the K to 12 curricula. Despite its basic concepts, students still have difficulties understanding the topic, especially when they are out of school due to the pandemic. After reopening the gates for face–to–face classes in the Philippines, the researchers found a significant reason to conduct a lesson study to improve teaching strategies on the topic. Lesson study is a development process wherein teachers work collaboratively to improve teachers teaching capacity. This (...) study was conducted at Plaridel National High School with 23 participants from Grade 9 Newton (Set A and B). The research was conducted in two cycles using a four – phase lesson study. The research lesson was implemented using a 4A Model lesson plan and the results were taken from the analysis of the lesson study observation sheets, along with the class proficiency level. The researchers used the following strategies to improve teaching, namely; (1) showing mastery of subject matter, (2) reviewing basic mathematical operations, (3) contextualizing the lesson, (4) allowing students to answer questions in mother tongue, (5) using collaborative activities, (6) giving rewards, and (7) applying proper time management. However, the findings still showed that both sets of students achieved beginning proficiency level. Despite the implementation of these strategies, the students still lack basic knowledge of the topic and mathematical operations, and they struggle to understand it. Thus, it is recommended to plan the lesson effectively, utilize other research instruments, and collect feedback from the students. (shrink)

A mixed methods study, this doctoral research explores the relationship between the classroom language assessment literacy (CLAL) and assessment practices of English teachers. It is based on the premise that if English teachers are properly oriented in assessment of language ability in classroom, the quality of classroom assessments will improve and in turn, teachers will be in a position to carry out “assessment for learning” effectively. The study is designed considering the assessment policies and practices in India (...) as a whole. The intervention takes place in three schools— a CBSE, a State-Board and an ICSE school— and six secondary school English teachers— two each from the above-mentioned schools— in Andhra Pradesh constituted the main participants. This research is significant in the sense that though the new assessment policy in schools demands that teachers carry out classroom assessments, and attaches a lot of importance to those, very little has been done to equip teachers with adequate skills and knowledge to enable them to meet the challenges of classroom assessment. This study tries to draw attention towards this problem and suggests a possible solution. For its theoretical framework, the study draws on classroom assessment, assessment literacy, second language teacher education, teacher development, teacher beliefs and teacher knowledge. The framework is built after studying and tracing the existing gaps in the research literature in areas relevant to the study. The study is conducted in three major phases: pre-intervention, intervention and postintervention. In the first phase, the researcher collects information about the CLAL of secondary school English teachers practicing in CBSE, state-board and ICSE schools through a state-wise survey. Then two teachers each from a CBSE, a state-board and an ICSE school are selected and information about their CLAL, beliefs about assessment and assessment practices is obtained. A teacher development (TD) programme based on the above-mentioned information is designed with a view to developing teachers’ CLAL. In the second phase, the programme is imparted separately to the three pairs of teachers for 18 hours. Records of teachers’ experience and the researcher’s observations are maintained during the intervention. In the last phase, once again, information is collected about the CLAL and assessment practices of the teachers in a similar manner as done in the first stage. Data are analysed both qualitatively and quantitatively, triangulated and meta-inferences are made after a few cross-case analyses. Finally, an effort is made to generalize and discuss the findings, state the implications of the study for policy makers, teacher education, curriculum designers, experts in language assessment and teacher educators, point out the limitations of the project and suggest directions for further research in the area of the study. The findings of the study suggest that there is a relationship between CLAL and assessment practices of teachers. But a lot of factors like the assessment policy at curricular level, institutional policy about assessment, motivation of teachers to utilize assessment for pedagogic purposes and their English language ability are found to have impact on teachers’ assessment practices. It is also found that a need-based TD programme can, to a great extent, generate the desired impact on teachers’ assessment practices. (shrink)

Educational Data Mining (EDM) is a new paradigm aiming to mine and extract knowledge necessary to optimize the effectiveness of teaching process. With normal educational system work it’s often unlikely to accomplish fine system optimizing due to large amount of data being collected and tangled throughout the system. EDM resolves this problem by its capability to mine and explore these raw data and as a consequence of extracting knowledge. This paper describes several experiments on real educational data wherein the (...) effectiveness of Data Mining is explained in migration the educational data into knowledge. The experiments goal at first to identify important factors of teacher behaviors influencing student satisfaction. In addition to presenting experiences gained through the experiments, the paper aims to provide practical guidance of Data Mining solutions in a real application. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health symptoms and (...) academic performance. In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (shrink)

This qualitative study explores the experiences and challenges SPED teachers face amidst the new normal of education. Employing Heidegerian Phenomenology and Interpretative Phenomenology analysis, findings suggest that the SPED teachers can’t enjoy their life outside work because of a lack of support from the government, physically and financially; thus, they experience burnout. Also, the salary they earn is not even enough to raise a family, and the fact that they almost shoulder the learning resources in the class makes (...) it worse. Moreover, the participants need practical training to adapt to the needs of their students amidst the challenges of the new learning modality. (shrink)

This mixed-method research was conducted to determine the levels of challenges, innovations and interventions in the operationalization of summative assessment in Music, Arts, Physical Education, and Health (MAPEH) of public MAPEH secondary school teachers in the Division of Iloilo for the school year 2021-2022. This study also determined whether significant relationship existed among challenges, innovations and interventions. The participants of this study were the 290 randomly selected public secondary school MAPEH teachers determined using the Slovin’s formula. The data- gathering (...) instruments were the researcher-made Challenges, Innovations and Interventions Questionnaires. Focus-Group Discussion was conducted to gather qualitative data for triangulation with the quantitative data gathered. Mean, frequency, percentage, rank and Standard Deviation were used for descriptive data analysis, while ANOVA and Pearson r were used for inferential data analysis at 0.05 level of significance. The findings of the study revealed that the level of top 10 challenges in the operationalization of summative assessment in MAPEH is “high”. Also, the level of the top 10 innovations in the operationalization of summative assessment in MAPEH is “high”. Generally, the level of top 10 interventions in the operationalization of summative assessment in MAPEH is “high” except for the top 4 interventions, “helped students with setting priorities in terms of answering summative assessment, written works and performance tasks”, “provided rubrics and performance standards to assist the learner in doing the summative assessment both written works and performance tasks”, “established clear, consistent rule which are direct and simple in the written works and performance tasks to allow learners perform the task with ease”, and “encouraged self- expression in different assessment task’s” which level is “very high”. It was also revealed that the interventions among the levels of challenges encountered by the MAPEH teachers in the operationalization of summative assessment varies significantly and there were varied interventions employed to address the challenges. Also, the interventions among the levels of innovations developed by the MAPEH teachers in the operationalization of summative assessment significantly differed. Interventions vary since there are many available innovations. It was also revealed in the study that significantly positive relationships existed among the level of challenges, innovations as independent variables and interventions as dependent variable in the operationalization of the summative assessments. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health symptoms and (...) academic performance. In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (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)

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)

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by (...) the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern. (shrink)

The 1970s Wages Against Housework (WAH) movement has much to offer as we form a “new normal” for life and work within the Covid-19 pandemic. WAH feminist philosophers Mariarosa Dalla Costa, Selma James, and Silvia Federici, as well as WAH critic Angela Davis outline the ways in which the housewife functions as a laborer within capitalist accumulation, as her duties to care for the home and rear the children generate the possibility of the husband to labor outside the home. (...) This role of the housewife in Dalla Costa and James’ “social factory” parallels the work of teachers and the chorus of demands to “return to the classroom” that were placed on teachers in the early stages of the Covid-19 pandemic. Highlighting these parallels, the argument of this essay is simple: Covid-19 has visibilized the underpaid and unpaid labor of teachers. We ought to engage this moment of visibilization to demand transformative change to the teaching profession. Due to the parallels between WAH's “housewife” and teachers, we have much to learn from WAH theorizing as we demand those transformative changes, especially now as we solidify our “new normal” more than two years since the Covid-19 pandemic began. (shrink)

The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample (...) of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying. (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)

Aim: This research determined the relationship between university teachers’ professional identity and their work performance. -/- Methodology: The design that was used in this study is a Descriptive Comparative- Correlational research design using the quantitative approach. Participants in this study were taken from the 967 university teachers at Guangdong Business and Technology University from the 14 colleges. They were chosen randomly. The researcher used the Qualtrics calculator at a 5% margin of error to arrive at 275 respondents. Data analyses include (...) frequency count and percentage, weighted mean, and descriptive equivalent. A five-point scale was used in this study as a guide to answer the questionnaire. -/- Results: Based on the result, the highest manifestation of teachers’ professional identity was found to be on their professional behavior tendency which was ranked first among the four indicators. It was followed by professional values and professional belonging, while role values tend to be the least manifested professional identity based on the self -assessment of the teachers. The over-all mean value of 3.52 reveals that professional identity was highly manifested among the teachers of Guangdong Business and Technology University. Teacher respondents have manifested an outstanding work performance particularly on work attitude as this was given the highest rating by the teachers themselves. Second in rank was the interpersonal promotion, followed by completion of teaching activities which also shows an outstanding work performance. On the other hand, teachers’ work performance on student achievement was given the lowest assessment by the teachers showing a very satisfactory performance. Generally, the result reveals that teachers exhibited an outstanding work performance as perceived by themselves. Based on the result, there were no significant differences in the assessment of teacher respondents when they are grouped according to gender. This is taken to mean that male and female teachers have relatively the same assessment as regards their work performance in terms of work attitude, interpersonal promotion, completion of teaching activities, and student achievement. Generally, the result reveals that there was a significant relationship between the teachers’ professional identity and their work performance. The result reveals that professional identity of teachers has positive impact on their work performance. -/- Conclusion: Respondents are dominated by female teachers who are mostly in their middle age. A good number of teachers who have earned master’s and doctoral degrees are also evident. They perceived themselves to have a high level of professional identity specifically on professional behavior tendency, professional values, and professional belonging. Teachers have relatively the same assessments on their professional identity regardless of their gender, age, educational attainment, and monthly income. They exhibit an outstanding work performance particularly on work attitude, interpersonal promotion, and completion of teaching activities. However, they feel that they had less contribution to student achievement. Teachers have relatively the same assessments on their work performance regardless of their gender, age, educational attainment, and monthly income. Professional identity of teachers can somehow influence their work performance in general. Specifically, professional values and professional belonging give positive effect to work attitude of teachers, and to their completion of teaching activities. (shrink)

The use of performance feedback in the workplace has gained popularity over the years, yet school heads have been challenged in providing it to teachers. In the initial interview, they shared that evaluation results can impact teachers’ motivation, and that feedback should be done carefully. However, they failed to clearly articulate a specific mechanism that had been applied in this vital role. Also, no studies have provided clear detail on the feedback mechanism used by school heads in the past. For (...) this reason, a study explored the feedback mechanisms employed by school heads in conveying the performance evaluation results to teachers. This study employed a narrative inquiry, and interviews were conducted with five school heads and five teachers who were chosen purposively for this research. Responses were recorded using a voice recorder. These responses were transcribed and analyzed using thematic narrative analysis. Based on transcripts, the study identified six emergent themes, such as conversational (one-on-one), relational, reflective, technical, reinforcing, and properly situated mechanisms in conveying performance evaluation results to teachers. Thus, a new feedback mechanism framework was developed. (shrink)

Abstract- Performance is the primary function of human resource management and it becomes life line of an organizational success. The performance gap is extremely highly detrimental towards an organizational success. Prevailing study is concerned with the affecting factors of teachers’ performance in which administrative bureaucratization, unequal provision of opportunities, social status and incentives gap loss the vitality and tempo of performance in classroom atmosphere. Emergence of complexities in teachers’ life allow to a complex instructional approach that gives birth to (...) a problematic classroom and breach the center of attention and rejects a sound learning environment. The exiting study is concerned with an investigation of teachers hampering antecedents to lower down their performance by an empirical means on the basis of survey research and quantitative approach. In data collection 350 questionnaires were distributed and respondents’ feedback remained 243 (69.4%) and population was investigated on the basis of affecting antecedents towards teachers’ performance at middle and higher secondary level and random sampling technique was applied. Five points Likert scale tool was used to collect the data and analysis was carried out via SPSS version 24. Lowering performance hampers the education transmission to coming generation and it results to professional dissatisfaction and unfriendliness to class room environment. The reflexive attitudes of teacher relate to boredom, monotony and ineffective delivery of teaching objectives and scarcity of interest prevail and feelings like deprivation to students and coworkers to become a reason to discontent and discomfort towards the organization. (shrink)

Learner’s attitude towards modular distance learning catches uncertainties as a world crisis occurs up to this point. As self-learning modules (SLMs) become a supplemental means of learning in new normal education, this study investigated efficiency towards the learners’ attitude and performance. Specifically, the study described the learners’ profile and their attitude and performance towards SLMs. It also ascertained the relationship between the learner’s profile with their attitude and performance, as well as the relationship between attitude and performance relevant (...) to SLMs. A descriptive-correlational research design was employed in the study with 88 non-randomly chosen participants from secondary schools in West Philippines. The learners’ GWA (general weighted average) was used to determine their performance and a survey questionnaire for their profile and attitude. Frequency counts, percentage, and Spearman’s rank correlation coefficient were used to analyze the data gathered with the aid of Jamovi software. Results revealed a strong correlation between attitude and performance, but there was no link between learner’s attitude and performance as to the learner’s profile. It was affirmed that attitude is a compelling factor that is related with performance. Hence, this research has broader ramifications that can direct the Bureau of Learning Delivery to orient the module writers to further contextualize the learning materials that can compound learner’s disposition and academic performance. (shrink)

Aim: The researcher studied how the teachers at Guangdong Business and Technology University manage change based on the present situation in the country. -/- Methodology: This study utilized the descriptive – comparative research design with 275 teachers as respondents. Statistical test of data includes frequency count and percentage, weighted mean, t- test and/or ANOVA. -/- Results: Teacher respondents are very much ready to manage the change for the teaching and learning based on teaching-related factors which ranked first, as well as (...) on teaching-related factors which ranked second, and on technology-related factors which ranked third. It is noticeable that technology-related factor was the least assessed factors as regards their readiness to manage the change. Generally, an over-all mean value of 3.52 reveals that teachers are very much ready to manage the change for the teaching and learning. Based on the result, teacher respondents strongly agree on their level of motivation on their teaching and learning performance. The result reveals that teachers are highly motivated in performing their job as teachers based on their own assessment. -/- Conclusion: Majority of the respondents are female teachers in middle age aiming to earn their doctoral degree and have been in the university for not more than five years. Teachers believed that they are very much ready to manage the change for the teaching and learning. They also seem to be less ready in terms of accessing professional development opportunities that focus on continuous improvement of digital-age teaching skills. The use of variety of assessment strategies applying the technology and the implementation of alternative strategies in the classroom seems to be less managed by the teachers. They also have relatively the same assessment on how ready they are to manage the change in the teaching and learning regardless of their sex, age, educational level they have attained, and the length of stay in the institution. (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)

Due to the COVID-19 outbreak, education was interrupted. To continue offering high-quality education led to a dramatic transition away from face-to-face instruction and to blended learning. However, modular distance learning, as one of the adaptable learning modes, was chosen by most parents. Hence, this study seeks to determine the role of parents in the effectiveness of modular distance learning during the COVID-19 pandemic era, ascertain whether there is a relationship between the parents’ roles and their backgrounds, determine whether (...) there is a relationship between the parents’ backgrounds and the children’s academic performance and determine whether the child’s educational performance was related to the role of the parents. A survey questionnaire was used to acquire information on the parents’ profiles and the role they played or did not play. Mean, frequency count, and Spearman correlation were used to analyze the data. Results showed a relationship between parents’ profiles and roles in their child’s academic achievement. The children’s academic performance in modular distance learning is boosted, mainly if the parents work and earn a higher income. Modular distance learning is effective when parents act as friendly teachers and motivators for their children and are employed in either public or private agencies. -/- . (shrink)

As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in (...) general chemistry, determine the relationship between video tutorial effectiveness and the respondents' academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents' profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students' perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students' academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students' responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject. -/- . (shrink)

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online (...) to the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement. (shrink)

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes (...) were substantiated by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal. (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 use of technology has become an important part of the learning process in and out of the class. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and (...) technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners’ language learning skills. (shrink)

Education is essential to life, and the epidemic affected everything. Parents want to get their kids the most important teaching. However, since COVID-19 has affected schools and other institutions, providing education has become the most significant issue. Online learning pedagogy uses technology to provide high-quality learning environments for student-centered learning. Further, this study explores the experiences and challenges faced by Filipino tertiary students regarding the lack of gadgets amidst online learning. Employing the Interpretative Phenomenological Analysis, the findings of (...) this study were: Some college students still have difficulty with online learning. Attending online classes is difficult, especially for students with limited resources. Smartphones, other gadgets, and internet connections play a significant role in online classrooms because they are the ones that students utilize while learning online, which is essential for successful participation in online higher education as well as for solving a variety of other difficulties in the new normal. Further, College students face similar health challenges. Having an online learning setup is not just about students' struggles with learning resources but also about their health issues. When our respondents used their smartphones for an extended period, they reported eye aches and blurred vision. They also said that some of their body parts, such as their legs and back, are aching, and feel pressured because they tend to overthink things in their surroundings, which causes them incredible difficulty in performing their best in attending online classes. Even though college students continue to suffer from a lack of learning resources during online sessions, they do their best to manage their needs and the scarcity of learning resources. Students have unique coping methods for dealing with difficulties in online classes. (shrink)

This paper aims to describe the common situations happening in an actual classroom encounter in a Philippine school. It also points out the external expectations of the fresh graduates of education from the training to the actual real teaching. This article used an auto-ethnographical study that highlights the personal experience of the author to highlight the events of most teachers. It was noted that teaching is not only all about the subject matter but more about building a relationship (...) with the students as well. Therefore, building relationships with students requires approaches to be used, reflective stage, observation, and personal encounters as the best way to start learning. Because this is the time when you will start to understand and learn their nature when they are on the verge of a non-threatening atmosphere. (shrink)

This paper aimed to discover the coping, initiatives, constraints, and challenges public secondary school teachers encounter in the new normal education. The central question of this paper lies in "What are the adapting and coping mechanisms of teachers and students in the distance learning modality amidst the pandemic?". This paper used the qualitative research design and employed a phenomenological approach to investigate secondary public-school teachers' coping mechanisms and initiatives in the new normal education. This paper focused (...) on twelve public secondary school teachers in Cagayan, Philippines. The research's findings are: (1) Most teachers encountered substantial challenges due to a lack of resources, student supervision, and duties. (2) Most teachers were constrained by the advent of the digital era. (3) Public-school teachers cope with their students' needs by employing effective initiatives and teaching strategies. (4) Despite their weariness and stress, teachers report positive outcomes such as tremendous enthusiasm and building connections with the school community. Meanwhile, the schools' adaptation to distant learning should be guided and encouraged by the following policies and concepts:(1) Access to technology for students. (2) Regular monitoring and feedback (3) Providing curriculum and instruction of the highest quality. Through this paper, teachers may benefit from adopting various coping techniques and activities for the new normal education. (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)

The growing visibility of various forms of creationism in Northern Ireland raises issues for science education. Attempts have been made at political levels to have such “alternatives” to evolution taught in the science classroom, and the issue has received coverage in local press and media. A sample of 112 pre-service science teachers answered a survey on attitudes toward evolution. Preliminary analysis revealed many of these new teachers held views contrary to scientific consensus—over one fifth doubt the evidence for (...) human evolution, and over one quarter dispute the common ancestry of life. Over two thirds indicated a preference for teaching a “range of theories” regarding these issues in science. In addition, 49 pre-service biology teachers viewed a DVD resource promoting “intelligent design” and completed an evaluation of it. The biology teachers also took part in either focus groups or additional questionnaires. A majority took the resource at face value and made positive comments regarding its utility. Many articulated views contrary to the stated positions of science academies, professional associations, and the UK government teaching directives regarding creationism. Most indicated a perception that intelligent design is legitimate science and that there is a scientific “controversy” regarding the legitimacy of evolution. Concern is raised over the ability of these new teachers to distinguish between scientific and non-scientific theories. The suggestion is made that the issue should be addressed directly with pre-service science teachers to make clear the status of such “alternatives.” The paper raises implications for science education and questions for further research. (shrink)

This study assessed classroom management variables and primary school system effectiveness in Calabar-South Local Government Area of Cross River State. Three null hypotheses were formulated to direct the study. The ex-post facto research design was adopted for the study. Census technique was employed in selecting the entire population of 525 academic staff (21 head teachers, 21 deputy head teachers, and 483 teachers) distributed across 21 public primary schools in the area of study. “Classroom Management Variables and School Effectiveness (...) Questionnaire (CMVSEQ) was the instrument used for data collection, with reliability estimates which ranged from .86 and .91 that were obtained through Cronbach Alpha technique. Collected data were analyzed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation and One-Way ANOVA where applicable. Findings from the study revealed that public primary school system effectiveness in the area of study, was generally low; there is a significant relationship between classroom coordination and primary school system effectiveness; there is a significant influence of class size and classroom learning environment respectively, on primary school system effectiveness. Based on the findings, it was recommended amongst others that teachers be retrained in terms of classroom coordination and management, to enable them to acquire new techniques of classroom management, as well as the modification or elimination of obsolete ones. (shrink)

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative (...) questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenged for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the the ways in which different head teachers go about planning change in their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school. (shrink)

This study sought to examine the factors affecting the Science, Technology, Engineering and Mathematics (STEM) students’ Mathematics performance in a modular distance learning at Notre Dame Village National High School (NDVNHS). In particular, the researcher was interested to determine if these factors had a significant effect on the students’ Pre-Calculus and General Mathematics performance considering the number of hours spent in modular learning. The period covered by the study was during the first semester of the school year 2020-2021. The respondents (...) were all 67 Grade 11 STEM students of NDVNHS. A quantitative research design was utilized particularly using Multivariate Analysis of Covariance (MANCOVA). The findings of the study revealed that majority of the STEM students had a good performance in their Mathematics subjects for the first semester. Also, the factors specifically type of motivation (intrinsic or extrinsic) and support system (parents, siblings, relatives, friends, or classmates) had statistically significant effect on their mathematics performance in the new normal considering the amount of time they spent in learning using modules. Moreover, there were statistically significant differences in both Pre-Calculus and General Mathematics performances between the type of motivation and support system when adjusted for the number of hours spent in modular learning. Based on the findings, the study concluded that the students’ motivation and support system can greatly affect their mathematics performance when controlling for the allocated time in modular learning. Especially in Pre-Calculus and General Mathematics, motivation and support system are important factors in learning using modules. In the new normal education, the students should increase their level of motivation as well as exposure in self-learning and be given full support towards the processes in the modular approach of distance learning. (shrink)

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out teachers’ (...) perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

This chapter touches upon the damaging impact of neoliberal reason on institutions of higher education, and my efforts as a teacher to help turn things around by re-vitalizing the classroom. After a critique of current neoliberal ‘borderline times’, the chapter takes the reader on a journey of diffractive re-imaginings in which I share some of my experiences of co-learning with undergraduates in an American feminist-philosophical classroom. My central argument is that the neoliberalism-induced crisis in education can (...) be affirmatively counteracted through experimentations with various posthuman and new materialist theories, and the Harawayan-Baradian methodology of diffraction in particular. Furthermore, informed by the impression that theory and pedagogical praxis go hand in hand in many contemporary feminist new materialisms, I zoom in on daily acts of resistance against the neoliberal corporatization of the American university, acts that actualized themselves as feminist new materialist pedagogies. Three examples of diffractive pedagogical strategies are then discussed in detail. (shrink)

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a test (...) of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness. (shrink)

The purpose of this study is to investigate the pedagogical practices employed by secondary school teachers under the new normal. It also identifies the difficulties teachers face when facilitating modular distant learning. Science high school teacher from North District Butuan City took part in the study. In this study, quantitative methodology was employed. To collect the data for the study, survey questionnaires were distributed. According to the research study's findings, the restricted face-to-face parent orientation is the most used pedagogical (...) practices in the new normal, specifically in modular distance learning is the limited face-to-face parent orientation. Enables teachers to incorporate ICT skills to students’ lessons even in modular distance learning, aids in monitoring students’ learning performance using self- learning modules in modular distance learning. Miscommunication because of the distant mode of instruction and difficulties in reaching students due to pandemic are some of the challenges encountered by the teachers in applying pedagogical practices. To address this issue, the researchers designed a capsule training intervention plan that will help teachers enhance their knowledge in choosing and effective pedagogical practice particularly in modular distance learning. (shrink)

Home-based biology experiments are activities that utilize household materials that have been adapted for the remote learning environment and are aligned to standard learning competencies. Recognizingthe households and kitchens as extensions of laboratories, HBEs can be used to deliver authentic learning experiences for the students at home. Furthermore, there are several attributes of HBEs that should be considered before the implementation of the activity. These attributes are, it is ethical and safe to perform, it produces tangible products, encourages students to (...) reflect, promotes collaboration, materials are easy-to-find and affordable and lastly, home-based biology experiments are modifiable. Also, HBE encourages students to work independently under the supervision of their parents and teachers. Parents and guardians, as collaborators, should ensure students'safety, monitor their child’s progress, provide a safe environment and conducive work area, and should report all cases of accidents and problems to the subject teacher. In conclusion, home-based biology experiments are one of the emerging teaching tools for remote authentic learning in the new normal. Moreover, HBEs could also be used to address the problem of the lack of hands-on activity in remote learning. Further studies should be conducted on the effectiveness of HBEs in different topics in biology. (shrink)

The main aim of this study was to evaluate the effects of school heads’ new normal leadership on collaborative school culture. To achieve this aim, the researcher conducted a survey to a number of school principals and teachers inFukuoka and Hiroshima Prefectures during the school year 2020-2021. The data were collected and processed using the Statistical Packages for Social Sciences. Results indicated that the three (3) variables of new normal leadership of school heads affect the collaborative school culture (...) in varying extent as shown by the obtained B Coefficients 1.170 (adaptability), 1.132 (decision-making), 0.430 (planning and implementation). This means that for every unit improvement in the new normal leadership mentioned could generate a 1.170, 1.132, 0.430 increase on collaborative school culture. A closer look at the obtained Beta Coefficients, one could infer that of the 3 variables of school new normal leadership, it was the ‘adaptability’ that exert a greatest influence (Beta=1.170) on the collaborative school culture. The R able to denote multiple correlation coefficient between the different variables as a predictor of the dependent variable. It could be noted that the R is .895 which indicated a level of prediction while R2 figure is a statistical measure on closeness of the data in regression line as the coefficient of determination or simply the coefficient of multiple determination for multiple regression. It can be indicated that the explanatory powers of the dependent variable of 0.698 implies that 69.8% or 70% of the variation in new normal leadership is accounted by changes in the collaborative school culture. Furthermore, results of analysis of variance revealed an F ratio equal to 1.642 with an associated probability equal to .000.Since the p-value is lower than the significance level set at 0.05, the null hypothesis is rejected. It may be safely concluded that the new normal leadership of school heads produce significant combined effects on collaborative school culture. (shrink)