The purpose of this study was to determine the form of teacher readiness and difficulty when implementing the mathematics curriculum in high school, measured from four teacher competency assessments. Schools in Indonesia are still 50% learning from home until 2022, this situation has an impact on the achievement of student learning outcomes. In 2020, the ministry conducted a survey of 4000 students and the results of the survey and out of 100% of the participants, 58% were of (...) the opinion that online learning was ineffective, 38% lacked attention from the teacher, 35% had poor communication, 62% had poor internet access, and 80% had difficulty learning mathematics online. The method in this research is descriptive qualitative. The technique of collecting data is by means of field observations, interviews and collecting documentary evidence. Data analysis techniques by presenting data, data reduction and intersecting data are drawn into conclusions. The number of people who were observed was 2 with a total of 58 and 13 people interviewed sources. Findings, difficulties arise from unprepared pedagogic competence and professional competence. Teachers have no self-constructed modules, difficulty writing symbols and mathematical proofs online. Students provide an assessment of teacher competence online, from 100% of respondents 80% disagree with pedagogic and 90% disagree with professional competence. This is due to the lack of readiness of the two competencies. In conclusion, online learning is expected by students and teachers to have their own modules. Students argue that the teacher's difficulties when writing symbols, providing examples of questions and proving mathematical formulas can be written in modules and modules can be given to students to study at home. (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This (...) scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum (...) and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

This research aimed to assess the general and technical competency of Technical Vocational Education (TVE) teachers in the schools Division of Aklan. It also determined the competency needs and gaps in teaching TVE in the implementation of the program. The study was participated by 118 TVE teachers. Mixed-methods research design using sequential strategy was employed in this study. The Philippine Professional Standards for Teachers was used as guide for assessing the general level of competency while self-assessment (...) guide of TESDA was used to assess the level of technical competency. The quantitative data were used as bases in the conduct of focus group discussions to triangulate the responses in the survey. The general competency level of TVE teachers was described as “highly proficient” while the technical competency level was reported on the “advanced” level. The gaps identified were: (1) teacher-subject mismatch, (2) inadequate skills in applying math and science principles in technical training, (3) struggle in promoting understanding of global labor markets, (4) inability to lead workplace communication (5) lack of content knowledge and pedagogy, (6) lack of competence in assessment and reporting, (7) insufficient trainings related to area of specialization, and (8) expired and unaligned national certificates (nc).The competency needs identified were:(1) activities that would enhance competency, (2) motivation and opportunities to acquire/enhance, and apply competency, and (3) renewed professionalism and rejuvenated teaching advocacy and calling. (shrink)

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the present study attempts to examines the assessment practices and competences on remote learning assessment of teachers in Graceville National High School. For the study, questionnaires were prepared and (...) data nine (9) senior high school teachers and forty-two (42) junior high school teachers were collected and analyzed. The gathered data from this study were subjected to the descriptive and inferential statistics. The data revealed that the most frequent number of the teacher- respondents in the study was 36 - 40 years old at age, female, Technology Livelihood Education (TLE) major, 6 - 10 years in service in Department of Education, and bachelor's degree holders. More so, the teacher respondents' level of teacher competencies on remote learning assessment was observed high competent. In addition, level of assessment practices in terms of clarity of assessment, time and effort on task, quality of feedback, motivational belief and self-esteem to learners, self-assessment and reflection of learning of the learners, and assessment - content and process in adapting teaching to students needs was mostly practice. However, it was completely practicing the interaction and dialogue about learning progress. The results confirmed that there was a significant difference on the teacher respondents' level of competence on the remote learning assessment when group according to their age, gender, areas of specialization, and training attended. On the other hands, teacher year of teaching and educational attainment revealed it has no significant difference on their level of competence on the remote learning assessment. Looking forward, that age, gender, year of teaching, areas of specialization, educational attainment, and training attended significantly differs to the level of assessment practices of the teachers. It also observed that the teachers experiencing highly challenges encountered on the remote learning assessment. It is recommended to implement the proposed school-based testing reforms and should be monitored and evaluated for the optimum advantage of the school and community. (shrink)

Research is a high-level course for the 21st century learners thus requiring highly qualified teachers that are proficient both in research and teaching. This study utilizes convergent parallel design, a mixed method approach to describe the research competence and to design a Capability Building Series Program. The respondents of this study are the out-of-field research teachers from selected private Senior High Schools. There are 40 respondents for the quantitative phase while 14 participants in the qualitative phase. Data were gathered through (...) survey questionnaire, interviews, and focus group discussion. Mean and standard deviation were used to describe the respondents’ self-assessed research competence while thematic analysis was used in the analysis of the interview and focus group transcripts. Results of the study showed that while out-of-field research teachers have high self-assessed research competence, there are areas that needs enhancement such as critical evaluation of the state of research, selection and application of methods, theoretical and methodological reflection on research findings, writing an academic publication, and knowledge on the communication standards in the discipline. Based on the results of the study, a Capability Building Series was proposed. It was recommended that out-of-field research teachers continue to engage in professional development activities to improve the teaching-learning experience in the subject. (shrink)

This paper investigated the variation in the multidimensional competencies and professional development needs of kindergarten teachers using a cross-sectional research design. It involved 54 purposively selected kindergarten teachers and collected the data using the self-assessment tool adopted by the Department of Education from the National Research Center for Teacher Quality in the Philippines. These data were analyzed using both descriptive and inferential statistics. As found, kindergarten teachers have a high level of competencies across dimensions. Also, they have a (...) very high extent of professional development needs in content knowledge and pedagogy and the learning environment and diversity of learners. Moreover, they have a high extent of professional needs in two dimensions. The reported high priorities for training imply more emphasis on providing them professional development activities. Results found no significant difference in the competencies of kindergarten teachers in terms of age, position, civil status, degree, and years of teaching. On the contrary, significant differences revealed in their competencies in content knowledge and pedagogy, learning environment and learners’ diversity, and curriculum and planning between those with masters and without a master’s degree. Lastly, results show no significant difference in their professional development needs. These results have implications for future research and planning for a more responsive and cost-effective professional development initiatives in the locale. (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)

To help clarify the concept of «teaching practice», this article analyzes a repository of professional skills of the teacher. It then examines how two groups of teacher educators attempting to use this repository to evaluate two teaching sessions (one secondary and one primary). Analyses revealed the difficulty in assessing a session from elements determined a priori from a list of skills. The evaluation of a teaching session seems to require the inclusion of its organic whole. Afin de contribuer (...) à préciser la notion de « pratique enseignante », le présent article analyse un référentiel de compétences professionnelles de l’enseignant. Il examine ensuite la manière dont deux groupes de formateurs d’enseignants tentent d’utiliser ce référentiel pour évaluer deux séances d’enseignement (une dans le secondaire et une dans le primaire). Les analyses révèlent la difficulté à évaluer une séance à partir d’éléments déterminés a priori dans une liste de compétences. L’évaluation d’une séance d’enseignement semble requérir la prise en compte de sa totalité organique. (shrink)

Aim: This paper assessed the relationship of the university teachers’ work-life balance with their work commitment in Jimei University Chengyi College in creating dynamics on managing competing demands aligned with personal and professional satisfaction. -/- Methodology: A descriptive research design was used in this study. The research locale is at Jimei University Chengyi College. The purposive sampling technique was used. This study used statistical treatment wherein responses were summarized, classified, and tabulated using statistical treatment such as frequency, percentage, weighted mean, (...) standard deviation and Likert scale. -/- Results: The overall mean of 3.52 shows that the teachers strongly agree that the work-life-school balance is very highly manifested in their lives and that they are able to juggle the different responsibilities in both their personal and professional lives. Teacher’s commitment is shown to a very great extent and is indicative of their commitment being very highly manifested which shows that the teachers are very committed to their task as a teacher. Comparing the assessment of the teacher respondents on their relationship between level of work-life-school balance and work commitment, the R-value indicates a weak positive correlation between the teacher’s level of work-life-school balance and work commitment. -/- Conclusion: Teachers experience feelings of anxiety or depression if the balance between the three aspects of their lives, their work, the school, and their personal lives, is disrupted. They constantly think about many other things about their work and their personal life that ‘easily’ relaxing might not be the easiest thing to do. Teachers strongly agree that the work-life-school balance is very highly manifested in their lives and that they are able to juggle the different responsibilities in both their personal and professional lives. (shrink)

This research assesses the competency and skill requirements for Seaplane aircraft maintenance in the pilot education program at the Indonesian Pilot Academy Banyuwangi. Utilizing qualitative methods, including in-depth interviews and direct observation, the study involves students and teachers in the pilot education program. Analysis reveals crucial competencies for students, encompassing a profound understanding of Seaplane aircraft systems, adept problem-solving during operations, and the capacity for quick and precise decision-making. Special skills, such as adaptability to complex working conditions and meticulousness (...) in maintenance procedures, are also deemed essential. The research identifies alignment between the academy's curriculum and Seaplane aircraft maintenance needs, yet highlights specific areas requiring enhancement. The study recommends strengthening the curriculum and teaching methods to better address competency and skill needs. Implementing these recommendations is anticipated to elevate the quality of graduates, ensuring they are well-equipped to meet the challenges of Seaplane aircraft maintenance in the aviation industry. (shrink)

There is a critical need to understand the effect of changing assessment methods on demonstrated competencies in teacher education. This study examined how the transition from online to in-person testing affects the measured teaching competencies of students who completed a Competency-Based Enhancement (CBE) program, aiming to identify factors contributing to performance differences and strategies for adaptation. Using a one-group pre-test-post-test design, the study involved 669 graduating teacher education students at Pangasinan State University. Participants completed online pre-tests (...) and in-person post-tests, with data analyzed through paired samples t-tests, multiple regression, and ANCOVA. Findings revealed a significant decline in post-test scores despite CBE participation, suggesting a substantial effect of the testing modality change. The change in the testing environment emerged as the most significant predictor of score differences, while student engagement levels were positively associated with minor score decreases. These results underscore the need for adaptive assessment strategies in competency-based education programs. While limited to a single institution, this study recommends implementing a scaffolded approach to assessment transitions and enhancing student support services to mitigate adverse effects on performance across different testing modalities. (shrink)

This research explored the utilization of video-based instructional material in enhancing learning competency among a group of sixty (60) students enrolled in grade 8 at Satriwithaya School in Bangkok, Thailand. The study was carried out. out during the 2nd semester of S.Y. 2023–2024. The respondents were chosen using the approach of purposive sampling. The research study employed an experimental approach and utilized quantitative research. Through the use of of a one-group pre- and post-test, the researcher was able to gather (...) the necessary data. The study included statistical measures such as percentages, means, and standard deviations, as well as dependent and independent t-tests, to assess and compare the proficiency and efficacy of utilizing video-based educational materials among students at Satriwithaya School in Bangkok, Thailand. Study findings also revealed that there is a significant difference in pre- and post-test assessment scores before and after using the video-based instructional materials. The research outcomes indicated that the application of video-based teaching resources as an instructional strategy in the field of biology resulted in an increased degree of effectiveness in the students' learning process. The findings of the study suggest that the utilization of video-based instructional materials has favorable outcomes in terms of enhancing pedagogical and educational achievements in the field of biology. This methodology has been demonstrated to provide learners with with the chance to enhance their comprehension through active participation, cultivate their imagination and cleverness, consequently facilitating enhanced educational achievements. Furthermore, the establishment of a conducive learning atmosphere that is both engaging and pleasurable for students can enhance their overall learning experience. Moreover, this approach enhances the teacher's capacity to convey their intended educational objectives to their students proficiently. -/- . (shrink)

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

This study aims to determine the factors that may affect in constructing the contextualized learning activity sheets based on the learners’ results and the teachers’ self-assessment using a descriptive correlation research design. The findings of the study revealed that the teachers have varied levels of competence in terms of cultural knowledge and on average, they were at the Proficient level of competency. In addition, teachers’ self-assessments indicated that they strongly practiced the criteria in constructing contextualized IPED LAS. However, (...) still at the Advanced Beginner level based on the learners’ results. It can be concluded that teachers are competent in handling IPED based on their profile and cultural knowledge yet, Advance Beginners in terms of assessment skills. Teachers with higher educational qualifications improved their assessment skills. It is recommended that the regional and division IPED specialist should conduct quarterly training for teachers on the Indigenous Knowledge System and Practices (IKSP) and other IPED-related topics. Teachers may conduct indigenization mapping as part of the pedagogical strategy of handling IPED to encourage localization and indigenization of content. With the findings and results, the project ETASIP is made to aid teachers in planning for their assessment strategies. (shrink)

Aim: This research aimed to determine the teaching competence towards job satisfaction and teacher performance of secondary school teachers of Cagayan de Oro City and Misamis Oriental for the School Year 2020-2021. Methodology: This study utilized a descriptive-survey method of research, a patterned and modified questionnaire of Javillonar and Boni of 2023. The data collected were analyzed using descriptive statistics such as mean and standard deviation to describe the variables of the study where the three hundred fifty secondary (350) (...) secondary public school teachers from the two divisions of Cagayan de Oro City are the respondents of the study. Results: The study examined with a 0.01 correlation coefficient (two-tailed) on the significance between teacher competence, job satisfaction, and job performance found that teachers demonstrated high competence in critical thinking, teamwork, leadership, professionalism, and career management. The job satisfaction was generally high, but areas like compensation, facilities, and interpersonal relationships showed lower satisfaction. Teachers also demonstrated high performance in content, pedagogy, diversity of learners, curriculum planning, and community linkage. It has found out that there is a significant positive correlation between teacher competence and job satisfaction and performance, suggesting that teachers with strong competence are more likely to experience higher job satisfaction and superior performance. Conclusion: The teacher's proficiency in influencing job satisfaction and performance outcomes demonstrated high competence in essential skills; concerns in areas like compensation and interpersonal relationships impact overall satisfaction levels. The positive correlation between teacher competence, job satisfaction, and performance underscores the need for investing in professional development to enhance skills and engagement. Their skill is crucial in creating job satisfaction, which means an improvement in teaching skills is correlated with higher job satisfaction levels. (shrink)

Teachers, who are the most important factor of education, have the great task of inculcating to the learners the knowledge, skill and behavior needed in facing the everchanging society. Thus, the teachers’ task to transmit knowledge requires them to be a highly competent learning facilitators while remaining as a role model soaring with moral integrity. This means that a school must not only have educationally qualified teachers but teachers who are truly dedicated and committed to serve the public specially the (...) learners entrusted to their care. This study is focused to determine teachers’ competency and learners’ performance in English of grade two teachers in Manila particularly in District V. Likewise, the benefits derived from the study hope to provide a springboard to design an intervention scheme towards gearing effort into improving the quality education. (shrink)

This research assesses the factors influencing students' decision-making when choosing a university. The study proposes eight factors, such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation, on students' university choices. A quantitative approach was employed, utilizing both secondary and primary data. A total of 330 students were sampled for this study. The data were analyzed using SPSS, employing descriptive statistics for data summarization and inferential statistics for (...) analysis. Descriptive tools such as frequency analysis were used to examine the distribution of responses, while regression analysis was conducted to test the predictive power of the factors. The findings of this study indicate that factors such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation are all significant considerations in students' decision-making process when choosing a university. These factors play an influential role in shaping students' preferences and choices. The results show that these factors significantly impact students' university choices. The study contributes to the existing literature by providing empirical evidence on the importance of these factors in the decision-making process. Understanding the influence of these factors can assist universities in developing targeted strategies to attract and meet the needs of prospective students. By recognizing the significance of parental involvement, fostering positive relationships with high school teachers, showcasing successful graduates, promoting positive word-of-mouth recommendations, providing a conducive learning environment, and building a solid reputation, universities can enhance their appeal and effectively compete in the higher education market. Further research in this area can explore additional factors and delve deeper into the mechanisms influencing students' decision-making when choosing a university. (shrink)

Objectives: The study determined the competencies of teachers and performance of learners in 2017-2018 National Achievement Test. It identified the influence of teachers’ competencies on performance of learners. Methods: It employed descriptive-correlational and explanatory designs and it involved three divisions in Northern Mindanao region, Philippines. Findings: The Grade 10 and 6 teachers have possessed very satisfactory competencies across areas, while the Grade 10 and Grade 6 learners had a low mastery and very low mastery, respectively. Furthermore, there was no significant (...) relationship between the competencies of teachers and the performance of learners, while their competencies did not significantly influence the performance of learners. Conclusion: Teachers were deemed competent in all areas and learners had not acquired most of the competency standards of the curricula. Hence, no matter how competent teachers are, this would not contribute significantly to improving the performance of learners in the National Achievement Test. Thus, competencies of teachers cannot determine the performance of learners. (shrink)

Introducing alternative modes of assessment is but one response to the recent call for democratic and ethical language assessment. Yet, despite the recent emphasis in the discourse community and the rise in publication on alternative assessment, these new forms of assessment still need to be explored further. This study is a two-fold attempt: first, to investigate teachers’ attitudes and beliefs about different aspects of traditional testing and alternative assessment, and second to delve into their ethical (...) orientation and to examine views on language testing apropos of their general ethical viewpoints. A questionnaire was developed and used to collect Iranian EFL teachers’ views on language testing and ethics in general (N = 153). The results indicated that despite its agreed-upon disadvantages, an obstinate stigmatization and refusal of traditional testing may still seem a practice at odds with the common sense. In fact, until a better proposal can be offered, alternative assessment and traditional testing can best be regarded as supplements rather than substitutes. (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)

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)

In Education Sciences, the notion of ‘competence’ is widely used, both as an aim to be reached with students and as performance in teachers’ education. This article advances a type of competence that is highly relevant for teachers’ work, namely the ‘ethical competence.’ Ethical competence enables teachers to responsibly deal with the daily challenges arising from their professional roles. In this study, I put forward a definition of ethical competence and I propose a conceptual structure, both meant to support the (...) illustration, description, and development of ethical competence for teachers. (shrink)

The study examines English as Foreign Language (EFL) students’ attitude towards developing their speaking abilities at KRI University in order to better understand the disparities in speaking competency among undergraduates. The study utilized a quantitative approach and employed a 4-item interview survey to gather data for the study. The survey interview questionnaire was adopted from Wang, Kim, Bong, and Ahan (2013) and administered to 100 students in the departments of English of six universities in Iraq's Kurdistan Region. A semi-structured (...) interview was developed for EFL students. The questionnaire was online and an open-ended one. The data from the participants was analyzed using thematic analysis with (SPSS) software. The finding revealed a perceived failure in EFL students' English-speaking skills and this was reported along with causes of the perceived difficulty. The finding also revealed a poor level of speaking ability among EFL undergraduates as well as little education in the skill at the university level. Apart from these, the study discovered some major challenges for EFL students such as lack of confidence, lack of planning, a demotivating atmosphere, incorrect word choice, poor gestures, and incorrect style which made the students not to be successful in their speaking abilities. The study suggested that EFL learners' competency should be securitized to strengthen their speaking abilities in the light of the results of the study. Speaking is a crucial ability in language acquisition and EFL teachers should help their students acquire it. As a means of improving students' communicative ability, task-based instruction should be utilized in educational institutions and universities. The implication of this paper is that speaking difficulties among EFL students in the Iraqi Kurdistan Region institution can be solved by putting greater focus on this ability. There are several issues to consider, including teachers, instructional methodologies, the curriculum, extracurricular activities, and assessment rules. (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 study aimed to trace the 2015 to 2019 MAME graduates in the College of Teacher Education for Graduate Studies of the University of Northern Philippines in terms of their personal profile, their work-related profile before and after taking their master’s degree, reasons of taking up the program, competency level before and after taking the program, appraisal of the most useful courses offered in the program, evaluation on the contribution of the program to their personal and professional growth (...) and assessment on the features of the program and suggestions of how to improve the program. The researcher utilized mixed method of research. The subjects were the MAME graduates, and a questionnaire and open-ended questions were sent to them thru various online flat forms. Based on the findings of the study, the following conclusions are derived: pursuing graduate studies chooses no sex, civil status or age as long as there is a will to improve one's self; students have math- related educational background and finished the program within the prescribed number of years; having master’s degree could contribute greatly in landing a permanent teaching job in public schools; professional and personal growth and development is the strongest drive to pursue advance education; the program offers subjects that are useful which enhanced the teaching competencies of the graduates and consequently contribute to the holistic development of the graduates; and that there are areas needing improvement in the MAME program. (shrink)

The focus of this study was to investigate "principals' administrative competence and teachers work performance" in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including "Principals' Administrative Competence Questionnaire (PACQ)," and Teachers' Work Performance Questionnaire (TWPQ)." Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to (...) test the hypotheses at.05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals' supervisory, leadership and communication competences are significantly related to teachers' work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals' supervisory, leadership and communication competences have significant composite influence on teachers' work performance in terms of instructional delivery (p <.05; F = 26.764), attendance to classes (p <.05; F = 109.122), notes writing (p <.05; F = 228.118), and record keeping (P <.05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers' work performance. (shrink)

This study aims to ascertain why parents in rural and semi-rural areas of Bamyan province in Afghanistan choose and prefer to send their children to fee-charging private schools while free public schools are accessible. In addition, this study also aims to understand what the primary source of information is when parents choose a school. The focus in answering these questions will be on the parents' perceptions that inform their decision when they choose a school. Therefore, this study investigates parents' perceived (...) indicators regarding their children's schooling costs, facilities, proximity, teacher commitment to school and students rather than the actual measurements (for example, parents' assessment of teacher's competence level and official test results). This research utilized a combination of quantitative and qualitative approaches. The quantitative data was derived from 270 detailed questionnaires, and the qualitative data was collected through 10 structured focus group discussions. The results highlight key factors that significantly influence parents' choices, including teaching quality, school management, proximity, and financial considerations. Considerable disparities emerge between private and public schools, particularly in perceived teaching quality, teacher qualifications, student learning support, and discipline. Moreover, the study reveals challenges related to the accessibility of private schools and concerns regarding corruption within public school administration. These findings offer valuable insights for policymakers and education stakeholders, informing them the development of targeted interventions and strategies to address these challenges and empowering parents to make well-informed decisions regarding their children's education. In a country like Afghanistan, where education is largely controlled and directed by a central system, the voices of parents in the educational process are often overlooked. This research aims to fill this notable gap. By delving into what parents think and feel about their children's education, we're uncovering valuable insights that have been largely absent in past discussions. This is not just about numbers and policies; it is about understanding the human element in education, which is all too vital in a place where centralized decisions dominate the landscape. This paper, therefore, stands out as it brings to the forefront the often-unheard voices of parents, making a significant contribution to the field. (shrink)

The study sought to identify and evaluate the classroom assessment thoughts, practices, and skills of secondary mathematics teachers in Bulacan. The study revealed that there are no significant relationships between teachers’ thoughts of classroom assessments and practices, and classroom assessment practices and skills. However, there is significant relationship between teachers’ thoughts of classroom assessments and skills. There are no significant differences between the teachers’ thoughts of classroom assessments and their age, educational attainment, teaching experience, number of years in (...) teaching mathematics and in-service training. There is a significant relationship between the teachers’ thoughts of classroom assessment and their classroom assessment skills. In the light of the findings, the researcher recommends that: Secondary mathematics teachers should adopt varied and innovative ways of assessing students’ learning in mathematics. School administrators should ensure that all teachers with appropriate certificates must take more training courses in assessment to improve their skills and use of desirable classroom assessment practices. Further research may focus on the relationship between mathematics teachers’ assessment skills and thoughts, practices and skills, and thoughts and practices. (shrink)

Aim: This study determined the relationship between the assessed conflict management and communication styles of the university leaders of Guangdong Business and Technology University in China towards a leadership development training program. -/- Methodology: This study adopted a descriptive quantitative- comparative- correlational research design. It was conducted during the second semester of school year 2021-2022. The data gathered were collated and treated using the Statistical Package for Social Sciences or SPSS software. -/- Results: Based on the results, the most evident (...) conflict management styles of the university leaders are the compromising, and collaborating styles which ranked first and second respectively among the five identified management styles. It can also be noticed that avoiding and accommodating styles were evident among the university leaders as assessed by the teachers, while competing style was given the lowest assessment by the respondents. An over-all mean values of 3.50 shows that the conflict management style of the university leaders is evident as perceived by the teacher respondents. -/- Conclusion: Compromising and collaborating styles of conflict management are the most evident styles among the university leaders. Older teachers have seen avoiding style of conflict management more evident in their university leaders, while least evident in the eyes of the younger ones. Aggressive communication style was most evident among the university leaders while passive style was the least as observed by the teachers. Older teachers have seen their leaders to be more assertive than how the younger ones have seen them. The way the educational leaders handle conflict management is affected by the way how they communicate with their subordinates. It can also be said that effective communication style is a factor in managing and solving conflicts in the workplace. (shrink)

Elective mathematics has been an extra mathematics subject for pilot students of Eduardo Barretto Sr. National High School for quite some time now. Through this, many alumni testified how this helped them understand senior high school and college math. However, the teachers have also been struggling with the resources for specific areas of mathematics, such as Business Math, Statistics, Analytic Geometry, Trigonometry, and Calculus. When the pandemic hit the Philippines, contextualized learning material aligned with the Most Essential Learning Competencies (MELC) (...) helped elective mathematics teachers. The contextualized learning material was developed from April to August 2020 and was first validated in February 2021 by the students who participated in the pilot testing. However, following the due process, it was suggested that I revalidate the IDEA-formatted Analytic Geometry and Trigonometry instructional material. It examines Eduardo Barretto Sr. National High School mathematics teachers and SDO Calamba City experts' evaluation of the content's topics, objectives, concepts, directions, and activities and the format's prints, illustrations, design, and layout. Participants' perceptions of learning material were assessed using a 4-point Likert Scale survey. Hence, descriptive quantitative design. Participants were surveyed using a 4-point Likert Scale to assess their learning content impression. The findings reveal that the participants found the format and content of the developed learning material to be very satisfactory. The indicators "localized" and "can be done independently" were viewed as Fair and Satisfactory, respectively. The learning material was enhanced by localizing the activities and giving directions that could facilitate self-learning. (shrink)

The study focused on the Digital Technology (DT) Competency of Certified Public Accountants (CPAs) in Ilocos Sur. This study will be beneficial for the upskilling of CPAs in Ilocos Sur and serve as a guide to development of competency-based curriculum for accounting students and intervention programs by accounting professional organizations. Using a validated survey instrument, the researcher considered 107 CPAs that responded. Total enumeration was used. The survey investigated the CPAs’ level of digital technology along five competency (...) domains. Descriptive method of research was utilized Their level of DT Competency is interpreted as “Proficient”. The study hints that they are not so far behind in terms of digital competency, and they have an enormous potential in relation to IT utilization, management, administration, and risk management. Reassessment of the BS Accountancy curriculum, encouraging CPAs to take advance studies and future research in this line is recommended. CPAs in Ilocos Sur can optimistically adapt to the ever-changing demands of the workplace. (shrink)

This study was conducted to assess the reading comprehension among the grade 4 pupils in an integrated school in the District of Tangalan, Philippines. The result of the study was the basis on the development of an instructional reading material during the School Year 2023-2024. The design based research was used in this study using IPO model. The participants were the 66 grade 4 pupils and 10 teacher experts. Reading Comprehension Test and Learning Material Evaluation Tool were the data (...) gathering instruments. The data were analyzed and interpreted using descriptive and inferential data analysis. The reading comprehension in English of grade 4 pupils is “low”. Based on the result of the study, an instructional material was developed offering a variety of engaging activities, including word boxes, missing letter challenges, collaborative group activities, reading experiences, interactive games, and visual aids for descriptive analysis. The level of acceptability of the developed instructional material for grade 4 was “very highly acceptable” as to content, instructional quality, prints, design and layouts. The level of reading comprehension of grade 4 pupils before the intervention were “low” and after using the developed instructional material, it became “moderate”. Hence, there is a significant difference on the reading comprehension of grade 4 pupils before and after using the instructional material. -/- . (shrink)

This study focused on creating an Audio-Visual Strategic Intervention Material (SIM) to help Grade 7 students improve their skills in performing fundamental operations on integers in Mathematics. The research used an Educational Design Research approach and selected participants through purposive sampling. Data collection involved a checklist and rating scale, and analysis was carried out using frequency and mean. The findings revealed that mastering fundamental operations on integers had consistently been the most challenging skill for Grade 7 students during the first (...) quarter over the past three academic years. The SIM underwent a thorough validation process done by expert validators, including Mathematics teachers and content specialists, who assessed its content, instructional design, and technical quality. The experts provided a mean rating of 3.63, indicating that the material was of very high quality. The high validation scores affirmed that the Audio-Visual SIM met high standards in terms of content accuracy, instructional effectiveness, and technical presentation. The study highlights the potential of audio-visual materials as an effective tool for addressing learning gaps in Mathematics, providing educators with a valuable resource to improve students' foundational skills in integer operations. The findings also guided the planning of extension activities, and recommendations for further refinement and broader use of the SIM were provided. To continue assisting students in overcoming these challenges, the Institution, through its extension program, may offer workshops, seminars, and training sessions on the creation and use of Audio-Visual SIMs. (shrink)

The integration of robotics in the education was one of the aspirations of the K-12 institution in the Philippines. The RoboTeach Extension Project was established to address the challenges associated with the implementation of robotics in K-12 education. This study explores the teachers’ perception of the efficacy in the implementation of the project which focused on training the Department of Education (DepEd) teachers in San Pablo City Laguna, Philippines on the basic concepts and applications of robotics and automation. The topics (...) and learning activities covered during the ten-day training were based on the self-assessment survey results on the level of knowledge of teachers. The study used a descriptive method of research using a quantitative approach and adopted the LSPU Extension Services Evaluation Survey Questionnaire to determine the respondents’ perception of the level of project efficacy. The data were obtained from twenty-five DepEd teachers and analyzed using descriptive statistics such as frequency count, per cent, weighted mean and ANOVA. The respondents were highly satisfied with meeting expectations to attain objectives, training and workshop contents, learning activities, methodologies, instructional materials used, resource person and trainers, training management team, and training management team and training facilities and services. Further, there was no significant difference among their level of satisfaction from day 1 to 5 of the training sessions. Respondents viewed the training as very successful, as evident from the consultation and culminating activity. Thus, the sustainability on the implementation of the project was highly recommended. (shrink)

Entrepreneurship education is among the key drivers of the country’s economy, and teachers are primarily responsible for its integration into teaching and finding the best and most useful method. The purpose of this research is to determine the level of entrepreneurial competence and teaching methods among entrepreneurship education teachers. Focusing on the concept of entrepreneurial competencies combining conceptual, human relations, strategic, commitment, opportunity, organizational and strategic competencies. Using quantitative – descriptive survey, the study tested its significant difference and relationship when (...) grouped with the profile variables. The findings indicate a significant correlation between the variables particularly, with the technical competence which has the strongest correlation. The paper sheds some light concerning the status of the current entrepreneurial competence of the teachers in the division and recommends training curriculum to develop their competencies in handling the subject. (shrink)

Objective: The study seeks to provide a thorough description of the teachers' digital literacy (DL) and digital competence (DC) and shine a light on the variables that influence the development of their digital literacies and competence. Method: Comprehensive data collection and analysis from 274 participants were completed. Descriptive and inferential statistics were conducted to accomplish the objectives of this study. Results: It came to light that teachers with less than ten years of experience have higher levels of digital literacy. Pre-service (...) education, having access to ICT resources, and a favorable attitude about using ICT were all strongly associated with DL and DC. The research's essential contribution is its findings affirming the value of DL and DC, which can be utilized to approach new technologies critically and use them as a part of digital pedagogy. Novelty: The critical contribution of the research is the result claiming the positive status of DL and DC, which can be used to approach new tools from a critical pedagogical perspective and apply them as part of digital pedagogy. -/- . (shrink)

Competence structure that pre-service teachers need to develop to become a future teacher has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT (...) intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence. (shrink)

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 (...) preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics. (shrink)

This implementation framework bridges the theoretical concepts of the Instructional Modular Approach with the practical development of Science Teaching Competency. It offers prospective teachers a structured, adaptive, and technology-enhanced pathway to becoming competent and innovative science educators. Each unit is meticulously designed to not only equip teachers with theoretical knowledge but also to hone their practical skills and competencies essential for a dynamic science teaching environment.

Implementation of Bhutan Professional Standards for Teachers in Bhutan is a key impetus for teachers across the country to enhance impeccable teacher competency. Studies on teachers’ attitudes towards professional standards show a positive as there was a significant correlation between teachers’ competencies, learners’ academic achievement, and the quality of education. However, Bhutan Professional Standards for Teachers is relatively new and there is little study exists relative to Bhutan. The study on Teachers’ Attitudes to the Implementation of Bhutan Professional (...) Standards for Teachers in Bhutan aimed to explore and get a snapshot view of teachers on Bhutan Professional Standards for Teachers. Through a cross-sectional survey design, data were collected from 155 participants using the Five-Pointed Likert Scale and two open-ended questionnaires. The descriptive analysis revealed that teachers have fairly positive attitudes toward the implementation of Bhutan Professional Standards for Teachers. Associated challenges, the implication of the findings, and recommendations are also discussed. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...) classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

ABSTRACTAchievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently, only if the actions of the would-be-achiever make (...) success likely, and that this is the reason why she acts that way. (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)

In this paper we show that the coherence measures of Olsson (J Philos 94:246–272, 2002), Shogenji (Log Anal 59:338–345, 1999), and Fitelson (Log Anal 63:194–199, 2003) satisfy the two most important adequacy requirements for the purpose of assessing theories. Following Hempel (Synthese 12:439–469, 1960), Levi (Gambling with truth, New York, A. A. Knopf, 1967), and recently Huber (Synthese 161:89–118, 2008) we require, as minimal or necessary conditions, that adequate assessment functions favor true theories over false theories and true and (...) informative theories over true but uninformative theories. We then demonstrate that the coherence measures of Olsson, Shogenji, and Fitelson satisfy these minimal conditions if we confront the hypotheses with a separating sequence of observational statements. In the concluding remarks we set out the philosophical relevance, and limitations, of the formal results. Inter alia, we discuss the problematic implications of our precondition that competing hypotheses must be confronted with a separating sequence of observational statements, which also leads us to discuss theory assessment in the context of scientific antirealism. (shrink)

The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate (...) Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests. (shrink)

This article reflects on the skills required in trades services to people dedicated to coordinate services in complex clinical situations because of their multidimensionality and chronicity. All human activity requires for its proper effectuation, the coordination of interdependencies between actors. Coordination of interdependencies is done in ordinary mode, in everyday activities, but also in dedicated mode, that is to say, through a practice that has a primary mandate to manage them in a conscious, voluntary and accountable for intervention situations whose (...) complexity is high. This passage from the ordinary form in the form of dedicated coordination undertakes a transformation of skills and professional knowledge mobilized in the professional gesture. Further skills and knowledge relating to the disciplinary control of clinical objects, the case manager or professional figure who best embodies this form of coordination, should mobilize expertise and procedural knowledge (assessment, planning, communication, negotiation, activation networks, etc..) required to control the interfaces between technical systems and professional and organizational actors, posing as the interdependence of actants primary purpose in work. For this he must do it in a time of temporality combining organizational project in clinical time. e présent article réfléchit aux compétences requises dans les métiers de services aux personnes dédiés à coordonner les services dans les situations cliniques complexes en raison de leur multi-dimensionnalité et leur chronicité. Toute activité humaine exige, pour sa bonne effectuation, la coordination des interdépendances entre les acteurs concernés. La coordination des interdépendances se réalise en mode ordinaire, dans les activités de tous les jours, mais aussi en mode dédié, c’est-à-dire à travers une pratique qui a pour mandat principal de les gérer de manière consciente, volontaire et imputable pour les situations d’intervention dont la complexité est grande. Ce passage de la forme ordinaire à la forme dédiée de coordination engage une transformation des compétences et savoirs professionnels mobilisés dans le geste professionnel. En outre des compétences et savoirs relatifs à la maîtrise des objets cliniques disciplinaires, le gestionnaire de cas, soit la figure professionnelle qui incarne le mieux cette modalité de coordination, doit mobiliser des compétences et savoirs procéduraux (évaluation, planification, communication, négociation, activation de réseaux, etc.) requis à la maîtrise des interfaces entre systèmes techniques et acteurs professionnels et organisationnels, en posant l’interdépendance des actants comme objet premier de son action professionnelle. Pour cela, il doit effectuer cette dernière dans une temporalité conjuguant le temps du projet organisationnel au temps clinique. (shrink)

The study assessed the conceptual understanding and attitude toward fractions of teacher education students in a socio-constructivist learning environment. Specifically, it determined the students’ level of conceptual understanding before and after instruction; verified the types of conceptual changes that occurred; and ascertained the attitude of students toward fractions before and after instruction and its relationship to their levels of understanding. Descriptive-correlational research method was used. Socio-constructivist context-based teaching method was employed to introduce the concept of fractions. Achievement tests and (...) interviews were administered to determine the students’ level of conceptual understanding. Conceptual analysis based on Jensen and Finley’s (1995) method with Tiberghien’s (1994) classification of changes was utilized to describe students’ conceptual understanding and conceptual changes. In order to determine their attitude on fractions, students were asked to answer the socio-constructivist attitude questionnaire. The level of conceptual understanding of teacher education students in fraction was functional misconception and partial understanding before and after instruction, respectively. The type of conceptual change that occurred among teacher education students was change for the better. Socio-constructivist learning more likely to improve students’ attitudes toward fractions; promoted prosocial behavior among students; and tend to increase students’ activeness in the classroom activities as evidenced. (shrink)

Bayesian models of legal arguments generally aim to produce a single integrated model, combining each of the legal arguments under consideration. This combined approach implicitly assumes that variables and their relationships can be represented without any contradiction or misalignment, and in a way that makes sense with respect to the competing argument narratives. This paper describes a novel approach to compare and ‘average’ Bayesian models of legal arguments that have been built independently and with no attempt to make them consistent (...) in terms of variables, causal assumptions or parameterization. The approach involves assessing whether competing models of legal arguments are explained or predict facts uncovered before or during the trial process. Those models that are more heavily disconfirmed by the facts are given lower weight, as model plausibility measures, in the Bayesian model comparison and averaging framework adopted. In this way a plurality of arguments is allowed yet a single judgement based on all arguments is possible and rational. (shrink)

Teaching while managing instructional workload is causal to the teaching-learning process. The study determined the teachers' instructional workload management to the teachers' teaching efficacy. It was conducted in a community college in Tangub City, Misamis Occidental. The descriptive-correlational design was used in the study. There were 15 program heads and 361 students who served as the respondents selected through a stratified random sampling technique. The researcher-made Teachers' Instructional Workload Management and Teachers' Teaching Efficacy Questionnaires were used as research instruments. Mean, (...) Standard Deviation, and Pearson Product-Moment Correlation Coefficient were used as statistical tools to analyze the data gathered. Results revealed that the teachers were very good in their instructional workload management. The teachers' teaching efficacy was very high. Some aspects of the teachers' instructional workload management like the preparation of instructional materials influenced the teachers' administration of assessment tasks and classroom management. Their conduct of consultation also influenced the administration of assessment tasks. Moreover, their submission of academic reports influenced the administration of assessment tasks and school resource utilization. The workload management of teachers play a crucial role in shaping teachers' teaching efficacy. It is recommended for teachers to manage their workload proactively since it can impact their teaching efficacy. (shrink)