PUP Education Review (Formerly Education Review)
The PUP Education Review (EdRev, formerly Education Review) is one of the flagship journals of the Polytechnic University of the Philippines. It is an open-access and a peer-refereed journal that provides researchers with a platform for research engagement in the local and international community. The annual publication of EdRev presents a substantial collection of emerging trends and issues in education for a better understanding of the educational landscape and the people working in it. EdRev does not charge article processing fees (APCs) to allow a wide range of knowledge sharing across the globe. Print ISSN: 1908-8701 Online ISSN: 2546-0730 Email Address: edrev@pup.edu.ph
Polytechnic University of the Philippines
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Career Trajectories and Employment Outcomes of Political Science Graduates in Polytechnic University of the Philippines
This study investigates the employment outcomes and career trajectories of graduates from the Bachelor of Arts in Political Science program from 2019 to 2022. The primary objective is to assess the relevance and impact of the academic curriculum on graduates’ professional lives, identifying key factors that contribute to their success or challenges in the job market. Utilizing a mixed-methods approach, the research utilized quantitative data derived from the Institute of Data and Statistical Analysis (IDSA) of the Polytechnic University of the Philippines and gathered qualitative data. The sample comprises graduates of Bachelor of Arts in Political Science from 2019 to 2022. The preliminary findings indicate that a significant proportion of graduates have secured employment in sectors directly related to their field of study, such as law, non-profit organizations, and international institutions. However, the study also highlights a notable percentage of graduates experiencing employment in unrelated fields, underscoring the need for enhanced career support and practical skill development within the curriculum. The key themes emerging from the qualitative data include acquisition of interdisciplinary skills. The graduates emphasized the value of critical thinking, research capabilities, and a deep understanding of political systems in navigating their careers. The research further identifies gaps in the alignment between academic training and industry expectations, suggesting avenues for curriculum enhancement and stronger industry-academia partnerships. The findings of this study are intended to inform educational policy and program development, aiming to improve the employability and career satisfaction of future political science graduates. The recommendations for curriculum adjustments and enhanced career services are discussed, with the goal of better preparing students for the evolving demands of the labor market.
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Graduate Tracer Study (GTS) ng mga Nagsipagtapos ng Batsilyerng Artes sa Filipinolohiya sa Politeknikong Unibersidad ng Pilipinas (2019-2023)
Tinutunton ng pag-aaral na ito ang kasalukuyang tinatahak na karera, institusyon at sektor, at mga natatanging karanasan ng mga nagsipagtapos ng AB Filipinolohiya mula sa Politeknikong Unibersidad ng Pilipinas Sta.Mesa Manila. Hinggil dito, sinusuri ng pananaliksik ang kahusayan ng nasabing pang-akademikong programa sa usapin ng naturang kurikulum, karanasang pampagkatuto, mga dulog, at ang kakayahang umangkop ng mga ito sa mga pangangailangan ng industriya at sektor. Ang deskriptibong pag-aaral na ito ay gumamit ng purposive sampling technique upang makalap ang mga datos at resulta mula sa mga isinigawang sarbey. Napatunayan ng pag-aaral na kalakhan ng mga alumni ng AB Filipinolohiya ay kasalukuyang may trabaho at karamihan ay nagtatrabaho sa loob ng akademya; sinusundan ito ng mga nagtatrabaho sa iba’t ibang institusyong pangwika, kultura at sining; industriya ng business processing outsource; at panghuli, sa sektor ng social work. Sa paglalagom, ang programang AB Filipinolohiya ay nagtagumpay sa pagbibigay ng edukasyong dekalidad para sa kanilang mga estudyante. Hinihikayat ng mga mananaliksik ang pagpapatuloy sa nasimulang pagtataya at pagpapaunlad sa kasalukuyang kurikulum upang makaangkop ito at patuloy na makaagapay sa pangangailangan ng mga industriya at sektor.
High School Calculus in Focus: A Comparative Study of the Intended Curricula of Select Countries
While many countries are integrating calculus into their high school curricula, there is limited research on how these curricula differ among nations with varying levels of mathematical achievement. To address this gap, this study compared the intended high school calculus curriculum of four countries: the Philippines, South Africa, New Zealand, and Ireland. Through curriculum mapping, the research identified similarities and differences in topic coverage and learning progression across these curricula. The results revealed that the Philippines and New Zealand’s Level 8 achievement standards covered the most topics, while South Africa and Ireland’s ordinary level curriculum covered the fewest. The Philippines, New Zealand’s Level 8 achievement standards and Ireland’s higher level curriculum were well-aligned, rigorously covering derivatives and integrals of both algebraic and transcendental functions. In contrast, South Africa, New Zealand’s level 7 achievement standards, and Ireland’s ordinary level curriculum focused more narrowly on algebraic functions. Notably, none of the countries defined limits using the ε-δ definition, and only the Philippines formally defined the definite integral. Structurally, only the Philippines treated calculus as a separate subject, while New Zealand adopted a unique spiral approach to teaching calculus topics. These findings suggest the need for further investigation into how these curriculum differences impact students’ understanding of calculus.
Social-Emotional Development amid Mobile Learning: Pros, Cons, and Actions
Mobile learning became one of the most prevalent forms of education during the peak of the COVID-19 pandemic. As a result of necessity, many young students gained access to mobile phones and utilized them for both educational and non-educational purposes. Research indicates that while mobile learning can enhance educational outcomes, it may also negatively affect the socio-emotional development of young students if used improperly. This paper examines the advantages and disadvantages of mobile learning and explores potential strategies to optimize learning and minimize, if not eliminate, its adverse effects. Key recommendations include integrating social-emotional learning (SEL), managing screen time, encouraging co-viewing, promoting moderate use of digital devices, early detection of socio-emotional disorders, and implementing relevant policies. Furthermore, incorporating moral training, character building, and habit formation is suggested as beneficial, especially for children.
A Genderlect View of Communication Patterns of Male and Female Students in a Higher Education Institution
The goal of this study is to describe the communication patterns relevant to the teaching-learning process among students in higher education following the Genderlect Styles Theory by Deborah Tannen, who emphasized that there are gender differences in the ways males and females communicate. A descriptive research design was followed utilizing a questionnaire checklist distributed to 100 university students. It revealed that both male and female university students observe varied communication patterns inside the classroom with respect to “public and private speaking,” “telling a story,” “listening,” “asking questions,” and “resolving conflicts.” Despite the similarities, specific differences in the communication styles of the university students vary, as revealed by the rejection of the null hypothesis. Thus, the following communication patterns were observed: female students seek connection, male students seek status; female students use rapport talk, male students use report talk; and both sexes may speak the same language, but they mean different things. These results implied that it is relevant among educators in higher education to be conscious of their students’ various communication styles as observed from their communication patterns.
Moral reasoning courseware for problem-solving in Values Education: Grade 8 students’ performances
A prototype Values Education courseware was developed in this study to use it as supplementary learning material to sharpen the moral reasoning skills of grade 8 students. The prototype courseware was designed according to the higher-order thinking skills of Bloom’s Taxonomy of educational objectives, which are barely reflected in the existing Values Education curriculum of the Philippines public schools. After having subjected the courseware to formative and summative evaluation by content and instructional design experts in Values Education, philosophy of education, educational psychology, curriculum studies, and educational technology and by target end users, a quasi-experimental analysis revealed that the use of the courseware resulted in significant improvement of student-participants’ moral reasoning skills. Thus, problem solvers who want critical thinking skills for problem-solving could significantly increase their abilities for the said task given the suitable assistive methods, tools, and training.
Awareness Level and Training Needs of Teachers Toward Inclusive Education
This study aimed to determine the level of awareness and training needs of teachers toward inclusive education. Respondents of this study were 62 randomly selected teachers of JPES and JNCHS. Statistical tools employed were mean, standard deviation, t-test, analysis of variance, and Pearson’s r. The level of awareness of teachers toward inclusive education was high as an entire group and when grouped according to sex, educational affiliation, and years of teaching experience. Baccalaureate graduates showed only minimal awareness compared to respondents with units for a master’s or doctorate. No significant differences in the level of awareness were noted across other categories of variables. Generally, the training needs of teachers on concepts, identifying needs/difficulty of students and their causes, instructional strategies and approaches, and assessment strategies were average. A moderately high training need was found among elementary school teachers while an average among high school teachers. Low training needs were found for teachers taking up a doctorate. Elementary and secondary teachers differ significantly in their training needs in different aspects of inclusive education. There was no correlation between the level of awareness and training needs of teachers toward inclusive education on concepts, identifying needs/difficulty of students and its causes, instructional strategies and approaches, and assessment strategies.
Mungkahing Balangkas sa Pagsasanib ng Values tungo sa Pagpapahusay ng Pagtuturo sa Filipino 7
This study focuses on the core values developed in a seventhgrade literary texts, which paved the way to the suggestion of a framework for effective values integration in literary texts. Through content analysis, interviews, and surveys, it was discovered that four core values are being developed in texts: maka-Diyos (love for God), Makatao (love for fellow men), maka-kalikasan (love for nature), and maka-bansa (love for the country); these core values are well-presented, and three of them are sometimes cultivated together depending on the topic being discussed. Research revealed through the significant response of the teachers that its cultivation is essential in integrating the text; it has a greater effect; it has an enormous impact on the student’s life, and the use of different methods and putting the teacher himself in the situation are methods of how to improve the teaching of values. The researchers recommended adopting the framework to develop and strengthen the educational program for values integration in Filipino 7, as a major step toward advancing transformational education in the country.
Modelong 4K: Isang Makabayang Edukasyong Panteknolohiyang Modelo
Naging maingay ang integrasyon ng teknolohiya sa edukasyon sa nakalipas na mga taong panuruan. Ang halos lahat ng mga paaralan ay nagtatangkang gumamit ng mga kagamitang teknolohikal upang makasabay sa nabanggit na pagbabago. Ngunit kung susuriing mabuti, ang lahat ay gumagamit ng mga panukatang global sa implementasyon. Ginagamit ng mga paaralan ang mga modelong dayuhan sa paniniwalang ito ay makatutulong upang maiangat sa pandaigdigang panukatan ang kanilang mga programa sa paaralan. Ang mismong hamong ito ang ginamit ng mananaliksik upang makabuo ng lokal na modelo. Gamit ang apat na yugto ng pagsasakatutubo ni Enriquez (1976) na (1) Pagkilala sa Limitasyon ng Kanluraning Modelo; (2) Pag-aangkop ng Mga Panukat at Metodo; (3) Pagsaliksik sa Mga Paksang Makabuluhan; at (4) Pagsusuri ng Kilos at Kaisipang Makabuluhan sa Kultura, minarapat ng mananaliksik na lumikha ng modelong lokal na maaaring gamitin ng mga paaralan sa kanilang implementasyon.
The Leaning Tower of PISA: A Critique to the Institutionalized Concept of Assessment
This paper conducts a comprehensive critique of the educational system in the Philippines, with a specific focus on its performance in the 2018 Program for International Student Assessment (PISA). The study endeavors to unveil the underlying causes that have led to the persistent challenges facing Philippine education, which have remained unresolved over the years and have significantly influenced the outcomes of the 2018 PISA. Furthermore, this research delves into the institutionalized framework of assessment within the Philippine education system, highlighting its inherent issues and drawbacks. Comparative analysis is also conducted to shed light on how other nations have successfully improved their international rankings in education. In summary, this study offers a thorough examination of the Philippine educational landscape, emphasizing its connection to the 2018 PISA results, while also exploring potential avenues for reform based on successful strategies adopted by other countries.
Overcoming the Politics of Fear and the Role of Liberal Education in the Filipino Youth’s Formation of Political Emotion
Emotion is seen as an uncritical force that can bring detriment in shaping the political terrain of the land. Historically, emotions are seen as negative political vectors that promote uncritical and unthinking culture among the citizens of a given political community. The Philippines as a country has its dilemma when it comes to nurturing negative emotions of some kind; what is rampant in its political landscape is the negative emotions of fear, shame, and disgust. The danger of sustaining negative emotions can be present in the political atmosphere of many societies around the world. Its detriment is extended to the formation of political emotion among the younger generations. This study intends to pay serious attention to the possibility of redirecting the political emotions of the youth into the formation of positive kinds through a careful analysis of the potential role of liberal education. Our current approaches to civic education do not yet account for the emotional basis of citizenship that will generate the formation of a positive political culture. Eliminating negative emotions requires a sensible analysis of the factors that contribute to its polarized direction. We live in a time where the generation of politics of fear is rampant among civic leaders. Negative emotion in our political sphere needs to be addressed by cultivating a culture of emotion characterized by compassion and care. Thus, this study sees it imperative to inculcate positivity among the youths at present to better shape the future of our country’s political culture.
Navigating Risk Situations Faced by Filipino Youth: Learning to Say “No” through Theater for Development on HIV
The Philippines is one of the countries with the fastest growing number of HIV cases in the last decade. Among age groups, the highest increase in the proportion of cases from 2013–2023 were among 15–24 years old. Because the issue of HIV often overlaps with social and moral discourses, it has often been regarded as a sensitive topic in the country, creating a culture of silence and propagating a norm of passivity that leave vulnerable groups such as the youth in the margins of discourse. Arts-based educational tools such as Applied Theater are used outside the formal education setting to open opportunities for discussion on the topics of HIV, sex and sexuality. However, studies on the use of Applied Theater for HIV in the Philippine context documented in academic literature appear to be scarce. To contribute to the literature on HIV prevention and Applied Theater, and explore the experiences of Filipino youth related to sex, sexuality, and HIV in the context of the Philippines, this study raises the following questions: (1) What are the factors that drive young people into risk situations? (2) What skills did the young people learn in the workshop that could help them in these risk situations? (3) How did they use what they have learned to navigate these risk situations to protect themselves from HIV? Data were gathered from two three-day Theater for Development on HIV (T4DHIV) workshops in Cavite, Philippines. This study discovered that young people consider sexual curiosity and peer pressure as the main drivers that lead them to risk situations. To protect themselves from HIV, young people used their refusal skills to avoid relationships or situations they do not want to participate in. This act allows them to regain their agency to express themselves and let their voices – that have been silenced by culture and norms – be heard.
The Flipped Classroom and Students’ Achievement in Grammar
Following recent advances in educational technology-integrated learning, language education authorities are becoming more and more interested in the actual implementation of flipped classrooms as cutting-edge strategies. This study investigated the impact of flipped classroom on students’ achievement in grammar of Grade 10 Students of Concordia College for SY 2018 – 2019. Non- equivalent group design, a true – experimental method was employed in this study. The respondents’ average grade in English from the first to the third quarter was considered to establish comparability. Each group took the pretest and posttests. However, only one group employed a flipped classroom as a teaching-learning strategy. Statistical tools employed were Average Weighted Mean (AWM) and T– test. Major findings revealed that the pretest scores of both experimental and control groups were higher than the 50% passing rate. However, the scores were still under the Approaching Proficiency Level based on DepEd Memo No.8 s of 2015. Pretest scores also showed the two groups had almost the same level of grammar proficiency. It was noted that the pretest scores of the control group were higher than the scores of the experimental group. Post test scores of both groups had increased after the intervention which denoted that traditional and flipped classroom were effective in teaching grammar. It also revealed that the experimental group scores were higher than that of the control group. Further, there was no significant difference between the pretest scores of the control and experimental groups. This meant that the control and experimental groups’ achievement in grammar was equal before the implementation of the intervention. The post test scores of the two groups revealed that there was no significant difference between the posttest scores. This indicated that both groups had improved their grammar achievement; however, it would not imply that the achievement of the experimental group is higher than the control group.
Pagdidiskurso sa Nihonjinron at Kokusaika sa Pagkatutong Pangalawa at/o Pangatlong Wika ng mga Mag-aaral na Hapon: Kaso ng Ingles at Filipino
Japan is known for its culture as a nationalistic country with tremendous love for their language and culture that is being imposed to its people, also known as ‘Nihonjinron’ or ‘Japaneseness’. In education, they also learn foreign language like English, Mandarin, Spanish and even Filipino to achieve internationalization among other countries or to put in concept, it is called ‘Kokusaika’. Notes on the ideology of Nihonjinron and Kokusaika were analyzed using the Critical Discourse Analysis (CDA) from several experts on the subject, including Befu (1983), Manabe (1993), Sugimoto (1999), Liddicoat (2007), and Rear (2017), to determine the interpretation of the two ideologies that focus on learning the foreign language particularly the English and Filipino of the Japanese people in Kagoshima, Japan that pervade their education system. Three factors from the study of the Japanese foreign language appear to be contextualized through Nihonjinron and Kokusaika ideology. First, there is a problem with communicative competence, which favors grammar above communication. Second, the lack of a global viewpoint that pervades the objective of foreign language acquisition, and finally, the intercultural awareness that encompasses the manner a foreign language is taught.
The Implications of Online Faculty Evaluation by Students to PUP Branches and Campuses Faculty: Basis for Policy Review and Implementation
Any faculty evaluation by students is a good yardstick to measure how effective faculty in delivering classroom duties. The results from this exercise are expected to provide indexes that will guide policy makers and implementers if it is about time to revisit and reassess prevailing practices related to teaching performance. Thus, this study aims to determine the perception of the PUP faculty from branches and campuses about the student’s online evaluation and investigate the implication of results to their performance as teachers in higher education institution. Descriptive and inferential statistics were used to interpret data. The researchers utilized primary data through self administered survey questionnaire and secondary data as well. Findings revealed that in general, the faculty find the criteria in four areas of evaluation namely: commitment, knowledge of the subject, teaching for independent learning and management of learning, acceptable. They agree with the rating scale and its equivalent description. The perceived delivery of faculty duties in four areas showed improvement. The faculty recognized that their personal and social development had improved. When respondents were grouped according to highest educational attainment, significant difference was observed on commitment area. Majority of the faculty felt that students do not fully understand the content of the evaluation instrument, and worst, they use it as an opportunity to get even with the professors they dislike. It is therefore recommended to simplify the statements in the instrument to make it more student-comprehensible. To further improve the performance of the faculty, deans and chairpersons may identify administrative concerns of their faculty and address areas that need training, retooling, mentoring, and other forms of intervention as they may see appropriate.
Self-Efficacy as Correlates to Purpose in Life of Secondary Public School Teachers: Basis for a Life Skills Program
Self-efficacy or the belief in one’s ability to succeed plays a major role in determining goal achievement. On a bigger scale, it ultimately affects our purpose in life in that if our level of self-efficacy is low, we may not have the energy and the drive to strive and achieve making us fail in keeping our perspective and purpose. This study aimed to determine the relationship between self-efficacy and purpose in life of public secondary school teachers during the school year 2017 – 2018. Utilizing the descriptive-correlative method, the researcher sought the participation of ninety – five (95) teachers both from the junior and senior high school departments of the respondent school. Two standardized tests were used to gather data: the Generalized Self-Efficacy Scale and the Purpose in Life Test. The findings revealed that the respondents have a moderately high level of self - efficacy and a slightly high level of purpose in life. Statistical correlation analysis showed that the two concepts under study have a strong direct positive relationship, that is, the higher the self-efficacy, the higher the purpose in life and vice versa. The researcher recommends that those participants who scored “low” and “moderately low” on self-efficacy and those who scored “extremely low” to “slightly low” in purpose in life be encouraged to undergo the Life Skills Program herein proposed. Further, it is recommended that future researchers explore this line of study so as to contribute to the database of knowledge since studies about this subject are extremely rare.
The Evidence-Informed Learning Cycle of Experiential Learning in the Core Subjects and its Relationship to Academic Performance of Grade 10 Students in Manila Ecclesiastical Province School Association (MaPSA), NCR
The aim of the study titled: The Evidence-Informed Experiential Learning Cycle in Building Knowledge and Skills in the Core Subjects and its Relationship to Student Academic Performance of Manila Ecclesiastical Province School Association (MAPSA) generally aims to review the evidence-informed experiential learning cycle as perceived by teacher-respondents teaching the core subjects: Math, Science and English in Grade 10 level of MAPSA) NCR. The primary objective of the study is to establish evidence of students’ ability to build knowledge and skills through DepEd’s learning competencies of the core subjects: Math, Science, and English in Grade 10 level. The basis of the study was the experiential learning theoretical model of David Kolb which advocates that the success of students’ learning depends on the four elements of the experiential learning cycles namely: concrete experience (doing), reflective observation (reflection), abstract conceptualization (thinking), and active experimentation (application). Quantitative in nature, the study employed statistical tools such as weighted mean and Spearman Rank Correlation. The findings of the study revealed that the elements of experiential learning is evident in the core subjects, with active experimentation and reflective observation as the most evident. Concrete experience and abstract conceptualization on the other hand, are the least evident. The study likewise suggested that the academic performance rating of students in the core subjects is very satisfactory. The study also revealed that experiential learning is not correlated with the students’ academic performance in the core subjects. As a result, the possibility of including experiential learning in the basic education curriculum can be considered, with the hope of providing effective teaching learning experience to both students and teachers.
Tracer Study sa mga Nagsipagtapos ng Master ng Artessa Filipino sa Politeknikong Unibersidad ng Pilipinas (2017-2020)
This research primarily identified the current employment profile of the graduates of Master of Arts in Filipino of Polytechnic University of the Philippines (2017-2020). Specifically, it sought to determine the progress on their professional status and the relevance of institutional and academic factors to it. This descriptive study utilized purposive sampling and involved an iterative process of frequency distribution, percentage, rank, and average weighted mean. This study found out that the majority of the respondents: are currently employed before and after they took up MAF; are permanent/regular teachers in public secondary schools; have received job promotions and salary increase after graduating; and have acquired several professional skills and values relevant to their profession. The study generally concludes that the program has succeeded in providing quality education to its respondents as analyzed from their positive feedbacks. The researchers, however, recommend improving areas relative to influencing graduates to conduct and publish studies in refereed journals, be active members of discipline-related organizations, and attend several conferences, workshops, seminars, etc.
Organizational Climate of Secondary Schools and its Relationship to the Demographic Variables of Principals
School principals oversee the school’s leadership and management, and one of their responsibilities is to ensure that the school has a positive organizational climate. To identify factors that affect the organizational climate of secondary schools, this research examined the relationship between the principals’ demographic profile and the organizational climate. Prevalent organizational climate and climate openness of secondary schools were also investigated. Descriptive research was used and a purposive sample of 31 schools and 1117 teachers participated in this study. Data analyses reveal that principal supportive behavior frequently occurred as the organizational climate in terms of principal-teacher relationship while engaged teacher behavior prevailed as the organizational climate in terms of a teacher-teacher relationship. Results also show that the general openness index of organizational climate in secondary schools was slightly above average. These findings indicate that there is a correlation between directive principal behavior and rank and that age and gender have a significant relationship to principal supportive behavior. In terms of the teacher-teacher relationship, age has a substantial connection to intimate teacher behavior. Further studies may be conducted on the other possible factors that affect a school’s organizational climate, such as teacher and student factors.
Assessment on the Academic Managerial Competencies and Faculty Performance towards a Proposed Executive Training Program for the Middle Managers of SUCs in Manila
This paper attempts to assess the academic managerial competencies and faculty performance of State Universities and Colleges (SUCs) in Manila towards the proposal of an executive training program that could help deans and chairpersons in managing their units. The study has two sets of respondents, the middle managers, which is purposively selected, and the faculty through simple random sampling technique. The analysed data show that (1) the middle managers are found to be generally competent, and (2) the managers and faculty have similar assessment on the competency level of middle managers as to the selected variables. Based on the results, the proposed executive training program has five significant areas such as: setting directions, staff development program, budget planning, physical facilities and laboratory development, and leadership and governance.
Integration of Games in Teaching English and Performance of Students in Learning Parts of Speech
This project focused on the Integration of Games in English and performance of students in the parts of speech. It delved on the level of performance of the control and experimental groups in pretest and posttest in the parts of speech as to: Naming Words, Modifying, and Connecting and significant difference between the pretest and posttest scores of the control and experimental groups and significant difference in the increase from the pretest and posttest scores between the control and experimental groups. The study utilized the quasi-experimental design to determine the effectiveness in integrating games in teaching English to college students by employing Wilcoxon Singed Rank Test and Mann Whitney U Test. The study revealed the following major findings: The students were not really competent from the parts of speech, particularly, nouns and prepositions in the pretest. While in the posttest, they improved with satisfactory and outstanding performances. The rest of the parts of speech were consistent in control group. Interestingly, the experimental group was competent. They were consistent in pronoun and adjective with outstanding performance while the rest got satisfactory and very satisfactory performances. Hence, employing games in teaching the parts of speech significantly improved the performance of the students. Further, there was no significant difference between the pretest and posttest performance in terms of pronoun and adjective from the control group. However, there was a significant difference between the pretest-posttest scores in the parts of speech as to noun, pronoun, adjective, adverb, preposition, and conjunction of the students in the experimental group. Conventional and game-based methods were both effective in teaching the parts of speech. Finally, there was a significant difference from the gained scores between the control and the experimental group in terms of learning adjective. Thus, learning noun, pronoun, adverb, preposition and conjunction, conventional method alone or application with games were equally effective. Hence, the students manifested creative and critical thinking skills.
The Use of Facebook as an Alternative Learning Platform: Perspectives from Transactional Distance Theory
Learning must take place anytime and anywhere, whether through online or offline mode. Hence, this paper explores the perception of the students in the use of Facebook as a learning platform in a Practical Research class in the light of transactional distance theory. A qualitative research design following netnographic procedures and a self-administered questionnaire of open-ended questions was conducted. Insights on the narrative of the students revealed that the use of Facebook as a learning platform promotes learning, instruction, and students’ interaction which is evident in the exchanges of conversation in the comment section of Facebook posts. Facebook as a learning platform, provides an avenue for teachers for instruction and feedback purposes. Nevertheless, the findings also revealed that there were students who found the use of Facebook as being problematic. Hence, caution of its use must be exercised. Academic integrity must be upheld to its highest standards regardless of the learning modalities. The researcher suggests that turning and maximizing the use of social media to academic use in distance or remote education is a good learning practice making sure that pedagogic interventions are in place along the way.
The Image of the Teachers from the Pre-Service Students’ Perspective
This study endeavors at identifying the perspective of the preservice students on the image of the teachers, what does this show about the professional and personal qualities of the teachers in the Philippines, and how these affect their teaching success. Different images are perceived by the students, and these say something about the teachers’ profession. The images emerge from the students’ interaction with the teachers in the process of teaching and learning. The researcher facilitated a “draw a teacher activity” which sought to determine their view of a teacher physically and conducted an unstructured interview in a focus group discussion. It was revealed that the participants characterized the image of their teachers in terms of physical appearance and personal qualities such as wearing eyeglasses, being neat, presentable, understanding, passionate, and kind. Furthermore, differentiation was made on the teacher’s gender, wherein the participants see their teachers as women with motherly care. Considerably, a teacher is also seen with good moral character and someone who abides with the Code of Ethics for Professional Teachers. The image of a teacher is based on the interaction and their engagements in the school community and other stakeholders. A person’s professional and personal qualities affect and determine the kind of teacher he or she will be and the effect that this will make onto their students’ life. As the profession demands above standard qualification and effectiveness, the reality of the teachers in the Philippines is evident in the image, perspective, and students’ success in school.
Code of Ethics for Professional Teachers
Philippine Women Leaders’ Presence, Practices, and Challenges in Higher Education in the New Normal
The Covid-19 pandemic confronted the educational system by surprise and compelled school leaders to enforce decisive institutional policies and changes to maintain community cohesion and students’ learning and well-being without the benefits of physical classrooms and campuses. The new normal calls for greater women leadership participation in educational institutions. This paper then expounds and draws attention on themes such as women’s presence in school administration, barriers that limit women leadership advancement and participation, women leaders’ qualities and practices, and challenges faced as leaders in the new normal educational milieus. A focused review of ideas and perspectives about women leadership and an integrative presentation of relevant data from literature were utilized.
women leaders in Philippine higher education