AIDE Interdisciplinary Research Journal最新文献

{"title":"SPED Educators’ Extent of Use of Evidence -Based Practice in Teaching Students with ASD","authors":"Hannah Joy Ciocon Ramirez","doi":"10.56648/aide-irj.v3i1.57","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.57","url":null,"abstract":"This study examined the extent to which teachers in some specified schools in the Division of Saranggani used Evidence-Based Practices in their instruction of students with ASD. The researcher utilized a Mixed Method approach, combining quantitative and qualitative techniques. The frequency count and percentage distribution were used to examine the responder profile. The association between the profile, degree, and extent of respondents’ use of EBPs in instruction was examined using the Pearson Product Moment Coefficient Correlation. The information obtained through interviews was also arranged and analyzed. Based on the findings, there is a moderate extent to respondents’ level of utilization of several evidence-based practice treatments. There is a significant relationship between teachers’ profiles and the extent of use of EBP in teaching, especially for age, highest educational attainment, and length of service. The finding suggests that the identified profile variables deemed significant influence how teachers use numerous EBP interventions. Different themes emerged during the interview with the teacher- respondents. These are Behavior management, Policies on training and resources, and an Inclusive environment. The teacher-respondents’ educational attainment and teaching experiences can be one of the reasons they face problems and challenges in using EBP in teaching students with ASD. It is challenging for teachers to implement EBPs due to the lack of trainings on specific strategies and methods targeting the effective use of this practice. In addition, behavior management in an inclusive classroom is extremely difficult, especially with a lack of support and resources. It was recommended that the school consider hiring older teachers with higher educational status and who have been in the academe for longer, especially when asked to teach in an ASD program. \u0000","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132388775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon","authors":"Anthony Fonebi","doi":"10.56648/aide-irj.v3i1.76","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.76","url":null,"abstract":"Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies. \u0000","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132103188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correlates of the Level of Instructional Competencies of Teachers and Learners’ Performance in English Language Arts: Basis for a Policy Recommendation","authors":"Rosemarie B. Taguba","doi":"10.56648/aide-irj.v3i1.82","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.82","url":null,"abstract":"Teachers play a crucial role in nation-building. Through quality teachers, the Philippines can develop holistic learners steeped in values, equipped with 21st-century skills, and able to propel the country to development and progress. Indeed, this quantitative-descriptive study assessed the correlation between the level of instructional competencies of teachers and learners’ performance in English Language Arts among the 100 ELA teachers in the District of Santa Rosa City. They were randomly chosen; a researcher-made instrument was utilized to gather the necessary data. The statistical treatment used were Frequency, Percentage, Weighted Mean, Ranking, MPS, Correlation Ratio, and Chi-Square. Based on the findings, the respondents are 31-40 years old, female, married, BEED with MA units, and 11-15 years in service. Teachers’ instructional competency level was very high, congruent with their performance at a very satisfactory level. However, teachers encountered “Always” in all the categories in teaching English Language Arts. Furthermore, there is no significant relationship between the demographic profile of the respondents and the learner’s performance in English Language Arts. Moreover, there is no significant relationship between the teachers’ competency in ELA and the learners’ performance being rejected. Thus, the results of the study are the basis for a policy recommendation for the teachers and the students to be successful in the classroom and fill the gap; to make a strong connection to the level of instructional competencies of teachers and learners’ performance driven by data and high expectations of learning.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126445951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ Perceptions and Attitudes Toward the Use of Bitmojis to Support Equity in Math Classes","authors":"Janice Magauay","doi":"10.56648/aide-irj.v3i1.78","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.78","url":null,"abstract":"Equity in education is an indispensable issue that demands attention and awareness, especially in the contemporary era of pandemics and distance learning. This qualitative study aims to understand better how Filipino teachers feel about using Bitmojis in Math classes and the potential support it could offer in creating equitable education. Using a snowball sampling technique, 11 teachers who used Bitmojis last year as part of their instructional tools were individually interviewed via Zoom in a semi-structured interview format. Their experiences were thoroughly examined through a phenomenological- descriptive approach. Responses were analyzed, and the themes developed from the data explained the teachers’ diverse but significant experiences, perceptions, attitudes, and challenges toward integrating Bitmojis in their Mathematics classes. Though the study presents a discovery in the field of education, the results revealed a very promising contribution of Bitmojis to Mathematics in the domains of engagement, usability, and equity. In conclusion, the employment of Bitmojis in Mathematics instruction confirms that it helps promote students’ sense of equity when used appropriately and accordingly.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"103 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127611433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adaptability and Teaching Effectiveness Among Mathematics Teachers in Junior Public Schools Amidst the New Normal","authors":"G. M. F. Lumbao","doi":"10.56648/aide-irj.v3i1.49","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.49","url":null,"abstract":"This study aimed to determine the level of adaptability in terms of cognitive adaptability and behavioral adaptability and the level of teaching effectiveness in terms of the Community of Inquiry (Co I) in terms of cognitive presence, social presence, and teaching presence. Selected through purposive sampling, the respondents of this study were 31 Mathematics teachers who handled virtual, online, and or blended teaching grades 7 to 10, respectively, in Junior Public Schools in Los Baños, Laguna, Philippines. The study utilized descriptive-correlational statistics after data collection through a questionnaire. The study used descriptive statistics, Pearson’s product- moment correlation coefficient (r), and the chi-square test of independence to test the hypotheses. Results revealed that age range by generation and teaching performance based on IPCRF had a significant impact on the level of adaptability and teaching effectiveness and that the level of adaptability of teachers had a high significant impact on the level of teaching effectiveness among the respondents. The millennials, who mostly had “Outstanding” teacher performance ratings, had higher levels of adaptability, and hence have higher levels of teaching effectiveness than the older generation during online, blended teaching amidst the new normal due to Covid-19. It was recommended that older teachers must be given priority to training and peer support for them to be able to adapt to online and modern century teaching effectively.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126046298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Extent Use of Video Modeling Strategies in Teaching Daily Living Skills to Students with Autism Spectrum Disorder","authors":"Joycelyn Gonzales Flores","doi":"10.56648/aide-irj.v3i1.68","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.68","url":null,"abstract":"The education system worldwide has been responding to the needs of all learners despite their circumstances. Inclusive education believes that learners with autism need huge support from schools, parents, and the community. Thus, this study assessed the video modeling strategy used by teachers in teaching Daily Living Skills to Students with Autism Spectrum Disorder. The respondents of the study included 50 special education teachers and 170 learners with ASD. The study was conducted in the selected high schools in Santa Clara County, California, USA, offering SPED for ASD students for the school year 2021-2022. The descriptive-correlational research design was employed to determine the relationship between the teachers’ extent of use of video modeling strategies in teaching and the performance of students in Daily Living Skills. Research findings revealed that the teachers’ use of video modeling strategies in teaching Daily Living Skills among students is of a great extent. The average academic performance of the students- respondents’ this school year is 93.26, which is described as “proficient” Further, there is a significant relationship between the teachers’ extent of use of the video modeling strategies in teaching and the performance of students in Daily Living Skills. Moreover, the teachers’ problems in using the video modeling strategy in teaching Daily Living Skills to students with ASD are the lack of training and teachers’ attitudes towards technology in the classroom. The study concludes that the use of video modeling strategies in teaching Daily Living Skills is good for ASD students’ learning and success.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131493164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Affecting Formative Assessments: Basis for A Plan of Action For Its Effective Implementation","authors":"Reggie R. Young","doi":"10.56648/aide-irj.v3i1.83","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.83","url":null,"abstract":"The use of formative assessment has been gaining increasing currency in the educational world of today, especially compared to how little it had been used prior to the 21st century when teacher-focused education was the norm. The COVID-19 pandemic has increased the need for retaining student engagement and “buy-in,” and, fortunately, the virtues of flexible, conditional, and sensitive formative assessment have proven to be a fitting tool to the current moment. Prior to the pandemic, educational institutions of all sorts had acknowledged the importance of online learning modalities, wherein the students were engaged equally (or perhaps to a greater degree) compared to traditional, face-to-face instruction. Formative assessments, check-ins, communication, give-and-take are integral components of successful virtual learning—paradoxically, since the teachers and learners exist in separate spaces and (sometimes) different times. A survey was distributed to one hundred secondary teachers of District 3, Santa Rosa, Laguna in the Philippines. The survey contained categories pertaining to the teachers’ profile, the factors affecting implementation of formative assessments (namely, teaching- learning process, learner and teacher motivation, measurement and assessment, and communication), and problems encountered and recommendations by respondents in the implementation of formative assessments. The study concluded from the survey that the successful use of formative assessment is essential to online education, for it provides teachers the ability to gauge a student’s completion of a given objective, improve the teacher’s own efforts and delivery, and offer an effective opportunity for teachers to deliver feedback and improve communication. Furthermore, formative assessments allow students to partake of their own self-assessment and determine their own strengths and weaknesses pertaining to the objective at hand, as well as other related objectives more holistically. The study’s recommendations consist of school systems at home and abroad making extensive use of flexible assessment opportunities whenever possible and to make use of additional studies related to the effectiveness of responsive teaching modalities. \u0000","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124069152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Collaboration: Its Effect on the Instructional Teaching Effectiveness of Faculty Members","authors":"Rosita Gamboa","doi":"10.56648/aide-irj.v3i1.66","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.66","url":null,"abstract":"Teachers collaborate in a variety of ways when they are connected. They talk about the education of the students, exchange concepts and materials, collaborate on projects, and produce new knowledge. This study looked at the degree of teacher collaboration on the Sanchez Mira campus of Cagayan State University in the Philippines. It also examined the respondents’ profiles, including their level of effectiveness as teachers. The degree of teacher collaboration and instructional effectiveness were also assessed for significant associations among the profile factors. The study’s research methodology was descriptive correlational, having the campus faculty members as the respondents. Frequency, percentage, and chi-square tests were used to analyze the data. The level of teacher collaboration acquired an overall mean of 3.72. With a focus on the level of teaching effectiveness, the faculty members manifested an outstanding performance, as exemplified by a mean of 96.53 or 97. Educational attainment is significantly related to collaboration. Trainings in teacher collaboration are also significantly related to teacher collaboration on dialogue. There exists a significant relationship between trainings on teacher collaboration and the level of teacher collaboration. A highly significant correlation exists between teacher collaboration training and teaching effectiveness rating. A highly significant correlation was also established between the factors of teacher collaboration and the instructional effectiveness of the faculty members.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128534619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitude and Readiness of Special Education Teachers in Blended Teaching: Basis for A Training Development Program","authors":"Gay Cacatian Claudio","doi":"10.56648/aide-irj.v3i1.74","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.74","url":null,"abstract":"As the world progresses towards digitalization in education, innovations have been embraced rapidly. Blended teaching (a combination of in-person and online classes) has been introduced to enhance the teaching and learning process amidst challenges and threats brought about by the COVID-19 pandemic. This study investigated special education teachers’ attitude and readiness to implement blended learning modalities. The study used purposive sampling employing a total enumeration of 40 SPED teachers in 10 public SPED schools in Sarangani province. The results revealed that with all the indicators in teachers’ attitude towards blended teaching, an overall mean of 3.22 was obtained, which corresponds to an overall descriptive value of “Favorable’. This means that teachers portrayed positive attitudes and practices that prompted them to develop their knowledge and skills in the shift from traditional education to blended instruction. Overall, the relationship between teachers’ attitudes and the level of readiness toward blended teaching is “Highly Significant.” The correlation between the teachers’ attitude and the teachers’ level of readiness in six areas (i.e., Technical Literacy, Planning Blended Activities, Personalizing Instruction, Facilitating Student-Student Interaction, Facilitating Teacher-Student Interaction, Planning Blended Assessments) is “Highly Significant” while only one of the seven areas (i.e., Implementing Blended Assessments) is “Not Significant. Thus, this study proposed an action plan to support teachers in blended teaching. Further, a pool of experts in blended teaching and learning reviewed and evaluated the proposed action plan. They rated the proposed action plan as “highly valid.” \u0000","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126351333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional Intelligence and Experiences: Their Relationship to Teaching Performance","authors":"Felipe Tolentino","doi":"10.56648/aide-irj.v3i1.48","DOIUrl":"https://doi.org/10.56648/aide-irj.v3i1.48","url":null,"abstract":"Teachers have a significant impact on the lives of their students. They contribute significantly to the foundation of education. Teachers’ teaching experiences, emotional intelligence, and teaching performance impact the teaching-learning process’s effectiveness. This quantitative study aimed to investigate the relationship between the teachers’ profiles, experience, level of emotional intelligence, and teaching performance. It also investigated if there was a significant relationship between the variables. Google Forms was used to distribute the survey questionnaires and employed a descriptive- correlational design. The statistical treatments were frequency counts, percentages, and mean, which were used to describe the demographic profile of the respondents. A weighted mean was used to assess the effectiveness of the teaching experience in terms of the use of online resources, the teaching-learning process, student outcomes, community involvement, and professional growth and development. In addition, the weighted mean was also used to assess the emotional intelligence of the respondents. Furthermore, Pearson’s Product Moment Correlation and the Chi-square test were also used to test the relationships between the variables. To find out the significance of the correlation made, the p-value was interpreted accordingly. The study’s findings revealed the existence of strong and highly significant relationships between variables. As a result, emotional intelligence and experience were significantly related to teachers’ teaching performance. It was recommended that District supervisors, principals, and school heads collaborate with Non-Governmental Organizations (NGOs) or corporate donors to establish a fund for teachers’ post-graduate studies that will encourage and support them in completing their degrees.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126372629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}