AIDE Interdisciplinary Research Journal最新文献

{"title":"Teachers’ Understanding and Students’ Level of Satisfaction in the Implementation of Differentiated Instruction","authors":"Agnes Calabazaron-Ocampo","doi":"10.56648/aide-irj.v2i1.29","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.29","url":null,"abstract":"Diverse English classrooms and meeting students’ needs require research on differentiated instruction. This study measured teachers’ understanding and students’ satisfaction with implementing differentiated instruction using validated survey questionnaires. This descriptive-correlational study selected student respondents using stratified sampling and teacher respondents using total enumeration. The data was interpreted using frequency count, mean, percent, Chi-square, percentage distribution, Spearman rank correlation, and Pearson r. Results revealed that teachers highly understood differentiated instruction, but students were merely satisfied with the implementation. Differentiated content instruction reflects teachers’ content knowledge and is most appreciated by students. Teachers’ and students’ responses show students’ interests as the least understood and satisfied. In addition, no significant relationships existed between teachers’ understanding of differentiated instruction across all domains (student interest, assessment, lesson planning, content, process, and product) and their profile variables (age, sex, and highest educational attainment). Still, there were positive relationships between teachers’ grade level taught and the number of years of teaching experience. Also, there were no significant relationships between students’ satisfaction with teachers’ use of differentiated instruction in all domains and their profile variables (sex and program), but there were strong positive relationships with students’ age, current grade level, and previous English grades. It was concluded that student and teacher responses showed discrepancies, so a proposed enhancement activity was developed to improve differentiated instruction among English language teachers.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133379519","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":"The Status of Implementation of The NYC Reads 365 Program: Basis for a Proposed Program Enhancement","authors":"Ernesto S. Pamolarco, Jr.","doi":"10.56648/aide-irj.v2i1.39","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.39","url":null,"abstract":"This study investigated the extent of awareness and participation of parents and students in the implementation of the NYC Reads 365 Program, as assessed by the parents, students, and the school librarian. The researcher used the descriptive-correlation research design to secure evidence concerning an existing situation. Specifically, the extent of awareness and participation of parents and students in the NYC Reads 365 Program, and to test the association between the respondents’ extent of awareness and extent of participation. The results of the study revealed that both the student and parent-respondents have “moderate awareness “and “moderate participation” in the implementation of the NYC Reads 365 Program. The researcher discovered that there was a significant relationship between the student respondents’ extent of awareness and extent of participation in the conduct of the NYC Reads. The R-value indicated that the higher the students’ extent of awareness, the higher the extent of their participation. Lower awareness also indicated lower participation. The researcher also discovered a significant relationship between the parent respondents’ extent of awareness and extent of participation in the conduct of the NYC Reads. The R-value indicated that the higher the parents’ extent of awareness, the higher the extent of their participation, and lower awareness also indicated lower participation. Based on the findings of the study, it can be concluded that the status of implementation of the NYC Reads 365 Program that the activities intended to be participated in by the students and parents who are the primary beneficiaries of the program are not fully implemented, the stakeholders of the said program have not fully succeeded in the dissemination and awareness campaigns of the program.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115508339","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":"School Heads’ Instructional Leadership and Teachers’ Sense of Efficacy in the Implementation of Blended Teaching Modality in Sarangani Province","authors":"Leila Rodulfa","doi":"10.56648/aide-irj.v2i1.35","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.35","url":null,"abstract":"This study investigated the relationship between school heads’ instructional leadership and teachers’ sense of efficacy in blended teaching modality. The study examined the personal and professional profile of the school heads and their instructional leadership in the implementation of blended learning as assessed by the teachers and school heads themselves. The researcher utilized the quantitative research design in this study, specifically the descriptive-correlational method. The respondents of this study are composed of 40 public elementary school heads and 411 teachers of the four districts in Alabel Sarangani Philippines for the School Year 2021-2022. Based on the findings, the school heads’ instructional leadership is very high, which shows that they are competent and great influencers in ensuring students’ learning outcomes, supervising, evaluating teachers, and building connections. Furthermore, the teachers’ sense of efficacy is consistently high across all the dimensions, which is indicative that they have a positive judgment of their performance to bring about desired outcomes of student engagement and learning. Test of relationship reveals a significant positive correlation between plantilla position and the overall instructional leadership. Higher instructional leadership was recommended to produce higher teachers’ sense of efficacy. The school heads and teachers in the Division of Sarangani must sustain their high instructional leadership and sense of efficacy, respectively. This may be done through the Schools Division of Sarangani, providing awards and incentives.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129379000","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’ Preparedness in the Use of Information Communication Technology and School’s Licensure Passing Rate","authors":"Zenaida F. Lucas","doi":"10.56648/aide-irj.v2i1.38","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.38","url":null,"abstract":"Modern-day teaching entails the development of 21st-century skills, which include information and digital literacy, as well as technological skills. All educators face the challenge of keeping abreast of the ever-changing information communication technology and integrating available ICT facilities and tools in teaching. This study was conducted to find the correlation between the teachers’ preparedness, perception, and types of ICT facilities and tools used for instruction and the school’s licensure passing rate. Descriptive, quantitative, and correlational research designs were adopted with the modified questionnaire of Davis et al. (1989) on teachers’ preparedness and perceptions in using ICT, the Technology Acceptance Model Questionnaire (TAMQ) as the main instrument in gathering the needed data. The reliability coefficient of the instrument was established using Cronbach Alpha and yielded indices of 0.84 and 0.99. The questionnaire was administered through Google Form to the 50 teachers in the College of Education at the University of Morong and Antipolo Campus. The study found that female-dominated teachers in the College of Education in the URS are in their early adulthood stage and have been using ICT in teaching for a decade. Most of the teachers have attended one ICT training per year, and teachers are prepared for the use of ICT. An association exists between the teachers’ assessment of available ICT facilities and tools and their perception of the use of ICT. The URS performed well in the Licensure Examination for Teachers. Other findings showed that the younger the teachers, the better their perception of the use of ICT; the younger the teachers, the higher their performance in Licensure Examination for Teachers. It can also be concluded that the more prepared the teachers are, the better their school’s performance in Licensure Examination for Teachers. Likewise, the more prepared the teachers are, the better their perception of the use of ICT in teaching and vice versa. It can also be concluded that the better the teachers’ perception of the use of ICT, the higher the performance in the Licensure Examination for Teachers. The perception of the use of ICT and the performance in the LET is differentiated by age. With this, teachers and administrators must continually support the ICT professional development to keep abreast with the current updates in technology. Preparedness, availability, and perception of the use of ICT must be considered in the school’s overall plan, which eventually translates to better school performance.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"304 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134296110","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":"Blended Learning Attitudes and Perceptions Toward Blended Learning: The Case of Cagayan State University","authors":"Mona Mendoza","doi":"10.56648/aide-irj.v2i1.19","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.19","url":null,"abstract":"We cannot underestimate the great impact of the pandemic on education. The duration of the pandemic posed the biggest challenge in education to educators, students, and school organizations. The impact of the pandemic on student learning was also significant, so schools around the world adapted virtual or blended learning. On this unprecedented length of distance learning throughout the reign of the “pandemic” school year, many educators and educational institutions embraced the reality of maximizing resources available to address and ensure academic success among students. This study sought to identify: the blended learning modalities utilized, the extent to which those modalities were used, the attitudes and perceptions of teachers toward blended learning, the factors that influenced their attitudes and perceptions, and the teachers’ recommendations to the stakeholders. The core questions of this study were developed to identify specific data needed to improve further the blended learning program at Cagayan State University (CSU) and ensure that learning takes place during unforeseen events which may prompt CSU officials to suspend in-person learning. This quantitative research used statistical tools such as frequency, percentage, and rank. Research data showed that teachers had different attitudes and perceptions toward blended learning while faced with the challenge of addressing the student’s learning needs and standards set forth by the Department of Higher Education and Cagayan State University. Those attitudes and perceptions were influenced by various factors, which resulted in the teachers’ recommendations to specific stakeholders. Being proactive during these uncertain times promotes readiness and efficiency in implementing a well-planned blending learning program based on the information and recommendations shared by the teachers. Data gathered from this study are pertinent in developing a blended learning program that best suits the CSU learning community. \u0000","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126585555","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":"Perceived Effects of Classroom Management Strategies on Students’ Diversity Conditions","authors":"Rodel T. Alegado","doi":"10.56648/aide-irj.v2i1.15","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.15","url":null,"abstract":"School classroom management aims at encouraging and establishing students’ self-control through a process of promoting positive student achievement. This study determined the perceptions of the students on the classroom management strategies of the teachers. The descriptive Survey Method of Research was used as the study design in which 81 college students chosen via complete enumeration were the respondents. Results revealed that most of the respondents were female, belonging to an average household size of 4 to 7, with a family income ranging from 5,000 to 9,000 Philippine pesos. The students’ perceptions of the teacher’s classroom management strategies in terms of managing the learning environment and individual differences as influenced by varied learning groups are merely Satisfactory. The children believed that the teachers’ classroom management tactics had a “significant impact” on their health, maturation, thinking and learning styles, and interpersonal interactions. According to the findings, students’ interpretations of teachers’ classroom management approaches in terms of managing the educational environment and personal qualities as influenced by different learning groups are only Satisfactory. The students claimed the teachers’ classroom management tactics had a “major impact” on their fitness, maturation, thought and learning styles, and social relationships. Teachers’ classroom management has a significant impact on kids’ health, maturation, thinking/learning style, and interpersonal relations.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"50 24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122693704","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":"Effect of Journal Writing on the Conceptual Understanding of Grade 11 Students in Mathematics","authors":"Amelita Raga-Abee","doi":"10.56648/aide-irj.v2i1.37","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.37","url":null,"abstract":"Conceptual understanding is essential to mathematics proficiency because it involves carefully applying mathematical concepts, relationships, and representations to different life contexts. However, some students struggle to develop mastery of conceptual understanding in mathematics across grade levels. This quasi-experimental explored the effect of journal writing on conceptual understanding among 30 Grade 11 students in a district school in San Jose, California, USA. Conceptual understanding of mathematics was measured using a teacher-made examination, while three experts evaluated the quality of journal outputs. The findings reveal that the participants had an excellent quality of journal outputs as rated by the experts. The levels of conceptual understanding of students with and without journal writing in their mathematics class increased based on the pretest and posttest results. The conceptual understanding of the students in mathematics increased in both groups; however, there was a higher increase in the experimental group. The respondents generally have favorable journal writing experiences in mathematics class based on the self- reported survey. The quality of journal outputs of the male respondents is comparable to those of the female respondents. However, the levels of their conceptual understanding of mathematics are significantly different.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132849776","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":"Work Engagement, Job Satisfaction, and Teaching Performance of Elementary Teachers in the New Normal","authors":"Jane S. Raralio","doi":"10.56648/aide-irj.v2i1.32","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.32","url":null,"abstract":"This study determined the relationship between work engagement and job satisfaction in the teaching performance of elementary teachers in the new normal. The researcher utilized a quantitative design using the descriptive-correlational method. The study was conducted in the public elementary schools of Pamplona, Sanchez Mira, Claveria East, Sta. Praxedes - Claveria West Districts in the Division of Cagayan. Simple random sampling was used to determine the 219 respondents of the study. Based on the findings, the respondents have very satisfactory work engagement, particularly along physical, cognitive, and emotional dimensions. Moreover, they have a high level of job satisfaction with its dimensions on leadership, motivation, compensation, expectations, job organization, and work environment. Besides, they have very satisfactory teaching performance in content knowledge and pedagogy, diversity of learners, assessment and reporting, curriculum and planning, community involvement, and plus factor. Although results show that the overall work engagement, job satisfaction, and teaching performance are not significantly related to each other, it is interesting to note that the domain motivation of job satisfaction is directly related to the overall work engagement and its cognitive dimension. Also, the domain compensation of job satisfaction is directly related to the emotional dimension of work engagement. Furthermore, the physical dimension of work engagement had a significant positive relationship to community linkages and plus factors, which are domains of teaching performance. Lastly, overall job satisfaction is directly related to curriculum planning. Moreover, a few dimensions of job satisfaction, work engagement, and teaching performance have been noted to influence one another, which attests that the interplay of these constructs is vital in understanding basic education teachers’ work dynamics.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124102008","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":"Performance of the Severely Challenged High School Students Using Modified Curriculum and Vocational Life-Skills Curriculum","authors":"Omar Ponci D. Rodriguez","doi":"10.56648/aide-irj.v2i1.33","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.33","url":null,"abstract":"This study was focused on the most effective means of educating severely challenged students. The study compares the effectiveness of the Modified Curriculum or a Vocational Life-Skills Curriculum in helping the student attain independence and success after educational or training services. This is conducted in Central Maryland, USA, High School classrooms. This endeavor helps guide parents and other stakeholders, educators, related service providers, and policymakers in determining the most effective way to educate or train students with severe cognitive and physical limitations. This study is important because it addresses the different curricula that may be used for a successful and meaningful classroom experience for severely challenged students. This study helps teachers to implement a curriculum that best serves this population. The study shows that Modified Curriculum and Vocational Life Skills Training are effective for students with Severely Challenged Students if implemented with ample time, resources, planning, and collaboration between Special Educators, Instructional Supports, Other Health Providers, and Parents/Guardians. There’s no significant difference in the performance of the respondents before and after using the Modified Curriculum and Vocational Life Skills Training curriculum.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"5 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131791340","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":"Awareness and Compliance of Secondary School Teachersto Anti-Bullying Act","authors":"Shirley M. Ucol-Cobaria","doi":"10.56648/aide-irj.v2i1.30","DOIUrl":"https://doi.org/10.56648/aide-irj.v2i1.30","url":null,"abstract":"The current study assessed the level of awareness and level of compliance of secondary school teachers to the Anti-Bullying Act of 2013. The study was conducted in an ISO-Certified school in Quezon Province, Philippines, during the school year 2021-2022. This study utilized the sequential explanatory mixed design of completing an adopted foreign-based bullying questionnaire and participating in a focus group discussion. Descriptive statistics (frequency count, mean, and t-test) were used to interpret the data. The teachers are aware of and compliant with the Anti-Bullying Act of 2013. The respondents can adequately observe and implement the policy. The respondents can handle bullying issues using strategies set by the Anti-Bullying Act of 2013. However, there is no significant difference between teachers’ level of awareness and level of compliance at the junior high school and senior high school levels. More so, there is no significant relationship between the level of awareness and compliance of secondary school teachers. It was recommended that the school create a home-life check to monitor students who were observed or identified as having bullying characteristics. And for the school to create a compliance committee to evaluate the efficacy of the school’s anti-bullying policy and intervention.","PeriodicalId":385918,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"169 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127919439","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}