Journal of Education and Academic Settings最新文献

{"title":"Impact of formative assessment in improving writing skills in English as a second language among selected senior high school in Sulu","authors":"Karsharif Samad, Nelson Julhamid, M. Asiri","doi":"10.62596/2jqpec61","DOIUrl":"https://doi.org/10.62596/2jqpec61","url":null,"abstract":"This descriptive-correlational study examined the impact of formative assessment on English as a second language writing skills in public senior high schools in Sulu during the School Year 2023-2024 using 100 samples taken through non-probability sampling via purposive sampling. It used weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's and found the following:1) Of the 100 student-respondents, mostly male, 19–20 years old, enrolled in GAS strand, whose parents have elementary education and monthly incomes of 10,000 or less; 2) Formative assessment improved English writing skills on average; 3) Besides age, gender, strand, parent's educational attainment, and parent's average monthly income significantly moderate how senior high school students evaluate formative assessment's impact on English writing skills. The impact of formative assessment on English writing skills is perceived differently by student-respondents in different strands. ABM students perceive Writing Skill Development better, TVL students’ perception Teacher Feedback and Guidance, and HUMMS students’ perception Peer Interaction and Collaboration. Whereas, Student-respondents whose parent's average monthly income is within 10,000-15,000 are better perceivers of Writing Skill Development, Teacher Feedback & Guidance, and Peer Interaction & Collaboration; 4) Senior high school students in Sulu who perceived formative assessment as improving English writing skills as Agree or with High Extent are very similar; In ESL writing, this approach states that students learn from their own experiences, others, and their surroundings.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"115 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124417","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":"Epekto ng maagang pag-aasawa ng mga batang mag-aaral ng Sulu State College Luuk Extension","authors":"Ahmed Aziz Alawan, Alnadzma Tulawie, Masnona Asiri","doi":"10.62596/0g0crm61","DOIUrl":"https://doi.org/10.62596/0g0crm61","url":null,"abstract":"Ang pananaliksik ay isinagawa sa Sulu State College Luuk Extension sa Panuruang 2023-2024 ukol sa epekto ng maagang pag-aasawa ng mga batang mag-aaral sa nasabing paaralan. Sinuri din nito ang epektong pinagdaraanang karanasan ng mga batang maagang nag-asawa ayon sa iba’t-ibang salik tulad ng emosyonal, espiritwal, mental, pinansyal, relasyonal, at sosyal. Sinuri din ng pananaliksik na ito kung may kaakibat ba na epekto ang demograpiko ng mga mag-aaral sa karanasan ng mga batang maagang nag-asawa. Ang pananaliksik ay isang quantitative research at ginanap sa Sulu State College Luuk Extension. Sa pamamagitan ng purposive sampling, pumili ang mananaliksik ng mga magiging respondante na nasa edad 14-18 taong gulang. Mayroong 103 na mag-aaral sa Sulu State College Luuk Extension ang napiling maging respondante ng pananaliksik. Natuklasan sa pag-aaral na ito na ang mga mag-aaral ay nakakaramdam ng positibong emosyon sa kanilang maagang pag-aasawa ngunit sila rin ay nakakaranas ng negatibong mentalidad at espiritwal na pananaw. Sila ay nakakaranas ng hiya, pagsisisi, at kawalan ng tiwala sa sarili dulot na rin sa tingin at pakikitungo ng ibang tao sa kanila. Samakatuwid, nagging positibo ang pananaw ng mga batang magulang sa tuwing nakikita nila ang kanilang mga anak na masaya, ngunit nakakaramdam pa rin sila ng pangamba na maiuugnay sa pinansyal, sosyal, at espiritwal. Mahalagang bigyang pansin ang kanilang estadong emosyonal, mental, pinansyal, espiritwal, sosyal, at relasyonal. Ang mga salik na ito ay may malaking papel sa pag-unlad ng kanilang pamumuhay lalo na’t upang masolusyunan ang mga balakid ng maagang pag-aasawa.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976403","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":"Effectiveness of outcome-based teaching approaches among Sulu State College faculty: An assessment","authors":"Radzmalyn Samsi, M. Asiri","doi":"10.62596/bk38kd26","DOIUrl":"https://doi.org/10.62596/bk38kd26","url":null,"abstract":"This study aimed to assess the effectiveness of the outcome-based teaching approach among faculty members at Sulu State College during the Academic Year 2023-2024. The research followed a descriptive-correlational design to gather relevant data and determine the level of effectiveness. By examining the outcomes of this teaching approach, the study sought to provide valuable insights into its impact on the faculty and their teaching methods. Based on the analysis of 100 samples collected using a non-probability sampling method called purposive sampling, this study utilized various statistical tools such as weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's r. The results of this research are as follows: The majority of teachers at Sulu State College are female, married, and between the ages of 26-40. They mostly hold master's degrees and have less than 5 years of teaching experience. On average, the faculty is effective in implementing an outcome-based teaching approach. Interestingly, factors such as age, gender, and civil status do not significantly influence how teachers assess the effectiveness of this approach. It is likely that the teachers who perceive the students' outcomes as effective also view the teaching practice and methods as effective. This study provides support for the Hexa-C Metamodel, which incorporates concepts from modern theory into a framework that assists in the design and evaluation of e-learning systems, including educational software and web-based learning. Cognitive learning in e-learning encompasses various factors including mental models, human information processing, critical thinking, metacognition, self-regulation, and integration of knowledge with prior learning. Education should foster genuine comprehension and the development of internal frameworks of knowledge.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"52 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980776","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 assessment of pre-school program: The case of Indanan South District","authors":"Hudaida Juhaili, M. Asiri","doi":"10.62596/je3na507","DOIUrl":"https://doi.org/10.62596/je3na507","url":null,"abstract":"This study is descriptive-exploratory research that aims to determine the impact of the preschool program on teacher respondents’ perceptions in the Indanan South District of Sulu. Various statistical tests, such as weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson’s r test, were used to analyze the data. The following findings were obtained from the study: The majority of the one hundred teacher respondents are married, between the ages of 26 and 30, female, possess a bachelor’s degree, and have worked for less than five years. The method of thinking subcategories pertaining to the influence of preschool programs on a child’s primary school performance received an “agree” rating with a weighted mean score of 3.71 and a standard deviation of 0.79174. The teacher respondents in the Indanan South District, on the other hand, rated the behavior-related subcategory as “moderately agree,” with a weighted mean score of 2.90 and a standard deviation of 0.85952. Regarding the perceived impact of the preschool program, age, gender, duration of service, civil status, and educational attainment did not correlate significantly. This finding indicates that, notwithstanding their demographic characteristics, the teacher participants held comparable perspectives regarding the influence of the preschool program in the Indanan South District. Moreover, a robust interdependence was observed among the subcategories pertaining to the magnitude of the influence of preschool programs in the Indanan South District, as evidenced by the high correlations between them.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"23 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979308","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 the learning process among intermediate pupils at Austrias Elementary School, MBHTE-Sulu","authors":"Gee-Gee Zaulda, M. Asiri","doi":"10.62596/9ry5mk08","DOIUrl":"https://doi.org/10.62596/9ry5mk08","url":null,"abstract":"This quantitative study aims to investigate the factors influencing the learning process among intermediate pupils at Asturias Elementary School, MBHTE- Sulu. The research design employed was descriptive, and a purposive sampling method was used to select 100 student-respondents. The study findings indicate that the majority of student-respondents at Asturias Elementary School are female, aged between 10-11 years old, in grade V, and have parents with a college education. Several factors, including pupils’ attitude, teaching materials, and home-related factors, significantly impact the learning process. Teaching materials emerged as the most influential and variable factor, as evidenced by their highest mean score and standard deviation. The study found no significant differences In the perception of factors affecting the learning process based on gender, age, and parents’ educational attainment. However, a significant difference was observed based on grade level. Correlation analysis revealed a weak negative correlation between pupils’ attitude and teaching materials, a low positive correlation between pupils’ attitude and home-related factors, and a low negative correlation between teaching materials and home-related factors. These correlations were statistically significant, except for the correlation between pupils’ attitude and teaching materials. Based on the findings, the study recommends that the school head of Asturias Elementary School provide teachers with adequate resources and support to address the factors influencing the learning process. Moreover, teachers should utilize diverse teaching methods and materials that are appropriate, relevant, and effective. Parents are encouraged to support their children’s learning process and create a positive home environment. Lastly, students are advised to actively engage in sharing their experiences and perspectives on the learning process with teachers, parents, and peers while respecting and valuing others’ viewpoints and experiences. This study contributes to the understanding of factors affecting the learning process among intermediate pupils and provides recommendations for effective teaching strategies.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141007781","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’ feedback and English academic achievement of grade 8 and 9 students at Sulu State College Laboratory High School","authors":"Merna Jane Ignacio, Nelson Julhamid, M. Asiri","doi":"10.62596/fvr96v47","DOIUrl":"https://doi.org/10.62596/fvr96v47","url":null,"abstract":"Among students at Sulu State College Laboratory High School in Grades 8 and 9, a study was done to look into the connection between academic achievement in English and instructor feedback. The purpose of the study was to investigate the effects of instructor feedback methods on students' performance in English classes. Surveys and an analysis of academic records were used to gather information about how well teachers' feedback improved students' learning outcomes. The results showed a strong relationship between students' academic achievement in English in Grades 8 and 9. Students' levels of academic accomplishment and English proficiency were higher when they received timely and constructive feedback from their teachers. Students' academic growth in English was found to be significantly influenced by effective feedback mechanisms, including encouragement, targeted suggestions for improvement, and personalized comments. The study emphasizes the significance of high-quality feedback in promoting student learning and academic development, particularly in English language subjects. To support students' overall academic achievement and English language proficiency at Sulu State College Laboratory High School, recommendations include implementing continuous assessment practices, promoting a feedback-oriented classroom culture, and improving teacher training on feedback strategies.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"58 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009413","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":"Examining 21st century teaching competencies: A study of public elementary school teachers in Patikul West District, MBHTE-Sulu","authors":"Adalina Amdad, M. Asiri","doi":"10.62596/h1aqnm61","DOIUrl":"https://doi.org/10.62596/h1aqnm61","url":null,"abstract":"This quantitative study aims to evaluate and assess the 21st-century teaching competencies of public elementary school teachers in the Patikul West District under the Ministry of Basic, Higher, and Technical Education (Sulu). Utilizing a purposive sample technique and a descriptive-survey approach, 100 instructors were selected for evaluation. Statistical analysis procedures, including Pearson's r, one-way ANOVA, t-test for independent samples, weighted mean, and standard deviation, were employed to assess the data. The findings revealed strong competence among teacher-respondents in essential domains such as life and career skills, reflecting a robust dedication to professional growth. However, the need for additional support and training in the information, media, and technology skills domain highlights an area that requires improvement. Notably, the study found that the demographic profile of teachers did not affect their proficiency in 21st-century teaching skills. Overall, the findings underscored the teachers' concerted efforts to integrate these skills into their pedagogical practices, which are essential for preparing students to navigate the challenges of the 21st century. Additionally, fostering a culture of collaboration and sharing best practices among educators can further enhance the integration of 21st-century skills in the classroom. Ultimately, it is crucial for teachers to stay current and adaptable in their teaching practices to meet the evolving needs of students in an increasingly digital and interconnected world.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009702","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 the passing rate of licensure examination for teachers at Sulu State College","authors":"Abdulkarim Abdulmajid","doi":"10.62596/yeq4ze27","DOIUrl":"https://doi.org/10.62596/yeq4ze27","url":null,"abstract":"This study was a descriptive-correlational study that analyzed the perceptions on the factors affecting the passing rate of students in Licensure Exams for Teachers (LET) in Sulu State College (SCC). Quota sampling (n=100) was used to sample the participants from different school/college/departments in SCC. The primary participants were faculties from School of Education, School of Arts and Sciences, SSC Senior High School, SSC Laboratory High School, Other SCC departments with License for Public Teachers (LPT). A survey questionnaire was developed to elicit the responses from the faculty and staff with four scales—(i) Student-related factors, (ii) School-related factors, (iii) Home-related factors, and (iv) Teacher-related factors. Findings indicated that for SCC faculty and staff, the student-related factors, school-related factors, home-related factors, and teacher-related factors most likely influenced the student’s outcomes in LET. There were also significant correlations observed between the variables from high (home-teacher factors), moderate (student-school, home-school, teacher-school factors), and low (student-home, teacher-student factors) correlation levels. Recognizing the salience of student-related challenges, such as socio-economic backgrounds, motivation, and study habits, underscores the importance of providing targeted support mechanisms to address these issues. Similarly, focusing on enhancing school-related factors, such as curriculum design, teaching quality, and support services, can contribute to creating conducive learning environments conducive to students' success.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"72 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011482","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":"Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo","authors":"Makintan Saada","doi":"10.62596/mcyw5g50","DOIUrl":"https://doi.org/10.62596/mcyw5g50","url":null,"abstract":"This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141014661","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":"Parental involvement in public school programs and activities in Omar District, Ministry of Basic, Higher and Technical Education – Sulu: Teacher’s perspective","authors":"Nijar Pailan, M. Asiri","doi":"10.62596/zwq62d13","DOIUrl":"https://doi.org/10.62596/zwq62d13","url":null,"abstract":"This study is descriptive-exploratory research determining the extent of parental involvement in public school programs and activities as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education, Sulu. Employing weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s r test of correlation. The following are the findings of this study: 1) Out of 100 teacher-respondents, the great majority are within 31 years old and above age brackets, are female, and most have 6–10 years of service and a bachelor’s degree. All the sub-categories subsumed under the extent of parental involvement in public school programs and activities, as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu, are all rated as “highest extent,” with a total weighted mean score of 4.67, 4.61, 4.59, and 4.52 with a standard deviation of .15786,.20728,.19589, and .28588, respectively, by the teacher-respondents at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu. 3) Generally, there is no significant difference in the extent of parental involvement in public school programs and activities, as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu, when data are grouped according to their demographic profile. 4) Generally, the sub-categories subsuming the extent of parental involvement in public school programs and activities, as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu, are moderately correlated, which means there is but not strong interdependency among the subcategories subsumed.","PeriodicalId":517735,"journal":{"name":"Journal of Education and Academic Settings","volume":"112 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141017410","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}