Volume 19: Issue 1 (June 2024)
The Rebirth of the CLSU-CED Education Digest and the Future Directions for Educational Research [Editorial]
Jupeth T. Pentang
Abstract: The rebirth of the Education Digest is instrumental to the growing demand for research and innovation platforms. Findings from research and reviews may enlighten programs, policies, and practices to advance the quality of education and empower students' well-being. The journal will start its online publication to convey scholarly findings to a larger audience, and it intends to publish articles covering not only Quality Education but other topics within the Sustainable Development Goals.
Keywords: academic writing, quality education, research journal, scientific community, sustainable development
Correlates of Elementary Teachers’ Performance in Delivering Instruction in Narra, Palawan
Mary Joy G. Alba and Mary Jane D. Gamozo
Abstract: Quality education needs quality teachers to achieve success. Thus, this study determined the factors related to the teachers’ performance in delivering the K to 12 Curriculum in the Narra del Sur district, Palawan, Philippines. A descriptive-correlational research design was employed, with a sample of 132 randomly selected public elementary teachers. The study used frequency counts and percentages, arithmetic mean and standard deviation, and Spearman’s rho to analyze and draw conclusions from the data. The findings revealed a correlation between the respondents’ age and their utilization of teaching materials and ICT. The number of pupils taught was correlated with teachers’ commitment, while number of pupils taught, position, highest educational attainment, and length of service were related to the respondents’ performance. The main problem encountered by the respondents was excessive workloads, paperwork, and reports. To solve the problem teachers encountered in delivering the K to 12 Curriculum, the respondents preferred preparing a work plan and allocating time to daily and weekly tasks to avoid excessive workloads. These results may aid policymakers and curriculum developers in the Department of Education to make relevant enhancements to the factors that affect teachers’ performance in curriculum delivery.
Keywords: K to 12 curriculum, professional development, quality education, teaching performance
Self-Efficacy, Productivity, and Challenges in Conducting Action Research among Public School Teachers
Donalie Grace T. Caabas, Frime D. Diaz, Alyana Louise D. Luna, Julaida J. Borris, Juraida J. Borris, Julie Ann Grace F. Dadule, Donna Kaye M. Saac, Jupeth T. Pentang, Theresa G. Dangkulos, and Rossman Ivan S. Bitangcol
Abstract: Action research serves a pivotal purpose in enhancing educational practices as well as the achievement of students, as teachers can now take a more proactive role in the process. Success in action research initiatives depends on the self-efficacy of teacher researchers, their capability to handle their research roles, and the challenges they experience in initiating action research. This study looked into the research self-efficacy, productivity, and the issues the teachers face in conducting action research in one school district in the Philippines. Data were collected through interviews with eight teacher-researchers. Findings show the tendency of less self-efficacy in the teachers’ research activities caused by inadequate research time due to their demands for teaching and poor self-confidence in engaging in research. Teachers experienced work overload, compounding the problem of observing time for research activities. They also lack sufficient funding for action research and institutional support from schools to help facilitate it. To address such challenges and warrant the participation of the teachers in research, there is a need for improved work schedules and a boost in institutional support for capacitating teachers.
Keywords: capacitating teachers, DepEd schools, professional development, research culture
Analyzing the Effects of Changes in Testing Methods on Evidenced Teaching Competencies
Cyrus P. Casingal
Abstract: There is a critical need to understand the effect of changing assessment methods on demonstrated competencies in teacher education. This study examined how the transition from online to in-person testing affects the measured teaching competencies of students who completed a Competency-Based Enhancement (CBE) program, aiming to identify factors contributing to performance differences and strategies for adaptation. Using a one-group pre-test-post-test design, the study involved 669 graduating teacher education students at Pangasinan State University. Participants completed online pre-tests and in-person post-tests, with data analyzed through paired samples t-tests, multiple regression, and ANCOVA. Findings revealed a significant decline in post-test scores despite CBE participation, suggesting a substantial effect of the testing modality change. The change in the testing environment emerged as the most significant predictor of score differences, while student engagement levels were positively associated with minor score decreases. These results underscore the need for adaptive assessment strategies in competency-based education programs. While limited to a single institution, this study recommends implementing a scaffolded approach to assessment transitions and enhancing student support services to mitigate adverse effects on performance across different testing modalities.
Keywords: assessment method, competency-based enhancement program, paired testing, testing modality
Exploring Biases among Female Workers in Male-Dominant Industries: Basis for Gender-Inclusive Workplace Frameworks
Jon Krixter L. Mañebo, Ronn C. Roque, and Joel M. Torres
Abstract: Despite the increasing number of women in male-dominant industries, biases against them still prevail. As such, the present qualitative descriptive research identified the biases and their effects on the work productivity of female workers in male-dominant industries in a City in Nueva Ecija. Regarding participants’ experiences in the workplace, findings showed two kinds of biases they faced. Regarding strategies to cope with biases, findings underscored three recurring themes: disregarding the biases, giving more attention to work, and building self-confidence. Furthermore, developing self-trust and skills, ignoring biases, choosing colleagues they work with, learning to be prepared, and being courageous are the six themes emerging from participants’ suggestions to help other female workers adapt to male-dominant industries. The study concludes with a framework for a more gender-inclusive workplace in the digital world.
Keywords: gender and development, gender discrimination, women empowerment, work productivity
Students’ Performance and Attitude in Operating Integers Using KenKen Puzzle in a Collaborative Learning Environment
Jonathan J. Molina and Edwin D. Ibañez
Abstract: Using the KenKen puzzle may improve students’ performance in operating integers. Quasi-experimental research was conducted to determine the effectiveness of this intervention on the performance and attitude of students in a collaborative learning environment. One hundred four purposively selected Grade 7 students in Nueva Ecija served as respondents and the experimentation lasted four days following the K to 12 Learners Manual. An increase in the student’s performance was found after utilizing the KenKen puzzle, where a significant difference between the posttest and pretest was recorded after the four days of utilization of the puzzle. Besides, students’ attitude toward operating integers showed positivity as it is enjoyable, interesting, challenging, and developing creativity and critical thinking. Moreover, a strong relationship was found between the students’ performance and attitude in operating integers. This suggests that the KenKen puzzle helped improve the students’ performance and attitude in operating integers in a collaborative learning environment.
Keywords: instructional intervention, K-12 Curriculum, learning integers, mathematics education
Volume 19: Issue 2 (Dec 2024)
Research beyond Borders: Internationalization Strategies for Faculty Researchers [Editorial]
Jupeth T. Pentang and Benjamin Langle
Abstract: The trends in the internationalization of higher education are not only in aspects such as student mobility, curriculum development, linkages, accreditation/certification, and establishment of impact rankings, among others. This also covers the critical part played by faculty researchers, who carry the dual function of knowledge generation and dissemination along with their various tasks (instruction, production, and extension or community engagements). As the primary actors in this process, faculty researchers play a crucial role in advancing the research agenda globally in line with the Sustainable Development Goals (SDGs). They are responsible for fostering international collaborations and enhancing the academic reputation. This editorial focuses on the contemporary approaches to internationalization, highlighting strategies that faculty researchers can employ to internationalize their activities. In addition, challenges and future directions are discussed.
Keywords: global standards, higher education, research culture, sustainable development, quality education
Claveria vs. Marungko: Comparative Analysis of Reading Approaches in Addressing the Performance and Challenges of Grade 1 Pupils
Alina C. Jaranilla and Romelyn T. Dacanay
Abstract: Early literacy development is essential for academic success, and selecting practical teaching approaches is crucial in enhancing reading skills among young learners. This research focuses on how sensible the Claveria and Marungko approaches are to the reading performance of Grade 1 pupils in an elementary school in Puerto Princesa City, relating it to their reading challenges. Utilizing a descriptive-correlational and comparative research design, the study assesses reading performance across a sample of 200 Grade 1 pupils selected through simple random sampling and measures outcomes through structured questionnaires and statistical analyses. Findings indicate that while both approaches contribute to improved reading levels, the Claveria Approach identifies more pupils requiring instructional support, with key challenges centered on word recognition and comprehension. Significant correlations emerged between demographic factors and reading outcomes, with females, pupils with fewer siblings, and those with earlier birth orders showing higher reading performance. Additionally, a positive correlation was found between interest in reading and performance. At the same time, health issues and family problems showed negative associations with reading success, underscoring the need for holistic, supportive interventions in early literacy programs.
Keywords: early literacy development, elementary education, reading challenges, reading intervention
A Decade to Remember: Attitudes, Practices, and Challenges of Junior High School Science Teachers
James P. Guansing and Lexter R. Natividad
Abstract: Over the past decades, the educational landscape in the Philippines has undergone significant transformations with the implementation of the K to 12 curriculum, technological advancements, and the challenges posed by the shift to distance learning during the pandemic. This study explored the attitudes, practices, and challenges of junior high school science teachers with over ten years of service. A qualitative research design was employed, involving eight junior high school science teachers as participants. Data were collected through semi-structured interviews and analyzed using content analysis. The findings revealed that personal values, learning assessments, extended working hours, and applying various learning theories are central to upholding quality education. However, challenges such as learner attitudes, complex subject matter, overwhelming workloads, extended working hours, and non-teaching responsibilities hinder the delivery of quality education. The study further highlights the participants’ reflections on their job satisfaction, teaching preparations, pedagogical practices, effective and ineffective strategies, challenges, and the consequences of these challenges on their personal and professional lives. Basic education institutions are suggested to deploy more administrative staff and revisit the current science curriculum to address these challenges effectively.
Keywords: K to 12 curriculum, pandemic, technological advancement, quality education
Kasanayan sa Ortograpiyang Filipino, Katatasan, at Pag-unawa sa Pagbasa ng mga Mag-aaral ng Sablayan National Comprehensive High School
Mary Gold R. Salgado
Abstrak: Ang pananaliksik na ito ay naglalayong suriin ang antas ng kasanayan sa Ortografiyang Filipino, katatasan, at kasanayan sa pag-unawa sa pagbasa ng mga mag-aaral sa Ika-7 Baitang ng Sablayan National Comprehensive High School, Occidental Mindoro. Gumamit ng descriptive correlational method ang pag-aaral upang masuri ang kaugnayan ng kasanayan sa ortograpiya, katatasan sa pagbasa, at pag-unawa. Sa kabuuang 494 mag-aaral, 217 ang napili gamit ang stratified random sampling. Ang mga datos ay nakalap gamit ang mga talatanungan at standardized reading tools tulad ng PHIL-IRI. Ipinakita ng resulta na mababa ang antas ng kasanayan ng mga mag-aaral sa ortograpiya, partikular sa pasulat na pagbaybay, paggigitling, at pagbabantas. Katamtaman naman ang bilis ng pagbasa ngunit nasa "instructional level" ang katumpakan. Samantala, mababa rin ang antas ng kasanayan sa pag-unawa sa pagbasa, lalo na sa pagtukoy ng pangunahing ideya at pagsusunod-sunod ng mga pahayag. Natuklasan din na may makabuluhang ugnayan ang kasanayan sa ortograpiya at pag-unawa sa pagbasa, subalit walang direktang kaugnayan sa pagitan ng katatasan sa pagbasa at kasanayan sa ortograpiya. Ang mga natuklasan ay nagbibigay-diin sa pangangailangang palakasin ang pagtuturo sa Ortografiyang Filipino at paggamit ng makabago at epektibong estratehiya upang mapahusay ang kakayahan ng mga mag-aaral sa pagbasa at pag-unawa.
Mga Susing Salita: Ortograpiyang Filipino, katatasan sa pagbasa, pag-unawa sa pagbasa, ika-7 baitang
Challenges and Coping Strategies of Newly-Hired Public Elementary School Teachers toward Literacy Instruction
Jariza M. Calma and Jeger P. Paragas
Abstract: This study explored the challenges and coping strategies of newly hired public elementary school teachers toward literacy instruction. It aimed to identify common difficulties these teachers face and their coping mechanisms and assess the relationship between their profile variables and the challenges encountered. It used both surveys and interviews to gather data. A survey was administered to 60 newly hired teachers from various public elementary schools in San Jose Del Monte, Bulacan. Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s r, Spearman’s rho, and point-biserial correlation. Qualitative data were analyzed through thematic analysis. The study revealed that teachers commonly face challenges with diverse student reading levels, insufficient teaching materials, and a lack of training in literacy techniques. In numeracy, challenges include a lack of manipulatives, difficulties with abstract math concepts, and inadequate training. To overcome these issues, teachers use methods like read-aloud sessions, storytelling, and digital resources for literacy, as well as manipulatives, practical examples, and math games. Additionally, the study highlights that pursuing further education helps teachers better manage these challenges.
Keywords: beginning teachers, literacy training, professional development, quality education
Examining Technological, Pedagogical, and Content Knowledge and Instructional Challenges of High School Science Teachers in Cabanatuan City, Philippines
Marvin S. Sogue and Lexter R. Natividad
Abstract: This study examined public junior high school science teachers’ technological, pedagogical, and content knowledge (TPACK) and instructional challenges. It aimed to determine the TPACK profile of the respondents and the challenges they encounter in teaching. This study was conducted in seven public junior high schools with 35 respondents in the Division of Cabanatuan City. It used a descriptive-correlational research design, including a survey questionnaire and data analysis using descriptive and inferential statistics. The findings revealed that the teachers have very satisfactory TPACK, with technological and content knowledge scoring highly and pedagogical knowledge outstanding in some areas. Challenges included insufficient training, lack of learning materials, and inadequate infrastructure, though respondents did not struggle with understanding science concepts. Teachers also reported issues such as insufficient preparation for laboratory activities, difficulties engaging students in discussions, and challenges in assessing students’ capabilities. Significant relationships were found between respondents’ age and instructional challenges with TPACK. Additionally, age and years of experience were significantly related to instructional challenges. The findings highlight the need for improved teacher training and resources to enhance instructional practices and support effective science education. This study provides valuable insights into the current state of science education in Cabanatuan City, offering a framework to improve teacher competencies through targeted training and resource provision. This may guide educational stakeholders in designing interventions to enhance teacher performance and foster a more engaging and supportive learning environment for students.
Keywords: classroom challenges, pedagogical innovation, science education, teacher qualifications, TPACK
Disclaimer
The data reported and discussions (insights, arguments) expressed in these articles are those of the authors and do not necessarily reflect the opinions of the publisher, editors, or any institution.
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