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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