Moderators: Dr. Maryfe M. Roxas & Prof. Carl O. Dellomos

Technical Support: Athena Nicolette A. Castillo

Documenter: Amor Joyce T. De Luna

2A-1 MEASURING HAPPINESS AMONG EDUCATORS AT THE TIME OF PANDEMIC

Author/s: Christian Eligius A. Jimenez & Jay-R G. Vildac

Abstract

Since the CoViD-19 pandemic has started, lockdown regulations have been implemented by different governing units around the globe, with one goal: to curb the spread of the virus. While it is true that lockdowns minimize the possible physical damages that the virus might bring, there may be substantial effect to the satisfaction and happiness of individuals. In view of the increasing problems brought about by this pandemic in the education sector, anecdotal evidence shows that a teacher's happiness is significantly decreased not just by selected predictors, but by the totality of the happiness domain. We employ a logit regression model to analyze these domains as predictors of happiness of the Filipino teachers in the country. Contrary to anecdotal evidence, we find that happiness among our educators is not driven by social support, quality of environment, personal time, working environment, nor belongingness in a local community.

2A-2 PREDICTORS AFFECTING THE LEVEL OF WORK SATISFACTION IN RELATION TO THE JOB PERFORMANCE AMONG SECONDARY SCHOOL TEACHERS IN THE DIVISION OF ZAMBALES SY 2020-2021

Author/s: Alma G. Villanueva

Abstract

The research aimed to determine the Predictors Affecting the Level of Work Satisfaction in Relation to the Work Performance Among Secondary School Teachers in the Division of Zambales During SY 20120-2021. The descriptive research design were used with survey questionnaire as the tool in data gathering. The study was limited on predictors affecting the level of work performance as to teaching hours, salary/remuneration, school officials/administrators, peer/colleagues, student factor, work environment and community supports predictors respectively.

The findings revealed that the teacher-respondent is a typical female in her early adulthood, married, Roman Catholic, Mathematics major, Teacher 1, BS degree with masteral units of education and had been teaching for almost a decade. The teacher-respondent agreed on the predictors affecting the level of work performance as to teaching hours, salary/remuneration, school officials/administrators, peer/colleagues, student factor, work environment factor and community support. The teachers were rated “Very Satisfactory” on their level of work performance. There was a significant difference on the assessment towards salary/remuneration when grouped according to civil status, religion and highest educational attainment; on school officials/administrators when grouped according to position/designation. There was significant difference on the assessment of the teacher-respondents towards predictors affecting the level of work satisfaction. There was no significant relationship between the work satisfaction predictors and the level of work performance as reflected in the IPCRF performance rating.

2A-3 CHALLENGES AND OPPORTUNITIES OF JUNIOR HIGH SCHOOL VALUES EDUCATION TEACHERS IN REMOTE LEARNING AMIDST PANDEMIC

Authors/s: Harold M. Bumanglag, Shaina Bianca J. Gerente,Christian Emmanuel B. Marinas & Emmanuel G. Vecino

Abstract

The COVID-19 pandemic has led the Philippines to remote learning as the primary modality of education which forced teachers and students to work and study at home. Recognizing the experiences of teachers being the primary frontliners of education is imperative to program development and improvement of policies and guidelines, thus, this paper focuses on teaching Values Education in remote learning. This phenomenological study identified the existing challenges and emerging opportunities from the lived experiences of Public Junior High School Teachers in teaching Values Education in remote learning amidst the pandemic. The 18 participants in this study were graduates of the Values Education program, in the service of teaching for at least two years, and currently teaching in a remote learning set-up in Junior High School. The researchers utilized online questionnaires in gathering initial data, individual interviews in expounding the data, and focus group discussions in validating the results. Using thematic analysis, the data revealed that the participants’ experiences range in a negative and positive spectrum with the themes Demotivating, Uncertain, Hopeful, and Optimistic. Furthermore, the data revealed the following themes that reflect the existing challenges and the emerging opportunities of Values Education Teachers in remote learning: Content and Process, Availability of Learning Resources and Materials, Technology-related Challenges/ Opportunities, Non-Teaching related Challenges/ Opportunities, Student Participation, and Mental Health. Therefore, the study concluded that Values Education Teachers experience challenges in remote learning and can turn it into opportunities. However, some challenges are beyond the teacher’s control while there are opportunities that appear aside from those that emerge from the challenges. In addition, the teachers’ challenges commonly reflect the needs of their students. This is a pivotal study on the experiences of Values Education Teachers amid the pandemic.

Moderators: Prof. Ma. Laarni D. Buenaventura & Prof. Marie Chiela C. Malcampo

Technical Support: Sophia Marie T. Monforte

Documenter: Kervin Justin Mangune

2B-1 INTEGRATING PEACE AND UNIFICATION CONCEPTS IN A KOREAN LANGUAGE CLASS IN THE GRADUATE SCHOOL

Author/s: Inero V. Ancho

Abstract

What if Korean language learning integrates peace and unification ideas? How can these concepts be introduced and at the same time integrated in the course? How can international understanding be achieved by initially integrating peace and unification concepts in the course? These inquiries are the initial enabling questions that direct the proponent of the study to pursue this research. The main purpose of the study is to describe the experiences and perspectives of Filipino graduate students regarding learning Korean as a foreign language with emphasis on peace and unification concepts. The overall process is intended to contribute to ‘international understanding’ pursuits as reflected in CHEd Memorandum Order 23. The present study was conducted using qualitative research case study through content analysis. The rationale for choosing the research design centered on the premise to capture the experiences and perceptions of the participants regarding the integration of peace and unification concepts in a Korean language class in the graduate school. Case study method is employed since the research problems deals with the descriptive narrative of a group (Filipino graduate students in a Korean language class) in relation to the integration of peace and unification concepts.

2B-2 DEVELOPMENT AND ACCEPTABILITY OF LESSON EXEMPLARS WITH INTEGRATION OF PREVENTING VIOLENT EXTREMISM (PVE) MESSAGES FOR MINDANAO STUDENTS

Author/s: Jovar G. Pantao

Abstract

This study aimed to develop and validate the lesson exemplars in Edukasyon sa Pagpapakatao with integration of PVE messages. It employed descriptive-developmental approach to produce twelve (12) lesson exemplars in Edukasyon sa Pagapapakatao (ESP) with PVE- embedding. Three (3) experts validated the content qualitatively, and fourteen (14) ESP teachers from Bangsamoro Autonomous Region in Muslim Mindanao and Region 12 were surveyed. Qualitative evaluation of the experts generally points to the strengths of the exemplars which are interactive, student- centered, practical, and promotive of critical thinking skills. The results also confirmed the need for improvement in the contextualization and sensitivity of the content and process of instruction. In addition, the teachers rated the lesson exemplars' acceptability as evident to highly evident in terms of learning objectives, content, activities, and instructional features. As a result of this research, the study determined that the PVE-integrated lesson exemplars are aligned with the K–12 curriculum standards. They were carefully developed to help students acquire knowledge, skills, and attitudes relevant to Preventing Violent Extremism. The activities were carefully planned throughout the lesson to engage not just the learners' minds, but also their hearts and hands in their self-learning engagement. Lessons also include listening to PVE-themed radio dramas for self-reflection. This study suggests trying these lesson exemplars on Grade 10 students to see how effective it is in reducing student vulnerability to violent extremism.

2B-3 RECONTEXTUALIZING CULTURALLY RESPONSIVE TEACHING IN THE TIME OF THE PANDEMIC: THE PCAAT EXPERIENCE

Author/s: Christian Amiel E. Narciso

Abstract

The disruptive gaps brought about by the pandemic have created inequity issues on the education delivery process of all learning institutions. In the UNESCO report, McKinsey and Company (2020) have highlighted central issues of urgent concern on the current teaching terrain and learning landscape in the time of the pandemic. They have pointed out that schools should address the challenges surfacing from a) the students’ lack of access to the technological, intrinsic, and social prerequisites for remote learning, b) insufficient training for teachers in handling remote learning solutions, c) subject-age specific technology solutions leading to fragmented technology, and d) little time to assess rigorously or trial overwhelming choice of solutions.

It is in this light that the Philippine College of Advanced Arts and Technology (PCAAT) is approaching these issues by way of recontextualizing culturally responsive teaching. To teach in the time of the pandemic requires more than just the ‘soft’ elements of compassion and empathy. Teaching should respond to the development of affective-cognitive mindset that will improve the learning capacity of diverse students who have been marginalized educationally. With praxis as PCAAT’s guidepost, the preparation, implementation, monitoring, and evaluation of the school’s adopted flexible learning delivery process (FLDP) have been put in place to:

1. Revisit the core principles and practices of culturally responsive teaching in the time of the pandemic

2. Redesign remote teaching-learning solutions that are responsive to the different needs, choices, and interests of learners

3. Reintegrate best practices of culturally responsive teaching into the school’s adopted Flexible Learning Delivery Process (FLDP)

4. Reassess and reevaluate the pivotal role of values (re)integration across learning areas in the school’s adopted Flexible Learning Delivery Process (FLDP)

This global pandemic is far from over yet, but the school’s concerted efforts to provide the students and their learning partners with ACCESSIBLE, QUALITY, and EQUITABLE education parallels the context of education that whatever the situation is, learning must continue.

2B-4 ASSESSMENT OF PERCEPTION AND ATTITUDE OF KOREAN STUDENTS OF JEONGEUP SUSENG ELEMENTARY SCHOOL TOWARDS INTERCULTURAL LEARNING AND UNDERSTANDING OF PHILIPPINE CULTURE

Author/s: Melandro D. Santos

Abstract

This study mainly aimed to determine the students’ attitude towards intercultural learning and understanding in a public elementary school in Korea. The attitude was determined based on the students’ interest and awareness of the importance and usefulness of foreign cultural learning. The student’s perception on their teacher using various class activities were also determined using survey questions. The data was gathered through classroom observations and Korean language translated surveys. An attitudinal questionnaire was administered to one hundred fifteen (115) elementary students from the 5 th and 6 th grade Korean students. Findings revealed that 51% of students had a strong positive attitude; 43% had the positive attitude and 5% had a negative attitude and acceptance towards foreign cultural learning. With respect to learning Philippine culture, Korean students were most interested and curious about learning Filipino games (29%), language (17%) and sports (11%). On the other hand, the most preferred teaching strategy/materials used to teach about Philippine culture are games and puzzle, video presentations and teacher demonstrations. This study found promising results on the student’s attitudes towards foreign intercultural learning. Based on the result of the survey, 94.83% of elementary Korean students of Jeongeup Suseng Elementary School have a positive attitude and perception towards foreign cultural learning, especially during culture class activities. However, 36.23% were uncomfortable of using English Language as a medium of instruction. Both survey and class observation proved that the students enjoyed the culture class. These findings indicated that the culture themes presented in the lessons and the strategies used were interesting and stimulated student’s curiosity and interest about foreign culture. The results proved the successful realization of the learning objective for global citizenship, the cultivation of good relationships, respect of diversity and understanding of similarities and differences between two cultures. It is recommended that further studies should be undertaken on larger scale to develop more understanding of the student’s attitude towards foreign intercultural learning and understanding, especially on applying various strategies in teaching foreign culture.

Moderators: Dr. Evelyn C. Bagaporo & Prof. Ronald F. Gime

Technical Support: Mary Bethany S. Ocampo

Documenter: Bryan M. Miralles

2C-1 THE IMPACT OF SA 'PINAS, IKAW ANG MA'AM/SIR (SPIMS) ONLINE REFRESHER COURSE (ORC) TO THE REINTEGRATED OVERSEAS FILIPINO WORKER-PROFESSIONAL TEACHERS (OFW-PTs) AT THE DEPARTMENT OF EDUCATION (DEPED)

Author/s: Rowena R. Hibanada, Jeffrey C. Ginez & Kim P. Cataquian

Abstract

The study aims to investigate the impact of the implementation of the Online Refresher Couse for the beneficiaries of “Sa ‘Pinas, Ikaw ang Ma’am at Sir” (SPIMS) Project of the Philippine Normal University (PNU) and the Department of Labor and Employment (DOLE). Specifically, the study focuses on the Online Refresher Course (ORC) offered by PNU for the Overseas Filipino Workers (OFWs) who are professional teachers in the Philippines but opted to work in misaligned jobs abroad due to wider opportunities in gender perspectives. Beneficiaries who were already reintegrated in the public school system of the country served as participants. Employing a mixed method data gathering, answering of a survey questionnaire and a focus group discussion was done.

Results show that the services offered by the PNU for the project were effective. Specifically, its Learning Management System (LMS) was shown as an effective platform for conducting online refresher courses. The refresher course module offered were seen as effective in line with the rating in the assistance of the designated personnel. Further, the participants noted several benefits from undergoing the SPIMS ORC from the FGD, such as personal and professional growth and technological, economic, and social skills. The study’s findings served as a basis for strengthening existing community empowerment programs and developing more responsive and relevant extension activities for Overseas Filipino Workers.

2C-2 IMPACT STUDY OF PROJECT KINDERGARTEN TEACHERS EMPOWERMENT AND SUSTAINABILITY (PROJECT KITES)

Author/s: Celia M. Ilanan, Romelie Anne B. Calapardo-Baleña, Jerick C. Ferrer, Rachel R. Ortega, Laarni A. Urbiztondo & Rowena D. Sabate

Abstract

With the recent institutionalization of kindergarten and the scenario of the lack of preparation for teachers assigned in the kindergarten classrooms, the “gap” or the “disconnect” between the law and the practice poses problem. To address the problem, it is therefore essential to train current K-3 teachers with the necessary skills and strategies in early childhood instruction and assessment, including creating interactive and innovative instructional materials. This study sought to determine the impact of Project KiTES to the participants’ knowledge, attitude, awareness, opinions, motivations, aspirations, and skills; other benefits gained from the project; and overall rating given by the participants to the project. The study employed the non-probability sampling technique, specifically, purposive sampling in identifying the K-3 teachers of SDO-Marikina, as respondents. In the end, thirty-one K-3 teachers of SDO-Marikina participated in both process and outcome evaluation. This study both utilized quantitative and qualitative methods in the process and outcome-focused evaluation.

The findings of the study for specific changes can be summarized as improvement in knowledge, contribution in cultivating positive attitude, self-improvement and self-awareness, re-igniting passion in teaching and desire for career advancement. Other benefits include contribution to one’s personal life, specifically on area of personal interaction. Overall, the training program was rated excellent. The study concluded with responses which focus on positive changes in participants’ knowledge, attitude, awareness, opinions, motivation, aspiration and skills. Relevant issues related to teaching were brought up, as well. Despite these, the program was still given an excellent rating by the particpants. Recommendations include a follow-up study to determine the intermediate and long-term program outcomes, as well as replication of the program to other Schools Division Office (SDO). An improved version of Project KiTES was also suggested.

2C-3 A QUALITATIVE EVALUATION OF AN INSTITUTIONAL REMOTE FIELD STUDY PROGRAM FOR PRE-SERVICE TEACHERS

Author/s: Darryl Roy T. Montebon, Myla Zenaida C. Torio, Marilou M. Ubiña & Victoria J. Delos Santos

Abstract

Designing a remote field study program is challenging as it is particularly novel. The novelty of the development of the program stems from the fact that the shift from the traditional face-to-face classroom environment has quickly transitioned to an online form of delivery. Strategically, the research locale used the TORCH model to design their remote field study activities, which is the subject of the qualitative program evaluation in the study. Therefore, the current research explores the experiences of 36 purposely chosen pre-service teachers in their remote field study program to determine its success and identify areas for improvement. With the positive experiences noted by the respondents in most of the activities, the researchers conclude that the remote field study is successful. However, the availability of materials for some tasks was a challenge, and some uncontrolled factors affected its implementation. Nevertheless, the researchers recommend that other teacher education institutions use the program as their model for their respective remote field study courses.

Moderators: Prof. Ma. Victoria C. Colis & Atty. Josephine H. Billedo

Technical Support: Nikka Q. Caranto

Documenter: Kristelle B. Tamboong

2D-1 EFFECTIVENESS OF PROJECT ORA (ORAL READING ASSISTANCE) A DISTANCE LEARNING MODALITY WITH ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES: AN INTERVENTION PROGRAM FOR NON-READERS IN SELECTED GRADES 1-3 OF MARIKINA ELEMENTARY SCHOOL.

Author/s: Sherry Ann L. Doldol & Carl O. Dellomos

Abstract

Project ORA is a reading intervention designed to help to struggle and non-readers in selected Grades 1-3 learners of Marikina Elementary School enrolled in SY 2020-2021. It is designed through modular distance learning with asynchronous and synchronous classes online and delivered by three (3) Learning Support Aides (LSAs). Reading proficiency of learners has a massive influence on the advancement of academic performance of pupils particularly in their primary years. This research was conducted to determine the Effectiveness of Project ORA (Oral Reading Assistance) given by the Learning Support Aides of SDO-Marikina City among Selected Grades I-III pupils. This project is in collaboration with parents and teachers in giving a safe and secure alternative approach to reduce if not eradicate non-readers during the time of Covid-19. The researchers utilized the document analysis to validate the effectiveness of the online intervention program given by 3 different LSAs with guidance and support from the school personnel. The teacher-advisers of the pupil-participants in the research administered reading proficiency to all grades 1-3 pupils. The pupil-participants were derived based on their level of reading proficiency. Most of the pupil-participants in the research were non-readers. The LSAs conducted two months of synchronous and asynchronous distance modality. After their lessons with LSAs, the Philippine Informal Reading Inventory (PHIL. IRI) Filipino grade 2 ORAL post-test was administered. The findings revealed that the pupils demonstrated a significant increase in reading proficiency level. Results suggest that Project ORA is a feasible method an alternative in increasing pupils’ reading proficiency level and can be delivered through online distance synchronous and asynchronous activities.

2D-2 LUBLOB, BABAD, AT BANLAW: PAGLALATAG NG TEORYA AT PRAKTIKA NG IBA'T IBANG MOBILE APPS SA PAGTUTURO AT PAGTATASA SA FILIPINO

Author/s: Nicolas C. Gaba Jr.

Abstract

Nakaposisyon ang teknolohiya sa edukasyon bilang pangunahing pantulong sa mas makabuluhan at ganap na danas sa pagkatuto ng mga mag-aaral. Ang paggamit ng iba’t ibang teknolohiya gaya ng mobile apps sa pagtuturo at pagtatasa sa ano mang disiplina ay nakatutulong sa mas proaktibong pakikisangkot ng mga mag-aaral sa mga gawaing intensyonal na nilikha para sa mga layuning pampagkatuto (How to Use Technology in the Classroom: Benefits & Effects, n.d.). Tatlo ang inisyal na layunin ng pananaliksik na ito, una, ang pagdidiskuro tungkol sa konsepto ng integrasyon, teknolohiyang mobile apps, at integrasyon nito sa pagtuturo at pagtatasa Filipino. Ikalawa, ang pag-iisa-isa at pagpapaliwanag sa isa sa mga modelo na maaaring maging hulwaran sa integrasyon ng teknolohiyang mobile apps partikular na ang Modelong SAMR ni Puentedura (2010) at mga batayan sa pagpili ng tech tool ni Fos (2020). Ikatlo, ang pagpapanukala mga simulaing plano ng integrasyon ng teknolohiyang mobile apps sa piling mga aralin sa Filipino sa antas Junior High School. Nasa metodo ng saliksik na kuwalitatibo partikular na document analysis sa mga materyal an mapahahanguan ng pangunahing tesis ang pananaliksik na ito.

2D-3 DISILLUSIONMENT OF LEARNING A CRITICAL ANALYSIS ON THE LIVED EXPERIENCE OF NONREADERS IN THE TIME OF COVID-19: A BASIS FOR ACTION PLAN

Author/s: Jon Henry B. Ordoñez

Abstract

The onslaught of the COVID-19 pandemic proved fatal to the different sectors of the country – the education system included. This led to a halt on the orientation of face-to- face class, and a shift to remote learning. The most affected are the learners who have not and cannot adjust to the new mode of teaching – the non-readers. An initial investigation through home visitations and narrative inquiries proved that these learners – while are having a hard time adjusting, do not see the repercussions of being promoted to the next grade level without having one of the most essential skills. This leads to an addition to the growing number of non-readers in the country.

Almost a year after the ‘new normal’ in education and parents, students, and educators made calls to open the schools – a reflection of their growing discontent over the administration’s inadequacies in addressing the impacts of the pandemic. A call that might never be answered as a recent decision was made to remain in the remote learning setup for the next school year.

With yet another school year that will have little to no effect on the development of the non-readers, this paper – following a diagnostic research design, evaluates the underlying cause of the issue among the non-readers’ adjustment to the remote learning setup, diagnose these issues, and provides a solution that will serve as basis for an action plan to address the flaws in the system of learning during the pandemic.

2D-4 PERCEPTION OF STUDENTS AND TEACHERS TOWARDS THE EXISTENCE OF ACADEMIC DISHONESTY IN ONLINE LEARNING: BASIS FOR THE IMPLEMENTATION OF PROJECT FIGHTER

Author/s: Joseph D. Ramiscal

Abstract

Since even before the pandemic, academic dishonesty is prevalent among students. It can be seen and done by them from their seat works, assignments, and examinations. Now that COVID-19 has affected all aspects of our lives including our education sector, the mode of education has shifted from face-to-face classes into distance learning. Many students nowadays are studying at home. Now that there are no teachers that monitor them physically, academic dishonesty is prone both in online and offline settings. To combat this problem, the researcher created the “Project FIGHTER” which means “Fostering Integrity and Gearing Honesty Towards Enabling it into Reality” which will be based on students' and teachers’ recommendations. Mixed-method design and purposive sampling was used for this study. A total of 243 student and teacher respondents under the academic strands of ABM, GAS, HUMSS, & STEM were gathered in the study. The research used a survey questionnaire to gather data from the students and the teachers. It was found out that student and teacher respondents perceived the existence of academic dishonesty in online learning as sometimes observed. Copy-pasting without proper citations was the most observed form of academic dishonesty in online learning. Plus, giving too many activities is the most agreed-upon teacher-related reason in terms of the situation that led to academic dishonesty in online learning. Also, personal problems was the most agreed student-related reason in terms of the situation that led to academic dishonesty in online learning. Then, lack of access to internet connection was the most agreed household-related reason in terms of the situation that led to academic dishonesty in online learning. To lessen the academic dishonesty in online learning, they recommended things related to application/software, academic ease, assessment tasks, classroom management, collaboration, partnership, and support system, design of tests, leadership, monitoring, consultation, and communication, orientation, relationship, self-discipline, and teaching. This Project F.I.G.H.T.E.R is attempted to be implemented next school year.