This study explored using a Virtual Oral Instruction with Capsulized Etivity (VOICE) strategy to improve students' critical thinking skills compared to using a modular approach. 26 senior high school students participated in the study. Pre-tests and post-tests were used to measure students' critical thinking performance after using VOICE and the modular approach. Results showed that students had greater gains in critical thinking after using VOICE, with a 22% increase, compared to a 5% increase using the modular approach. Statistical analysis also revealed a significant difference in performance between the two approaches. Therefore, the study concluded that VOICE is an effective strategy for improving students' critical thinking skills.
The document discusses a study that aims to analyze the comparison of traditional and online formative assessment in enhancing grade 6 students' academic outcomes in MAPEH (Music, Arts, Physical Education, and Health) subjects. It provides background information on the challenges of distance learning and how formative assessment can improve learning. The conceptual framework outlines how online formative assessment using Kahoot may enhance memory and learning more than traditional paper tests. The study uses a quasi-experimental research design to compare the academic outcomes of an experimental group that uses online formative assessment to a control group that uses traditional assessment. Results showed the experimental group had higher, very satisfactory outcomes across subjects compared to the control group who mostly needed improvement. This implies online assessment may
Project GLER was an intervention program implemented at Bacao Elementary School to improve the reading levels of 20 struggling Grade 1 students over 12 weeks. Baseline assessments found the students could not read basic phonetic sounds, words, phrases, or short stories. The program involved small group instruction delivered by Grade 1 and 2 teachers focusing on phonics, vocabulary, fluency, and comprehension exercises daily. Progress was monitored weekly using a checklist of reading indicators. After the intervention, final assessments found significant improvements in students' abilities to read phonetic sounds, words, phrases and short stories, showing the program was successful in raising their reading levels.
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
ACTIVE LEARNING STRATEGIES AND HIGHER-ORDER THINKING SKILLS OF GRADE 10 STUDENTSJoe Osborn
This document summarizes a study that examined the effects of two active learning strategies - case-based learning and visual-organization activity - on the higher-order thinking skills of Grade 10 students in the Philippines. The study used an experimental design with two groups of 50 students each that were exposed to one of the two learning strategies. Both groups showed improvement in critical and creative thinking skills after the learning strategies were applied, as measured by pre- and post-tests. The case-based learning group performed significantly better on the critical thinking portion of the post-test compared to the visual-organization group. The study found that both active learning strategies helped improve students' higher-order thinking skills.
The document provides guidance on how to write an action research proposal, including tips for developing a title, context and rationale, research questions, proposed intervention, research methodology, and work plan. It outlines the necessary components of each section and considerations for writing them effectively. Sample text is also included to demonstrate how each section could be structured.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
The document discusses a study that aims to analyze the comparison of traditional and online formative assessment in enhancing grade 6 students' academic outcomes in MAPEH (Music, Arts, Physical Education, and Health) subjects. It provides background information on the challenges of distance learning and how formative assessment can improve learning. The conceptual framework outlines how online formative assessment using Kahoot may enhance memory and learning more than traditional paper tests. The study uses a quasi-experimental research design to compare the academic outcomes of an experimental group that uses online formative assessment to a control group that uses traditional assessment. Results showed the experimental group had higher, very satisfactory outcomes across subjects compared to the control group who mostly needed improvement. This implies online assessment may
Project GLER was an intervention program implemented at Bacao Elementary School to improve the reading levels of 20 struggling Grade 1 students over 12 weeks. Baseline assessments found the students could not read basic phonetic sounds, words, phrases, or short stories. The program involved small group instruction delivered by Grade 1 and 2 teachers focusing on phonics, vocabulary, fluency, and comprehension exercises daily. Progress was monitored weekly using a checklist of reading indicators. After the intervention, final assessments found significant improvements in students' abilities to read phonetic sounds, words, phrases and short stories, showing the program was successful in raising their reading levels.
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
ACTIVE LEARNING STRATEGIES AND HIGHER-ORDER THINKING SKILLS OF GRADE 10 STUDENTSJoe Osborn
This document summarizes a study that examined the effects of two active learning strategies - case-based learning and visual-organization activity - on the higher-order thinking skills of Grade 10 students in the Philippines. The study used an experimental design with two groups of 50 students each that were exposed to one of the two learning strategies. Both groups showed improvement in critical and creative thinking skills after the learning strategies were applied, as measured by pre- and post-tests. The case-based learning group performed significantly better on the critical thinking portion of the post-test compared to the visual-organization group. The study found that both active learning strategies helped improve students' higher-order thinking skills.
The document provides guidance on how to write an action research proposal, including tips for developing a title, context and rationale, research questions, proposed intervention, research methodology, and work plan. It outlines the necessary components of each section and considerations for writing them effectively. Sample text is also included to demonstrate how each section could be structured.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The document summarizes a study that examined the effects of interactive reading computer programs on reading achievement of middle school students with special needs. It reviewed previous research on this topic. The study involved randomly assigning students to either use computer reading programs or traditional reading methods for 4 weeks. Results found no significant differences in reading rates or comprehension between the two groups, though slower readers tended to benefit more from computer programs. The summary concludes the study was limited by a small sample size.
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
The document summarizes a research study that aimed to improve students' numeracy skills through the use of a manipulative toolkit. It found that initially 73% of students were considered numerate, with 28% needing intervention. After an 8-week intervention using recycled materials as manipulatives, the numerate students increased to 98% with only 1% remaining non-numerate, showing the toolkit was effective in enhancing numeracy. Interviews found benefits like enhanced understanding, engagement, representation, retention, and parent-child interaction. The study recommends continuing toolkit use and incorporating manipulatives into math instruction.
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
This study examined the effects of scaffolding and collaborative instructional approaches on secondary school students' psychomotor achievement in basic electronics in North-Central Nigeria. The study adopted a quasi-experimental design and involved 105 secondary school students. Students were taught basic electronics using either scaffolding or collaborative instructional approaches, and their psychomotor achievement was measured using a test. The study found that both scaffolding and collaborative approaches improved students' achievement, but the collaborative approach was more effective. Additionally, there was no significant difference in achievement between male and female students when taught using the two approaches. The study concluded that teachers should adopt collaborative instructional approaches to effectively teach basic electronics.
The document summarizes 7 research studies on topics related to classroom communication and discourse analysis. The studies used qualitative methods like observation, audio recording, and questionnaires to understand teacher-student interactions and the impact of different teaching approaches. Key findings included that discourse analysis methods improved students' reading, analysis and language skills; inexperienced teachers used more semantic schemas in their talk; and learner-centered approaches led to more active student participation compared to teacher-centered methods. Gaps identified were a need for mixed methods studies and considering student perspectives.
This document summarizes research evaluating the development of effective teacher qualities in students participating in the Scottish Teachers for a New Era (STNE) programme. Key findings include:
1) STNE students demonstrated more sophisticated epistemic beliefs, constructivist teaching preferences, emotional intelligence, and commitment to inclusion compared to earlier cohorts.
2) Students showed significant growth over four years in these qualities, indicating the programme's positive impact.
3) STNE students performed well academically and during school experience, associated with strengths in pedagogic content knowledge, reflection, and inclusive mindsets.
4) While most skills improved, subject knowledge and technology use need more focus. The programme enhanced skills but students
Reading Strategies and Reading
comprehension in English among ESL school
students in Dubai, UAE – A Moderated
Mediation Regression Model
1
Sheeba Jojo,
2Channintorn Jittawiriyanukoon, 3Varughese Kizhakkacharuvil John
1Assumption University of Thailand, Bangkok 10240
2Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
3Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
Corresponding Author: Sheeba Jojo
Ph: +971 50 769 5778
Abstract: The purpose of the study was to find out the relationship between reading strategies and the Lexile score of
the online reading comprehension program ‘Literacy Pro’. It was hypothesized that the reading strategies adopted
by students and the same recommended by the teachers have a positive intervening effect on the Lexile scores. The
findings of the study were not completely supportive as hypothesized. The moderated mediation regression results
are not reflecting any significant improvement in the Lexile score of students through the intervention of reading
strategies adopted by the students and the training imparted to that effect by the teachers. The technology oriented
‘Literacy Pro’ is a multi-component reading skill development program. Reading comprehension is the product of
multiple skills and knowledge sources, and the struggling readers often experience difficulty in multiple reading
skills. The foundational skills such as word identification, vocabulary knowledge, and reading fluency in addition
to strategies are necessary to construct meaning of the text and reading comprehension. Teachers must promote
text discussions in the classroom, provide online quiz competitions to improve vocabulary, grammar, and
construction of the sentences of a given text in the online reading program. An attractive and motivating software
application shall be developed and integrated to ‘Literacy Pro’ for individual learning practices and reading
comprehension.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
ACTION Research using Project LARO in Physical EducationMARVIN BENITEZ
This document discusses a proposed action research study on the effects of a Project LARO (Learn Together, Active Engagement, Real-World Connections, Open Discussion) intervention on students' achievement in Physical Education 8. The study will involve 80 randomly selected Grade 8 students from two sections at a high school in Valenzuela, Philippines. Students will be assigned to experimental and control groups. Both groups will take a pre-test, after which the experimental group will receive the Project LARO intervention while the control group receives conventional instruction. Both groups will then take a post-test, and their achievement scores will be statistically analyzed to determine the intervention's effectiveness. The proposed intervention incorporates collaborative learning strategies like concept mapping and jigs
This document provides a concept paper for a study that will examine the effects of modular distance learning instructions on the numeracy and literacy skills of grade 1 pupils in the Philippines. The study will be conducted with 50 grade 1 students and their parents from Gaya-Gaya Elementary School in San Jose del Monte, Bulacan. Questionnaires, interviews, and observations will be used to determine the impact of parental involvement in distance learning on students' development of numeracy and literacy abilities. The findings could provide insights for teachers, parents, students, and future researchers on how to best support learning at home during the COVID-19 pandemic.
This document describes a study that aimed to design a rubric for assessing oral presentation performance in higher education and test its validity with an expert group. Specifically:
- Researchers developed a preliminary rubric based on criteria identified in previous studies (content, structure, interaction, delivery) and designed levels and a 5-point scoring scale.
- They then conducted workshops at conferences involving 38 higher education experts from various domains and countries to get feedback on the rubric.
- The goal was to validate the rubric for formatively assessing students' presentation skills and facilitating feedback/self-assessment in higher education.
1) The document discusses assessment practices in colleges of education in Ghana and their impact on developing evaluative thinking skills in student teachers.
2) It finds that while formative assessment is used, feedback focuses more on correcting mistakes than engaging students in dialogue.
3) End of semester exams mainly assess lower-order thinking skills like knowledge and comprehension rather than higher-order skills like analysis and evaluation that are emphasized in the curriculum. This means student teachers may not be adequately prepared to foster evaluative thinking in pupils.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The document summarizes a study that examined the effects of interactive reading computer programs on reading achievement of middle school students with special needs. It reviewed previous research on this topic. The study involved randomly assigning students to either use computer reading programs or traditional reading methods for 4 weeks. Results found no significant differences in reading rates or comprehension between the two groups, though slower readers tended to benefit more from computer programs. The summary concludes the study was limited by a small sample size.
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
The document summarizes a research study that aimed to improve students' numeracy skills through the use of a manipulative toolkit. It found that initially 73% of students were considered numerate, with 28% needing intervention. After an 8-week intervention using recycled materials as manipulatives, the numerate students increased to 98% with only 1% remaining non-numerate, showing the toolkit was effective in enhancing numeracy. Interviews found benefits like enhanced understanding, engagement, representation, retention, and parent-child interaction. The study recommends continuing toolkit use and incorporating manipulatives into math instruction.
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
This study examined the effects of scaffolding and collaborative instructional approaches on secondary school students' psychomotor achievement in basic electronics in North-Central Nigeria. The study adopted a quasi-experimental design and involved 105 secondary school students. Students were taught basic electronics using either scaffolding or collaborative instructional approaches, and their psychomotor achievement was measured using a test. The study found that both scaffolding and collaborative approaches improved students' achievement, but the collaborative approach was more effective. Additionally, there was no significant difference in achievement between male and female students when taught using the two approaches. The study concluded that teachers should adopt collaborative instructional approaches to effectively teach basic electronics.
The document summarizes 7 research studies on topics related to classroom communication and discourse analysis. The studies used qualitative methods like observation, audio recording, and questionnaires to understand teacher-student interactions and the impact of different teaching approaches. Key findings included that discourse analysis methods improved students' reading, analysis and language skills; inexperienced teachers used more semantic schemas in their talk; and learner-centered approaches led to more active student participation compared to teacher-centered methods. Gaps identified were a need for mixed methods studies and considering student perspectives.
This document summarizes research evaluating the development of effective teacher qualities in students participating in the Scottish Teachers for a New Era (STNE) programme. Key findings include:
1) STNE students demonstrated more sophisticated epistemic beliefs, constructivist teaching preferences, emotional intelligence, and commitment to inclusion compared to earlier cohorts.
2) Students showed significant growth over four years in these qualities, indicating the programme's positive impact.
3) STNE students performed well academically and during school experience, associated with strengths in pedagogic content knowledge, reflection, and inclusive mindsets.
4) While most skills improved, subject knowledge and technology use need more focus. The programme enhanced skills but students
Reading Strategies and Reading
comprehension in English among ESL school
students in Dubai, UAE – A Moderated
Mediation Regression Model
1
Sheeba Jojo,
2Channintorn Jittawiriyanukoon, 3Varughese Kizhakkacharuvil John
1Assumption University of Thailand, Bangkok 10240
2Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
3Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
Corresponding Author: Sheeba Jojo
Ph: +971 50 769 5778
Abstract: The purpose of the study was to find out the relationship between reading strategies and the Lexile score of
the online reading comprehension program ‘Literacy Pro’. It was hypothesized that the reading strategies adopted
by students and the same recommended by the teachers have a positive intervening effect on the Lexile scores. The
findings of the study were not completely supportive as hypothesized. The moderated mediation regression results
are not reflecting any significant improvement in the Lexile score of students through the intervention of reading
strategies adopted by the students and the training imparted to that effect by the teachers. The technology oriented
‘Literacy Pro’ is a multi-component reading skill development program. Reading comprehension is the product of
multiple skills and knowledge sources, and the struggling readers often experience difficulty in multiple reading
skills. The foundational skills such as word identification, vocabulary knowledge, and reading fluency in addition
to strategies are necessary to construct meaning of the text and reading comprehension. Teachers must promote
text discussions in the classroom, provide online quiz competitions to improve vocabulary, grammar, and
construction of the sentences of a given text in the online reading program. An attractive and motivating software
application shall be developed and integrated to ‘Literacy Pro’ for individual learning practices and reading
comprehension.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
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Chapter wise All Notes of First year Basic Civil Engineering
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Chapter 2
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Improving Critical Thinking Performance Using VOICE_Atis,HoneyBeth for Journal Pub.docx
1. IMPROVING STUDENTS’ CRITICAL THINKING PERFORMANCE
USING “VIRTUAL ORAL INSTRUCTION WITH CAPSULIZED ETIVITY” (VOICE)
Honey Beth D. Atis
email: degamo1987@gmail.com
Pagadian City National Comprehensive High School, Pagadian City
Department of Education- Division of Pagadian City
Abstract
This study explored the effectiveness of an intervention called Virtual Oral Instruction with
Capsulized Etivity (VOICE) towards improving students' critical thinking compared to the
modular approach. This study was conducted at Pagadian City National Comprehensive High
School during School Year 2020-2021 with 26 Senior High School students as respondents. The
study used a time-series single group experimental research design to generate the necessary data.
The main instruments used were the pretest and post-test results in two trial runs. Tests were
validated by experts in the field consisting of selected Master Teachers of Pagadian City Division.
The obtained test results were analyzed statistically using descriptive statistics and ANCOVA to
know whether VOICE intervention yields favorable results to the critical performance of the
students. Data revealed that the use of VOICE strategy greatly enhanced students' critical thinking
performance compared to the use of Modular approach. Moreover, the study also confirmed a
significant difference in students' critical thinking performance when they were taught using
VOICE Strategy (experimental variable) during the first trial run compared to Modular Approach
(control variable) during the second trial run. Hence, the use of VOICE intervention is proven
effective in improving the level of critical thinking performance of students.
Keywords: Virtual Oral Instruction with Capsulized Etivity, Modular Approach, Time-Series
Design
Context and Rationale
Reading plays a significant role in the lives of learners. It is an essential skill to understand
texts that they face every day in the classroom. However, reading with understanding coupled with
critical thinking is one of the problems most students are experiencing today.
In his book An English Major's Ultimate Guide LET Reviewer, Padilla explained that
reading involves interaction between the reader, the text, schema, and the situation.
To read is to understand something written; to speak aloud (from a book); to interpret; to
obtain information (Webster’s New English Dictionary,2011).
Critical reading is a kind of reading whereby the reader analyzes and interprets a reading
material to know if it presents logical ideas and a connection of ideas (Raymundo, 2016). The
Second Quarter Mean Percentage Score in English for Academic and Professional Purposes of
Grade 11-Aquino revealed that out of 26 students, 7 or 27 percent have "fairly satisfactory"
2. 2
performance; 8 or 31 percent obtained "satisfactory"; 6 or 23 percent obtained "very satisfactory"
and only 5 or 19 percent got an outstanding performance. The data depicts that the majority of the
students have problems in reading comprehension and critical thinking skills, considering that the
said subject deals with interpretations of various professional and academic texts. The said data
motivated the researcher to conduct a study to determine students' level of critical thinking
performance in reading texts and to implement an intervention strategy leading to the solution.
Hence, the proponent initiated an intervention in improving students' critical thinking performance
using Virtual Oral Instruction with Capsulized Etivity (VOICE).
Grabe (2011) in Baraceros (2014) explained that the "higher level reading process" happens
when you merge your schemata or experience of the printed words with the author's ideas
symbolized by the words in the book. McKown and Barnett (2007) revealed that there is a positive
impact on students' comprehension when teacher modeling, student practice of the reading
comprehension strategies, and teacher think-aloud process are utilized.
Since DepEd Order No. 018, s. 2020, states that the public health emergency brought
about by COVID-19 calls for the Department of Education (DepEd) to be innovative and
resourceful in delivering quality, accessible, and relevant education, the researcher was eager
enough to conduct Virtual Oral Instruction with Capsulized Etivity (VOICE) as an intervention to
help students improve their critical thinking performance.
Virtual instruction can be defined as using the internet or digital information transmission
systems as the primary medium of instruction. It can be synchronous or asynchronous, or maybe
a combination of the two. (https://www.lawinsider.com/dictionary/virtual-instruction). E-tivity is
a term coined by the Australian academic Gilly Salmon and is defined as an online activity
designed to encourage active engagement by learners in an online environment. It involves some
interaction/cooperation from students and teachers online.
The sole purpose of this action research was to determine the effectiveness of the
personalized intervention called Virtual Oral Instruction with Capsulized Etivity (VOICE) towards
improving students' critical thinking compared to the modular approach of learning.
Innovation, Intervention, and Strategy
Virtual Oral Instruction with Capsulized Etivity is an intervention strategy to address the
learners' problems in understanding texts using their critical thinking skills. In this program, the
teacher conducted a regular virtual class using Google Meet from November 2020 to December
2020. Students can analyze texts targeting two of English's Most Essential Learning Competencies
(MELCs) for Academic and Professional Purposes for the Second Quarter, School Year 2020-
2021. Capsulized Etivity (Electronic Activity) aided the virtual class using Test.Moz, an online
test generator at the end, where students answered critical thinking skills questions online based
on what they learned.
Action Research Questions
The sole purpose of this action research was to determine the effectiveness of Virtual Oral
Instruction with Capsulized Etivity (VOICE) intervention program in improving the critical
thinking performance of the Senior High School students of Pagadian City National
Comprehensive High School, SY 2020-2021.
Specifically, it sought to answer the following research questions:
3. 3
1. What is the students' level of critical thinking performance using Virtual Oral Instruction
with Capsulized Etivity (VOICE) and modular approach as revealed in the pre-test and
post-test during the two (2) trial runs?
2. Is there a significant difference in the students' critical thinking performance using
VOICE and modular approach?
3. Based on the study findings, what teaching-learning guide can be developed to enhance
the students' critical thinking performance?
Action Research Methods
Participants and/or other Sources of Data and Information
The participants of this study were determined using Purposive Sampling as it is considered
appropriate given time constraints and limited resources. The study respondents were the Grade
12 and Grade 11 students of Pagadian City National Comprehensive High School (PCNCHS),
Banale, Pagadian City.
Specifically, the researcher chose 26 students with gadgets like smartphones, computers,
laptops, and the like to undergo the VOICE intervention program for two months from November
to December 2020. These 26 respondents were asked to participate in both online and modular
approaches to determine the effectiveness of VOICE and avoid bias in gathering data.
Data Gathering Methods
The study used time-series single group experimental research design to generate the
necessary data. The main instrument used were the pretest and post-test results in two trial runs
using VOICE and Modular Approach.
Time-series single group experimental research design is a type of quasi-experimental
research design with series of periodic measurements taken from one group of test units: the 26
Senior High School students of PCNCHS, followed by a treatment, then another series of
measurements.
The study used time-series single group experimental research design to generate the
necessary data. The main instrument used were the Pretest and post-test results in two trial runs
using VOICE and Modular Approach.
Time-series single group experimental research design is a type of quasi-experimental
research design where series of periodic measurements were taken from one group of test units:
the 26 Senior High School students of PCNCHS, followed by a treatment, then another series of
measurements (Ortiz, Fundamentals of Methods of Research, n.d.).
Critical Thinking Tests adapted from Critical Thinking Assessment Practice Quiz and
Assessment Day Practice Aptitude Tests were administered to the respondents as pretests and post
tests to determine students' level of critical thinking performance. These tests were validated by
experts in the field consisting of five Master Teachers of Pagadian City Division.
Discussion of Results and Reflection
This part of the action research presents the results obtained from data collection. It also
includes the significant difference between variables and reflection.
4. 4
What is the students' level of critical thinking performance using VOICE and modular
approach as revealed in the pre-test and post-test during the two (2) trial run?
Table 1 shows the results in determining the level of students' critical thinking
performance. As depicted in the table during the first trial run, the experimental approach (VOICE)
showed a post test result of 62%, which can be descriptively interpreted as "Average" with a
percentage increase of 22%. On the second trial run, the modular approach showed a post test
result of 45% which can be descriptively interpreted as "Average" with a percentage increase of
5%. As observed, a percentage increase difference of 17% was posted between the first trial run
and second trial run in favor of the experimental approach (VOICE Strategy). Thus, the results for
the experimental approach (VOICE Strategy) are better than its counterpart, the Modular
Approach, as shown in the post-test results and percentage increase differences. Hence, the results
in the two trial runs revealed that the level of critical thinking performance of the students when
using the VOICE Strategy showed more effective output on the students' critical thinking
performance compared to using modular approach to learning.
Table 1. Level of Students’ Critical Thinking Performance
Trial Approach Test MPS Descriptive
Equivalent
First Trial
Run
VOICE Strategy
(Experimental Variable)
Pre-Test 40% Average
Post Test 62% Average
Percentage Increase 22%
Second Trial
Run
Modular Approach
(Control Variable)
Pre-Test 40% Average
Post Test 45% Average
Percentage Increase 5%
* Scale: 96 – 100% = Mastered; 86 – 95% = Closely Approximating Mastery; 66 – 85% = Moving Towards Mastery; 35 – 65%
= Average; 15 – 34% = Low; 5-14% = Very Low; 0-4% = Absolutely No Mastery
This study supports the idea that students’ critical thinking performance will be greatly
improved with the assistance of the teacher. Similarly, McKown, and Barnett (2007) proved that
there is a positive impact on the use of teacher modeling, the teacher think-aloud processes, and
student practice of the reading comprehension strategies which included predicting, making
connections, visualizing, inferring, questioning, and summarizing. Therefore, it is essential to
note that both teachers and students play an indispensable role in improving critical thinking
performance.
Lunney, et al. (2020) in their study entitled, Facilitating Critical Thinking through Online
Courses, noted that online learning permits students the opportunity to review and re-review
lectures and discussions, thus enabling additional thinking time. These online courses enhance the
ability to learn, reflect, and problem solve through the use of critical thinking strategies. They also
added that online teaching methods enable a kind of “stick to it” format that is not possible in in-
class teaching based on several factors such as insufficient time, verbose versus quiet students,
intimidation, and environmental issues. In the same manner, the use of Virtual Oral Instruction
with Capsulized Etivity greatly enhanced the students' critical thinking skills.
5. 5
This study also concurs with the idea presented by Dhawan (2020) in his research, Online
Learning: A Panacea in the Time of COVID-19 Crisis, where he noted that E-learning methods
and processes are really strong. Aside from the fact that these strengths of the online learning
modes can rescue us from these challenging times, it is also considered to be student-centered and
offers a great deal of flexibility in terms of time and location. The e-learning methods customize
procedures and processes based on the needs of the learners. Various online tools are available,
which is vital for an effective and efficient learning environment. Educators may utilize audio-
visual materials to reach out to their students in this time of crisis to maintain a human touch to
their lectures. Online learning can create a collaborative and interactive learning environment
where learners can give their immediate feedback, ask queries, and learn interestingly.
Is there a significant difference in the critical thinking performance of the students using
VOICE and modular approaches?
As revealed in the post test results with the pre-test results as covariance which was tested
using ANCOVA at 0.05 level of significance, the null hypothesis which states that there is no
significant difference in the critical thinking performance of the SHS students using VOICE
strategy (experimental variable) and Modular Approach (control variable) was rejected.
Table 2. Analysis of Covariance to Test Students’ Critical Thinking Performance using VOICE
Strategy and Modular Approach; First and Second Trial Run
Source Type III Sum of Squares df Mean Square F-ratio p-value
Corrected Model 465.747* 2 232.874 20.117 .000
Intercept 731.933 1 731.933 63.227 .000
Pretest 145.728 1 145.728 12.589 .001
Main Effects 320.019 1 320.019 27.645 .000
Error 567.234 49 11.576
Total 14313.000 52
Corrected Total 1032.981 51
*R squared = .451 (Adjusted R Squared = .428)
Using One-Way Analysis of Covariance (ANCOVA) to analyze, test and interpret the
difference in the post test results while controlling the pre-test results as covariate in the
experimental and control variables, the main effects on Table 2 confirms that there was a
significant difference in students' critical thinking performance when they were taught using
VOICE Strategy (experimental variable) during the first trial run and Modular Approach (control
variable) during the second trial run (F-ratio = 27.645; p-value = 0.000), hence null hypothesis is
rejected. Also, since the p-value is less than 0.05, the pre-test's covariate significantly adjusts the
association between the post-test results of the experimental and control variables. The adjusted R
squared shows that 42.8% of the variation of students' critical thinking performance is accounted
for by the variations in the use of VOICE strategy and Modular approach. This data implies that
the independent variable has an effect in terms of the proportion of the variation in the dependent
variable. In other words, the percentage of variation explained by the independent variables that
actually affect the dependent variable is 42.8%. Since the p-value is lower than 0.05 level of
significance, the use of VOICE strategy greatly enhanced students' critical thinking performance
compared to the use of Modular approach. Given the study's findings, it is highly recommended
6. 6
that a teaching-learning guide using VOICE shall be developed and utilized to improve students'
critical thinking performance.
According to the study of Yohandri, et al. (2020), entitled Development of Interactive
Multimedia Learning Materials for Improving Critical Thinking Skills, the research result shows
that interactive multimedia learning materials are valid, practical, and effective. Based on this
result, it appears that interactive multimedia learning materials can enhance students’ critical
thinking skills. Likewise, this study proved that the use of Virtual Oral Instruction with Capsulized
Etivity effectively improves students' critical thinking performance.
Al-Mubaid, H. in his study, A New Method for Promoting Critical Thinking in Online
Education explored the use of Individual component which consists of three steps:
List, Evaluate, and Restructure and Team-based component which includes three steps: List,
Discuss/Evaluate, and Integrate/Restructure. The researcher explained that a number of learning
tasks, including class team projects, and term paper assignments have been utilized for applying
and promoting critical thinking among the students in the past few years using the proposed
method. The method guides the learners to apply and practice critical thinking to achieve high
learning quality and deep understanding of the concepts in a given learning task. Likewise, VOICE
aided the learners in their daily learning tasks which improved their critical thinking performance.
Since the study proved that VOICE is effective in improving students' critical thinking
performance, it is highly recommended to utilize a teaching and learning guide using VOICE as a
new teaching approach.
Reflection. The conduct of this study allowed the researcher to reflect on the teachers’ key roles
in the new normal education, especially on ways how to help students learn amidst pandemic. As
the DepEd vision states, “We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and contribute meaningfully to
building the nation;” the researcher believed that in order to enable learners to realize their full
potential and contribute meaningfully to the nation, teachers should continue to provide technical
assistance to learners by offering them new ways of teaching-learning situation such as VOICE.
Teachers should continue to listen to the voice of the learners and offer solutions to the
existing problems in the delivery of the curriculum. Many students are yet to be heard and many
interventions are yet to be implemented.
Although modular distance learning can be helpful or beneficial to both teachers and
learners in avoiding the spread of COVID-19 virus, but it can also be detrimental considering the
level of authentic learning gained by the students in this time of pandemic. Looking closely to the
answers of the students in their respective modules, unique answers can barely be seen, but mostly
uniform responses. Therefore, the assurance on the learning of the students seems impossible.
As a coping mechanism, the researcher found it really challenging yet fulfilling to reach
out the students in her own simple way. Hence, this action research entitled “Improving Students
Critical Performance Using Virtual Oral Instruction with Capsulized Etivity,” (VOICE) was
initiated where students who are capable of joining class online enjoyed a virtual class with the
teacher. As students joined the class, that feeling of satisfaction seeing the faces of learners
7. 7
yearning for learning is such a great joy! They were not just improving their answers to their
modules but their level of confidence as well since they were free to share ideas and opened
questions to the teacher and to their peers in the virtual room.
Truly, it takes a pure heart to inject learning to students in this time of pandemic. Thus,
teachers, parents, and students should work hand in hand for a better education amidst difficult
situation like this. They should continue to communicate and look for alternative ways of teaching-
learning process so that genuine and effective learning can still be achieved.
Based on the result of this study, it was proven that the use of VOICE is really more
effective in improving students’ critical performance compared to modular learning. It also
confirmed that there was a significant difference in students' critical thinking performance when
they were taught using VOICE Strategy (experimental variable) during the first trial run and
Modular Approach (control variable) during the second trial run. Therefore, it is highly advised
that teachers should not be contented with the modular approach of learning and should continue
to offer technical assistance to students online or any form of communication that may suit to the
needs of the learners.
Indeed, DepEd Secretary Leonor Magtolis Briones is right when she said that education
cannot wait. This only means that teachers must continue to venture ways to improve pedagogies
for the benefit of the learners.
8. 8
Action Plan
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF PAGADIAN CITY
Pagadian City
Form no. 01-TPF-HRTDS-2017
TRAINING PROPOSAL FORM
TITLE OF THE TRAINING: LAC ON THE USE OF VIRTUAL ORAL INSTRUCTION
WITH CAPSULIZED ETIVITY IN IMPROVING CRITICAL THINKING PERFORMANCE
OF STUDENTS
TARGET PARTICIPANTS AND NUMBER OF PARTICIPANTS: 6 TEACHERS
(ENGLISH)
PROPOSED DATE AND VENUE: FEBRUARY 20, 2021 (Via Google Meet)
FUNDING SOURCE: MOOE
REGISTRATION FEE: NONE
PROPONENT/S: HONEY BETH D. ATIS, Teacher III
I. RATIONALE:
DepEd Order No. 018, s. 2020, states that the public health emergency brought about by
COVID-19 calls for the Department of Education (DepEd) to be innovative and resourceful in
delivering quality, accessible, and relevant education. Hence, teachers must continue to find ways
and means to offer quality education to students amidst pandemic.
Virtual Oral Instruction with Capsulized Etivity (VOICE) as an intervention was proven to
be more effective in helping students improve their critical thinking performance than modular
approach. Therefore, teachers are encouraged to adapt new ways of teaching in the new normal
education.
9. 9
II. OBJECTIVES: This LAC aims to allow teachers to:
1. Identify problems encountered in the teaching-learning situation;
2. Provide technical assistance to students using VOICE and other 21st
century
pedagogies
III. TRAINING CONTENT and METHODOLOGIES
Time/Session Activities/ Topics Speaker/Facilitator Output
8:00-8:30
8:30-9:00
9:00-10:00
10:00-12:00
Registration/ Attendance
Virtual Short Opening
Program
Discussion on the result
of the action research
"Improving Students’
Critical Thinking
Performance Using
Virtual Oral Instruction
with Capsulized Etivity”
Identify problems
encountered in the
teaching-learning
situation and plans for
intervention
LAC Session by group
Wrap-Up and Checking
of Outputs
Closing Program
Ednalyn C. Duldulao
Karen Agnes Z. Rivera
Honey Beth D. Atis
Honey Beth D. Atis
Nelfa A. Blen
Attendance
using Google
Forms
Program
Reflection on the
Intervention,
VOICE
Action Research
Titles and
Questions
Program
10. 10
II. EXPECTED OUTPUTS:
Online Registration of English Teachers using Google Forms
Action Research Titles and Questions
III. LIST OF TRAINERS (Indicate qualifications)
Name of
Trainers/Resource
Speakers
Relevant
Qualifications
Topic Assigned
HONEY BETH D. ATIS Teacher III
Discussion on the result
of the action research
"Improving Students’
Critical Thinking
Performance Using
Virtual Oral Instruction
with Capsulized Etivity”
Identifying problems
encountered in the
teaching-learning
situation and plans for
intervention
11. References
Al-Mubaid, H. A New Method for Promoting Critical Thinking in Online Education. International
Journal of Advanced Corporate Learning (iJAC) 7(4):34. DOI:10.3991/ijac.v7i4.4048.
Retrieved on November 14, 2020, from https://bit.ly/3pdL6cF.
Baraceros, E. (2014). Improving Students’ Study Skills and Reading or Thinking Strategies.
Sampaloc, Manila: Rex Book Store Inc.
Critical Thinking Assessment Practice Quiz. Critical Thinking Skills Success in 20 Minutes a Day.
Retrieved on November 21, 2020, from
https://herveyscience.files.wordpress.com/2015/06/critical-thinking-exercise.pdf.
DepEd Order No. 18 s. 2020. Policy Guidelines for the Provision of Learning Resources.
Retrieved on November 22, 2021, from
https://www.deped.gov.ph/wpcontent/uploads/2020/08/DO_s2020_018.pdf
Dhawan, S (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of
Educational Technology Systems 2020, Vol. 49(1) 5–22.
doi/10.1177/0047239520934018. Retrieved on November 15, 2020, from
https://journals.sagepub.com/doi/pdf/10.1177/0047239520934018.
Etivity Definition. Retrieved on Novemver 14, 2020 from https://bit.ly/3DSSiPz.
Free Critical Thinking Test Questions Booklet. Assessment Day Practice Aptitude Tests.
Retrieved on November 20, 2020, from
https://www.assessmentday.co.uk/CriticalThinkingTest-Questions.pdf.
Lunney, M., Frederickson, K, Spark, A. and Mcduffie G. Facilitating Critical Thinking through
Online Courses. Journal of Asynchronous Learning Networks, Volume 12: Issue 3-4.
Retrieved on November 23, 2020, from https://files.eric.ed.gov/fulltext/EJ837517.pdf.
McKown, B.A. and Barnett, C.L. (2007). “Improving Reading Comprehension Through Higher-
Order Thinking Skills”. A Research Project. Saint Xavier University. Chicago, Illinois.
Retrieved on November 15, 2020, from https://files.eric.ed.gov/fulltext/ED496222.pdf.
Ortiz, C.B. (n.d.). Fundamentals of Methods of Research. An Instructional Module for the
Course, Methods of Research for graduate Students.
Padilla, E J. (n.d.). An English Major’s Ultimate Guide LET Reviewer. Sampaloc, Manila: MET
Review Center.
Raymundo, H. (2016). Reading and Writing Skills. Makati City: Diwa Learning System Inc.
12. 12
Virtual Instruction Definition. Retrieved on November 15, 2020, from
https://www.lawinsider.com/dictionary/virtual-instruction.
Webster’s New English Dictionary (2011). Manila: WS Pacific Publications, Inc.
Yohandri, A., Vonny, T. and Djusmaini, D. (2020). Development of Interactive Multimedia
Learning Materials for Improving Critical Thinking Skills. International Journal of
Information and Communication Technology Education, Volume 14 • Issue 4 • October-
December 2018. Retrieved on November 22, 2021, from https://bit.ly/30E3124.