Allan C. Campugan Jr., Patrick M. Salinas
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
A social studies teacher named Mr. X was facing problems with unmotivated and underperforming students. He decided to conduct action research to address this issue. He kept a journal for two weeks to observe student behavior. He then interviewed students to understand their perspectives. Based on his findings and a review of literature, he concluded that using project-based group work may help engage students more. He implemented this strategy and collected evidence on its impact on student performance. By continuing his journaling and making adjustments based on findings, he aimed to improve his teaching practice through this action research process.
The document summarizes the criticisms of the K-12 education system in the Philippines and its legal basis. Some of the main criticisms are that it is costly for parents, needs a lot of government funding, some schools lack adequate facilities, only benefits private schools, is lengthy requiring 13 years of education, and can diminish students' interest in studying. The legal basis for K-12 is outlined in Republic Act 10533 which implemented a 12-year basic education program and Republic Act 10157 which institutionalized kindergarten education.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System from June 13-14, 2013 in Cebu City. The training targeted 76 participants from schools divisions, with 86 participants attending. The objectives were to demonstrate understanding of school monitoring and evaluation, describe the school evaluation process, validate data gathering tools, commit to implementing the evaluation system, and develop implementation plans. Participants evaluated the training positively for its planning, content delivery, and attainment of objectives.
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
The document discusses the philosophical foundations of education in the Philippines from pre-Hispanic times to the present. It outlines the major periods of Philippine education including pre-Hispanic, Spanish, American, Japanese, and post-WWII eras. The objectives and philosophies of education evolved over time based on influences from each governing power and aimed to develop citizens, literacy, skills, and national/cultural identity. The current system focuses on promoting national development and values education through reforms like the New Elementary School Curriculum.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Curriculum development in the Philippines by Karel Mie M. Pradomiekhy
This document discusses the historical development of curriculum in the Philippines from pre-Spanish times to present. It describes how the curriculum evolved under Spanish, American, and Japanese rule, as well as changes made after independence. Major shifts included the introduction of English, vocational subjects, and aligning the curriculum with societal needs. Under the 'New Society' in the 1970s, the curriculum emphasized moral virtues and practical skills to meet the country's challenges and integrate education with everyday life.
The document discusses outcome-based education (OBE) and its implementation in various countries and school systems. It notes that while OBE was adopted by many states and countries in the 1990s, it failed to improve student academic achievement and was rejected. Reasons cited for OBE's failure include that it is difficult to implement, reduces the emphasis on subject knowledge, and unfairly increases teachers' workload. Most states and countries that experimented with OBE have now moved back to more traditional, academically-focused curriculum standards.
A social studies teacher named Mr. X was facing problems with unmotivated and underperforming students. He decided to conduct action research to address this issue. He kept a journal for two weeks to observe student behavior. He then interviewed students to understand their perspectives. Based on his findings and a review of literature, he concluded that using project-based group work may help engage students more. He implemented this strategy and collected evidence on its impact on student performance. By continuing his journaling and making adjustments based on findings, he aimed to improve his teaching practice through this action research process.
The document summarizes the criticisms of the K-12 education system in the Philippines and its legal basis. Some of the main criticisms are that it is costly for parents, needs a lot of government funding, some schools lack adequate facilities, only benefits private schools, is lengthy requiring 13 years of education, and can diminish students' interest in studying. The legal basis for K-12 is outlined in Republic Act 10533 which implemented a 12-year basic education program and Republic Act 10157 which institutionalized kindergarten education.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System from June 13-14, 2013 in Cebu City. The training targeted 76 participants from schools divisions, with 86 participants attending. The objectives were to demonstrate understanding of school monitoring and evaluation, describe the school evaluation process, validate data gathering tools, commit to implementing the evaluation system, and develop implementation plans. Participants evaluated the training positively for its planning, content delivery, and attainment of objectives.
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
The document discusses the philosophical foundations of education in the Philippines from pre-Hispanic times to the present. It outlines the major periods of Philippine education including pre-Hispanic, Spanish, American, Japanese, and post-WWII eras. The objectives and philosophies of education evolved over time based on influences from each governing power and aimed to develop citizens, literacy, skills, and national/cultural identity. The current system focuses on promoting national development and values education through reforms like the New Elementary School Curriculum.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Curriculum development in the Philippines by Karel Mie M. Pradomiekhy
This document discusses the historical development of curriculum in the Philippines from pre-Spanish times to present. It describes how the curriculum evolved under Spanish, American, and Japanese rule, as well as changes made after independence. Major shifts included the introduction of English, vocational subjects, and aligning the curriculum with societal needs. Under the 'New Society' in the 1970s, the curriculum emphasized moral virtues and practical skills to meet the country's challenges and integrate education with everyday life.
The document discusses outcome-based education (OBE) and its implementation in various countries and school systems. It notes that while OBE was adopted by many states and countries in the 1990s, it failed to improve student academic achievement and was rejected. Reasons cited for OBE's failure include that it is difficult to implement, reduces the emphasis on subject knowledge, and unfairly increases teachers' workload. Most states and countries that experimented with OBE have now moved back to more traditional, academically-focused curriculum standards.
This document identifies and describes the key stakeholders in student assessment. The main stakeholders discussed are policymakers, administrators, teachers and trainers, students, parents, and the external community. Policymakers set rules and standards and want information on school quality. Administrators are responsible for education delivery and improvement. Teachers can determine strengths and weaknesses of teaching methods. Students may provide feedback on their own and peer performance. Parents focus on individual student performance and progress. The external community can provide feedback on how the organization affects and is benefited by the community.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
This document outlines the implementing rules and regulations of the Philippine Anti-Bullying Act of 2013. It defines key terms like bullying, bully, and bystander. It describes examples of bullying behavior. It discusses the duties of schools, teachers, and child protection committees in adopting anti-bullying policies, handling bullying incidents, conducting interventions, and imposing disciplinary measures. Due process must be followed when imposing penalties on students found to have bullied others.
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
The document discusses different models for curriculum design:
1. Horizontally organized curriculum moves between related subject areas, while vertically organized curriculum sequences topics from general to specific.
2. Subject-centered design focuses on individual subject content and is common in textbooks and schools that divide time between subjects like math, science, etc. This can compartmentalize learning.
3. Discipline design centers on how specific academic fields approach their content, preparing students for college-level study in disciplines like science, history, etc.
4. Correlation design links subjects to reduce fragmentation, with some subjects like literature and history correlated at elementary levels.
There are some situations where assessment may not be appropriate:
1) Asking elementary students sensitive personal questions without parental consent.
2) Using tests to evaluate students' mental abilities when the validity and reliability of the instrument are unknown.
3) Requiring students to disclose private sexual fantasies.
The document also discusses ethical issues around assessment, including maintaining confidentiality of results, avoiding deception unless justified, and not assisting certain students during testing.
The historical foundations of curriculum development show that it has evolved chronologically over time. Some of the early leaders in this movement include Franklin Bobbit who saw curriculum as science based on student needs to prepare them for adult life. William Kilpatrick introduced the project method where teachers and students collaboratively plan activities to develop social skills. Ralph Tyler believed curriculum is based on a school's philosophy and students' needs and interests, with subject matter organized around knowledge, skills, and values.
1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
3) For optimal use, teachers should select materials giving a true picture, contributing to objectives, and in good condition. They should also provide guidance, assess learning, and enhance retention through follow up.
Hilda Taba was a 20th century curriculum theorist and teacher educator known for her work developing inductive thinking strategies and concept-based approaches to curriculum design. She believed students learn best when they organize information into categories and generalizations rather than just memorizing facts. Taba developed a three stage approach to concept development where students make observations, categorize similar items, and name the categories. She also created an eight step process for curriculum design that emphasizes selecting and organizing content and experiences to meet learning objectives. Taba's work focused on helping students develop critical thinking skills through strategies like concept attainment and analyzing relationships between concepts.
This document contains multiple choice questions about various philosophies and concepts related to education. It tests knowledge in areas like:
- Educational philosophies like essentialism, existentialism, pragmatism, and more.
- Philosophies that underlie certain classroom practices and theories.
- Cultural transmission processes, goals, and reforms in different periods of Philippine education history.
- Key concepts in education like development, growth, learning, and maturation.
- Situations that illustrate balancing responsibilities and upholding principles.
The questions cover a wide range of topics to assess understanding of foundations and principles that guide educational practice.
This document outlines 7 modes of acquiring school sites:
1. Purchase directly from the land owner using Department of Education or local funds
2. Donation by executing a deed of donation, accepting the donation in writing, and registering the deed
3. Contract of usufruct granting perpetual right of use for education if the land cannot be donated
4. Expropriation by filing proceedings and paying just compensation as determined by a court
5. Barter or exchange of existing sites by securing approvals and registering the deed of exchange
6. Presidential proclamation reserving public lands for schools by obtaining certifications and approvals
7. Gratuitous conveyance of government land needed for schools through gift, sale
This document discusses different aspects of teaching methods and lesson planning. It provides definitions and classifications of teaching strategies, methods, and techniques. It also outlines the key components of writing learning objectives, including focusing on student performance and specifying conditions, behaviors, and criteria. Additionally, it describes different levels of cognitive, affective, and psychomotor objectives. Finally, it briefly compares the advantages and disadvantages of direct instruction and lecture-based teaching methods.
This document summarizes key provisions of Batas Pambansa Bilang 232, a Philippine law establishing an integrated education system. It outlines the law's declaration of basic policy and objectives to promote a complete education system and cultural communities' right to develop. It describes rights of parents, students, teachers and schools. It discusses duties of parents, students and teachers as well as school administrators' obligations. It also covers the education system's formal levels, specialized services, school establishment and organization, and financing assistance.
Product oriented performance based assessmentQuincyCM
Focused on the Product-Oriented Performance Based Assessment based on the book of Authentic Assessment of Student Learning outcomes by Dr. Rosita L. Navarro and Dr. Rosita De Guzman-Santos. Published by LoriMar Publishing.
This document provides an orientation on the operational guidelines for limited face-to-face learning as outlined in the DepEd-DOH JMC No. 1 s. 2021. It discusses the historical background leading to the development of the guidelines, as well as the objectives, eligibility criteria, and key components of the guidelines. The guidelines cover safe operations, teaching and learning, inclusion of marginalized learners, and wellbeing and protection of students, teachers, and personnel. Schools must meet requirements on location, safety protocols, and parental consent to participate in limited face-to-face classes.
LESSON 6:Using and Evaluating Instructional MaterialsFedemar Regala
This document discusses the effective use and evaluation of instructional materials. It defines instructional materials as devices that assist facilitators in the teaching and learning process. When selecting materials, the document provides questions to consider regarding the accuracy, content, appropriateness for learners, and existence of a teacher's guide. While properly selecting materials is important, effective use is also critical. The document outlines the "Four P's" of effective use: prepare yourself, prepare students, present the material, and follow up. It also discusses Robert Gagne's nine instructional events model for enhancing learning transfer.
Historical perspective of education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Unleash the Untaught Learning Competencies through Online, Shareable, and Of...SherwinPadohinogBati
The document summarizes a study that evaluated the benefits of "Project OSO", which utilized online, shareable, and offline video lectures to teach mathematics competencies to 7th grade students. The study used an experimental research design to compare the test scores of three groups of students who received the video lectures in different formats: online videos, shareable videos, and offline videos. The findings showed that the group who viewed the online videos performed significantly better than the other two groups. The document concludes that Project OSO is an effective way to teach unattained competencies, especially when teachers are absent.
This document identifies and describes the key stakeholders in student assessment. The main stakeholders discussed are policymakers, administrators, teachers and trainers, students, parents, and the external community. Policymakers set rules and standards and want information on school quality. Administrators are responsible for education delivery and improvement. Teachers can determine strengths and weaknesses of teaching methods. Students may provide feedback on their own and peer performance. Parents focus on individual student performance and progress. The external community can provide feedback on how the organization affects and is benefited by the community.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
This document outlines the implementing rules and regulations of the Philippine Anti-Bullying Act of 2013. It defines key terms like bullying, bully, and bystander. It describes examples of bullying behavior. It discusses the duties of schools, teachers, and child protection committees in adopting anti-bullying policies, handling bullying incidents, conducting interventions, and imposing disciplinary measures. Due process must be followed when imposing penalties on students found to have bullied others.
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
The document discusses different models for curriculum design:
1. Horizontally organized curriculum moves between related subject areas, while vertically organized curriculum sequences topics from general to specific.
2. Subject-centered design focuses on individual subject content and is common in textbooks and schools that divide time between subjects like math, science, etc. This can compartmentalize learning.
3. Discipline design centers on how specific academic fields approach their content, preparing students for college-level study in disciplines like science, history, etc.
4. Correlation design links subjects to reduce fragmentation, with some subjects like literature and history correlated at elementary levels.
There are some situations where assessment may not be appropriate:
1) Asking elementary students sensitive personal questions without parental consent.
2) Using tests to evaluate students' mental abilities when the validity and reliability of the instrument are unknown.
3) Requiring students to disclose private sexual fantasies.
The document also discusses ethical issues around assessment, including maintaining confidentiality of results, avoiding deception unless justified, and not assisting certain students during testing.
The historical foundations of curriculum development show that it has evolved chronologically over time. Some of the early leaders in this movement include Franklin Bobbit who saw curriculum as science based on student needs to prepare them for adult life. William Kilpatrick introduced the project method where teachers and students collaboratively plan activities to develop social skills. Ralph Tyler believed curriculum is based on a school's philosophy and students' needs and interests, with subject matter organized around knowledge, skills, and values.
1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
3) For optimal use, teachers should select materials giving a true picture, contributing to objectives, and in good condition. They should also provide guidance, assess learning, and enhance retention through follow up.
Hilda Taba was a 20th century curriculum theorist and teacher educator known for her work developing inductive thinking strategies and concept-based approaches to curriculum design. She believed students learn best when they organize information into categories and generalizations rather than just memorizing facts. Taba developed a three stage approach to concept development where students make observations, categorize similar items, and name the categories. She also created an eight step process for curriculum design that emphasizes selecting and organizing content and experiences to meet learning objectives. Taba's work focused on helping students develop critical thinking skills through strategies like concept attainment and analyzing relationships between concepts.
This document contains multiple choice questions about various philosophies and concepts related to education. It tests knowledge in areas like:
- Educational philosophies like essentialism, existentialism, pragmatism, and more.
- Philosophies that underlie certain classroom practices and theories.
- Cultural transmission processes, goals, and reforms in different periods of Philippine education history.
- Key concepts in education like development, growth, learning, and maturation.
- Situations that illustrate balancing responsibilities and upholding principles.
The questions cover a wide range of topics to assess understanding of foundations and principles that guide educational practice.
This document outlines 7 modes of acquiring school sites:
1. Purchase directly from the land owner using Department of Education or local funds
2. Donation by executing a deed of donation, accepting the donation in writing, and registering the deed
3. Contract of usufruct granting perpetual right of use for education if the land cannot be donated
4. Expropriation by filing proceedings and paying just compensation as determined by a court
5. Barter or exchange of existing sites by securing approvals and registering the deed of exchange
6. Presidential proclamation reserving public lands for schools by obtaining certifications and approvals
7. Gratuitous conveyance of government land needed for schools through gift, sale
This document discusses different aspects of teaching methods and lesson planning. It provides definitions and classifications of teaching strategies, methods, and techniques. It also outlines the key components of writing learning objectives, including focusing on student performance and specifying conditions, behaviors, and criteria. Additionally, it describes different levels of cognitive, affective, and psychomotor objectives. Finally, it briefly compares the advantages and disadvantages of direct instruction and lecture-based teaching methods.
This document summarizes key provisions of Batas Pambansa Bilang 232, a Philippine law establishing an integrated education system. It outlines the law's declaration of basic policy and objectives to promote a complete education system and cultural communities' right to develop. It describes rights of parents, students, teachers and schools. It discusses duties of parents, students and teachers as well as school administrators' obligations. It also covers the education system's formal levels, specialized services, school establishment and organization, and financing assistance.
Product oriented performance based assessmentQuincyCM
Focused on the Product-Oriented Performance Based Assessment based on the book of Authentic Assessment of Student Learning outcomes by Dr. Rosita L. Navarro and Dr. Rosita De Guzman-Santos. Published by LoriMar Publishing.
This document provides an orientation on the operational guidelines for limited face-to-face learning as outlined in the DepEd-DOH JMC No. 1 s. 2021. It discusses the historical background leading to the development of the guidelines, as well as the objectives, eligibility criteria, and key components of the guidelines. The guidelines cover safe operations, teaching and learning, inclusion of marginalized learners, and wellbeing and protection of students, teachers, and personnel. Schools must meet requirements on location, safety protocols, and parental consent to participate in limited face-to-face classes.
LESSON 6:Using and Evaluating Instructional MaterialsFedemar Regala
This document discusses the effective use and evaluation of instructional materials. It defines instructional materials as devices that assist facilitators in the teaching and learning process. When selecting materials, the document provides questions to consider regarding the accuracy, content, appropriateness for learners, and existence of a teacher's guide. While properly selecting materials is important, effective use is also critical. The document outlines the "Four P's" of effective use: prepare yourself, prepare students, present the material, and follow up. It also discusses Robert Gagne's nine instructional events model for enhancing learning transfer.
Historical perspective of education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Unleash the Untaught Learning Competencies through Online, Shareable, and Of...SherwinPadohinogBati
The document summarizes a study that evaluated the benefits of "Project OSO", which utilized online, shareable, and offline video lectures to teach mathematics competencies to 7th grade students. The study used an experimental research design to compare the test scores of three groups of students who received the video lectures in different formats: online videos, shareable videos, and offline videos. The findings showed that the group who viewed the online videos performed significantly better than the other two groups. The document concludes that Project OSO is an effective way to teach unattained competencies, especially when teachers are absent.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
Effects of Multimedia in Teaching Science Implication to Practice in Secondar...ijtsrd
The document summarizes a study that assessed the effectiveness of using multimedia in teaching secondary science. An experiment with two groups of 40 students each was conducted, with one group receiving instruction using multimedia presentations/video clips and the other using traditional lecture methods. Both groups took pre- and post-tests on gas laws. Analysis showed no significant pre-test differences but post-test results revealed the multimedia group performed significantly better. A student survey also found positive attitudes towards using multimedia technology in learning science. The study concluded multimedia can improve learning outcomes and is recommended for science instruction.
V3 e6-017Educational Media Awareness Among The Higher Education Teachers-An A...ijcite
This document discusses a study that analyzed the educational media awareness of 140 higher education teachers in Chennai, India. The study found:
1) Science teachers had greater educational media awareness than arts teachers.
2) Teachers with over 15 years of experience had higher awareness than less experienced teachers.
3) There was no significant difference in awareness between male and female teachers or between teachers at different types of institutions.
The implications are that educational media can effectively be used to disseminate information and influence attitudes. Experience and academic discipline impacted teachers' awareness of educational media resources.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
This document discusses utopian and dystopian viewpoints on plasma-based instruction in Ethiopia. It analyzes attitudes of implementing bodies, who were enthusiastic about expanding plasma instruction across the country, versus key practitioners, who were apathetic in using the medium. These opposing views had a great impact on the program's effectiveness. While proponents viewed plasma instruction optimistically, seeing benefits for equitable education, others viewed it more pessimistically in terms of potential negative effects. The document examines the plasma program's implementation and challenges in Ethiopia.
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
The Role of Computer Assisted Instruction (CAI) on Students’ Language Profici...InternationalPublica
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
This study explored the usability of electronic instructional tools in physics classrooms in Rwanda. Classroom observations were conducted using a protocol to assess how time is spent on activities in day vs boarding schools and urban vs rural schools. The study found that teachers in day schools guide students more and allow more group work, while students in rural schools spend more time working in groups. However, teachers in urban schools provide more guidance. Most teachers currently rely on textbooks. The study also surveyed teachers after a workshop on PhET simulations and YouTube videos for teaching optics. Teachers recognized these tools as convenient for accelerating active learning of optics concepts. Since these resources are freely available and easy to use, the study recommends teachers incorporate them into teaching.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and well-being. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and identify ways to improve art learning. It puts forth a hypothesis that student achievement will be significantly different after using interactive software and defines key terms like cognitive and interactive.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and skills such as communication. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and ways to improve art learning. It puts forth a hypothesis that interactive software will result in a significant difference in student achievement. Key terms related to cognition and interactivity are also operationally defined.
Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFLrelated articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.
Title Proposal Masters Mariano Marcos State UniversityElaineRaePugrad
The document summarizes a research study on developing Peace Education Modules on Catch-up Fridays among Grade 3 students. It outlines the problem statement which notes poor performance in Peace Education and a lack of relevant modules. The research problem aims to develop such modules to enhance competencies. The scope is limited to specific units and the validity of the module will be evaluated by experts. The study will use a descriptive research design with an R&D methodology to develop and validate the instructional materials.
The document describes a study that compared the learning outcomes and experiences of students taught ecological concepts using a student-centered approach versus a teacher-centered approach. In the student-centered approach, video documentaries presenting real-world problems were used to engage students in actively exploring and discussing issues. Students in this group showed consistently greater improvements in understanding the ecological problems than those taught with traditional lecture methods. Analysis of students' work also indicated the student-centered approach better facilitated knowledge construction while the teacher-centered approach promoted memorization of information. The findings suggest instructional technologies can positively impact learning if designed to support student-centered, problem-based active learning.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Effect of Animation Teaching Strategy on Secondary School Students’ Achieveme...ijtsrd
The document summarizes a study that examined the effect of animation teaching strategy on secondary school students' achievement, retention, and interest in climate change. Some key points:
- The study used a quasi-experimental design with 130 students across two schools, with one group taught using animation strategy and the other using conventional teaching.
- Results showed that students taught with animation achieved higher mean scores on a post-test compared to those taught conventionally. However, on a delayed post-test, the conventionally taught group had a slightly higher mean retention score.
- Analysis also found that students taught with animation reported higher mean interest scores on a scale measuring their enjoyment and engagement with the climate change concepts.
This document discusses radio-based instruction and its effectiveness among senior high school students in Landan National High School during the COVID-19 pandemic. It begins by providing background on the impact of the pandemic on education globally. It then discusses the theoretical framework of using radio-based instruction and the conceptual framework of the study. The study aims to determine the level of effectiveness of radio-based instruction in teaching English to Blaan senior high school students. It will analyze effectiveness based on student demographics and academic performance. The goal is to propose interventions to improve radio-based instruction effectiveness.
Similar to Modular and Recorded Video Lessons in Teaching Music, Arts, Physical Education and Health (MAPEH) (20)
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
This document summarizes a research study that examined students' awareness of agritourism in Cavite, Philippines. The study utilized surveys to assess the knowledge of 300 college students regarding agritourism operations in Cavite and determine how their demographic characteristics related to their levels of awareness. Key findings were that students aged 20 and older who were in their first year of college and single demonstrated the highest levels of awareness. The study concluded there was a significant difference in awareness levels based on demographic groupings. It recommended future research and information campaigns to increase understanding and support of agritourism among students and address challenges facing the industry.
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Fatemah Nasser Alazemi
Public Authority for Applied Education and Training
English Department
English Language Teacher
Abstract: The whole world is becoming increasingly interconnected by all means. The COVID Pandemic has
affected all people all over the whole world regardless of race, gender, nationality, income, and levels of education.
Education was strongly affected by this health crisis, schools and universities were closed; thus teachers and
students had to abandon their physical classrooms and move to online education. Sustaining the quality of
education has become a challenge during this transitional time, and supportive environment was needed to focus
on learning and teaching.
Keywords: (Pandemic / E-Learning / Outbreak / Lockdown / Challenges / Impact)
Abdelmjeed A. H. Musa1
, Mohammed. A. Elshingeety2
Sudan University of technology and science, Faculty of higher studies, English Department (ELT Program)
Sudan University of Technology and Science Khartoum, Sudan
Abstract: Meaning conveyance is a fundamental goal in language teaching and learning. To accomplish this
essential goal, effective communication should be mastered in EFL classrooms. It is well known that
communication is divided into two forms; verbal communication and non-verbal communication. Non-verbal
communication is considered one of the most effective techniques in meaning conveyance. This study investigates
the effects of non-verbal communication in conveying meaning in EFL classrooms. Conveying meaning in foreign
language classes is a crucial issue because learning a language, whether native or foreign, cannot occur without
effective conveyance of meaning. In teaching English as a foreign language, meaning needs to happen within
levels, activities and functions. One of the most important activities is the presentation of new words and
structures. There are many ways of doing this. Examples of these include providing definitions, explaining the
meaning, giving example, miming, translation, synonyms and antonyms, and contextualization. A questionnaire
for EFL teachers was used as a data gathering tool. Later the responses of the participants were analysed.
Keywords: Nonverbal communication, meaning, English as a Foreign Language (EFL), Body Language facial
expressions.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
Ammar Almutawa
PhD Candidate. School of Computer Science, College of Engineering and Physical Sciences, University of Guelph,
Canada
Abstract: Automated feedback systems have been associated with significant improvements in the outcomes for
learners in higher education. The advantages for learners are well reported, but surprisingly few articles have
investigated the advantages of automated feedback for instructors. This article reviews the use of feedback and
automated feedback systems in higher education to assist instructors to self-assess and to privately identify
potential improvements to their instructional practices. This article first describes how feedback is currently
provided in higher education settings and then discusses requirements, technology, and innovations needed to
create automated feedback systems for instructors. The proposed automated feedback system aims to assist
university instructors by providing suggestions and feedback that could help to self-examine their work privately
and immediately.
Keywords: Technologies Applied to Education, Feedback in Higher Education, Post-secondary Instructors,
Automated Feedback Systems, Performance, Evaluation and Assessment.
1
Formarejo Lance Ivan B,
2Omandac Kyle Benson L.,
3Ms. Irma B. Gatdula
Research Scholar 1, 2, Adviser3
Bachelor of Science in Hotel and Restaurant Management
De La Salle University- Dasmarinas College of Tourism and Hospitality Management
Abstract: This Study focuses on the impact of Covid 19 Pandemic on Filipino passenger’s cruise intention. The
purpose of the study is to identify what are the factors affecting the passenger’s intention to cruise in reference to
the health protocols set by CLIA or Cruise Lines International Association. To identify whether these factors vary
depending on the respondents’ demographic profile, a 4-point Likert scale is used in the research questionnaire to
be answered by the target respondents which are Filipino who has cruise experience with the age range of 21 years
old and above. The research questionnaire determines if there are significant difference between the passenger’s
intention to cruise during pandemic and the respondents profile based on its variables. With a total of 97
respondents, the results show the respondent’s demographic profile and determine whether age, gender, marital
status, monthly income, educational attainment and number of cruise experience has significant differences in
passenger’s intention to cruise. The findings also suggest what strategies can be proposed to attract Filipino cruise
ship passengers amidst COVID-19. The study identified that the only demographic profile of respondents that
shows a significant difference in their intention to cruise are people of 21 – 27 years old on onboard procedure,
people who are married and post graduate degrees. The study also identified that health protocols set by cruise
industry like Embarkation & testing, Onboard procedures, Medical & public health response and Shore
excursions has greatly affected the passenger’s intention to cruise.
Keywords: Cruise Ships, Impact of Covid 19 Pandemic, Intention to cruise, Health protocols.
Duaa M. Bani-Irshid1
, Dr. Abdullah M. Bani-Rshaid2
1 Master of Sport Science, Yarmouk University,
2 Associate Professor, Faculty of Arts and Social Sciences, Abu Dhabi
University, UAE
Abstract: The purpose of this study was to identify the effect of s port injuries on the level of confidence and
anxiety among athletes in different games. Participants were (121) athletes (M-81, F-40) were selected randomly
from different sports. Descriptive data was collected through the use of a questionnaire established by the
researcher, which included personal information (age, years of experience, gender and place of living), and a
questionnaire of psychological effect of sport which consisted of (50) items, divided into four subscales.
(Confidence, Anxiety, Physical abilities). The results showed relationship between sport injuries and physical
abilities in reducing or increasing injuries among athletes, also the results showed that self-confidence and anxiety
(trait, state) did not affect in increasing or reducing in percentage of injuries among athletes, meanwhile the results
showed a significant relationship between the effect of sport injuries and (self-confidence, anxiety and physical
abilities) among athletes in different games. A significant difference between male and female in favor of female in
trait anxiety, significant differences between trait anxiety and different sports a significant differences showed
between psychological variables and effect of sport injuries (between different sports, also a significant difference
between sport injuries and physical abilities according to sport variable; between basketball players and tennis
players in favor of basketball, and a significant difference between sport injuries and trait anxiety between football
players and basketball players in favor of basketball.
Abstract: This paper assessed the effect of training and development on employee performance using Bank BIC as
the case study. The study focused on the objectives which sought to assess the effect of training and development
on employee performance at Bank BIC, to determine the training and development practices and purposes at
Bank BIC, and to determine the training and development policy at Bank BIC Namibia. A mixed research method
was used with a sample size of 35 respondents. The study found that the majority (59.09%) of the respondents
agreed that training and development are improving their job performance at the Bank BIC. The majority (50
percent) of the respondents strongly agree that training and development are important for growth at the Bank
BIC. The majority (54.55 percent) of the respondents agree that training and development have improved their
morale. The majority (50 percent) of the respondents on the job training is an efficient tool for learning new skills
and improving current skills. The majority (40.91 percent) of the respondents agree that the training and
development that employees received is relevant to their work. The majority (59.09 percent) of the respondents
indicated that there was no specific training schedule at the Bank BIC. The majority (59.09 percent) of the
respondents indicated that the objective of training and development at the Bank BIC is to improve performance.
The majority (86.36 percent) of the respondents indicated that Bank BIC uses on-the-job training and that the
training and development policy at Bank BIC entails involving all the employees in the training program and
making them aware of the objectives of the training program. The study recommended that Bank BIC's training
and development practices should be reviewed regularly, with an appropriate assessment of the organization's
needs and identification of individuals' skills, knowledge, and educational backgrounds. On the other hand, the
organization creates appropriate training methods for employees based on their abilities and educational
backgrounds. The training and development program should be related to the needs of the employees and should
be matched to the objectives of the organization and the training should be chosen based on a proper need
assessment. This allows the organization to determine whether employees are comfortable with their jobs and
work environments, as well as how they deliver quality service
1Ms Daniella Fernandes,
2Mr Gajanan (Amey) Karmali
Agnel Entrepreneurship Development Institute, Verna Goa
Abstract: The present study was undertaken to examine the Impact of Schemes Designed for Women in Goa on
their Self-Esteem and Psychological Well-Being. The sample consisted of women belonging from the age group 18-
40 years and above. These women belonged to the various talukas of Goa. The sample comprised of 1050 women.
The tools used in this study included Rosenberg Self-Esteem Scale developed by Morris Rosenberg and the Ryffs
Psychological Well-Being Scale developed by Carol Ryff. Data was analysed by incorporating the t-test and
ANOVA. The results have shown that women who have availed schemes have shown higher level of self-esteem.
Women who have not faced difficulties in applying for schemes have shown higher psychological well-being and
self-esteem. The studies also revealed that women who have received skill training, have their own business and
are employed in an organization show better psychological well-being and self-esteem in comparison to
housewives. Women who are employed show higher level of self-esteem and psychological well-being compared to
women who are unemployed
This document provides a comparative study of the new Universities Law (LU) of 2019 and the old Higher Education and Universities Council System (HEUC) law of 1993 in Saudi Arabia. Some key similarities between the laws include the Saudi government maintaining significant influence over public universities through the Universities Affairs Council. However, there are also important differences in the organizational and administrative structures outlined in the laws, and the LU provides public universities more freedom to diversify funding sources and gain financial independence from the government. The study aims to understand these similarities and differences by comparing articles between the two laws.
Dr. Amieyeofori Valentine Felix, PhD
ENERGYHUBNG.COM, 2022
Abstract: Public debts if secured and managed sustainably have been shown to boost economic growth and
development, especially for developing economies. Unfortunately, Nigeria’s increasing debt profile, has not been
managed efficiently and transparently to produce the desired economic benefits, but rather, as noted in this paper,
the country may be treading towards the threshold of debt unsustainability at debt to GDP ratio of 40%. The
country uses more than 90% of its revenue to service its debts, which, the paper noted has pushed the country into
debt distress, macroeconomic challenges- financial and currency crises, high unemployment, and extreme poverty
of nearly 50% of the total population. The paper thus proffered strategic policy recommendations, such as
reducing cost of government, switching to interest free debt instruments, and asset-linked securitization; removal
of fuel subsidies, and finally ensure transparent and ensuring public, parliamentary and creditors’ scrutiny of the
public debts.
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (233-253), Month: January - March 2022, Available at: www.researchpublish.com
Maribel L. Alegarbes1
Master Teacher, Carcar Central National High School, Carcar City Division, Philippines
maribel.alegarbes@deped.gov.ph
Abstract: This research aimed to determine the teachers’ level of knowledge and attitude, stressors and coping
mechanisms in handling learners with learning difficulties at Carcar City Division, Carcar City, Cebu for the
school year 2019 - 2020. The twenty (20) respondents were selected using universal sampling technique. Survey
and interview questionnaires were utilized to obtain the desired results of the study. Weighted mean, percentage,
Chi – square Test of Independence, Pearson r and Colaizzi’s Method of Analysis were used in analyzing the data.
Findings revealed that the teachers are moderately knowledgeable in handling learners with learning difficulties
mainstreamed in an inclusive classroom setting. Moreover, teachers in Carcar City Division strongly support the
integration of learners with learning difficulties in an inclusive classroom setting as shown in their positive attitude
in handling these types of learners. Additionally, the teachers considered high extent of usefulness in utilizing
various cognitive, social, emotional, physical and spiritual coping mechanisms to combat stressors while handling
learners with learning difficulties. There is a positive significant correlation between teacher’s level of knowledge,
attitude and usage of coping mechanisms to their years of experience and highest educational attainment.
Knowledge is also positively correlated to their level of attitude and usage of coping mechanisms. The stressors
encountered by the teachers in handling learners with learning difficulties in an inclusive classroom are
administrative concerns and support, parental issues and behavioral issues of learners with learning difficulties
integrated with the regular students. Hence, the teachers of Carcar City Division handling learners with learning
difficulties have observed a range of stressors that could have a tremendous effect to the teaching effectiveness.
Abstract: This article attempts to analyze the psychic wounds of the protagonists in Chitra Banerjee Divakaruni’s
The Unknown Errors of Our Lives. It also focuses on the diasporic conflicts encountered by them and traces the
stereotypic pattern of pressure, trauma and relief in a few short stories in this anthology. Divakaruni’s emotional
rendering is very powerful and it helps us to understand the stressful moments the characters come across
throughout their lives.
Cabigon, John Vincent Z., 2
Esquejo, Paulo Gabriel W., 3Reyes, Brevin C.,
4Mr. Buenviaje, Jefferson
Abstract: One of the most pressing challenges in 21st-century human resource management across all industries
was workplace bullying and its effects on workers and businesses. Workplace bullying has received growing
attention locally and internationally in recent years as a difficult business and management problem. Working on
a cruise ship is no exception to this human resource problem. Workplace violence, age discrimination, ethnic
discrimination, and bullying are all examples of inappropriate aggression directed at workers
Keywords: Bullying, workplace, cruise, Filipino, Workplace Bullying, Cruise Staff.
1. INTRODUCTION
Background of the Study
The staff from cruise lines and the cruise ship employment are frequently depicted as either "perfect workers in a dream
job" or "exploited workers on sweatshops. Cruise line companies and agencies typically emphasize the economic and
non- economic benefits of working aboard a cruse ship in order to attract potential workers. These popular portrayals, on
the other hand, tend to gloss over the work's social and economic complexities, as well as the wide range subjective
experiences amongst cruise seafarers. (Llanco, 2017)
One of the most pressing challenges in 21st-century human resource management across all industries was workplace
bullying and its effects on workers and businesses. Workplace bullying has received growing attention locally and
internationally in recent years as a difficult business and management problem. Working on a cruise ship is no exception
to this human resource problem. Workplace violence, age discrimination, ethnic discrimination, and bullying are all
examples of inappropriate aggression directed at workers
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Modular and Recorded Video Lessons in Teaching Music, Arts, Physical Education and Health (MAPEH)
1. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (199-210), Month: January - March 2022, Available at: www.researchpublish.com
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Modular and Recorded Video Lessons in
Teaching Music, Arts, Physical Education and
Health (MAPEH)
Allan C. Campugan Jr.1
, Patrick M. Salinas 2
1
Teacher, Tal-ut National High School
Carcar City Division
allan.campugan@deped.gov.ph
2
Principal, Senior High School
Southwestern University PHINMA
pmsalinas@swu.edu.ph
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
Keywords: MAPEH, recorded video lessons, quasi – experimental design, Carcar City division.
1. INTRODUCTION
The year 2020 has been challenging for the teachers because of the pandemic that started in Wuhan, China. The pandemic
has created the largest disruption, and this is no exception in the field of education. It has affected the lives of all students
across the world and this is highly considered the first pandemic to have had a profound impact on education (Schleicher,
2020).
According to a recent report, many schools and higher education institutions were closed (UNESCO, 2020, as cited in
Marinoni, van’t Land, & Jensen, 2020). Country like South Korea has been forced to close their schools shortly after they
re-opened due to the emergence of more contagious corona virus cases (British Broadcasting Corporation [BBC], 2020).
Yet there are schools that are still operating but then again, they have to get through new challenges and processes. Since
the pandemic has also affected the teaching and learning process, classroom teaching has been replaced by distance
teaching and learning. As a result, there are schools that are confronted with the sudden and unprepared shift to online
teaching just like schools in India, where online education was not very common. The pandemic transformed the
conventional chalk-talk teaching model to one driven by technology with the single stroke of a pen (Koti, 2020). The
pandemic crisis really forced a move towards different learning modalities, thereby creating space for more flexible
learning possibilities.
2. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (199-210), Month: January - March 2022, Available at: www.researchpublish.com
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In the Philippines, while the government and health officials are trying to flatten the curve of this pandemic, the
Department of Education (DepEd) has been exerting ways to continuously provide quality education to learners. DepEd is
working hard to have various learning modalities of teaching and one of these is blended learning. Blended Learning from
the point of view of the DepEd is a combination of online distance learning and in person delivery of printed materials to
the different homes of the students through the help of the barangay. Learners are taught using a variety of learning
materials and other various means (Custodio, 2020). According to Atty. Alberto Muyot, the rights of children to education
can still be fulfilled even if schools are closed. The availability of learning delivery modalities may not be easy at this
time but is very possible to explore. Because of this shifting of modality, many teachers or even students are challenged to
equip themselves to keep abreast with this change (Save the Children, 2020).
Despite the challenges in the teaching and learning process, Carcar City Division strongly supports DepEd’s program by
providing quality relevant and accessible education in the new normal way of learning. This is made possible by
innovating new tools and system for learning delivery modality and one of these is the Recorded Video Lesson (RVL).
Since video plays a vital role in motivation, it provides avenue in facilitating many teaching approaches and supports the
teaching and learning process (Hovland, Lumsdaine & Sheffield, 1949, cited in Cruse, n.d.). RVL from the viewpoint of
the Carcar City Division is a learning delivery modality where teacher’s discussion is recorded, saved and forwarded to
the different learning centers with television sets provided to aid teaching and learning. The lessons of the modules and in
the recorded video lessons are prepared and checked by the Carcar City Division experts.
As one of the MAPEH teachers in Tal-ut National High School, it is also the researcher’s concern to know how effective
the delivery of lessons in teaching MAPEH for grade 9 based on the learning delivery modality set by the Carcar City
Division. With the use of recorded videos, this study would like to determine if students would have achieved more
mastery of the different competencies and if this would help improve their mastery level and increase their academic
performance in the field of MAPEH subject.
2. REVIEW OF RELATED LITERATURE AND STUDIES
Utilizing aural-visual materials inside the classroom is not new. Tracing back on how filmstrips were first used during
World War II as an educational and training tool for soldiers (Hovland, Lumsdaine & Sheffield, 1949, as cited in Cruse,
n.d.). Researchers, even educators have acknowledged the power of aural-visual learning materials to capture the interests
of students, add their motivation and increase learning experience. The availability of aural-visual materials in the
classroom was evident and so with the developed content and technology during that time. Lesson content has developed
from different educational televisions during 1950s and 1960s, which allowed replay of recorded lectures, through
different instructional televisions just to complement classroom instruction (Corporation for Public Broadcasting, 2004)
and this becomes supplemental classroom tools (Cruse, n.d.).
Based on the recent research and educator surveys, educational televisions and recorded videos enhance reading and
lecture material, help in the development of students’ knowledge, reinforce comprehension and discussion, offer greater
accommodation of diverse learning styles, enhance students motivation and energy and enable teacher effectiveness
(Corporation for Public Broadcasting [CPB], 2004, as cited in Cruse, n.d.).
With the No Child Left Behind policy, educational institutions have this number of student achievement as reflected by
systematic, empirical research. Media particularly television has been considered for over 50 years for its contribution and
value to education and leads to a positive outcome in both academic and even emotional learning. A survey conducted in
2004 by the Corporation for Public Broadcasting revealed that children’s watching of related educational series on
television has been shown to have a positive and long-term learning outcome (Cruse, n.d.).
A research that has been conducted on the impact of educational television and recorded video on children literacy skills.
It is found out that children’s watching of Sesame Street (a television program) and so with their academic and mental
development has been documented for over 35 years (Cruse, n.d.). Another study conducted stresses that the said Sesame
Program provides powerful learning evidence for the educational effectiveness and this contributes to have a long-term
positive benefit for students (Fisch, 2005, as cited in Cruse, n.d.).
A number of studies have supported the utilization of video with students in a different content areas and social skills.
These include the study by Rockman et al. (1996, as cited in Cruse, n.d.) of the academic impact of home and school
watching of Bill Nye the Science Guy revealed that students who viewed the program were able to give more complete
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explanations of concepts after watching the show. In addition, the gaps in knowledge base between male and female and
between minority and majority students were smaller and closer to parity after watching the program. A study of the
impact of Cyberchase on children’s problem-solving skills revealed that viewers outperformed nonviewers in solving
problems and resulted in more complex solutions (Fisch, 2003, as cited in Cruse, n.d.). In two unrelated studies, the
utilization of video to anchor learning instruction to a shared classroom experience showed in improved vocabulary use,
more understanding of plot and characterization and the ability to draw inferences relating historical information (Barron,
1989, as cited in Cruse, n.d.).
Choosing an effective video is an important part of integrating and relating this medium into practice and realizing the
promise of multimedia inside or outside the classroom. In reviewing all contexts of each major classroom technology over
the past century, Fabos (2001, as cited in Cruse, n.d.) shows that one of the most important factors in achieving or failing
educational videos is the quality of its content than the technology itself. Denning (no date, as cited in Cruse, n.d.)
provides some suggestions when evaluating videos: Different presentations, age fit narration and thinking skills, chunking
or organization of the lessons, offer meaningful examples, provide open-ended questions, throw questions to carry out
individual thinking, and provide teacher an outline of possibilities for previewing activities. Since videos provide
information both aural and visual, these two modes must work together for videos to be more effective. Too much sound,
tracks, visuals, and narration that are align or fit with each other, and too much use of slides can somehow distract the
main message of the lesson (Cruse, n.d.).
Hadgu, Huynh, and Gopalan (2016) stated in their study that it appears that the students of the digital times prefer to
access pre-recorded lessons remotely than being inside the classroom. All of these and more have stirred to the different
concerns on the conventional way of teaching. Some studies attempted to answer this dogma. Based on their findings, not
all students assumed responsibility and used pre-recorded lessons as expected because only 36% of the students accessed
pre-recorded lessons, and such behavior is observed by other students as well (Vandsburger & Duncan-Daston, 2011, as
cited in Hadgu et al., 2016). The statistics of the student logs revealed that most of the students accessed these lessons
only a day or two prior to their assigned exam (Hadgu et al., 2016). The same observations are made by others (Groissen,
Van Bruggen, & Jochems, 2012, as cited in Hadgu et al., 2016) suggesting that students using pre-recorded lessons had
less time to process the information that was given in the video format compared to live lessons. Other things such as lack
of motivation, organization to plan scheduled study times, and the lack of prioritization and distractions could not be
denied. Other similar studies from students who used pre-recorded lesson suggest that they were less effective than live
lessons for the reason of the lack of visual and kinesics stimulation (Lovell, & Plantegenest, 2006, as cited in Hadgu et al.,
2016). With virtual lectures come from a rich learning environment where teacher clarification and student-to-other
student engagement flourishes. This proves that the live lessons experience and interactive classroom community can
illustrate more actual information presented in class (Leadbeater, Shuttleworth, Couperthwaite & Nightingale, 2013, as
cited in Hadgu et al., 2016).
Pre-recorded video lesson appears to help students excel and perform higher in MQ and CQ. Reasons like the ability to
revisit terminology or other related concepts presented in the lecture videos at their own pace because of the ability to
access these videos shortly before the exam (Prunuske, Batzli, Howell, & Miller, 2012, as cited in Hadgu et al., 2016).
Recorded videos increase students engagement leading to their achievement. Since videos provide the power to pause and
replay in some areas of the discussion or review areas in the lesson whereas in face-to-face lesson discussion, students
depend on their ability to take down notes. In fact, a survey conducted by another study revealed that students in a face-to-
face lessons showed that they spent most of their time in taking down notes rather than in listening and understanding the
concepts (Leadbeater, Shuttleworth, Couperthwaite, & Nightingale, 2013, as cited in Hadgu et al., 2016). Furthermore,
watching pre-recorded lessons can improve MQ accuracy by providing aural and visual cues highlighting the essential
parts that students may have missed if they were to attend lessons in the face-to-face (Hadgu et., 2016). In addition, their
study reveals that pre-recorded lessons implementation can provide additional choices of study methods for learners
(Cardall et al., 2010, as cited in Hadgu et al., 2016). Although pre-recorded lessons help facilitate learning instruction,
improve students’ learning memory, but it limits their understanding in conceptualizing complex ideas due to some
technical problems (Rose, 2009, as cited in Hadgu et al., 2016). Interpersonal and professionalism skills development are
essential parts of the students and usually learned in the traditional classroom experience. However learning through pre-
recorded lessons alone may sometimes deprive students’ interpersonal aspects of learning because they could not engage
in groups of people that will help them interact and develop into professional beings (Karnad, 2015, Prodanov, 2012, as
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cited in Hadgu et al., 2016). When lesson is delivered in a systematic way with the guidance of a teacher expected
students will learn better in contrary to those recorded video lessons even if there’s a teacher. In other words, learning
through recorded video lessons offers limitations(Hadgu et al., 2016).
Other study suggests that utilizing personal video was valuable to teachers in Mathematics professional development. It
also found out that using personal video may have been an agent for promoting other teaching mode by heightening
teacher’s attention to student’s level of thinking, instructional preferences, and increasing accountability for Mathematical
Professional Development (Coddington, 2017).
Karnad (2013) suggests that recorded lessons may also be a useful tool for students with learning disabilities. This is
because of the strategic manner in which students utilize recorded lessons to reinforce their understanding of recorded
material, rather than watching recordings as a replacement for attending lecture lessons. There are evidences that the
availability of having access to recorded lectures is the main cause to miss lectures. Traphagan et al. (2009, as cited in
Karnad, 2013) revealed in the survey that majority of students (55%) strongly agreed that they preferred to have recorded
lessons in the class, and other available forms. Massingham and Herrington (2006, as cited in Karnad, 2013), revealed that
competitions in school be it academic or sports and health related illnesses were the factors why these students missed
lectures than the availability of recorded lessons. However, the result also revealed that students only spend attend lesson
lecture if they get or perceive value in them, and having access to recorded lessons is unlikely to have an effect on class
when not generally valued by students. They suggest that learners may benefit from being better informed about distance
learning techniques in order to have more effective learning strategy. Taplin et al. (2011, as cited in Karnad, 2013) tend to
argue that some studies may be biased towards student’s preference on lecture capture. For example, as only 39% of
students surveyed by Gosper et al. (2008, as cited in Karnad, 2013) claimed to ―almost always or always‖ spend and
attend live lessons, Taplin et al. (2011, as cited in Karnad, 2013) argue that sample used by Gosper et al. (2008, as cited in
Karnad, 2013) mainly consisted of learners who were already using and valuing recorded lessons by iLecture. Taplin et al.
(2011, as cited in Karnad, 2013) emphasize a valid point that the approaches used in some of these studies could lead to
biased results. Students’ feedback on recorded lessons has largely been positive (Woo et al., 2008, as cited in Karnad,
2013). Positive feedback giving to students with regards to recorded lessons may be clarified by the cognitive theory of
multimedia learning, which simply translates that when the mode of delivery is presented through visual and aural
modalities, students will be able to learn better and acquire more retention as this focuses the use of their working
memory (Mayer, 2001, as cited in Karnad, 2013). Davis et al. (2009, as cited in Karnad, 2013) added that watching
recorded related lessons contributes a lot in students’ learning for it allows them to engage various activities that will no
longer focused on taking down notes but instead they are into active learning like working cooperatively in a group of
people with different backgrounds, participating lesson discussion and solving problem activities. Owston et al. (2011, as
cited in Karnad, 2013) suggested that students have their preferred way in receiving information that depends on their
ability to communicate effectively. It could be from a recorded way in teaching the lessons which was supported by media
richness theory. It could also be in a face to face lesson discussion. Face to face communications is considered to be the
richest modality because of its ability to provide cues, and other related responses. However, when students are exposed
to emails, they may find it as difficult as face to face because they may experience limitations in some parts of the
communication (Owston et al.,2011, as cited in Karnad, 2013).
Ritter (2012, as cited in Karnad, 2013) found that making lecture lessons available online to be time consuming and
considered to be less likely to engage in the process. These attitudes and perceptions may also change as lecturers interact
with recorded lessons. A survey conducted and it revealed that 72% of respondents preferred to watch recorded videos in
advance however, 83% of respondents preferred to watch the recorded videos when they were ready.
Moskal et al. (2012, as cited in Karnad, 2013) acknowledge the effectiveness of blended learning and teaching, when it
includes the lecture capture, student, lecturer, administrative and operational support networks to be more effective.
Blended learning requires the participation of all stakeholders taking into considerations the impact it contributes to the
whole activity, to the objectives and goals of the institution.
Kırkgöz (2011) revealed that students showed positive response with regards to video recording speaking tasks. Students
were amazed on the important features of the utilization of this video recorded speaking task. It enables students to
interact and collaborate with other classmates. It allows them to be more innovative which is in contrary to the
conventional way in doing this in the classroom. It offers a good opportunity in facilitating learning.
5. ISSN 2348-3156 (Print)
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Vol. 10, Issue 1, pp: (199-210), Month: January - March 2022, Available at: www.researchpublish.com
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Grobler (2013) reveals that majority of the students have experienced recorded video lessons as better than the
presentation of micro-lesson. The following are some of the many ideas presented: DVD lesson was better than to micro-
lesson simply because visual examples are better than just hearing what should be done. They have realized that learning
and teaching are embedded in both student and teacher. They learned that there are different approaches of teaching.
With this, it gives insights on both strengths and weaknesses of the teachers. Lecturers sometimes forget that even
students have their different learning styles. Learning must be more relevant and effective by accommodating the visual
and kinesthetic learners more (Kiviet & Du Toit, 2010, pp.50/51, as cited in Grobler, 2013). With the analysis of the two
recorded video lessons, it reveals that students realize the importance of attention phase in the lesson discussion proper
and the successful implementation of teachers in delivering the lesson through proper utilization of the learning materials
(Onwu, Botha, De Beer, Dlamini & Mamiala, 2010, p. 204, as cited in Grobler, 2013). As mentioned in the abstract, it
revealed that 93.6% of the students had positive results about analysis and assessment of the lessons. However, 6.4% of
the students were negative about this activity. Factors like time management, attention span, and short term memory that
they were experiencing upon the exposure of the video lessons. In general, the utilization of recorded video lessons can be
effectively used in instruction (Grobler, 2013).
Nagi (2016) stated that many researchers suggest that if students were exposed to videos provided with the tasks to be
answered by them, they could acquire better understanding. For most of the students really learn especially when videos
allocated time match to their attention span of time leading to better results in learning. All these are supported from
various studies on the proper utilization of videos and recorded audios leading to positive learning outcomes. As early as
2002, Young and Asensio wrote a paper entitled as ―Looking through 3 ―I‖s‖. They proposed a guide on the process how
teachers properly utilize recorded videos with appropriate images, interactivity and integration across all the subjects.
Willmot et al. (2012, as cited in Nagi, 2016) ―showed that there is strong evidence that recorded videos can motivate and
engage when integrated and incorporated into student centered learning activities.‖ Work done by Kearney (2011, as cited
in Nagi, 2016) shares some light on the benefits of utilizing videos to create authentic learning opportunities and
possibilities for students as well as in stimulating and enhancing academic rigor. In an experiment conducted about
teaching and learning process, it revealed that students could provide better assignments when watching youtube videos
(Liberatore et al.,2013, as cited in Nagi, 2016).
Viksilä (2011) revealed that it appears that when teachers prepare a recorded video lecture, it has to be the same with
giving a typical classroom teaching type of a lecture. The amount of energy of work to be done by each teacher to the
video lesson increases significantly if these video lessons are created as the same in the live lectures. Utilization of video
lectures can have more control of students’ own time and place of studying. Video lessons make studying more
convenient. In addition, video lectures are a good way to show what universities and other schools are really doing.
However, many teachers have to update and even rearrange the content of their lesson when converting it to support the
video lessons environment. It appears the learning will take place when schools have to better adapt students’ life in
different situations. Video lessons and independent learning seem to be a valuable opportunity to develop efficient and
effective distance learning.
Bos, Groeneveld, Bruggen, and Brand-Gruwel (2016) revealed that there is a significant difference of the form of
instruction towards the exam performance in the assessment of the knowledge base; however, it does not correlate to the
higher order thinking skills. When evaluating the knowledge base, those students who preferred and used recorded lessons
as a supplement scored significantly higher than those students who only attended lectures. It also revealed that time spent
by supplementers had a low correlation with exam score than time being spent by the students who attended face to face
lessons. The lower correlation can be explained by the diminishing returns of the extra effort. An increased number of
time on task will lead to a marginal increase in their final mark (Bos et al., 2016). This opposes with the earlier research
revealed that students spent time with longer duration in the recorded lessons. They achieved significantly higher scores
(Cramer et al., 2007, as cited in Bos et al., 2016). Bos et al., (2016) revealed that to develop a knowledge base teaching
lessons in different face to face seem to be the most effective teaching method in transferring knowledge. In other words,
recorded lessons have added value for learning objectives that talk with developing a knowledge base, if only these
recordings are being used miserly and with restraint. But for learning objectives that talk with higher order thinking skills,
recorded lessons seem to offer less value though neither do face to face lessons (Bos et al., 2016).
6. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (199-210), Month: January - March 2022, Available at: www.researchpublish.com
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When reading through books for an academic course sometimes becomes boring, digital media that are available online
attracts anyone. This shows that visuals are more appealing and can make a person read multiple pages. Some youtube
and TED videos are successful because of this characteristic: well-prepared short videos that engage the audience.
However the importance of good video quality can add to the efficacy of the content. If videos don’t have good quality
sometimes it offers distractions to the viewers. These are a few suggestions to enhance e-learning videos: a) make short
videos five to ten minutes; b) Videos should be in high quality; c) This should be made available all formats that can work
with smart phones and other portable devices; d) Follow up questions are very necessary after every segment. This should
be made available in the form of review video responses (Nagi, 2016).
Educational videos provide a variety of opportunities for learning that need to be explored. As mentioned in the different
research studies, film, television, and even recorded videos are made more available and accessible through a Video-on-
Demand and the potential for learning and or even exploration already exists before us (Cruse, n. d.).
3. RESEARCH METHODOLOGY
This study used the quasi–experimental method to evaluate the effectiveness of using recorded videos in the teaching of
MAPEH to the Grade 9 students of Tal-ut National High School for SY 2020-2021. The pre-test post-test non-equivalent
group experimental design was employed using appropriate statistical tools to analyze and interpret data.
The subjects in the study were the 50 Grade 9 students of Tal-ut National High School. Twenty-five students from Grade
9-St. Anne were in the control group and 25 students from Grade 9-St. Martha were in the group that was exposed to the
intervention – the use of RVLs.
Since the two sections were in diverse classes, the investigator conducted a pairwise matching in relation to gender and
grade 8 MAPEH grades to make sure that these aspects would not alter the outcome of the investigation.
Composition of respondents in both control and experimental group.
Group Male Female %
Control Group 12 13 25 (50%)
Experimental Group 12 13 25 (50%)
Total 24 26 50 (100%)
This study was conducted in Tal-ut National High School located in Tal-ut, Valencia, Carcar City, Cebu. The school, was
established in 2009, is one of the schools in the city of Carcar and second national high school in the barangay of
Valencia. From an initial population of 40 students, it has currently grown to 424 student with 15 teachers, 4 functional
classrooms, and one computer laboratory room. The school has two sections of Grade 9 composed of 52 and 54 students
respectively.
The fundamental instrument of the investigation was a 40-item book-based exam. A pre-test and a post-test were given to
both the control and experimental group. The tests covered the topics and competencies stipulated in the DepEd K to12
curriculum. The test questions focused on the following MAPEH topics: Music of the Classical Period (for Music), Arts
of the Renaissance and Baroque Periods (for Arts), Social Dances and Dance Mixers (for PE), and Short-term and Long-
term Effects of substance Use and Abuse for Health. The topics were not yet discussed for they were intended for week 5
and 6. A set semi- structured questions were asked during the focused group discussion with the group of students who
experience the intervention strategy in order to solicit their regard for learning.
The researcher started the data gathering requesting permission to conduct the study from the Schools Divisions
Superintendent of Carcar City and the School Head of Tal-ut National High School. Once approved, parents’ consent and
the student-participants’ assent were also secured and documented. With the permission of the Superintendent of Carcar
City and the School Head, the study was conducted in the second quarter of school year 2020-2021. The researcher
personally administered the pre-test and the post-test to the two groups before and after the conduct of the experiment.
These two groups were taught the same topics and competencies. The students in the experimental group were further
assessed to determine how they regard their learning with the use of the pre-recorded videos. The researcher conducted a
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focused group discussion wherein students were given open-ended questions and were encouraged to share their thoughts
freely.
The following statistical tools were used in analyzing the data gathered.
Frequency - was used to determine the least and mastered competencies based on the responses.
Mean - was used to reveal the pretest and posttest MAPEH mean average score of both the control group and the
experimental group.
Percentage - was used to find out the percentage gain in terms on the resulted pre and post-tests of the experimental and
control groups.
T-Test - was used to determine the significant differences in the mean scores of experimental group and control group in
the pre and post-tests.
4. RESULTS AND DISCUSSION
Pre-test MAPEH 9 Performance of the Control and Experimental Groups
The control and experimental groups were both given a pre-test to determine the entry level of the two groups prior to the
conduct of the experiment.
Table 1 A: Pretest Scores of the Students in Control and the Experimental Group
Student Control Group Experimental Group
A 14 9
B 10 12
C 11 10
D 16 15
E 21 13
F 10 10
G 15 6
H 18 12
I 22 12
J 8 20
K 11 13
L 19 9
M 18 16
N 19 10
O 15 18
P 19 15
Q 10 17
R 23 13
S 10 11
T 19 13
U 17 23
V 15 9
W 13 15
X 12 16
Y 19 12
MEAN 15.36 13.16
% 51% 44%
As shown in table 1A, pretest results reveal that both groups did not meet expectation in performance level since the
groups got a mean score below 75%. The results signify that the students in both groups did not have mastery of the said
competencies.
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Deped K- 12 curriculum is a spiraling curriculum which simply means that the competencies have been introduced from
the lower grades but of different level of difficulty. The results further reveal that students’ retention level is low. Some
competencies really need a good foundation in MAPEH according to most of the school teachers. Challenges when in
retention and mastery of the lessons are very common.
The results further imply that there could be other reasons that affect the students’ performance like readiness of the
students to answer the test. Since students are not yet exposed to the model of discussion, they really have a difficult time
in answering the pre-test (Abella, 2017, as cited in Oacan, 2020). This means that students are expected to have low
scores during the pre-assessment stage especially when basic concepts and skills were not harnessed during their
foundation years of learning.
Table 1 B: Post-test Scores of the Students in Control and the Experimental Group
Student Control Group Experimental Group
A 19 18
B 18 17
C 18 26
D 25 24
E 29 24
F 27 10
G 23 16
H 24 24
I 24 21
J 11 30
K 13 18
L 27 16
M 24 24
N 24 19
O 24 32
P 22 12
Q 23 22
R 34 29
S 20 17
T 29 22
U 25 35
V 18 31
W 17 26
X 14 27
Y 25 21
MEAN 23.08 22.44
% 77% 75%
The same Post-test were given to the control group and experimental group to determine if there was an increase on their
performances after instruction using the different instructional delivery. The control group yielded a 77% mean
performance while the experimental group got 75%. Both results showed an increase from the pre-test means. This can be
explained that students learned with the aid of the recorded videos with respect to the subject matter. Many students said
that the videos were very convenient since they could watch it at their own pace, replay and review some parts that they
did not understand the first time.
In the case of the experimental group, the overall performance could be traced to the kind of learning instruction they
were exposed to and that is the use of the recorded video lesson throughout the learning process. As what Mohammed and
Abdulghani (2016, as cited in Oacan, 2020) stated, recorded videos can be an opportunity in facilitating teaching and
learning approaches like self -directed and collaborative way of learning.
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Testing Difference of Pre-test and Post-test Scores
The outcomes of the Test of Difference on Pre-test and Post-test Scores of both groups are summarized in Table 2A and
Table 2B.
Table 2 A: Test of Difference on Pretest Scores
Computer
T-Value
p-value Decision on Ho Interpretation
Pretest Control-
Pretest
Experimental
1.82 0.081 accept Ho not significant
If p-value is ≤ 0.05, significant
Table 2A presents the test of difference on the pre-test scores of the students. The findings indicate that the t-value is 1.82
with the p-value of 0.08 which is greater than the 0.05 level of significance. This means that there is no significant
difference between the pre-test scores of the control and the experimental groups, thus, accepting the null hypothesis.
This further signifies that their performance before the respective interventions were comparable – that no group performs
better than the other. It can also be deduced from the mean and standard deviation that the students have extreme low
scores during the pre- assessment stage.
This may be attributed to their lack of readiness, low comprehension skills and lack of retention of previous lessons. This
problem is evident among public high school students especially in this time of pandemic where face to face classes are
not yet possible.
These results are supported by Abello (2020, as cited in Oacan, 2020) who said that students really have a difficulty
during the pretest because they were not exposed yet to the model of the discussion. This means that learners are expected
to get low scores during the pretest especially when basic concepts and skills were not harnessed during their foundation
years.
Table 2 B: Test of Difference on Posttest Scores
Computer
T-Value
p-value Decision on Ho Interpretation
Post-test Control-
Post-test
Experimental
0.36 0.73 accept Ho not significant
If p-value is ≤ 0.05, significant
Table 2B reveals that there is no significant difference in the post-test mean scores between the control group and the
experimental group of the students as shown by the data of the t-test value of 0.36 with the p-value of 0.73 which is
greater than the 0.05 level of significance thereby accepting the null hypothesis. With this result, there is no statistically
significant difference between the mean scores of students in the control and experimental group.
The modular approach used for the control group yielded fairly satisfactory performance. The results agree with the study
of Nesmith (2008, as cited in Oacan, 2020) which says that students can still learn from the conventional approach of
teaching but they are required to demand effort, time and memorization of facts and these limit the students to engage and
do active and enjoyable activities related to the lessons. They take a passive role in the process of learning as they are
mostly doing memorization of concepts and facts. On the other hand, the experimental group that was taught with
recorded video lessons would have learned the concept better if the teacher had a follow up discussion after watching the
recorded video lessons. It was noted that using the RVL may not be practical due to the fact that students had to watch
the videos several times in order to fully understand the lesson. Other students needed assistance from the teacher. Videos
can be a good springboard for students in stimulating students’ interest and curiosity specifically those difficult topics.
The students noted that the medium of instruction could also be a factor in understanding the concept delivered in the
recorded video lessons English is the language of instruction used all throughout. These statements also suggest that
English as a language of teaching is a potential barrier in understanding concepts. This result is supported by Sepulveda
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(2003, as cited in Oacan, 2020) who said that language barrier has a significant effect on students’ learning. The students
considered this as an important tool in understanding related concepts.
The two groups were comparable in terms of their knowledge about the subject matter that no group performs better than
the other.
Testing Mean Gain Difference in Scores
The main gain difference between the two groups; experimental and control is shown in the table that follows.
Table 3: Test of Difference in Mean Gain Differences of their Scores
Computer
T-Value
p-value Decision on Ho Interpretation
Difference
-1.0 0.33 Accept Ho not significant
If p-value is ≤ 0.05, significant
Table 3 reveals that there is no significant difference on the mean gain difference between the control group and the
experimental group as shown in the t-test value of -1.00 with the p-value of 0.33 which is greater than the 0.05 level of
significance, hence, accepting the null hypothesis. With this result, there is no statistically significant difference between
the mean gain differences of the scores of students in the control and experimental group.
Different media have limitations and offer specific capacities, which give different learning experiences. In any method of
instruction, learnings could have so much impact if with enough preparations. The utilization of these instructional videos
has been evident in all schools nowadays and some of these enable students to experience less excitement in the learning
process since they will just be sitting and watching and do not have the opportunity to engage to other students.
The results agree with the study of Muller (2008, as cited in Oacan, 2020) wherein the findings revealed that watching
videos may not have necessary impact on students’ learning and understanding of concepts even if the videos are within
the standards and were clear, concise and easy to understand but it can somehow help the students be motivated in class.
Another contributing factor is that students most of the time put a little amount of mental effort in watching the recorded
videos. Students learn with the help and assistance of the teachers who provide more inputs as well as proper integration
and utilization of the recorded video lessons as an instructional aid. As Steffes and Duveger (2012, as cited in Oacan,
2020) revealed in their study that a teacher must acquire a best possible plan for good quality video-delivery and content;
hence, the absence of such factors can lead to students’ poor performance in any subjects and will lead to lack of interest
as well.
Output of the Study
This action plan is based on the findings of the study Modular and Recorded Video Lessons in Teaching MAPEH 9. The
intent is to enhance both the Modular and Recorded Video Lessons used in the subject. This can be utilized for the
delivery of the lessons. The feedback given by the students during the FGD are also considered in order to improve the
two learning modalities.
The action plan is designed to provide directions to the teacher and the school in general who may wish to utilize and
strengthen both modular and recorded video lessons in teaching MAPEH. It provides learning activities to address
various issues and concerns, thus, addressing the varied needs and interests of the students. This further helps the teachers
and the school in improving and sustaining the quality of instructional delivery.
General Objectives:
1. Develop activities which may be described as useful, productive, and may influence the successful implementation of
modular lessons and RVL.
2. Initiate actions that will contribute to the resolution of the hindering factors, issues and concerns.
3. Show appreciation on the delivery of the modular and recorded video lessons by the successful implementation of the
identified activities.
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5. CONCLUSION
Based on the findings, both the modular lesson and recorded video lesson can be effectively used in instruction in
teaching Music, Arts, Physical Education and Health.
6. RECOMMENDATIONS
Based on the findings of the study, the following recommendations are given.
1. The action plan, among other measures, be implemented to improve quality of instructional delivery.
2. Similar study be conducted to determine the effect of modular instruction and recorded video lessons in other subject
areas with another group of participants.
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