Journal of Elementary and Secondary School

The Teaching Interns' Use of Kinesics as Non-verbal Communication in the Classroom

2023-11-03T10:34:03+07:00

This study investigates the use of non-verbal communication, particularly kinesic behavior, by teaching interns during classroom instruction. The primary participants in this study are fourth-year teaching interns during the academic year 2022-2023 at a private higher education institution in Pagadian City, Philippines. The research approach employed is a case study with a qualitative methodology. The objective of this study is to examine the utilization of kinesics as a non-verbal communication tool by teaching interns in their interactions with students. It seeks to understand how teaching interns commonly employ kinesics and its perceived impact on students. Data for this study were gathered from various sources, including interviews conducted with ten teaching interns, feedback from three cooperating teachers, and insights from two students of the research participants. The findings indicate that the use of kinesics is beneficial for teaching interns. The incorporation of kinesics, such as postures, gestures, eye contact, and facial expressions, has created a dynamic classroom atmosphere and heightened students' engagement and the overall quality of instruction. It has positively influenced students' academic performance, leading to improved results and enhanced classroom behavior. Consequently, the integration of kinesics in the classroom supports effective communication between teaching interns and their students, resulting in clear and conducive instructional environments for learning.

The Conflict Management Styles and Organizational Behavior of Public School Heads in The New Normal

2023-11-30T11:26:31+07:00

This study evaluated the organizational behavior and conflict resolution approaches used by public school heads in Calamba City's Cluster 9 Division. The study was conducted from April to May of 2023. Survey questionnaires were used in the study's descriptive correlational design and stratified random sampling to determine organizational behavior and conflict management approaches. The participants in the study were the school heads and teaching personnel in Cluster 9. There were 140 target respondents in all, and the cluster consisted of 6 public elementary and 2 secondary institutions. The researcher-made questionnaire underwent reliability testing using Cronbach's Alpha and pilot testing before data collection, with five experts validating it. The four-point Likert scale, mean, and Pearson r were used to assess the degree of organizational behavior and conflict management styles' application. An expert statistician who used thew the SPSS software received the collected data. The findings showed that school heads are proactive and skilled communicators with their staff. They use cooperative and accommodating resolution strategies, which is consistent with a supportive and less autocratic workplace. To improve the practices and utilization of conflict management techniques, a proposed enhancement program named Project CARP (Conflict Activity Resolution Program for School Heads in Cluster 9 Division of Calamba) was developed.

Closed Management System Relationship to Students’ Performance: Basis for a Sustainable Classroom Management Program

2024-01-02T10:36:05+07:00

Learning styles vary for effective classroom management depending on the appropriate contexts, activities, proper structure, and student empowerment. In China, leadership in schools and universities manifested the closed management requirement during the pandemic, which affected students’ academic performance. This policy causes various effects due to the volume of tasks, mixed feelings, and unstable social interaction. The purpose of the study is to explore the factors of a closed management system and how they affect students’ academic performance towards effective learning and teaching.

This study employed a descriptive research design with a quantitative approach using PLS-SEM. There are 341 students’ participants chosen purposefully at Qingdao Vocational College of Aviation Technology. The findings indicate that well-being significantly affects students’ performance. Factors like, fear of being delayed, student participation, family support, and instructor support do not have a substantial direct effect on academic performance. It can be improved by enhancing and facilitating learners’ environmental conditions and promoting well-being.

Today, there are limited studies on the impact of the closed management system on students ‘academic performance. Existing studies concentrate on the political and cultural variables that influence the educational system rather than focusing on a particular mechanism. This aspect requires a systematic plan to create a learning environment that prioritizes students’ emotional and academic performance; thus, recommending programs for sustainable classroom management is encouraged.

Teaching with Styles: A Predictive Factor for Improved Students’ Learning Outcomes in Classrooms

2024-02-27T22:31:14+07:00

The manner in which a teacher teaches and relates with students is influenced and controlled by some teacher-related factors such as the style of teaching. This study examines (i) the teaching styles adopted by Literature-in-English teachers, (ii) Literature-in-English students’ perception of and preference for teachers’ teaching styles, and (iii) whether teachers’ teaching styles predict students’ achievement and attitude toward Literature-in-English. The study was a descriptive research of the survey type that employed four research instruments. The study consisted of 759 respondents (127 Literature-in-English teachers and 632 public senior secondary school II Literature-in-English students) in Ekiti State, Nigeria. The data collected for this study were analyzed using descriptive and inferential statistics. It was evident in the research that Literature-in-English teachers employed delegator, facilitator, and role model teaching styles while expert and formal authority styles were the least. The findings revealed that teacher teaching style is a good a predictor of students’ achievement and attitude toward Literature-in-English. Based on these findings, profound pedagogical implications and relevant recommendations were made for concerned education stakeholders.

Social Skills and Academic Competence Among Senior High School Students: A Basis for Guidance Program

2024-01-15T14:28:33+07:00

To improve the academic success of Filipino students by not relying solely on acquired knowledge, this study aimed to investigate the correlation between social skills and academic competence among senior high school students of Cabuyao Institute of Technology. Through the developed guidance program, schools could better understand the importance of social skills, enabling students to communicate more effectively and excel academically. A total of 236 randomly chosen senior high school students of the Cabuyao Institute of Technology participated by responding to the two adopted questionnaires. The model was then analyzed and evaluated using the Mean, H-Comp Scale, Social Skills Rating System, and Pearson-product Moment Correlation. The findings showed a strong correlation between social skills and academic competency. In addition, the participants demonstrated a high degree of social skills and a moderate to acceptable degree of academic competency. The “EQUIP Program” was developed to address problems and challenges observed from the results that prevent academic enablers from performing at their highest level and to support them in developing stronger interpersonal skills. This program focuses on Personal and Social Development, Academic Development, and Enhancement of Competencies.

Distribution and Retrieval of Modules: Investigating the Experiences of Elementary Teachers

2024-03-20T15:26:51+07:00

This is a quantitative descriptive study that determines the implementation level and challenges of the distribution and retrieval of modules at Don Gregorio C. Yumul Sr. Elementary School in terms of safety measures, organizing the learning modules, and the process of implementing modular distance learning in the academic year 2022. A survey questionnaire was used to determine the different experiences in the distribution and retrieval of modules. This study was conducted in Don Gregorio C. Yumul Sr. Elementary School with one principal and fourteen teachers, for a total of fifteen teachers from October to March of school year 2021-2022 respectively. In terms of safety measures and organizing the learning modules it has a positive result feedback from the respondents as they were responsible when it comes to their health and the people around them. The implementation level in terms of the process of implementing modular distance learning shows that every teacher ensures that the learners understand the module given to them and that they make sure to tack and monitor every learner's accomplishment despite the learning mode, thus, the hypothesis is rejected and interpreted as significant. It is recommended that the teacher should always remind or give clear instructions to the parents on the activities that the learners should do, and by retrieving the modules on time, the teacher must have active communication with the parents/guardians and also create other strategies or plans for how they can monitor the process of implementing the modular learning.

Assessment of the Numeracy Tutorial Service of Project KaISIPnayan: Inputs to the Sustainable Extension Program

2024-01-25T21:55:57+07:00

This study provides an overview of an assessment conducted on the numeracy tutorial service, namely Project KaISIPnayan. This study aims to evaluate the effectiveness and sustainability of the program, with the objective of enhancing its extension initiatives. By examining the inputs required for a sustainable extension program, this assessment provides valuable insights into the long-term viability and impact of the numeracy tutorial service. The research employs a mixed-methods approach that combines data analysis and qualitative analysis. The quantitative phase entails delivering pre- and post-tests to participants to assess their improvement in mathematics. In addition, the qualitative phase uses an evaluation form to collect feedback on the numeracy tutorial service to gather comprehensive data. The results reveal the strengths and weaknesses of the program, highlighting key areas for improvement. Furthermore, the data imply that Project KaISIPnayan creates a positive attitude toward mathematics and increases learners' confidence in mathematics. The findings emphasize the importance of program design, trained tutors, adequate resource allocation, and collaborative partnerships to ensure sustainability. The assessment contributes to the development of evidence-based strategies for enhancing numeracy tutorial services and provides valuable inputs for sustaining Project KaISIPnayan's extension initiatives. The findings of this study can guide organizations and educational institutions in designing effective and sustainable tutorial programs that promote numeracy skills among students, empowering them for lifelong success.