Journal of Elementary and Secondary School

Coping Strategies of Public-School Elementary Teachers in Dealing with Paperwork

Stephanie Paraon — 2025-09-30

One important aspect of learning English in kindergarten is vocabulary mastery, which plays a crucial role in children’s ability to communicate effectively and understand language. However, many children at Aisyiyah Kindergarten in Surakarta, which were observed through purposive sampling, still struggle with vocabulary acquisition. It was found that the learning media, primarily textbooks, focused mostly on activities such as coloring, thickening, and writing letters, without providing sufficient repetition exercises to reinforce vocabulary. This was identified as a significant factor contributing to the challenges children face in retaining vocabulary. The recent research objective was to explore the themes and vocabulary in the textbooks in Surakarta kindergartens. This study specifically sought to examine how well textbooks support the development of vocabulary mastery and whether the content is culturally appropriate and engaging for young learners. The research was conducted using an exploratory qualitative descriptive approach. Data were collected through document analysis of English textbooks used in Surakarta kindergartens, applying first-order and second-order understanding techniques to identify and categorize themes and vocabulary. The results revealed that the textbooks used in these kindergartens were thematic, with some themes aligning with the Ministry of National Education's guidelines. However, the vocabulary introduced was sometimes disconnected from the children’s everyday experiences and was occasionally culturally inappropriate. While some textbooks included a significant amount of vocabulary, the frequency of repetition exercises was insufficient, with some books lacking repetition altogether.

Exploring the Reading Strategies of Performing Humanities and Social Sciences of Senior High School Students

Bon Christian Lloyd Comique — 2025-09-30

This study explores the reading strategies employed by performing Humanities and Social Sciences (HUMSS) students. It examines their reading material preferences, reading motivations, reading strategies, challenges encountered, and coping strategies developed. The research acknowledges the potential of reading materials to enhance academic development and gain confidence, belonging, and knowledge acquisition. However, it also recognizes that motivational factors can be accompanied by challenges such as difficulty concentrating and procrastination. A Qualitative Merriam Case Study method was used to investigate the reading strategies of 15 performing HUMSS students, supplemented by interviews with 2 peers for triangulation. Data collected from these interviews were analyzed and categorized to identify recurring themes and patterns. The findings reveal that performing HUMSS students are motivated by both internal and external rewards, information prioritization, and peer influence. These students face challenges such as difficulty in concentration, reading, and procrastination. To address these challenges, they employ self-guided or independent reading strategies and collaborative strategies. The study concludes that performing HUMSS students demonstrate flexibility and adaptability in their reading approaches, adjusting their strategies to overcome challenges. This suggests that a combination of independent and collaborative techniques is effective in maintaining reading engagement and comprehension among students.

Describing The Inclusivity of Elementary School Buildings for Pupils with Disabilities

Rwehn Izeah Ricaplaza — 2025-09-30

This research examines the inclusivity and accessibility of the Columban Elementary School and College Department building in Pagadian City, with a focus on key features such as parking areas, entrances, doors, corridors, toilets, and stairways. A survey, adapted from the Batas Pambansa Bilang 344 compliance checklist, was administered to 42 Bachelor of Elementary Education (BEED) students and 53 Grade 6 pupils. Quantitative data analysis was employed to interpret the responses. The results indicate that both Grade 6 pupils and BEED students generally perceive the school buildings as accessible, with Grade 6 pupils rating accessibility features slightly higher. A statistical test revealed a significant difference between the perceptions of Grade 6 pupils and BEED students, suggesting that younger students may have a more favorable view of the school's accessibility. These findings highlight the need for ongoing assessment of school infrastructure to ensure it meets the needs of all students, especially those with disabilities. The study proposes an action plan to improve accessibility, including feedback mechanisms, staff training on inclusive practices, collaboration with accessibility experts, and regular audits. By emphasizing the importance of an inclusive school environment, this research aims to contribute to the development of educational settings that support all learners, including those with disabilities.

Ecocriticism on the Short Stories of Grade 7 Philippine Literature Textbook: Ecological Themes in Teaching

Jezabel Cañales — 2025-09-30

Ecocriticism is the field that is characterized by a lively exchange of opinions, with audiences playing an essential role in the construction of the work of art. This approach challenges readers to reconsider their relationship with the world and their surroundings. This research focuses on examining the relationship between literature and the physical environment in the short stories in the Grade 7 Philippine literature textbook, particularly in the book entitled English Learner Material, with an author and a connection between humans and the physical environment using an ecocritical lens. The ecocritical lens is the literary lens used to examine the different ecological themes in the textbook. The result shows 8 animal themes, 5 pastoral themes, 5 dwelling themes, and 2 apocalypse themes found in the 9 selected short stories from the Grade 7 Philippine literature textbook. Still, not all selected short stories from the Grade 7 textbook exhibit a clear relationship between humans and the physical environment. This study emphasizes the importance of nature in the lives of humans. It raises awareness about the environment and its importance in the Philippine literature textbook used by public schools in the Philippines, particularly in the students' learning and development of the teacher’s pedagogy in teaching literature that will make learning more meaningful and valuable for the students to gain new insights through literature reading. In conclusion, this study fosters environmental awareness among young learners as the stewards of Mother Earth

Exploring The Experiences of The BSED Major in Science Students in The Use of Laboratory Facilities and Equipment

Kimberly Hiyan — 2025-09-30

Laboratory facilities and equipment are essential in science education, providing students with hands-on experience that enhances their scientific inquiry and critical thinking. However, many students face challenges due to outdated equipment, insufficient resources, and inadequate technical support, all of which hinder effective experimentation and learning. These limitations negatively impact students' academic performance and preparedness for future scientific endeavors. This qualitative study investigates the challenges BSED science majors encounter in laboratory-based learning at a private higher education institution in Pagadian City during the 2023-2024 academic year. Using Sharan B. Merriam’s case study model, the research explores how limited laboratory access and resource constraints affect students' learning experiences. Data was collected through interviews and observations, with purposive sampling ensuring that participants met specific criteria. Thematic analysis and triangulation identified key themes, including laboratory accessibility, resource utilization, challenges in conducting experiments, and student coping strategies. Findings reveal that students struggle with inadequate laboratory spaces, malfunctioning or outdated equipment, and a lack of technical guidance, all of which impede their academic development. These issues underscore the crucial need for enhanced laboratory facilities and instructor training to facilitate effective science instruction. The study recommends enhancing laboratory infrastructure, ensuring regular equipment maintenance, and providing students and educators with adequate training in laboratory operations. Strengthening faculty expertise in handling laboratory tools is also essential. Addressing these concerns will contribute to a more effective science education framework, promoting better learning outcomes and higher standards of scientific experimentation.

Students' Perception of Co-teaching In an Inclusive Classroom: Implementation of The Finnish Education Curriculum

Salma Yuliani — 2025-09-30

Implementing instruction in inclusive classes in elementary schools requires a flexible and effective co-teaching model that can be carried out collaboratively between teachers so that the learning objectives of all students can be achieved. However, various problems with co-teaching practices in inclusive classes, such as differences in responsibilities and roles between teachers, lack of collaboration, and lack of communication between teachers, often occur, including in Indonesia. This study explores prospective teacher students' perceptions regarding implementing co-teaching in inclusive classes in the context of the Finnish education curriculum. Data were collected through semi-structured interviews with six students who had implemented co-teaching practices. Data were analyzed using thematic analysis. The study produced three main themes: supporting factors for implementing co-teaching, challenges in using co-teaching, and teacher professionalism. The findings show that a flexible and effective co-teaching model in inclusive classes can only be practiced if all teachers strongly commit to collaborating as equal partners, increasing qualified teacher professional development, and school support to serve all students in achieving their most significant potential. This research has implications for all stakeholders in supporting and providing all the determining factors for co-teaching success, including the competence of quality teachers and prospective teacher students in higher education to meet the learning objectives for all students in inclusive classes.