Journal of Elementary and Secondary School

A Grounded Theory Approach in Understanding the Experiences and Dilemma of Non-Readers in Basic Education

Sun, 30 Mar 2025 00:00:00 +0700

Over the past few years, a reading problem still exists despite the different reading programs and projects implemented all over the Philippines. None of the implemented programs tells what teachers, parents, and school administrators must do to uplift students’ reading skills. As stated in the DepEd Order no. 001 s. 2024, the Department’s current initiatives aim to improve learners’ academic performance, especially considering the low reading proficiency levels indicated by national and international large-scale assessments. These results highlight the urgent need to address learning gaps and enhance reading skills for all students. This study aimed to understand the experiences and dilemmas of non-readers in basic education in the Schools Division of Calamba City. The study applied a qualitative research design and followed the grounded theory research process. The researcher conducted face-to-face interviews to gather information on six (6) pupils from Grade 4 from two different public schools in the Division of Calamba City. A face-to-face interview was conducted to gather data from the participants over two weeks. The first round of interviews per participant lasted for 12-15 minutes and was recorded using a mobile phone. A second round of interviews was conducted with the participants to determine whether any patterns in their demographic profile could impact their reading abilities. Our findings showed that parental involvement and teacher support were the most crucial aspects to overcome absenteeism, a problem that mostly hampered reading performances for non-readers in context. Thus, Educational leaders must provide the support system needed by schools and communities to meet the expectations of providing literate learners. Developing countries like the Philippines need a holistic approach from the community, school, and education leaders to fully establish the desired goals of the new MATATAG agenda of the Department of Education.

Experiences of Bachelor of Secondary Education (BSED) Science Major Students in Participating in Academic Club Activities

Sun, 30 Mar 2025 00:00:00 +0700

This study investigated academic club activities in which participants engaged, examined the benefits and challenges they faced, and developed their coping strategies. Participation in academic clubs can enhance students’ personal and academic development, fostering skills such as developing self-confidence, increasing the sense of belongingness, and acquiring new knowledge. However, these benefits can be accompanied by challenges, including time conflicts, delayed commencement, and plenty of contributions. This study employed a qualitative Merriam model case study method to explain the experiences of BSED Science major students participating in academic club activities and the benefits, challenges, and coping strategies they use to deal with the challenges encountered in participating in academic club activities. The methodology used in the study included interviews with 15 club members and 2 participants from the club officers, with triangulation. Data collected from each interview were analyzed in different categories. The findings revealed that the participants can benefit club members and officers. These are the following benefits: developed self-confidence, increased sense of belongingness, and acquired new knowledge. BSED Science major students also encountered challenges such as time conflict, delayed commencement, and considerable contribution. With these challenges, club members and officers devised three strategies to deal with them. The following strategies are used: setting priorities, patiently waiting for the event to start, and settling all contributions during clearance signing. Club officers and members are flexible and adaptable in any circumstances they encounter during their academic club activities to avoid unnecessary banter and conflicts

Demographic Predictors of Parenting Self-Efficacy Public Elementary School

John Mark Asio — Sun, 30 Mar 2025 00:00:00 +0700

Parenting self-efficacy (PSE) refers to the idea and ability to progressively enhance a child’s development and educational outcomes. It is crucial because it directly impacts a child’s academic performance, behavior, and overall well-being. Thus, the main objective of this study was to explore parents’ parenting self-efficacy in a selected public school in a province in the Philippines. The investigator employed a cross-sectional research design and collected data using a standardized instrument among 130 volunteer respondents. The collected data were analyzed by descriptive and inferential statistics using SPSS 23. The result revealed that based on the demographics, most respondents have 2-3 children, were married, unemployed, high school graduates, and had a monthly household income of 5001–10,000 pesos. For parenting self-efficacy (PSE), four constructs garnered a response of "always." Conversely, when engaging in play and facilitating routines, respondents gave an "almost always" response. Inferential statistics also revealed that there was only a significant difference in engaging in play, facilitating routines, and establishing discipline strategies when the study grouped the respondents according to the number of children at home. Lastly, the monthly household income of the parents emerged as the only demographic predictor of parenting self-efficacy (PSE) based on the study results. In conclusion, the PSE of the respondents seemed high enough and was practiced by most of the parents. Only monthly household income generated sufficient results to predict PSE by parents.

Teaching Styles, Performance, and Development Needs of a Junior High School Faculty in Catholic Schools of the Philippines

Joseph Refugio, Sheila Soledad Dalumpines — Sun, 30 Mar 2025 00:00:00 +0700

This study addresses a critical issue in the context of Catholic schools in Zamboanga del Norte, Philippines: the relevance of faculty development programs in preparing teachers to meet the demands of a rapidly changing educational environment and the new generation of learners. As the education landscape evolves, it is essential to design holistic and relevant faculty development initiatives to adequately prepare educators for new challenges, including those related to globalization and the VUCAD (Volatility, Uncertainty, Complexity, Ambiguity, and Digitalization) environment. The study specifically focuses on a population consisting of seven school administrators serving as principals, sixty-one teachers, and 1,188 Grade 9 and 10 students from seven Catholic schools. The research objective is to design an integrated and relevant faculty development program by examining teachers’ teaching styles, performance, and professional development needs. A descriptive survey was employed to gather data from all the relevant stakeholders. The results revealed that Junior High School faculty consistently demonstrated six distinct teaching styles, with administrators and faculty perceiving these styles as always present, while students rated them as often demonstrated. Faculty performance was evaluated as very good, and while development needs were identified, they were considered occasional and not significantly detrimental to instructional effectiveness. The study concludes that faculty members exhibit competence and adaptability with minimal development needs. Based on these findings, this study proposes a faculty development program specifically designed to address Catholic high school educators' unique needs in the province.

Perceptions of Intermediate-Level Public School Teachers in Implementing the Catch–Up Friday Program

Sun, 30 Mar 2025 00:00:00 +0700

This study explored intermediate-level public school teachers’ perceptions of the implementation of the Catch-Up Day program, a remedial initiative designed to support struggling learners by providing additional instructional time. The program bridges learning gaps and enhances students’ reading and comprehension skills. Specifically, the study aimed to (1) examine teachers’ perceptions of the program, (2) explore its implementation in public schools, (3) identify challenges faced, (4) determine coping strategies, (5) examine the program’s impact on teachers' experiences (6) assess its effectiveness, (7) gather recommendations for improvement. A single case study method was used, involving six (6) intermediate-level teachers from Grades 4 to 6 from a public school in Pagadian City, Zamboanga, Del Sur. Data were collected through interviews guided by an Interview Guide, conducted in a quiet school office after class hours to minimize disruptions, and analyzed using categorical aggregation, clustering data into categories to identify patterns. Findings revealed that teachers viewed the program positively and recognized its benefits despite the additional workload. Key strategies included sharing lesson plans, interactive activities, reinforcing basic reading skills, implementing peer tutoring, and incorporating enhancement activities. Challenges such as increased workload, poor reading comprehension, lack of parental support, and low student interest were managed through supplementary materials, take-home activities, parental communication, and interactive reading sessions. Teachers affirmed the program’s effectiveness in improving reading skills and emphasized the need for adequate resources and support. This study’s findings provide insights for educators, administrators, and policymakers to enhance programs and address the needs of both teachers and students.

Exploration of the Themes and Vocabularies of English Books by Kindergarten Students

Sun, 30 Mar 2025 00:00:00 +0700

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.