The abrupt COVID-19 pandemic breakout shocked the world and forced educational systems to switch instantly to an online teaching-learning format (Dhawan, 2020). Many schools organized training webinars to capacitate their teachers for the online teaching-learning modality. With that, the authors planned, organized and conducted a series of training webinars titled “Making Math Fun and Engaging via the use of Modern Technology: Capacity Building for Math Teachers,” in April 2022, via Zoom platform, for the Math teachers to get updated with the knowledge and skills in using some online apps and make teaching Math online, more exciting and fun. The training was conceptualized following the ADDIE Model: Phase 1- Assessment of Teachers’ Real Training Needs. A survey was conducted on the teachers’ level of knowledge of apps to enhance Math teaching known as technology applications; Phase 2- Designing the Competency Framework for the training program; Phase 3- Developing the training plan; Phase 4- Implementing the teachers’ training; and Phase 5- Evaluating the gains in teachers’ knowledge and skills on the integration of technological apps in teaching Math. So, this study ascertained the impact of the said online training. It utilized a mixed quantitative and qualitative research methodology to assess the effect of using modern technology and used a researchers’ made research instrument. Findings revealed that the training is engaging and informative, which helped the teachers absorb the topics easily and develop a positive attitude toward using the digital application in teaching. Hence, the study recommends that school heads support and motivate the teachers to use modern technology and adopt new educational trends, for better student learning, through continuous professional development and mentoring. Keywords: Modern Technology, Digital Applications, Capacity Building, Mathematics
To provide adequate academic support services in the area of Mathematics, a peer tutoring program called Math Buddy was initiated and studied using phenomenology to capture the life experiences of the tutors and tutees who were purposively selected Grade 9 students in Mathematics. The descriptive analysis of the students' weekly journals, written evaluations, observations, and focused group discussions had revealed the following themes: (1) challenging initial implementation; (2) embracing social responsibility; (3) understanding varying personalities; (4) recognizing benefits and incentives; (5) developing creativity and initiative. The students recognized that there were benefits and incentives derived from their participation in the program. They also admitted that it was a challenging task that developed their creativity and initiative because they have to understand varying personalities as they embrace their social responsibility. As the benefits outweigh the challenges, the researchers recommend that the program be continued.
This study described the lived experiences of the English enthusiasts at the University of Cebu – Main Campus. The study used Interpretative Phenomenological Analysis (IPA) through 15 BSED English Majors interviews. The analysis of data generated six themes “Actually, I am not really fond of reading books, but I’ve learned to enjoy reading love storybooks. They are very entertaining.” (Gaining Interest and Love for Reading), “The challenges that I encountered in my journey towards acquiring the love of reading are the unfamiliar words. Whenever I encountered those words, I usually pause and find their meanings.” (Dealing with Unfamiliar Words) “I addressed the challenges in positive ways. These only urge me to love reading more.” (Context and Comprehension Challenges) “I simply love reading because I can use my imagination. When I read, I feel like I’m the main character of the story.” (Attitude towards Reading) “In reading, you will experience things you haven’t experienced yet. You choose an author and a genre first before you read. In that way your interest and love of reading will be sustained but exploring is more fun.” (Personal Book Choice) “In reading, actually you discover yourself more, especially if you read different genres of books. My journey towards reading is self-discovery.” (Realizations through Reading). The study attempts to explain the different factors involved in the love of reading. These are gaining interest and love of reading, dealing with unfamiliar words, context and comprehension challenges, attitude towards reading, personal book choice, and realizations through reading. The English enthusiasts encountered some difficulties in reading various texts, passages, and other English classics. However, their enduring interest, love, and passion for reading transcend all forms of reading complexities. In contrast, some students may lack interest and motivation in reading. They tend to be superficial readers, or they just read when they are told to do so. Reading for them is dull and boring. Thus, the English enthusiasts may share their lived reading experiences with those reluctant and passive readers, and they may become more interested and motivated to read beyond the parameters of academic requirements.
This study aims to capture the lived experiences of some English Teachers teaching a non-English subject, specifically MAPEH ( Music, Arts, Physical Education, Health ), in a public junior high school in Cebu Province. The study used a phenomenological qualitative research design. Anchored on Dewey’s Theory of Learning by doing, semi-structured interviews were conducted by the researchers with eight teachers who were English majors but teaching MAPEH, during the school year 2019-2020. This arrangement was adopted by the school administrators since there were more English major teachers than needed and a scarcity of MAPEH major teachers. The results of the interviews were condensed in the following themes: (1)difficult and challenging: need to self-study the content and prepare class activities (2) need for teacher resourcefulness to watch videos, youtube, and multimedia as a crash course (3) "Sariling - Sikap at Kayod" since no formal training and seminars were provided (4) growth in resilience to face odds (5) opportunity to learn new things and finding new horizons in one's capacity to excel in other endeavors. The researchers recommend that school administrators and subject master teachers provide orientation, seminars, coaching, mentoring, and training to these "displaced teachers" to equip them with the new insights and accompany them, especially in the first month of the school year to be able to embrace the challenge with confidence.
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