The advent of technology paves for a better understanding of the various realities the world contains. However, misuse of these instruments’ impacts people's way of living and education, especially in the new normal. Thus, an analysis was carried out to classify cybercrime awareness indicators as viewed by senior high school students at Dolores National High School using a researcher-developed unidimensional questionnaire. An 18-item Likert scale researcher-developed questionnaire, termed Cybercrime Awareness Tool (CcAT), was administered to a total of 200 students, with 50 respondents per senior high school strands using Google Form. The Principal Component Analysis (PCA) also known as Exploratory Factor Analysis (EFA) was applied to the collected data which gave rise to four factors named; 1) Awareness on Phishing, 2) Awareness on Spamming, 3) Perceived effectiveness of antivirus software, and 4) Bullying on the web. The CcAQ was also found to have adequate internal consistency of .823 Cronbach alpha for the overall instrument, and subscale alphas ranging from .772 to .858. The multivariate analysis of variance on the interaction of sex and senior highs school strand showed a significant link to the respondents' cybercrime awareness. Hence, the researchers recommend this tool to assess schools' cybercrime awareness on the four factors. Keywords: Cybercrime Awareness, Exploratory Factor Analysis, Senior High School Strands
This study focused on the effect of a QR-embedded Strategic Intervention Material (QRSIM) on the achievement level of 11th Grade Students in General Mathematics via Solomon-four group research design, focusing on the least mastered competencies in solving exponential equations. A total of 120 students participated in the experiment at Dolores National High School during the school year 2019-2020. Findings revealed that; the students were unable to reach the expected level of achievement based on the pretest; the experimental and control groups with pretest performed better in the posttest assessment; no significant difference was observed between the pretest achievement level of the students; the pretest and posttest achievement levels of the experimental and control group shows a significant achievement; and that the achievement levels among the four groups significantly improved in the posttest. The findings of this study highlight the use of an innovative SIM based instruction and its counterpart in teaching frequently least mastered competencies in the subject, General Mathematics that paves the way in developing mathematical competencies among 11th grade learners. Furthermore, the researcher recommends that; assessing the learners’ level of achievement prior to instruction will aid teachers in developing instructional tools and approaches suited to their scholastic needs; Mathematics teachers should be geared with appropriate knowledge on the use of 21st century teaching and learning resources such as Strategic Intervention Material to help a student who finds mathematics concepts difficult to comprehend; and that a similar study be conducted to cover other least learned competencies in the Eastern Samar division to further probe and enrich the findings of this study. Keywords: Least Mastered Competencies, Solomon Four Group Design, Achievement Level, Pretest, Posttest
In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.
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