This qualitative-phenomenological study comprised the perspectives of Elementary Teachers on the teaching of Araling Panlipunan curriculum to 21 st century learners in Laak South District. This study was seen through from Bandura's Social Learning Theory (1971). There were fourteen (14) Elementary Teachers who participated in this study. As to participants' perception, four major themes emerged: teaching Araling Panlipunan must cater to the needs of the 21 st century learners; must contribute to the holistic development of learners; must promote globally competitive learners; and not easy. When it comes to their experiences, three major themes emerged: lack of instructional materials; lack of training and seminars of teachers; and lack of students' interest.With regards to their coping mechanism, five major themes emerged: use of differentiated instruction; proper lesson planning; download videos of lesson; use of ICT; and positive attitude in teaching. Lastly, the participants' suggestions, four major themes emerged: expose teachers to training and seminars; equip teachers with computer assisted instruction; provide contextualized materials; and provide appropriate instructional materials. The results of this study are meaningful and significant to teachers, learners, Department of Education, government and other stakeholders to support their needs in realizing DepEd mission through promoting competitive learners globally. Keywords: education, Araling Panlipunan, elementary teachers, qualitative -Phenomenological study, Laak Davao de Oro, Philippines INTRODUCTIONIn classrooms around the world, learning and teaching social science like History subject has been part of the curriculum to be taught as early as elementary up to higher level of education. Teachers use textbooks as the primary source of information. These enable the student to understand and interpret things during these modern times. So, teachers need to think various methods and strategies that would move them from low-level historical thinking in a more sophisticated and enjoyable way of working with historical evidence, rather than content teaching through memorization.In one of the countries in South Africa particularly in Lesotho, teaching History faces a great challenge. Many schools do not offer the said discipline because of the low enrolment rate. The dilemma revealed that the lack of interest in pursuing education to both students and parents lies on the classroom instructions for how many years. History teachers used poor instructional strategies and were dominated by substantive knowledge in the form of memorization of facts about the past. This problem also lies in the implementation of the curriculum. It means that teachers needed to undergo refresher courses to keep abreast with recent development and theories regarding with teaching of History (Fru, 2015).In the Philippines, like more other countries, history is one of the components of social studies. Students should learn Philippine history from pre-history up to the 21 st century. A...
This qualitative-phenomenological study delved into the perspectives of teachers in No Homework Policy. It aimed to describe and understand the views and experiences of fourteen ( 14) teachers selected purposively. Data were gathered through indepth interview and focus group discussion and thematic analysis was used. The theory and idea of this study was gleaned through the No-Homework proposition by Kohn as cited by Stewart in 2016, and Trautwein's Model of Homework. Findings revealed that teachers' perspectives in No Homework Policy included: limits students' learning; lessens teachers' loads; gives students more rest and quality family time; decreases parents' involvement; decelerates students' study habits; diverts students' attention to gadgets; and drags down low performing students. The themes that emerged on the perceived challenges of teachers in 'No Homework Policy' were: less mastery and retention of learning; additional techniques and strategies in teaching; additional time for planning and preparation; change in learners' attitude in learning; and difficulty in tracking students' progress. Furthermore, the teachers' suggestions in No Homework Policy that could be shared to others were: design varied and meaningful activities; instill students' self-discipline and self-study; revisit the provision; accept the policy if approved; perform necessary adjustments; ensure students' learning; and foster students' sense of responsibility. These themes disclose that the teachers' perspectives in No Homework Policy stimulate to being a factor in doing their job and responsibility accordingly. Moreover, this study recommends modifying or strengthening the provision about the No Homework Policy.
This study focused on the teachers' perspectives on Duaw Tulunghaan. A qualitative and phenomenological approach through in-depth interviews and focus group discussion method was used to gather the data needed. This study was gleaned through Interpretive-Practical Theory known as person centered supervision. Another theory anchored to this study was known as Critical Emancipatory Theory that encourages reflective action for both teachers and supervisors. This theory examines moral, ethical, and political dimensions embedded in the teaching practice. Another theory was the applied Science Theory or it is also associated to empirical analytical method. This theory emphasized the technical aspects during supervision. A researcher-made questionnaire, with a total of four main research questions and twelve sub-questions, was used to interview the fourteen participants. They were selected through purposive sampling technique. The data were gathered through audio recording, and were transcribed. As to the participants' perspectives, five (5) major themes emerged: improves teaching competence; assesses teachers' needs; serves as stressor or burden; evaluates strengths and weaknesses; and develops professional growth. Participants shared their experiences and four (4) major themes developed: stress in intensive preparation; stress in preparing instructional materials; apprehensions in facing higher authorities; and memorable and productive learning. In addition, participants employed different ways of coping including proper preparations; technical assistance; time management; self-motivation; positive outlook; and open-mindedness. Establish rapport between observers and teachers; be ready and prepared; inform the schedule ahead of time; sustain the implementation; provide instructional materials; and be optimistic were the suggestions of participants. This study recommended modifying or strengthening DepEd orders on Duaw Tulunghaan.
This study aimed to explore and understand the lived experiences of untrained Grade 1 teachers on the implementation of Multi-Factored Assessment Tool (MFAT) in Tagum City Division. It used qualitative research design employing phenomenological approach. It comprised of fourteen ( 14) untrained grade 1 teachers: seven (7) teachers for online in-depth interview (IDI) and seven (7) teachers for online focus group discussion (FGD). This study was limited to describing and understanding the lived experiences of the participants and the data were taken from the result of IDI and FGD. For data analysis, this study employed coding and thematic analysis. On their experiences, the findings revealed that they met learners with learning and special needs; they lacked information and training on the nature of assessment; encountered in-denial and uncooperative parents; had time constraints; and difficulties in preparing the location and materials. However, to cope their problems, they had set flexible schedules; became resourceful; provided with coordination and support; and established open communication with their parents. Apart from that, their insights were: MFAT as a valuable tool to cater learners' needs; intensification of parent cooperation; provision of financial support and tools and proper time allocation; and a call for psychological and medical assessment or treatment to SPED children. The results implied that the implementation of MFAT must be improved as well as the support from the colleagues, Heads, DepEd officials, and parents. Also, the study gives awareness, insights, and suggestions that may be useful for the improvement of MFAT and giving interventions.
This qualitative-phenomenological study determined the experiences of teachers in Kapalong East District, Davao del Norte on the deteriorating academic performance of students in the field of Science. As stipulated in the DepEd Order No. 39, s. 2012, interventions have to be made in order to address the learning gaps. The use of Strategic Intervention Material (SIM) has been one of the suggested intervention materials. The purpose of this study was to explore and understand the experiences of Science teachers who implemented SIM and how they coped with the issues and challenges. This study was gleaned through the Lev Vygotsky's Sociocultural Theory (1935) and Keller's Personalized System of Instruction (1968). Fourteen ( 14) teachers participated in the in-depth interview and focus group discussion. They were selected through purposive sampling technique. There were issues emerged in the problem namely; time and budget constraints; lack of teachers' competence; students' responses and support from administration; suitability; replicability and durability of materials. To address the issues and challenges they mentioned ways: timemanagement; optimism; support from experts; motivating one's self and proper planning. They also cited insights they could share to others: SIM is way of coping least learned competency; useful and helpful; and develops teachers' satisfaction. With the results, they implied that the teachers need to become passionate in teaching as well as having a huge responsibility in the school to help students and to provide materials to uplift academically the at risk learners. The results were deemed significant to public school teachers I, II, III, master teachers, school heads, and other stakeholders to create programs and conduct trainings and seminars that would develop the skills of teachers in implementing strategic intervention material.
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