Teachers involved and engaged in research and utilize research evidence as the basis for instructional and pedagogical choices are leading to having desirable effects on both the teaching and learning process. The Division of Iligan City has already initiated endeavors to strengthen the research culture of the teachers. However, the number of teachers conducting teacher research is still minimal despite efforts exerted by the Division Office. Thus, this study was carried out to determine the factors and reasons why teachers are having difficulty in doing research. This study employed a descriptive research design. It used both quantitative and qualitative research methods. The study utilized a researcher-made questionnaire, and the researcher validated the questionnaire. Five (5) experts in the field of educational research were asked to validate the questionnaire. The tool's internal reliability statistics obtained Cronbach's Alpha Coefficient of 0.942. The survey was made available in Google Forms for easy analysis
The current study aims to find the pattern of relationship and establish factorial validity among predictors of teacher research engagement. This study employed a descriptive-correlational research design. A validated researcher-made Teacher Research Engagement Survey with three subscales was used to gather data from 612 public school teachers. The researcher then computed descriptive statistics and conducted a confirmatory factor analysis of the hypothesized measurement model and a modified measurement mo matrix presents that there is a strong positive highly significant relationship between physical research engagement and cognitive research engagement(r=0.632, p>0.05), physical research engagement and emotional research engagement (r=0.705, p>0.05), and cognitive research engagement and emotional research engagement (r=0.830, p>0.05). The modified measurement model of teacher research engagement obtained acceptable and better model fit indices of CMIN/DF=3.939, CFI = 0.972, PEOPLE: International Journal of Social Sciences ISSN 2454-5899 Available Online at: http://grdspublishing.org/ 31 SRMR = 0.054, RMSEA = 0.069, NNFI/TLI = 0.955, GFI) = 0.945 and PClose = 0.000. This study concludes that teachers have high physical research engagement, and high cognitive research engagement, and fair emotional research engagement. There is a significant relationship among physical research engagement, cognitive research engagement, and emotional research engagement subscales. In the confirmatory factor analysis, the modified model was able to obtain a better model fit indices, factor loadings, and covariance.
In teaching revolution of the Earth, the proper instructional material should be used to appreciate fully and understand the concept. This study aimed to investigate the contribution of the Interactive Video Approach to learning revolution of the Earth. This research utilizes experimental, correlation, and descriptive research designs, and employed validated researcher-made test and attitude questionnaire to 52 respondents. The t-test and Pearson r Correlation were used to analyze the data. The researcher administered the pretest and then conducted the instruction utilizing Interactive Video Approach and Traditional Approach. Posttests were then administered to measure the academic achievement and attitude of the respondents. The scores of the respondents taught using the interactive video approach were higher compared to traditional approach. The overall weighted mean value of 3.42, with the variation of 0.62 indicates higher perceived value with the consistency of perceived responses. Results revealed that there is an extremely significant difference between the students’ performance in the traditional and interactive video approach, with p-value <.001. This further indicates that, on the average, the interactive video method is more efficient compared to the traditional teaching approach. There was also no significant relationship between the respondents’ attitude on the approach and their posttest scores with p-value 0.603.
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