This paper seeks to identify the online reading strategies employed by students in a Philippine Public High School. In particular, the study attempts to answer the following questions: (1) What are the online reading strategies used by the respondents (i.e., global, problem-solving, and support)?; (2) What is the frequency of use of the online reading strategies of the respondents?; and (3) What are the implications of the study's findings for English language teaching and learning? By means of the adapted Survey of Reading Strategies (SORS) by Sheorey and Mokhtari (2001), data were obtained from 100 readers of a public high school in Quezon City, the Philippines. The analysis of the results revealed that problemsolving strategies were the most frequently used online reading strategies, followed by global reading strategies and support reading strategies. Finally, the results furnish a pedagogical perspective on how online reading strategies can impact second-language or L2 teaching and learning.
This entry focuses on the role of secondary education in the achievement of Sustainable Development Goal 4 of the United Nations. The secondary education in this entry refers to both middle school and high school on a North American nomenclature. The goal of secondary education in relation to achieving the tenets of SDG 4 is by 2030, it will ensure that all learners will have free access, equitable, and quality education that leads to relevant outcomes. This will be achieved by providing the necessary tools for learners to succeed and the willingness and the capacity of the nations to bolster the education sector (Bourn et al. 2017). Another is the classrooms will be free of gender disparities by ensuring equal access of education and vocational training, including the minorities, indigenous people, and children with disabilities (Education International 2017). Furthermore, it aims to promote inclusivity in all facets of the society, especially those who are in conflict areas.
This paper seeks to identify the teaching strategies used in Grade 4 Culture and Heritage lessons in a Chinese-Filipino School. Further, it is important to effectively address these with constructivist-based teaching strategies to help maximize the learning experience. This study used qualitative method where Ethnographic research design and Descriptive method were used to conduct classroom observations. The instruments used to obtain the results were patterned and modified from Craig Kissock’s (1981) Curriculum Planning for Social Studies Teaching: A Cross-cultural Approach, a self-made Teachers’ Self-evaluation form and Peer Observation form participated by nine teachers of a Chinese-Filipino School in Quezon City, Philippines. The analysis of the results identified five teaching strategies with Discussion and Lecture strategy as the most applied alongside Game strategy, Question and Answer strategy, and Project method. Other activities that strengthened the Culture and Heritage awareness were integrated through a collaborative effort with other subject areas. As a result, the study supported that Social Development theory affects the teaching-learning process where opportunities for social interaction helps in the development of a child. Using various teaching strategies encouraged students to interact with one another, to freely express their thoughts, and to participate in fun and healthy competition. It also encouraged students to think and to unleash their creativity and imagination. At the same time, the use of tools and other resources helped increase student engagement.
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