This qualitative research study looked into principals' leadership practices during the COVID-19 pandemic. It enlisted the participation of five school principals using convenient sampling based on inclusion criteria. To collect data, a semi-structured written interview based on Hersey and Blanchard's Situational leadership theory was used. To display the narratives, the data were transcribed, examined, compared, and carefully categorized into several themes. The findings reveal that school principals employed: 1. Strengths-based Practices; 2. Values-based Practices; and 3. Needs-based Practices. The findings of this study highlighted the need of applying situational leadership practices to strengthen principals' instructional and administrative duties, particularly during times of global crises.
This research study aimed to describe the lessons which students learned from joining webinars. This utilized qualitative- narrative analysis methodology and involved six informants through purposive sampling based on inclusion criteria. In-depth interviews and focus group discussions using semi-structured interviews and written reflection based on Gibb's reflective model were employed to gather data. The data were transcribed, analyzed, compared, and rigidly categorized into different themes to provide a backbone of the narratives. Lessons that students learned from joining webinars were 1. Simple, yet deep descriptions, 2. Humble, yet genuine feelings, 3. Objective, yet, heartfelt evaluation, 4. Patchy, yet holistic analysis, 5. Innovative, yet personal conclusions, and, 6. Firm, yet purposeful actions. The findings of this study have significant implications on social studies teachers, curriculum planners, and school policymakers in considering the importance of webinars in teaching and learning in the new normal.
Casa Mariquit, an old, well-preserved heritage house fabricated upright in Jaro, Iloilo City. This exquisite mansion is named after the wife of the late Vice President Fernando Lopez, Sr., Maria Salvacion "Mariquit" Javellana-Lopez (Alegre, 2012). An Ilonggo Cultural Heritage that accentuates Ilonggos' lives at the same time illuminates the social values, beliefs, religion, and customs of their ancestors. Notably in the food they eat, clothes they wear, the faith they follow, and skills acquired by Ilonggos which continue to live on up to this day. Constructivism, Symbolic Interactionism, and Theory on Cultural Reproduction served as the foundation for this study. The Interpretivist Methodology (Crotty, 2003) research design is a hybrid of Grounded Theory, Oral History, and Participatory Action Research. Snowball technique was employed in identifying the informants. Data sources include interview questionnaires, photographs, field notes, published articles, videos, students' portfolios, and interview voice records of informants. It is found out that Casa Mariquit reflects Ilonggo Elite Lifestyle, Its Residents are Sources of Ilonggo Superstitious Beliefs Stories, An Architectural Wonder, A Residence of Marian Devotion, and A Museum Today. Furthermore, a video documentary was produced and used as instructional material.
The COVID-19 pandemic brought drastic changes in various institutions worldwide. It catalysed the implementation of new-normal learning through alternative learning modalities. This descriptive phenomenological study aimed to explore the challenges and opportunities encountered by working students during the pandemic. The researchers have purposively chosen nine (9) working students from a public state university using criteria. A written interview questionnaire was utilized to gather data, which the researchers sent to the informants through the Messenger application. The informants were instructed to answer the question using the Gibbs’ Reflective Model as a guide, where they needed to elaborate the description of their experience, feelings, evaluation, analysis, conclusion, and action plan. The gathered data were analyzed using thematic data analysis. The results included themes such as themes (1) challenges perceived and (2) opportunities gained while working and studying. Further, the researchers generated six (6) categories from the analyzed data. It revealed that working students during the pandemic encounter challenges since they (1) recognize emotional and physical-self limitations and (2) experience lesser in-person connection and mobilization. Regardless, they gained opportunities (3) to develop character and skills, (4) in their finances, (5) to establish a positive outlook, and (6) to develop coping mechanisms. Thus, working students encounter obstacles in this new normal yet obtain benefits integral to their education and personal development.
This study described the experiences of social studies students as well as how they managed to stay inclined to learn given the struggles, they faced during the COVID-19 pandemic. Also, it looked at how social studies students have faced challenges but are still actively pursuing their own dreams during the pandemic. This research employed a qualitative-narrative approach, involving five (5) social studies students. As data collection techniques, students were asked to write narratively using Gibbs reflective cycle. The findings revealed that students' motivation to continue learning during the COVID-19 pandemic was divided into three main themes, each with its own set of categories and subcategories. The three themes and categories described were: (a) personal, with categories of challenges, self-determination, satisfaction and religious commitment; (b) social, with categories of relationships, inspiration, and well-being; and (c) environmental, with categories of breaking in/conditioning and amenities. The themes and categories showed that these social studies students got their inspiration to learn during the pandemic. According to the findings, these students were intrinsically and extrinsically motivated and dedicated to their studies. The majority of these students were spurred by their individual goals, not by a controlled motive, an incentive, a consequence, or a regulation. This study proposes that students be prepared to be more resilient and to build the ability to be hopeful and motivated to succeed and transcend any of life's hardships by defining how they achieved to motivate themselves.
Working students felt the impact of the uncertainties brought by the pandemic and faced issues influenced by various factors such as time constraints, home-schooling, and limited workspaces at home. This descriptive phenomenological qualitative study focused on describing the experiences of social studies working students during the COVID-19 pandemic. This study was conducted among six (6) social studies working students determined through purposive sampling. The data were gathered using a duly-validated researcher-made questionnaire administered through online platforms such as messenger and e-mail. The accumulated data was then analyzed using conventional qualitative content analysis. Social studies working on students’ experiences of online learning during the COVID-19 pandemic emerged to have three (3) major themes which are motivational experiences, roadblock experiences, and coping experiences, and six (6) major categories. The motivational experiences considered by social studies working students to pursue working while studying encompasses intrapersonal motivation and interpersonal motivation. Furthermore, during the course of their working-while-studying experience, they faced roadblock experiences such as challenges encountered and thoughts of discontinuing. In light of this, social studies working students had coping experiences namely coping with responsibilities and coping with feeling overwhelmed which helped them cope up with the demands of their duties. Delving into the experiences of social studies working students during the COVID-19 pandemic is critical in order to understand what they were going through. It is vital that these individuals' lived experiences be considered, knowing that they constitute an essential part of society.
Countless stories are told about local heritage sites. Because these stories are one-of-a-kind, they present a significant challenge to students' knowledge and awareness of their cultural background. Furthermore, literature is scarce on students' historical and architectural knowledge of local cultural heritage places. This study determined the level of local cultural heritage sites knowledge of sixty (60) students through school on wheels and multimedia-aided instructions. The study made use of a duly-validated researcher-made Local Cultural Heritage Sites Questionnaire. Frequency count, mean, and standard deviation were the descriptive statistics used while t-test was used for inferential statistics set at 0.05 level of significance using the Statistical Packages for Social Sciences (SPSS) software. The results revealed that the level of students' historical and architectural knowledge of local cultural heritage sites was "moderate" and shifted to "high" when school on wheels and multimedia-aided instructions were introduced. There were significant differences in the historical and architectural knowledge of the students on local cultural heritage sites. Students' knowledge is improved via teaching and learning activities that give experiential and meaningful learning. Increased local cultural heritage knowledge of students is a step forward in promoting cultural heritage conservation and preservation.
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