Perceived Proficiency with Technology and Online Learning Expectations of Students in the Graduate Program of One State University in the Philippines

Panoy, Julie Fe D.; Andrade, Rose R.; Febrer, Loraine B.; Ching, Delon A.

doi:10.18178/ijiet.2022.12.7.1661

Cited by 6 publications

(6 citation statements)

References 25 publications

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“…In the context of learning, social interaction plays a crucial role in enhancing the overall educational experience for students. It allows students to engage in active discussions and collaborative learning activities, which can deepen their understanding of the subject matter (Panoy et al, 2022). Additionally, social interaction promotes critical thinking skills by encouraging students to question and evaluate different perspectives (Mr, 2021).…”

Section: Resultsmentioning

confidence: 99%

Integrating Collaborative Mobile Learning Into the Mathematics Classroom: An Exploration of Student’ Meaningful Learning Activities Using Technology

Deswita,

Japar,

Solihatin

2024

Proceedings of ICE

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Research on the utilization of mobile technology in schools is increasingly widespread. However, studies on implementing meaningful learning using mobile technology still need to be completed. Meaningful learning activities must still be the primary goal in mathematics, even with technology. Technology-integrated collaborative learning is an appropriate alternative to build students' knowledge of what to know, their attitude of wanting to do something, and their skills in how to do something. This research focuses on how high school students learn mathematics meaningfully by utilizing mobile technology collaboratively. The purpose of this study is to provide an empirical analysis of meaningful learning activities carried out by students through mobile technology in learning mathematics in face-to-face social communication. This study used a qualitative approach to data collection. Data were collected from 42 students and one teacher through observation and interview. This study found five meaningful activities conducted by students with collaborative mathematics learning integrated with mobile technology. The key finding that stands out is that the cooperative environment with group work causes students to learn more during group work, but they enjoy working with their friends to solve math problems

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Section: Resultsmentioning

confidence: 99%

Integrating Collaborative Mobile Learning Into the Mathematics Classroom: An Exploration of Student’ Meaningful Learning Activities Using Technology

Deswita,

Japar,

Solihatin

2024

Proceedings of ICE

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“…Android applications provide a fun way for students to engage in educational activities on their mobile devices. Mobile applications can facilitate experiential learning by opening up new channels for it (Panoy et al, 2022) The table presents the significant relationship between the experiential learning of students in Science and the level of effectiveness of integrating Android-based applications in teaching chemistry. The result shows a significant relationship between all variables, knowledge, comprehension and analysis as constructs of experiential learning and user-friendliness, effectiveness, usability and satisfaction for the level of significance at the 0.01 level.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…This includes, among other things, introducing students to activities that will help them learn in innovative and creative ways. Students would be compelled to prioritize subject-specific instruction, urgently required (Panoy et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning

Osorio¹,

Aliazas²

2022

IJSTEM

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With the unfavorable learning environment blamed for students’ subpar Science performance, new approaches to education were developed including the advancing technology and its application in the educational process. This study intended to determine the effectiveness of integrating Android-based applications in teaching chemistry for improved experiential learning of students. The study used a descriptive-experimental design using one hundred twenty (120) junior high school students enrolled in one public high school in Alaminos, Laguna, for the school year 2021-2022. The study revealed a significant difference in the pre-test and post-test scores of the students based on experiential learning constructs. Likewise, a significant relationship was found among variables suggesting that student perceived the integration of Android-based application as effective tool in teaching chemistry. The study’s findings indicate that the level of experiential learning of most students in Science improved after integrating the Android-based applications. Results suggest that teachers may consider using Android-based applications in teaching Science that includes learning activities suited to the topic and can give students the opportunities to improve the level of their experiential learning. Lastly, a study using low and high-performing students may be conducted to further assess the strength of the Android Applications as to applicability and effectiveness.

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“…When teachers possess strong pedagogical digital competence, it positively influences student motivation (Panoy et al, 2022). Engaging and interactive digital lessons, combined with the expertise and guidance of the teacher, create a stimulating learning environment that encourages students to actively participate and excel in physical education.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Pedagogical Digital Competence as Relevant Factors on Academic Motivation and Performance in Physical Education

Montilla,

Rodriguez,

C. Aliazas

et al. 2023

IJSMR

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This study aimed to investigate the impact of teachers' pedagogical digital competence on academic motivation and performance in the context of physical education. The research findings indicated that teachers possessed a high level of proficiency in their pedagogical digital competence, including technical knowledge, content knowledge, and pedagogical knowledge. Moreover, the respondents demonstrated a high level of academic motivation, and the majority of them exhibited satisfactory performance in physical education. Additionally, the study revealed a moderate to strong correlation between teachers' pedagogical digital competence and students' academic motivation. This suggests that when teachers are equipped with strong digital competencies, they are better able to engage and motivate their students. The findings highlight the importance of integrating technology and digital tools effectively into the teaching and learning process. Furthermore, the study found a significant correlation between teachers' content knowledge and students' performance in physical education. This indicates that teachers' deep understanding and mastery of the subject matter positively influence student achievement in this domain. In conclusion, this research emphasizes the crucial role of teachers' pedagogical digital competence in promoting academic motivation and performance in physical education. The findings underscore the need for ongoing professional development for teachers to enhance their digital competencies and improve the overall quality of instruction. By equipping teachers with strong digital skills and knowledge, schools can create a conducive learning environment that fosters student motivation and achievement in physical education.

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Perceived Proficiency with Technology and Online Learning Expectations of Students in the Graduate Program of One State University in the Philippines

Cited by 6 publications

References 25 publications

Integrating Collaborative Mobile Learning Into the Mathematics Classroom: An Exploration of Student’ Meaningful Learning Activities Using Technology

Integrating Collaborative Mobile Learning Into the Mathematics Classroom: An Exploration of Student’ Meaningful Learning Activities Using Technology

Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning

Teachers' Pedagogical Digital Competence as Relevant Factors on Academic Motivation and Performance in Physical Education

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