Youth Off-Script: Unleashing the Life Stories and Hopes of the Out-of School-Youths

Aspiras, Lauro; Aspiras, Emma D.

doi:10.29333/ajqr/10913

Cited by 3 publications

(2 citation statements)

References 33 publications

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“…The education system faces significant obstacles, particularly in primary education. As a result, flexible learning has been subjected to increasing scrutiny and debates over educational justice (De Villa & Manalo, 2020: Aspiras & Aspiras, 2021. Moreover, DepEd Central Office found 30 inaccuracies in the first quarter of the SLMs.…”

Section: Introductionmentioning

confidence: 99%

Teacher-Evaluators’ Narrative Accounts in Assessing Self-Learning Modules (Slm)

Loria,

Espinosa

2023

EJES

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This study aims to describe the narrative accounts of teacher-evaluators in assessing the quality of SLMs. This study uses a narrative research approach to examine five teacher-evaluators from the Koronadal City Division. As part of Bruner's theoretical framework, individuals produce new ideas or concepts based on prior information. Their expertise is needed to choose and process data. This study applies this approach because the cognitive structure organizes perceptions and helps individuals go beyond knowledge because evaluating self-learning material quality teaches teachers new concepts (SLMs). The finding reveals that participants feel honored and pressured, some are ready to carry out any assignment, and some are happy and excited. Participants indicated the advantage indicated learning new things and meaningful experiences, while the disadvantage indicated adding workloads. This research may support and motivate teacher-evaluators to tailor instruction to meet individual needs. Whether they differentiate content, process, products, or the learning environment, ongoing assessment and flexible grouping make this a successful approach to assessing students' SLMs quality. This study would provide a framework to build certain tasks, activities, or modules to motivate teachers and help them focus attention, organize information for understanding and remembering, monitor and assess learning, encourage self-monitoring, and self-correct tools for reflecting on and assessing their own learning in evaluating the quality assurance of SLM's. Article visualizations:<img src="/-counters-/soc/0055/a.php" alt="Hit counter" />

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Section: Introductionmentioning

confidence: 99%

Teacher-Evaluators’ Narrative Accounts in Assessing Self-Learning Modules (Slm)

Loria,

Espinosa

2023

EJES

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“…Aspiras and Aspiras (2021), claims that the lack of a high school education, further isolates the children who are not in school from learning technical skills. However, in Calamba, Philippines, the "Pabasa on Wheels" program takes out-of-school children to several barangays in the city and teaches them to read.…”

mentioning

confidence: 99%

A Case Study on Project Empowering Learners’ Eagerness and Confidence Through Intensive Reading and Active Engagement (Electra) as a Reading Intervention Program

Golo,

TADO

2024

CJMS

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This case study aimed to describe and explore the implementation of ELECTRA as a reading intervention program of one secondary school of Maco North District, Division of Davao de Oro. Qualitative research design was used to picture out the and a face-to-face interview was employed based on the study’s research questions. The research subjects of this study were 4 English Teachers and 1 school Reading Coordinator. There were also 5 key informants in this study. Data gathered from the interview questions on how they describe Project ELECTRA emerged six major themes: Involves Complex Processes; Challenging for the Project Implementers; Tailored for Transformative Improvement; Conducted Beyond Classroom Setting; Incorporates Varied Reading Strategies; and Needs Financial Support. With regards to the challenges and struggles, 4 major themes were manifested: Challenges in Selecting Pedagogically Sound Approaches for Reading Instruction; Struggle in Time Management; Disinterest in Learning Reading; and Inadequate Parental Guidance and Involvement. From the benefits and favors, four major themes were revealed: Improvement of Learners’ Confidence; Minimize Struggling Readers; Involvement of Out-of-School Youth; and Give Opportunities for Parents to Read. In the description of the reading progress, 4 themes were emerged: Transformational Shift of Learners’ Progress; Evident Increase of Reading Performance; Parents’ Educational Background; and Conditions on the Home Environment. Lastly, in the insights and lessons, 4 themes were manifested; Continuity and Sustainability of the Project; Passion in Teaching Reading; Financial Support from the Administration; and Collaboration Between Teachers and Parents.

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Combination Learning Models with Technology to Hone Critical Minding Patterns on National Insights

Purba

2022

JPP

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The challenges of the world of education are getting tougher. Students no longer think logically and lose their critical thinking patterns. Moreover, since the covid-19 pandemic situation causes learning must be switched to online learning. Most teachers use WhatsApp to conduct the learning process. But the impact of this learning is not maximum which makes students passive and learning is centered only on the lecturer. It is necessary to find a learning model that can improve students' critical thinking patterns. The research conducted will combine the cooperative learning type time token with the zoom application. The purpose of the research is whether there is a combined effect of the cooperative learning type time token with the zoom application on students' critical thinking in the citizenship course on national insight. Research approach with a quasi-experimental design. The control and experimental samples were a total of 62 students. The control group learns citizenship with WhatsApp, and the experimental group learns with a combined cooperative learning type time token with the zoom application. Data analysis with homogeneity test, normality test, and hypothesis testing. The results obtained are Sig value two tails at the number 0.00, which is smaller than the number 0.05. Ho is unacceptable, and Ha is acceptable. The critical mindset of students who use the time token type of cooperative learning model using the zoom application is better than students who learn to use WhatsApp.

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Youth Off-Script: Unleashing the Life Stories and Hopes of the Out-of School-Youths

Cited by 3 publications

References 33 publications

Teacher-Evaluators’ Narrative Accounts in Assessing Self-Learning Modules (Slm)

Teacher-Evaluators’ Narrative Accounts in Assessing Self-Learning Modules (Slm)

A Case Study on Project Empowering Learners’ Eagerness and Confidence Through Intensive Reading and Active Engagement (Electra) as a Reading Intervention Program

Combination Learning Models with Technology to Hone Critical Minding Patterns on National Insights

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