scholarly journals Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review

2021 ◽  
Vol 12 (3) ◽  
pp. 5320-5326
Author(s):  
Joan Deocareza Rural Et. al.
Keyword(s):  
Teaching And Learning ◽  
Factor Model ◽  
School Accountability ◽  
Concept Development ◽  
Policy Implications ◽  
Cluster Sampling ◽  
National Capital Region ◽  
Policy Review ◽  
Assessment Policy ◽  
Student Accountability

The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.

scholarly journals Teaching and Learning during COVID-19 Pandemic: A Qualitative Study on Elementary School Teachers in Indonesia

2021 ◽  
Author(s):  
Kartika Yulianti ◽  
Amirul Mukminin
Keyword(s):  
Elementary School Teachers ◽  
Rural Areas ◽  
Teaching And Learning ◽  
School Closure ◽  
Policy Implications ◽  
Future Research ◽  
Demographic Profiles ◽  
Critical Issues ◽  
Barriers To Teaching ◽  
Urban And Rural Areas

In this study, we explored how teachers in elementary schools in urban and rural areas in Indonesia experienced teaching and learning during school closure or learning from home (LFH) period and examined the barriers that hindered the teaching and learning process in both contexts. We collected data through demographic profiles and semi-structured in-depth interviews with 18 teachers. We organized our analysis around their perspectives on teaching and learning during COVID-19 pandemic that they encountered emerged. Overall, an analysis of the text revealed that major themes related to the critical issues of (1) teaching and learning activities during school closure, (2) how teachers assess students’ learning progress, (3) how teachers maintained students’ motivation during learning from home period, (4) the most challenging subject to teach during the learning from home period, (5) support from school or the principals, parents’ ability to assist children learn during the pandemic, and (6) barriers to teaching and learning during the learning from home period. Future research and policy implications are also discussed.

What Community Participation in Schooling Means: Insights from Southern Ethiopia

2006 ◽  
Vol 76 (3) ◽  
pp. 339-368 ◽  
Author(s):  
JENNIFER SWIFT-MORGAN
Keyword(s):  
Community Participation ◽  
Financial Incentives ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Policy Implications ◽  
Southern Ethiopia ◽  
Rural Ethiopia ◽  
International Educational Development ◽  
Participation Of Women ◽  
National Governments

Community participation is a term frequently used and often cited in international educational development. In this article, Jennifer Swift-Morgan investigates the definition and impact of community participation in schooling in rural Ethiopia. Although national governments, development agencies, and nongovernmental organizations across the developing world increasingly encourage community participation, our understanding of this term remains vague due to a lack of detailed analysis. Swift-Morgan's qualitative study examines the form and scope of community participation. She finds that in rural Ethiopia, this range is complex, but a large portion of what is characterized as community participation is monetary contributions rather than involvement in decisionmaking or teaching and learning. Swift-Morgan also shows that there are particular challenges for the participation of women and the poor, and that financial incentives and technical assistance that encourage broad-based decisionmaking create incentives for broader community participation. Swift-Morgan concludes the article with policy implications, particularly with respect to how programs that attempt to encourage community participation can be made more effective.

scholarly journals Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana

2021 ◽  
pp. 156-160
Author(s):  
Theophilus Apenuvor ◽  
Frank Yao Gbadago ◽  
Kwadwo Ankomah ◽  
Agnes Fafa Anthony
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Policy Implications ◽  
Future Research ◽  
Colleges Of Education ◽  
Research Directions ◽  
Ashanti Region ◽  
Future Research Directions ◽  
Approach To Teaching ◽  
Structured Questionnaire

In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency, and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of the second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency, and academic performance among students. Policy implications and further future research directions were provided.

scholarly journals PAIKEM: Fun Learning as a Strategy to Improve Learning Achievement of High School Students in South Aceh

2021 ◽  
Vol 58 (2) ◽  
pp. 6437-6441
Author(s):  
Muhammad Jafar, RN Herman, Rahmad Nuthihar, M Chairul Basrun Umanailo
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Large Population ◽  
Cluster Sampling ◽  
School Students ◽  
Learning Achievement ◽  
Analysis Technique ◽  
Role Of Teachers

This research is related to the role of teachers in the application of active, innovative, creative, effective, and fun learning (PAIKEM) to improve the learning achievement of high school students in South Aceh District. This research uses a quantitative approach with descriptive research type. The population of this study were students of class XI high school in South Aceh District for the academic year 2019/2020. There are 1376 students who are the population of this study. Given the large population, this study uses Cluster Sampling and Proposional Random Sampling to determine the research sample. The sample of this research is 176 students of class XI high school in South Aceh District. Data collection techniques were carried out through questionnaires and documentation. The data analysis technique uses a percentage in order to know the answer to each item and the product moment correlation formula to determine the level of the relationship between learning achievement and learning methods. The results showed that the role of teachers in implementing PAIKEM in South Aceh District was running well with a percentage of 38%. There is a positive and significant relationship between the role of teachers in the application of PAIKEM and student achievement (r = 0.203) so that the application of PAIKEM contributes 20%. It is hoped that teachers will always take the initiative in developing their expertise in implementing learning in accordance with PAIKEM so that the teaching and learning process is more enjoyable and can improve student learning achievement

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

scholarly journals Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

2021 ◽  
Vol 20 (7) ◽  
pp. 61-84
Author(s):  
Aimable Sibomana ◽  
Christian Bob Nicol ◽  
Wenceslas Nzabalirwa ◽  
Florien Nsanganwimana ◽  
Claude Karegeya ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Basic Education ◽  
Group Discussion ◽  
Sub Saharan Africa ◽  
Cluster Sampling ◽  
Head Teachers ◽  
Innovative Teaching ◽  
Factors Affecting ◽  
Mathematics And Science

Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

scholarly journals ALVIN AND THE CHIPMUNKS FILM AS A TEACHING MEDIA TO IMPROVE STUDENTS’ ABILITY IN SPOKEN NARRATIVE TEXT: A CASE OF TENTH GRADE STUDENTS OF SMA NEGERI 1 GUBUG

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Amelia Jenri Fourtina
Keyword(s):  
Teaching And Learning ◽  
Narrative Text ◽  
Control Group ◽  
Cluster Sampling ◽  
Final Project ◽  
Significant Difference ◽  
Tenth Grade ◽  
Speaking Skill ◽  
The Mean ◽  
The Difference

This final project focuses on Alvin and the Chipmunks film in spoken narrative text to improve students’ speaking skill. The objectives of this study are (1) to find out the students’ speaking ability before being taught by using Alvin and the Chipmunks film in spoken narrative text, (2) to find out the students’ speaking ability after being taught Alvin and the Chipmunks film in spoken narrative text, and (3) to find out whether or not there is significant difference of the students’ speaking ability before and after being taught using Alvin and the Chipmunks film at storytelling. In this study, the population was the tenth grade students of SMA Negeri 1 Gubug in the academic year 2013/2014. The number of the population was 324 students classified into 9 classes. Cluster sampling is used in taking the sample. 69 students are selected as sample out of 324 students that consist of 36 students from class Xi as the experiment group and 33 students XH as the control group. Experiment research was used here to get the data. The pre-test is given to the students on both of groups. After that, the difference treatments are given in experimental group. At the end of the research, the post-test is given to both of groups. In experiment group, the students retell the story of Alvin and the Chipmunks after watching the film and in control groups the students retell without watching the film in front of the class. The mean score of the experiment group 72.08 was higher than the mean score of the control group 65.455. The t-test application to the scores of two groups showed that the valuable (9,67) is higher than t-table (1.996). It can be seen that there is a significance difference speaking ability of the tenth grade students of SMA N 1 Gubug after being taught using Alvin and the Chipmunks film. To overcome these problems, the researcher offers some suggestions. For the school, the school should give good facilities and many media for teaching and learning process. For the teacher, the teacher should give variation teaching especially using media in spoken narrative text to improve students’ speaking skill. For the students, the students have to do more active, confident, and practice to practice speaking English

scholarly journals Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

2022 ◽  
Vol 14 (1) ◽  
pp. 470
Author(s):  
Joseph Meng-Chun Chin ◽  
Gregory S. Ching ◽  
Fides del Castillo ◽  
Tzu-Hsing Wen ◽  
Yu-Chen Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The Philippines ◽  
Technology Literacy ◽  
National Capital Region ◽  
Innovative Teaching ◽  
National Capital ◽  
Teachers Professional Development

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

scholarly journals Personality traits and entrepreneurial intention among Chartered Accountancy students

2021 ◽  
Vol 19 (3) ◽  
pp. 136-147
Author(s):  
Alisha Soni ◽  
Kanupriya Misra Bakhru
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Primary Data ◽  
Equation Modeling ◽  
Cluster Sampling ◽  
National Capital Region ◽  
Entrepreneurial Passion ◽  
The Impact

Entrepreneurial intention plays a decisive role in the process of becoming an entrepreneur. It is not only the prerequisite for establishing a business but it also influences an individual’s behavior. This study aims to investigate the impact of three key personality traits of a prospective entrepreneur (entrepreneurial passion, creativity, and self-efficacy) in shaping their entrepreneurial intention. It is proposed that entrepreneurial passion, creativity, and self-efficacy positively influence entrepreneurial intention. Primary data were collected from 408 Chartered Accountancy (CA) students of the National Capital Region (NCR) of India with the help of a structured questionnaire. The cluster sampling method was used to select the sample from the targeted population. The data were analyzed using structural equation modeling (SEM). The results establish that the entrepreneurial intention of CA students is significantly influenced by their creativity, entrepreneurial passion, and self-efficacy, as all three traits allow an entrepreneur to identify opportunities with profit potential. A student who is passionate, creative, and confident in exploiting the new business idea will develop an intention to become an entrepreneur. The present study contributes to the literature by investigating the entrepreneurial intention of CA students, which has not been explored earlier. The significance of this study facilitates academicians and accounting organizations to focus on the personality traits of students, which helps in developing entrepreneurial intention in them.

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