scholarly journals Effect Of Modular Distance Learning Approach To Academic Performance In Mathematics Of Students In Mindanao State University-Sulu Senior High School Amidst Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. 407-430
Author(s):  
Jainalyn Annong Aksan
Keyword(s):  
High School ◽  
Academic Performance ◽  
Distance Learning ◽  
Senior High School ◽  
Learning Approach ◽  
Gender And Age ◽  
Significant Difference ◽  
Stem Students ◽  
Relationship Of ◽  
Grade 11

The existence of COVID-19 pandemic brought extraordinary challenges to the stakeholders, teachers, parents, and students. Thus, the researcher believed that there is an effect of teaching-learning process in new normal education to students’ performance most especially using modular type of learning in Mathematics. With this, the study sought to determine the perception of the students regarding modular distance learning approach (MDLA) in Mathematics, identify the challenges of the students, examine the effect of MDLA to academic performance of students in Mathematics, determine the level of academic performance of students, determine the significant difference on perceptions when they grouped according to their gender and age, and determine the relationship of students’ perceptions regarding MDLA to their academic performance in Mathematics. The descriptive research design was utilized in this study. The researcher gathered one hundred seventy eight (178) grade 11 STEM students currently enrolled in MSU-Sulu Senior High School through the use of purposive random sampling. The survey questionnaire was applied in the study. Mean, frequency counts and percentage, t-test for independent samples, one-way analysis of variance (ANOVA), and person product-moment correlation were used to analyze and interpret the data. Based on the result, the study revealed that students’ perceptions agreed on using modular distance learning approach (MDLA). It means the students had positive perceptions regarding MDLA in Mathematics. The study also revealed that students agreed on using modular distance learning approach (MDLA) in Math have little challenges. It had also a positive effect to students’ performance in which students performed very satisfactory in Mathematics which means they had good quality performance. However, the study also revealed that it has no significant difference on their perceptions when they are grouped by gender and age which means the students had the same perceptions. Moreover, the findings revealed that there is no enough evidence to conclude that there is significant relationship of the students’ perceptions to the academic performance of the STEM grade 11 students using the new method of teaching modular distance learning approach (MDLA) amid COVID-19 pandemic. Therefore, the researcher concluded that the academic performances of STEM students were not affected by their perceptions in MDLA. This means that the quality of performance did not depend on their perceptions. And the researcher also concluded that this approach helped students to improve their math performance. Since it proved that this approach improved the mathematical understanding and helped the students to have good performance then the researcher recommended that MDLA must be continued in face-to-face instruction and highly recommended to use modules. Teachers guided those who need special attention and need to prepare easy type of modules in Mathematics to understand well. Any member of the family can help to guide and serve as para-teachers. Trainings, workshops, and seminars should be provided to the teachers to improve themselves and academic performances of the students.

scholarly journals Strand Specificity and Perceived Effectiveness of Language Activities in the Senior High School English Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 23-36
Author(s):  
Stephen O. Calixton ◽  
Chona G. Mascuñana
Keyword(s):  
High School ◽  
Senior High School ◽  
Perceived Effectiveness ◽  
High School English ◽  
Correlational Research ◽  
Significant Difference ◽  
Stem Students ◽  
And Mathematics ◽  
High Level ◽  
English Instruction

This paper examined the level of strand specificity and perceived effectiveness of language activities in the Senior High School English for Academic and Professional Purposes (EAPP) instruction. Specifically, it determined if a difference exists in the level of strand specificity and perceived effectiveness of language activities and if there is a relationship between the two variables. Adhering to descriptive-comparative and correlational research designs, this study used a researcher-made questionnaire conducted to 79 Grade 11 Science Technology Engineering and Mathematics (STEM) students. The findings revealed a high level of strand specificity and perceived effectiveness of EAPP language activities, both when taken as a whole and grouped as oral or visual. Furthermore, no significant difference exists both between the level of strand specificity of oral and visual language activities and their perceived effectiveness. Finally, strand specificity and perceived effectiveness have a moderately positive significant relationship.

scholarly journals ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Nelson E. Lucero
Keyword(s):  
Academic Performance ◽  
Elementary Schools ◽  
Significant Relationship ◽  
Delivery Mode ◽  
Gender And Age ◽  
Significant Difference ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship ◽  
Alternative Delivery

Alternative Delivery Mode (ADM) of instruction had become an option of schools, parents, and learners to access education. Despite its implementation for several years, research on its delivery and students’ academic performance was not endeavored. Hence, this study was conducted to determine the relationship of Alternative Delivery Mode (ADM) program and performance of the students. The respondents of the study were 30 students from nine elementary schools in the Division of Digos, Davao del Sur. Results showed that most of the respondents enrolled in the Alternative Delivery Mode (ADM) were male, at age 11, and were laborers. Most of them were low performers. The respondents rated the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there was no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender and age but it showed significant relationship between the level of implementation of the program and the performance of the students. Intensification of Alternative Delivery Mode (ADM) was recommended. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals Comparison on the Effectiveness of Modular Learning in General Mathematics among the Senior High School Strands

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Imee Borinaga Gutierrez
Keyword(s):  
High School ◽  
Academic Performance ◽  
Employment Status ◽  
Senior High School ◽  
Demographic Profiles ◽  
Extra Effort ◽  
Significant Difference ◽  
Academic Tracks ◽  
Males And Females ◽  
One Way Anova

This study aimed to compare the effectiveness of modular learning among senior high school strands and investigate the influence of students’ demographic profiles on their academic performances. Using One Way ANOVA, results showed a significant difference in the test scores obtained from the different strands. Results with Tukey HSD revealed that ABM performed best under modular learning, followed by STEM, GAS, ATS, and EIM, respectively. Pearson’s r revealed a significant correlation between student’s sex, monthly income, and parents’ employment status to students’ academic performance. Furthermore, the z test for two means determined that there was a significant difference in the scores of males and females. From these results, the researcher suggests that teachers handling TVL tracks must exert extra effort in delivering their mathematics lessons to close the gap in academic performance with the students from academic tracks.

scholarly journals ASSESSMENT OF READING COMPREHENSION LEVELS AMONG GRADE 11 SENIOR HIGH SCHOOL STUDENTS: TOWARDS THE DEVELOPMENT OF PROPOSED K-12 CONTEXT APPROPRIATE INSTRUCTIONAL TOOL

2021 ◽  
Vol 9 (01) ◽  
pp. 431-466
Author(s):  
Rabin Joy Munsod-Fernandez ◽  
◽  
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Senior High School ◽  
Good Reader ◽  
Reading Habit ◽  
Instructional Tool ◽  
Wide Range ◽  
Significant Difference ◽  
K 12 ◽  
Grade 11

The reading comprehension is a basic requirement when the students enter in the universities or colleges or decide to work in the industry. Therefore, it is necessary for the teachers to give as many opportunities as possible by providing them with wide range of effective and useful materials in reading as well as to develop students reading habit and enhance their reading techniques. Students nowadays are observed having a great dilemma when it comes to comprehending a text. Reading comprehension is said to be the heart and goal of reading since the purpose of it is to gather meaning from the text. A good reader must always see to it that reading materials is properly understood. Most students can easily read a text but cannot comprehend its meaning. The study assesses the levels of reading comprehension of grade 11 General Academic Strand Students of Buting Senior High School towards the development of K-12 Context Appropriate Instructional Tool. This study sought to answer the following questions: What are the students reading profile? What are the levels of reading comprehension the respondents? Is there significant difference on the levels of reading comprehension of the two sections? And What K-12 instructional toolcan be proposed? The data was calculated using simple statistical tool of percentage, weighted mean and T-test. Students reading profile reveals that they read few times a week with 11-20 minutes reading time, read only one to five books during free time and they use electronic sources when reading. Students sometimes prefer to read the materials they want to read. With regards to reading techniques, they sometime make predictions, guessesand set goals when reading, however, students rarely summarize the story. There is no significant difference on students preference in reading habit and reading techniques between the two sections. The results of readingcomprehension levels:70% are outstanding in literal level 55% are satisfactory in inferential level and 42% are fair in critical-evaluative level. There is no significant difference on the levels of Reading Comprehension between the two sections. The study recommends instructional tools must be constructed which will be beneficial to the students with low levels of reading comprehension.

scholarly journals The Impact of Personal Computer on Students’ Academic Performance

2021 ◽  
Vol 8 (7) ◽  
pp. 187-191
Author(s):  
Sadat Blah
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Personal Computer ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
Computer Students ◽  
The Impact ◽  
Senior High School Students

ABSTRACT This study aimed to determine the effects of Personal Computer on students' academic performance of the Grade 11 Senior High School students at MSU-Maguindanao. Specifically, this study identified the uses of Personal Computers as rated by the students in their studies, the academic performance of respondents with Personal Computer, the academic performance of respondents without Personal Computer, and the significant difference in academic performance of respondents with and without Personal Computer. Survey questionnaire was used as an instrument in gathering data. The questionnaire contains ten (10) related to the uses of computer in the students’ studies. The 10 questions are measured in terms of a 4- point scale such as: 1 for always, 2 for often, 3 for seldom and 4 for never. The statistical tools used in the analysis of data are the frequency count and the mean to describe the effects of personal computer on Senior High School students’ academic performance. The data gathered were consolidated and tabulated. The computations were done manually with the aid of scientific calculator. Findings show that the academic performance of the students with personal computer is generally higher than those without personal computer. Therefore, personal computer has effects in improving the students' academic performance. Keywords: Impact, Personal Computer, Students’ Academic Performance

scholarly journals Attitudes toward Psychological Help and Coping Behavior of Senior High School Students

2021 ◽  
Vol 25 ◽  
pp. 380-404
Author(s):  
Ralph Vendel Emborgo Musni
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Behavior ◽  
Mean Value ◽  
Senior High School ◽  
Psychological Help ◽  
School Students ◽  
Significant Difference ◽  
Senior High School Students ◽  
Grade 11

Senior High School students are further uncovered to numerous shapes of psychological trouble (i.e. enthusiastic, social and scholastic issues) that can lead to passionate precariousness and sadness (Peterson, 2002). With this situation, guidance services are regarded vital. This study seeks to investigate among senior high school students on their attitude towards psychological help and their coping behavior. The study used the descriptive survey method among the Grade-11 and 12 students in one of the Universities in Cagayan de Oro City. Finding of the study revealed that Grade 11 and Grade 12 respondents were mostly 18 years of age and dominated by males. STEM strand was the biggest in group and most respondents came from the Public schools. Of the ATSPPHS four factor measurements, Factor-3 Interpersonal Openness got the highest mean value. Factor-4 Confidence in Mental Health Professional got the lowest mean value. Thus, the Grade -11 and 12 respondents have slight tendency and somehow positive attitude to seek professional and psychological help when they are confronted with problems and issues in life. Grade-11 coping response was through listening to music while the Grade-12 students’ coping response would to apologize to people whom they have in conflict with. Moreover, the result showed no significant difference on the respondents’ attitudes toward psychological help based on the four factors of ATSPPHC. However, there was a significant difference on students’ attitude sunder HUMMS and GAS strands toward psychological help particularly on factors two and three namely: Tolerance of Stigma Associated with Psychological Help and Interpersonal Openness respectively. The study revealed that there was no significant difference on the respondents’ coping behavior and attitude towards   psychological help. It is imperative to conclude that there is a strong need to promote more awareness on the guidance related programs to encourage more Grade 11 and 12 students to trust and submit themselves for counseling whenever they face personal problems and issues in life. It therefore recommended the following: Develop a program that will address the student’s attitude and coping behavior toward seeking psychological help; Enrich the general guidance services program of the school; School personnel, teachers and counselors must undergo enrichment trainings, seminars to better understand why some students display high anxiety, fear, and depression in the campus.

scholarly journals Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Xerxes G. Malaga ◽  
Ryan Michael F. Oducado
Keyword(s):  
High School ◽  
Academic Performance ◽  
Nursing Students ◽  
The Philippines ◽  
Senior High School ◽  
Self Regulated Learning ◽  
Study Results ◽  
Significant Difference ◽  
Regulated Learning ◽  
K To 12

The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand.  The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.

The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level

2018 ◽  
Vol 3 (2) ◽  
pp. 18-28
Author(s):  
Najim Ussiph ◽  
Hamidu Kwame Seidu
Keyword(s):  
High School ◽  
Research Work ◽  
Instructional Method ◽  
Senior High School ◽  
School Level ◽  
Eastern Region ◽  
3D Animation ◽  
High School Level ◽  
Significant Difference ◽  
The Impact

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

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