Practices of Filipino Public High School Teachers on Digital Teaching and Learning Technologies during the COVID-19 Pandemic: Basis for Learning Action Cell Sessions

Purpose–With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19pandemic. Method–This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted thru Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning.Results–Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching in 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhatevident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools.Conclusion–With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd)has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools.Recommendations–It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposedlearning action cell sessions.Research Implications–The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive.Practical Implications–The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic.

Re-Mediating Narratives

This chapter draws from the experiences of a veteran educator teaching and learning with youths in a public high school located within a juvenile detention center between 2014-2018. Integrating the discourse of five young people who graduated from high school while in the juvenile detention center, the author demonstrates how the young people confront and re-mediate deficit-based narratives laden with the stereotypes that often surround students with exceptionalities in simultaneous, intersectional ways. Research specifically focused on young people who manage to graduate from high school while attending schools in JDCs (especially youth who identify as disabled or have been identified as having a disability) is significantly sparse. Furthermore, disability is often missing during analyses of incarceration and resistance. This chapter seeks to contribute to this understudied domain.

Public High School Web-Based Attendance Monitoring System with SMS Notification

This study put emphasis on the improvement of the current system used in Estancia National High School for the class advisers, subject teachers, and 4P’s Coordinator for the easy viewing and monitoring student’s attendance. A Short Message Service (SMS) Support, was added as an additional feature to inform parents or guardians that their child was absent. Reports can be printed in real-time. The developmental-descriptive research was employed in this study. The Rapid Application Development (RAD) was used as the model in the software development. The n-tier architectural design was used in development system. Since the developed system would be deployed at the Estancia National High School, the developed system will be applied by the person in-charge in monitoring the attendance of the students, it should provide proper maintenance to keep the system work well. A total of 51 respondents were surveyed as respondents of the study. The data were gathered through survey questionnaires that primarily solicited feedbacks from the respondents using the researchers-made survey instrument. The mean statistic was employed to describe the level of usability, understandability, learnability, and operability. Findings revealed that in terms of understandability, learnability, and operability, the developed system was describe as “Very Good” while its level of performance and efficiency in terms of in terms of time behavior and resource utilization was also described as “Very Good”. The usability features of the developed system was operational, accessible with effectiveness, efficiency, and the performance was appropriate to the need of the users.

Pengembangan LKS Inkuiri Berbantuan Media PhET untuk Melatihkan Keterampilan Berpikir Kritis

This study aimed to develop a PhET-assisted Student Worksheet (LKS) in training students' critical thinking skills. This development uses a 3-D model (Define, Design, and Develop). The product development, which has been validated and revised, was then tested on 44 students of class XI public high school in Surabaya using the One Group Pretest-Posttest design. Based on the research data, it can be concluded that the PhET assisted inquiry worksheets on the supported gas kinetic theory teaching materials are declared valid in quality in training high school students' critical thinking skills with an increase in skills reaching 80%.

Lived Experiences, Academic Performance, and Aspirations of a Muslim Learner in a Public High School

This study was conducted to narrate the experiences, academic performance, and aspirations of a Muslim learner in a public high school. The findings of the study served as the basis for understanding the learning situation and performance of the learner. Specifically, this study sought to: describe the living condition of the Muslim learner in terms of family income and size and how these affected her academic performance; discuss the aspirations, experiences, and challenges of the Muslim learner in a public high school; and describe the academic performance of the Muslim learner during her stay in a public high school. The researcher employed the qualitative research design, particularly the case study method of research. The researcher, later on, came up with themes to describe the experiences and performance of the Muslim learner and a recommendation for future research was also made by the researcher. These were the themes presented in this paper: (1) Experiences in a public high school. (2) Quality of education. (3) Family support. (4) Academic performance. (5) Dreams and aspirations. It can be noted that the respondent had positive experiences in her stay in a public high school. She did not feel any discrimination and untoward incident of her being a Muslim. However, she pointed that she would have wanted to have Muslim teachers or included in the curriculum will be lessons specifically for them, as specified in Madrasah education. She had struggled a lot, though, in her academic performance, because of difficult situations she had experienced.

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.

Physics Teacher's Misconceptions About Direct Current Material

The teacher's conception is one of the misconceptions that students encounter, so it is critical to uncover the status of the teacher's conception in order to improve the students' conception. The purpose of this study is to identify physic’s teachers misconceptions about direct current material. There were 16 Physics Teachers in one of the districts in East Java, including 7 (seven) teachers from the Public High School (Negeri) and 9 (nine) teachers from private schools (Swasta). This research is a quantitative descriptive analysis research. A three-tier diagnostic test was used to analyze the data, which revealed that the average percentage of misconceptions faced by teachers was 58% in a medium category. The results also showed that physics teachers had the highest rate of misconceptions in the Potential Difference sub-concepts (94%), while the Series Circuit concept had the lowest proportion of misconceptions (25,50%). misconceptions experienced by physics teachers must be addressed immediately, because it will have an impact on students' conceptions. The results of this study are very important for policy makers, especially the Education Office to find solutions in breaking the chain of physics misconceptions