Struggling Learners' Achievement Level Using Electronic Strategic Intervention Material In Mathematics (ESIMATH)

This study focused on the achievement levels of Grade 11 struggling learners using an electronic Strategic Intervention Material in Mathematics (eSIMath) in teaching least mastered competencies in the subject, Statistics and Probability for Senior High School. A Solomon four-group quasi-experimental research design was employed to two classes using eSIMath-based instruction, and two classes via conventional instruction, who were identified through a local diagnostic examination given by the teacher-researcher before the instruction for the second semester of the school year 2019-2020. The data gathered were analyzed using independent and dependent t-test, Dunnett's T3 test for post-hoc analysis of posttest scores, and assessment of mean gained scores. Findings of the study showed that the use of eSIMath-based instruction is an effective approach in the increase of struggling learners' achievement level in Statistics & Probability.

Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity

The current study compared the effects of two types of flipped instruction (FI) (low- and mid-tech) with two other class conditions, a blended course and a conventional teaching, on learning outcome of language learners with different levels of impulsivity in an on-campus General English (GE) course. To attain such a goal, four GE classes consisting of 100 freshmen (25 students in each class) were selected and organized into 3 experimental (mid-tech FI, low-tech FI, blended instruction) and 1 control group (conventional teaching). In low-tech flipped class, the students were provided with the vodcasts and podcasts of the instructor’s teaching. For the mid-tech flipped class, the podcasts and vodcasts were integrated into an educational website where all instructional and supplementary materials were available. The blended group accessed the educational website after the instructor’s teaching as the extension of the class activities. The control group received the GE conventional instruction (chalk and talk approach). The participants’ learning outcome was assessed by reading paper of Preliminary English Test and their level of impulsivity was measured by BIS-11. The quantitative data were analysed by a two-way analysis of variance (ANOVA) and the results revealed a statistically significant difference in reading proficiency of the four groups after the study, in favour of the mid-tech FI. Moreover, while the type of instruction had no effect on reading proficiency of students with different levels of impulsivity across groups, within group comparisons revealed that only mid-tech group members with different levels of impulsivity benefited equally from the instruction. The results of the qualitative data analysis revealed that the majority of students in both groups had positive attitudes towards the experience, although they expressed their needs for some modifications in teacher role, their own role, and the way the instructional materials are prepared and presented.

Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes

This experimental study examined the impact of learning and teaching ge-ometry in seventh-grade geometry education comparing learning-path and conventional instruction. According to constructivism, a learning path with the use of learning objects should enhance learner autonomy and self-directedness by providing differentiated instruction. We designed a model of path-based geometry learning in a learning management system–based learning environment with the use of dynamic geometry programs and applets, which fosters visualisation and the exploration of geometric concepts through the manipulation of interactive virtual representations. The results show that the experimental group (EG) achieved higher scores on all levels of knowledge and statistically significantly better results in taxonomy level-III tasks (problem-solving knowledge) and overall score than the control group (CG). There was initial equivalence between the EG and CG in prior knowledge. The authors concluded that path-based geometry learning empirically develops knowledge at higher cognitive levels.

The Effect of PowerPoint Instruction on High School Students’ Achievement and Motivation to Learn Geometry

This study explored the effect of PowerPoint integration on students’ motivation and achievement in less endowed Senior High Schools (SHSs). The study employed the embedded mixed method approach involving quasi-experimental design in which 80 students were randomly selected from two government-assisted Senior High Schools and assigned to control and experimental groups. Teacher-made Pre- and Post-Geometry Achievement Tests (GAT) and semi-structured interviews were used to collect quantitative and qualitative data respectively. During treatment, Information and Communication Technology (ICT) was integrated using PowerPoint presentation to teach the experimental group while the control group was taught by conventional instruction approach. Both pre-GAT and post-GAT were administered to participants and their responds were scored to obtain quantitative data. Descriptive statistics and independent samples t-test were used to analyze the GAT scores while the qualitative data were thematically analyzed. The results showed that participants in both groups had improved in their post-GAT compared to their pre-GAT. However, it was revealed that study participants in the experimental group achieved better in the post-GAT than those in the control group. It was also revealed that there was no influence of gender in the achievement of the group taught by PPT presentation. Finally, the findings revealed that ICT integration promotes students’ motivation. In conclusion, ICT integration approach to teaching and learning mathematics concepts was found to promote students’ motivation and increased achievement in mathematics than the conventional instruction. The implications for practice and research are discussed.

THE EFFECT OF STUDENTS’ PERSONAL PHOTOGRAPH AS MEDIA IN TEACHING WRITING ABILITY IN SMPN 1 WAWOTOBI

The purpose of study is to examine whether significant differences exist in students’ pretest and posttest writing ability as a result of experiencing student’s personal photograph as media and to examine whether significant differences in students’ test scores exist between those attending personal photograph as media and those experiencing conventional instruction without media at the eighth students grade in SMPN 1 Wawotobi. The population of this research was the entire the eighth grade students of SMPN 1 Wawotobi who enrolled in academic year 2016/2017. The data were obtained from students’ pre-test and posttest scores. The pre-test was given before the treatment applied and the posttest is given after the treatment finished. The finding revealed that significant differences exist in students’ pretest and posttest writing ability as a result of experiencing instruction using personal photograph as media, p (.000) 0.05. The finding also indicated that significant differences in students’ test scores exist between those attending personal photograph as media and those experiencing conventional instruction p (.000) 0.05. In light of all these findings, students’ personal photograph significantly affected students’ writing ability. Keywords: Personal Photograph, Writing Ability, Effect

Problem-Based Learning in the Field for Schools in Hong Kong: PBL Programs in Kowloon Technical School

The future development of Hong Kong owes a radical change in our current education curriculum. Modern views of learning argue that the conventional instruction mode of science curriculum should shift from a transmission approach to a constructivist approach through Problem-based learning (PBL). This is a radically different pedagogical strategy of posing significant, real world situations and providing resources, instruction to learners. The field is an ideal setting for conducting Problem-based learning because field problems are those authentic but often referred to as ill-structured. They are innately challenging in part because of no definitive or simple answers, thus require a full integration of knowledge across disciplines in the problem solving process. It is believed that students working collaboratively as a PBL group will benefit through repeated goal setting, planning, acting, sharing, reflecting, rethinking and refining. Kowloon Technical School has put into practice two PBL programs for S.6 and S.2 students with the support of the Department of Earth Sciences, the University of Hong Kong through her pioneering project, the “Problem-Based Learning in the Field”.

The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

Investigating Reading Experience of Dyslexic Children Through Dyslexia-Friendly Online Learning Environment

Dyslexia is one of the most common developmental disabilities; it is a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. The current study focuses on the potential benefits of the use of information and communication technology (ICT) to support children with dyslexia in reading. This paper addresses the need for dyslexia-friendly online text by introducing a dyslexia-friendly font for Arabic scripts called Arabolexia. An important question is asked which is ‘Is Arabolexia font an effective reading aid for children with dyslexia?' In this work, the author presents the first study that measures the impact of a dyslexia-friendly font for Arabic scripts on reading performance of native Arabic speakers. Fifty-two students aging between 8 and 26 years old were participated in this study. Descriptive and deductive statistical analysis showed that Arabolexia font has an impact on the reading accuracy of children with dyslexia.