Exploring social media use of Filipino learners

Profusely widespread use of social media opened multiple reading opportunities for learners. However, educators have growing concern that excessive use of social media compromises learners’ reading competence and, eventually, academic performance. The current work aimed to examine the extent to which social media use may affect the university students’ (N=101) reading attitudes and competence, which are the backbone of scholastic performance. A mixed-methods approach was applied in the study. The data collected were analyzed using version 26 of the Statistical Package for Social Sciences (SPSS) software. Interview answers were qualitatively analyzed. Results indicate that social media platforms (SMPs) were least used for educational purposes. Students showed positive reading attitudes emphasizing their accorded importance to reading and finding happiness to learn new things. However, as they managed to read posts daily, lesser inclination was accorded to productive reading attitudes such as finding time to read during vacant hours and having enthusiasm towards advanced reading and reading with friends. Overall, reading competence indicated ineptitude. This study provides insights into the context of social media use in shaping learners’ reading attitudes and affecting their level of reading competence.

POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION

The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.

Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary

Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socio-culturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12. Cite as Rodrigo, M.M.T., Ocumpaugh, J., Diy, W.D., Moreno, M., De Santos, M., Cargo, N., Lacson, J., Santos, D., Aduna, D., Beraquit, J.I., Bringula, R., Caparros, M.R.M., Choi, A.T., Ladan, S., Lim, J., Manahan, D.M.A., Paterno, J.M.G., Saturinas, K., Tabanao, E., Tablatin, C., Torres, J., Porayska-Pomsta, K., Olatunji, I., Luckin, R. (2019) Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary. Computer-Based Learning in Context, 1(1), 28-42. DOI: 10.5281/zenodo.4057282

Exploring Vertical Coherence of Content Topics in Philippine Spiral Kto10 Mathematics Curriculum

Vertical coherence of the content topics coupled with careful sequencing of learning competencies considering student’s cognitive level of development has been identified as an excellent characteristic of a well-planned spiral progression approach of the curriculum. This descriptive-evaluative method of study tailored with the Discrepancy Evaluation Model (DEM) as a framework of analysis explored the Philippine Kindergarten to Grade 10 (Kto10) mathematics curriculum guide (CG) to determine the program strengths and areas that need improvement. The qualitative approach to the analysis of CG is supported by the feedbacks and experiences of 16 teacher-informants (3Male, 13Female). The curriculum mapping revealed that content topics were arranged in increasing complexity (though there were observed discontinuity) with the corresponding progression of mathematical tasks across the grade level. However, the spiral design of the curriculum failed to decongest the distribution of the content and learning competencies which became unrealistic to implement for general classrooms according to the level of cognitive development of Filipino learners as revealed by the feedbacks and experiences of mathematics teachers. The K to 10 Mathematics curriculum needs revision covering the most essential learning competencies (vertically arranged) per content area anchored on international benchmarks.

WHAT’S IN A MESSAGE? ANALYSIS OF ANNUAL GRADUATION MESSAGES IN THE PHILIPPINES

What do annual graduation messages convey? What is the gist of the message? What common themes may be derived from these messages? These inquiries inform this study as annual graduation messages issued by the Department of Education (DepEd) Secretary are analysed. This paper recognizes the impact of each graduation message as it serves as a venue in capturing what DepEd attempts to relay to its stakeholders, particularly student graduates in the context of this paper. This study employs qualitative method using data available online. Graduation messages annually issued by DepEd are posted and accessible through online resources. Graduation messages issued from 2010-2019 are utilized in this study. Careful analysis of data reveals the following clustered themes: quality education as the key to transformation, education at the core of life’s challenges, Filipino learners transforming the future, stakeholders and learners towards a better education, and K-12 curriculum as the vehicle for success. Recognition has been given to stakeholders who play crucial roles in the education system and advocate its success. Also, social, cultural, and curricular aspects have also shaped how each graduation message is crafted and relayed to stakeholders.

Relationship between Anxiety in Second Language Learning and Motivation Orientation: The Case of Young Filipino Learners

This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another. To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language. Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English. Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand. These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation. On the other hand, there is a significant negative correlation of both ‘anxiety in self-confidence in speaking English’ and ‘general anxiety about English class’ to language motivation. Among the components of motivation, only ‘learning situations’ is considered to be a predictor of students’ assessed anxiety. Findings suggest that motivation needs to be sustained in order to build positive second language learning; otherwise, anxiety may threaten the dynamics of learning processes which impedes their learning in English as a second language.

Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance

This study examined the effectiveness of SoDriGa strategy in teaching mathematics among 4th-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.