Teachers' knowledge, practices, and experiences in assessment in the new normal

In the Philippines, the concept of distance learning is relatively new. Thus, the researcher investigated the teacher's knowledge, practices, and experiences in assessment in distant learning. The respondents were twenty three (23) Junior High School Science teachers teaching online, modular, and blended learning. The teachers' level of knowledge in assessment was determined using 50 item test questionnaires. The teachers' practices and experiences were gathered using checklist, and interview guide. The data were analyzed using mean, standard deviation, frequency, percentages, and ranks. Findings showed that teacher's level of knowledge was very low in the formative, summative and performance-based assessment. Teachers practices of assessment in distant learning varies with the different modalities. However, the use traditional assessment multiple choice was still predominantly used. Teachers also used innovative ideas like the use of online platforms in the delivery of their classes. Furthermore, qualitative findings revealed the use of Socratic method, google quiz, google meet, feedback in conducting the formative assessment. Additionally, in the conduct of summative assessment, teachers used standardized exam via google quiz, have time limit, and students must open their camera while taking the tests. In the conduct of performance-based assessments teachers utilized the use of video making, peer evaluation, and output integration. However, it was also revealed that teacher's dilemma like students' honesty in the conduct of distant learning. Teachers needed to adopt flexible assessment strategies that can accommodate the challenges of remote learning, varying home environments, and asynchronous learning schedules (Hodges et al., 2020). It is recommended that teachers must regularly review and update materials to reflect emerging trends, best practices and accommodate diverse learning environments in distant learning assessment. Teachers have demonstrated remarkable adaptability in modifying their instructional strategies to foster meaningful learning experiences

An error analysis on the commonly misspelled words of Grade 7 learners

Misspelling of English words has always been one of the problems encountered by teachers in the discipline. As a result, the researcher conducted a study following a mixed-method design in one of the public high schools in Oton that aimed to determine the top 10 commonly misspelled words of Grade 7 learners, reasons of their spelling errors and experiences in spelling English words. The researcher conducted the study with 51 respondents whose descriptive essay was collected. Their essay revealed Top 10 commonly misspelled words: 1) beautiful, 2.5) friendship, and friend, 4) helping, 5) attitude, 6) always, 7) realized, 8) and , 9) very, and 10) their. These errors were caused by lack of focus on spelling rules in the education curriculum that lead insufficient mastery of spelling rules, and confusion of word patterns. Also, the lack of practice in spelling pose problem on the proficiency in spelling. Furthermore, three themes had emerged on their experiences in spelling English words: 1) Experiencing Difficulty in Spelling English Words, 2) Using Learning Resources to Improve Spelling Skills, and 3) Seeking Feedback and Guidance. The respondents' spelling difficulties were caused by unfamiliar words and confusion over spelling patterns. The learners also employed educational tools including games, dictionaries, and books, and seek help from their family members, teachers, and colleagues to help with their spelling. The study recommended to improve spelling proficiency by giving focus on spelling patterns in the curriculum, providing innovation to enhance spelling skills, varied spelling activities and extended practice on spelling

The trials and triumphs of Mathematics teachers online distance learning

The abrupt implementation of Online Distance Learning has transformed mathematics pedagogy, compelling teachers to adapt to technological advancements. This study sought to determine the trials and triumphs experienced by mathematics teachers in online distance learning and its implication to mathematics education. To address this problem, qualitative phenomenological methodology was used. The researcher utilized purposive sampling to choose the six (6) informants of the study who were Junior High School Mathematics Teachers in one (1) of the public schools in Iloilo and taught in an online distance learning, specifically, using live synchronous instruction in the new normal. Data were collected and analyzed based on the sequence of activities stated in Groenewald's (2004), and Hycner's (1999) phenomenological research procedure. Three (3) major themes emerged from the analysis of the data: The Stormy Sea: Trials of Online Teaching, A Mountain's Peak: Triumphs of the Cyber Classroom, and A Digital Archipelago: Implications to Education. Results of the study showed that the trials were internet connection and power issues, poor student engagement, exhausting workloads, mental health issues and classroom management glitches. However, the triumphs included learning new skills, developing resourcefulness, creating engaging and motivating activities, and promoting individual initiatives and collaboration. Practical findings from the study suggest that teaching in online distance learning requires comprehensive training for teachers, use of interactive teaching methods, contingency plans for internet or power disruptions, and continuous exploration and collaboration among teachers. It is recommended that teachers should engage in ongoing professional development, learners should prioritize self-motivation and time management, other stakeholders must support schools in acquiring technology, and other researchers should explore emerging technologies and best practices in online learning

Family support, attitude, and Mathematics performance of Senior High School learners in modular distance learning

This study employed descriptive-correlational research to identify whether family support, attitude towards mathematics, and attitude towards modular distance learning have a relationship affecting the mathematics performance of 80 Grade 11 learners of a national high school in the province of Iloilo S.Y. 2021-2022 coming from different academic strand under modular distance learning. They were chosen through stratified random sampling with proportional allocation. The instruments used in this study are the following: (a) Personal data sheet-checklist constructed by the researcher, (b) Questionnaire on family support personally constructed by the researcher, (c) Questionnaire on Learners' Attitude towards Mathematics adopted from Guce, I & Talens, J. (2013), (d) Questionnaire on Learners' Attitude towards Modular Learning personally constructed by the researcher and a (e) 60-item Summative Test personally constructed by the researcher. Mean and standard deviation were used as descriptive statistical tools, and Pearson Product Moment Correlation Coefficient (Pearson's r) set at 0.05 alpha level of significance was used as an inferential statistical tool. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software. The results show that the learners live with a supportive family. Also, the learners' attitude towards mathematics and the mode of learning (Modular Distance Learning) is somewhat positive. This shows that the learners are living in a family with a moderate tendency to engage in their learner's education. The learners receive high financial support and positive mental and emotional support from their families. The Grade 11 SHS learners somewhat like mathematics as a subject, had a low tendency to engage in mathematical activities, somewhat believe that oneself is good in math, and somewhat believe that math is useful. While their mathematics performance is low. The Pearson r result showed that a positive and significant relationship existed between learners' family support and mathematics performance. This shows that learners who receive more support from their families tend to perform better in mathematics. This finding could have implications for educational interventions or policies aimed at improving learners' academic performance by fostering stronger family involvement and support in their learning process. Also, a positive and significant relationship existed between learners' attitudes towards mathematics and their mathematics performance. This shows that learners with a positive attitude towards mathematics are likelier to achieve better grades or scores in the subject. This insight could inform teaching strategies, curriculum design, and interventions aimed at improving learners' attitudes and performance in mathematics. On the other hand, no significant relationship existed between learners' attitudes towards modular distance learning and mathematics performance. Learners' attitudes towards modular distance learning (such as their feelings, opinions, or perceptions about this method of learning) do not seem to have a noticeable impact on their mathematics performance. Understanding this lack of relationship can be important for educators and policymakers when considering the effectiveness of different teaching methods or learning modalities. The study suggests that elements other than attitudes toward the learning format might be more influential in determining learners' performance in mathematics when using modular distance learning. The researcher recommends that families and educators continue their love, passion, and support for their learners. This will help the learners improve their character, attitude, and cognition for their future. Also, other researchers may explore more avenues, especially on the learning modality, specifically with larger sample sizes. This is to confirm or contradict the findings of the current study

Knolls: Training based on pre-service Science teachers' knowledge of principles behind laboratory instruments and their self-assessed improvisation skills

This research aimed to design and conduct a training program on laboratory instrumentation and improvisation based on pre-service science teachers' knowledge of principles behind laboratory instruments and their self-assessed improvisation skills. This study used descriptive-evaluative research design. The research participants were fourth-year Bachelor of Secondary Education Major in Science (4-C) students enrolled at West Visayas State University College of Education during the Academic Year 2023- 2024. The data needed in the study were obtained in three phases. The first phase determined the knowledge of pre-service science teachers of the principles behind laboratory instruments and their self-assessed improvisation skills. Researcher-made instruments namely: Principles Behind Laboratory Instruments Knowledge Analysis Test and Improvisation Skills Self-Assessment Form were used respectively, and were administered to thirty-five (35) pre-service science teachers. The Principles Behind Laboratory Instruments Knowledge Analysis Test was pilot-tested to twenty-five (25) Bachelor of Secondary Education Major in Science students enrolled at Iloilo Science and Technology University College of Education during the Academic Year 2022-2023 before it was used in the actual study, and yielded a reliability of 0.76 using KR20 as the statistical tool. The second phase included the design of the training based on the result of the assessment in the first phase. The last phase was the implementation and evaluation of the training, where sixteen (16) pre-service science teachers participated. Mean and standard deviation were used for the data analysis. The results revealed that pre-service science teachers have moderate knowledge of principles behind laboratory instruments, and good improvisation skills according to their self-assessment. KNOLLS, the training program that was designed and conducted, was evaluated as excellent in all criteria overall. The findings of the study can enlighten pre-service science teachers through their awareness of the importance of laboratory improvisation and training programs related to it. By equipping them with teaching strategies, fostering collaboration among professionals in the field of education, as well as addressing specific areas of need, these opportunities will continually improve their knowledge, skills, and practice

Development of contextualized research instructional material for Senior High School Technical Vocational Livelihood students

The purpose of this study was to develop contextualized research instructional material for Senior High School Technical Vocational Livelihood students. The study utilized the Analysis, Design, Develop, Implementation, Evaluate (ADDIE) model. During the Analysis stage, the researcher administered the assessment in Practical Research 2 to the previous Technical Vocational Livelihood (TVL) students. Based on the results of the assessment, the top five (5) least-mastered competencies of Grade 12 TVL students were: draws conclusion from research findings; describes sampling procedure and sample; indicates scope and delimitation of study; describes background of research; and, uses statistical techniques to analyze data study of difference limited for bivariate analysis. These competencies were considered in the development of a module. In the Implementation stage, the developed module was tried-out to the forty-five (45) Grade 12 TVL Information Communication Technology (ICT) students and two (2) research teachers who utilized the module in their research instruction. Using the adopted evaluation and acceptability instruments, with minimal modification, the developed module was evaluated with a very high by the module experts in terms of content, instructional quality, technical quality, presentation and organization, accuracy and up- to-datedness of information, and assessment. Student participants evaluated the material in terms of content as very high and format as high. Meanwhile, the acceptability level of the developed material in terms of content instructional quality, technical quality, presentation and organization, accuracy and up-to-datedness of information, and assessment was very high as assessed by the five (5) teachers handling Technical Vocational Livelihood students and two (2) research teachers. Students and teachers' experiences were analyzed qualitatively and it was found out that the developed instructional material enhanced their understanding and it was user- friendly. Students liked most the discussion and all parts of the module. Similarly, teachers found the developed instructional material easy to understand and it was user-friendly. The part of the material that discussed statistics was well-liked by teachers. It was suggested that the material be improved by adding more topics and enhancing the design and presentation. With these results, it was recommended that students may be actively involved in tracking and assessing their own learning process to ascertain what they already comprehended to tailor their learning to the job at hand. Moreover, the developed instructional material could be of big help in assisting research teachers and students in developing their research skills since teaching and learning can now be done and occur away from the four walls of the classroom

Zhong Wen Laoshi's experiences and practices in teaching Mathematics during the pandemic

This qualitative study investigated the pedagogy of Chinese mathematics teachers during the COVID-19 pandemic, focusing on their experiences and teaching practices in one of the Chinese schools in Roxas City. The transition to virtual learning necessitated significant adjustments in teaching strategies, related to student engagement and connectivity issues. Data collection involved conducting in-depth, semi-structured interviews with four (4) purposively selected informants who met specific criteria set, including being of Chinese descent, teaching mathematics, and having experience in teaching during the pandemic using the Online Distance Learning mode. Through these interviews and subsequent thematic analysis, the study explored the unique experiences of these teachers, highlighting the challenges and innovative strategies they employed to adapt to the new circumstances. The findings of the study was organized into two (20) main themes: "Adapting and Innovating: Teachers' Experiences during the Pandemic" and "Adapting Pedagogy: Teachers' Practices During the Pandemic." These themes emphasized on how teachers navigated challenges and maintained quality teaching practices during unprecedented times. They also provided insights into the difficulties faced by teachers in adapting to online learning, particularly regarding student engagement and connectivity issues. This research study offered implications for improving teaching practices during times of crisis, emphasizing the importance of prioritizing digital literacy for teachers, proactive engagement from learners, open communication for parents, adaptation of curriculum for DepEd developers, and further research into the long-term effects and best practices of online learning for future researchers

Exploring the challenges and opportunities in teaching Mathematics at a distance: Insights from practice teachers

The implementation of the new normal in education represented a significant shift in how the teaching and learning process is approached, facilitated, and experienced. This study explored the challenges experienced by the practice teachers and the opportunities they have gained in teaching Mathematics at a distance in the new normal. The study employed a phenomenological research design that explored the teaching experiences of mathematics practice teachers amidst the challenges of the new normal setup. The research objectives investigated these experiences and analyzed their implications for pre-service mathematics education. Data was gathered through in-depth interviews with six (6) informants, the practice mathematics teachers of one (1) of the universities in Iloilo City, deployed for practicum during the 2021-2022 school year. A duly validated researcher-made questionnaire was utilized for data gathering and the conduct of the interview took place in three (3) modes (face-to-face, virtual and written response). Findings of this undertaking revealed three key themes, covering (1) Challenges in the New Educational Landscape, (2) Transformation of Education Towards Digitization, and (3) Evolution of Education Towards Student- Centered Learning Approach. This study advocates for a constructionist approach, emphasizing collaborative knowledge creation, authentic assessment, and technology integration across diverse learning environments. The interconnectedness of cognitive and socio-emotional development underscored the need for a holistic learner development perspective within the evolving educational landscape. For practical implications, practice teachers must undergo comprehensive training to address challenges in distance learning, focusing digitizations and student-centered approaches. Nuanced approaches in teacher preparation programs, flexible assessment strategies, strong communication skills, and proficiency in technology were identified as crucial elements for navigating the complexities of modern teaching environments. This study concluded with recommendations, including the development of comprehensive distance learning training, the implementation of nuanced approaches in teacher preparation, and the cultivation of passion in pre-service teachers through integration into training programs

Professional identity and knowledge practices of librarians in critical times of information disorders: A conceptual framework

Purpose: The library and information science profession finds itself grappling with substantial difficulties and hurdles when addressing the trustworthiness and accuracy of information disseminated through social media platforms. This study aims to highlight the educational authority of librarians and propose a framework for librarians to establish their identity, understand the meaning behind their practice and integrate their expertise through knowledge practices, ensuring their relevance and effectiveness in the social media environment. Design/methodology/approach: This study delves into a conceptual framework rooted in philosophical inquiry, seeking to establish a harmonious connection between interrelated concepts of civic roles, professional identity and knowledge practices. It draws upon both original research findings and a review of existing literature in the field. Findings: Civic responsibilities reflect the professional identities of librarians. Evidence of knowledge practices collected from scientific literature emerged to be the important characterization of how librarians uphold their image as educational authorities. It describes the meaning of civic roles and professional practice. Practical implications: The study sheds light on how librarians maintain their reputation as educators and the knowledge practices that underpin their civic responsibilities amidst the pervasiveness of information disorders. Originality/value: The framework presented in the study offers a timely and relevant contribution to the complex realm of social media information disorders, a challenge that librarians grapple with regularly. It highlights the emerging role of librarians in society to assert their identity and recognize their civic responsibility in addressing this pressing issue that society faces