The impact of campus bullying on EEGAFI senior high school students’ academic performance

This study describes and analyzes the campus bullying experiences of senior high school students, their problems encountered, their emotional struggles, their coping strategies and even their insights and realizations that would be useful in making interventions in the future. Questions were given to scrutinize their experiences through Google forms platform which they have to choose an option from the Likert scale correspondingly. Findings from this study lead to a better understanding of campus bullying, encouraging school administrators, guidance consultants, class advisers, and subject teachers to develop policies to address the phenomenon of school bullying. Responding to bullying respectfully increases student motivation to learn and ultimately improves academic performance

Emergent literacy: A reading support program for pre-schoolers’ successful phonological awareness in the home context

On the basis of low phonological awareness, a child who was attending K-2 in a private preschool at the age of 5.8 years was the subject of a single-subject case study. The Peabody Pictionary Vocabulary Test (PPVT) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were used to assess participants’ phonological awareness levels in the study. This exploratory study offers some evidence in support of encouraging early readers to learn phonological awareness in order to increase their reading proficiency and success in the bilingual local setting

Perceptions and experiences on language anxiety on EEGAFI senior high school students’ English speaking classes: SY 2022-2023

English language is one of the most challenging languages to learn, and students often struggle with it, especially in English-speaking Classes. Additionally, English is widely used throughout the world, which has put second language learners on a difficult path to acquiring excellent communication skills (Lababidi, 2015). In fact, not all students can easily achieve their goals of learning English and follow the language learning process well. In this study, researchers aim to investigate and determine the perceptions and experiences on Language Anxiety of EEGAFI Senior High School Students in English speaking classes. The design selected for this study was quantitative research in natures using interviews. Furthermore, the data has been collected from (n=115) respondents of EEGAFI Senior High School Students. Researchers used simple random sampling method in collecting participants. In this study, it was found out that these five factors (i.e., lack of confidence, poor quality teaching, fear of making mistakes, fear of evaluation, and communication apprehension) are causes of Language Anxiety. In addition, the researchers found that students would feel less anxious when they have lack of confidence and positive thinking, since students selected these as their preferred easing techniques in reducing Language anxiety (see bar graph 1.0). However, students also send some tips on how to reduce language anxiety (see table 1.0)