Gamification Techniques in Teaching and Learning Exploratory Courses in Technology and Livelihood Education: A Phenomenological Study

The traditional teaching method has been employed in the educational system for a long time and requires no active engagement from the students, making lessons challenging to comprehend. The use of gamification techniques in learning, on the other hand, removes the formalities of learning and allows learners to learn while having fun. This qualitative phenomenological study aimed to investigate the students' perspective on using gamification techniques in teaching and learning exploratory courses in Technology and Livelihood Education. The study explored the game experiences of 7 participants who experienced and were affected by using gamification techniques in education. This study used the Modified Stevick-Colaizzi-Keen phenomenological method of data analysis to examine the participants' transcripts. Analysis of the data gathered during the interviews developed four themes: 1) Connect Building relationships; 2) Change: Traditional schooling is too formal and Boring; 3) Captivate: Learning is fun when it is linked to memorable experience; 4) Compete: To compete and be recognized. Findings from the study recommended the following: a) educational institutions should consider including the use of gamification techniques in their curriculum to provide students with appropriate learning opportunities; b) researchers and developers can create more engaging resources for students' enjoyment and learning; c) school administrators should consider enrolling teachers in professional development seminars and training linked to gamification approaches; d) future scholars can choose to perform a qualitative and quantitative study on their subject areas to add to the body of knowledge in this understudied field, and e) future study collaborations on the application of gamification approach in teaching and learning can be done with educators from other countries. Keywords:   Gamification Techniques; Games; TLE; Exploratory Course

e-Work Self-Efficacy digital competence and work engagement of teachers in public secondary schools from two provinces in the Philippines

This descriptive-correlational research design aimed to determine the significant relationships between e-Work SelfEfficacy digital competence, and work engagement of teachers in secondary schools in the Philippines. The respondents of the study were 244 teachers from public secondary from two provinces. They were selected through Simple Random Sampling. The study was conducted via online forms. The gathered data were treated using statistical tools such as Mean, Standard Deviation, Pearson r, Hayes Process, and Multiple Linear Regression. The results of the study suggest that enhancing e-Work Self-Efficacy and digital competence may lead to increased work engagement, which could ultimately lead to better job performance and satisfaction in the context of remote work. The results of moderation analyses revealed that the respondents’ profile age, length of service, and academic rank significantly moderated the relationship between e-Work Selt-Efficacy and work engagement. Hence, the hypothesis stating that the respondents’ profile variables do not significantly moderate between e-Work Self-Efficacy and work engagement and also the hypothesis stating that the respondents’ profile variables do not significantly moderate between digital competence and work engagement of the respondents were both partly upheld. The result of regression analysis identified that digital competence singly predicted the Work Engagement of the respondents. Moreover, the regression further revealed that digital competence and e-Work Selt-Efficacy, in combination, predict the work engagement of the respondents. Hence, the hypothesis stating that the respondents’ profile, e-Work Self-Efficacy and digital competence do not significantly predict their work engagement was partly upheld

Paint A Portrait: Lived Experience of Parents in the Implementation of Modular Distance Learning

This study determined the issues and challenges encountered by the parents who facilitated learning at home. This research was a Qualitative-Phenomenological study that utilized the Narrative Form using the responses of the parent-participants in the Key Informant Interview conducted by the researcher. Creswell Method applied in qualitative analysis of these reactions to explore the lived experience of parents who served as Learning Facilitators in Modular Distance Learning. From the responses of the participants in the Key Informant Interview conducted, the researcher was able to extract the following themes that describe their overall ability in painting the portrait of their children: FB: Keeping You Informed, Education Must Continue, Education Cannot Wait, MDL Finds a Way, Painting a Portrait as Consecrated Responsibility, Race Against Time, and Time Works Wonders.           The researcher was able to draw out issues with implications of the findings on the lived experiences of the parents in painting the portrait of their children as not just a simple task. Their ability to paint the picture and helping their children with their studies were perceived as challenging but added colors in making their future even more meaningful.   Keywords: Paint a Portrait, Modular Distance Learning, Learning Facilitato