ADVERSITY QUOTIENT®, EMOTIONAL QUOTIENT AND ACADEMIC PERFORMANCE OF FILIPINO STUDENT-PARENTS

This study is descriptive-correlational research aimed to determine the significant relationship between Emotional Quotient, Adversity Quotient®, and the Academic Performance of Student-Parents. Chi-Square Test was utilized to test the significant relationship among variables. Purposive sampling was employed since there are only thirty (30) identified student-parents enrolled in the university. The General Weighted Average (GWA) during the second semester of AY 2016-2017 of the respondents was used to determine their academic performance. Based on the findings of the study, the majority of the student-parents are in their late 20’s and early 30’s, female, Education students, in their lower year, and have 1 – 2 children. These results suggest that the student-parents are in their matured ages since almost all of them are returnees. The respondents reported that they have a high level of emotional quotient. Therefore, the study revealed that there is no significant relationship among student-parents’ emotional quotient, adversity quotient, and academic performance. Hence, researchers fail to reject the null hypothesis. The researchers strongly recommended that the university should devise a program for student-parents dealing with life adversities. Similar studies may be conducted to explore more studies concerning adversity quotient® using other variables not included in this study

EFFECTIVENESS OF MATHEMATICS INTERVENTION PROGRAM (MIP) AMONG PRIMARY SCHOOL TEACHERS

This one group pretest-posttest study examined the effectiveness of Mathematics Intervention Program (MIP) among 34 primary school teachers in Laguna, Philippines. Teacher’s competency in teaching Mathematics was measured in terms of content knowledge, teaching skills, material organization and presentation, management of learning environment, and teaching attitude. Meanwhile, teacher’s performance were gauged through pre-test, formative test, and post-test which contained the lessons on integers, decimals, fractions, power roots, algebraic expression and equation, measurement, and reasoning. The results showed that before the implementation of MIP, all teachers-participants were evaluated as less competent in teaching mathematics. Their performance based on pre-test results was also poor prior the MIP. During the conduct of this study, the primary school teachers obtained a satisfactory rating in their formative tests which advocated that the intervention program was helping them in improving their craft. The post-test result also marked an improvement in their competence and performance in teaching mathematics.  Hence, the researchers concluded that the mathematics intervention program was effective in enhancing the pedagogical content knowledge among primary school teachers in mathematics. A more comprehensive study regarding teachers’ competencies and classroom performance may be conducted in the light of professional development and qualification standards for Mathematics teachers

Correlational Study on the Contextual Factors Influencing the Effectiveness of Flexible Learning: the Case of One State University in the Philippines

With the onset of the pandemic, no face-to-face instruction is seemingly the most pressing problem faced today in schools. The acquisition of required skills has been challenged by the digital divide and limited access to quality and equitable higher education. This scenario has pushed LSPU for further flexibility in rendering its services anchored on its vision of becoming a center of technological innovation that promotes interdisciplinary learning, sustainable utilization of resources, collaboration, and partnership with the community and stakeholders. Hence, this quantitative, non-experimental research with observational approach utilized predictive design explored the LSPU's delivery and assessment of flexible learning based on the outcomes-based education. The research instrument with an excellent reliability coefficient of .962. was programmed in the google form and the extracted data from 5,314 respondents were analyzed using summary statistics and regression analysis. Multiple linear regression analysis was used to treat the data. It was found out that there is a high extent of implementation of sound assessment practices that support student learning. The respondents agreed that the level of teacher’s assessment practices and support to student learning are promising and attuned to the requirements of flexible learning. The University’s migration plan really worked for the faculty and students. Majority of the respondents are motivated and engaged in flexible learning. The study found that 55.1% variance in the effectiveness of the implementation of flexible learning is positively explained by teacher’s assessment practices and support to students, student’s attainment of cognitive learning outcomes, student’s engagement and motivation, and student’s self-assessed academic performance during the new normal

A Correlational Study on Mindset, Grit, and Adversity Quotient of Pre-Service Teachers: Evidence in Philippines and Hongkong

Understanding pre-service teachers' mindset, grit, and adversity quotient boosts their morale, confidence, and self-esteem as future educators. This descriptive-correlational research determined the relationship between the aforementioned constructs of pre-service teachers in the Philippines and Hong Kong. The respondents of the study were 155 pre-service teachers from two Asian countries. The data were gathered through answering an online questionnaire generated through Google forms and disseminated through e-Mail and messenger on social networking sites. The responses from the respondents were automatically stored at the Google drive application. The standardized questionnaires were used in the study. The respondent's mindset was assessed using Dweck's Mindset Instrument (DMI). In terms of grit, it was measured using Duckworth's Grit-Short Scale, and the respondent's adversity quotient was examined using The Adversity Quotient Profile® 9.1 by Dr. Paul G. Stoltz. The majority of the pre-service teachers in the two Asian countries are dominated by female students with an ideal age bracket suited as university students possessing a growth mindset. Students with a growth mindset have displayed a higher level of grit and adversity quotients than those students with a fixed mindset. This study concluded that mindset and adversity quotient is significantly associated. Hence, stakeholders involved in the development of 21st-century learners should promote the mindset, but they may also develop other essential parallel variables, such as the adversity quotient, to encourage them to be desirable attribution necessary for being global and competitive citizens of the society

School Head’s Conflict Resolution Skills, Organizational School Climate, and Teacher Work Engagement in The New Normal: An Input to Principal and Teacher Development Program

This study determined the school head's conflict resolution skills, organizational school climate, and teachers' work engagement among public school principals and teachers in the City Schools Division in Laguna for the school year 2020-2021. One hundred twelve (112) public school principals and one thousand forty-eight (1048) teachers were the respondents of the study. The researchers utilized a descriptive correlation study design. It made use of adopted and modified questionnaires to assess and measure the variables studied. The statistical tools used to analyze the data gathered were: Mean, standard deviation, Pearson r, and Multiple Linear Regression Analysis. Findings revealed that conflict resolution skills and organizational school climate were relevant to teachers' work engagement. The results were used to determine the principal and teachers’ development program to be proposed to the School Divisions officials. The teachers' work engagement was related to the school heads' conflict resolution skills and organizational school climate. To ensure a more efficient teachers work engagement, school heads are encouraged to continue cultivating a culture of excellence in the school by exposing the teachers to relevant activities that may sustain the work engagement by means of exhibiting quality performance in teaching and learning. Also, supervisors should strengthen the performance of the teachers by providing the technical assistance needed to further improve their performance. Technical assistance should focus on curriculum delivery and the school's operation and management. Keywords:   Conflict Resolution Skills; Development Program; New Normal; Organizational School Climate; Teacher Work Engagement

Lived Experiences on Varied Dimensions of Police Recruits’ Training and Practice Basis for Quality Police Performance

Police malpractice, abuse of power, and police misfits are issues and problems associated with police recruits. There were reports about inappropriate acts committed by newly hired police officers during their actual field practice. This qualitative phenomenological studydetermined the dimensions of training that hamper the development of knowledge and skills of the police trainees and police officers.Seventeen (17) purposely selected participants comprised the sample for this study. They were chosen through the following inclusion criteria: police supervisors, trainers, police recruits, staff from the National Police Training Institute (NPTI) and have two or more years ofexperience. Thirteen recurring themes emerged from the verbatim interviews. The Philippine National Police (PNP), National Police Training Institute (NPTI), and the National Police Commission (NAPOLCOM) are the three public safety institutions in the Philippinesthat are expected to promote the quality performance of police recruits in both training and practice. On the whole, the results of this study can serve as the basis for creating innovative policies about police recruits’ selection, curriculum development, stress management,creation of core competency framework, performance evaluation system, and training and practice needs assessment

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

Regression of Self-care Practices on Reducing Burnout among Public High School Teachers of Laguna, Philippines

Most teachers experience a fair share of job stress and pressure at their workplace. Being burnt out has always influenced a teacher’s self-efficacy and productivity at work. This study investigated the level of self-care and burnout among high school teachers and the predictive nature of self-care on burnout. A stratified clustered sample of secondary public school teachers across five City Schools Divisions of Laguna, Philippines, voluntarily participated. The study employed a descriptive correlational research design to address the research questions. A sociodemographic questionnaire, the Self-care Assessment Worksheet, and the Maslach Burnout Inventory-Educator Survey were used to collect information through an online platform. The results showed that the teachers expressed high levels of physical, emotional, spiritual, and workplace self-care practices and a moderate level of psychological self-care. Across burnout dimensions, the teachers are experiencing moderate levels of emotional exhaustion, depersonalization, and personal accomplishment. Correlation analysis established significant relationships between all dimensions of self-care and personal accomplishment. Regression analysis revealed the predictive ability of workplace self-care practices on personal accomplishment. The findings presented implications and provided recommendations

Lived Experiences of Educators Engaged in Continuing Professional Development in the New Normal: Insights from Seven Countries

This study focused on exploring and capturing the essence and meaning of the lived experiences of educators engaged in continuing professional development in the new normal. The study followed a qualitative research design and used the transcendental phenomenological processes. Based from the testimonies gathered from the participants from seven different countries- Philippines, USA, Panama, Peru, Pakistan, Nigeria, and Morocco they revealed that as a result of the Continuing Professional Development during pandemic, they have manifested adaptability and innovation to meet the demands of the current situation. With the force transition from face to face interaction to remote learning, they have tried their best to maintain a balance of digital and life skills. Participants also engaged in CPD in order to achieve creativity and resourcefulness to deliver and meet students’ quality learning amidst pandemic. They also considered as blessings and great opportunity the connection and collaboration established with educators around the world during this time of Covid-19. They also achieved the passion for ever-learning mindset and satisfaction through CPD. Participants expressed that mindfulness and wellbeing of teachers should be set as priorities for their engagement to CPD in the new normal. The researcher recommends that the policy makers review and revisit their program for CPD training of the teachers during this period. Heads of the education sectors may also benchmark the CPD Training plan of this study and conduct needs analysis to provide the most appropriate trainings for the teachers based on their needs, skills and interests

Spiral Progression Approach and Academic performance of Grade 10 Junior High School Students

The study aimed to determine the relationship between the implementation of spiral progression approach and the academic performance in ENSCIMA (English, Science and Math) of Grade 10 students in the City Schools of Sta. Rosa,  Biñan and Cabuyao SY 2019 – 2020. There were 346 teacher – respondents and 1022 student – respondents from the three City Schools Division of Laguna. The data were gathered through the validated and reliability tested survey questionnaire. The data were analyzed using frequency, percent, mean, standard deviation, Pearson r, ANOVA, and t-test.  The results revealed that there is a significant relationship between the implementation of spiral progression in content standard and student’s performance in Science and Mathematics. There is also a significant relationship, in the strategies and instructional materials used by teacher - respondents in the implementation of spiral progression approach and the student’s academic performance. There is a significant difference among teacher – respondents’ assessment on spiral progression approach in terms of instructional materials when they are grouped according to age, and in terms of strategies when they are grouped according to years in service. Moreover, there is a significant difference among teacher-respondents’ assessment on spiral progression approach in terms of pedagogy, instructional materials, and assessment when they are grouped according to specialization. Suggest topics on LAC sessions to address problems and difficulties in implementing spiral progression approach and motivate teachers to develop project proposal and implement it to help improve the academic performance of the students in ENSCIMA  are recommended by the researcher