Comparing learning outcomes: on-screen versus print reading

This study aimed to investigate the differences between on-screen reading and print reading in terms of reading comprehension and retention. It also explored the impact of demographic factors on the relationship between reading modality and reading comprehension. A total of 120 participants completed reading tasks in both on-screen and print formats, and their comprehension and retention scores were recorded. The results showed that the print reading group outperformed the on-screen reading group in both comprehension and retention. In addition, participants who had more experience with on-screen reading demonstrated better reading comprehension regardless of the modality. However, no significant interactions were found between reading modality and any of the demographic factors. These findings have implications for educators and learners who rely on digital devices for reading and learning. It is suggested that print reading may be more effective for promoting reading comprehension and retention, although previous experience with on-screen reading may play a role in improving reading comprehension in the digital format. Further research is needed to explore the underlying mechanisms of these effects and to identify ways to optimize reading and learning experiences in both digital and print formats

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

The use of body language in public speaking

This research examined various methods of body language, gestures, and expressions used during public speeches. Numerous public speakers have used different techniques during their speeches to improve their presentations. Certain objectives of the research explain how body language can enhance public speech. The third objective was to examine how to prepare and implement various uses of body language into a public speech. Lastly, the research sought to identify the advantages of implementing different hand and arm movement methods while using assorted levels of voice ranges. The study was conducted by observing public speeches at expositions, seminars, government official public speeches, award acceptance speeches, and university professor lectures. Multiple prerecorded public speeches were also evaluated with the use of the internet. The primary results are that using different methods of hand gestures, arm movements, facial expressions, a strong voice, and maintaining a good posture significantly benefits public speeches. It was also established that preparing for a public speech by selecting the type of body language that will support your style of presentation will improve the success of your speech. The recommendation is that public speakers maintain a good posture and respect the audience while maintaining eye contact with all members attending the event. Additionally, the speakers should keep their hands and arm moving at all times while occasionally returning their hands to their waistline area and use various facial gestures and expressions to help entice the audience. Lastly, public speakers should use a strong voice during their speeches as it helps audience members focus during the presentation

Perspectives and experiences in online teaching and learning

This qualitative study aimed to explore the perspectives and experiences of students and teachers at PAU Excellencia Global Academy Foundation, Inc. in online teaching and learning. The study gathered data through in-depth interviews with 10 students and 10 teachers. The findings of the study revealed four main themes: (1) advantages of online teaching and learning, (2) challenges of online teaching and learning, (3) pedagogical strategies for online teaching and learning, and (4) recommendations for improving online teaching and learning. The participants identified several advantages of online teaching and learning, including flexibility, convenience, and accessibility. Participants also noted that online learning can be more cost-effective than traditional classroom-based learning. However, participants also identified several challenges, such as technical difficulties and poor internet connectivity, as well as the potential for isolation and the lack of face-to-face interaction. To address these challenges, participants recommended the use of effective communication and feedback, as well as the use of multimedia tools to enhance student engagement. Teachers also emphasized the importance of creating engaging online content that encourages student participation and active learning. Participants suggested the implementation of regular check-ins with students and the provision of academic support and resources. These findings provide valuable insights into the perspectives and experiences of students and teachers in online teaching and learning and can inform the development of effective online teaching and learning systems at PAU and other educational institutions in the Philippines