Contributing and Hindering Factors of Learner s Persistence in a Free Basic Education

[EN] Access to free basic education is a critical cornerstone for the development of individuals and societies. However, despite efforts to provide free education, learner persistence remains a challenge in many regions. Hence, the study was conducted to discuss contributing and hindering factors affecting learner s persistence. A survey was conducted among 79 pupils from Kinder to Grade IV. Key informants consisting of the teachers, parents, and three former students also formed part of the respondents. The findings showed that contributing factors were mostly teacher and school related. While hindering factors were student and  classroom related. By understanding these factors, policymakers and educators can design targeted interventions to enhance the effectiveness of education initiatives. Thus, stakeholders must collaborate to create an environment where learners are empowered to overcome barriers and pursue their educational aspirations.[ES] El acceso a la educación básica gratuita es un pilar fundamental para el desarrollo de las personas y las sociedades. Sin embargo, a pesar de los esfuerzos por brindar educación gratuita, la persistencia del alumno sigue siendo un desafío en muchas regiones. Por lo tanto, el estudio se realizó para discutir los factores que contribuyen y obstaculizan que afectan la persistencia del alumno. Se realizó una encuesta entre 79 alumnos desde Kinder hasta Grado IV. También formaron parte de los encuestados informantes clave consistentes en los docentes, padres de familia y tres exalumnos. Los hallazgos mostraron que los factores contribuyentes estaban en su mayoría relacionados con el maestro y la escuela. Mientras que los factores obstaculizadores estaban relacionados con el estudiante y el salón de clases. Al comprender estos factores, los formuladores de políticas y los educadores pueden diseñar intervenciones específicas para mejorar la eficacia de las iniciativas educativas. Por lo tanto, las partes interesadas deben colaborar para crear un entorno en el que los alumnos estén capacitados para superar las barreras y perseguir sus aspiraciones educativas.Hyoduk, K.; Ortega-Dela Cruz, RA. (2024). Contributing and Hindering Factors of Learner s Persistence in a Free Basic Education. Multidisciplinary Journal for Education, Social and Technological Sciences. 11(1):20-40. https://doi.org/10.4995/muse.2024.20173204011

Persistence of BS Agro-Fisheries Students towards Degree Completion

Using descriptive research design, total enumeration of college students uncovered factors that support/enhance and hinder their persistence towards degree completion of BS Agriculture and Fisheries (BS Agro-Fisheries) course. The study was conducted using researcher-made questionnaires which determine the student’s demographic characteristics, and the factors that explain their persistence. Persistence factors were measured using perception-survey statements. Results identified the school- and classroom-related factors as support that enhances persistence of BS Agro-Fisheries students. Barriers to achieving their goals were reported as minimal by the students. On the other hand, statement that speaks to “negative” personal/individual experience of the students in the campus calls for another area that needs to be investigated. Results of this study suggested that the program should be prioritized by providing an educational environment with adequate, effective and accessible administrative and educational support services specific for the students’ academic success.

School Certification Assessment Process: Implications to Quality Assurance in the Basic Education System

The school certification assessment process plays a crucial role in ensuring the quality of education provided by educational institutions. However, this process is not without its challenges. This study explores some of the key challenges faced during school certification assessments and discusses some implications for quality assurance in a developing country. A survey research design using quantitative and qualitative methods was conducted with 40 junior high school faculty, staff, and administrators from four selected Education Service Contracting (ESC)-participating schools in San Pablo City, Laguna, Philippines. An e-survey questionnaire was used online through Google Forms. Findings revealed that the recertification process presents significant challenges for ESC-participating schools, and some did not achieve the certified status because they did not meet the Department of Education (DepEd) minimum standards and Private Education Assistance Committee (PEAC) certification requirements. In addition, there is a lack of government support and incentives for the schools. The study recommended specific ways to address the issues encountered. By addressing these challenges, we can enhance the effectiveness and credibility of the certification process, ultimately leading to improved educational outcomes

Silent and oral reading methods on improving English reading comprehension among generation alpha pupils

Reading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers' results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach, and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension

Organically Grown Rice Farming and Marketing Project: Assessing the Project Design and Irrigator Associations’ Needs in Oriental Mindoro, Philippines

The Philippine Department of Agrarian Reform seeks to determine the feasibility of the organically grown rice farming and marketing project when implemented in Oriental Mindoro, Philippines. Using the qualitative study approach, two irrigators associations (IA) were assessed by holding key informant interviews and focus group discussions with IA officers and non-IA members. IAs’ needs were assessed by, first, their organizational capacities, i.e., vision, mission, goal, structure, members’ participation, fiscal resources, community network, and registration; and second, their enterprise capacities, responsiveness of proposed common service facility to needs, and nature of professional services to be provided. Suitability of design was assessed using the following: (1) quality and relevance of objectives and design; (2) potential sustainability and expansion; and (3) viability in terms of community participation, gender equality, and environmental sustainability. Results of SWOT analysis indicate common findings among the associations and their community. Both have initial experience with small-scale organic farming and are in proximity to potential high-end markets. However, there are characteristics distinct to each of the IAs. One IA has a perennial problem with its main water canal while the other has no other income stream aside from its limited membership fees.  Given the results, some recommendations are drawn

Determinants of Student Persistence in Completing BS Agriculture Degrees in the University of the Philippines

The study used descriptive research design to identify factors that explain persistence of BS Agriculture (BSA) students in the University of the Philippines Los Baños during their first year of college as they moved on to the next year level towards degree completion. In addition to self-administered questionnaire, Key Informant interviews were also conducted. Findings reveal that institution-related factor particularly the institution’s commitment to academic excellence constitutes most to the experiences of agriculture students. Analysis of Variance reveals a significant difference in the persistence of BS Agriculture students across year levels. The results of the study point out that, as per responses of the students as well as the faculty and administrators interviewed, the University has not gone far enough to ensure that BSA students are supported in an efficient manner. The University of the Philippines, being the National University has much opportunity to make positive changes in persistence of these special populations of agriculture students. Thus, it needs to take steps toward making more of a commitment to student succes

Teachers' coping strategies in mitigating remote learning-related distress during Covid-19 pandemic

The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning

Stratified analyses refine association between TLR7 rare variants and severe COVID-19

Summary: Despite extensive global research into genetic predisposition for severe COVID-19, knowledge on the role of rare host genetic variants and their relation to other risk factors remains limited. Here, 52 genes with prior etiological evidence were sequenced in 1,772 severe COVID-19 cases and 5,347 population-based controls from Spain/Italy. Rare deleterious TLR7 variants were present in 2.4% of young (<60 years) cases with no reported clinical risk factors (n = 378), compared to 0.24% of controls (odds ratio [OR] = 12.3, p = 1.27 × 10−10). Incorporation of the results of either functional assays or protein modeling led to a pronounced increase in effect size (ORmax = 46.5, p = 1.74 × 10−15). Association signals for the X-chromosomal gene TLR7 were also detected in the female-only subgroup, suggesting the existence of additional mechanisms beyond X-linked recessive inheritance in males. Additionally, supporting evidence was generated for a contribution to severe COVID-19 of the previously implicated genes IFNAR2, IFIH1, and TBK1. Our results refine the genetic contribution of rare TLR7 variants to severe COVID-19 and strengthen evidence for the etiological relevance of genes in the interferon signaling pathway