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All Journal ELS Journal On Interdisciplinary Studies in Humanities
Acut Junpel
Department of Education/Division of Misamis Oriental/Matangad NHS, Philippines
Languange, Linguistic, Communication & Media Social Sciences Other

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Spiral Progression Approach in Science Curriculum: Student Perception on its Implementation Acut Junpel
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 2 (2023): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i2.26803

Abstract

The student’s perception on the implementation of spiral progression approach in science curriculum was studied using descriptive survey method. It also seeks to identify the profile of students and to determine how the spiral progression approach in science curriculum enhances the learning process. A researcher-made questionnaire was the instrument used in the study considering the four factors, namely: teaching strategies, instructional materials, equipment and apparatus and science laboratory room. The results of the study showed that majority of the respondents were13-15 years old, females, 3-4 number of siblings, family monthly income of Php 1,001-5,000, and parent’s educational attainments were high school level.  The overall perception of the respondents on the spiral progression approach in science curriculum in terms of teaching strategies, instructional materials, equipment and apparatus, and laboratory room was rated agree. The overall mean on how can the spiral progression approach enhance the learning process was 2.93. This further mean that in enhancing the new science curriculum one should consider the teaching strategies used by teachers, the availability of instructional materials, equipment, apparatus and science laboratory room. School administrators should proactively respond to the needs of their schools concerning on the availability of science equipment, apparatus, instructional materials, and science laboratory room to enhance the effective teaching-learning process and to improve teaching effectiveness on teachers.
Modular Distance Learning in the New Normal: Challenges on its Implementation Acut Junpel
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 3 (2023): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i3.26804

Abstract

This basic research was conducted to determine the challenges of teachers in the implementation of modular distance learning in the new normal of the public elementary and secondary schools in the District of Gitagum, Division of Misamis Oriental. Specifically, it sought to: a) describe the characteristics of the respondents; b) determine the challenges encountered by the teachers in terms of accessibility, availability of resources, support to learners, teachers’ competence and teaching strategies, assessment, and health and safety measures; c) determine the significant relationship between the respondents’ challenges and their characteristics;  and d) come up with an intervention plan based on the results of the study. The respondents of the study were the one hundred five (144) public school teachers in the  District of Gitagum, Division of Misamis Oriental. A researcher-made survey questionnaire was employed to obtain specific information about the study. The data were analyzed using descriptive statistics such as frequency counting of data, percentage, mean and standard deviation. Pearson Product Moment of Correlation was employed to test the significant relationship between the respondent’s challenges and their characteristics. An intervention plan was designed to help teachers in finding solutions to the challenges they are facing in the implementation of modular distance learning. The teachers’ challenges were low in the implementation of modular distance learning. It suggests that teachers faced few challenges or that the challenges they encountered were of low intensity. In other words, it implies that teachers found it relatively manageable to implement modular distance learning, and the difficulties they encountered were not severe. Teachers’ challenges were significant to sex, position, teaching experience and attitudes towards modular distance learning in the new normal. It is recommended that teachers seek support from stakeholders and the local government to acquire funds for better implementation.
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