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All Journal TRANS-KATA: Journal of Language, Literature, Culture, and Education
Gideon Sumayo
University of Southern Mindanao
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Parents as Teachers in Modular Distance Learning: Relationship of Parenting Style and The English Academic Performance Joy Lynne Soriano; Gideon Sumayo
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 2 (2024): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v4i2.72

Abstract

The purpose of this study was to examine the pupils’ parenting style and their English academic performance during modular distance learning in select two schools in Alamada, Philippines. More so, the study even explored the relationship between socio-demographic characteristics and English academic performance and the relationship between pupils’ parenting style and English academic performance. The researchers chose one hundred twelve Grade VI pupils through stratified random sampling with proportionate allocation. An expert-validated survey questionnaire was used to identify the parenting styles utilized by the respondents, while their English-accumulated grades served as the basis of their academic performance. Based on the result, the majority of them are 10-12 years old, male, Ilonggos, and have parents with high school education. It further revealed that the parenting style experienced by the respondents is authoritative. More so, the English academic performance of the respondents was satisfactory. It also revealed that sex, age, parents’ educational attainment, and the English academic performance of the respondents have a significantly weak relationship. More importantly, the study revealed a significant yet weak relationship between the respondents’ parents’ authoritative and neglectful parenting style and the respondents' academic performance in English. The findings suggest that incorporating authoritative parenting during modular distance learning positively influences the English academic performance of the pupils, emphasizing the importance of parental involvement in shaping educational outcomes in this mode of learning. It is then recommended that parents as teachers should be careful about their parenting style since this ultimately affects their pupils’ academic performance.
Use of an Internet-Based Paraphrasing Tool and Inappropriate Textual Borrowing in University Students' Language Research Papers Jaynette Jacildo; Gideon Sumayo
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 5 No. 1 (2024): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v5i1.113

Abstract

This quantitative study aimed to determine inappropriate textual borrowing using the traditional paraphrasing method and compared it to an internet-based paraphrasing tool. It also identified the types of paraphrasing that the tool uses. Additionally, it sought to identify the significant difference between the number of inappropriate textual borrowings when using these two methods. This study employed a descriptive-comparative research design involving the works of 48 third-year BSE English majors enrolled in a language research course at a state university in North Cotabato, Philippines. The results were interpreted and analyzed through Jalilifar et al.’s Coding Scheme and Keck’s Taxonomy of Paraphrasing. The study revealed that respondents were more prone to inappropriate textual borrowing when using the traditional method compared to using a tool. Specifically, self-plagiarism was common with the traditional method, while opaque citations were frequent when a tool was used. The study found that the tool predominantly employed substantial revisions (246 instances), followed by near copies (128 instances). Furthermore, a highly significant difference was found in the number of inappropriate textual borrowings between the two methods. Pedagogically, the study suggests teaching proper paraphrasing techniques and the ethical use of internet-based paraphrasing tools, promoting better academic integrity.
Co-Authors Jaynette Jacildo Joy Lynne Soriano