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All Journal Indonesian Journal of Education and Pedagogy
Jay C. Bansale
Department of Teacher Education, College of Education, Visayas State University, Baybay, Leyte, Philippines
Education

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Enhancing the tenth graders’ self-efficacy in learning Social Studies through technology-based pedagogies Porferio S. Bandibas Jr.; Berlie Ann F. Bedon; Ma.Glesilda N. Cabaltera; Jessa Betty Lloren; Lovely Joy M. Pacate; Jay C. Bansale
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.71

Abstract

This research aimed to improve students' self-efficacy in Social Studies using technology-based pedagogies. The study utilized mixed methods sequential explanatory design which involves quantitative and qualitative data. Pre- and post-assessments were used to measure the development of students’ test scores and supported by pre- and post-self-efficacy surveys to identify the changes in students’ levels of self-efficacy. The Wilcoxon signed-rank test was used to determine the significant difference in pre- and post-self-efficacy survey scores. At the same time a paired sample t-test was used to analyze the pre- and post-assessment scores. On the other hand, the data obtained from the interview on the students’ experiences was analyzed thematically using Colaizzi's descriptive phenomenological data analysis technique. Results showed that students’ self-efficacy in learning Social Studies has improved with increased student engagement, active participation, and a more vibrant learning environment while implementing the interventions. Furthermore, the study recommends that teachers integrate different technological tools in their classes to enhance students' self-efficacy.
Grade 8 students' academic achievement in World History using jigsaw Steven Rigor Mandin; Aiza B. Martin; Saudia Arabiya Mae C. Abatol; Jay C. Bansale
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.93

Abstract

This study assessed the academic achievement of twenty-five Grade 8 Diligence students at Banahao National High School in World History using the jigsaw method. Employing a mixed-method design, the study utilized pre-and post-assessments to evaluate students' academic performance before and after implementing the jigsaw. The Wilcoxon signed-rank test was applied to determine the significant differences in scores between the pre- and post-assessments. Results showed an increase in median values from 16 in the pre-assessment to 28 in the post-assessment. The results indicate the effectiveness of the intervention in improving the academic performance of the students. Also, the p-value is less than 0.05, showing that there is a significant difference in the class performance. A thematic analysis was also used to examine students' experiences with the jigsaw. Students' responses from the FGD show that the jigsaw has enhanced students' class performance. It encourages cooperation and participation, builds and develops students' interaction, and promotes fun and practical learning. Both findings indicated improved academic achievement, with most students attaining satisfactory scores in the post-assessment. Additionally, there was notable active participation during class discussions and positive feedback from students regarding their learning experience with the method.
Co-Authors Aiza B. Martin Berlie Ann F. Bedon Jessa Betty Lloren Lovely Joy M. Pacate Ma.Glesilda N. Cabaltera Porferio S. Bandibas Jr. Saudia Arabiya Mae C. Abatol Steven Rigor Mandin