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p-Index From 2021 - 2026
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All Journal EduLine: Journal of Education and Learning Innovation
Baluyos, Genelyn
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Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Experiences of Instructors in Online Teaching: A Phenomenological Study Baluyos, Genelyn; Clarin, Ariel R.
EduLine: Journal of Education and Learning Innovation Vol. 1 No. 2 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (589.614 KB) | DOI: 10.35877/454RI.eduline542

Abstract

The abrupt shift to online distance education as a result of COVID-19 pademic resulted to the diversification of teaching modalities and pedagogies. This study explored the lived experiences of instructors in online teaching during the SY 2020-2021 using Van Manen's hermeneutic phenomenological design. Purposive sampling was used to select the twenty-five participants for the study. In-depth face-to-face interviews were conducted with all the participants to gather information from the teachers. Data analysis was employed using the six components of hermeneutic phenomenological design and with the aid of NVivo software. Results revealed that the instructors’ experiences in online teaching were identified in five themes: preparation of learning materials, realization of learning outcomes, stability of internet connection, availability of technological resources, and difficulty in the conduct of assessment activities. The instructors encountered positive and negative experiences in online teaching. Online teaching enhancement program is recommended in this study.
Using Block Model Approach in Enhancing Pupils’ Word Problem Solving Performance Baluyos, Genelyn
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 4 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4297

Abstract

The Block Model Approach plays a vital role in the pupils' problem-solving performance in Mathematics. This experimental study investigated the effectiveness of the Block Model Approach in improving problem-solving skills among Grade 2 pupils in a public school in Misamis Occidental. Using the Solomon Four-Group Experimental Design, 40 pupils were randomly assigned to experimental and control groups, with pretest and posttest measures. A researcher-made 20-item Word Problem Solving Test was used to assess students' performance. Data were analyzed using mean, standard deviation, t-test, and two-way ANOVA. The findings revealed that, in the pretest, most pupils in both groups did not meet expectations, with the experimental group slightly outperforming the control group. After using the Block Model Approach, the control group showed minimal improvement, while the experimental group demonstrated substantial progress, with many pupils reaching satisfactory levels. A significant difference between the experimental and control groups in pretest and posttest performance underscored the Block Model Approach's effectiveness. However, no significant differences were observed between the control or experimental groups, suggesting that the pretest did not impact the outcomes. The Block Model Approach independently contributed to the improved performance of the experimental group. Therefore, using the Block Model Approach can effectively enhance problem-solving abilities in elementary mathematics education. Math teachers may adopt the Block Model Approach to promote equitable learning and enhance problem-solving skills, regardless of students’ prior knowledge. Keywords: Block Model Approach, intervention strategies, Mathematics education, problem-solving, Solomon Four-Group Design
Co-Authors Clarin, Ariel R.