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Echaure, Jessie S.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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The Relationship of Learning Motivation, Reward and Achievement in Science of Secondary Students in The District of Botolan Tolero, Josue Alburo; Echaure, Jessie S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 2 No. 9 (2021): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.09.01

Abstract

ABSTRACT The study aimed to determine the effect of learning motivation and reward to the achievement in Science among junior high school students of Botolan District, Division of Zambales during SY 2018-2019. The study revealed that the respondent is a typical female. The respondents “strongly agree” on extrinsic, intrinsic and task value while “agree” on views about learning, self-efficacy and belief of achievement as dimensions of learning motivation. The respondents “agree” on tangible and intangible as dimensions on rewards system. The respondents “strongly agree” on indicators towards reward system. The students obtain a “passed” rating in their academic performance. There is no significant difference on the dimensions of learning motivation. There is no significant difference on the dimensions of reward system. There is no significant difference on the dimensions of reward system when grouped according to sex profile variable. There is no significant relationship between the academic performance and the dimensions on learning motivation. The summary of the researches conducted and the assumptions arrived at, the researcher have to give tangible or intangible rewards to deserving students who are exerting efforts to excel in the science class that there is a necessity to train teachers in how to impart students so that they develop intrinsically motivated, as a substitute of just driven along by the idea of the next external reward; that the teachers are to exercise extreme fairness and equality to give rewards and recognition to deserving students.
Teachers’ Teaching Styles, Students’ Learning Styles and Level of Competencies of Children With Special Needs in Secondary Public Schools of Zone Iv, Division of Zambales Rosal, Mark Anthony Mendoza; Echaure, Jessie S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 2 No. 10 (2021): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.10.05

Abstract

The focal objective of this study was to examine the various teaching styles, learning styles, as well as the level of competencies of children with special needs in the Secondary Public schools of Zone IV, Division of Zambales during School Year 2018-2019.The aforesaid study applied quantitative descriptive research design with questionnaire as the main instrument in gathering from teacher and students with special needs. Moreover, the study revealed that the Special Education (SPED) teacher is typically female, in her early adulthood, married, master’s degree holders with almost a decade in the teaching service and few numbers of attendance to seminars and training. The Special Education (SPED) student learning style was “visual learning”. There is substantial difference on competence level when congregated conferring to grade level, and age. There is significant difference on the learning styles of SPED students when grouped according to grade level, and age profile. There is significant difference on the teaching styles when clustered according to sex, age, highest educational attainment, length of years in service and number of trainings. Finally, the researcher recommended that if budget warrants, the school administrators should prioritize sending teachers handling SPED class for training and seminars to keep abreast on the new trends in teaching physically handicap students; hiring legitimate and experts in SPED program should be hired for better implementation of the program is strongly encourage; to administer/conduct a parallel or similar study in order to validate and confirm the findings attained in the study.
Inquiry-Based Teaching Practices, Attitudes, and Difficulties of Secondary Science Teachers in Masinloc District Division of Zambales for S.Y. 2020-2021 Bioco, Maricriz S.; Echaure, Jessie S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 2 No. 11 (2021): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/10.11594/ijmaber.02.11.08

Abstract

This study aimed to assess the science inquiry-based practices, attitudes, and difficulties of secondary science teachers in the district of Masinloc, division of Zambales. The data gathered through the questionnaire were statistically treated with percentage, weighted mean, Pearson’s Correlation Coefficient, and Analysis of Variance (ANOVA). There is significant difference on the number of trainings towards origin of questioning, nature of problem, responsibility within the inquiry process, students’ diversity and variability and explanation of learning goals. There is significant difference on highest educational attainment towards explanation of learning goals and significant on sex towards origin of questioning. There is significant difference on the perception towards attitude on the use of inquiry-based teaching and learning when grouped according to highest educational attainment. There is significant difference on the number of trainings towards all dimensions of practices of science teachers exhibited components of scientific inquiry-based learning approach; The researcher recommended that the use of inquiry-based teaching and learning approach in teaching Science is highly encouraged in order to help the learners to overcome their problems in engaging with the lesson; that the teacher is encouraged to use the inquiry-based teaching and learning practices model to help them in attaining the consistency of the inquiry process within their lesson; and lastly a replication of this study is encouraged with in-depth and wider in scope so as to better determine the effectiveness of Inquiry-Based Teaching/Learning approach.
Co-Authors Bioco, Maricriz S. Rosal, Mark Anthony Mendoza Tolero, Josue Alburo