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All Journal Journal on Mathematics Education (JME) Indonesian Journal of Mathematics Education
Louie Resti Rellon
University of Mindanao
Education Mathematics

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TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS Guillermo Baluyot Bonghanoy; Alben P. Sagpang; Ronnie A. Alejan Jr.; Louie Resti Rellon
Journal on Mathematics Education Vol 10, No 2 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.168 KB) | DOI: 10.22342/jme.10.2.6882.289-302

Abstract

This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal P. J. D. Mamacos; Louie Resti Rellon
Indonesian Journal of Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i2.982

Abstract

Most students are struggling in this new learning method and their engagement in learning math is deemed to be adversely affected due to limited interactions and accessibility in an online mode of learning, thereby affecting their motivation and achievement. Hence, this study looked into the domain of pedagogical competence of teachers that significantly influence students’ online engagement in the new normal. This study utilized non-experimental quantitative research design employing a descriptive-correlation technique to 100 junior high school students of the research locale identified through random sampling method. The research instrument of this study used two sets of questionnaires in accordance with its declared variables. Results of the data were analyzed using Mean, Standard Deviation, Pearson r correlation, and Linear Regression analysis. Descriptive results of the study revealed that teachers’ pedagogical competence and online engagement of the respondents both obtained a high descriptive level. Furthermore, inferential results of the study suggested there is no significant relationship between teachers’ pedagogical competence and online engagement of junior high school students in mathematics. Given these results, it is highly encouraged that the school must have constant teachers’ professional development programs that can strengthen the abovementioned significant pedagogical competence domains affecting the students’ learning engagement.
Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal P. J. D. Mamacos; Louie Resti Rellon
Indonesian Journal of Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i2.982

Abstract

Most students are struggling in this new learning method and their engagement in learning math is deemed to be adversely affected due to limited interactions and accessibility in an online mode of learning, thereby affecting their motivation and achievement. Hence, this study looked into the domain of pedagogical competence of teachers that significantly influence students’ online engagement in the new normal. This study utilized non-experimental quantitative research design employing a descriptive-correlation technique to 100 junior high school students of the research locale identified through random sampling method. The research instrument of this study used two sets of questionnaires in accordance with its declared variables. Results of the data were analyzed using Mean, Standard Deviation, Pearson r correlation, and Linear Regression analysis. Descriptive results of the study revealed that teachers’ pedagogical competence and online engagement of the respondents both obtained a high descriptive level. Furthermore, inferential results of the study suggested there is no significant relationship between teachers’ pedagogical competence and online engagement of junior high school students in mathematics. Given these results, it is highly encouraged that the school must have constant teachers’ professional development programs that can strengthen the abovementioned significant pedagogical competence domains affecting the students’ learning engagement.
Co-Authors Alben P. Sagpang Guillermo Baluyot Bonghanoy P. J. D. Mamacos Ronnie A. Alejan Jr.