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All Journal EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities
Genelyn Baluyos
Misamis University, Ozamiz City, 7200,Philippines
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Experiences of Instructors in Online Teaching: A Phenomenological Study Genelyn Baluyos; Ariel R. Clarin
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.
Instructional Materials Motivation and Synchronous Classroom Learning in Relation to the Students' Academic Performance in Mathematics Kristine Mae Sabayton; Rosa Mae Alvarado; Joicelyn Bacus; Genelyn Baluyos
EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline1988

Abstract

Students’ motivation and perception are important factors to consider in online learning. This study determined the students’ level of motivation in instructional materials and perception in synchronous classroom learning at Misamis University for the academic year 2021-2022. The researchers used the descriptive-correlational research design. The respondents of the study were the 138 Junior High School students chosen through purposive sampling technique. The gathering of data was done by the use of the Instructional Materials Motivation Survey (IMMS) and Synchronous Classroom Learning Survey (SCLS) as instruments. Mean, Standard Deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools employed in the data analysis. Results revealed that students' level of motivation in instructional materials used by teachers was high, and students' perception of synchronous classroom learning was good. This indicates that students who find the learning materials appealing are more likely to perform well in Mathematics. Teachers needed to be comfortable using technology to produce classes, interactive activities, assessments, projects, and other responsibilities to boost their creativity in creating instructional materials to increase students' satisfaction in the classroom. Future researchers should look into other factors contributing to students' academic performance in synchronous classroom learning.
Students’ Online Learning Satisfaction in Relation to their Academic Performance in Mathematics Katherine Rose G. Lopez; Jhed Gabriel L. Sanchez; Vincent Cataraja; Genelyn Baluyos
ARRUS Journal of Social Sciences and Humanities Vol. 4 No. 1 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum2436

Abstract

Students' satisfaction are indicator of academic success in relation to the student's performance in online learning. This study determined the predictors of students' academic performance at Misamis University, particularly Junior High School students. The total populations of junior high students were 415, and the target respondents were 200 students. The researchers used the descriptive-correlational research design and the Students' Online Learning Satisfaction Questionnaire (SOLSQ) as instruments. Mean, standard deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools used. Findings revealed that students were highly satisfied with their online learning. They performed very satisfactorily in their online class. There was a significant relationship between the students’ online learning satisfaction and their academic performance in mathematics. Teacher characteristics predicted students' academic performance in Mathematics. Knowledge and literacy in using technologies as a medium for instruction help teachers to be more effective in teaching online learning. The study recommends that teachers need to be digitally literate in using technology as a medium of instruction. Future researchers have to look into other factors that might contribute to the student's academic performance in online learning.
Co-Authors Ariel R. Clarin Jhed Gabriel L. Sanchez Joicelyn Bacus Katherine Rose G. Lopez Kristine Mae Sabayton Rosa Mae Alvarado Vincent Cataraja