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This Author published in this journals
All Journal Indonesian Journal of Electrical Engineering and Computer Science International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Advanced Journal of STEM Education (AJOSED) Journal of Elementary and Secondary School (JESS)
Chester Alexis C. Buama
Laguna State Polytechnic University
Humanities Education Social Sciences Other

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Fire incidents visualization and pattern recognition using machine learning algorithms Jonardo R. Asor; Jefferson L. Lerios; Sherwin B. Sapin; Jocelyn O. Padallan; Chester Alexis C. Buama
Indonesian Journal of Electrical Engineering and Computer Science Vol 22, No 3: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijeecs.v22.i3.pp1427-1435

Abstract

A fire incident is a devastating event that can be avoided with enough knowledge on how and when it may occur. For the past years, fire incidents have become a big problem for the Philippines, since it affects the socio-economic growth of the country. Machine learning algorithm is a well-known technique to predict and analyze data. It can also be used to recognize pattern and develop models for artificial intelligence. Pattern recognition through machine learning algorithm is already established and have proven itself accurate in different fields such as education, crime, health and many others including fire incidents. This paper aims to develop a model for recognizing patterns of fire incidents in the province of Laguna, Philippines implementing a machine learning algorithm. With the foregoing project, it is found out that a recurrent neural network shows an astonishing result in terms of pattern recognition. Further, it is also found that Calamba City is the most vulnerable area in case of fire occurrence in the Province of Laguna.
A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance Arnel D. Borja; Karen Ang Manaig; Chester Alexis C. Buama
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v4i2.1031

Abstract

This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.
Unraveling the Connections: Exploring the Relationship between Teaching Effectiveness and Academic Achievement in Blended Learning Environments Karen A. Manaig; Alberto D. Yazon; John Frederick B. Tesoro; Chester Alexis C. Buama; Sherwin B. Sapin
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2718

Abstract

With the rise of blended learning, assessing the factors influencing student academic performance has become essential. Teaching effectiveness is a critical component of this dynamic, potentially affecting students’ academic success. This study examines the relationship between teaching effectiveness and the academic performance of students engaged in blended learning environments. The primary objective of this research was to determine whether a significant relationship exists between teaching effectiveness and student academic performance. Specifically, this study evaluated various aspects of teaching effectiveness, including the learning environment and instructional practices, and their impact on student achievement. A descriptive-correlational research design was employed, using Simple Random Sampling to select 297 student respondents from the records provided by the university registrar’s office. The study measured teaching effectiveness using the university’s standardized School Form (SF) 7, while students’ academic performance was gauged via their general weighted average for the 2022-2023 academic year. Data analysis included calculating the mean and standard deviation to determine the levels of teaching effectiveness and academic performance, with Pearson’s r used to assess the correlation between these variables. The results indicated that the learning environment aspect of teaching effectiveness scored the highest, while instructional and assessment practices scored the lowest. Overall, teaching effectiveness was rated "Very Satisfactory." A significant positive correlation was identified between teaching effectiveness and student academic performance, thus contradicting the null hypothesis. The findings underscore a strong, consistent positive relationship among the various dimensions of teaching effectiveness, revealing that effective teaching in one area is linked with higher effectiveness in others. This interconnectedness highlights the importance of a comprehensive approach to enhancing teaching practices and suggests that improvements in teaching effectiveness can lead to better academic outcomes in blended learning contexts.
Effectiveness of the Basic Education Remediation Kits on Improving the Reading Skills of Novice Readers Stephanie Angela Aguirre; Chester Alexis C. Buama; Melvin T. Guache; Renniza F. Diola; Cristina E. Malabayabas; Jann Arlie P. Agawin
Journal of Elementary and Secondary School Vol. 2 No. 2 (2024): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v2i2.2484

Abstract

Remediation is crucial for strengthening students’ reading abilities, particularly for novice readers aged six to seven. Basic education practitioners must design intervention approaches that address reading and comprehension educational gaps. In response, this paper analyzed the effectiveness of the Basic Education Remediation Kits (BERKs) in improving the reading skills of struggling novice readers by revealing their reading skill level and revealing significant differences in the pre-test and post-test mean scores. The study employed a Quasi-experimental methodology with One-Group Pre-Test Post-Test Design and used purposive sampling as the sampling technique. The pre-/post-test consisted of two parts: 1) letter sounds and syllables and 2) short story with comprehension questions. The data was analyzed using descriptive statistics and paired samples t-tests to determine significant differences between the assessment results and the effectiveness of the remediation kit used. Findings revealed an increase in the students’ mean scores following kit implementation. The paired samples t-test confirmed a statistically significant difference between pretest and post-test scores, further affirming its effectiveness. The kit assists novice readers, particularly those in the early stages of literacy; nevertheless, its effectiveness varies according to reading level; thus, the use of a single teaching strategy may not be equally beneficial to all students. The long-term impact of the remediation kit may be evaluated considering aspects such as intervention duration, teaching pedagogy, and demographics. A group of participants with the same reading level may be used to further assess its efficacy.
Co-Authors Alberto D. Yazon Arnel D. Borja Cristina E. Malabayabas Jann Arlie P. Agawin Jefferson L. Lerios Jocelyn O. Padallan John Frederick B. Tesoro Jonardo R. Asor Karen A. Manaig Karen Ang Manaig Melvin T. Guache Renniza F. Diola Sherwin B. Sapin Stephanie Angela Aguirre