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All Journal Indonesian Journal of Electrical Engineering and Computer Science Journal of Elementary and Secondary School (JESS)
Chester Alexis C Buama
Laguna State Polytechnic University
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An android-based mobile educational game for disaster preparedness: an input to risk reduction management Gene Marck Bañares Catedrilla; Jefferson Llobit Lerios; Sherwin Banaag Sapin; Manuel C Lanuang; Chester Alexis C Buama
Indonesian Journal of Electrical Engineering and Computer Science Vol 22, No 2: May 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijeecs.v22.i2.pp936-943

Abstract

The Philippines is one of the countries in the world who suffers in different disasters, particularly natural disasters. Every year, there are more than twenty incidents recorded in the country related to different disasters which involve numerous lives of its citizens. It is found that most Filipinos have lack of knowledge in terms of disaster preparation specially, teenagers. This paper intended to develop a mobile-based game that aims to spread awareness on what to do during disasters. Upon development, forty-five (45) respondents were chosen to test the reliability of the application which composed of elementary students, household owners, police officers, fire fighters and IT experts. Further, ISO 25010 was adapted and modified in assessing the project. The results showed that the application is strongly acceptable and gives appropriate output in terms of disaster preparation garnering a total mean of 3.83
Bridging Generations: Lived Experiences of Seasoned Faculty Members in Adapting to Gen Z’s Learning Behaviors Karen A Manaig; John Frederick B Tesoro; Melvin T Guache; Chester Alexis C Buama
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.4243

Abstract

This transcendental phenomenological study explored the lived experiences of seasoned faculty members in adapting to the learning behaviors of Generation Z (Gen Z) students. Ten higher education instructors from one state university, each with at least ten years of continuous teaching experience, were purposively selected as participants. Data were gathered through semi-structured interviews designed to elicit in-depth reflections on their teaching encounters, challenges, and adaptive strategies in addressing the unique characteristics of Gen Z learners. Analysis of the interview data revealed three overarching themes: (a) the evolving learning characteristics and challenges of Gen Z students, (b) adaptive and engaging teaching practices for Gen Z learners, and (c) the effectiveness and responsiveness of adaptive teaching strategies. From these themes, the SAIL Metaphorical Framework was developed to conceptualize effective teaching for Gen Z learners, encompassing four key components: S – Student Characteristics, A – Adaptive Teaching, I – Instructional Effectiveness, and L – Learning Journey. The findings highlight those Gen Z learners’ short attention spans, digital dependence, and varied social behaviors necessitate adaptive, technology-integrated, and student-centered instructional approaches. Seasoned faculty members play a crucial role in bridging generational learning gaps through continuous reflection, innovation, and responsiveness to learner diversity. Ultimately, adaptive teaching emerges as both a pedagogical approach and a transformative process of professional growth, enabling educators to create meaningful and lasting learning experiences that align with the evolving needs of Generation Z students.
Co-Authors Gene Marck Bañares Catedrilla Jefferson Llobit Lerios John Frederick B Tesoro Karen A Manaig Manuel C Lanuang Melvin T Guache Sherwin Banaag Sapin