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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Social Learning (IJSL) Journal Evaluation in Education (JEE) Journal International Inspire Education Technology (JIIET) Scientechno: Journal of Science and Technology
Helen B. Boholano, Helen B.
Cebu Normal University
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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A Responsive Internship Program from the Viewpoint of Beginning Teachers Boholano, Helen B.; Jamon, Bernard Evangelicom V.; Corpuz, Brenda B.; Bacaltos, Richel N.
Journal International Inspire Education Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v3i2.641

Abstract

The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.
Gender and Development Integration in the Curriculum towards Inclusive Education Boholano, Helen B.; Revita, Ike; Villaver, Debie Joyce B.
Scientechno: Journal of Science and Technology Vol. 3 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/scientechno.v3i1.552

Abstract

This study investigates how students' attitudes regarding gender roles, academic success in STEM disciplines, and involvement in gender-related activism are affected by the inclusion of gender in development courses. In order to provide a thorough understanding of the consequences of gender integration, the study uses a mixed-methods research design that draws on feminist theory, social learning theory, and critical pedagogy. While qualitative analysis focuses on students' participation in gender-related activity, quantitative analysis looks at changes in students' perceptions toward gender roles and academic success in STEM disciplines. The results demonstrate the beneficial effects of gender integration on students' perceptions of gender roles, with inclusive curricula challenging prevailing prejudices and enabling learners to adopt more equitable viewpoints. Students are shown to be motivated to participate in gender-related activities by gender integration. An inclusive curriculum encourages active engagement and helps to bring about social change through bringing attention to issues, advancing social justice, and giving students the tools they need to confront gender inequality. Overall, this study emphasizes how important it is to integrate gender perspectives into the classroom in order to establish welcoming and equal learning environments. The findings underscore the necessity to include gender-related concerns in educational policies and practices and add to the body of research on gender integration. Society may work toward gender equality and enable people to be change agents by adopting inclusive education.
Career progression of graduates in diploma for professional education Alda, Rivika C.; Boholano, Helen B.; Leon-Abao, Ethel De
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21831

Abstract

This research delves into the career progression and perceptions of graduates from the Diploma in Professional Education (DPE) Program at Cebu Normal University, spanning the academic years 2016-2020. This aims to analyze demographic profiles, assess knowledge levels in various domains, and explore graduates' regard for the DPE program in their current work. Employing a mixed-methods design, the research gathers data through surveys and virtual interviews. Participants indicate an overall positive assessment of the DPE program and express strong agreement in content knowledge, pedagogical knowledge, technological competence, and the intersection of technology with pedagogy and content. They exhibit strong alignment with the technological pedagogical and content knowledge (TPACK) framework, proving their proficiency in incorporating technology into instruction with ease. Qualitative insights unveil transformative learning journeys, the nurturing of teaching excellence, overcoming challenges with confidence, and the empowerment of future educators as dominant themes in the experiences of DPE graduates. The combination of data sets highlights how well the program communicates knowledge and fosters a constructive, transformative learning environment. The DPE program's good reputation, strong support of TPACK, and noted career progression demonstrate how well it prepares teachers for the ever-changing demands of the classroom and offers valuable insights to improve teacher education.
Assessment of PhD Research and Evaluation Program: Insights from the Graduate Tracer Study Sanchez, Joje Mar P.; Petancio, Jo Ann M.; Picardal, Marchee T.; Fernandez, Chery B.; Boholano, Helen B.; Bacus, Remedios C.; Olvido, Michelle Mae J.; Cortes, Venus M.
Journal Evaluation in Education (JEE) Vol 5 No 4 (2024): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v5i4.1145

Abstract

Purpose of the study: The study assessed the effectiveness of the PhD in Research and Evaluation (PhD RE) program in a state university in Central Visayas, Philippines by examining the career trajectories and competencies of its graduates from 2017 to 2024. Methodology: The study utilized a mixed-methods approach, employing online surveys and open-ended questionnaires distributed through Google Forms. Descriptive statistics was used to analyzed quantitative data, while Braun and Clarke’s thematic analysis was used for qualitative data. Main Findings: The main findings indicate that PhD RE graduates excel in research, instruction, and leadership, with most achieving professional advancement. Employers provided positive feedback, highlighting the graduates’ critical thinking, problem-solving, and research capabilities. Novelty/Originality of this study: This study is novel in that it focuses on PhD graduates in Research and Evaluation and offers fresh perspectives on how the degree affects research competencies and career advancement. The study advances understanding on doctorate programs by outlining the need for more mentoring and interdisciplinary collaboration and making recommendations for curriculum enhancements.
The Utilization of Facebook During Covid-19 Pandemic by First-Year College Students Boholano, Helen B.; Cajes, Roberto
International Journal of Social Learning (IJSL) Vol. 1 No. 2 (2021): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (274.448 KB) | DOI: 10.47134/ijsl.v1i2.52

Abstract

Facebook is one of the popular social networking sites used by students. First-year college students who have primarily engaged themselves in Facebook are being influenced and affected by such media platforms. Students who use Facebook frequently are likely influenced by other people. On the other hand, their studies can likely be distracted. Instead of spending their time reviewing their school lessons, students get tempted to allot much of their time using Facebook. This study determined the reasons and feedback of first-year college students using Facebook. This research using a mixed method of quantitative and qualitative in interpreting and analyzing the data. The respondents were the first-year college students of Cebu Normal University, Cebu City. Findings revealed that using Facebook may cause adverse effects on students' academic performance due to frequent use of such media. However, Howeverebook can also bring positive effects to the students' academic performance. As a communication tool, Facebook provides information and acquiring knowledge from the different Facebook users. Facebook is beneficial in their studies. Through Facebook, college students can now share and exchange information through brainstorming and collaborating in the Group Chat. Therefore, the utilization of Facebook in learning as a tool in instruction during the Covid-19 pandemic is beneficial to learners and lecturers.
Culture-based teaching practices of teachers in a Philippine-Chinese school: narratives and insights Bacus, Remedios C.; Alda, Rivika C.; Boholano, Helen B.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33611

Abstract

Philippine-Chinese schools have been in existence for several decades. This study explores the influence of Chinese culture on Filipino teachers’ pedagogical and content delivery, language and social interaction, and their practices and constructions while teaching in a Chinese school. Through a descriptive–qualitative approach to explore the experiences, 12 non-Chinese teachers were purposively chosen to participate in the study. Guided by the validated interview guide and the qualitative data analysis steps by Braun and Clarke, six themes emerged: bilingual pedagogy, cultural values integration, language immersion, technology in education, thriving through diversity, support and collegiality. The study revealed the enriching interaction between Chinese cultural influences and Filipino teaching practices, suggesting the need for ongoing professional development that enhances cultural competence, innovative pedagogical strategies, and supportive teaching communities.
Co-Authors Alda, Rivika C. Bacaltos, Richel N. Bacus, Remedios C. Cajes, Roberto Corpuz, Brenda B. Cortes, Venus M. Fernandez, Chery B. Jamon, Bernard Evangelicom V. Leon-Abao, Ethel De Olvido, Michelle Mae J. Petancio, Jo Ann M. Picardal, Marchee T. Sanchez, Joje Mar P. Villaver, Debie Joyce B.