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All Journal International Journal of Management, Entrepreneurship, Social Science and Humanities (IJMESH) Journal of English as a Foreign Language Teaching and Research (JEFLTR) Advanced Journal of STEM Education (AJOSED) People and Behavior Analysis (PBA) Education Policy and Development (EPD) Journal of Elementary and Secondary School (JESS) Journal of Healthcare and Biomedical Science (JHBS)

Alberto D. Yazon

Laguna State Polytechnic University

Author-ID : 5826365

Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Lived Experiences on Varied Dimensions of Police Recruits’ Training and Practice Basis for Quality Police Performance Julieta R. Magpantay; Alberto D. Yazon; Consorcia S. Tan; Lerma P. Buenvinida; Marcial M. Bandoy
International Journal of Management, Entrepreneurship, Social Science and Humanities Vol. 4 No. 2 (2021): December 2021
Publisher : Research Synergy Foundation

Police malpractice, abuse of power, and police misfits are issues and problems associated with police recruits. There were reports about inappropriate acts committed by newly hired police officers during their actual field practice. This qualitative phenomenological studydetermined the dimensions of training that hamper the development of knowledge and skills of the police trainees and police officers.Seventeen (17) purposely selected participants comprised the sample for this study. They were chosen through the following inclusion criteria: police supervisors, trainers, police recruits, staff from the National Police Training Institute (NPTI) and have two or more years ofexperience. Thirteen recurring themes emerged from the verbatim interviews. The Philippine National Police (PNP), National Police Training Institute (NPTI), and the National Police Commission (NAPOLCOM) are the three public safety institutions in the Philippinesthat are expected to promote the quality performance of police recruits in both training and practice. On the whole, the results of this study can serve as the basis for creating innovative policies about police recruits’ selection, curriculum development, stress management,creation of core competency framework, performance evaluation system, and training and practice needs assessment.

A Correlational Study on Mindset, Grit, and Adversity Quotient of Pre-Service Teachers: Evidence in Philippines and Hongkong Alberto D. Yazon; Karen Ang-Manaig; Ting Wai Ching Adrian
International Journal of Management, Entrepreneurship, Social Science and Humanities Vol. 4 No. 2 (2021): December 2021
Publisher : Research Synergy Foundation

Understanding pre-service teachers' mindset, grit, and adversity quotient boosts their morale, confidence, and self-esteem as future educators. This descriptive-correlational research determined the relationship between the aforementioned constructs of pre-service teachers in the Philippines and Hong Kong. The respondents of the study were 155 pre-service teachers from two Asian countries. The data were gathered through answering an online questionnaire generated through Google forms and disseminated through e-Mail and messenger on social networking sites. The responses from the respondents were automatically stored at the Google drive application. The standardized questionnaires were used in the study. The respondent's mindset was assessed using Dweck's Mindset Instrument (DMI). In terms of grit, it was measured using Duckworth's Grit-Short Scale, and the respondent's adversity quotient was examined using The Adversity Quotient Profile® 9.1 by Dr. Paul G. Stoltz. The majority of the pre-service teachers in the two Asian countries are dominated by female students with an ideal age bracket suited as university students possessing a growth mindset. Students with a growth mindset have displayed a higher level of grit and adversity quotients than those students with a fixed mindset. This study concluded that mindset and adversity quotient is significantly associated. Hence, stakeholders involved in the development of 21st-century learners should promote the mindset, but they may also develop other essential parallel variables, such as the adversity quotient, to encourage them to be desirable attribution necessary for being global and competitive citizens of the society.

School Head’s Conflict Resolution Skills, Organizational School Climate, and Teacher Work Engagement in The New Normal: An Input to Principal and Teacher Development Program Raymond D. Gomez; Alberto D. Yazon; Lerma P. Buenvinida; Consorcia S. Tan; Marcial M. Bandoy
International Journal of Management, Entrepreneurship, Social Science and Humanities Vol. 5 No. 2 (2022): December 2022
Publisher : Research Synergy Foundation

This study determined the school head's conflict resolution skills, organizational school climate, and teachers' work engagement among public school principals and teachers in the City Schools Division in Laguna for the school year 2020-2021. One hundred twelve (112) public school principals and one thousand forty-eight (1048) teachers were the respondents of the study. The researchers utilized a descriptive correlation study design. It made use of adopted and modified questionnaires to assess and measure the variables studied. The statistical tools used to analyze the data gathered were: Mean, standard deviation, Pearson r, and Multiple Linear Regression Analysis. Findings revealed that conflict resolution skills and organizational school climate were relevant to teachers' work engagement. The results were used to determine the principal and teachers’ development program to be proposed to the School Divisions officials. The teachers' work engagement was related to the school heads' conflict resolution skills and organizational school climate. To ensure a more efficient teachers work engagement, school heads are encouraged to continue cultivating a culture of excellence in the school by exposing the teachers to relevant activities that may sustain the work engagement by means of exhibiting quality performance in teaching and learning. Also, supervisors should strengthen the performance of the teachers by providing the technical assistance needed to further improve their performance. Technical assistance should focus on curriculum delivery and the school's operation and management. Keywords: Conflict Resolution Skills; Development Program; New Normal; Organizational School Climate; Teacher Work Engagement.

A Phenomenological Study on the Lived Experiences of Self-Aware-Non-Fluent English Teachers Ushas Richel R. Rino; Glen P. Cortezano; Alberto D. Yazon; Karen A. Manaig; John Frederick B. Tesoro
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i2.1119

This study delved into the lived experiences of self-aware-non-fluent English teachers in their instructional delivery to come up with practical strategies and ways to strengthen the delivery of instruction in using the English language. Accordingly, qualitative research design and hermeneutic phenomenological processes were utilized. In analyzing the acquired responses from the participants, the following steps were applied: (1) hermeneutic phenomenological reduction; (2) imaginative variation, where the possible meanings of horizons were attained through the individual and composite structural descriptions; lastly, (3) essence, where the synthesis and reflections were made to form implications. The epoche was also applied before and during the conduct of this qualitative research to suspend the researcher’s connection to the experiences of the participants and maintain bias-free data. Based on the testimonies gathered from the participants, 139 subordinate themes, 28 superordinate themes, and four (4) main themes were unveiled. Challenges encountered in using the English language in an English classroom, Practices in developing English language fluency in the classroom, Various training on enriching the English language fluency among English teachers; and Favorable experiences as English teachers were the four (4) main themes which highlighted all the significant occurrences in the classroom regarding English language fluency. As a result, a booklet entitled “I am a Pedagogue: Repertoire of English Fluency Enrichment Strategies” was crafted which emphasized strategies acquired from the lived experience of the participants and was intended to be applied by all the English teachers in Calamba City. Keywords – English teachers, enrichment strategies, instructional delivery, non-fluency

Effectiveness of Mathematics-Gammified Applications for Learners Interactive Numeracy Growth (Math-Galing) in Enhancing the Academic Performance of Grade 11 Learners Monique E. Malabayabas; Alberto D. Yazon; John Frederick B. Tessoro; Karen A. Manaig; Sherwin B. Sapin
Advanced Journal of STEM Education Vol. 2 No. 1 (2024): Advance Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i1.2324

This study determined the effectiveness of the academic performance of Grade 11 learners using the Mathematics Gamified Application for Learner's Interactive Numeracy Growth (Math-GALING). This study used a quasi-experimental design. The participants of the study were selected through a match-pairing technique based on the results of their pretest among Grade 11 students, resulting in 29 pairs. These two groups of students, one from the Accountancy, Business, and Management strand and the other from the Humanities and Social Sciences strand, comprised the experimental and comparison groups, respectively. The participants' pretest, posttest, and formative test performances was evaluated using the mean and standard deviation. Similar to how independent t-tests were used to quantify the extent of the difference between two sets of scores, Cohen’s d was used to determine the significance of the difference between the pretest and posttest results. The salient findings from the data were as follows: there is always an opportunity for improvement, particularly when the goal is to enhance teaching and learning processes to provide students with quality education. This study could conclude that using a gamified learning application (Math-GALING) in the teaching of statistics and probability enhanced learners’ performances. It was found that the designed gamified learning application enhanced students’ academic performances.

Effectiveness of Quantom Kit as a Supplementary Learning Material in Enhancing the Academic Performance Manilyn M. Galarosa; Ofelia Maningas; Karen A. Manaig; Rolando Maningas; Alberto D. Yazon
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.v2i2.2653

Science education benefits greatly from the supplementary learning materials that provide hands-on, interactive experiences, enhancing student engagement and understanding scientific concepts. This study evaluated the effectiveness of the Quantom Kit as a supplementary learning material to improve the academic performance of Grade 8 students at Looc Integrated School. Using a quasi-experimental design, 50 students were divided into two groups: an Experimental group that used the QuanTom Kit and a Comparison group that relied solely on the Periodic Table. Results showed that the Experimental group consistently outperformed the Comparison group in pretests, posttests, and six formative tests. Independent Samples T-tests revealed a significant difference in mean scores between the groups (p < .01), confirming the Quantom Kit’s positive impact on student performance. Paired Sample t-tests also demonstrated significant improvements in mean scores between pretest and post-tests within each group. While both groups showed improvement, the Experimental group achieved significantly higher post-test scores and larger effect sizes, highlighting the Quantom Kit’s effectiveness in enhancing academic performance. This study underscores the value of incorporating interactive learning materials into science education to enhance student achievement.

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

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.

Lived Experiences of School Heads During Post-Pandemic: Building Resilience and Navigating Schools to Recovery Amidst Disruptive Times Jermaine D. Alonzo; Alberto D. Yazon; Karen A. Manaig; Lerma P. Buenvinida; Marcial M. Bandoy
People and Behavior Analysis Vol. 2 No. 2 (2024): May - September Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v2i2.2669

Crisis management practices among school leaders are critical for effective emergency response and resilience. Crisis management studies are essential because unanticipated crises, such as health concerns and calamities, disrupt the learning process. This phenomenological research explores the lived experiences of school heads during the post-pandemic period when they built resilience and navigated their schools back to recovery. Adapting to changing circumstances, finding effective ways to bridge learning gaps and promoting staff and learner well-being are the major challenges facing school heads after pandemic. Real-life situations are further explored through this research to aid in crisis management. This study is crucial because it aids organizations in their effective planning, rapid response, and recovery from unexpected crises. Eight school heads from the Philippines were selected as participants. The researcher utilized a validated questionnaire to gather data on various school management strategies before and after the pandemic. The post-pandemic posed challenges, needs, and opportunities due to protocols, settings, and requirements while incorporating resilience strategies and implementing proactive school recovery approaches. The ANCHOR model was developed as a crisis management framework based on the findings and observations. This process consists of five stages: acclimatization, necessity appraisal, counter-response and handling, opportune resilience strategies application, and recovery and restructuring. It can be applied by organizations to manage crises and recover, emphasizing crisis management skills to improve organizational performance. The model can aid school heads in making informed decisions and navigate institutions to recovery. Finally, this research encapsulates that crisis management skills are essential to organizational performance, particularly in academic institutions.

Emotional Intelligence and Teacher Productivity and Performance in Public Elementary Schools: An Input for a School-Based Intervention Program Haide J. Galang; Alberto D. Yazon; Marcial Bandoy; Lerma P. Buenvenida; Karen A. Manaig
People and Behavior Analysis Vol. 2 No. 2 (2024): May - September Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v2i2.2670

Emotional intelligence (EI) is crucial to every individual's well-being. It is a significant factor in establishing positive relationships, especially in the post-pandemic era. Teachers play vital roles in education as they are the front liners who directly interact with learners, parents, and stakeholders. Therefore, they should have a strong EI to employ constructive approaches in managing their school environment. Therefore, educational leaders and school administrators must recognize how personal challenges impact teachers' emotional intelligence, particularly during the pandemic, by establishing reliable support mechanisms that foster a positive learning atmosphere. These resources can help teachers manage personal issues and empower them to support their students effectively. The study analyzed the impact of Emotional Intelligence on teachers’ productivity and performance as input for a school-based intervention program. This descriptive research utilized a quantitative correlation approach. A simple random sampling technique was employed to determine the population sample size. The questionnaire was sent to 655 target respondents from two sub-offices of the Division of Laguna, Department of Education, Philippines, through two methods: via a Google link or using paper and pen, with the permission of their school heads. The questionnaire was sent to the target participants in two ways: through a Google link or through paper-and-pen with the permission of the participants’ school heads. The results revealed that the respondents demonstrated high emotional intelligence but average stress management. On the other hand, they were both at high levels in terms of productivity and performance. The relationship between emotional intelligence and teachers’ productivity exhibited moderate correlations, while there was a strong correlation between Emotional Intelligence and Teaching Performance. Finally, some demographic factors influenced the relationship between emotional intelligence (EI) and Teaching Performance. Most school interventions focus on skill development, curriculum development, teaching methodologies, or student support systems, and Emotional Intelligence is often neglected. Providing emotional support to teachers is important for recognizing how their emotional states impact their effectiveness and the learning environment. This support can help to continually enhance productivity and performance, leading to better learning outcomes.

Assessing Technological Pedagogical Content Knowledge (TPACK) and Teaching Effectiveness of Senior High School Teachers: An Input for Teacher Development Plan Adelita D. Castillo; Karen A. Manaig; Alberto D. Yazon
Education Policy and Development Vol. 2 No. 2 (2024): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v2i2.2511

This study investigates the Technology-Enhanced Pedagogical Skills and Technological Pedagogical Content Knowledge (TPACK) levels among senior high school teachers in Biñan City, highlighting the importance of integrating technology effectively in education. Technology-Enhanced Pedagogical Skills are crucial for enhancing learning outcomes through the appropriate use of technology in teaching specific subjects. The study involved 54 teachers from seven schools who were selected based on their proficiency in digital tools. Using a survey questionnaire, the research assessed teachers’ TPACK competency, socio-demographic backgrounds, and perceived teaching effectiveness. The findings aim to determine the correlation between TPACK levels and teaching effectiveness and provide insights for educational policies and professional development programs to enhance technology integration in teaching practices, ultimately improving student learning experiences and outcomes.

Co-Authors Adelita D. Castillo Ariane Pearl P. Medel Chester Alexis C. Buama Consorcia S. Tan Cristopher F. Mendoza Glen P. Cortezano Haide J. Galang Jermaine D. Alonzo John Frederick B. Tesoro John Frederick B. Tessoro Julieta R. Magpantay Karen A. Manaig Karen Ang-Manaig Karen D. Manaig Kathleen E. Espina Lerma P. Buenvenida Lerma P. Buenvinida Manilyn M. Galarosa Marcial Bandoy Marcial M. Bandoy Monique E. Malabayabas Ofelia Maningas Raymond D. Gomez Rolando Maningas Sherwin B. Sapin Ting Wai Ching Adrian Ushas Richel R. Rino

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