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All Journal 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)
Karen A. Manaig
Laguna State Polytechnic University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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

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.
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

Abstract

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

Abstract

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

Abstract

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.
Effectiveness of PEARL Mobile Application in Enhancing the Academic Performance of Students in English Ariane Pearl P. Medel; John Frederick B. Tesoro; Alberto D. Yazon; Cristopher F. Mendoza; Karen A. Manaig
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.v2i2.2281

Abstract

This research aimed to test the effectiveness of the Packeted Electronically Assisted Reading Leaflets (PEARL) mobile application in enhancing students’ English academic performances. The researcher gained knowledge of declining reading comprehension skills, including Grade 7 reading levels, using the Philippine Informal Reading Inventory (PHIL-IRI), the official reading material from the Department of Education. However, due to the COVID-19 pandemic, the administration of this reading inventory has been put on hold due to its inapplicability. This study was conducted with Grade 7 Calamba Bayside Integrated School students from the Division of Calamba as respondents. A quasi-experimental technique, and administration of pretest, formative, and posttest, were used in this study. As for the data collection, the respondents' pretest, formative test, and post-test scores in the experimental and controlled groups were recorded weekly. There are 22 active students participated in the study through random sampling. Next, data analysis was performed using the T-test and Pearson’s formulas, respectively. Based on these findings, the researcher concluded that there was a significant difference between the pretest and posttest mean scores of the two groups, which indicates that the PEARL application is practical in enhancing English academic performance. Although there was only a medium-sized effect regarding the significant differences in the scores of the experimental group, it is concluded that several factors, like poor internet connectivity and technical difficulties, should be considered. The researcher also suggested that crafting instructional materials such as PEARL could improve students’ English proficiency.
Co-Authors Adelita D. Castillo Alberto D. Yazon Ariane Pearl P. Medel Chester Alexis C. Buama Cristopher F. Mendoza Glen P. Cortezano Haide J. Galang Jermaine D. Alonzo John Frederick B. Tesoro John Frederick B. Tessoro Lerma P. Buenvenida Lerma P. Buenvinida Manilyn M. Galarosa Marcial Bandoy Marcial M. Bandoy Monique E. Malabayabas Ofelia Maningas Rolando Maningas Sherwin B. Sapin Ushas Richel R. Rino