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All Journal International Journal of Social Service and Research
Maridel D. Macapobre
Department of Education, Schools Division of Toledo City
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Collaborative-Constructivism Approach Reading Remediation Osias Kit T. Kilag; Ma. Teresa B. Aniel; Viquelyn A. Engbino; Ana Lorraine B. Bubuli; Maridel D. Macapobre; Joana Marie L. Fajardo
International Journal of Social Service and Research (IJSSR) Vol. 3 No. 2 (2023): International Journal of Social Service and Research (IJSSR)
Publisher : CV. Ridwan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/ijssr.v3i2.261

Abstract

The study focused on the students' reading challenges, the techniques, methods, and strategies used, as well as the changes seen following the mentoring sessions. The study's output was the formulation of a plan for peer mentoring. On the second grade non-readers in Toledo City's division, a study was done. The cases consisted of eight students. They all came from low-income homes, and three of them were Pantawid Pampamilyang Pilipino (4Ps) participants. The study was qualitative in character and using the multiple case study methodology. Employed Approaches, Methods, and Strategies Constructivist approaches were applied. Think, Pair and Read, find the underpinning, and Mix Mine were the collaborative learning tactics employed. Adjacent elementary schools in the district or in other districts should be made aware of the proposed peer mentoring plan. The following subjects are suggested for additional research: Developing Teachers' Creativity in the Mentoring Program Coaching and Mentoring as Realistic Ways to Enhance Learning. A management intervention program called mentoring.
The Role of Parent-Teacher Partnership in Promoting Numeracy Skills Among Primary School Students Ana Lorraine B. Bubuli; Maridel D. Macapobre
International Journal of Social Service and Research (IJSSR) Vol. 3 No. 3 (2023): International Journal of Social Service and Research (IJSSR)
Publisher : CV. Ridwan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/ijssr.v3i3.324

Abstract

This study aimed to explore the perspectives of teachers and parents regarding parent-teacher partnerships in promoting numeracy skills. A qualitative research design was used, and data were collected through focus group discussions with ten teachers and ten parents from a primary school in the Division of Toledo City. The data were analyzed thematically, and five themes emerged: the importance of parent-teacher partnerships, communication, parental involvement, teacher support, and resources. The findings indicated that parent-teacher partnerships were crucial in promoting numeracy skills, and effective communication was essential for building trust and collaboration. Participants emphasized the need for parental involvement, including regular attendance at parent-teacher meetings and supporting numeracy development at home. Teacher support was also identified as crucial, including the provision of clear explanations of numeracy concepts and strategies. Finally, participants highlighted the importance of having access to resources, including instructional materials and professional development opportunities for teachers and parents. These findings provide insights into the factors that contribute to successful parent-teacher partnerships in promoting numeracy skills and highlight the importance of collaboration and communication between parents and teachers.
Co-Authors Ana Lorraine B. Bubuli Ana Lorraine B. Bubuli Joana Marie L. Fajardo Ma. Teresa B. Aniel Osias Kit T. Kilag Viquelyn A. Engbino