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All Journal EduLine: Journal of Education and Learning Innovation
Genelyn R. Baluyos
Misamis University, Ozamiz City, 7200,Philippines
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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The Challenges in Paraphrasing Among English Language Students Analyn S. Clarin; Sheen S. Serohijos; Larry L. Sumaylo; Genelyn R. Baluyos
EduLine: Journal of Education and Learning Innovation Vol. 3 No. 4 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2052

Abstract

Paraphrasing is the most challenging part of academic writing. This study explored the challenges encountered by English language students in one of the Higher Education Institutions in Ozamiz City during the second semester of the school year 2021-2022. This study utilized phenomenological research design. The participants were 14 third-year English major students and were chosen using purposive sampling. A semi-structured interview was used based on the interview guide to gather the needed information. Moustakas's transcendental phenomenology was used in analyzing the participants’ responses. Students faced different challenges when paraphrasing texts and results revealed four themes: 1.) lack of vocabulary skills, 2.) inaccuracy of paraphrasing tools, 3.) poor reading comprehension skills, and 4.) copying someone else's work. Researchers suggest that teachers can put much effort into helping students comprehend how to paraphrase English texts. Also, the students have to be aware of how crucial paraphrasing is in writing.
Capturing the Cry of Flood Victim Students: An Exploration of their Experience and Resilience through Photovoice May Noren D. Nanud; Angelyn T. Caylan; Jessel C. Lagura; Genelyn R. Baluyos
EduLine: Journal of Education and Learning Innovation Vol. 3 No. 4 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2034

Abstract

Floods greatly impact individuals, especially vulnerable students, affecting them psychologically, socially, and academically. This study explored the experiences of student flood victims and uncover their resilience through the innovative methodology of photo voice. Two participants who were selected through snowball purposive sampling. Data were collected through photos and interviews. The themes emerged from the experiences of students who have been affected by floods were having unstable emotions, undergoing academic strain, and wanting to be heard. Also, the themes emerged from the flood-affected students’ perception and coping mechanisms with the challenges they face in the aftermath were seeking for support and using of varied coping mechanisms. This study shed light on the psychosocial effects of flooding on student victims, highlighting their resilience in the face of adversity. Flood – affected students resiliently seek support for their needs, employ diverse coping mechanisms, and desire recognition from authorities and institutions amidst emotional instability, academic obstacles, and the impact of significant losses caused by floods. School administration and LGU officials collaborate to establish a dedicated disaster risk and reduction management office to provide prompt response and assistance to flood-affected students. Additionally, it is important to implement emotional support programs, prioritize the allocation of academic resources and support, and actively promote student engagement.
Students’ Wellbeing and Level of Motivation towards Science Learning in Relation to Their Academic Achievement Jame S. Bazar; Apple Jane D. Arabejo; Mariefhel R. Reyes; Genelyn R. Baluyos
EduLine: Journal of Education and Learning Innovation Vol. 4 No. 1 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2009

Abstract

Academic achievement requires a lot of motivation. Given that students' wellbeing substantially affects their overall performance, examining the many aspects and how they affect students is necessary. This study determined the students' wellbeing and motivation towards science learning concerning their academic achievement. The results were obtained from 134 respondents. The study employed a descriptive-correlational research approach and utilized three main tools: the Student Subjective Wellbeing Questionnaire, the Students' Level of Motivation Questionnaire, and the academic records of the students. The research in question employed various statistical techniques, including the Pearson Product Moment Correlation Coefficient, mean, standard deviation, stepwise multiple regression analysis, and mean. Results showed that the overall wellbeing of the students was good, their level of motivation was high, and their academic achievement in science was very satisfactory. It was found that there was a significant relationship between students' wellbeing and academic achievement in terms of academic efficacy. Furthermore, there is a significant relationship between students' levels of motivation and their academic achievement. The research results indicate that the extent of a student's motivation, specifically their self-belief and their goals for achievement, played a significant role in predicting their success in science education. The findings make instructors use different science teaching strategies that consider students' learning styles while planning classes and activities to help students develop desirable behaviors toward appreciation and interest in science.
Co-Authors Analyn S. Clarin Angelyn T. Caylan Apple Jane D. Arabejo Jame S. Bazar Jessel C. Lagura Larry L. Sumaylo Mariefhel R. Reyes May Noren D. Nanud Sheen S. Serohijos