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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Camarao, Michael Kennedy G.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Teachers Difficulty and Coping Strategies in Physics Navos, Donalie B.; Ordoña, Merlie B.; Llorente, Jean M.; Camarao, Michael Kennedy G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 4 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.04.22

Abstract

This study investigates the difficulties encountered by physics educators and their coping strategies. Physics teaching presents various challenges such as addressing student misconceptions and integrating real-life examples. Understanding these challenges is crucial for developing effective coping strategies and enhancing physics education quality. Research suggests that addressing these challenges can improve teacher competency and student engagement. Investigating teachers' difficulties and coping strategies is vital for advancing the field and achieving successful learning outcomes. Ten teachers from public and private schools in Sultan Kudarat province participated in the study and were selected through purposive sampling. Data were collected using semi-structured interviews and focus group discussions with careful adherence to ethical standards. Results revealed challenges including teacher competency, students' weak mathematical foundations, and low retention. Coping mechanisms involved instructional preparation, peer mentoring, and real-life application of physics concepts. Despite the hurdles, educators exhibit resilience through various coping mechanisms, emphasizing the importance of targeted interventions and support systems. By fostering collaboration, emphasizing real-world applications, and providing ongoing professional development, educators can enhance the quality of physics education and facilitate meaningful learning experiences for students.
Challenges and Benefits of Inquiry-Based Learning in Physics Bogador, Christine Joy; Camarao, Michael Kennedy G.; Matunding, Charlotte G.; Sombria, Khezel Jean F.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 7 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.07.26

Abstract

This qualitative research study investigates the experiences of Grade 12 STEM students in inquiry-based learning in physics at a private high school in Central Mindanao. The study aims to understand the challenges and benefits of this teaching approach, considering factors such as gender, academic performance, and prior exposure to inquiry-based learning (IBL). The study involved ten students who were selected through purposive sampling. The data were collected through one-on-one interviews. The findings reveal that the most challenging experience students faced in inquiry-based learning are problem-solving, lecture and laboratory activities, and theoretical concepts. Meanwhile, the benefits of IBL include collaborative learning, interactive discussions, and enhanced interest in learning. Most students preferred hands-on learning, while few preferred auditory and visual learning. The study suggests that development in IBL can be made based on students' challenges and learning styles, and the benefits that they can get from the approach in a supportive learning environment.
Co-Authors Bogador, Christine Joy Llorente, Jean M. Matunding, Charlotte G. Navos, Donalie B. Ordoña, Merlie B. Sombria, Khezel Jean F.