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All Journal ETERNAL(english, teaching, learning, and Research Journal) Jurnal Pendidikan Progresif
Mangila, Benjamin
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Education Languange, Linguistic, Communication & Media

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“Hear Ye All, These Walls Really Talk!” Exploring he Communicative Functions of College Students’ Graffiti on School Campus Wall Mangila, Benjamin; Avenido, Venus
ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 01 (2023): Volume 9, Number 01, June 2023
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V91.2023.A6

Abstract

Although there have been extensive studies on graffiti in various disciplines and contexts worldwide, only a few contemporary studies have been conducted on the classroom walls in higher education milieus. As such, this study explored the communicative functions of students’ graffiti-writings found on the classroom walls of a Philippine state college. Utilizing Content Analysis (CA), the results clearly revealed that graffiti-writings had been utilized by college students as their unique means of communicating their personal thoughts and feelings, as well as their antagonistic attitudes toward other individuals, groups, and even institutions which they could not express openly in public. Graffiti-writings had also been used by college students to seek glorification among themselves, to show their intelligence or wittiness, and to express resentment or hatred especially to the members of the LGBTQIA+ society. Indeed, graffiti-writings performed a multiplicity of communicative functions, having anonymity as a very powerful and useful tool used by college students not only in concealing their personal identities and advancing their causes and rights, but also in effectively protecting themselves from the harsh consequences which they might face when caught doing this highly forbidden act.
Instructional Strategies Employed by Elementary Teachers in Strengthening Pupils’ Engagement and Academic Performance in Inclusive Classrooms Mangila, Julius; Mangila, Benjamin
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Instructional Strategies Employed by Elementary Teachers in Strengthening Pupils’ Engagement and Academic Performance in Inclusive Classrooms. Objectives: This quantitative study ascertained Filipino teachers’ instructional strategies and pupils’ engagement and academic performance in select Philippine elementary schools. Methods: It employed the descriptive survey method, with questionnaire as data collection tool, and descriptive and inferential statistics as statistical tools. Findings: Results disclosed that “Classroom Management,” “Peer Support,” and “Individualized Education Plan” were the teachers’ leading instructional strategies while all instructional strategies were assessed as “Effective.” Pupils’ engagement was “High” while their performance in English, Mathematics, and Science subjects was “Fair.” Furthermore, teachers and pupils’ perceptions on the effectiveness of instructional strategies and their assessments on pupils’ engagement did not significantly differ. Conclusion: Teachers must employ varied instructional strategies to help learners effectively learn and to ensure that classrooms are inclusive to make them a more conducive place for teaching and learning.  Keywords: instructional strategies, pupils’ engagement, and academic performanceDOI: http://dx.doi.org/10.23960/jpp.v12.i2.202211
Co-Authors Avenido, Venus Mangila, Julius