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All Journal Indonesian Journal of Instructional Media and Model Journal of Scientific Research, Education, and Technology Indonesian journal of teaching and learning Asian Journal of Applied Education Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education (INJOE) Journal of Community Service and Society Empowerment Indonesian Educational Research Journal Indonesian Journal of Education Teaching and Learning
Pecson, Ryan
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Insights into the academic-life balance of student-teachers as single mothers Pecson, Ryan
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 3 No. 3 (2024): Vol. 3 No. 3 2024
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v3i3.468

Abstract

Preparing student-teachers to become globally competitive, productive, and resilient K-12 educators in the future was an arduous task. Adding pressure to their academic life was the reality that some simultaneously performed various roles and responsibilities. With that insight, the study presents insights into the academic-life balance of student-teachers as single mothers. The study utilizes the phenomenological design of qualitative research, specifically the DPA (Descriptive Phenomenological Analysis) to six female student-teachers who are selected using the stratified sampling technique from the College of Education (COEd) of the BPSU-Balanga Campus, Bataan, Philippines. The qualitative data are gathered using the semi-structured interview guide, and the data are treated using the DPA model proposed by Edmund Husserl. The study reveals significant challenges for single mother student-teachers in balancing academic and personal lives, including time management conflicts and impacts on academic performance. Support systems, such as family assistance, peer support, flexible scheduling, and counseling services, along with effective time management and self-care, are also identified as crucial for their success.
DESIGN-BASED THINKING INTENTIONS AMONG SECONDARY STUDENT-TEACHERS: IMPLICATIONS TO INSTRUCTIONAL DELIVERY Canare, Laarni; Pecson, Ryan; Olubia, Leandro; Romero, Monina; Gemma, Adraneda
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As future educators, student-teachers must execute the needed deliverables as instructional implementers. However, many still need help once deployed in their respective cooperating schools due to the strenuous tasks they need to do, especially in selecting, designing, developing, and evaluating learning resources. With that in mind, the primordial intention of the study is to examine the design-based thinking intentions among secondary student-teachers deployed in various secondary schools in the divisions of Bataan and Balanga City and implicate the results to instructional delivery. It specifically examines the profile of student-teachers in terms of sex, area of specialization, and location of cooperating school; determines the design-based thinking intentions of student-teachers in terms of understanding (empathizing and defining), exploring (ideating and prototyping), and materializing (testing and implementing); and determines the implications of the findings to effective instructional delivery. Using the descriptive-developmental design of quantitative research, the data are gathered from 172 out of 199 student-teachers under the College of Education (COEd) who are randomly selected. The primary data-gathering tool used in the study is an adopted survey questionnaire. The quantitative data gathered from the study will be analyzed using descriptive statistics (i.e., frequency count, percentage, mean, and standard deviation) and inferential statistics (i.e., T-test and F-test/ANOVA). The results indicate that most respondents are female, majoring in Filipino, English, and Social Studies, and deployed in rural schools. The student-teachers exhibit a high level of design-based thinking intentions across all domains. Also, significant differences are noted in the design-based thinking intentions of student-teachers when grouped according to their profile.
Integrating 21st-Century Skills into Instructional Materials for Sustainable Education Pecson, Ryan; Sarmiento, Joshua
Indonesian Journal of Instructional Media and Model Vol 6 No 2 (2024): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v6i2.5934

Abstract

As transmitters of competencies, instructional materials or teaching and learning materials (TLM) ensure that quality education transpires among learners. As education and learners evolve, the use of diversified, interactive, flexible, inclusive, and learner-centered instructional materials is becoming more and more relevant. With that in mind, the present study determines the perceptions of educators in various academic institutions on the needed 21st-century skills in developing instructional materials for learners to sustain high-quality instructional practice. It uses the descriptive survey design of quantitative research to survey key information about 39 purposively selected educators in various provinces in the Philippines who responded to a structured questionnaire, wherein the results are treated using descriptive statistics. The findings underscore the need to integrate a broad range of 21st-century skills into instructional materials to prepare learners for modern complexities. Based on expert educators' insights, this study offers a comprehensive list of instructional materials for such integration and highlights the importance of educators' proficiency in selecting and utilizing these materials. Future research can explore the effectiveness of innovative instructional materials in cultivating these skills.
Navigating Research Formatting Dilemmas among College Students: Extent of Formal Instruction and Access to Resources Toward Ramified Research Guidelines Pecson, Ryan; Quintos Jr, Romeo; Olubia, Leandro; Santos, Lourdes; Forbes, Jaime; Lugtu, Normita; Santos, Paulo Joseph
Indonesian Journal of Teaching and Learning Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1666

Abstract

Purpose – This study aims to determine the extent of formal instruction or guidance on research formatting among college students, as well as the availability of resources to assist them in addressing research formatting issues in a state university in the Philippines. The research intends to inform the development of standardized and effective research guidelines for higher education institutions. Methodology – The study employed a descriptive qualitative design using semi-structured interviews. Fifteen (15) purposively selected student research leaders participated in the interview process. Stringent research protocols and ethical considerations were strictly followed. Data from the interview transcripts were analyzed using Clarke and Braun’s thematic analysis approach to identify recurring patterns and insights. Findings – The results reveal that the degree of formal instruction on research formatting significantly influences students’ ability to manage and complete their research projects, impacting both efficiency and quality. Identified challenges include limited guidance, inconsistent formatting standards, and resource constraints. Key strategies to overcome these challenges include faculty mentoring, accessible support systems, and standardized institutional policies. Novelty – This study provides an in-depth exploration of research formatting challenges from the perspective of student research leaders—an often underrepresented group in academic discourse—highlighting the interplay between formal instruction, resource access, and research productivity. Significance – The findings serve as a valuable reference for higher education administrators, faculty, and policymakers in crafting research guidelines that enhance students’ efficiency, reduce anxiety, and foster innovation in research practices.
Project WRITE (Writing Inclusive Text on Ethnicity) in Mind Sampang, Jethro Jake; Pecson, Ryan; dela Rosa, John Albert; Reyes, Jeniel; Marticio, Benjun; Quinto, Ronald
Journal of Community Service and Society Empowerment Том 3 № 03 (2025): Journal of Community Service and Society Empowerment
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jcsse.v3i03.1855

Abstract

Language can be a powerful conveyor of bias in both blatant and subtle forms. Language bias can impact race and ethnicity as it echoes stereotypical perceptions about other people and their actions. To avoid language biases in instructional materials developed and/or used by teachers, an extension project is proposed by the College of Education (COEd) of Bataan Peninsula State University (BPSU) in cooperation with the City Schools Division Office (SDO) of Balanga City to train teacher-writers on text-based biases based on ethnicity, empowering them on developing instructional resources (i.e., self-learning materials) to promote cultural sensitivity and alleviating ethnicity-grounded biases on learning materials used in Grades 1 to 3 among public schools. The extension project commenced after the Memorandum of Agreement (MOA) between the university and the SDO. The extension project employed the facilitated group extension method in training teacher-writers. Select 30 teacher-writers from Grades 1 to 3, teaching Araling Panlipunan (Social Studies) and Edukasyon sa Pagpapahalaga (Values Education), are purposively selected to serve as the project beneficiaries. The extension team conducted a series of training sessions, material development (learning activity sheets), technical assistance, monitoring, and evaluation of the project to ensure its success. At the outset, the extension project has achieved the following: determined the needs, strengths, and challenges of teacher-writers in identifying text-based biases in ethnicity in the learning materials used as bases for needs improvement; provided seminar-workshops in tracing text-based biases and writing culture sensitive self-learning materials free from language biases based on ethnicity; developed and utilized teachers’ guide in addressing text-based biases and writing culture-sensitive self-learning materials; and established linkage/partnership to improve culturally-sensitive instructional practices. Additionally, three research publications have emerged as by-products of the extension project. To ensure sustainability, the project has been adopted by other schools division (SDO-Bataan).
Concerns and Needs of Teacher Education Students in Gender-Based Research Pecson, Ryan
Indonesian Journal of Education Teaching and Learning (IJETL) Vol 5 No 1 (2025): Maret : Jurnal Indonesian Journal of Education Teaching and Learning
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/ijetl.v4i2.4162

Abstract

Gender-based research is vital for advancing gender equality and social justice, making it imperative for teacher-education students to be well-equipped in this area to foster inclusive and equitable education practices. With that, the study assessed and compared the concerns of needs of teacher education students in gender-based research as the baseline for the provision of a comprehensive support system. Using the descriptive survey design of quantitative research, the data are gathered from students enrolled in the various programs under the College of Education (COEd) who have conducted gender-based research. A questionnaire was used as the data gathering tool, wherein the results were analyzed using descriptive statistics. The analysis revealed that bias and stereotyping are the most pressing concerns, followed by gender equality/inequality and discrimination. Ethical considerations were also significant. Respondents primarily sought guidance and support, training and education, and ethical guidance, underscoring the need for a comprehensive support system to address these issues effectively. This study is crucial for the teacher education program and aligns with Sustainable Development Goal (SDG) No. 5 (Gender Equality) by identifying the concerns and needs of students in gender-based research, thereby informing the development of a comprehensive support system to promote gender equality and inclusive education practices.
Effectiveness of QR-Based Modified Strategic Intervention Materials in Improving the Academic Performance of SHS Students in Disciplines and Ideas in the Social Sciences Pecson, Ryan
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.88

Abstract

21st-century learners nowadays are at their best when their instructional materials are diverse, contextualized, and technology-based. With such intention in mind, the study determines the effectiveness of the developed QR-based modified strategic intervention materials in improving the academic performance of senior high school students in the subject Disciplines and Ideas in the Social Sciences in the Humanities and Social Sciences strand in the Philippines. Using the experimental research method, specifically the one-group pretest-posttest design, 75 SHS students are pre-assessed for their academic performance in the subject focused on their least mastered competencies. After the pretest, the top three least-mastered competencies were identified, which included the topics of the MSIMs to be developed, as well as the 27 students needing intervention. After three expert validators rated the developed QR-MSIMs, pilot testing commenced. After the implementation, a posttest is conducted to compare the academic performance of the students before and after their exposure to the intervention materials. Before the use of QR-MSIMS, SHS students performed poorly in DISS, indicating the need for remediation or intervention. Significantly, the SHS students improved their academic performance after using the QR-MSIMs, leading to the acceptance of the alternative hypothesis and further cementing the effectiveness of the treatment or intervention materials in enhancing the least-mastered competencies of the students. The study recommends further use of the QR-MSIMs in other social sciences disciplines, as well as in various learning contexts through action research, where the results can be disseminated further during in-service training or learning action cell sessions
Development and Validation of Modified Strategic Intervention Materials as Self-Learning Materials for the New Normal in Education Pecson, Ryan
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15424

Abstract

Developing self-learning materials (SLMs), like strategic intervention materials (SIMs), helps reinforce learning and build learner independence. This study focused on creating modified SIMs (MSIMs) to support senior high school (SHS) learners in the subject Disciplines and Ideas in the Social Sciences (DISS) for Humanities and Social Sciences (HUMSS) strand in the Philippines. Using the descriptive developmental design or DRR (Design and Development Research) of quantitative research approach, the researcher assessed 75 SHS learners with a 30-item pre-test to find areas where they struggled most. At the same time, the 15 expert teachers evaluated the MSIMs using a survey questionnaire. The researcher-made survey questionnaire was validated by three expert validators and subjected to a dry run with five SHS teachers handling DISS, yielding a reliability index of α=0.9923 (excellent). The MSIMs were then developed from the least-mastered competencies and validated by expert teachers. Results were analyzed with descriptive statistics (i.e., frequency, percentage, mean, and standard deviation). Three MSIMs were developed to address the least-mastered competencies of learners. They were rated as acceptable and valid by expert teachers, making them viable alternatives and supplementary materials for remediation. It is recommended that more MSIMs be developed in other learning areas and subjects through action research to test their effectiveness once used among learners.
Pre-service Teachers’ Language Sensitivity Experiences and Endeavors During Internship Program: Insights for Character and Social Education Pecson, Ryan; Lugtu, Normita
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i1.2700

Abstract

Purpose of the study: What teachers say in class affects learners' behaviours and understanding. As a harbinger of equitable and transformative education, teachers are mandated to promote sensitivity and inclusivity, making it imperative to conduct studies contextualizing preparatory practices to equip future teachers (pre-service teachers) in fostering inclusive education and social inclusion as part of their internship program. Methodology: The study examines the challenges experienced, strategic measures applied, and instructional resources utilized by pre-service teachers in promoting language sensitivity practices among public secondary schools during their student teaching program through the lens of descriptive qualitative (exploratory study) research. Fifteen (15) pre-service teachers acting as team leaders in their respective schools in the City of Balanga and Bataan, Philippines, handling Grades 7 to 10 students, are purposively selected as key informants for the interview. Upon validation of the research instrument, data gathering commenced, assuring compliance with stringent research protocols (i.e., anonymity, consent, and data confidentiality). Thematic analysis, proposed by Braun and Clarke (2006), is employed for the data analysis. Main Findings: The findings reveal that teaching language sensitivity faces key challenges, including a lack of awareness, peer influence, and the normalization of insensitive language. Such challenges may implicate character education initiatives, specifically in catapulting the roles of student-teachers as agents of social value formation. However, strategies to address such challenges are evident, such as vocabulary building, creating safe learning environments, and experiential learning. Instructional resources range from visual aids and reflective writing to multimedia resources and interactive activities. Novelty/Originality of this study: The study posits novelty in its approach in contextualizing language sensitivity endeavors through the lens of pre-service teachers to intensify technical assistance during their internship program
Research Competency Needs of University Students: Baseline for Research Manual Formulation Quintos, Jr., Romeo; Pecson, Ryan
Indonesian Journal of Teaching and Learning Vol. 5 No. 1 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i1.1807

Abstract

Purpose – This study describes and analyzes the research competency needs of college students in a state university in the Philippines. The research intends to inform the formulation of a research manual for higher education institutions. Methodology – The study employed a descriptive, quantitative design using a researcher-developed survey questionnaire (eight domains) that was validated (CVI=1.00) and tested for reliability (α=0.963). One hundred fifty (150) selected student-researchers, acting as leaders and members, participated in the survey process. The said respondents were selected using a simple random sampling technique. Stringent research protocols and ethical considerations were strictly followed. Data from the survey were analysed using descriptive statistics (i.e., mean and standard deviation) and inferential statistics, such as the Kruskal-Wallis (H) test for the non-normal data analysed. Findings – The results reveal that the student-researchers have the highest research competency needs. Moreover, there is no variation in their research competency needs (p<0.05), indicating a statistically identical highest level of need to improve their research competencies. At the outset, a research manual was developed to complement the proposed research policy on standardizing the research format and addressing the research competency needs of university students. Novelty – The development research manual, as an output of the study, provides an innovative way to contextualize instruction and foster creative thinking and innovative solutions to real-life academic and societal problems. Significance – The findings serve as a valuable reference for using research-based competency needs assessment to foster innovation in research practices.
Co-Authors Canare, Laarni dela Rosa, John Albert Forbes, Jaime Gemma, Adraneda Lugtu, Normita Marticio, Benjun Olubia, Leandro Quinto, Ronald Quintos Jr, Romeo Quintos, Jr., Romeo Reyes, Jeniel Romero, Monina Sampang, Jethro Jake Santos, Lourdes Santos, Paulo Joseph Sarmiento, Joshua