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All Journal International Journal of Multidisciplinary: Applied Business and Education Research Educalingua Journal
Cabiles, Roldan C.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology

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Life Skills of Junior High School Teachers in Coastal, Rural and Urban Areas in Albay, Philippines Cabiles, Roldan C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 11 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.11.22

Abstract

This qualitative phenomenological study investigates the lived experi-ences of teachers in rural, urban, and coastal areas of Albay, Philippines, highlighting the challenges and skills that shape their professional lives. Despite the critical role of teachers in education, little research has fo-cused on how geographical context influences their experiences. In-depth interviews and participant observation were employed to gather data from teacher-participants. The study utilized the phenomenologi-cal frameworks of Husserl and Heidegger to analyze the data and cap-ture the essence of the participants' experiences. The findings reveal common life skills among teachers, including adaptability, effective communication, interpersonal skills, pedagogical skills, and practicality. Both rural and urban teachers demonstrated digital literacy, while competitiveness was more pronounced in urban settings. Financial lit-eracy emerged as a strength among rural and coastal teachers, likely due to fewer distractions that lead to excessive spending. Urban teach-ers were found to be more susceptible to overspending due to the influ-ence of commercial establishments and entertainment options in their environments. These outcomes underscore the importance of under-standing how geographical context impacts teachers' experiences and skills, providing insights that can inform educational policy and prac-tice.
Exploring Teachers' Educational Philosophies: A Comparative Analysis Based on Geographic Classifications Cabiles, Roldan C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 11 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.11.30

Abstract

This qualitative phenomenological research explores the lived experiences of key informants through in-depth interviews and participant observation. The teacher-participants, who work in three geographical areas, were identified by the Department of Education (DepED) in the Schools Division Office of Albay. The study is grounded in the phenomenological concepts and principles of Husserl (1859-1938) and Heidegger (1889-1976), along with the Reflection-Action perspective of Freire (1921-1997), to capture the essence of their experiences. Due to the global health crisis caused by COVID-19, data collection utilized virtual platforms such as Facebook Messenger, Google Meet, Zoom, and phone calls, in addition to face-to-face interviews when possible. Health protocols mandated by the Inter-Agency Task Force (IATF), including mask-wearing, social distancing, and the use of hand sanitizer, were strictly followed to ensure safety. The findings indicate that teachers from rural, urban, and coastal areas reflect various educational philosophies such as essentialism, humanism/existentialism, pragmatism/progressivism, reconstructionism, constructivism, idealism, behaviorism, and perennialism. Some teacher-participants from rural and coastal areas also exhibit positivism, influenced by their expertise in mathematics and science. These educational philosophies enhance their coping mechanisms and teaching competencies to adjust to the local cultural realities.
Blended Learning in Post-Pandemic Era: from Students’ Perspective Khasanah, Nurul; Rochmahwati, Pryla; Cabiles, Roldan C.; Amrizal, Amrizal
Educalingua Journal Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.218

Abstract

Coronavirus disease 2019 stroke the world at the end of 2019 and influenced greatly to all of the sectors. One of the sectors is education. Similarly, when the pandemic ended gradually in 2022, learning returned to normal but required gradual adjustments because both instructors and students had become proficient with online learning. Blended learning is a suitable teaching and learning strategy for the current environment. Blended learning is a combination of online and in-person instruction. Given the widespread use of blended learning today, the researcher intends to investigate students' attitudes toward blended learning in the post-pandemic period. This investigation included 29 students from the English Department at IAIN Ponerogo. The results indicated that the majority of students have a favorable view of blended learning. Two fair attitudes showed in student-student interaction and the contribution of blended learning toward the improvement of their skills.
Co-Authors Amrizal Amrizal Nurul Khasanah, Nurul Pryla Rochmahwati