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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Wahana Pendidikan Tamansiswa International Journal in Education and Science (TIJES)
Travero, Arnel
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Chemistry Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Study Habits, Mathematics Performance And Gender Differences Of Agriculture Students Amidst The New Normal Travero, Arnel; Nagal, Cyril John; Herda, Rozanah Katrina
Wahana Pendidikan Vol 12, No 1 (2025): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i1.16856

Abstract

The paradigm shift caused by the pandemic led the students to adjust their study habits as opposed to what was conventional during face-to-face learning. This study presented the study habits, mathematics performance, and gender differences of Agriculture students during the new normal. The researchers surveyed 193 Agriculture students, enrolled in the first semester of SY 2021-2022, using an adapted questionnaire to assess students’ study habits, and the final examination test to quantify students’ mathematics performance. Mean, standard deviation, correlation analysis, and t-test for independent means were utilized in treating the data. Results showed a moderate positive relationship between students’ study habits and their mathematics performance. With regards to student’s study habits, no significant difference was found between the two sexes; however, female students were found to have significantly performed better in mathematics compared to male students. From these findings, the researchers recommend that students should be encouraged to adopt good study habits as this relates to their performance. Further, instructors should devise strategies that would cater mathematics performance of both sexes.
Uncovering the Philippines and Indonesian Teachers' Pedagogical Beliefs in the 21st Century Learning Herda, Rozanah; Lampito, Octo; Travero, Arnel
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.3179

Abstract

English as the medium of teaching in this 21-st century learning demands teachers to be more competent and professional. In the EFL context, the English-integrated skills should be mastered by professional teachers to teach and design learning scenarios based on the skill. However, multifaceted issues and challenges are faced by teachers. This quantitative study with a causal-comparative design aimed at revealing the Philippines and Indonesian Teachers' Pedagogical Beliefs in Teaching English. This study had two research questions: 1). How are The Philippines and Indonesian teachers' pedagogical beliefs on teaching English? and 2) Are there any different findings on pedagogical beliefs between The Philippines and Indonesian teachers'? This study involved 30 EFL teachers from the Philippines (N=15) and Indonesia (N=15). The participants were selected randomly from state and vocational institutions in the Philippines and Indonesia. The data were collected through a close-ended questionnaire, and the descriptive statistic was analyzed using SPSS version 25. The findings revealed that teachers in both countries showed a good pedagogical perspective. However, a finding from the Philippines group showed teachers chose to be neutral in giving additional learning material and media to students. These findings gave the researchers broader input on how teachers in the Philippines and Indonesia showed their professional perspectives on teaching aspects. Keywords: Teachers' Beliefs, Pedagogy, Teaching English
Students’ Feedback on Vlogging as an Educational Tool in Probability and Statistics: A Qualitative Study Travero, Arnel; Padilla, Angelie T
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.17497

Abstract

This qualitative study explores students' feedback on the use of vlogging as an educational tool in Probability and Statistics. Using a phenomenological approach, the study gathered insights from Grade 12 students through semi-structured interviews, which were analyzed using thematic analysis. Results revealed that students faced cognitive and technical challenges, including pre-vlog preparation difficulties, editing constraints, limited access to high-quality gadgets, and time management issues. Despite these challenges, students reported that vlogging enhanced their appreciation of mathematics, fostered active learning, and developed their independence and problem-solving skills. Vlogging encouraged students to bridge mathematical concepts to real-world applications, shifting their perception of mathematics from a memorization-based subject to a meaningful and engaging learning experience. Additionally, vlogging promoted student autonomy, as learners took responsibility for structuring their explanations and overcoming technical difficulties. Given these findings, the study recommends integrating vlogging as an educational tool to complement traditional mathematics instruction. Educators should provide structured guidance, access to resources, and strategies for time management to maximize its benefits. Future research may explore the long-term effects of vlogging on mathematical confidence, self-regulated learning, and academic performance. Vlogging presents a promising pedagogical approach that enhances student engagement, conceptual understanding, and mathematics appreciation.
Teachers’ Instructional Supervision: Its Influence on Students’ Conceptual Understanding In The Language of Mathematics Travero, Arnel; Berico, Ariel M
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18712

Abstract

This study aims to examine the influence of teachers’ instructional supervision on students’ conceptual understanding in the language of mathematics. Specifically, it seeks to determine the relationship between instructional supervision components—organizational skills, goal setting, environment structuring, and help-seeking—and the conceptual understanding of 433 second-year Bachelor of Elementary Education (BEED) students at a community college in Bukidnon, Philippines. A descriptive-correlational research design was employed. Data were collected using two validated survey instruments: a 65-item adapted conceptual understanding test, and a 23-item instructional supervision questionnaire modified, both of which demonstrated acceptable reliability. Data were analyzed using descriptive statistics, Pearson correlation, and regression analysis. Despite generally positive perceptions of instructional supervision, students showed low levels of conceptual understanding. Statistically significant relationships were found between conceptual understanding and two supervision components: environment structuring (p = 0.001) and help-seeking (p = 0.002). Further, regression analysis identified environment structuring as a significant predictor of conceptual understanding (F = 3.876, p = 0.004). The findings suggest that instructional supervision, particularly in structuring learning environments and promoting help-seeking behavior, plays a crucial role in enhancing students’ grasp of mathematical concepts. The study recommends that teachers and school administrators develop strategies that strengthen these areas to improve mathematics learning outcomes.
Co-Authors Berico, Ariel M Herda, Rozanah Lampito, Octo Nagal, Cyril John Padilla, Angelie T Rozanah Katrina Herda, Rozanah Katrina