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All Journal Indonesian Journal of Education and Pedagogy Journal of Research in Education and Pedagogy
Bansale, Jay C.
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Education Social Sciences

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Enhancing the tenth graders’ self-efficacy in learning Social Studies through technology-based pedagogies Bandibas Jr., Porferio S.; Bedon, Berlie Ann F.; Cabaltera, Ma.Glesilda N.; Lloren, Jessa Betty; Pacate, Lovely Joy M.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.71

Abstract

This research aimed to improve students' self-efficacy in Social Studies using technology-based pedagogies. The study utilized mixed methods sequential explanatory design which involves quantitative and qualitative data. Pre- and post-assessments were used to measure the development of students’ test scores and supported by pre- and post-self-efficacy surveys to identify the changes in students’ levels of self-efficacy. The Wilcoxon signed-rank test was used to determine the significant difference in pre- and post-self-efficacy survey scores. At the same time a paired sample t-test was used to analyze the pre- and post-assessment scores. On the other hand, the data obtained from the interview on the students’ experiences was analyzed thematically using Colaizzi's descriptive phenomenological data analysis technique. Results showed that students’ self-efficacy in learning Social Studies has improved with increased student engagement, active participation, and a more vibrant learning environment while implementing the interventions. Furthermore, the study recommends that teachers integrate different technological tools in their classes to enhance students' self-efficacy.
Grade 8 students' academic achievement in World History using jigsaw Mandin, Steven Rigor; Martin, Aiza B.; Abatol, Saudia Arabiya Mae C.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.93

Abstract

This study assessed the academic achievement of twenty-five Grade 8 Diligence students at Banahao National High School in World History using the jigsaw method. Employing a mixed-method design, the study utilized pre-and post-assessments to evaluate students' academic performance before and after implementing the jigsaw. The Wilcoxon signed-rank test was applied to determine the significant differences in scores between the pre- and post-assessments. Results showed an increase in median values from 16 in the pre-assessment to 28 in the post-assessment. The results indicate the effectiveness of the intervention in improving the academic performance of the students. Also, the p-value is less than 0.05, showing that there is a significant difference in the class performance. A thematic analysis was also used to examine students' experiences with the jigsaw. Students' responses from the FGD show that the jigsaw has enhanced students' class performance. It encourages cooperation and participation, builds and develops students' interaction, and promotes fun and practical learning. Both findings indicated improved academic achievement, with most students attaining satisfactory scores in the post-assessment. Additionally, there was notable active participation during class discussions and positive feedback from students regarding their learning experience with the method.
Enhancing graph interpretation skills of Grade 9 students in learning microeconomics through I2 strategy Calingacion, Jojenn P.; Dacera, Alyssa Lira M.; Castro, Melissa G.; Lubay, Joshua C.; Bug-os, Rona Flor Fatima C.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.123

Abstract

This action research aimed to enhance the graph interpretation skills of 35 Grade 9 Apitong students of Baybay National High School in learning microeconomics through the I2 strategy. Utilizing a mixed-methods research design, the study incorporated pre-and post-assessments to evaluate students' graph interpretation skills. Quantitative data were analyzed using the Wilcoxon signed-rank test to assess significant differences in performance, while thematic analysis was employed to gain insights into students' experiences with the I2 strategy. The findings revealed a significant improvement in students’ graph interpretation skills after the implementation of the strategy. Thematic analysis results highlighted mastery of graphing skills, and enhanced learning experience and skill master in interpreting graphs. Notably, the I2 strategy proved instrumental in enhancing the ability of Grade 9 students, who initially had a poor understanding and interpretation of graphs in learning microeconomic concepts.
Improving students’ attendance in Values Education classes during Catch-Up Fridays through collaborative game-based learning Barcos, Ivann P.; Libres, Erica V.; Angcay, Jessa L.; Bitos, Maeriel D.; Juaton, Jessel Mae P.; Juanillo, Caryl Kaye B.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.120

Abstract

This study aimed to improve the attendance of 36 Grade 8 Santan students in Values Education classes during Catch-Up Fridays through Collaborative Game-Based Learning. Using a mixed-method design, the study evaluated attendance trends before and after the intervention. Quantitative data were collected from School Form 2 (SF2) to measure attendance, and a paired sample t-test revealed a significant increase in mean attendance values, from 3.47 to 4.47, with a p-value of less than 0.05, confirming the intervention's effectiveness. Qualitative data were gathered through a focus group discussion (FGD) and a thematic analysis following Braun and Clarke's (2006) framework was used to examine how students find Collaborative Game-Based Learning as an intervention to improve attendance. Students’ responses from the FGD showed that Collaborative Game-Based fosters student engagement, enhances participation, and creates a fun and dynamic learning environment.
Grade 7 Learners’ Academic Achievement in Araling Panlipunan Using Contextualization of Teaching and Learning (CTL) Pepito, Ma.Bless Mignun N.; Moreno, Kyle Aaron E.; Napala, Angelie D.; Ampado, Clent Argie; Tatoy, Lionel Frederich L.; Bansale, Jay C.
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i1.130

Abstract

This study aimed to assess the effectiveness of Contextualized Teaching and Learning (CTL) in enhancing the academic performance of thirty Grade 7 Mabolo students at Baybay National High School through CTL. Conducted during the first quarter of the Academic Year 2023-2024, the research utilized a pre- and post-intervention design incorporating CTL that lasted for 4 weeks. A mixed-method approach was employed to assess student performance, utilizing a contextualized lesson plan, checklist, 4-point Likert scale, a post-intervention assessment with 5 identification type, 5 multiple-choice, and 2 essay-type questions, including semi-structured interviews. The Cronbach Alpha of 0.714 was accepted after a pilot testing method. Data analysis involved the Wilcoxon signed-rank test and thematic analysis. Results revealed a significant improvement in student assessment scores, with the median score increasing from 4.000 (SD = 0.493) before the intervention to 4.667 (SD = 1.06) after the intervention. Interviews indicated that students perceived CTL as significantly enhancing their class participation and self-efficacy. Additionally, their familiarity with the topics improved through CTL, contributing to enhanced academic performance. The potential and effectiveness of CTL in Social Studies education have yielded promising outcomes. However, several areas require further development, including the consistency of implementation, teacher capacity, responsiveness to community contexts, and the availability of high-quality contextualized reference materials. School administrators can play a pivotal role by creating supportive spaces that enable Social Studies teachers to gather and utilize local data, thereby strengthening the integration of context into content. Furthermore, education policymakers can enhance CTL by establishing a more flexible and responsive contextualized matrix that accommodates diverse local realities and pedagogical approaches.
Co-Authors Abatol, Saudia Arabiya Mae C. Ampado, Clent Argie Angcay, Jessa L. Bandibas Jr., Porferio S. Barcos, Ivann P. Bedon, Berlie Ann F. Bitos, Maeriel D. Bug-os, Rona Flor Fatima C. Cabaltera, Ma.Glesilda N. Calingacion, Jojenn P. Castro, Melissa G. Dacera, Alyssa Lira M. Juanillo, Caryl Kaye B. Juaton, Jessel Mae P. Libres, Erica V. Lloren, Jessa Betty Lubay, Joshua C. Mandin, Steven Rigor Martin, Aiza B. Moreno, Kyle Aaron E. Napala, Angelie D. Pacate, Lovely Joy M. Pepito, Ma.Bless Mignun N. Tatoy, Lionel Frederich L.