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All Journal Journal of Education and Learning (EduLearn) Masyarakat, Kebudayaan dan Politik International Journal of Multidisciplinary: Applied Business and Education Research
Mutya, Romel C.
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Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study Friolo, Renato V.; Mutya, Romel C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 9 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.09.01

Abstract

This study aimed to capture the lived experiences of Mathematics teachers on modular distance learning. It explored mathematics teachers' perception of modular distance learning, describe the challenges, and struggles in the new normal, unveil the coping mechanisms of mathematics teachers on the demand of modular distance learning, and verify the effects of modular distance learning on students' mathematics performance. This phenomenological study used Colaizzi’s method of data analysis to interpret and analyze the data. Nine (9) teacher-participants were recruited using purposive sampling technique. The study used the interview method in gathering data. In this study, teacher-participants perceived that modular distance learning is one of the best ways to continue students' learning. However, students' mathematics performance using modular distance learning is far below the expected standard. Identified contributing factors were students' attitudes, teachers' workloads, digital infrastructure and gadgets, slow internet connections, lack of parents' support, and students' motivation. The findings of this study can be used as a basis or springboard for revision of implementing guidelines of modular distance learning enactment policies that would provide intervention to the existing identified problem.
Development and validation of a Good Governance Practices (GGP) scale of student leaders Mutya, Romel C.
Masyarakat, Kebudayaan dan Politik Vol. 38 No. 4 (2025): Masyarakat, Kebudayaan dan Politik
Publisher : Faculty of Social and Political Science, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/mkp.V38I42025.401-417

Abstract

Good governance is becoming an increasingly important component of public institutions; however, the instruments used to assess good governance practices among student leaders are inadequate, resulting in a gap in assessing and improving leadership. This study aims to produce an assessment instrument that can identify and measure the good governance practices (GGP) of prospective student leaders. The method used is a quantitative research design with 349 survey responses from student leaders at higher learning institutions in the Philippines. The Good Governance Practices scale for student leaders comprises 20 items distributed across five dimensions—accountability (3), effectiveness and efficiency (6), participation (5), rule of law (3), and transparency (3)—and shows strong factor loadings (0.710–0.907). The scale exhibited good reliability and model fit, as indicated by χ²/df = 2.444, RMSEA = 0.054, SRMR = 0.038, and CFI = 0.948. Composite reliability values ranged from 0.780 to 0.904, while Cronbach’s alpha coefficients varied between 0.793 and 0.902, confirming strong internal consistency. Results report a psychometrically sound instrument to measure good governance practices of student leaders. This study concludes that the resulting instrument can educate leadership and inform policymaking to establish quality student governance.
Teaching beyond expertise: a case study of out-of-field teachers by qualification in basic education Durano, Jeanette Rose; Layasan, Marjorie L.; Maramara, Olcee C.; Neri, Precious Dianne N.; Orio, Psyber V.; Tan, Emerita M.; Mutya, Romel C.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22552

Abstract

In a global context of increasing demands for diverse skill sets and innovative teaching, the phenomenon of out-of-field teachers (OFT) by qualification has gained attention. This study explored teachers’ experiences transitioning between elementary and high school teaching. A descriptive case study phenomenological approach was employed, involving 7 participants selected through purposive sampling. Colaizzi’s seven-step method was utilized to analyze the data. Results indicated that OFT faces challenges such as limited subject matter knowledge, staying current in evolving fields, and adapting to diverse student needs. To cope, they seek professional development, collaborate with colleagues, and understand different learning styles. Teaching outside their expertise makes educators adaptable, resilient facilitators committed to continuous professional development. Handling unfamiliar content enhances problem-solving skills and resourcefulness in discovering effective teaching strategies. The research highlights the transformative impact of transitioning between elementary and high school levels, resulting in versatile, creative, and passionate educators dedicated to continuous improvement in education.
Co-Authors Durano, Jeanette Rose Friolo, Renato V. Layasan, Marjorie L. Maramara, Olcee C. Neri, Precious Dianne N. Orio, Psyber V. Tan, Emerita M.