Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal Inovasi Pendidikan
Astillero, Jeffrey A.
Unknown Affiliation
Education Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Assessing the Acceptability of Quipper as Learning Management System Among Pupils, Parents and Teachers San Juan, Ma. Grace V; Astillero, Jeffrey A.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i2.495

Abstract

This study assesses the acceptability of Quipper as a Learning Management System (LMS) among pupils, parents and teachers at Holy Trinity Academy of Calamba.  As a digital learning tool, integration to education and understanding user perspective is vital for effective implementation and sustained use. The primary objective of this research is to determine how each stakeholder group perceives Quipper in terms of visual appeal, usefulness, user-friendly features, content and accessibility in teaching and learning. A quantitative research design was conducted through a survey questionnaire. Respondents included the primary level pupils, their parents and elementary level teachers at Holy Trinity Academy of Calamba. The study gathered data on the perceived user acceptance based on the file variables mentioned above. Findings indicate that Quipper is highly acceptable across all stakeholder groups. Pupils expressed interest in its interactive and innovative features; parents acknowledged its convenience in tracking their children's academic performance; and teachers appreciated its content and usefulness in lesson delivery and monitoring student performance through various online assessments. Despite the positive responses, challenges such as inconsistent internet access and the need for further digital literacy support were identified. The study concludes that Quipper is an effective and acceptable LMS for the primary level pupils of Holy Trinity Academy of Calamba. The researcher also provided a policy recommendation for the school administration to support and address user concerns.
Coaching, Peer Evaluation Skills, and Professional Development of Teachers in Secondary Schools in Calamba City, Laguna Mulingtapang, Lourody G.; Astillero, Jeffrey A.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i3.490

Abstract

Coaching, peer evaluation skills, and professional development are crucial in enhancing teachers' competencies and effectiveness in the classroom. By providing them personalized support, coaching enables educators to improve their teaching methods, deal with obstacles, and use best practices. Coaching promotes a culture of ongoing learning and professional development by providing organized direction and feedback, eventually improving student outcomes. Effective coaching integration enables teachers to cultivate reflective practices and adjust to changing educational needs. Peer evaluation abilities promote cooperation, helpful criticism, and self-improvement, all enhancing professional development. Teachers who participate in peer evaluation receive insightful feedback from their peers, which promotes a sense of collective accountability for high-quality instruction. By encouraging a culture of trust and professional discussion, this technique improves student involvement and refines teaching strategies. By providing insightful criticism, peer evaluation also assists instructors in identifying areas for growth while highlighting their strengths. The combination of coaching, peer evaluation, and professional development creates a dynamic system that supports lifelong learning among teachers. Professional development programs that include these components guarantee that teachers maintain current knowledge, creative teaching methods, and a growth mentality. Adopting these strategies helps schools foster a reflective and cooperative learning environment that benefits educators and learners. The total quality of education is eventually strengthened by funding coaching and peer evaluation, which also equips educators to successfully negotiate the challenges of contemporary classrooms.
School Heads Digital Intelligence Quotient (DIQ), Teachers Efficacy and School Performance Platon, Fernan L.; Astillero, Jeffrey A.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.529

Abstract

This study explores the relationship between school heads’ Digital Intelligence Quotient (DIQ), teachers’ efficacy, and school performance in selected public elementary and high schools in Cabuyao, Laguna. As educational institutions increasingly incorporate digital technologies, it is crucial to comprehend the influence of digital leadership on the quality of instruction and overall school outcomes. The research utilized a correlational methodology to explore these connections. Information was collected from 41 participants through validated survey tools and school performance documentation, particularly the Office Performance Commitment and Review Form (OPCRF). The results indicated that school leaders showed a high level of digital intelligence, particularly in areas such as communication, leadership, and digital literacy, although they demonstrated minor weaknesses in troubleshooting and data security. Teachers also displayed strong proficiency in engaging students, implementing instructional strategies, and managing classrooms. Overall, school performance as assessed by OPCRF results was rated as very satisfactory. However, an analysis using Pearson’s correlation coefficient revealed no significant statistical relationship between the indicators of digital intelligence and teacher efficacy domains. All p-values surpassed the 0.05 threshold, suggesting that the levels of digital intelligence among school leaders do not significantly affect teachers' effectiveness in engaging students, utilizing instructional strategies, or managing classrooms. While some weak positive and negative correlations were noticed, none achieved statistical significance. Given these outcomes, a Comprehensive Digital Leadership and Instructional Improvement Program is suggested. This initiative seeks to enhance digital skills and encourage inclusive, data-informed educational practices. By equipping both school leaders and teachers with pertinent digital competencies, schools can improve collaboration, ensure equitable access, and maintain high standards of instructional quality.
Co-Authors Mulingtapang, Lourody G. Platon, Fernan L. San Juan, Ma. Grace V