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All Journal IJIE Journal of Higher Education and Academic Advancement
Heyrosa-Malbas, Marsha
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines Kilag, Osias Kit T.; Heyrosa-Malbas, Marsha; Villar, Se P.; Arong, Susan L.
International Journal on Integrated Education Vol. 6 No. 6 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i6.4462

Abstract

This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines. The study concludes that Montessori's approach has the potential to promote peace education in the Philippines, but more efforts are needed to overcome the challenges and effectively implement the approach in schools.
A Comparative Analysis of Experimental Learning Approach and Traditional Teacher Professional Development Programs T. Kilag, Osias Kit; Heyrosa-Malbas, Marsha; Sebial, Marivic U.; Mayol, Jeraldine M.
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.27

Abstract

This quantitative research study aimed to compare the effectiveness of experimental learning approaches and traditional professional development programs in improving the learning outcomes of teachers. The study was conducted with 40 teachers from two private schools in the Philippines. Participants were randomly assigned to either the experimental learning group or the traditional professional development group. Data were collected through a pretest-posttest questionnaire and a satisfaction survey. The pretest-posttest questionnaire consisted of 20 multiple-choice questions designed to assess the participants' knowledge, skills, and understanding of the latest teaching methodologies and technologies. The satisfaction survey consisted of 10 items designed to measure the participants' satisfaction with the content, structure, and delivery of the program. Results showed that the experimental learning group had higher mean scores in both the pretest and posttest questionnaires, indicating that the hands-on, real-life experiences provided in the workshop facilitated the development of new skills and knowledge. The experimental learning group also had a higher mean score in the satisfaction survey, indicating a higher level of satisfaction and motivation towards the professional development program. These findings are consistent with previous research that has highlighted the effectiveness of experimental learning approaches in enhancing the professional development of teachers. The study suggests that schools should consider incorporating experimental learning approaches into their professional development programs to enhance the skills and knowledge of their teachers. Limitations of the study include the small sample size and the fact that the study was conducted in only two private schools in the Philippines. Future research could be conducted with a larger and more diverse sample to further examine the effectiveness of experimental learning approaches in teacher professional development programs. Overall, this study provides valuable insights into the effectiveness of experimental learning approaches in teacher professional development programs.
Co-Authors Arong, Susan L. Kilag, Osias Kit T. Mayol, Jeraldine M. Sebial, Marivic U. T. Kilag, Osias Kit Villar, Se P.