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Mutya, Romel Cayao
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Education

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Teacher’s Facilitating Strategies in Conducting Science Investigatory Project Jr, Gregorio Tabamo Llano; Borja, Emmylou Aspacio; Mutya, Romel Cayao
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Teacher’s Facilitating Strategies in Conducting Science Investigatory Project.Objective: The study assessed the science teacher’s facilitating strategies in conducting the Science Investigatory Project (SIP) in the new normal in terms of formulating a problem, developing a design, and constructing an explanation. Methods:  A descriptive-correlational research method was utilized using a survey questionnaire administered to 293 STEM students and 59 STEM research teachers. Findings: Findings revealed that teachers have agreed that the facilitating strategies in conducting SIP in terms of formulating a problem, developing a design, and constructing an explanation have been practiced in the new normal setting. Students strongly agreed that the facilitating strategies had been mostly practiced by the teachers in the new normal. Conclusion: STEM teachers have adapted to the sudden shift in the educational system. They have been prepared with skills and have been practicing various facilitating strategies that have assisted students in conducting their SIPs in the new normal. Keywords: facilitating strategies, research, science investigatory project.DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202307
Development and Utilization of Online Teacher Professional Development Program to Improve Private e-Tutors’ TPACK Skills Benedicto, Maristhel Tradio; Sala, Ana Marie Villacarillo; Carascal, Ivy Coronado; Mutya, Romel Cayao
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Development and Utilization of Online Teacher Professional Development on Private E-Tutors’ TPACK Skills. Objective: The study aimed to design, implement, and evaluate an online teacher professional development training program and develop the TPACK skills of private e-tutors as evidenced by their lesson design and teaching demonstration performance. Methods:  A mixed method in data gathering such as TPACK survey, pre-post-performance, and feedbacking was utilized. The input-process-output method with the PRIME framework in the process stage was used. The training program design was evaluated by experts anchored with the frameworks and theories with the synchronous form of learning for 20 contact hours. Findings: Findings revealed a significant mean gain between  the pre-post-performance of the teachers’ lesson design and teaching demonstration. Conclusion: The online teacher professional development training program developed and enhanced the teachers’ TPACK skills. The study proposed guidelines for conducting oTPD training programs and compilation of lesson designs based on the TPACK framework. Keywords: e-tutors, online teaching , professional development, TPACK.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202345
Competence of Filipino Secondary Science Teachers in Developing Self-Learning Modules (SLMs) Auditor, Nessel Dela Pena; Mutya, Romel Cayao
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Competence of Filipino Secondary Science Teachers in Developing Self-Learning Modules (SLMs). Objectives: This study investigates the competence of Filipino secondary science teachers in developing SLMs in terms of intellectual property compliance, learning competencies, instructional design and organization, instructional quality, assessment, and readability. Methods: Data were gathered from 68 Filipino teachers using simple random sampling and clustered sampling techniques. To analyze the data, frequency count and percentage, mean and standard deviation, and one–way Analysis of Variance (ANOVA) were utilized. Findings: Results revealed that science teachers were highly competent in developing SLMs across all six variables. Furthermore, there was a statistically significant difference in the competence in developing SLMs in terms of intellectual property compliance based on their highest educational attainment and in terms of the aspects of learning competencies, instructional design, and organization, and assessment based on their sex. Conclusions: Teachers' competence is essential in improving the quality of performance in the learning process. Keywords: new normal education, science education, self-learning modules, teacher’s competence.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202214
Co-Authors Auditor, Nessel Dela Pena Benedicto, Maristhel Tradio Borja, Emmylou Aspacio Carascal, Ivy Coronado Jr, Gregorio Tabamo Llano Sala, Ana Marie Villacarillo