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All Journal Journal of Education and Learning (EduLearn)
Odon, Ma. Gracelda B.
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Humanities Education Library & Information Science Social Sciences Other

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Teaching proficiency of pre-service secondary teachers in Eastern Samar State University-Salcedo Campus Gaganao, Rovinson D.; Odon, Ma. Gracelda B.
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21070

Abstract

Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents’ teaching proficiency; and Pearson’s correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents’ sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency.
Google Classroom utilization and mathematics performance of teacher education students Gaganao, Rovinson D.; Odon, Ma. Gracelda B.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22729

Abstract

Google Classroom can enhance the teaching process and support students’ learning. Hence, this study determines the effectiveness of Google Classroom on the respondents’ mathematics performance. The study utilized 159 first-year teacher education students at Eastern Samar State University-Salcedo, selected by stratified random sampling, descriptive-comparative and correlational research design, and a questionnaire. For descriptive analysis, frequency, percentage, mean, and standard deviation were used, as t-test, ANOVA, and Pearson’s correlation coefficient for comparison and relationship between variables. The study revealed that respondents owned a smartphone, which they used to connect to the internet at home and spent 1-2 hours doing internet-related activities. Respondents perceived Google Classroom as a highly effective tool for mathematics, and they had a good to excellent level of mathematics performance. Furthermore, respondents do not significantly differ in their mathematics performance based on their technological profile except for ownership of technology devices. Lastly, the study found that Google Classroom can improve students’ mathematics performance. Based on the findings, it is recommended that Google Classroom be integrated into mathematics as a teaching and learning tool.
Co-Authors Gaganao, Rovinson D.