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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Advanced Journal of STEM Education (AJOSED) Advanced Qualitative Research (AQR)
Gemcer Selda
Mindoro State University
Education Social Sciences Other

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A Phenomenological Study on Teachers’ Implementation of Think-Aloud Scaffolding Technique in Grade 4 Mathematics Gemcer Selda
Advanced Journal of STEM Education Vol. 3 No. 2 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i2.3845

Abstract

This study explored the experiences of Grade Four mathematics teachers in implementing the Think-Aloud Scaffolding Technique (TAST), particularly in classrooms with Indigenous Peoples (IPs) students in the Bongabong District. Anchored on a phenomenological approach, the research examined how TAST influenced teaching strategies, student engagement, and mathematical comprehension. Semi-structured interviews with eight teachers were conducted, and data were thematically analyzed to identify recurring patterns and insights. Results revealed that TAST strengthened students’ problem-solving and critical thinking skills through verbalized modeling and step-by-step reasoning. Teachers found the technique effective in bridging learning gaps and promoting inclusive participation among IP learners. However, challenges such as language differences and varying learning paces were noted. The findings highlight the importance of culturally responsive pedagogy, personalized scaffolding, and the integration of visual and contextual supports. Educationally, this study underscores how TAST can be adapted and scaled for broader STEM contexts to enhance inclusivity and comprehension. It provides valuable implications for teacher professional development, curriculum refinement, and policy-making aimed at improving mathematics instruction across diverse learning environments.
Challenges in Teaching Good Manners and Right Conduct at The Intermediate Level: Educators’ Perspective Gemcer Selda; Jenny Joy S Inocencio; Maria Christina B Magracia
Advanced Qualitative Research Vol. 3 No. 2 (2025): Advanced Qualitative Research
Publisher : RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/aqr.v3i2.3702

Abstract

This study explored the challenges faced by Grade 4 public school educators in teaching Good Manners and Right Conduct (GMRC) and the strategies they use to address them. Using a qualitative phenomenological approach, eight (8) teachers from the Bongabong North District with at least two years of teaching experience were interviewed. Findings revealed several challenges, including cultural diversity, lack of student discipline, social media influence, behavioral issues, limited teaching materials, and insufficient training. Despite these difficulties, teachers applied strategies such as storytelling, role modeling, and experiential learning to promote moral values and discipline among students. The study also emphasized the importance of a well-managed classroom, where student cooperation and engagement play a key role in the success of GMRC instruction. Furthermore, teachers stressed that parental and community involvement is vital in reinforcing values education beyond the school setting. In addition, this research contributes to the application of qualitative methodology in education by demonstrating how phenomenological inquiry can capture the lived experiences of teachers and provide insights into value-laden instruction.
Making The Invisible Visible: A Phenomenological Exploration Of Teacher Experiences with Digital Simulations Gemcer Selda; Princes Joy S Muyo; Princess Ann P Pelaez
Advanced Qualitative Research Vol. 4 No. 1 (2026): Advanced Qualitative Research
Publisher : RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/aqr.v4i1.3703

Abstract

This study explores the personal experiences of elementary teachers using digital simulations to teach difficult science topics. Using a phenomenological approach, the research looks at how eight (8) science teachers make sense of their roles when using these digital tools. Through deep interviews, the study found that simulations are more than just tools; they change how teachers think about and plan their lessons. The findings show that simulations help teachers turn abstract ideas into "real" experiences for students, which changes the way teachers decide to explain complex topics. While teachers faced frustrations like poor internet or a lack of training, they learned to adapt their teaching styles to overcome these hurdles. This study goes beyond just listing the pros and cons; it explains how teachers’ mindsets shift when they bring technology into the science classroom, offering new insights into the deep connection between a teacher’s choices and the tools they use.
Co-Authors Jenny Joy S Inocencio Maria Christina B Magracia Princes Joy S Muyo Princess Ann P Pelaez