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All Journal Journal of Elementary and Secondary School (JESS)
Melvin T Guache
Laguna State Polytechnic University
Education Other

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Beyond Words: Uncovering the Untold Stories of Multilingual Students' Lived Experiences in Online Distance Learning Melvin T Guache; Karen A Manaig; John Federick Tesoro; Albert D Yazon; Sherwin B Sapin
Journal of Elementary and Secondary School Vol. 1 No. 1 (2023): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v1i1.1368

Abstract

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals.
Bridging Generations: Lived Experiences of Seasoned Faculty Members in Adapting to Gen Z’s Learning Behaviors Karen A Manaig; John Frederick B Tesoro; Melvin T Guache; Chester Alexis C Buama
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.4243

Abstract

This transcendental phenomenological study explored the lived experiences of seasoned faculty members in adapting to the learning behaviors of Generation Z (Gen Z) students. Ten higher education instructors from one state university, each with at least ten years of continuous teaching experience, were purposively selected as participants. Data were gathered through semi-structured interviews designed to elicit in-depth reflections on their teaching encounters, challenges, and adaptive strategies in addressing the unique characteristics of Gen Z learners. Analysis of the interview data revealed three overarching themes: (a) the evolving learning characteristics and challenges of Gen Z students, (b) adaptive and engaging teaching practices for Gen Z learners, and (c) the effectiveness and responsiveness of adaptive teaching strategies. From these themes, the SAIL Metaphorical Framework was developed to conceptualize effective teaching for Gen Z learners, encompassing four key components: S – Student Characteristics, A – Adaptive Teaching, I – Instructional Effectiveness, and L – Learning Journey. The findings highlight those Gen Z learners’ short attention spans, digital dependence, and varied social behaviors necessitate adaptive, technology-integrated, and student-centered instructional approaches. Seasoned faculty members play a crucial role in bridging generational learning gaps through continuous reflection, innovation, and responsiveness to learner diversity. Ultimately, adaptive teaching emerges as both a pedagogical approach and a transformative process of professional growth, enabling educators to create meaningful and lasting learning experiences that align with the evolving needs of Generation Z students.
Co-Authors Albert D Yazon Chester Alexis C Buama John Federick Tesoro John Frederick B Tesoro Karen A Manaig Sherwin B Sapin