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All Journal Journal of Elementary and Secondary School (JESS)
Alfer Jann D. Tantog
Saint Columban College
Education Other

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The Teaching Interns' Use of Kinesics as Non-verbal Communication in the Classroom Krisha Mae A. Caybot; April John M. Datoy; Arlyn S. Piit; Aris Pet Angeli A. Suarez; Alfer Jann D. Tantog
Journal of Elementary and Secondary School Vol. 2 No. 1 (2024): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v2i1.1890

Abstract

This study investigates the use of non-verbal communication, particularly kinesic behavior, by teaching interns during classroom instruction. The primary participants in this study are fourth-year teaching interns during the academic year 2022-2023 at a private higher education institution in Pagadian City, Philippines. The research approach employed is a case study with a qualitative methodology. The objective of this study is to examine the utilization of kinesics as a non-verbal communication tool by teaching interns in their interactions with students. It seeks to understand how teaching interns commonly employ kinesics and its perceived impact on students. Data for this study were gathered from various sources, including interviews conducted with ten teaching interns, feedback from three cooperating teachers, and insights from two students of the research participants. The findings indicate that the use of kinesics is beneficial for teaching interns. The incorporation of kinesics, such as postures, gestures, eye contact, and facial expressions, has created a dynamic classroom atmosphere and heightened students' engagement and the overall quality of instruction. It has positively influenced students' academic performance, leading to improved results and enhanced classroom behavior. Consequently, the integration of kinesics in the classroom supports effective communication between teaching interns and their students, resulting in clear and conducive instructional environments for learning.
Perceptions of Intermediate-Level Public School Teachers in Implementing the Catch–Up Friday Program Jaris May Ganohay; April May Gargar; Georgina Cortes; Welma Balang; Francis May Valmorida; Alfer Jann D. Tantog
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2911

Abstract

This study explored intermediate-level public school teachers’ perceptions of the implementation of the Catch-Up Day program, a remedial initiative designed to support struggling learners by providing additional instructional time. The program bridges learning gaps and enhances students’ reading and comprehension skills. Specifically, the study aimed to (1) examine teachers’ perceptions of the program, (2) explore its implementation in public schools, (3) identify challenges faced, (4) determine coping strategies, (5) examine the program’s impact on teachers' experiences (6) assess its effectiveness, (7) gather recommendations for improvement. A single case study method was used, involving six (6) intermediate-level teachers from Grades 4 to 6 from a public school in Pagadian City, Zamboanga, Del Sur. Data were collected through interviews guided by an Interview Guide, conducted in a quiet school office after class hours to minimize disruptions, and analyzed using categorical aggregation, clustering data into categories to identify patterns. Findings revealed that teachers viewed the program positively and recognized its benefits despite the additional workload. Key strategies included sharing lesson plans, interactive activities, reinforcing basic reading skills, implementing peer tutoring, and incorporating enhancement activities. Challenges such as increased workload, poor reading comprehension, lack of parental support, and low student interest were managed through supplementary materials, take-home activities, parental communication, and interactive reading sessions. Teachers affirmed the program’s effectiveness in improving reading skills and emphasized the need for adequate resources and support. This study’s findings provide insights for educators, administrators, and policymakers to enhance programs and address the needs of both teachers and students.
Co-Authors April John M. Datoy April May Gargar Aris Pet Angeli A. Suarez Arlyn S. Piit Francis May Valmorida Georgina Cortes Jaris May Ganohay Krisha Mae A. Caybot Welma Balang