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All Journal Indonesian journal of teaching and learning Asian Journal of Applied Education Journal of Social Knowledge Education (JSKE) International Journal of Teaching and Learning (INJOTEL)
Ryan Pecson
Bataan Peninsula State University
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DISARMING WORDS: PRE-SERVICE TEACHERS’ PEDAGOGICAL APPROACHES IN CATAPULTING LANGUAGE SENSITIVITY TOWARD A HARMONIZED INSTRUCTIONAL PLAN Normita Lugtu; Ryan Pecson
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Words, as a double-edged sword, can make or break a child. As society and education progress, inclusivity in diversity has become the norm, mandating that academic institutions and educators become more responsive to progressive approaches in instructional delivery, thereby contributing further to SDG No. 4 (Quality Education) and statutory and regulatory requirements. However, limited studies highlight the need for preparatory practices to equip future educators to foster inclusive education. With that information, the study examines the pedagogical approaches of pre-service teachers in promoting language sensitivity practices among public secondary students during their internship program, employing a descriptive survey design in quantitative research. The study focuses on (i) the profile of pre-service teachers; (ii) their pedagogical approaches used, (iii) the significant difference in their practices, and (iv) the proposal of a harmonized instructional plan. Eighty (80) pre-service teachers, comprising 65 females and 15 males, who are deployed to public secondary schools in the City of Balanga and Bataan, Philippines, and who handle students in Grades 7 to 10, are purposively selected to serve as respondents for the survey. Upon validation and reliability assertion of the research instruments, data gathering commenced, assuring compliance with stringent research protocols (i.e., anonymity, consent, and data confidentiality). Descriptive and inferential statistics are employed to analyze the data. The findings reveal that pre-service teachers are predominantly female and typically handle higher grade levels (Grades 9 and 10), with a high utilization of approaches to promote language inclusivity. A significant difference in their practice is observed when grouped by sex, while there is no significant difference in terms of the year level handled. At the outset, a comprehensive, harmonized instructional plan is introduced.
Development and Validation of Modified Strategic Intervention Materials as Self-Learning Materials for the New Normal in Education Ryan Pecson
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15424

Abstract

Developing self-learning materials (SLMs), like strategic intervention materials (SIMs), helps reinforce learning and build learner independence. This study focused on creating modified SIMs (MSIMs) to support senior high school (SHS) learners in the subject Disciplines and Ideas in the Social Sciences (DISS) for Humanities and Social Sciences (HUMSS) strand in the Philippines. Using the descriptive developmental design or DRR (Design and Development Research) of quantitative research approach, the researcher assessed 75 SHS learners with a 30-item pre-test to find areas where they struggled most. At the same time, the 15 expert teachers evaluated the MSIMs using a survey questionnaire. The researcher-made survey questionnaire was validated by three expert validators and subjected to a dry run with five SHS teachers handling DISS, yielding a reliability index of α=0.9923 (excellent). The MSIMs were then developed from the least-mastered competencies and validated by expert teachers. Results were analyzed with descriptive statistics (i.e., frequency, percentage, mean, and standard deviation). Three MSIMs were developed to address the least-mastered competencies of learners. They were rated as acceptable and valid by expert teachers, making them viable alternatives and supplementary materials for remediation. It is recommended that more MSIMs be developed in other learning areas and subjects through action research to test their effectiveness once used among learners.
Pre-service Teachers’ Language Sensitivity Experiences and Endeavors During Internship Program: Insights for Character and Social Education Ryan Pecson; Normita Lugtu
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i1.2700

Abstract

Purpose of the study: What teachers say in class affects learners' behaviours and understanding. As a harbinger of equitable and transformative education, teachers are mandated to promote sensitivity and inclusivity, making it imperative to conduct studies contextualizing preparatory practices to equip future teachers (pre-service teachers) in fostering inclusive education and social inclusion as part of their internship program. Methodology: The study examines the challenges experienced, strategic measures applied, and instructional resources utilized by pre-service teachers in promoting language sensitivity practices among public secondary schools during their student teaching program through the lens of descriptive qualitative (exploratory study) research. Fifteen (15) pre-service teachers acting as team leaders in their respective schools in the City of Balanga and Bataan, Philippines, handling Grades 7 to 10 students, are purposively selected as key informants for the interview. Upon validation of the research instrument, data gathering commenced, assuring compliance with stringent research protocols (i.e., anonymity, consent, and data confidentiality). Thematic analysis, proposed by Braun and Clarke (2006), is employed for the data analysis. Main Findings: The findings reveal that teaching language sensitivity faces key challenges, including a lack of awareness, peer influence, and the normalization of insensitive language. Such challenges may implicate character education initiatives, specifically in catapulting the roles of student-teachers as agents of social value formation. However, strategies to address such challenges are evident, such as vocabulary building, creating safe learning environments, and experiential learning. Instructional resources range from visual aids and reflective writing to multimedia resources and interactive activities. Novelty/Originality of this study: The study posits novelty in its approach in contextualizing language sensitivity endeavors through the lens of pre-service teachers to intensify technical assistance during their internship program
Navigating Research Formatting Dilemmas among College Students: Extent of Formal Instruction and Access to Resources Toward Ramified Research Guidelines Ryan Pecson; Romeo Quintos Jr; Leandro Olubia; Lourdes Santos; Jaime Forbes; Normita Lugtu; Paulo Joseph Santos
Indonesian Journal of Teaching and Learning (INTEL) Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1666

Abstract

Purpose – This study aims to determine the extent of formal instruction or guidance on research formatting among college students, as well as the availability of resources to assist them in addressing research formatting issues in a state university in the Philippines. The research intends to inform the development of standardized and effective research guidelines for higher education institutions. Methodology – The study employed a descriptive qualitative design using semi-structured interviews. Fifteen (15) purposively selected student research leaders participated in the interview process. Stringent research protocols and ethical considerations were strictly followed. Data from the interview transcripts were analyzed using Clarke and Braun’s thematic analysis approach to identify recurring patterns and insights. Findings – The results reveal that the degree of formal instruction on research formatting significantly influences students’ ability to manage and complete their research projects, impacting both efficiency and quality. Identified challenges include limited guidance, inconsistent formatting standards, and resource constraints. Key strategies to overcome these challenges include faculty mentoring, accessible support systems, and standardized institutional policies. Novelty – This study provides an in-depth exploration of research formatting challenges from the perspective of student research leaders—an often underrepresented group in academic discourse—highlighting the interplay between formal instruction, resource access, and research productivity. Significance – The findings serve as a valuable reference for higher education administrators, faculty, and policymakers in crafting research guidelines that enhance students’ efficiency, reduce anxiety, and foster innovation in research practices.
Research Competency Needs of University Students: Baseline for Research Manual Formulation Romeo Quintos, Jr.; Ryan Pecson
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 1 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i1.1807

Abstract

Purpose – This study describes and analyzes the research competency needs of college students in a state university in the Philippines. The research intends to inform the formulation of a research manual for higher education institutions. Methodology – The study employed a descriptive, quantitative design using a researcher-developed survey questionnaire (eight domains) that was validated (CVI=1.00) and tested for reliability (α=0.963). One hundred fifty (150) selected student-researchers, acting as leaders and members, participated in the survey process. The said respondents were selected using a simple random sampling technique. Stringent research protocols and ethical considerations were strictly followed. Data from the survey were analysed using descriptive statistics (i.e., mean and standard deviation) and inferential statistics, such as the Kruskal-Wallis (H) test for the non-normal data analysed. Findings – The results reveal that the student-researchers have the highest research competency needs. Moreover, there is no variation in their research competency needs (p<0.05), indicating a statistically identical highest level of need to improve their research competencies. At the outset, a research manual was developed to complement the proposed research policy on standardizing the research format and addressing the research competency needs of university students. Novelty – The development research manual, as an output of the study, provides an innovative way to contextualize instruction and foster creative thinking and innovative solutions to real-life academic and societal problems. Significance – The findings serve as a valuable reference for using research-based competency needs assessment to foster innovation in research practices.
Co-Authors Jaime Forbes Leandro Olubia Lourdes Santos Normita Lugtu Paulo Joseph Santos Romeo Quintos Jr Romeo Quintos, Jr.