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Randwick International of Education and Linguistics
Published by Randwick International Research and Analysis Institute
ISSN : 27232441     EISSN : 27232433     DOI : https://doi.org/10.47175/rielsj.v1i1.23
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
RIELS Journal publishes research papers in the fields such as: - Education (all levels, stages and processes of education (e.g. formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education), research in language teaching, and curriculum and Instruction Design) - Linguistic (sociolinguistic, pragmatic, semantic, phonetic, phonology, applied linguistic, second language acquistionand) - Art (analysis novel, poetry, and drama) - Other related areas
Arjuna Subject : Umum - Umum
Articles 451 Documents
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Humanism Enhancing Student Motivation in History Learning Through AI-Driven e-Cooperative and e-Collaborative Methods in Rural Education Ni, Lee Bih; Shin, Connie
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 1 (2025): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i1.1132

Abstract

This research explores the influence of AI-based e-cooperative and e-collaborative approaches on boosting student motivation in history education in rural areas. Through the integration of primary data obtained from student surveys and teacher interviews, quantitative indicators of academic achievement, and qualitative insights from case studies, the study emphasizes how AI-driven platforms customize learning experiences, encourage peer collaboration, and enhance engagement. Results show that collaboration enhanced by AI boosts participation levels, enhances historical awareness, and fosters a sense of togetherness among students in distant regions. The research highlights the ability of AI to revolutionize history education by enhancing interactivity, accessibility, and engagement for students in disadvantaged rural areas.
Learning Styles in English Subjects and Students’ Academic Performance at Sultan Kudarat State University Rebugio, Mae D.; Kalido, Sittie Shairah M.; Hunas, Mark Erwin S.; Llamo, Efren John I.; Alido, Rustom C.; Marata, Wan Lee B.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 1 (2025): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i1.1135

Abstract

Understanding different learning styles in education is critical for effective teaching and personalized learning, given their significant influence on academic performance. A misalignment between students’ preferences and instructional methods, particularly in English subjects, can impede comprehension and contribute to academic decline. This study investigated the relationship between learning styles in English subjects and academic performance among students at Sultan Kudarat State University. Specifically, it aimed to identify the predominant learning styles and academic performance of 2nd year BSED English students and assessed how they impacted academic outcomes. Employing a descriptive-correlational approach, the study involved total enumeration sampling of 2nd year English significant students. It utilized statistical measures such as frequency, percentage, mean, standard deviation, and chi-square for data analysis. Findings revealed that students’ most dominant learning styles were visual in perceptual and individual in social learning. Some students exhibited a combination of visual with group or auditory learning, suggesting adaptability to various teaching methods. Despite commendable academic performance, no significant correlation was found between dominant learning styles and academic achievement. These results may advance current knowledge on the various ways that students choose to study English and emphasize the value of individualized instruction and assistance to meet each student’s specific learning requirements.
The Model-Lead-Test (M-L-T) Approach in Teaching Physical Education Among Grade 9 Students: Basis for A Training Design Silmaro, Glenda B.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 1 (2025): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i1.1141

Abstract

The study aimed to investigate the effectiveness of the Model-Lead-test (M-L-T) approach on the academic performance and attitude towards Physical Education of Grade 9 students at Jacinto D. Malimas Sr. National High School, Odiongan, Gingoog City for the school year 2023-2024. The study used a quasi-experimental research design. The experimental group (n=36) was exposed to the Model-Lead-Test approach, while the control group (n=36) under the lecture method. The research instruments used were the Pre and Post summative test, Performance tasks Rubrics and the Students’ Attitude Towards Physical Education (PE) questionnaire. Frequency counts and percentage, weighted mean, Mann-Whitney U Test and Paired t-test were utilized in analyzing the data. The findings showed that the learners exposed to the M-L-T approach performed better (m=5.52) than those under the non-MLT (mean=3.33). It was also shown that more students (77.7%) achieved very good performance tasks under M-L-T approach than those under the non MLT (8.3%). In addition, there were more students who achieved excellent performance (f=14, 38.89%) under M-L-T than those under the non-M-L-T approach (f=6; 16.67%). Such results led to a significant difference (t=12.67, p=.000) in the academic performance of the participants. The program design based on the M-L-T approach utilized models and demonstrations as learning tools, providing students with clear, visual guidance, facilitating better understanding, and skill acquisition.
The Development and Validation of Picture Clues as Media for Developing Reading Comprehension Skills Among Grade 5 Learners Cabalan, Ron Gay Marie P.; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 1 (2025): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i1.1142

Abstract

Observations of poor reading comprehension highlight the critical nature of learners at a stage where they are transitioning from “learning to read to reading to learn”. Providing effective strategies, such as utilizing picture clues, is essential to support learners in understanding and analyzing texts independently. While picture clues are commonly used in early childhood education, this study was undertaken to determine the efficacy of picture clues as media for developing reading skills among Grade 5 learners. The descriptive-evaluative research design was employed in this study. This study utilized an intact group which composed of the class to which the picture clues were utilized. The data gathered in this study were treated using arithmetic Mean and percentage and the level of ability of comprehension was determined using the Phil-IRI tool. The Paired Samples t-test was used to determine if there was a significant difference between the pre-assessment and post-assessment scores of the learners. Results revealed that the utilization of picture clues facilitated a significant advancement in the learners' reading comprehension skills. The use of picture clues was found effective in improving learners’ engagement with the text as well as their ability to identify the main idea, make predictions, and draw conclusions. Specifically, the transition from literal skills to critical skills level demonstrated the effectiveness of incorporating visual aids like picture clues in the learning process of the learners. This suggests that utilizing such instructional media can effectively support and foster the development of higher-order thinking abilities, thereby enhancing their overall reading comprehension proficiency.
Integration of Artificial Intelligence by Tertiary Education Students in Zimbabwe: A Case of Responsibility and Accountability in Academic Writing Mukwerete, Kwanisai; Matiza, Namatirai Chikusvura
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 1 (2025): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i1.1143

Abstract

This study examined how students utilise various AI tools responsibly and accountably in their academic writing. The study adopted a qualitative approach with data collected using an electronic questionnaire from self-selected participants. The questionnaire was uploaded to Google Forms, and a total of twenty-five participants took part in the study until data saturation was reached. Atlas. ti was utilised for data analysis due to its robust analytical capabilities. The findings highlighted the importance of responsible and accountable use of AI tools, as these practices enhance students' intellectual capabilities and foster innovation. The findings also indicate that use of AI tools play a crucial role in the lives of tertiary education students by enhancing the quality of their academic writing. It improves grammar, structure, and coherence, making the content more readable. Additionally, the study uncovered several challenges that students face regarding the use of AI in education. The study provided recommendations on best practices for employing AI in academic writing for tertiary-level students in Zimbabwe. Additionally, it advocated for all tertiary institutions to invest in plagiarism detection software(s) to ensure that the use of AI tools is accompanied by accountability in all written coursework, thereby contributing to students' final degree classifications.
Digital Reading Habits of EFL Learners: Did Online Learning during the Pandemic Covid-19 Enhance the Digital Reading Habit? Marpaung, Magdalena Br.; Indrawati, Ni Luh Ketut Mas; Suparwa, I Nyoman; Malini, Ni Luh Nyoman Seri
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1133

Abstract

Since the pandemic has been over, a question come asking ‘Did online learning during the pandemic of Covid-19 enhance digital reading habits?’ Answering that inquiry, this study focuses on two questions (1) how are digital reading habits (preference and frequency) of EFL learners? And (2) Why does digital reading habit of EFL learners in that way? This is a qualitative descriptive study. This study collected data by administering written interviews via Google form to 24 informants. There are 15 questions asked to the 24 informants and after analyzing the data, the following findings are found. First, all EFL learners prefer reading digitally either for college assignments, articles, books, or novels. However, due to their preference, EFL learners are reading viral news on social media much more than other reading material. Related to the frequency, the highest frequency of reading is at the level of ‘seldom’ for all of the reading material. So, the digital reading habits of EFL learners are still in poor condition since their preference and frequency are far from accessing scientific articles and books digitally. Answering the second question of the reason for the EFL digital reading habit in that condition, the data analysis comes to the conclusion of learners’ bad digital literacy in accessing scientific articles and books digitally. From the interview questions and the informants' responses, there were found that even though the online learners had been for more than two years, the EFL learners’ digital literacy was in bad condition and so affected the reading preference and frequency in digital.
Exploring the Lived Experiences of Senior High School English Teachers: Challenges, Impact and Coping Strategies in K To 12 Curriculum Implementation Abdullah, Mahdi B; Bantilan, Bai Laga S; Bolotaolo, Alven M; Reyes, Hilda T Delos; Haron, Guiarmiya M; Uy, Michelle M
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1156

Abstract

This study examines the problems, effects, and coping mechanisms of Senior High School English Teachers in the implementation of the K to 12 Curriculums. Specifically, it sought to answer the following questions: 1. What are the challenges of Senior High School Teachers in terms of: 1.1 teaching methodologies, and 1.2 student assessment? 2. How do these challenges affect the teaching and learning process, particularly students in terms of:2.1. Student’s engagement; and 2.2 Student's English proficiency? 3. What coping strategies or interventions have teachers employed to address these challenges? The experiences of five English instructors from Cotabato City National High School-Rojas were analyzed using a qualitative phenomenological study approach. The findings showed that varying learning styles, resource constraints, and linguistic barriers had an impact on issues in pedagogical approaches, evaluation, and student participation. These obstacles were associated with reluctance, nervousness, and constraints in students' English competence, impeding classroom performance. Strategies such as project-based learning, blended learning, and motivational tactics were utilized to overcome these challenges. Recommendations encompass the implementation of differentiated education, the provision of sufficient resources for new pedagogical methods, and the enhancement of flexible learning methodologies to foster student participation. The study underscores the necessity of tailoring teaching methods to accommodate varied student requirements and utilizing new strategies to address issues in K to 12 Curriculum implementations.
Development and Validation of Manipulatives in Teaching Mathematics 6 Turro, Ian Rey K.; Giducos, Romeo M
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1163

Abstract

This study focused on the development and validation of manipulatives as strategic intervention materials for teaching Mathematics 6 at Manapa I Elementary School. Grounded in the Constructivist Learning Theory, the research aimed to enhance learners’ conceptual understanding by addressing their least-learned competencies through interactive learning tools. A descriptive-developmental research design was employed, involving the identification of learning gaps, creation of manipulatives, expert validation, and classroom implementation. The study identified key mathematical challenges among Grade 6 learners, particularly in differentiating expressions from equations. Manipulatives were designed to bridge these gaps by providing concrete representations of abstract concepts, fostering critical thinking and problem-solving skills. Experts evaluated the manipulatives based on content, format, presentation, organization, accuracy, and durability, confirming their suitability for instructional use. Findings revealed a significant improvement in learners’ mathematical performance, with post-test scores demonstrating increased mastery levels compared to pretest assessments. The study highlights the effectiveness of manipulatives in promoting engagement, reinforcing conceptual understanding, and supporting struggling learners in mathematics. It contributes to the growing discourse on manipulative-based learning strategies, emphasizing the importance of integrating interactive materials into mathematics education to enhance student learning outcomes.
The Efficacy of a Validated Strategic Intervention Material in Multiplication of Fractions Mangisel , Floriza P.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1164

Abstract

This study investigated the efficacy of a Validated Strategic Intervention Material (SIM), in enhancing fifth-graders' proficiency in Multiplying Fractions. A pretest-posttest quasi-experimental design was employed with 43 learners of Hamogaway Elementary School as the participants of the study, divided into control and experimental groups. The learners in the experimental group were taught using the SIM, while the control group received traditional instruction. The results revealed significant improvement in the experimental group's multiplication skills compared to the control group. Learners exposed to SIM achieved a substantially higher mastery rate (62%) compared to the control group (23%). Analysis of gain scores further supported this finding. Learner feedback regarding the SIM was generally positive. The learners rated highly the content, clarity, applicability, usefulness, and format of the SIM. Areas for minor improvement included factual accuracy of information, promoting independent learning, and clarity in specific sections. Based on the findings, the study recommends widespread adoption of the SIM, teacher training for effective implementation, further research on learning styles and addressing challenges, and dissemination of the improved SIM for broader impact.
The Development and Validation of Picture Clues Towards the Reading Readiness of Grade I Learners in Oro Elementary School Salilin , Mary Joy D.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1165

Abstract

This study developed and validated picture clues to remediate the poor reading readiness of grade 1 learners in Oro Elementary School, Agusan del Sur Division for the school year 2023-2024. The study used a descriptive evaluation research design with 42 Grade I learners as the participants of the remediation. The reading readiness level of the learners was determined by the Comprehensive Rapid Literacy Assessment (CRLA) tool in the pretest as the baseline for the learners’ reading readiness level and the same tool was used in the posttest after the implementation of the developed and validated picture clues in the learners’ regular reading instruction. The ADDIE Model was used as a guide in the design and development of picture clues and was validated based on the Learning Resource Management and Development System (LRMDS) criteria by the three (3) experts in the field. The paired t-test was used to analyze if there was a significant difference between the pretest and the posttest results after the remediation. Data revealed that before the remediation, there were only 5 learners who belonged to the “Grade Ready” level, the highest level, and 37 belonged to the “Full Refresher” level, the lowest level, hence, remediation was needed. However, after the implementation of the developed and validated picture clues as remediation, the number of learners who belonged to the “Grade Ready” level increased from 5 to 35, 2 at the “Light Refresher” level, and no one belonged to the “Moderate Refresher” and “Full Refresher” levels. Hence, exposure to the developed and validated picture clues significantly improved the learners’ reading readiness level and was a valuable tool for educators to improve reading readiness of the Grade 1 learners.

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