International Journal of Theory and Application in Elementary and Secondary School Education
Focus and Scope of International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) is research, study and analysis related to early childhood include: 1. Child development; The topic covers child development especially grade 1-9 for school, emotional development, moral development, intelligence, 2. Cognitive psychology; The topic covers but not limited to short term and long term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, local reasoning (inductive and Deductive). 3. Sociology to school learning and teaching; The topic covers but not limited to the social integration of education, socialization, Social Placement, social and cultural innovation. 4. Methodologies of teaching and learning; The topic covers but not limited to the Teaching method in Digital Revolution 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching. 5. Technologies of teaching and learning; The topic covers but not limited to Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, the effectivity of distance learning 6. Curriculum review and research; The topic covers but not limited to curriculum and instruction, curriculum development, curriculum evaluation, support element of an effective curriculum. 7. School and community-based management. The topic covers but not limited to school-based management, parent participant on School-based management, school community relation, community development (economical, social and physical). The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews and theoretical analyses.
Articles
91 Documents
<![CDATA[Implementation of Project CBISp-EDP (Communicate, Build and Intensify Stakeholders’ Participation- Exemplified and Deepened Partnership) and External Stakeholders’ Participation ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1035
<![CDATA[The study mainly focused on assessing the implementation of Project CBISp-EDP and external stakeholders’ participation in Calamba Bayside Integrated School. The study utilized a descriptive correlational research design. The respondents of the study were the 80 teachers and 99 parents of CBIS. Teacher-respondents were identified using a simple random sampling technique, while purposive sampling was used to identify the parent-respondents. Results of the study revealed that all teachers have the same level of observation in implementing Project CBISp-EDP. It also showed that external stakeholders participated in most school-initiated activities. Moreover, it also disclosed that the implementation of Project CBISp-EDP has a significant relationship with external stakeholders’ participation. It is recommended that the school consider the crafted action plan to strengthen stakeholders’ participation further.]]>
<![CDATA[Enhancing E-Learning Material Creation: Exploring the Practices, Challenges, and Opportunities of the School Learning Resource Quality Assurance Team (SLRQAT) towards TIMER's Information Manuel of Educational Resources Project ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1085
<![CDATA[This study assessed the relationship between the practices, challenges and opportunities among School Resource Quality Assurance Team (SLRQAT) members of City Schools Division of Cabuyao when crafting e-learning materials during the school year 2021-2022. Three hundred ninety-eight (398) public elementary and secondary teachers were the respondents of the study. The researcher utilized the descriptive-correlational research design and self- made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were Mean, Standard Deviation, Pearson r and Multiple Linear Regression Analysis. Findings revealed that the profile of the respondents moderate the practices, opportunities and challenges of the SLRQAT members. While, the extent of practices and challenges among SLRQAT were moderated by such profile of the respondents. To ensure a more efficient output, recommendations were suggested based from the findings of the study regarding crafting e-learning materials.]]>
<![CDATA[Factors Influencing Learners’ Participation in Physical Education in The New Normal: An Input to Curriculum Development Program ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1086
<![CDATA[This study focused on determining the factors that influence the learners’ participation in Physical Education (PE) under the New Normal; it also investigated perceptions about teaching quality, level of readiness in distance learning, and the mean level of participation in PE in accordance to MELCS. It further looked into the significant relationships between factors of teaching quality; learners’ level of readiness to distance learning as against learners’ participation; and learners’ demography. This study offers a lot of learning opportunities about simplified and essential teaching modalities, which are focused and easy for learners, under the New Normal environment and under the threat of being infected with Covid-19. Frequencies, percentage, means, standard deviation, Pearson product moment of correlation, multiple linear regression, and hierarchical linear regression were the statistical tools applied in the analysis of data collected from selected Junior High School learners from 25 districts in the Division of Laguna. Major findings from the study are that (i) learners have a high level of perception of teaching quality in terms of cognitive activation, supportive climate, and classroom management; (ii) learners have a high level of readiness on distance learning in terms of availability of technology, use of technology, self-confidence, acceptance, and time management skills; and (iii) a high mean level on learner’s participation in PE according to their respective MELCS in terms of personalized exercise programs, physical activity participation, physical activity/fitness assessment, and skills demonstration. This study recommended that physical education teachers may provide students with more enhanced and localized activities that are tailored to their interests and appropriate for this new normal setting.]]>
<![CDATA[Relationship of School Heads’ Managerial Competencies for Promoting Positive Teacher’s Resilience in the New Normal: A Descriptive -Correlational Approach ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1090
<![CDATA[The Philippines' current disaster mitigation and adaptation landscape this school year has brought a significant challenge to the education system as a result of the COVID-19 pandemic. Adversity and the resilience of people to hazards were experienced while combating this pandemic. Crisis and risk management systems are required to help prevent disease outbreaks and pandemics from affecting education communities. This point of view guides teachers, institutional heads, and authorities on how to deal with the crisis. The previous year saw many people face unexpected stress and adversity as a result of the worldwide outbreak of the coronavirus disease (COVID-19). As the number of challenges in providing basic education to students grows, school leaders and teachers must develop resilience in surviving and overcoming adversity. This study pursued to determine the relationship between school heads' managerial competencies to teachers' positive resilience in the new normal. A descriptive-correlational research design determined the relationship between the level of school heads' managerial competencies, and the level of teachers' positive resilience in the new normal within the four City Schools Divisions in Laguna for the school year 2021-2022. The study included 503 public school elementary teachers in the positions of teachers I-III and master teachers I-II as respondents. Using the Competency Framework for Southeast Asian School Heads (2014), and The Resilience Scale for Adults (2015), data gathering via an online platform was utilized. Frequency, percentage, mean, standard deviation, Pearson product-moment of correlation, and hierarchical linear regression were the statistical tools utilized to analyze and interpret the data gathered. Findings revealed that the school heads were practicing well in each construct of managerial competencies and each construct of positive resilience. The level of teachers' positive resilience in the new normal resulted in a very high level in terms of establishing friendly relationships easily. The researcher, therefore, concluded that when school heads demonstrated a high level of managerial competencies in terms of strategic thinking and innovation, instructional leadership, personal excellence, stakeholders' engagement, and managerial competencies, a better positive resilience may be expected to all the teachers in the new normal.]]>
<![CDATA[Enhancing Numeracy and Literacy Skills of Grade I Pupils through a Parent-Induced Learning Program: Ilaw sa Lilim for Para Teachers Coping with Bereavement ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1143
<![CDATA[Literacy refers to the ability of learners to comprehend, analyze, and creatively construct written and printed materials associated with various contexts, whereas numeracy refers to the ability to analyze and interpret numerical principles (UNESCO). The active involvement and participation of the parents in the education of their child is far greater now in the new normal compared to the previous setting. This study aimed to determine the effectiveness of parent-induced learning, namely "Ilaw Sa Lilim Ang Para teachers Kong Natay": an intervention program to enhance Grade I Pupils’ Numeracy and Literacy Skills. Through descriptive research design, the study involved 11 parents of those pupils who struggle with language literacy and numeracy who had voluntarily undergone online parental training for two weeks. Also, the statistical tools used in this study were mean, standard deviation, and dependent t-test. Through the mean scores in pre-test and post-test, the results showed that pupils scored in language literacy in terms of phonological awareness, alphabet knowledge, fluency, and reading comprehension. And in numeracy skills in terms of counting, basic arithmetic, number symbols, and recognizing symbols, all significantly improved their rating after the intervention program. The results also revealed a significant difference between the pre-test and post-test mean scores of Grade 1 Pupils in Language Literacy and Numeracy Skills indicating an improvement in their statistical value. Thus, the researcher recommends strengthening the communication link among the parents by tapping them to be actively involved in school and academic-related activities. Also, integrate the intervention program into the curriculum to consistently check and upgrade its needs and applicability, especially in the challenge of the new normal, by considering including it in any future training among the parents. Effective, practical, and feasible pedagogical skills that would meet the different learning styles and interests of the children so as to maintain their span of attention.]]>
<![CDATA[Nexus between Principals’ Instructional Responsibilities and Secondary School Effectiveness ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1186
<![CDATA[Success in school is attributed to regular evaluation of teaching and learning, an emphasis on professional growth, and a positive learning environment. This study investigated the correlation between school effectiveness and principals’ instructional responsibilities. A correlational design of post-positivism was adopted in this study. All 7059 teachers employed by the 347 public senior secondary schools in Kwara State, Nigeria, made up the study's population. A systematic sampling technique was used to select 558 participants. Five hundred and fifty-eight participants were chosen using a systematic sampling method. The findings show a significant nexus between principals’ instructional responsibilities and the effectiveness of secondary schools. Therefore, it recommends that to enhance school effectiveness, principals should be provided with induction courses at their appointment as principals to acquaint them with relevant knowledge on the importance of instructional responsibilities.]]>
<![CDATA[School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1208
<![CDATA[This qualitative study aims to explore the administrative-supervisory leadership experiences and perspectives of fifteen (15) school principals in the Division of Toledo City, Cebu, DepEd Region VII, during the COVID-19 pandemic crisis. The research utilized a descriptive phenomenological approach, which involved face-to-face semi-structured interviews, observation notes, and documentation. Thematic analysis was employed to analyze the data in six steps, including familiarization, coding, creating themes, reviewing themes, defining and naming themes, and creating a report. The findings of the study revealed that principals faced various challenges during the pandemic crisis, including maintaining the continuity of learning, ensuring the safety of students and teachers, managing resources, and supporting the well-being of school personnel. Despite these challenges, the principals demonstrated strong leadership skills by adapting to the situation, collaborating with stakeholders, and implementing innovative strategies. The study's limitations include a small sample size and a specific geographic location, which limits the generalizability of the findings. This study contributes to the understanding of how school principals experience and navigate leadership during a crisis, particularly in the context of the COVID-19 pandemic. The practical implications of this study suggest that school leaders should prioritize collaboration and adaptability in crisis management, support the well-being of school personnel, and implement innovative strategies to address challenges. The study's novelty lies in its application of a phenomenological approach to explore the subjective experiences of school principals during the COVID-19 pandemic crisis.]]>
<![CDATA[Experiences of Teachers in Upland Schools: A Phenomenological Study ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1300
<![CDATA[This research study used a descriptive qualitative phenomenological research design which provides a narrative context based on personal experiences. The participants of the study were four teachers, teaching in highland elementary campuses for more than a year. The data were contextualized from participants in depth statement according to the open-ended questionnaire that has been provided during the evaluation. Learners were intellectually challenged, needed to be guided by parents or siblings using supplementary activities given in the modules. With a lack of technological intervention professional teachers in upland areas are having difficulty to monitor the improvement of their learners. Most of the learners cannot fully comply on their academic activities. Learners don’t understand the module, they rely on their elder siblings. Moreover, the common struggles of the teachers is the risk in travelling due to the topographical settings. Common disadvantage teaching in upland and remote campuses was the unsuited learning curriculum for the learners. Provided learning guide were not culture based, which means, learners are having difficulty in understanding which translate to haphazard learning development. Participants stated that their students are struggling in self-learning method, considering that most of the parents of these learners are illiterate. Therefore, it suggests developing a mode of learning delivery based on the learner’s capacity to learn and improve. In spite of all the struggles, there was enjoyment. Most of them perceived that the common advantage in upland schools is having a small class size. Thus, teachers can focus in teaching.]]>
<![CDATA[Effectiveness of Counseling Using Motion Graphics Against Changes in Attitudes to Consuming Fast Food in Adolescents 2022 ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1412
<![CDATA[Media is very useful in increasing knowledge, especially in adolescents. Animated media is one of the ways in which education and information can be conveyed properly to adolescents. Therefore, the researchers wanted to see the effectiveness of motion graphics on the knowledge and attitudes of adolescents regarding fast food. This study used a cross sectional study design with a sample size of 120 samples. The instrument for this study used questionnaire pre-test and post-test. The analysis used in this study is the Wilcoxon test. There is a change in the attitude of adolescents after being given counseling using motion graphics, namely a p-value of 0.000 and knowledge did not experience a significant change p-value 0.165. Based on these results, it is certain that there is a need for changes in healthy living behavior to avoid obesity which has an impact on degenerative diseases. In addition, there is a need for new ways to provide counseling to adolescents, namely using motion graphics which are quite effective in providing information.]]>
