International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. 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, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and 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
105 Documents
<![CDATA[Bridging Instructional Gaps through Recognizing the Factors and Students’ Experiences in Distance Learning ]]>
<![CDATA[Carla Jobelle Culajara]]>;
<![CDATA[Juan Paolo Martin Culajara]]>;
<![CDATA[Olivia Portos]]>;
<![CDATA[Mark Kim Villapando]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1025
<![CDATA[This study assesses the factors affecting students' learning experiences in one of the secondary public schools in the Philippines implementing different learning modalities in distance learning. As a learner-public institution, the school has broadened its implementation of learning by providing wide perspectives to students through online distance learning. The study utilized quantitative and qualitative research designs. Purposive sampling was used in the study consisting of 250 students and 18 students who participated in FGD, where data were collected and obtained through a survey questionnaire and focus group discussions. Distance learning encourages students to learn on their own and explore without the assistance of teachers, enhancing their ability to research topics related to the courses they should learn. With the results of the study, two themes emerged: ICT integration and innovational instruction. Mostly, it aided in the development of independence. Students usually lose concentration in their learning tasks as a result of physical distractions and due to slow internet connection. Regardless of their difficulties, students continue their studies because they have learned that the more difficult the road, the sweeter the result. This study will provide baseline information for the development of the school's strategy on how to strengthen and consolidate distance education.]]>
<![CDATA[A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance ]]>
<![CDATA[Arnel D. Borja]]>;
<![CDATA[Karen Ang Manaig]]>;
<![CDATA[Chester Alexis C. Buama]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1031
<![CDATA[This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.]]>
<![CDATA[Implementation of Project CBISp-EDP (Communicate, Build and Intensify Stakeholders’ Participation- Exemplified and Deepened Partnership) and External Stakeholders’ Participation ]]>
<![CDATA[Cincy Merly Gecolea]]>;
<![CDATA[Elsa D Pagulayan]]>;
<![CDATA[Peejay G Gecolea]]>
<![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[Parent's Engagement in the Learning Needs of Learners with Down Syndrome in the New Normal Education ]]>
<![CDATA[Jeny Hinggo]]>;
<![CDATA[Janus Naparan]]>;
<![CDATA[Genesis Naparan]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1041
<![CDATA[This study probed parental engagement in the learning needs of the learners with Down syndrome (DS) in their homes in Zamboanga Sibugay, Philippines, during this new normal education. Parents of a child with DS were the primary participants of this study. Merriam’s case study approach was utilized as a research design. Multiple data sources were considered, such as interview transcripts and observation notes during the actual interview. The results show that parents exerted more effort to ensure their children's educational success amidst the pandemic. The findings of the study reveal parents' efforts to catch the attention of their children during the delivery of learning at home. Although parents struggled to extend their children's limited attention span, they managed to find suitable strategies to keep their focus, like using different reinforcements and utilizing videos from social media platforms to teach their children. It is recommended that parents or guardians of children with DS consider pieces of training on how to effectively facilitate their children's learning process. Special Education (SPED) teachers must guide the parents on how to facilitate learning at home together with the school principal, who could initiate teaching pedagogy seminars and training for parents. The seminars and training would help parents and guardians facilitate their child's learning process.]]>
<![CDATA[Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools Students in Sokoto Metropolis, Nigeria ]]>
<![CDATA[Yusuf Sarkingobir]]>;
<![CDATA[Nafisa Abdulrahman Ashafa]]>;
<![CDATA[Maida Saidu Nahantsi]]>;
<![CDATA[Abubakar Muazu]]>;
<![CDATA[Sa’adu Abubakar]]>;
<![CDATA[Sagir Shehu Aliyu]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1052
<![CDATA[This research is aimed at finding the effect of biology teacher's variables on the academic performance of senior secondary school students in Sokoto metropolis, Nigeria. Five (5) schools were randomly selected as the sample of the study, including 5 Biology teachers and 200 Biology students, to make the sample of 190 respondents. Using a random sampling technique, two structural questionnaires were used as the instruments for data collection. Frequency count and percentage were the methods used in data analysis. Among the findings drawn in this study are: it was observed that the effects of teachers' qualities with respect to their qualification are high, which modify students' academic performance; most teachers in Sokoto state presently are experienced in their teaching, and this modifies students' academic performance; it was observed that the effect of teachers' qualities with respect to subject-matter knowledge is high. This shows that they have good knowledge of the subject matter. It is recommended that there should be a provision of adequate biology teachers, laboratory equipment, and regular teacher training, seminar, and workshops on the use of instructional materials.]]>
<![CDATA[Parental Challenges and the Performance of the Primary Pupils Under Modular Distance Learning Delivery: An Input to Proposed Parental Orientation Guide ]]>
<![CDATA[Ma Christina O Bauyon]]>;
<![CDATA[Lustina P Lapie]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Lerma P Buenvenida]]>;
<![CDATA[Marcial M Bandoy]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1076
<![CDATA[The study focused on determining the challenges of the parents in modular distance learning in new normal education and developing a parental orientation guide to help the parents in addressing the difficulties they are encountering in the new normal. The sequential explanatory mixed method research was utilized as an approach. There are 388 respondents who were chosen to answer through an online survey questionnaire and selected 10 participants were chosen through purposive sampling by which the participants share common experiences. The findings revealed a significant relationship between parental challenges in terms of instructional, personal, and parental involvement and the performance of the learners. The personal challenges predict singly and in combination with learning in a virtual setting the performance of the learners. There are suggested recommendations based on the results of the study, such as they may be equally prepared to educate their children at home even they are busy with their different schedules, may strengthen the collaborative work between the school and families through parent-teacher meetings, close monitoring, and facilitation that could encourage children to read. The themes that emerged from the testimonies of the participants were clustered into superordinate themes: (1) Why Can’t I Focus on Flexitime, (2) Parental Time Constraints, (3) Driven to Teach, (5) Compelled to Learn, (6) A Unique Child: Mood Setting, (7) The Power of Patience.]]>
<![CDATA[Effectiveness of Jolly Phonics Program towards Strengthening of Language Literacy: Experimental Case in the Philippines ]]>
<![CDATA[Maura E Belbes]]>;
<![CDATA[Marcial M Bandoy]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Alberto D Yazon]]>;
<![CDATA[Lerma P Buenvinida]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1077
<![CDATA[The Programme for International Student Assessment result of being the lowest in reading comprehension is the main reason that compelled the researcher to conduct the study with the use of the Jolly Phonics program in strengthening language literacy. In addition, at the Division of Cabuyao, there is an issue regarding reading difficulties among Grades 1 to 3 of selected public elementary schools. Despite many strategies being applied, they still find it difficult to read and comprehend. The purpose of this paper is to determine the effectiveness of the Jolly Phonics program in strengthening language literacy and test the hypotheses that there is no significant relationship between the performance of the two groups considering the results of the post-test in language literacy. There were two groups of participants in the study, the experimental group, who utilized the Jolly phonics program, and the comparison group, who were subjected to the Marungko approach. Each approaches utilized thirty (30) pupils from Grades 1 to 3, combining the sum total of 540 participating pupils for three selected elementary schools. The instrument used was the pretest and post-test validated by experts from the City School Division Office. A quasi-experiment research design guided the conduct of the study. A frequency percentage distribution, t-test for independent means, and Analysis of Variance (ANOVA) were among the statistical tools employed in the study. Findings revealed that there was a significant difference in the performance between and among the participating public elementary schools (ES)for Grades 1 to 3. For instance, in Grade 1, it was noted that the performance of Banay – Banay ES was a bit higher than Butong ES and was considerably higher than that of San Isidro ES; In Grade 2, Banay – Banay ES topped in their reading performance compared to other two elementary schools; and In Grade 3, San Isidro ES at this time showed better performance, running over in reading proficiency the other two elementary schools. The action plan was proposed by the researcher of the study to strengthen the language literacy of the learners in the Division of Cabuyao]]>
<![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[John Aris R Trazona]]>;
<![CDATA[Lustina P Lapie]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Lerma P Buenvinida]]>;
<![CDATA[Marcial M Bandoy]]>
<![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[Josephine R Alcantara]]>;
<![CDATA[Alberto D Yazon]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Lerma P Buenvinida]]>;
<![CDATA[Marcial M Bandoy]]>
<![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[Effectiveness of Localized Reading Activity Sheets in Enhancing the Reading Skills of Grade 1 Learners A Quasi-Experimental Research Design ]]>
<![CDATA[Jelie Ann Paulette R Angeles]]>;
<![CDATA[Karen A Manaig]]>;
<![CDATA[Sherwin B Sapin]]>;
<![CDATA[Aberto D Yazon]]>;
<![CDATA[John Frederick B Tesoro]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1087
<![CDATA[Covid19 pandemic has brought fears, challenges, and great changes to all sectors, not only in the Philippines but the entire world. The most affected sector would be education since the learning must continue despite the pandemic. It is a great challenge to pursue education and deliver a quality one, especially since the strategies to be used are novel, and teachers should be trained well before their implementation. This study aims to determine the effectiveness of localized Reading Materials among Grade 1 learners through a quasi-experimental research design. The two groups of participants serve as the comparison and experimental groups. A match-pairing technique was used to identify the 30 participants for each group. Weighted average mean, standard deviation, t-test, and independent t-test were utilized to analyze the data. Likewise, Cohen's D was used to determine the effect size or the size of the difference between the two test results. The findings revealed that most of the respondents in the experimental group obtained a higher mean score, while the comparison group was on average. The composite mean score and standard deviation obtained in the experimental and comparison group with a mean score and standard in the descriptive interpretation of experimental and comparison were average. The t-value yielded in the comparative analysis of formative scores of the experimental and comparison groups. The formative mean score of the Effect Size of Large implies the large statistical formative mean score of experimental and comparison groups.]]>
