cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Santi Rahmawati, S.T., M.S.M.
Contact Email
researchsynergypress@gmail.com
Phone
+628112111734
Journal Mail Official
jess@researchsynergypress.com
Editorial Address
Jalan Nyaman No. 31 Komplek Sinergi Antapani Bandung 40291 - Indonesia
Location
Kota bandung,
Jawa barat
INDONESIA
Journal of Elementary and Secondary School (JESS)
Published by Research Synergy Foundation
ISSN : 29869188     EISSN : 29868556     DOI : https://doi.org/10.31098/jess
Core Subject : Education,
Education Other
The Journal of Elementary and Secondary School (JESS) is a scholarly, peer-reviewed publication established to serve as a platform for researchers, educators, and practitioners to disseminate their findings, theories, and best practices related to primary and secondary education. JESS is devoted to serving as a central hub for sharing new knowledge and research in this field, creating a space for collaboration, networking, and exchanging ideas. Starting from this point, JESS is open for paper submission on both education theory and research for teaching practice by applying the most recent findings on this topic. Encompassing a thorough exploration of primary and secondary education, JESS encapsulates a diverse array of subjects, including, but not limited to: - Competencies and Learning: The topic covers but is not limited to socioemotional competence and learning competencies, especially for primary and secondary school. - Cognitive psychology: The topic covers but is not limited to psychology that studies mental processes such as attention, language use, memory, perception, problem-solving, creativity, and mindset, which focuses on primary and secondary school. - Sociology to 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 in the primary and secondary school. - Digitalization of Schools: but not limited to Learning Methods in the Industrial Revolution Era 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching, online learning, evaluation of distance learning, the effectivity of distance learning in the primary and secondary school.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
 1   2   3   4   5 
Navigating Nuances: Intermediate Teachers’ Experiences Handling Generation Z Learners Ladylou B Dejacto; Francis May S Valmorida; Genesis B Naparan
Journal of Elementary and Secondary School Vol. 1 No. 2 (2023): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v1i2.1855

Abstract

Education in the 21st century is centered on equipping new learners with skills relevant to their daily lives, particularly Generation Z learners. As the backbone of the education system, teachers must have the competence and skills to effectively teach and cater to this cohort's unique needs. This study aimed to explore the specific challenges and coping strategies of teachers handling Generation Z learners at the intermediate level. This study employed a phenomenological research design involving twelve (12) intermediate teachers in District 10 of Ozamiz City. Thematic analysis was used to examine the data revealing commonly faced challenges, including Generation Z learners' disruptive behaviour, inappropriate use of technology, and poor academic performance. Furthermore, it was revealed that intermediate teachers use varied coping strategies in handling Generation Z learners. These strategies include the application of proper classroom discipline, partnership between parents and teachers, and enhancing teachers' ICT literacy. The result of this study offers valuable perspectives for teachers, school administration, and policymakers. In conclusion, addressing these challenges can elevate Generation Z learners' learning experiences and improve their academic performance. Furthermore, it encourages teachers to be more innovative and prepared to meet the demands of 21st-century education.
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.
The Conflict Management Styles and Organizational Behavior of Public School Heads in The New Normal Mark Stephen Tagarda
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.v2i1.1993

Abstract

This study evaluated the organizational behavior and conflict resolution approaches used by public school heads in Calamba City's Cluster 9 Division. The study was conducted from April to May of 2023. Survey questionnaires were used in the study's descriptive correlational design and stratified random sampling to determine organizational behavior and conflict management approaches. The participants in the study were the school heads and teaching personnel in Cluster 9. There were 140 target respondents in all, and the cluster consisted of 6 public elementary and 2 secondary institutions. The researcher-made questionnaire underwent reliability testing using Cronbach's Alpha and pilot testing before data collection, with five experts validating it. The four-point Likert scale, mean, and Pearson r were used to assess the degree of organizational behavior and conflict management styles' application. An expert statistician who used thew the SPSS software received the collected data. The findings showed that school heads are proactive and skilled communicators with their staff. They use cooperative and accommodating resolution strategies, which is consistent with a supportive and less autocratic workplace. To improve the practices and utilization of conflict management techniques, a proposed enhancement program named Project CARP (Conflict Activity Resolution Program for School Heads in Cluster 9 Division of Calamba) was developed.
Closed Management System Relationship to Students’ Performance: Basis for a Sustainable Classroom Management Program Jingkun Liu; Rovena I. Dellova
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.v2i1.2074

Abstract

Learning styles vary for effective classroom management depending on the appropriate contexts, activities, proper structure, and student empowerment. In China, leadership in schools and universities manifested the closed management requirement during the pandemic, which affected students’ academic performance. This policy causes various effects due to the volume of tasks, mixed feelings, and unstable social interaction. The purpose of the study is to explore the factors of a closed management system and how they affect students’ academic performance towards effective learning and teaching. This study employed a descriptive research design with a quantitative approach using PLS-SEM. There are 341 students’ participants chosen purposefully at Qingdao Vocational College of Aviation Technology. The findings indicate that well-being significantly affects students’ performance. Factors like, fear of being delayed, student participation, family support, and instructor support do not have a substantial direct effect on academic performance. It can be improved by enhancing and facilitating learners’ environmental conditions and promoting well-being. Today, there are limited studies on the impact of the closed management system on students ‘academic performance. Existing studies concentrate on the political and cultural variables that influence the educational system rather than focusing on a particular mechanism. This aspect requires a systematic plan to create a learning environment that prioritizes students’ emotional and academic performance; thus, recommending programs for sustainable classroom management is encouraged.
Assessment of the Numeracy Tutorial Service of Project KaISIPnayan: Inputs to the Sustainable Extension Program Flordeliza B Ferrer; Jojo I Baltazar; Gina Fe S Legaspi; Czarina Paulyn O Borja; Reinalyn P Briones; Bai Hasmin A Canapia; Gracezel Ann E Garita; Angelica Mae Yacap
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.v2i1.2093

Abstract

This study provides an overview of an assessment conducted on the numeracy tutorial service, namely Project KaISIPnayan. This study aims to evaluate the effectiveness and sustainability of the program, with the objective of enhancing its extension initiatives. By examining the inputs required for a sustainable extension program, this assessment provides valuable insights into the long-term viability and impact of the numeracy tutorial service. The research employs a mixed-methods approach that combines data analysis and qualitative analysis. The quantitative phase entails delivering pre- and post-tests to participants to assess their improvement in mathematics. In addition, the qualitative phase uses an evaluation form to collect feedback on the numeracy tutorial service to gather comprehensive data. The results reveal the strengths and weaknesses of the program, highlighting key areas for improvement. Furthermore, the data imply that Project KaISIPnayan creates a positive attitude toward mathematics and increases learners' confidence in mathematics. The findings emphasize the importance of program design, trained tutors, adequate resource allocation, and collaborative partnerships to ensure sustainability. The assessment contributes to the development of evidence-based strategies for enhancing numeracy tutorial services and provides valuable inputs for sustaining Project KaISIPnayan's extension initiatives. The findings of this study can guide organizations and educational institutions in designing effective and sustainable tutorial programs that promote numeracy skills among students, empowering them for lifelong success.
Teaching with Styles: A Predictive Factor for Improved Students’ Learning Outcomes in Classrooms Folasade Esther Jimola
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.v2i1.2118

Abstract

The manner in which a teacher teaches and relates with students is influenced and controlled by some teacher-related factors such as the style of teaching. This study examines (i) the teaching styles adopted by Literature-in-English teachers, (ii) Literature-in-English students’ perception of and preference for teachers’ teaching styles, and (iii) whether teachers’ teaching styles predict students’ achievement and attitude toward Literature-in-English. The study was a descriptive research of the survey type that employed four research instruments. The study consisted of 759 respondents (127 Literature-in-English teachers and 632 public senior secondary school II Literature-in-English students) in Ekiti State, Nigeria. The data collected for this study were analyzed using descriptive and inferential statistics. It was evident in the research that Literature-in-English teachers employed delegator, facilitator, and role model teaching styles while expert and formal authority styles were the least. The findings revealed that teacher teaching style is a good a predictor of students’ achievement and attitude toward Literature-in-English. Based on these findings, profound pedagogical implications and relevant recommendations were made for concerned education stakeholders.
Distribution and Retrieval of Modules: Investigating the Experiences of Elementary Teachers Marjory Manoza Rosales; Cynic J Tenedero; Rejulios M Villenes
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.v2i1.2224

Abstract

This is a quantitative descriptive study that determines the implementation level and challenges of the distribution and retrieval of modules at Don Gregorio C. Yumul Sr. Elementary School in terms of safety measures, organizing the learning modules, and the process of implementing modular distance learning in the academic year 2022. A survey questionnaire was used to determine the different experiences in the distribution and retrieval of modules. This study was conducted in Don Gregorio C. Yumul Sr. Elementary School with one principal and fourteen teachers, for a total of fifteen teachers from October to March of school year 2021-2022 respectively.  In terms of safety measures and organizing the learning modules it has a positive result feedback from the respondents as they were responsible when it comes to their health and the people around them. The implementation level in terms of the process of implementing modular distance learning shows that every teacher ensures that the learners understand the module given to them and that they make sure to tack and monitor every learner's accomplishment despite the learning mode, thus, the hypothesis is rejected and interpreted as significant. It is recommended that the teacher should always remind or give clear instructions to the parents on the activities that the learners should do, and by retrieving the modules on time, the teacher must have active communication with the parents/guardians and also create other strategies or plans for how they can monitor the process of implementing the modular learning.
An Inquiry into Teachers' and Parents' Experiences of Radio-Based Instruction and Modular Distance Learning in Early Childhood Education Joyce V. Raguini
Journal of Elementary and Secondary School Vol. 2 No. 2 (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.v2i2.2279

Abstract

This study examines the perspectives and experiences of educators and caregivers regarding radio-based instruction (RBI) and modular distance learning (MDL) in early childhood education. Semi-structured interviews with 10 parents and 6 kindergarten teachers in the Bay Sub-Office, Laguna, Philippines revealed significant challenges in access to technology, parental involvement, and socio-emotional development of learners. The findings underscore the need for clear instructional guidance and accessible resources. The study concludes that guardians’ participation, engagement, instructional clarity, and material accessibility are crucial for effective remote learning. As a result, the RADIO model and a comprehensive course outline were developed to address these needs, emphasizing resilience, collaboration, and inclusivity. Recommendations include enhancing technological infrastructure to ensure equitable access, implementing customized parental education programs, integrating socio-emotional learning (SEL) into the curriculum, providing targeted professional development for educators, and establishing continuous research and evaluation mechanisms to adapt strategies effectively. These recommendations foster an inclusive and dynamic educational ecosystem, enhance early childhood education and ensure quality remote learning experiences.
Effectiveness of PEARL Mobile Application in Enhancing the Academic Performance of Students in English Ariane Pearl P. Medel; John Frederick B. Tesoro; Alberto D. Yazon; Cristopher F. Mendoza; Karen A. Manaig
Journal of Elementary and Secondary School Vol. 2 No. 2 (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.v2i2.2281

Abstract

This research aimed to test the effectiveness of the Packeted Electronically Assisted Reading Leaflets (PEARL) mobile application in enhancing students’ English academic performances. The researcher gained knowledge of declining reading comprehension skills, including Grade 7 reading levels, using the Philippine Informal Reading Inventory (PHIL-IRI), the official reading material from the Department of Education. However, due to the COVID-19 pandemic, the administration of this reading inventory has been put on hold due to its inapplicability. This study was conducted with Grade 7 Calamba Bayside Integrated School students from the Division of Calamba as respondents. A quasi-experimental technique, and administration of pretest, formative, and posttest, were used in this study. As for the data collection, the respondents' pretest, formative test, and post-test scores in the experimental and controlled groups were recorded weekly. There are 22 active students participated in the study through random sampling. Next, data analysis was performed using the T-test and Pearson’s formulas, respectively. Based on these findings, the researcher concluded that there was a significant difference between the pretest and posttest mean scores of the two groups, which indicates that the PEARL application is practical in enhancing English academic performance. Although there was only a medium-sized effect regarding the significant differences in the scores of the experimental group, it is concluded that several factors, like poor internet connectivity and technical difficulties, should be considered. The researcher also suggested that crafting instructional materials such as PEARL could improve students’ English proficiency.
Reinforcing Positive Behavior through Attention Cue Point Sheet Maria Carmela Ablero; Ruel Bonganciso
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.2427

Abstract

This study utilized the Plan-Do-Study-Act (PDSA) Action Research Model by Shewhart and Deming to address off-task behaviors in a grade 7 classroom. A survey initially identified ten common disruptive behaviors, including sleeping and talking to seatmates. To encourage positive behavior, an Attention Cue Point Sheet was implemented, along with dynamic seating arrangements based on student preferences. On Day 1, high incidences of off-task behaviors were observed, with 45% of students goes in and out without permission, and 50% talking to seatmates as the highest. By Day 2, these behaviors significantly reduced, with only 20% of students goes in and out without permission and 7.5% students talking to their seatmates. Improvements continued on Day 3, and by Day 4, off-task behaviors were nearly eliminated. This four-day intervention, featuring daily monitoring and personalized feedback following the sandwich feedbacking method, substantially reduced disruptive behaviors. The study highlights the effectiveness of the PDSA model and positive reinforcement strategies in promoting positive classroom behavior and creating a conducive learning environment.

Page 2 of 5 | Total Record : 45

 1   2   3   4   5 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School Vol. 2 No. 2 (2024): Journal of Elementary and Secondary School Vol. 2 No. 1 (2024): Journal of Elementary and Secondary School Vol. 1 No. 2 (2023): Journal of Elementary and Secondary School Vol. 1 No. 1 (2023): Journal of Elementary and Secondary School