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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
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Storytelling Method of Instruction, School Location and Students’ Academic Achievement: Any Synergy? Ayodeji Francis Fasuba
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.v2i2.2437

Abstract

Stakeholders in the education industry in Ekiti State have criticized the unsatisfactory performance of CRS students’ results in external examinations in rural schools. This study examined storytelling methods of teaching, school locations, and students’ academic achievement in Christian Religious Studies (CRS) in Senior Secondary Schools, Ekiti State, South West Nigeria. Research questions and hypotheses were developed for the study. The design adopted for the study was a quasi-experimental research of two groups, that is, one experimental group and one control group. The Senior Secondary School Two (SSS2) students of the Ekiti State public secondary schools formed the population. The schools (rural and urban) for the study were purposively selected from Ekiti South-West Local Government Area of Ekiti State. A total of 159 students participated as the sample for the study. One instrument, ‘Achievement in CRS’ (ATCRS) instrument was used for data collection. The research hypothesis was analyzed using analysis of Variance (ANOVA). Findings from the study revealed no significant difference in the academic achievement of urban and rural students with CRS utilizing storytelling and conventional lecture methods. The study concludes that storytelling is a location friendly teaching method. The recommendations are based on the finding that teachers of CRS in Ekiti State public secondary schools should adopt the storytelling method during the instructional process to enhance students’ academic achievement in both rural and urban schools.
Values Reflected in Pictorial Content of Textbooks at Elementary Level of Education in West Bengal, India Ankur Nandi; Tarini Hader; Tapash Das
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.v2i2.2475

Abstract

Textbooks function as catalysts for social change, influencing students’ values, beliefs, and cultural awareness from the primary education level. Textbooks serve as key learning resources for students that significantly influence students’ character development. Values should be incorporated into textbooks. Images in textbooks are powerful tools for shaping the values of students by engaging them visually, providing real-life context, fostering emotional connections, and promoting critical thinking and cultural sensitivity. The creation of textbooks that reflect current values is essential, and achieving this goal requires a comprehensive assessment of textbooks. This study investigates images used in primary education textbooks in West Bengal, India, to examine the representation of values. A total of 39 textbooks were analyzed, with eight key textbooks selected for in-depth analysis: ‘Amar Boi’ for classes I, II, and III, ‘Patabahar’ for classes IV and V, and ‘Atit O Aitihya’ for classes VI, VII, and VIII. These textbooks were chosen based on their widespread use and significance in the curriculum in govt. school in West Bengal. This study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that social, moral, environmental, spiritual, and historical values are emphasized across textbooks, reflecting the dominant cultural, social, or national values of the region. The findings of this study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote value-balance content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing value-alignment curricula and creating more inclusive, culturally sensitive, and ethically grounded visual materials.
Enhancing the Inference Skills of Selected AP (Araling Panlipunan)-Grade 7 Students at OCABIS (Old Cabalan Integrated School): A Study Utilizing the Snake and Ladder Board Game Maricel P. Gregorio; Dante P. Sardina; Allen Dale V. Olonan
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.v2i2.2476

Abstract

The integration of game-based learning has gained popularity for enhancing cognitive skills such as critical thinking and inference. Interactive tools such as board games nurture engagement and assist in comprehending complex concepts. The Araling Panlipunan curriculum in the Philippines emphasizes critical thinking, making innovative teaching methods essential. This study aimed to determine the effectiveness of using the snake and ladder board game in enhancing the inference skills of Grade 7 Emerald students from the Old Cabalan Integrated School (OCABIS) in Araling Panlipunan (Social Studies) during the 2023-2024 academic year. The study employed a convergent parallel approach that included pre-tests, post-tests, and focus group interviews to collect data. Statistical analyses were used to examine the results, including frequency distribution, percentage, mean, Shapiro-Wilk test, Mann–Whitney U test, Wilcoxon signed-rank test, and thematic analysis. The results revealed that integrating the snake and ladder board game positively impacted students' critical thinking and inference skills, with post-test scores showing significant improvement as it revealed a notable enhancement in scores, showing a median pre-test score of 8 and a post-test score of 12 (W = 630.000, z = -5.184, p = .000), resulting in a moderate effect size (d = .62). The study also found that the board game strategy was equally effective for male and female students, providing a more engaging learning environment and reducing boredom. Based on these findings, the researchers proposed guidelines for further improving the snake and ladder board game strategy to enhance students’ inference skills.
Effectiveness of the Basic Education Remediation Kits on Improving the Reading Skills of Novice Readers Stephanie Angela Aguirre; Chester Alexis C. Buama; Melvin T. Guache; Renniza F. Diola; Cristina E. Malabayabas; Jann Arlie P. Agawin
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.v2i2.2484

Abstract

Remediation is crucial for strengthening students’ reading abilities, particularly for novice readers aged six to seven. Basic education practitioners must design intervention approaches that address reading and comprehension educational gaps. In response, this paper analyzed the effectiveness of the Basic Education Remediation Kits (BERKs) in improving the reading skills of struggling novice readers by revealing their reading skill level and revealing significant differences in the pre-test and post-test mean scores. The study employed a Quasi-experimental methodology with One-Group Pre-Test Post-Test Design and used purposive sampling as the sampling technique. The pre-/post-test consisted of two parts: 1) letter sounds and syllables and 2) short story with comprehension questions. The data was analyzed using descriptive statistics and paired samples t-tests to determine significant differences between the assessment results and the effectiveness of the remediation kit used. Findings revealed an increase in the students’ mean scores following kit implementation. The paired samples t-test confirmed a statistically significant difference between pretest and post-test scores, further affirming its effectiveness. The kit assists novice readers, particularly those in the early stages of literacy; nevertheless, its effectiveness varies according to reading level; thus, the use of a single teaching strategy may not be equally beneficial to all students. The long-term impact of the remediation kit may be evaluated considering aspects such as intervention duration, teaching pedagogy, and demographics. A group of participants with the same reading level may be used to further assess its efficacy.
Experiences of Bachelor of Secondary Education (BSED) Science Major Students in Participating in Academic Club Activities Shaina Grace Meñoza; Louise Albert Lantaca; Khem Macalowa; Daisy Catubig; Alfer Jann Tantog; Genesis Naparan
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2538

Abstract

This study investigated academic club activities in which participants engaged, examined the benefits and challenges they faced, and developed their coping strategies.  Participation in academic clubs can enhance students’ personal and academic development, fostering skills such as developing self-confidence, increasing the sense of belongingness, and acquiring new knowledge. However, these benefits can be accompanied by challenges, including time conflicts, delayed commencement, and plenty of contributions. This study employed a qualitative Merriam model case study method to explain the experiences of BSED Science major students participating in academic club activities and the benefits, challenges, and coping strategies they use to deal with the challenges encountered in participating in academic club activities. The methodology used in the study included interviews with 15 club members and 2 participants from the club officers, with triangulation. Data collected from each interview were analyzed in different categories. The findings revealed that the participants can benefit club members and officers. These are the following benefits: developed self-confidence, increased sense of belongingness, and acquired new knowledge. BSED Science major students also encountered challenges such as time conflict, delayed commencement, and considerable contribution. With these challenges, club members and officers devised three strategies to deal with them. The following strategies are used: setting priorities, patiently waiting for the event to start, and settling all contributions during clearance signing. Club officers and members are flexible and adaptable in any circumstances they encounter during their academic club activities to avoid unnecessary banter and conflicts
A Grounded Theory Approach in Understanding the Experiences and Dilemma of Non-Readers in Basic Education Marife A Abejuela; Alberto D Yazon; Lerma P Buenvinida; Karen A Manaig; Marcial M Bandoy
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2737

Abstract

Over the past few years, a reading problem still exists despite the different reading programs and projects implemented all over the Philippines. None of the implemented programs tells what teachers, parents, and school administrators must do to uplift students’ reading skills. As stated in the DepEd Order no. 001 s. 2024, the Department’s current initiatives aim to improve learners’ academic performance, especially considering the low reading proficiency levels indicated by national and international large-scale assessments. These results highlight the urgent need to address learning gaps and enhance reading skills for all students. This study aimed to understand the experiences and dilemmas of non-readers in basic education in the Schools Division of Calamba City. The study applied a qualitative research design and followed the grounded theory research process. The researcher conducted face-to-face interviews to gather information on six (6) pupils from Grade 4 from two different public schools in the Division of Calamba City. A face-to-face interview was conducted to gather data from the participants over two weeks. The first round of interviews per participant lasted for 12-15 minutes and was recorded using a mobile phone.  A second round of interviews was conducted with the participants to determine whether any patterns in their demographic profile could impact their reading abilities. Our findings showed that parental involvement and teacher support were the most crucial aspects to overcome absenteeism, a problem that mostly hampered reading performances for non-readers in context. Thus, Educational leaders must provide the support system needed by schools and communities to meet the expectations of providing literate learners. Developing countries like the Philippines need a holistic approach from the community, school, and education leaders to fully establish the desired goals of the new MATATAG agenda of the Department of Education.
Perceptions of Intermediate-Level Public School Teachers in Implementing the Catch–Up Friday Program Jaris May Ganohay; April May Gargar; Georgina Cortes; Welma Balang; Francis May Valmorida; Alfer Jann D. Tantog
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2911

Abstract

This study explored intermediate-level public school teachers’ perceptions of the implementation of the Catch-Up Day program, a remedial initiative designed to support struggling learners by providing additional instructional time. The program bridges learning gaps and enhances students’ reading and comprehension skills. Specifically, the study aimed to (1) examine teachers’ perceptions of the program, (2) explore its implementation in public schools, (3) identify challenges faced, (4) determine coping strategies, (5) examine the program’s impact on teachers' experiences (6) assess its effectiveness, (7) gather recommendations for improvement. A single case study method was used, involving six (6) intermediate-level teachers from Grades 4 to 6 from a public school in Pagadian City, Zamboanga, Del Sur. Data were collected through interviews guided by an Interview Guide, conducted in a quiet school office after class hours to minimize disruptions, and analyzed using categorical aggregation, clustering data into categories to identify patterns. Findings revealed that teachers viewed the program positively and recognized its benefits despite the additional workload. Key strategies included sharing lesson plans, interactive activities, reinforcing basic reading skills, implementing peer tutoring, and incorporating enhancement activities. Challenges such as increased workload, poor reading comprehension, lack of parental support, and low student interest were managed through supplementary materials, take-home activities, parental communication, and interactive reading sessions. Teachers affirmed the program’s effectiveness in improving reading skills and emphasized the need for adequate resources and support. This study’s findings provide insights for educators, administrators, and policymakers to enhance programs and address the needs of both teachers and students.
Exploring The Experiences of The BSED Major in Science Students in The Use of Laboratory Facilities and Equipment Kimberly Hiyan; Jehanne Ortega; Glowy Leigh Algara; Daisy Catubig; Alfer Jann Tantog; Genesis Naparan
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.2963

Abstract

Laboratory facilities and equipment are essential in science education, providing students with hands-on experience that enhances their scientific inquiry and critical thinking. However, many students face challenges due to outdated equipment, insufficient resources, and inadequate technical support, all of which hinder effective experimentation and learning. These limitations negatively impact students' academic performance and preparedness for future scientific endeavors. This qualitative study investigates the challenges BSED science majors encounter in laboratory-based learning at a private higher education institution in Pagadian City during the 2023-2024 academic year. Using Sharan B. Merriam’s case study model, the research explores how limited laboratory access and resource constraints affect students' learning experiences. Data was collected through interviews and observations, with purposive sampling ensuring that participants met specific criteria. Thematic analysis and triangulation identified key themes, including laboratory accessibility, resource utilization, challenges in conducting experiments, and student coping strategies. Findings reveal that students struggle with inadequate laboratory spaces, malfunctioning or outdated equipment, and a lack of technical guidance, all of which impede their academic development. These issues underscore the crucial need for enhanced laboratory facilities and instructor training to facilitate effective science instruction. The study recommends enhancing laboratory infrastructure, ensuring regular equipment maintenance, and providing students and educators with adequate training in laboratory operations. Strengthening faculty expertise in handling laboratory tools is also essential. Addressing these concerns will contribute to a more effective science education framework, promoting better learning outcomes and higher standards of scientific experimentation.
Demographic Predictors of Parenting Self-Efficacy Public Elementary School John Mark Asio
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2976

Abstract

Parenting self-efficacy (PSE) refers to the idea and ability to progressively enhance a child’s development and educational outcomes. It is crucial because it directly impacts a child’s academic performance, behavior, and overall well-being. Thus, the main objective of this study was to explore parents’ parenting self-efficacy in a selected public school in a province in the Philippines. The investigator employed a cross-sectional research design and collected data using a standardized instrument among 130 volunteer respondents. The collected data were analyzed by descriptive and inferential statistics using SPSS 23. The result revealed that based on the demographics, most respondents have 2-3 children, were married, unemployed, high school graduates, and had a monthly household income of 5001–10,000 pesos. For parenting self-efficacy (PSE), four constructs garnered a response of "always." Conversely, when engaging in play and facilitating routines, respondents gave an "almost always" response. Inferential statistics also revealed that there was only a significant difference in engaging in play, facilitating routines, and establishing discipline strategies when the study grouped the respondents according to the number of children at home. Lastly, the monthly household income of the parents emerged as the only demographic predictor of parenting self-efficacy (PSE) based on the study results. In conclusion, the PSE of the respondents seemed high enough and was practiced by most of the parents. Only monthly household income generated sufficient results to predict PSE by parents.
Teaching Styles, Performance, and Development Needs of a Junior High School Faculty in Catholic Schools of the Philippines Joseph Refugio; Sheila Soledad Dalumpines
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.3040

Abstract

This study addresses a critical issue in the context of Catholic schools in Zamboanga del Norte, Philippines: the relevance of faculty development programs in preparing teachers to meet the demands of a rapidly changing educational environment and the new generation of learners. As the education landscape evolves, it is essential to design holistic and relevant faculty development initiatives to adequately prepare educators for new challenges, including those related to globalization and the VUCAD (Volatility, Uncertainty, Complexity, Ambiguity, and Digitalization) environment. The study specifically focuses on a population consisting of seven school administrators serving as principals, sixty-one teachers, and 1,188 Grade 9 and 10 students from seven Catholic schools. The research objective is to design an integrated and relevant faculty development program by examining teachers’ teaching styles, performance, and professional development needs. A descriptive survey was employed to gather data from all the relevant stakeholders. The results revealed that Junior High School faculty consistently demonstrated six distinct teaching styles, with administrators and faculty perceiving these styles as always present, while students rated them as often demonstrated. Faculty performance was evaluated as very good, and while development needs were identified, they were considered occasional and not significantly detrimental to instructional effectiveness. The study concludes that faculty members exhibit competence and adaptability with minimal development needs. Based on these findings, this study proposes a faculty development program specifically designed to address Catholic high school educators' unique needs in the province.

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