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Santi Rahmawati, S.T., M.S.M.
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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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A Comparison of Genre, Lexile, and Word Count of Read-Aloud Texts in Core Reading Series Catherine Rand
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.v4i1.3838

Abstract

This quantitative content analysis compares the Lexile level, estimated volume, and genre of Year Five and Six read-aloud texts used in four popular US core reading series to analyze the similarities between programs focusing on word count, Lexile level, and genre. The four series include Houghton Mifflin Harcourt’s Into Reading, Lucy Calkins’ Units of Study for Teaching Reading, Fountas & Pinnell’s Classroom Collection, and McGraw-Hill’s Wonders. Descriptive statistics showed considerable differences between programs, including low mean Lexile levels, considerable differences in volume of text, and too little informational text across all programs. These findings align with other scholars’ critiques over the last 20 years. This data is important in understanding the effects of curriculum on comprehension and reading growth, as well as the equity of reading opportunities given to students.
The Efficacy of Model-Based Instructions in Teaching Algebra Alpha Raidin Salibo; Joseph Muñez; Isabelo Bergosa Jr; Rolwen Jay Sumagang; Ken Marviene Gal Ampuan; Alper Vincent D Anggot; Genesis B Naparan
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.v4i1.3852

Abstract

Classroom learning relies on engaging teaching approaches. This study focuses on the efficacy of model-based instruction in teaching algebra to 8th-grade students at a public state college located in Tangub City, Misamis Occidental, Philippines, during the school year 2019-2020. Using purposive sampling, 40 students were divided into two groups of 20, each exposed to different teaching approaches. Pre- and post-tests were administered to both groups to assess performance before and after the treatment. To determine the students’ level of performance, the researchers used the Performance Level Assessment Tool, where students’ scores are categorized into five different levels: The Beginning Proficiency Level, the Developing Proficiency Level, the Approaching Proficiency Level, the Proficient Level, and the Advanced Proficiency Level. Mean was also used to determine the performance level of the groups before and after the experiment is conducted. Analysis of Covariance (ANCOVA) was used in determining the impact of teaching with algebraic modelling on students’ performance in Mathematics. The collected data were statistically analyzed using Statistical Package for the Social Sciences (SPSS). The results revealed a significant improvement in the experimental group, with 80% achieving the Advanced Proficiency Level on the post-test, compared to 0% in the control group. The control group showed minimal improvement, with the majority remaining at the Beginning Proficiency Level (75%). ANCOVA confirmed a statistically significant difference (p < .001) in post-test scores between the two groups, favoring the algebraic modelling approach. These findings suggest that model-based instruction, specifically algebraic modelling, significantly enhances student performance in algebra.
Teacher Adaptation to MATATAG Curriculum Reform in Diocesan Grade 7 Mathematics Ellin Grace Sudaria; Lee Baraquia
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.v4i1.4165

Abstract

This study explores the experiences of diocesan Mathematics teachers during the pilot implementation of the MATATAG Curriculum in Math 7, focusing the challenges they faced, the adjustments they made, and the support they received. Employing qualitative multiple-case study design, the findings revealed themes under each of the five constructs from the Statement of the Problem: Preparations for Implementation included participation in training, lesson and resource preparation, use of technological platforms, self-directed learning and collaboration; Major Changes in the Curriculum involved revisions in learning competencies, reorganization of content and sequencing, shifts in teaching and assessment focus, and lack of updated instructional resources; Challenges Encountered comprised students’ learning gaps, limited instructional resources, technological connectivity issues, and teachers’ emotional fatigue; Adjustments Made by Teachers included reteaching strategies, creative resource development, flexible teaching approaches, and professional reflective practice; and Support Received During the Transition encompassed institutional support, peer collaboration and mentoring, material and technological support, emotional and moral support. It was concluded that diocesan Mathematics teachers demonstrated commendable adaptability during the implementation of MATATAG Math 7 implementation. It was recommended that teachers should receive continuous training, sufficient materials, and stronger administrative support to sustain meaningful reforms in Mathematics education.
Development and Validation of a Literacy Acquisition Factors Instrument for Grades 1–3 Learners Rene Boy Abiva
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.v4i1.4191

Abstract

Early literacy acquisition is a critical foundation for academic success, yet many Grades 1–3 learners experience reading and comprehension difficulties without the support of validated diagnostic tools that identify both enabling and hindering factors within their learning context. Existing school-based literacy programs often rely on general assessments that do not systematically capture socio-cultural, motivational, and environmental influences affecting literacy development. This study developed and validated a diagnostic instrument designed to identify success and barrier factors influencing literacy acquisition in English and Filipino among primary learners. Anchored in the Alalay sa Literasiya initiative of the Community Extension and Outreach Project Office (CEOPO) at Manuel V. Gallego Foundation Colleges (MVGFC), the tool supports targeted, evidence-based classroom and intervention planning. The instrument measures success indicators (e.g., reading interest, self- awareness, language exposure, and socio-cultural support) and barrier indicators (e.g., family constraints, financial limitations, environmental factors, and motivation) using a 4-point Likert scale, including a Filipino- language version to ensure accessibility. Face and content validation were conducted by literacy and education experts. Quantitative validation using the Content Validity Ratio (CVR) and Content Validity Index (CVI) yielded a high scale-level CVI (S-CVI = 0.935), while reliability testing showed excellent internal consistency (Cronbach’s alpha = 0.930). These findings confirm that the instrument is valid and reliable for identifying literacy-related factors and can assist teachers and schools in designing responsive literacy interventions for Grades 1–3 learners.
Bridging Generations: Lived Experiences of Seasoned Faculty Members in Adapting to Gen Z’s Learning Behaviors Karen A Manaig; John Frederick B Tesoro; Melvin T Guache; Chester Alexis C Buama
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.v4i1.4243

Abstract

This transcendental phenomenological study explored the lived experiences of seasoned faculty members in adapting to the learning behaviors of Generation Z (Gen Z) students. Ten higher education instructors from one state university, each with at least ten years of continuous teaching experience, were purposively selected as participants. Data were gathered through semi-structured interviews designed to elicit in-depth reflections on their teaching encounters, challenges, and adaptive strategies in addressing the unique characteristics of Gen Z learners. Analysis of the interview data revealed three overarching themes: (a) the evolving learning characteristics and challenges of Gen Z students, (b) adaptive and engaging teaching practices for Gen Z learners, and (c) the effectiveness and responsiveness of adaptive teaching strategies. From these themes, the SAIL Metaphorical Framework was developed to conceptualize effective teaching for Gen Z learners, encompassing four key components: S – Student Characteristics, A – Adaptive Teaching, I – Instructional Effectiveness, and L – Learning Journey. The findings highlight those Gen Z learners’ short attention spans, digital dependence, and varied social behaviors necessitate adaptive, technology-integrated, and student-centered instructional approaches. Seasoned faculty members play a crucial role in bridging generational learning gaps through continuous reflection, innovation, and responsiveness to learner diversity. Ultimately, adaptive teaching emerges as both a pedagogical approach and a transformative process of professional growth, enabling educators to create meaningful and lasting learning experiences that align with the evolving needs of Generation Z students.

Page 5 of 5 | Total Record : 45

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