Author: admin

A Study Of Student’s Gaming Habits and their Academic Consequences

Mario B. Buenafe
https://orcid.org/0009-0005-2871-0199
buenafem80@gmail.com
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

This study aimed to explore and understand the relationship between computer gaming habits and academic performance, social life, emotional well-being, and financial capacity of students. It utilized a descriptive-correlational method, employing a questionnaire adapted from the study of Blaquera et al. (2018). 

The findings show that most of the respondents are first year college, most of their classes are conducted online during this pandemic. They used Messenger as their communication tool for announcements, Google Classroom as their learning management system., Google Meet and Zoom to conduct their classes online. Money to be used to buy prepaid phone load, on the other hand, is still an issue because internet promos of different telecommunications are limited. Students must spend at least 150 pesos to subscribe to a promo that has only 6 GB of data, which is insufficient for all their subjects’ online meetings. As a result, if students are required to attend all their classes online, they may have to spend more than 500 pesos per week, which is not affordable for some. Therefore, online learning cannot produce effective learning since a good internet connection for online learning requires a minimum speed of 5 Mbps, but most of the students’ experienced issues with the speed because certain areas have intermittent or no signal at all that’s why there was a significant relationship along academic and family. It is recommended that students should manage their resources and prioritize academic responsibilities, parents and teachers should collaborate to provide guidance and support. Educational institutions and organizations should implement monthly awareness campaigns and formulate policies prohibiting gaming inside classrooms and school premises.

KEYWORDS

Academic performance, ramifications, procrastination, online gaming.

REFERENCES

  1. Connollya, Thomas M. et. al, 2013, Students’ Attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. 
  2. file:///C:/Users/acer/Downloads/Studentsattitudestowardplayinggamesandusinggamesineducation-comparingScotlandandtheNetherlands.pdf
  3. Farillon, Kathleen Seth F. et.al. 2022, Computer Games Addiction and Class Performance of Selected Philippine Senior High School Students
  4. Journal of Ultimate Research and Trends in Education ISSN: 2685-4252 (Online) and ISSN: 2685-0540 (Print) Vol. 4, No. 3, November 2022, pp: 186– 201 DOI: https://doi.org/10.31849/utamax.vxxx
  5. Malik, Amjad, et. al. 2018, Video Gaming as a Factor that Affects Academic Performance in Grade Nine, University College of the North Canada. https://files.eric.ed.gov/fulltext/ED583492.pdf
  6. Weaver Jordan, et.al. 2013, The Impact of Video Games on Student GPA, study habits, and time management skills: what’s the big deal? 
  7. file:///C:/Users/acer/Downloads/The_impact_of_video_games_on_student_GPA_study_hab.pdf
  8. Issues in Information Systems Volume 14, Issue 1, pp.122-128, 2013 
  9. Wilson, Ralph Jr. C. et.al, 2014, The Impacts of Serious Game Play on the Study Habits of the 
  10. Community College Student: An Exploratory Study. 
  11. https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1199&context=education_etd

Hybrid Pedagogy Unveiled: ASIST Faculty’s Modular and Online Teaching Experiences in Limited Face-to-face Settings

Maria Rebecca B. Talledo
https://orcid.org/0000-0002-5389-527X
mrtalledo@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Franxes Ghia U. Tordil
https://orcid.org/0000-0002-7383-7974
fgtordil@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Ma. Lourdes Q. Bejarin
https://orcid.org/0000-0002-4876-9578
mlbejarin@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Donna Joy C. Valdez
https://orcid.org/0009-0004-6363-8690
dvaldez @asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

The challenge bestowed unto the faculty using modular and online modalities must be considered. It aimed to analyze the teaching experiences of the faculty during the modular and online-based learning. More so, this study is designed to address the concerns and issues of the faculty members to improve the delivery of instruction throughout the no in-person learning modality. It described the modular and online-based teaching experiences of ASIST faculty during the “No In-Person” classes.  It described their profile, modular and online teaching experiences, suggestions to improve online teaching, and profile affecting their modular and online-based teaching.  The respondents were 76 faculty members of ASIST who utilized the modular and online-based teaching. The study used descriptive-correlational design and the researchers crafted the instrument used since they, too, experienced the modular and online-based teaching modalities. The instrument was validated by selected professors of the institution which yielded a 4.36 mean rating and an alpha coefficient of 0.81 described as highly reliable.  The researchers asked permission from the deans, chairpersons, and research coordinators to conduct the study and forwarded the Google Form link to them.  The data were processed through SPSS.  Results showed that most of the respondents were young, female, with Instructor position, permanent, and MA degree holders.  Most them developed 5 to 6 modules with 5 to 6 teaching preparations.  The respondents described their modules as interesting with tasks designed to make students’ knowledge meaningful. A good internet connection was one of the requests of the respondents.  There was a significant influence of the status of appointment and the highest educational attainment of the respondents on their experiences on modular teaching as well as on their gender and academic rank to how they conducted their online classes.  A training on the conduct of online class engagements is highly recommended.. 

KEYWORDS

Modular teaching, online-based teaching, faculty experiences, no in-person modality, COVID-19 pandemic, Philippines, Asia

REFERENCES

  1. Ausat, A. M. A. (2022). Positive impact of the COVID-19 pandemic on the world of education. Jurnal Pendidikan, 23(2), 107-117.
  2. Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and information technologies, 26(6), 7321-7338.
  3. Capacio, Leadean Jay et. al (2021). Teachers’ Experiences in Online Teaching and Learning Modality. Retrieved from https://jurnal.ahmar.id/index.php/eduline/article/view/399
  4. Espineli, Nina P., Lived Experiences of Master Teachers in Monitoring Modular Distance Learning (MDL) Teachers at TMCNHS (2021). IOER International Multidisciplinary Research Journal, Volume 3, Issue 1, pp.148 – 156, 2021, Available at SSRN: https://ssrn.com/abstract=3811648
  5. Hashemi, Aminuddin (2021). Online Teaching Experiences in Higher Education Institutions of Afghanistan during the COVID-19 Outbreak: Challenges and Opportunities. Retrieved from https://www.tandfonline.com/doi/full/10.1080/23311983.2021.1947008
  6. Jain, S., Lall, M., & Singh, A. (2021). Teachers’ voices on the impact of COVID-19 on school education: Are ed-tech companies really the panacea?. Contemporary Education Dialogue, 18(1), 58-89.
  7. Karakose, T. (2021). The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice. Educational Process: International Journal (EDUPIJ), 10(1), 7-12.
  8. Lapitan, Lorico Jr. et. al (2021). An Effective Blended Online Teaching and Learning Strategy during the COVID-19 Pandemic. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847201/
  9. Moosavi, S., Gholamnejad, H., Hassan Shiri, F., & Ghofrani Kelishami, F. (2022). Challenges of virtual education during the pandemic of COVID-19: A qualitative research. Iran Journal of Nursing, 35(135), 94-105.
  10. Nacar, Christine Joy B. (2021). Lived Experiences of Teachers in Implementing Modular Distance Learning in the Philippine Setting. Retrieved from https://www.telosjournals.com.br/ojs/index.php/isa/article/view/43
  11. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future, 8(1), 133-141.
  12. Roman, Adriel G. (2021). Experiences of Teachers on Using Modular Distance Learning (MDL) in Teaching Mathematics During the COVID-19 Pandemic. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3811648
  13. Tsegay, S.M.; Ashraf, M.A.; Perveen, S.; Zegergish, M.Z. Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University. Sustainability 2022, 14, 568. https:// doi.org/10.3390/su14010568
  14. Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish educational studies, 40(2), 235-246.
  15. Yahya, Muhyidin et. al (2021). Online-Based Arabic Learning Management During the COVID-19 Pandemic Era: Plan, Implementation and Evaluation. Retrieved from https://e-journal.iain-palangkaraya.ac.id/index.php/tarib/article/view/2505/1495
  16. Yu, Hyeonho et. al (2021). Physical Education Teachers’ Online Teaching Experiences and Perceptions during the COVID-19 Pandemic. Retrieved from https://efsupit.ro/images/stories/iulie2021/Art%20261.pdf  

A Glimpse of the Ilocano Lifeworld: Manifestations of Eudaemonia in Selected Contemporary Ilocano Songs

Rommel J. Yahin
ryahin@asist.edu.ph
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

Ma. Lourdes Q. Bejarin
https://orcid.org/0000-0002-4876-9578
mlbejarin@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Lei Xandra Mei B. Balmaceda
https://orcid.org/0000-0003-0754-8469
lxbalmaceda@asist.edu.ph
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

ABSTRACT

This study delved into the manifestations of eudaemonia present in contemporary Ilocano songs and how they depict the essence of the Ilocano lifeworld. Adopting a qualitative research approach, the investigation gathered lyrics from a selection of contemporary Ilocano songs across various online music platforms. They underwent textual criticism via content analysis, focusing on unraveling themes, symbols, and narratives. There were ten Ilocano songs analyzed with significant manifestations of eudaemonia. The themes that stood out were meaningfulness derived from relationships and cherished memories; personal growth highlighted through lyrics signifying personal determination, the confrontation of adversities, and the overarching journey of self-discovery. Expressiveness manifested, with lyrics articulating profound emotions and deeply rooted ethical values. The theme of self-actualization surfaced, illuminating the pursuit of realizing one’s potential, the essence of ethical engagements, and the transformative power embedded in deep emotional connections. These themes offer a deep dive into the Ilocano lifeworld, emphasizing its inherent values of love, interpersonal relationships, growth, genuine expression, and the quest for self-realization. Thus, the research concluded that Ilocano musicology reveals its richness and thematic diversity. The lyrics of Ilocano songs exhibit eudaemonic themes, including meaning, self-growth, expressiveness, and self-actualization. These eudaemonic manifestations further reflect the resilient, dynamic, and adaptive character of the Ilocano people. The study recommends initiatives to support the Ilocano music industry, with an emphasis on promoting ethical and moral values in songwriting and encourages further academic endeavors that explore the intricate tapestry of Ilocano culture and its musical expressions. 

KEYWORDS

Eudaemonia, Ilocano songs, Meaning, Personal Growth, Expressiveness, Self-Actualization

REFERENCES

  1. Couture, M., Desrosiers, J., Leclerc, G. (2007). Self-actualization and poststroke rehabilitation. International Journal of Rehabilitation Research
  2.  Flynn, G. (2008). The Virtuous Manager: A Vision for Leadership in Business. Issues in Business Ethics, 39–56. https://doi.org/10.1007/978-1-4020-8429-4_4
  3.  Griffith, C. (2016). Folk Music in the Philippines – Charles E. Griffith, 1924. Music Supervisors’ Journal. https://journals.sagepub.com/doi/abs/10.2307/3383136?journalCode=mejb
  4.  Ryan R. and Deci E. (2001). ‘On happiness and human potentials: A review of research on hedonic and eudaimonic well-being, in S. Fiske (ed.), Annual Review of Psychology (Annual Reviews Inc., Palo Alto, CA) Vol. 52.
  5. Castro, C. (2011). Musical Renderings of the Philippine Nation. Oxford University Press.: New York. Retrieved at https://books.google.com.ph/books?hl=en&lr=&id=uaZnkbiJbbYC&oi=fnd&pg=PP1&dq=The+Ilocanos+have+a+rich+cultural+heritage+that+is+deeply+tied+to+their+geographical+location.+Their+traditional+music,+dance,+and+rituals+are+reflective+of+the+natural+beauty+and+diversity+of+their+surroundings.&ots=JCA6m8nHR1&sig=YKRg7e-BzV19oIQ2vOlAFAPwVAI&redir_esc=y#v=onepage&q&f=false
  6. Crespo, R. & Mesurado, B. (2014). Happiness Economics, Eudaimonia and Positive Psychology: From Happiness Economics to Flourishing Economics. Journal of Happiness Studies, 16(4), 931–946. https://doi.org/10.1007/s10902-014-9541-4
  7. Deci, E. & Ryan, R. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1–11. doi:10.1007/s10902-006-9018-1
  8. Larkin, J. (2023). Philippine History Reconsidered: A Socioeconomic Perspective on JSTOR. Jstor.org. https://www.jstor.org/stable/1864158
  9. Riputola, R., Theresa, M., Manzano, S., Lou, J., & Taan, R. (2021). Love Local Lyrics: An Analysis of Selected Municipal Hymns in the Province of Ilocos Sur, Philippines. The Vector: International Journal of Emerging Science, Technology and Management (IJESTM). https://doi.org/10.69566/ijestm.v30i1.72.
  10. UNESCO – Social practices, rituals, and festive events. (2023). Unesco.org. https://ich.unesco.org/en/social-practices-rituals-and-00055
  11. Waterman, A. (1993). Two conceptions of happiness: Contrasts of persona expressiveness (eudaemonia) and hedonic enjoyment, Journal of Personality and Social Psychology
  12. Xu, Y. (2023). Aristotles Account of Eudemonia and the Defence of Altruism. Communications in Humanities Research. https://doi.org/10.54254/2753-7064/5/20230082.

Exploring Modular and Online Learning Experiences of CTEHT Students During Flexible Learning Implementation

Maria Rebecca B. Talledo
https://orcid.org/0000-0002-5389-527X
mrtalledo@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Franxes Ghia U. Tordil
https://orcid.org/0000-0002-7383-7974
fgtordil@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Ma. Lourdes Q. Bejarin
https://orcid.org/0000-0002-4876-9578
mlbejarin@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Donna Joy C. Valdez
https://orcid.org/0009-0004-6363-8690
dvaldez @asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

The implementation of flexible learning depends upon various contexts and experiences of the learners. This study ventured on the experiences of the College of Teacher Education and Home Technology (CTEHT) students on the delivery of the curriculum on modular and online modes of learning.  It sought for the significant difference in the students’ experiences in modular and online learning.  The respondents were the 179 Third Year students of the college.  The study used descriptive-comparative research design.  The instrument was crafted by the researchers after thorough deliberation on their personal experiences with the students during the conduct of the flexible learning modality.  The instrument was validated by the three professors of the college with an overall mean of 4.44 with a cronbach alpha coefficient of 0.74 described as reliable.  Results showed that the modules helped the students to understand the content of their subject through appropriate font size, design, layout, comprehensive discussion, and engaging activities with clear instructions.  Though slow internet connectivity was a common problem, the students were able to acquire the necessary knowledge and skills because of engaging tests, prompts, and tasks and their teachers were approachable and accommodating when they had clarifications.   Furthermore, the students have similar experience during the modular and online classes.  Thus, the context of the learners needs to be taken into consideration when flexible learning is implemented through the modular and online modalities.  It is highly recommended that enhancement of the module content and stronger internet connection must be given priority.   

KEYWORDS

Modular learning, online learning, students, experiences, flexible learning, COVID-19 pandemic, Philippines, Asia

REFERENCES

  1. Alvarez, M. Y. (2021). Issues And Concerns Of Teachers In Mindanao State University-Sulu Towards Modular Distance Learning Approach: An Analysis. Indonesian Community Empowerment Journal, 1(2), 51-69. https://doi.org/10.37275/icejournal.v1i2.12 
  2. Bustillo, Ermelyn & Aguilos, Maricar (2022). The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Retrieved from https://www.mdpi.com/2227-7102/12/7/449/htm 
  3. Cortes, Venus M. et. al (2022). The Experiences of Students in the Modular and Online Learning: A Phenomenological Study. Retrieved from https://www.theshillonga.com/index.php/jhed/article/download/354/244 
  4. Dangle, Ysthr Rave Pe (2020). The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools. Retrieved from https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf 
  5. Gallardo, C. R., & Villanueva, G. L. (2022). Bridging the Gap Between Modular and Online Distance Learning: Basis for An Intervention.
  6. Kearns, L.R. (2012). Student Assessment in Online Learning: Challenges and Effective Practices. retrieved from Microsoft Word – 04_kearns_2117-RP.doc (merlot.org)
  7. Salindao, N. A. A., Salindao, N. K., Mohamad, H. A., & Kasan, N. B. (2022). Modular Distance Learning Gaps: Relationship Between Teachers’ and Students’ Performances in Grade 9 Science. Psychology and Education: A Multidisciplinary Journal.
  8. Torres, R. C. (2021). Addressing the learning gaps in the distance learning modalities. Int. J. Acad. Appl. Res, 5, 76-79.
  9. Ullah, Abaid et. al (2021). Challenges of Online Learning during the COVID-29 Pandemic Encountered by Students in Pakistan. Retrieved from https://www.j-psp.com/download/challenges-of-online-learning-during-the-covid-19-pandemic-encountered-by-students-in-pakistan-9714.pdf

Video Recorded Materials: Tools for Engagement in Hybrid Teaching-Learning Environment

Maria Rebecca B. Talledo
https://orcid.org/0000-0002-5389-527X
mrtalledo@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

The study focused on the evaluation of the video-recorded material as a tool for engagement in hybrid teaching-learning classes. Employing the descriptive research design, four video-recorded materials were uploaded which were used by the 85 Bachelor of Secondary Education students.   The findings of the study showed that many of the respondents were third-year Bachelor of Secondary Education students who used their cell phones when they attended their online classes and submitted their assignments.  Furthermore, the study also revealed that the video-recorded materials thoroughly and clearly discussed the content, and were relevant and suitable for the conduct of hybrid instruction.  The study emphasizes the relevance of producing quality-assured video materials to address the challenges of a hybrid learning environment especially when internet connections are too slow. 

KEYWORDS

Video Discussion Material, Hybrid Teaching, Learning Engagement, Online Learning

REFERENCES

  1. Johnson, S.D., Aragon, S.R. & Shaik, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments. Journal of Interactive Learning Research, 11(1), 29-49. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 11, 2022 from https://www.learntechlib.org/primary/p/8371/.
  2. Bali, S., & Liu, M. C. (2018, November). Students’ perceptions toward online learning and face-to-face learning courses. In Journal of Physics: Conference Series (Vol. 1108, No. 1, p. 012094). IOP Publishing.https://iopscience.iop.org/
  3. Adrian Kirkwood (2003) Understanding Independent Learners’ Use of Media Technologies, Open Learning: The Journal of Open, Distance and e-Learning, 18:2, 155-175, DOI: 10.1080/02680510307412
  4. Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 86-95.: http://journal.uny.ac.id/index.php/jpe
  5. Pastor, C. K. L. (2020). Sentiment analysis on synchronous online delivery of instruction due to extreme community quarantine in the Philippines caused by COVID-19 pandemic. Asian Journal of Multidisciplinary Studies, 3(1), 1-6. https://asianjournal.org/
  6. Hidayat, D. A. S. R. U. N., Anisti, P., & Wibawa, D. (2020). Crisis management and communication experience in education during the covid–19 pandemic in indonesia. Jurnal Komunikasi: Malaysian Journal of Communication, 36(3), 67-82. http://journalarticle.ukm.my/
  7. Ketsman, O., Daher, T., & Colon Santana, J. A. (2018). An investigation of effects of instructional videos in an undergraduate physics course. E-learning and Digital Media, 15(6), 267-289.
  8. Wong, G., Apthorpe, H. C., Ruiz, K., & Nanayakkara, S. (2019). An innovative educational approach in using instructional videos to teach dental local anaesthetic skills. European Journal of Dental Education, 23(1), 28-34.01 August 2018 https://doi.org/10.1111/eje.12382
  9. Petrenko, L. A., & Philippov, M. N. (2017). Using video materials in teaching foreign language. Вестник науки и образования Северо-Запада России, 3(3), 108-115.
  10. Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56-59.
  11. Salac, R. A., & Kim, Y. S. (2016). A study on the internet connectivity in the Philippines. Asia Pacific Journal of Business Review, 1(1), 67-88.https://doi.org/10.20522/APJBR.2016.1.1.67
  12. DeVaney, T. A. (2009). Impact of video tutorials in an online educational statistics course. Journal of Online Learning and Teaching, 5(4), 600-608.http://citeseerx.ist.psu.edu/
  13. Truebano, M., & Munn, C. (2015). An evaluation of the use of video tutorials as supporting tools for teaching laboratory skills in biology. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 10(2), 121-135.https://www.pestlhe.org/
  14. Zhang, N., & Chawla, S. (2012). Effect of implementing instructional videos in a physical examination course: an alternative paradigm for chiropractic physical examination teaching. Journal of Chiropractic Education, 26(1), 40-46. https://doi.org/10.7899/1042-5055-26.1.40
  15. Neumann, M. M., & Herodotou, C. (2020). Evaluating YouTube videos for young children. Education and Information Technologies, 25(5), 4459-4475. https://link.springer.com/
  16. Erdem, M. N., & Karaca, S. (2018). Evaluating the accuracy and quality of the information in kyphosis videos shared on YouTube. Spine, 43(22), E1334-E1339.https://journals.lww.com/doi: 10.1097/BRS.0000000000002691
  17. Li, W., Liu, L. & Wang, P. (2018). Evaluating the Quality of Instructional Videos Using a Data Visualization Tool. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 963-970). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 11, 2022 from https://www.learntechlib.org/primary/p/182636/.
  18. Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.https://doi.org/10.1187/cbe.16-03-0125
  19. Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.
  20. Beng, J. T., Tiatri, S., Lusiana, F., & Wangi, V. H. (2020, December). Intensity of gadgets usage for achieving prime social and cognitive health of adolescents during the COVID-19 pandemic. In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020) (pp. 735-741). Atlantis Press.
  21. Chien, C. C., Huang, Y., & Huang, P. (2020). YouTube Videos on EFL College Students’ Listening Comprehension. English Language Teaching, 13(6), 96-103.
  22. Tse, W. S., Choi, L. Y., & Tang, W. S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398.
  23. Usman, M. A., & Martini, M. G. (2019). On the suitability of vmaf for quality assessment of medical videos: Medical ultrasound & wireless capsule endoscopy. Computers in biology and medicine, 113, 103383.
  24. Burgos Navarro, M., & Castillo Céspedes, M. J. (2021). Suitability criteria used by future primary school teachers in the assessment of math educational videos. Uniciencia, 35(2), 291-307.
  25. Lim Fat, M. J., Doja, A., Barrowman, N., & Sell, E. (2011). YouTube videos as a teaching tool and patient resource for infantile spasms. Journal of Child Neurology, 26(7), 804-809.
  26. Schooley, S. P., Tackett, S., Peraza, L. R., & Shehadeh, L. A. (2022). Development and piloting of an instructional video quality checklist (IVQC). Medical teacher, 44(3), 287-293.
  27. Min, Q., Zhou, Z., & Li, Z. (2021, January). An Approach to Automatic Evaluation of Instructional Videos. In 2021 the 5th International Conference on Management Engineering, Software Engineering and Service Sciences (pp. 63-68).
  28. Huynh-Thu, Q., & Ghanbari, M. (2008). Scope of validity of PSNR in image/video quality assessment. Electronics letters, 44(13), 800-801.
  29. Chikkerur, S., Sundaram, V., Reisslein, M., & Karam, L. J. (2011). Objective video quality assessment methods: A classification, review, and performance comparison. IEEE transactions on broadcasting, 57(2), 165-182.
  30. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.
  31. El-Ariss, B., Zaneldin, E., & Ahmed, W. (2021). Using videos in blended e-learning for a structural steel design course. Education Sciences, 11(6), 290.
  32. Zaneldin, E., Ahmed, W., & El-Ariss, B. (2019). Video-based e-learning for an undergraduate engineering course. E-learning and Digital Media, 16(6), 475-496.
  33. Kristanto, A., & Mariono, A. (2017). The Development of Instructional Materials E-Learning Based on Blended Learning. International Education Studies, 10(7), 10-17.
  34. Schooley, S. P., Tackett, S., Peraza, L. R., & Shehadeh, L. A. (2022). Development and piloting of an instructional video quality checklist (IVQC). Medical Education Online, 27(1), 1-12. https://doi.org/10.1080/10872981.2022.2033511
  35. Zhou, Z., & Li, Z. (2021). Technical quality and its limited impact on engagement: A study of instructional videos. Journal of Educational Media, 46(1), 55–69. https://doi.org/10.1080/13581651234567
  36. El-Ariss, B., Zaneldin, E., & Ahmed, W. (2021). Video-based e-learning: A study on its effectiveness in medical education. Journal of Medical Education and Curricular Development, 8, 2382120521990170. https://doi.org/10.1177/2382120521990170
  37. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.002

Understanding Women’s Awareness and Perceptions of RA 9262: Barriers, Educational Needs, and Recommendations for Effective Implementation

Mario B. Buenafe
https://orcid.org/0009-0005-2871-0199
buenafem80@gmail.com
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

This study aimed to assess the level of awareness and implementation of Republic Act 9262 as perceived by 40 women of Labaan, Bucloc, Abra. It focused into the respondents’ perceptions of the law’s effectiveness. This study also evaluates and measures the respondents’ awareness and identify gaps in its implementation, identify factors influencing the relevance of the law and propose recommendations to enhance and strengthen the implementation of RA 9262.

The study employed descriptive and statistical methods, including Frequency Count, Percentage, and Bivariate Analysis. It was revealed that many women lack awareness about RA 9262, fear and hesitant to report abuse due to cultural norms that stigmatize victims of violence, lack of education about the legal process, limited support services, and lack of trainings. Because information dissemination and training were not evident and observed. However, educational attainment significantly influenced awareness It is therefore recommended to provide accessible materials in various languages to ensure inclusivity, gender sensitivity and programs that challenge the traditional gender role, strengthen support system, collaborate with local organizations, legal professionals for free consultation and resources, establish mobile units and other hotlines to reach women in remote areas.

KEYWORDS

VAWC, analysis of RA 9262, level of awareness, grievance, collaboration, implementation

REFERENCES

  1. Alan Jed, Chua, et al. Chua et al. 2021, A Descriptive Study of Women Who Experience Violence in Silay City, http://legalresearchph.com/2021/04/17/a-descriptive-study-of-women-who-experience-violence-in-silay-city/.
  2. Sicat, Alice, 2023, According to Philippine National Police data, 7,424 cases of Anti-Violence Against Women and Their Children Act infractions were registered in 2022. There will be 8,430 instances by 2021. Violence against women is a public offence that is punishable by law (PCW). On: April 19, 2023
  3. Bernartel, Racidon P. et al. 2018, Violence Against Women in the Philippines, Asia Pacific Journal of Multidisciplinary Research, Vol. 6, No. 1, February 2018 Date Received: November 24, 2017; Date Revised: January 20, 2018
  4. Dimaano, Glenda M. et.al. 2016, Prevalence of Domestic Violence against Women and Children in the Philippines, College of Teacher Education, Batangas State University JPLPC-Malvar, Philippines
  5. Lobusta, Mikaela S., et.al. 2014, R.A. 9262: Anti-Violence against Women and Children law: an assessment, May 22, 2014, San Beda College Manila, Department of Legal Management
  6. https://blog.gitnux.com/gender-based-violence-statistics/#:~:text=In%20the%20Philippines%2C%2020.4%25%20of,that%20perpetrators%20are%20held%20a
  7. https://pia.gov.ph/news/2023/04/19/violence-against-women-a-public-crime-penalized-by-law-pcw#:~:text=According%20to%20data%20from%20the

Cost-Benefit Analysis of Production Inputs and Marketing Effectiveness in Community-Based Oyster Mushroom Enterprises in Abra

Kae Ann Marie P. Balingit
https://orcid.org/0000-0001-6500-7041
kambalingit@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

This study evaluates the production and marketing inputs of community-based oyster mushroom enterprises in Abra, aiming to optimize profitability and operational efficiency. Employing a mixed-method approach, data were collected from 20 community-based oyster mushroom producers through surveys and interviews conducted between September 2022 and March 2023. Quantitative data on production costs, sales, and profitability ratios were complemented by qualitative insights into marketing strategies and operational practices. Key findings reveal that efficient labor allocation and bulk procurement of materials significantly reduce production costs. With gross sales of Php 142,500.00 and a Return Cost Ratio (R/C) of 1.82, the enterprises demonstrated strong financial viability and operational efficiency. The 82.80% Return on Investment (ROI) underscores the sector’s potential for sustainable growth and reinvestment. Marketing strategies leveraging local partnerships and digital platforms were found to effectively enhance profitability, achieving a Technical Effectiveness (TE%) of 3.86. These results highlight the critical role of optimizing resources and adopting strategic marketing to scale operations and secure long-term sustainability. This study provides actionable insights for stakeholders, including farmers, entrepreneurs, and policymakers, to strengthen the oyster mushroom sector and enhance its market competitiveness in the Philippines. 

KEYWORDS

Oyster Mushroom Enterprise, Production Input, Cost-benefit Analysis, Marketing Effectiveness

REFERENCES

  1. Akter, M., Halawani, R., Aloufi, F., Taleb, M., Akter, S., & Mahmood, S. (2022). Utilization of agro-industrial wastes for the production of quality oyster mushrooms. Sustainability, 14(2), 994. https://doi.org/10.3390/su14020994
  2. Bahorka, M., & Varvarova, A. (2022). Directions of increasing the efficiency of the marketing complex of agricultural enterprises. Herald UNU. International Economic Relations and World Economy. https://doi.org/10.32782/2413-9971/2022-43-1
  3. Barbier, E. (2016). Sustainability and development. Annual Review of Resource Economics, 8, 261–280. https://doi.org/10.1146/ANNUREV-RESOURCE-100815-095227
  4. Cianni, R., Varese, G., & Mancuso, T. (2023). A further step toward sustainable development: The case of the edible mushroom supply chain. Foods, 12. https://doi.org/10.3390/foods12183433
  5. Doroški, A., Klaus, A., Jambrak, A., & Djekic, I. (2022). Food waste originated material as an alternative substrate used for the cultivation of oyster mushroom (Pleurotus ostreatus): A review. Sustainability, 14. https://doi.org/10.3390/su141912509
  6. Dulay, R., Batangan, J., Kalaw, S., Leon, A., Cabrera, E., Kimura, K., Eguchi, F., & Reyes, R. (2022). Records of wild mushrooms in the Philippines: A review. Journal of Applied Biology & Biotechnology. https://doi.org/10.7324/jabb.2023.110202
  7. Fiana, R., Febjislami, S., & Hayati, P. (2023). Increasing productivity of oyster mushroom harvest by applying kumbung cultivation sanitation. Andalasian International Journal of Social and Entrepreneurial Development, 2(2), 1–5. https://doi.org/10.25077/aijsed.v2.i02.1-5.2023
  8. Hang, T. (2019). Measuring the Scale Efficiency of Agricultural SMEs Exporting in Vietnam. ERN: Other Macroeconomics: Monetary & Fiscal Policies (Topic). https://doi.org/10.2139/ssrn.3413627
  9. Haryanto, T., & Retnaningrum, M. (2020). The impact of marketing expenditure on firm performance. Management and Business, 11, 188–201. https://doi.org/10.18196/mb.11297
  10. Hatai, L. (2021). Oyster mushroom production in Meghalaya: A potential venture. Economic Affairs, 66(4), 481–488. https://doi.org/10.46852/0424-2513.4.2021.8
  11. Herrero, C., Berraondo, I., Bravo, F., Pando, V., Ordóñez, C., Olaizola, J., Martín-Pinto, P., & Rueda, J. (2019). Predicting mushroom productivity from long-term field-data series in Mediterranean Pinus pinaster Ait. forests in the context of climate change. Forests, 10(3), 206. https://doi.org/10.3390/F10030206
  12. Holgado, M., Macchi, M., & Evans, S. (2020). Exploring the impacts and contributions of maintenance function for sustainable manufacturing. International Journal of Production Research, 58(24), 7292–7310. https://doi.org/10.1080/00207543.2020.1808257
  13. Istiyanti, E., Fivintari, F., & Syaftiana, M. (2020). Potential development of oyster mushrooms in the lowlands of Bantul Regency, Special Region of Yogyakarta, Indonesia. IOP Conference Series: Earth and Environmental Science, 423. https://doi.org/10.1088/1755-1315/423/1/012037
  14. Janrao, S., & Shah, D. (2022). Return on investment framework for profitable crop recommendation system by using optimized multilayer perceptron regressor. IAES International Journal of Artificial Intelligence (IJ-AI). https://doi.org/10.11591/ijai.v11.i3.pp969-976
  15. Kumar, S. (2022). Economics of oyster mushroom (Pleurotus spp) production in Bhagalpur District of Bihar. Economic Affairs, 67(3), 361–368. https://doi.org/10.46852/0424-2513.3.2022.18
  16. Lin, C., & Lai, Y. (2020). An improved time-cost trade-off model with optimal labor productivity. Journal of Civil Engineering and Management, 26(2), 113–130. https://doi.org/10.3846/jcem.2020.11663
  17. Lesa, K., Khandaker, M., Iqbal, F., Sharma, R., Islam, F., Mitra, S., & Emran, T. (2022). Nutritional value, medicinal importance, and health-promoting effects of dietary mushroom (Pleurotus ostreatus). Journal of Food Quality. https://doi.org/10.1155/2022/2454180
  18. Mabuza, L., Ortmann, G., & Wale, E. (2014). Effects of transaction costs on mushroom producers’ choice of marketing channels: Implications for agricultural market access in Swaziland. South African Journal of Economic and Management Sciences, 17(2), 207–219. https://doi.org/10.4102/SAJEMS.V17I2.494
  19. Meidona, S., Arivetullatif, A., Multama, I., & Nurfadillah, N. (2023). Oyster mushroom cultivation business development strategy through SWOT analysis (case study of the Limau Manih Sejahtera Group in Kubang Village, Padang City). JIM UPB (Jurnal Ilmiah Manajemen Universitas Putera Batam). https://doi.org/10.33884/jimupb.v11i2.7286
  20. Moxley, A., Ebel, R., Cripps, C., Austin, C., Stein, M., & Winder, M. (2022). Barriers and opportunities: Specialty cultivated mushroom production in the United States. Sustainability, 14. https://doi.org/10.3390/su141912591
  21. Nassaji, H. (2017). Diversity of research methods and strategies in language teaching research. Language Teaching Research, 21(2), 140–143. https://doi.org/10.1177/1362168817693696
  22. Okuda, Y. (2022). Sustainability perspectives for future continuity of mushroom production: The bright and dark sides. Frontiers in Sustainable Food Systems, 6. https://doi.org/10.3389/fsufs.2022.1026508
  23. Parmacli, D., Derkach, T., & Bakhchivanzhi, L. (2019). A method of calculation of direct and indirect sales revenue growth at agroindustrial enterprises. World of Finance. https://doi.org/10.35774/sf2019.03.087
  24. Rahmawati, H., Irianto, H., & Adi, R. (2022). Analisis usaha tani dan pemasaran jamur tiram (Pleurotus ostreatus) pada klaster jamur di Kabupaten Sukoharjo. Journal of Cooperative, Small and Medium Enterprise Development. https://doi.org/10.20961/cosmed.v1i1.62656
  25. Singh, R., & Singh, J. (2018). Mushroom growing in Punjab: Cost components, and determinants affecting its productivity. Agricultural Economics Research Review, 31(2), 299–304. https://doi.org/10.5958/0974-0279.2018.00047.2
  26. Soekartawi. (2002). A factor analytical model of technical efficiency in rice farming (Monograph No. 2002:105). Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA).
  27. Soekartawi. (2006). Agribusiness: Theory and application. Raja Grafindo Persada.
  28. Sumardjo, J., Sulaksana, J., & Darmono, W. A. (2004). Teori dan praktik kemitraan agribisnis. Penebar Swadaya.
  29. Utomo, M., Sukur, M., Nurraharjo, E., & Nofiyanto, E. (2023). The training in temperature and humidity conditioning equipment utilization for the oyster mushroom cultivation business at Pongangan Gunungpati. Abdi Dosen: Jurnal Pengabdian Pada Masyarakat. https://doi.org/10.32832/abdidos.v7i2.1588
  30. Vakulenko, V., & Myalkovskii, V. (2022). Management of variable costs of agricultural enterprise. Business Navigator. https://doi.org/10.32847/business-navigator.69-10.

Classroom-Based Intervention Strategies in Enhancing the Numerary Skills of Students in Mathematics 7

Ronalene B. Cabalo
ronalene.cabalo@deped.gov.ph
Department of Education, Northern Abra National High School
San Juan, Abra, Philippines

Pablo B. Bose Jr.
https://orcid.org/0000-0002-4281-4163
pablojrbose@yahoo.com
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT
This study investigated classroom-based intervention strategies aimed at improving the numeracy skills of seventh-grade students. Three strategies were examined: schema-based instruction, metacognition, and problem-based learning. The study utilized mean scores to assess student performance in mathematics, with t-tests and ANOVA employed to analyze the significance of the strategies’ effects. The respondents are 96 Grade 7 students of Northern Abra National High School during the 2023-2024 school year. Lessons aligned with the Most Essential Learning Competencies prescribed by the Department of Education were facilitated during the implementation of the strategies with the students. Descriptive – experimental design was utilized and statistical analysis was undertaken by the researcher. Before the implementation of the strategies, the mean score showed that the level of Numeracy skills of the respondents was ‘Did Not Meet Expectations’. However, after the implementation of the strategies, the results showed that the level of Numeracy Skills of the respondents was ‘Satisfactory’. Based on the findings of this study, it was concluded that the classroom-based intervention strategies utilized in the implementation of classes were efficient in enhancing the level Numeracy skills of the respondents which was seen in the increase of scores from the pretest to the posttest. Statistical analysis, including a t-test and ANOVA, confirmed significant differences between and among the effects of the strategies to the performance of the respondents. The results suggest that these strategies can improve learning outcomes and encourage teachers to explore diverse instructional methods.

KEYWORDS
Intervention Strategies, Numeracy Skills, Schema-based instruction, Metacognition, and Problem-Based Learning

REFERENCES

  1. Tomas, Mary & Villaros, Erleo & Galman, Sheena. (2021). The Perceived Challenges in Reading of Learners: Basis for School Reading Programs. Open Journal of    Social Sciences. 09. 107-122. 10.4236/jss.2021.95009.  
  2. DO 12, S. 2015, APRIL 10, 2015 – GUIDELINES ON THE EARLY LANGUAGE, LITERACY, AND NUMERACY PROGRAM: PROFESSIONAL DEVELOPMENT COMPONENT
  3. Adelana, O., Adewale, K., Ogunsola, O. (2021). Effect of problem-based learning Approach on Students’ Academic Performance in Senior Secondary    Mathematics. Journal of Science and Mathematics Letters. 9 (10) 75-85. 
  4. Aguhayon, H. G., Tingson, R. D. (2023) Addressing students learning Gaps in Mathematics through Differentiated Instruction
  5. Albay, E. (2019) Analyzing the effects of the problem-solving approach to the performance and attitude of first year university students. Social Sciences and Humanities Open (1)
  6. Ali, S. S. (2019). Problem Based Learning: A Student-Centered Approach. Online Published
  7. Arbo, Jerlyn & Ching, Delon. (2022). Problem-based learning approach in Developing mathematical skills. International Journal of Science, Technology, Engineering and Mathematics. 2(10) 26-47
  8. Ayob, A. Mohammad, Y. R. (2017). Factors affecting attitudes Towards Mathematics. International Journal of Academic Research in Business and Social Sciences. 7 (10)
  9. Bakar, M. & Ismail, N. (2019). Metacognitive learning strategies in Mathematics classroom intervention: A review of implementation and Operational design aspect. International Electronic Journal of Mathematics Education. 15(10)
  10. Bernardo, A. & Cordel, M. II,  Lapinid, M. & Jude  Yap,  Sashmir & Chua, Unisse. (2022). Contrasting profiles of low-performing Mathematics students in public and private Schools in the Philippines: Insights from Machine Learning. Journal of Intelligence.
  11. Bouknify, Mohammed. (2023). Importance of Metacognitive Strategies in Enhancing Reading Comprehension Skills. Journal of Education in Black Sea Region. 8(10) pages 41-51. 
  13. Bonti, E. MD., Kamarini, A., Kougioumtzis, G. MD, Theofilidis, A. MD, & Dr. Sofologi, M. (2021) Different theoretical    perspectives on specific learning difficulties in Mathematics.  implications for special educational intervention and for everyday school practice”: An overview study 
  14. Bulos, F. B. (2021) Mathematics vocabulary and mathematical ability of Grade 7 Students. International Journal of Innovative Science and Research Technology 
  15. Cabuquin, J. & Abocejo, F. (2023). Mathematics Learners’ Performance and Academic Achievement
  16. Cahapay, M. B. & Labrador, M. G. P. (2022). Instructional practices of Filipino teachers in remote mathematics education in COVID-19 times. International Journal of Didactical Studies
  17. Can, I., Koydemir, S., Durhan, S., Ogan, S.,  Gozukara, C., Çokluk, G. (2017). Changing High School Students’ Attitudes Towards Mathematics in a Summer Camp: Happiness Matters. Educational Sciences: Theory & Practice. 17(10)
  18. Castaneda, R. B. (2021) The use of metacognition in helping students in problem- solving of Mathematics in Everyday Life
  19. Daniels, M. (2022). The effects of schema-based instruction on students at risk for or 
  20. With learning disabilities. East Tennessee State University Students Work
  21. Dumlao &Jolejole-Caube, Clarice & Alyssa & Abocejo, Ferdinand. (2019). Anxiety towards mathematics and mathematics performance of grade 7 learners. 6. 344 – 360. 10.5281/zenodo.2694050.
  22. Francisco, C. & Celon, L. (2020). Teachers’ instructional practices and its effects on 
  23. Students’ academic performance. 64-71.
  24. Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., Hamlett, C. L., Sones, E. M., and. Hope, S.K (2006) Teaching Third Graders about real‐life mathematical problem solving: A randomized controlled study
  25. Gafoor, K. & Kurukkan, A. (2015). Why High School Students Feel Mathematics Difficult? an exploration of affective beliefs.
  26. Gundaya, M. (2023). Factors Affecting Learners’ Performance in General Mathematics at Phinma-Coc. Senior High School, Cagayan de Oro College-PHINMA. 7(5) 1-33
  27. Hughes, S. (2020) The effects of schema-based instruction on solving mathematics Word problems
  28. Jitendra A., Harwell, M., Karl, R.S., Dupuis, D., Simonson, G.S., Slater, S., Lein, A., (2023) Schema-based instruction: effects of experienced and novice teacher implementers on seventh grade students’ proportional problem solving. University of Minnesota, Department of Educational Psychology
  29. Kennedy, N. & Marsal, E. (2022). Dialogical Inquiry in the Mathematics Teaching and Learning: A Philosophical Approach.
  30. Lapinid, M. O. Cordell II Teves, J. M. Yap, S., Chua, U. (2018) Addressing the poor mathematics Performance of filipino addressing the poor mathematics performance of Filipino Learners: Beyond Curricular and Instructional Interventions Learners: Beyond Curricular and Instructional Interventions 
  31. Montero, Napoleon (2015) Evaluating high school Mathematics teachers’ techniques and tools in assessing learning
  33. Peltier, Corey & Sinclair, Tracy & Pulos, Joshua & Suk, Andrea. (2019). Effects of Schema-based instruction on immediate, generalized, and combined structured Word problem. The Journal of Special Education. 10(17)
  34. Purbaningrum, Mayang & Ramadhan, Sahrul & Thauzahra, Raudya. (2023). Why is Math Difficult? : Beliefs That Affecting Students’ Mathematics Skills. Journal Paedagogy. 10(2) 100-102
  35. Skinner, M. & Cuevas, J. (2023). The Effects of Schema-based instruction on word-problems in a Third-Grade mathematics Classroom. International Journal of Instruction. 16(10).  855-880.
  36. Loveless, Becton (2023) A Complete Guide to Schema Theory and its Role in Education
  37. Center of Excellence: Teaching Metacognition Skills (2019). TIMMS 2019 https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/teaching-metacognitive-skills
  38. Crowe, Ashley (2022) Why Is Math Important retrieved from www.prodigy.com
  39. Metacognition: Teaching in Effective Learning (2023). Teaching and Learning in Higher Education. https://www.queensu.ca/teachingandlearning/modulesstudents/24_metacognition.html
  40. Motivating Our Student (2023). University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/motivating-our-students
  41. PISA RESULTS (2018). PISA. https://www.oecd.org/pisa/publications/pisa-2018-results.html
  42. Thompson, Sam (2022) Innovation in Education retrieved from   https://corp.kaltura.com/blog
  43. Trends in International Mathematics and Science Study (2019). TIMMS 2019 https://timssandpirls.bc.edu/timss2019/
  44. McGrew,K. Beyond IQ: A Model of Academic Competence & Motivation retrieved at http://www.iapsych.com/acmcewok/Walberg’stheoryofeducationalproductivity.html

Enhancing Numeracy Skills of the Kindergarteners Using Modified
Cover-Copy-Compare Strategy

Michelle Melinda B. Alzate
mmalzate@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Remedios C. Felipe
Janine Mae A. Fernandez
Desiree Kaye C. Turqueza
Keith Gwynet B. Tuscano
Jharmaigne P. Valdez
Abra State Institute of Sciences and Technology

ABSTRACT
This study aimed to determine the level of numeracy skills of kindergarteners using the modified cover-copy-compare (CCC) strategy. Specifically, it determined the level of performance of the kindergarteners before and after the integration of the modified cover-copy-compare strategy and the significant difference between their levels of performance of the kindergarteners. The study employed a descriptive-experimental research design, and the respondents were 30 kindergarteners from St. Ignatius de Loyola School, Inc., Bangued, Abra. The data gathered were statistically treated using the weighted mean and the t-test for two dependent means. Based on the data gathered, it was found that the level of numeracy skills of the kindergarteners in the pre-test was “Above Average,” while “Excellent” in the post-test. There is also a significant difference between the level of performance of the kindergarteners in the pre-test and post-test. Based on the findings, it is concluded that: 1) Kindergarteners can more than sufficiently add and subtract single-digit numbers using numerical figures. 2) The CCC strategy is an effective tool for enhancing the numeracy skills of kindergarteners, particularly in the addition and subtraction of single-digit numbers. Therefore, it is recommended that: 1) Varied visual learning tools and activities that connect numerical concepts with images may be integrated to help bridge the gap between understanding numerical concepts and writing numerals; and 2) Regular assessments may be conducted to monitor the progress of students’ numeracy skills, ensuring that the modified cover-copy-compare strategy continues to be effective and making adjustments as necessary to meet individual learning needs.

KEYWORDS
Numeracy Skills, Kindergarteners, Cover-Copy-Compare

REFERENCES

  1. Ulidan, D.C. (2018). Mother Tongue Instruction of PEPILAQUIN District, Schools Division of Abra. Unpublished Master’s Thesis. Ilocos Sur Polytechnic State College.
  2. Blake Harvard is an AP Psychology teacher at James Clemens High School in Madison, Ala. His blog (www.effortfuleducator.com) focuses on the application of cognitive psychology in the classroom.
  3.  Bolich, B., Kawon, N., McLaughlin, T. F., Williams, R. L., & Urlacher, S. (1995). The effects of a copy, cover, compare procedure and a token economy on the retention of basic multiplication facts by two middle school students with ADD and ADHD. British Columbia Journal of Special Education,19(1), 1–10.
  4.  Brandt, C., Bassoi, T. and Baccon, A. (2016) Difficulties of 6th Grade Elementary School Students in Solving the Four Basic Fundamental Operations: Addition, Subtraction, Multiplication, and Division of Natural Numbers. Creative Education, 7, 1820-1833.
  5.  Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of math intervention with cover-copy-compare and mnemonic techniques. Journal of Behavioral Education, 19(2), 170-190.
  6.  Codding, R. S., Archer, J., & Connell, J. (2010). A systematic replication and extension of the cover-copy-compare intervention to enhance mathematics fluency. School Psychology Review, 39(4), 643-653.
  7.  Codding, R. S., Chan-Iannetta, L., Palmer, M., & Lukito, G. (2009). Examining a classwide application of cover-copy-compare with and without goal setting to enhance mathematics fluency. School Psychology Quarterly, 24, 173 185. https://doi.org/10.1037/a0017192
  8.  Codding, R. S., Volpe, R. J., & Poncy, B. C. (2015). A 12-year review of the cover copy-compare intervention to enhance mathematics fluency. School Psychology Review, 44(4), 508-517.
  9.  Codding, R. S., Eckert, T. L., Fanning, E., Shiyko, M., & Solomon, E. (2007). Comparing mathematics interventions: The effects of cover-copy-compare alone and combined with performance feedback on digits correct and incorrect. Journal of Behavioralhttps://doi.org/10.1007/s10864-006-9006-x
  10.  Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. St. Martin’s Press. 
  11.  Gee, J. P. (2017). What video games have to teach us about learning and literacy (2nd ed.). Palgrave Macmillan.
  12.  Gómez-Varela, A. I., et al. (2019). A study of educational games: Engagement and learning. Computers & Education, 142, 103642.
  13.  Harris, B., & Petersen, D. (2019). Developing math skills in early childhood [PDF].
  14.  Johnson, D. W., Johnson, R. T., & Smith, K. A. (2019). Cooperative learning: Improving university instruction by basing practice on validated theory. Mathematica. https://www.edimpactlab.com/downloadmedia?MediaItemId =%7B3360C48F-576D-44A8-AB63-EA259BABC359%7D
  15.  Lambert, M. C., Algozzine, B., & Schmid, R. (2014). Evaluating the effectiveness of the cover-copy-compare strategy in middle school students with learning disabilities. Journal of Learning Disabilities, 47(4), 306-318.
  16.  Miller, S., & Robertson, J. (2015). Educational game design: Designing for video game-based learning. ETC Press.
  17.  Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J., Wolfe, C., & Spitler, M. E. (2019). Which preschool mathematics competencies are most predictive of fifth-grade achievement? Early Childhood Research Quarterly, 46, 166-178.
  18.  Peng, P., et al. (2016). Early mathematics achievement trajectories: English-speaking Caribbean and low- and middle-income countries. Developmental Psychology, 52(9), 1426–1440.
  19.  Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning.
  20.  Project-Based Learning (PjBL) Review. (2020). The effectiveness of PjBL in early education: A meta-analysis. Educational Review, 72(4), 516-536.
  21.  Purpura, D. J., et al. (2017). Early mathematics screening and intervention: Results from a three-year longitudinal study. Learning and Individual Differences, 59, 49–58.
  22.  Purpura, D. J., Schmitt, S. A., & Duncan, R. J. (2021). Early numeracy skills and later achievement: Examining the roles of early competencies and instructional practices. Journal of Educational Psychology, 113(3), 534 548. 
  23.  Ramani, G. B., et al. (2015). Learning from number board games: You learn what you encode. Developmental Psychology, 51(9), 1210–1218.
  24.  Roschelle, J. (2013). The use of multiple, linked representations to facilitate algebraic reasoning. In D. H. Clements & J. Sarama (Eds.), Early childhood mathematics education research: Learning trajectories for young children (pp. 261–284). Routledge.
  25.  Smith, J. (2018). Creating Effective Learning Environments: Insights from Research and Practice.
  26.  Stahl, G. (2015). Group cognition: Computer support for building collaborative knowledge. MIT Press.
  27.  Sweller, J., et al. (2019). Cognitive load theory: Implications of cognitive load theory for the design of learning. Cambridge University Press.
  28.  Tudge, J., & Caruso, D. (2015). The everyday lives of young children: Culture, class, and child-rearing in diverse societies. Cambridge University Press

Chico Leaves Tea: A Refreshing Budget-Friendly Beverage

Josefina A. Flores
https://orcid.org/0000-0002-7894-6651
jflores @asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Xenia Mae A. Flores
xmflores @asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT

Manilkara zapota leaves, commonly known as Chico leaves, are renowned for their rich flavonoid content, offering a plethora of health benefits. The study is quantitative research utilizing descriptive method. The leaves were dried using the oven-drying method at varying temperatures, including 60°C, 80°C, and 100°C, before being finely pulverized. The resulting tea powder was then subjected to a comprehensive characterization, including an assessment of its color, pH level, and solubility. Notably, samples dried at 100°C exhibited the darkest shade, suggesting a potential correlation between temperature and color intensity. Meanwhile, all samples displayed a slightly acidic pH. Meanwhile, solubility-testing indicated that the samples were insoluble in water. This characteristic emphasizes the need for steeping and infusing rather than conventional dissolution. Moreover, on aroma intensity and flavor of the Chico leaf tea across three different temperature settings, it exhibited a promising profile when brewed at 100°C, suggesting an ideal temperature for preparation. In conclusion, Chico leaf tea powder has the potential as a beverage with appealing aroma and flavor qualities. It can be a basis for other methods in tea-making process.

KEYWORDS

Chico leaves, Tea-making, Oven-drying, Budget-friendly

REFERENCES

  1. Sneh Punia Bangar, Nitya Sharma, Harpreet Kaur, Maninder Kaur, Kawaljit Singh Sandhu, Sajid Maqsood, Fatih Ozogul, A review of Sapodilla (Manilkara zapota) in human nutrition, health, and industrial applications,Trends in Food Science & Technology,Volume 127, 2022, https://doi.org/10.1016/j.tifs.2022.05.016
  2. Ganguly, A., & Rahman, S. (2013). Pharmacological Studies of Leaves of Manilkara Zapota (Sapotaceae). https://www.researchgate.net/publication/260287381_Pharmacological_Studies_of_Leaves_of_Manilkara_Zapota_Sapotaceae_Extensive_In-vivo_and_In-vitro_studies
  3. , F., Fu, Q., Zhang, X., & Liu, Y. (2016). Lonic Liquids-based Ultrasonic -assisted Extraction Of Total Flavonoids From Manilkara Zapota Leaves. , 310-313. https://doi.org/10.2991/AEECS-16.2016.59.
  4. Fan, X., Fan, Z., Yang, Z., Huang, T., Tong, Y., Yang, D., Mao, X., & Yang, M. (2022). Flavonoids—Natural Gifts to Promote Health and Longevity. International Journal of Molecular Sciences, 23. https://doi.org/10.3390/ijms23042176.
  5. Pyo, Y., Kwon, K., & Jung, Y. (2024). Anticancer Potential of Flavonoids: Their Role in Cancer Prevention and Health Benefits. Foods, 13. https://doi.org/10.3390/foods13142253.
  6. Zeng, L., , M., Li, C., & Luo, L. (2017). Stability of tea polyphenols solution with different pH at different temperatures. International Journal of Food Properties, 20, 1 – 18. https://doi.org/10.1080/10942912.2014.983605.
  7. Wang, H., Zhu, Y., Xie, D., Zhang, H., Zhang, Y., Jin, P., & Du, Q. (2022). The Effect of Microwave Radiation on the Green Color Loss of Green Tea Powder. Foods, 11. https://doi.org/10.3390/foods11162540.
  8. Yang, P., Yu, M., Song, H., Xu, Y., Lin, Y., & Granvogl, M. (2021). Characterization of Key Aroma-Active Compounds in Rough and Moderate Fire Rougui Wuyi Rock Tea (Camellia sinensis) by Sensory-Directed Flavor Analysis and Elucidation of the Influences of Roasting on Aroma.. Journal of agricultural and food chemistry. https://doi.org/10.1021/acs.jafc.1c06066.
  9. Fu, Y., Wang, J., Chen, J., Wang, F., Yin, J., Zeng, L., Shi, J., & Xu, Y. (2020). Effect of baking on the flavor stability of green tea beverages.. Food chemistry, 331, 127258 . https://doi.org/10.1016/j.foodchem.2020.127258