Research | SDG 4 – Quality Education

Rose Mary A. Velasco

Abstract

These trying times are a kind of endurance test where everyone needs to survive. This study will tell how students of ISU survived a school year of lockdown attending classes online. Students are dependent on Internet connectivity and the kind of gadget their parents afforded them during this covid-19 pandemic. The respondents were 326 students of the College of Computing Science, Information and Communication Technology (CCSICT) of ISU Cauayan City, Isabela. Google forms were utilized to reach out to students and as a way of saying “how are you guys”. A descriptive survey method was used to determine the profile, technical skills, gadgets, and Internet connectivity of the respondents. The results of the study show most of the students possessed only an Android phone (73%) as a learning gadget and mobile data as their Internet connection (72%). The ability to stay home (80.4%) is the most advantage of e-learning while technical problems (86.5%) are the main disadvantage. E-learning is less effective when it comes to increasing knowledge, social competence, and activeness as compared to face-to-face learning. However, students must not only focus on the technical problems they encountered, they should concentrate on the learning outcomes from the modules and materials they received. Keywords: covid-19 pandemic, e-learning, Internet connectivity, online learning effectiveness, learning skills

Sonny Boy V. Villegas, Jr., Noel B. Damian

Abstract

Learning digital hardware theories and concepts in a practical way to undergraduate students requires both a teaching and learning modality with a laboratory infrastructure. Suitable skills can be advanced and reinforced by the appropriate selection and use of teaching facilities, materials and tools. Teaching tools for Electrical and Electronics Technology students gives them necessary technical knowledge and skills in electrical technology education for becoming inventive and self-reliant. The researchers purposely design and develop a prototype model of Automated School Alarm Bell (ASAB) to give them better ideas and basis on how to build a sophisticated design and better model in the future. Moreover, this model helps to reduce the problem in some physical and teaching facilities insufficiency, costly and outdated. An alarm clock is a clock that is designed to alert an individual or group of individuals at a specified time. Most clocks automatically turn off the alarm if left unattended long enough. The teaching tool is intended to provide a prototype model of ASAB for Electronic and Electrical students of Isabela State University - San Mateo Campus, to persuade them; to demonstrate the functionalities and to test the design, construction, and safety of prototype model. Analytic rubrics is applied to measure the functionalities, it provides useful feedback on areas of strength and weakness. The study used descriptive static, testing of functionalities employed by utilizing 10 Electrical and 10 Electronics Technology students. The collected data treated statistically using weighted mean.

Keywords: Automated Alarm Bell, Prototype, Digital, Learning, Teaching, Analytic

Renaldo G. Manipon, Jenalyn C. Andres

Abstract

The main goal of this project is to design, construct, and evaluate the modular logic circuit trainer in learning basic logic circuit concepts. The project development method (PDM) was used in making the project. And descriptive research utilizing the 15 instructors of electrical technology and electronics technology courses and 90 students from the different secondary technical vocational schools in Isabela. The two groups of respondents, teacher-respondents and student-respondents, were used to evaluate the modular logic circuit trainer, with regard to its design, construction, functionality, safety and durability and if there is a significant difference between the evaluations of the two groups of respondents on the development and design of modular logic circuit trainer in learning basic logic circuit concepts in terms of its components. Using twenty-five item questionnaire with five items for each component. The modular logic circuit trainer was highly rated much acceptable in terms of design and durability, construction, functionality, and safety. Furthermore, it is easy to use and maintain. Thus, increasing technology education’s success by producing of technical materials and instructional tools that aids in developing the knowledge and skills of students in a specific specialization. This solves constraints of secondary school teachers in teaching Boolean concepts due to the lack of training materials and equipment.

Keywords: Modular Logic Circuit trainer, Logic Functions, Integrated Circuit, Boolean function

Rosalie C. Leal, Julie F. Espinosa

Abstract

The goal of this study is to look at the level of civic involvement among college students and identify some of the elements that are linked to civic engagement. A survey of 45 students from Isabela State University San Mateo Campus was conducted and the results were examined using Pearsonian correlation coefficient and correlation analysis. Voting was deemed crucial to civic participation by the majority of respondents. The study also discovered that institutions of higher learning that incorporate community service into their academic programs help to promote civic involvement.

Keywords: civic education, civic engagement, civic participation, civic involvement, higher education

Eric N. Habiatan

Abstract

This study focused on the assessment of the employers’ feedbacks on the performances of the criminology graduates of Isabela State University Cabagan. Specifically, the following variables were examined: the level of satisfaction of the employers on the performances of the criminology graduates in terms of commitment, knowledge to job, quality of work, communication skill, and public relations; the proficiencies useful to employers; and the degree of inclination of the employers to hiring criminology graduates of Isabela State University Cabagan. A total of 34 employers consisting of the 17 chief of police and 17 deputy chiefs of the Philippine National Police in the province of Isabela served as the respondents of this study. Descriptive design was used in analysis and interpretation of the data in this study which were gathered through a survey questionnaire. Findings showed that the employers displayed affirmative feedbacks on the performances of the criminology graduates of Isabela State University Cabagan. The employers are highly satisfied in terms of commitment, knowledge to job, quality of work, communication skill, and public relations performances of the criminology graduates. Furthermore, the proficiencies most useful to the employers include communication skill, physical agility, computer application, technical knowledge, and critical thinking skill. Finally, the employers are highly inclined to hiring criminology graduates of Isabela State University Cabagan.

Keywords: Commitment, Knowledge to job, Quality of work, Communication skill, Public relations, Proficiencies, Inclination

Pepito Q. Salas, Jr.,

Abstract

This study focused on the whereabouts of the Bachelor of Science in Criminology (BS Crim) graduates in terms of their employment status, competencies learned, relevance of their degree and trainings and their perception with the different services offered by the University which will serve as basis for revision or enhancement of the program. A total of 611 respondents out of 959 graduates served as respondents of the study. The graduates have high rate of employability in law enforcement, armed forces, security management and administration. The graduates are equipped with human or interpersonal as well as communication skills. The graduates recognize the need for entrepreneurial skills since this course was not imbedded on their curriculum and also the improvement of housing and dormitories. Descriptive method was used in analyzing and interpreting the data.

Ivy M. Tarun

Abstract

Final year project (FYP) has long been recognized as a course that allows students in the Information Technology Education programs to apply theoretical knowledge to any technical problem that requires analytical, design, or experimental effort. This paper discusses the students' FYP experiences and faculty members’ implementation and assessment practices. The result illustrated that the stages of FYP development are generally straining but not motivating for students. However, despite the pressure as well as problems encountered such as financial assistance, lack of Internet connection, lack of technical assistance, and time constraints, students are very satisfied on their project experiences especially during Final Defense and accomplishment of FYP output. The FYP is one of the important learning experiences of students as it benefits them particularly on widening of knowledge on research and enhancing of critical and creative thinking skills. Results also show that there is variation of implementation and assessment practices of FYP by the faculty members particularly on the composition of Guidance Committee members, selection of Advisers, and assessment of FYP.

Keywords: Final Year Project, Implementation of FYP, Students’ FYP Experiences

Rodel L. Asuncion

Abstract

This study aimed to evaluate the impact of the extension program conducted by the College of Criminal Justice Education entitled "The College of Criminal Justice Education (CCJE) Traffic Safety Education Program: An Impact Assessment" for TODA Members at Xentro Mall, Anao, Cabagan, Isabela, conducted in August 2017 using the framework presented in Figure 2. The assessment focused on identifying and measuring the following variables: inputs, activities, outputs, outcomes, and impact (Simister, N.,2017). In the light of the findings of this study, the following conclusions were revealed. First, all of the recommended inputs, outputs, and activities conducted during the implementation of the project were identified by the beneficiaries as TSE program activities carried out by the CCJE. Second, the training's medium-term impacts revealed that the proposed medium-term impacts number 1, 3, and 4 have a frequency of 16 or 100 percent, while proposed medium-term impact number 2 has a frequency of 15 or 93.75 percent. Third, is the long term effect of the training conducted, proposed long-term effects number 3, 4, 5, and 6 have a frequency of 16 or 100 percent, proposed long-term effect number 1 had the frequency of 14 or 87.5 percent while proposed long-term effect number 2 had the frequency of 12 or 75 percent. Fourth, the proposed best practices number 1, 2, 3 have a frequency of 16 or 100 percent while proposed best practice number for had the frequency of 15 or 93.75 percent. Fifth, proposed problems encountered during the implementation of the project, proposed problem number 2 "there are beneficiaries who did not finish the training due to conflict of schedule" has a frequency of 7 or 43.75 percent, while proposed problems number 3 and 5 "the place where the training was conducted is too far from the location of the TODA and the other participants in the training were not focused on the topics" have a frequency of 3 or 18.75 percent, while proposed problems number 1 and 4 "the time allotted for the training is not sufficient and other participants in the training were unfamiliar with traffic laws" have a frequency of 2 or 12.5 percent. Lastly, the lessons learned from the experiences of project beneficiaries. The proposed lessons learned from experiences 1–3 have a frequency of 16 or 100%.

Keywords: Traffic Safety Education (TSE), Tricycle Operators and Drivers Association (TODA), Beneficiaries, Impacts

Daren T. Baui, Jessica R. Balite

Abstract

The Asia-Pacific region generally, and the Philippines in particular, are highly susceptible to natural disasters. Undeniably, the Philippines is situated along a highly seismic area lying along the PACIFIC RING OF FIRE where is highly-prone to earthquakes and volcanic eruptions. In order to be well prepared, educational institutions should implement the integration of the Disaster Risk Reduction and Management strategies in their curriculum to raise awareness among students and the community, therefore it will yield to a well-prepared society. The descriptive design was used in the study where 45 teachers in the different colleges and 50 students per college were randomly selected as the source of the study. Students and teachers are fully aware on disaster risk reduction management strategies. The level of preparedness and prevention was rated strongly agree and the level of resiliency as perceived by the students and teachers are both resilient. The level of integration among the teachers is described as oftentimes as reflected in their weighted mean which is 3.24. This is in consonance with the result that there were few subjects were Disaster Risk Reduction Management were integrated. There is no significant difference between the level of awareness, preparedness and prevention, and resiliency of the students and teachers. With the result of the study, every teacher must capitalize on implementing specific strategies and action plans for DRRM education and training focusing on specific target groups. Teachers should also create opportunities for young people to learn more about this.

Keywords: DRRM strategies, awareness, preparedness, resiliency, integration

Myrna C. Cureg, Ann S. Davidas, Henedina P. Ponce, Antonia Bagunu

Abstract

This four-part study tried to trace the employment profile of graduates of Bachelor of Science in Development Communication (BSDC) from 1986 up to 2018. It sought to establish a database on the work and personal profile of the BSDC graduates to generate relevant information that could possibly lead to actions/interventions that are geared at producing graduates who are suitable for the DevCom job. The BSDC tracer study made use of a five-page questionnaire sent to the respondent through e-mail, the social media, or personally handed hard copies. A total of 182 BSDC graduates participated in the study wherein 85 respondents graduated from year 2011-2018, 35 respondents from the year 2004 to 2010 graduates, 37 respondents for years 1997 to 2003 and 25 respondents from the graduates of 1986 to 1996. Results showed that almost all of the respondents are engaged in productive economic activities either as employed, OFW, or self-employed. Employed respondents have generally exhibited satisfaction regarding the communication skills they have acquired in their BSDC course which became very useful in their previous and current jobs. The updating of teaching strategies and methods in computer and other technologically related communication skills were among the recommendations given to improve the offering of the BSDC program.

Nilda T. Aggabao, Normianne M. Tuazon

Abstract

This study is focused on mapping out the graduates of the Bachelor of Secondary Education (BSED) of the Isabela State University, Cabagan Campus in terms of their professionalization, employability, professional competence, perception about the curriculum and employers’ feedback on graduates to provide grounds for revision and enhancement of the implementation of this program. The graduates have high rate of employability for both teaching and non-teaching profession and the knowledge and skills they acquired were match with their jobs. Advance and enhanced knowledge and skills in ICT, instructional materials (IM) development, leadership and management, entrepreneurial and ability to contextualized teaching and learning are necessary to ensure their capability to be adaptive in the rapid change and development of technology and challenges in the educational land scape. Graduates’ work performance is commendable but may still be improved so that full satisfaction among employers be attained in order to foster smooth relationship and further contribute to the attainment of vision, mission and goals of the school/organization they are connected.

Andy B. Ramos

Abstract

The study assessed the impact of the Bachelor of Elementary Education program in the life of its graduates in terms of their employability and professional competencies based on the perceptions of graduates and their employers. The survey method was used in the study to determine the graduates' status and performance. There are 250 BEEd graduates involved in the study. Descriptive statistics such as frequency, percent, and arithmetic mean were utilized to determine and describe the profile of graduates and employers, the trend in the employment of graduates for the term being studied, the employers’ assessment of the graduates in terms of their knowledge and understanding of their field of specialization, qualities, general skills and specialized skills generally expected of them in order to succeed in their teaching performance, and the over-all preparation of graduates acquired from the University for the type of work they are currently engaging and other skills needed for their future demands. The data generated from the employers' assessment of the variables mentioned was further analyzed and categorized to generate interrelated thoughts/themes that will emerge from the data. The results of the study showed that graduates of the program are competent because most of the graduates are licensed professionals, employed with regular or permanent status. However, it has been found that graduates need to gain innovative skills such as, research and the use of information communication and technology. The findings can be used as the basis of the program in improving the curriculum and instruction.

Keywords: Graduates employability, LET performance, Tracer study, Work performance

Alvin B. Liad

Abstract

This study aims to map out the graduates of the Bachelor of Physical Education (BPED) of the Isabela State University, Cabagan Campus in terms of their professionalization, employability, professional competence, perception about the curriculum and employers’ feedback on graduates to provide grounds for the revision, enhancement of the of program’s implementation. It also considered if graduates contributed basic education’s manpower resources. The graduates have high rate of employability for both teaching and non-teaching profession and the knowledge and skills they acquired were match with their jobs. They have inadequate knowledge and skills in entrepreneurial, instructional materials (IM) development skills, leadership and management and ability to contextualized teaching and learning. Advance knowledge and skills in ICT among graduates is necessary to ensure their capability to be adaptive in the rapid change and development of technology.

Keywords: tracer, physical education, graduates, employment

Nilda T. Aggabao

Abstract

The goal of any curricular program is always toward the attainment of quality and excellent education. In particular, teacher education envisions to produce quality future teachers and as partner in enhancing qualifications of in-service educators of tertiary and basic education for their academic and professional development through advanced training and educational innovations. The quality and relevance of the Master of Arts in Education (MAEd) and Doctor of Education (DOE) major in Educational Management programs are determined by the extent to which its objectives are attained according to a set of standards. This can be measured by the quality of graduates in terms of their employability, competency in the teaching profession, skills in leadership and management and their role in the improvement of the socio-economic and cultural life of their family, their community and the world. To determine the quality and relevance of a master’s and doctoral programs is to determine what happened to its graduates, how their education/training in the university, made a difference in their lives and in their ability to respond to the demands of their profession, family and community. Hence this study.

Arsen M. Callueng

Abstract

One of the objectives of the BS Biology program of the Isabela State University at Cabagan, Isabela is to make practical application of theoretical knowledge and possess entry level occupational proficiency in clusters of jobs in teaching, research and laboratory work, biotechnology and other biology related profession. And the best and palpable way to determine the relevance and effectiveness stated in the objective of the program is the periodic conduct of graduate tracer studies. For the past nineteen (18) years, the BS Biology program has produced fourteen (16) batches of graduates. The program was able to produce 173 graduates from 2004 to 2019. These graduates have experienced various work environments which could be processed into information that could be used to evaluate the relevance of academic inputs to the study programs such as curricula, course design, learning facilities, student skills and behavior, and graduate attributes from the points of view of both the alumni themselves and their employers. Alumni studies can be used to close the gap and create active synergies between the educational providers, industries (employers) and the labor market. Most importantly, empirical evidence can be utilized for continuous program and institutional improvements. This study was conducted to trace the whereabouts of the BS Biology graduates, describe the socio-demographic profile of the BS Biology graduates, determine the average period of time it took graduates to find a job for the first time, name which area of competence in Biology the graduates of year 2004 to 2019 found useful in finding their respective jobs and determine the graduate’s satisfaction of their acquisition of competencies in their BS Biology degree in ISU. Data were gathered by sending online survey questionnaires through emails and social networking sites. Of the 52 respondents, 9.62% finished master’s degree and 1.92% finished doctorate degree. Eighty – eight percent (88. 46%) were gainfully employed, 19% have permanent or regular positions, 51.92% landed job related to biology such as research assistant/aide, science research specialist, laboratory aide, project quality assurance officer, pharmacy assistant, science teacher and biology instructor. Almost 54% (57.69%) were hired because of their educational qualifications and the time it took to land in first job is below one year with 86.53%. The top five general skills they acquired in ISU includes communication skills (69.23%), human interpersonal skills (53.84%), research and extension skills (46.15%), laboratory skills (36.54%) and critical thinking skills (34.62%). Curriculum or course content, methods of instruction, faculty and laboratories were rated by the respondents as excellent. General administration, research and extension services, physical plant, library facilities and career guidance were rated as very satisfactory. This followed by job placement and housing/dormitories with a rating of satisfactory. With the overall mean of 3.73% or a descriptive rating of Very Satisfactory, this suggests that the respondents were generally satisfied with the university's services and facilities.

Keywords: Tracer study, biology graduates, employment, competencies, services, facilities

Rockangel Jamoral

Abstract

This study explores the online class struggles and challenges of college students living in remote areas and the issues associated with digital divide in the aftermath COVID-19 pandemic. Using phenomenological-hermeneutics approach, thirty (30) student-participants were selected using criterion sampling and were asked to accomplish a qualitative survey questionnaire and oral interviews using Gforms and G-meets as considerations to the health protocols of no physical contact due to COVID-19 pandemic. Data gathered were analyze using the Atlas.ti 9 and extracted in MS Excel for proper tabulation. Findings revealed six (6) major themes with varying number of sub-themes using thematic analysis. The abrupt shift of face-to-face classes to online classes provided a digital divide between those who have access and those who have not. I argued that pure online learning is not yet feasible in the universities with students living in off grid and has poor internet signals lest improve the ICT infrastructures especially in the remote areas for them to adapt and be abreast to inclusive quality education in the new normal. This will materialize with the help of LGUs and internet providers to install/upgrade robust internet connection in the remote areas.

Marris Reyes

Abstract

Along with the technological advancement lays prodigious detriments to mental wellness of individuals. One of which is internet gaming disorder (IGD) – characterized by excessive gaming behavior consequential to impairment in physical, mental, social and spiritual aspects and distress (APA, 2013) mostly among students. Numerous treatment programs have been implemented yet, seldom lead to success. Hence this study designed and implemented the Internet-Gaming Reduction Intervention Program (I-GRIP)– a multimodal intervention program which aims help students with IGD symptoms learn how to manage and regulate the behavior. I-GRIP adhered to the Multimodal Therapy of Arnold Lazarus in which intervention activities were based from the BASIC-ID of the participants. Researchers purposively recruited 40 students with severe IGD symptoms to participate in the study. After discussing ethical considerations and gathering the informed consent, participants were randomly grouped into two groups (the experimental and control). Data was analyzed using Tukey’s HSD and t-test. Results showed that IGD scores and game time significantly decreased after the implementation of the program. Tukey’s test showed the average efficacy level of all factors considered in increasing the satisfaction level of the gamers after I-GRIP which means that the program is highly effective in reducing the IGD symptoms as well as gaming time and expenses of the gamers in gaming.

Keywords: Internet Gaming Disorder, I-GRIP, Online-gaming, video gaming, intervention program

Arriane Kris M. Manalastas, Ariane Milgrosa Pantaleon

Abstract

This study examined the connection between the student’s profile, online and offline class anxiety level and their academic performance in their Purposive Communication subject through the Descriptive- Correlational Research Design using a survey questionnaire and a multiple- choice test. It was found out that majority of the students are 17 to 19 years old, female, from rural areas; most parents are blue- collar workers; their monthly household income is low; and most are using mobile phones in their class activities and mobile data to access the internet. The students displayed anxiety about the technical aspects of their online class, negative evaluation, and their lack of ability to cope with their lessons. The students had an over- all moderately high anxiety level while their academic performance was deemed high, but their online learning anxiety has no correlation with their academic performance; thus, the online learning anxiety level of students does not affect their academic performance. These results indicated the need for discussion on the technical aspects of online class platforms, interview or focus group discussion to further determine the online learning anxiety level of students, and formative assessment to validate their academic performance; teachers should also recognize that lack of gadgets for learning may cause anxiety to students; and studies on other factors related to online class anxiety and academic performance should also be conducted.

Keywords: Online and Offline Learning, Academic Performance, Anxiety

Jonathan Lord R. Aquino

Abstract

The pandemic has ushered a worldwide change in many sectors of the society including the field of education. As governments put into place policies to mitigate further spread of the COVID-19 virus, educational institutions moved towards digitalization of instruction, instructors were faced with problems and issues with regards to the application of synchronous and asynchronous modalities. Aside from that however, opportunities geared towards internationalization emerged. This study identified these problems, issues and opportunities encountered by instructors in teaching science through the synchronous and asynchronous modalities. To achieve this aim, a hybrid technique for inquiry that combines quantitative and qualitative tools was utilized. Respondents included science professors and instructors of Isabela State University teaching during the Academic Year 2021-2022. The respondents were interviewed on their experiences and insights and their responses tabulated, transcribed and analyzed according to the purpose of this study. Results indicate significant implications towards the internationalization of instruction and linkages of the university.

Keywords: Asynchronous teaching, COVID-19 pandemic, Digital literacy, Distance learning, Internationalization, Isabela State University, Synchronous teaching

Jonathan Lord R. Aquino

Abstract

The 2020–2021 academic year has presented challenges to students and instructors alike. In this study, we investigated the relationships among key the domains that influence student satisfaction and academic achievement in synchronous and asynchronous online learning. Consequently, this study aims to assess the students’ level of satisfaction and academic achievement using synchronous and asynchronous learning of Bachelor of Secondary Education 1- 1 in GEC 6 Science, Technology and Society (STS), particularly to: 1. Assess the three domains of level of satisfaction of students in their class; 2. Determine the academic achievement of students in their subject; and 3. Determine the significant relationship between the satisfaction level of students in their synchronous and asynchronous class and their academic achievement. Descriptive statistics (mean and standard deviation), frequency and percentage count, and Pearson-R will be used to evaluate the significant relationship between the level of satisfaction of students and their academic achievement. The findings of this study implies that the online learning and teaching required improvement to be done, especially in terms of quality of the interaction and instruction delivered during the pandemic and instructor availability and consistent communication are also essential elements of instructional support. The results from this study may provide useful information for online course designers and instructors on how to improve the existing online courses to be more effective and it should also include design characteristics that enhance students’ positive satisfaction which then will lead to greater students’ academic achievement.

Keywords: Synchronous, Asynchronous, Satisfaction, Academic Achievement, Science, Technology and Society

Jonathan Lord R. Aquino

Abstract

As the COVID-19 Pandemic runs its course, the higher education institutions scrambling to adapt curricula to distance modalities. As an emergency response, students were provided learning modules based on the course syllabus learning competencies in Astronomy. This research study determine the students’ perceptions and experiences on the instructional Module in Astronomy. As such, 34 third year Bachelor of Secondary Education major in Science were sampled. The study employed the survey research design. Specifically, the mean was used to present the data gathered from respondents. The study reveals the perceptions of students for instructional module as it provides them much freedom to connect with their teachers, fellow students and engage with their study materials at the comfort and flexibility of space and time. Therefore, necessary measures should be adopted for improving the quality of the instructional module for better learning of students during the phase of Covid- 19 pandemic. This study recommends the topics must be simplified, and teachers must give more examples. Moreover, all the printed pictures in the modules should be clear and the Instructional Material Development Unit (IMDU), subject specialist, and faculty should reevaluate the modules, and they must make sure that all the lessons or activities are appropriate to the needs of the students.

Keywords: Students’ Perspective, Instructional Module, Astronomy, Pandemic

Freddie R. Cabrera

Abstract

Flexible learning involves the use of digital or non-digital, out of classroom modes of delivery, or a combination of modes of delivery: a synchronous or asynchronous teaching and learning set-up. This study was conducted to appraise synchronous and asynchronous teaching modalities for mathematics in Isabela State University. Qualitative research was used to collect information, opinions, and experiences encountered by mathematics faculty of Isabela State University in using synchronous and asynchronous modalities in teaching mathematics subjects in terms of strengths, weaknesses, opportunities and challenges (SWOC). The subjects of the study were the 9 Mathematics Instructors consist of one Mathematics Instructor in each campus from the 9 campuses of Isabela State University chosen through purposive sampling. A structured interview was prepared and sent to the respondents using Google Form. Said data-gathering technique was necessitated by the restrictions on face-to-face meetings. To validate the participants’ responses, the researcher followed up with another interview via video call. Transcriptions were made and the data was analyzed using thematic analysis. Findings revealed that the synchronous and asynchronous learning modalities have their respective strengths and weaknesses which impact the quality of the teaching-learning process during the pandemic. Given this, distance learning is perceived to become more effective if both modalities is applied instead of just using one of the aforementioned. This is in consideration to the fact that the strengths of one of the two modalities can address the weaknesses identified in the other. Hence, mathematics instructors may be given a more in-depth training for both asynchronous and synchronous teaching methodologies and strategies for them to become more effective in teaching during the current school closures.

Keywords: Synchronous, Asynchronous, Flexible Learning, Qualitative Research, ISU

Freddie R. Cabrera

Abstract

The implementation of lockdowns due to COVID 19 global pandemic imposed the closure of educational institutions in the Philippines. Commission on Higher Education issued Memorandum no. 4, Series of 2020 on the guidelines in the implementation of flexible learning through synchronous and asynchronous learning modalities. This study aimed to identify the students’ level of satisfaction, academic performance and their perception in the strengths, weaknesses, opportunities and challenges (SWOC) in the synchronous and asynchronous learning modalities implemented for them in Isabela State University. The mixed-method research design was used in the study. The quantitative descriptive design was used to evaluate the mathematics achievement and performance level of the students; while the qualitative method of the interview was used to identify the strengths, weakness, opportunities, and challenges in using synchronous and asynchronous modalities in learning. Two groups of students participated as respondents: 25 students from the Bachelor of Science in Entrepreneurship assigned as Group A and 40 from the Bachelor in Agricultural Technology assigned as Group B. The respondents’ mathematics achievement were based on the results of their quizzes in the aforementioned topics as well as on their preliminary, midterm and final examinations. With this, it was revealed that although there is no significant difference in the mathematics achievement, the respondents performed slightly better through synchronous learning. They have also a very satisfactory performance in Mathematics. As to the strengths, weaknesses, opportunities and challenges, common strengths included the learner-centered nature and flexibility of the modalities. Weaknesses include technological, financial and learning-related issues. Meanwhile opportunities identified included digital literacy and cultivation of coping and independent learning strategies. Challenges identified related back to the issues cited in the weaknesses.

Keywords: Synchronous, Asynchronous learning, Mathematics achievement, Strengths, Weaknesses, Challenges, Opportunities

Ryan P. Salviejo

Abstract

Many non-education graduates shift careers to the teaching profession because of the implementation of the K-12 Basic Education Curriculum. They are also required to take the Board Licensure Examination for Professional Teachers for them to practice the profession. This study examined the performance of noneducation graduates in the BLEPT. A descriptive research design was utilized in the study. BLEPT results were requested from the Professional Regulation Commission, and additional data of the takers were requested from the Office of the Registrar after the approval from the Executive Officer. Data were analyzed using frequency and percent to determine the passing percentage of takers and mean and standard deviation to describe the performance of non-education graduates in the different subject areas of the BLEPT. Findings of the study revealed that non-education graduates did not surpass the national passing percentage from 2016-2018. Moreover, most likely, they fail in the examination because of their poor performances in the Professional Education and the Area of Specialization components of BLEPT. Hence, to increase the BLEPT performance of non-education graduates, there is a need to implement intervention strategies like the conduct of free review classes as an Extension Activity and others.

Keywords: BLEPT Performance, Non-Education Graduates, Teacher Education, Philippines

Irmalyn R. Alejandro

Abstract

State Colleges and Universities in the country have been directly affected due to the Covid-19 pandemic. To ensure the continuity of education, the traditional face-to-face learning has been replaced by online and modular learning modality. This paper sets out to examine the extent of implementation of synchronous and asynchronous learning components and its effect on the achievement of the students in professional education subject. Sixty-seven students participated in this study. The data was analyzed using descriptive statistics and regression analysis. Results indicated that the synchronous and asynchronous learning components were all implemented in professional education to a large extent. Among these components, however, only “Learner-Content”, “Learner-Content: Flexibility”, “Learner Interface: Knowledge of Media Use”, “Learner-Interface: Choice of Media”, and “Learner-Instructor Transactional Distance” were significant predictors of students’ achievement in professional education. This revealed that there is a need to attend more trainings for teachers to be updated on online pedagogy to improve teaching pedagogy to become efficient and effective in our teaching profession; a trainings for students for any online program that will utilizes the vast array of available technology; and proper monitoring and evaluation on students regularly implemented to self -regulate their learning.

Keywords: Synchronous, Asynchronous, Professional Education, Achievement, Philippines

Visitacion T. Datul

Abstract

The purpose of this study, was to find out the extent of implementing the components of synchronous and asynchronous learning in English. It was specifically designed to ascertain the profile of the respondents in terms of their gender and age, to determine the extent of implementing the components of synchronous and asynchronous learning in English subject particularly in terms of dialogue, structure, autonomy, and transactional distance, to determine the students’ level of achievement in their English subject, and to find out if the implementation of the components of synchronous and asynchronous learning significantly predict the students’ achievement in English. The study surveyed ninety-five (95) students from the College of Education. The results were analyzed using Statistical Packages for Social Sciences version 20, frequency and percentage, and mean standard deviation. The findings indicated that majority of the respondents were female and majority of them were 20 years old. Results of the study revealed that all the components of synchronous and asynchronous learning were both implemented to at least a large extent. Other findings of the study revealed that with a percentage of 47.4, most of the respondents performed satisfactory in English. Additionally, the study’s findings indicated that among the components of synchronous and asynchronous learning, only “Learner-Content: Flexibility” and “Learner-Content: Formality”, “Learner-Interface: Visualization”, and “Autonomy: Study Habits” had significantly predicted the achievement of the students in their English subject.

Keywords: Synchronous Learning, Asynchronous Learning, Achievement

Lanny-Lee F. Ordoñez, Karla Jastine V. Castillejo

Abstract

The present study examines the strengths, weaknesses, opportunities for improvement and challenges of the BSTM students experience on synchronous and asynchronous learning and teaching through Descriptive Qualitative Research Design using an open-ended questionnaire. The majority of the study participants are female and aged 19 or younger, and they come from the rural areas; majority of the student’s parents are blue collar workers; their projected monthly household income is less than the Philippines' average monthly wage rate; the majority of students use their mobile phones to conduct online course-related activities; the majority of students use mobile data as a cheaper alternative to accessing the internet. The study revealed that students find studying online to be effective and convenient since it allows them to work while they study. Learning materials are also readily available, and students learn individually and at their own speed. On the other side, students mentioned problems that their ability to participate fully in class, such as limited internet connection (due to the fact that the bulk of the students live in rural areas), slow to no internet connectivity, and power outages. It is suggested that these issues be viewed as inputs for the current educational process's ongoing development. Government officials should specifically advocate for improved technology and electrical access, particularly in isolated places. School officials should also take steps to improve all aspects of student support. The students should also learn to develop their self-directed learning skill for them to cope with their tasks and activities in their asynchronous and synchronous learning. The teacher should give tasks that can be completed within the allotted time for the subject.

Keywords: online learning, strengths, weakness, opportunities, challenges

Regine M. Manzanillo

Abstract

The rapid change in the curriculum and the increasing demand of education shifted the pedagogical knowledge and skills requirements of teachers. In this time of pandemic, the use of modular instruction to facilitate learning and mastery of the content is advised. The study applied the designed based research (DBR) approach using the ADDIE model to develop and validate a business plan module for Entrepreneurship students. Experts’ Evaluation Checklist of the Instructional modules, pretest, and posttest for instructional module and students’ evaluation checklist of the instructional modules was employed in gathering data. Findings revealed that the contents of the module which the students and subject specialist evaluated was rated excellent which indicates that it was perceive as significant instructional material for their course. Meanwhile, the design characteristics, learning activities, and reliability of the designed module which the students evaluated have resulted in a mean average of 4.60 and were rated as excellent and which the subject specialist evaluated have resulted in a mean average of 5.00 and were rated as excellent. This indicates that both the students and subject specialist perceive the design characteristics, learning activities, and reliability of designed module as significant instructional material for their course.

Keywords: Instructional materials, content, design, validity, reliability

Paul Angelo A. Tamayo, Krisha Camille R. Angoluan

Abstract

Emergency remote education (ERE) has been an important issue throughout the world during the COVID 19 pandemic for the recalibration of plans and efforts to tackle education especially in a developing country like the Philippines. This study has explored the readiness of students who were enrolled in Isabela State University, Philippines prior to the implementation of ERE using concurrent mixed-methods design. Both qualitative and quantitative data were gathered through a questionnaire and semi-structured interview guide. The quantitative data were analyzed using frequency, percentages, mean and standard deviation while the qualitative data were analyzed using narrative. Results have shown that smartphone is the most accessible form of technology among students. Also, not all students possess personal laptop or computer while others have access to computer in internet cafes with internet connection. Additionally, students do not have access to stable internet connectivity and if they have, the connection is through mobile data by buying prepaid loads which is consumable at a certain time. Furthermore, students have acquired the basic skills in computer, software and internet manipulation necessary for effective ERE. Likewise, most of the students have been exposed to online modality but are not supported by their parents to use smartphone for e-learning since they use it for gaming purposes. Hence, the students are not completely ready for this modality but have the urge to finish their studies with the help of the learning institution by revisiting their academic plans and recalibrate educational policies from the traditional face-to-face learning to ERE.

Keywords: COVID 19, Emergency remote education, Students Readiness, Educational Policies, Philippines

Paul Angelo A. Tamayo

Abstract

The threat of Covid 19 pandemic has posed contemporary issues in the educational system which led to the unprecedented shift to online learning modality. Hence, this study was conducted to explore and understand the lived experiences of pre-service science teachers challenges and opportunities as they transition to online learning using descriptive qualitative design by employing phenomenological research approach. The study utilized purposive sampling technique specifically total enumeration among 36 undergraduate pre-service science teachers of Isabela State University Cauayan Campus. Data were collected using two focused group discussion that was video recorded through Zoom as an online platform. Analysis made use of NVivo software for the derivation of categories and themes. The study revealed nine (9) themes on students challenges which includes socio-economic status, technological infrastructure, human and environmental intrusion, pedagogy, moral, assessment and supervision, digital competence, communication and support. While four themes were derived from their opportunities such as pedagogy, student-teacher training, resourcefulness and time management. Although there were challenges with the abrupt transitioning to online learning, however, it was also useful for the students. It should be highlighted that plans and programs for science education should be revisited and improved.

Keywords: lived experiences, challenges, opportunities, pre-service teachers, online learning

Januard D. Dagdag, Noel A. Palapuz, Jane C. Caliboso, Eddie I. Peru, Regina P. Mauro

Abstract

This descriptive research aimed to explore how teacher education students of a Philippine tertiary education college, assess the performance of their teachers in realizing the university vision and mission and the college goals and outcomes (VMGOs) during the new normal. 260 students participated in the online survey. The data was analyzed quantitatively using mean, standard deviation, t-test, and analysis of variance; and qualitatively using thematic analysis. The students were very satisfied with their teachers’ performance. The male and female respondents reported the same satisfaction level, while the junior respondents registered a higher satisfaction than the freshmen. Competence, commitment/passion, collaboration, pro-activeness, being goal-oriented, and open-mindedness are faculty features found by learners essential for the attainment of outcomes. Moreover, the disposition of a teacher training institution to observe leniency, motivate and inspire learners, do scaffolding, design and employ learning/learning-focused course curricula, and provide adequate distance learning materials is what the students suggest to further realize the VMGOs. This study then offered implications for policy in teacher education in the new normal such as observing leniency that cares for learning, conducting timely guidance and counseling, adopting appropriate learning models and management system, and manifesting admin support for learning and resources.

Keywords: VMGOs, teacher educators, outcomes, new normal, policy, Philippines

Rosalie C. Leal, Isagani M. Valerozo

Abstract

The emergence of online education since the COVID-19 pandemic has drawn the attention of educators to distinguish it from the traditional face-to face education. It is then the purpose of this study to explore the students’ preference between blended and face-to-face interaction, investigate their attitude, and the significant difference between FTF and CMC. The collected data using a survey questionnaire was analyzed using the independent-sample t-test. The results indicated that the respondents were satisfied with the computer-mediated communication-based blended course. They also reported that this mode is effective in the cultivation of creativity. Finally, it is also illustrated that whichever mode was implemented, students still had some difficulties with the blended learning mode. In conclusion, the application of communication software significantly improves students’ satisfaction. Eventually, the result of this study will help improve the design of blended courses, which
may also give an insight into the future studies of interactions between instructors and students and among students.

Keywords: Computer-mediated communication; face-to-face communication, blended Teaching Mode, social software, student preference

Julie F. Espinosa, Rosalie C. Leal

Abstract

This study was conducted to find out the online classroom management strategies and performance of 41 Permanent and Contract of Service Faculty of Isabela State University-San Mateo Campus and it also assessed the quality of college teachers in applying classroom management strategies. Likewise, it identified pedagogical skills of teachers by describing their performance. Moreover, the author determined specific indicators to identify and described the quality of performance of college teachers in ISU San Mateo. Findings shows that there is no significant difference between the teachers’ classroom management strategies even when group according to educational attainment, years of service and position of faculty which means that those category does not guarantee a better classroom management strategy.

Keywords: Classroom management; face-to-face learning; academic engagement; online learning; performance

Myla G. Velasco, Rosalie C. Leal

Abstract

Distance learning has grown highly popular in the Philippines as a result of the Covid-19 pandemic. Because of this unique event, teachers had some issues using the distant learning framework. The goal of this study is to explore secondary teachers' difficulties in implementing online learning amid the Covid-19 pandemic. In this study, an internet-based questionnaire was used to guide exploratory examination. All of the studies' inquiries were open-ended. This study stimulated ten educators from San Mateo Vocational and Industrial High School, Salinungan National High School, and San Mateo General Comprehensive High School. The issues educators have in taking on far off learning are to a great extent identified with mechanical gadget proprietorship and ability to utilize the gadgets, guardians' commitment during internet learning, insufficient offices, and inward factors from instructors, as indicated by the discoveries of this review. Further exploration is prescribed to investigate potential answers for carrying out distance learning.

Keywords: Covid-19, Distance Learning, Teaching Difficulties, High School

Rodel S. Asuncion

Abstract

This study determined the predictors of criminology graduates' performance in the Criminologist Licensure Examination (CLE) at Isabela State University Cabagan (ISUC) as a basis for curriculum development. To attain its goal, the descriptive normative research design was utilized in the study. A sample size of one hundred sixty-eight (168) CLE takers was taken as a primary respondent of this study which was calculated from a population of two hundred eightynine (289) using the Slovin’s Formula with five (5) percent marginal error from August 2010 up to April 2014 testing periods. Total enumeration was utilized as the scheme to select the faculty and chairperson as the secondary respondents of the study. The study reveals that the institutional passing performances of ISUC from April 2010 up to November 2019 were higher compared to the national passing performance for first takers. Though ISUC's total passing performance from April to November 2019 was higher than the national passing performance, there were examination periods when the institutional passing performance was lower, most notably in April 2013, April 2015, June 2017, June 2018, and June 2019. Based on the results of the factors affecting the performance of the graduates in the CLE, First, Criminology Review Program were rated 2.39 or "less serious". Second, factors affecting the performance of graduates in the Criminologist Licensure Examination along with Lecturers were rated 2.04 or "less serious". Third, factors affecting the performance of graduates in the Criminologist Licensure Examination along with Teaching Facilities and Equipment were 2.35 or "less serious". Fourth, factors affecting the performance of graduates in the Criminologist Licensure Examination along with financial aspects were 2.73 or "moderately serious". Fifth, factors affecting the performance of graduates in the Criminologist Licensure Examination along with Mental Aspect were 2.69 or "moderately serious". Sixth, the results of regression analysis to test the significant relationships between the predictors and the performance of graduates in the CLE reveal that every unit increase in the quality of review sessions (facilities) leads to a.279 increase in the performance of the Criminology graduates on the board examination. The factors of review sessions (lecture) and personal preparations (physical) also contribute to the graduates’ performance in board examinations, but not to a significant extent. The overall findings indicate that the review programs, review sessions, and personal preparations formed a not significant set of predictors for passing the board examination for criminologists. Lastly, factors affecting the performance of graduates in the Criminologist Licensure Examination along with Physical Aspect were 2.56 or "less serious". The result of the proposed measures to address the factors affecting the performance of graduates in the Criminologist Licensure Examination was rated 4.04 or "recommended". In the light of the conclusions, the following were recommended: 1. It is recommended that a Criminology Review Program be established on campus. 2. The lecturers in the Criminology Review Program will provide training materials to facilitate students’ understanding of the lessons. 3. Providing a comfortable venue for the review, as well as providing amenities and fixtures for the reviewees is recommended (e.g. rest room, drinking fountain, air conditioner/electric fan etc.). 4. A special schedule for self-supporting reviewees is recommended. 5. A special schedule for reviewees with weak foundations of knowledge back in their college days is recommended.

Keywords: Isabela State University Cabagan (ISUC), Criminologist Licensure Examination (CLE), Criminology Graduates, Performance in the Criminologist Licensure Examination, Predictors, Proposed Measures

Clarinda C. Galiza

Abstract

This research study was undertaken to determine the reading competency and academic performance of 185 first year college students of ISU, San Mariano Campus for SY 2020 – 2021. It also aimed to determine the relationship that exists between reading competency and the academic performance of the respondents; and to develop an intervention program. Descriptive statistics was used to determine their reading competency level and in analyzing the relationship that exists between their reading competency and academic performance, chi – square test for independent, t – test and one way analysis of variance were used. The respondents were 185 first year college students of ISU, San Mariano Campus from BSEd, BAT, BSHM and BSIT programs enrolled for SY 2020 – 2021. For the needed data from the respondents these were obtained through a questionnaire and analyzed through Statistical Package for Social Science (SPSS) version 21. Frequency, percentage, and ranking were also used. About the findings of this study, only a few number of the respondents obtained a satisfactory academic performance. Most of the respondents reading competency level was classified as developing. There was no significant difference between the readin competence of the respondents when grouped according to course and sex. The BSIT respondents had a significantly lower general Weighted Average (GWA) as compared to the BSED, BAT, and BSHM respondents. There was no significant difference between the grades of the male and the male respondents. The respondents with proficient level of reading competency obtained a significantly higher GWA than the respondents with beginning, developing and approaching proficiency levels. For this research undertaking, it is recommended that extensive mentoring on reading comprehension must be practiced by English faculty members. In addition, a monthly activity like reading and comprehension competition must be launched in the campus to improve the reading skill of the respondents and the campus library should serves a an ideal environment where students can do voluntary reading activity.

Keywords: Reading, Competency, Academic Performance

Clarinda C. Galiza

Abstract

This research study was conducted to gather information on the factors that influenced the reading competence of first year college students of Isabela State University, San Mariano enrolled for SY 2020 – 2021. For this study, descriptive statistics was used. There were 125 respondents and in obtaining the needed data, a questionnaire was used. Frequency percentage and ranking were used to analyze the data. As to the findings on students-related factors, more than half of them asserted that interest in a subject and self – motivation are influenced their reading competence being ranked number 1. Regarding teacher – related factors, teachers’ related work experience ranked number 1 and, therefore claimed by the respondents to have influenced their reading competence. About parent – related factors, parental involvement in home academic activities ranked number 1 as a factor that influenced them in their reading competence. For the school – related factors discipline emerged as ranked number 1 that influenced their reading competence. It can be claimed that under student – related factors more than half of the respondents declared that interest in a subject influenced their reading competence followed by teacher effectiveness under teacher – related factors with more than half of the respondents. For parent – factors, most of the respondents, revealed that discipline and effective teaching being ranked number 1 influenced their reading competence. For this study, it is recommended that instructors use various learning activities and for parents to find time assisting their children in home academic activities. Training on teaching effectiveness in reading must also be given attention by the administration. In addition, book barrowing must be encouraged aside from provision of a conducive room for reading enhancement activities.

Keywords: Influence, Reading, Competency

Paulino V. Derilo, Grace D. Ladia, Melanie M. Pedro

Abstract

Ang Mother Tongue Based-Multilinggual Education (MTB-MLE) ay isang programang salig sa K to 12 Kurikulum kung saan ito ay ipinatupad sa Kindergarten, Baitang 1, Baitang 2 at baitang 3 na ginagamit ang mga pangunahing wika o wikang katutubo gamit ng mga guro o mag-aaral. Ang resulta ng pag-aaral na ito ay magagamit ng mga tagaplano ng kurikulum bilang batayan sa pagrerepaso ng nilalaman ng programa para sa mabisang pagpapatupad sa pagtuturo ng mga gurong nagtuturo ng Kindergarten, Baitang 1 hanggang 3. Ganoon din, magagamit ng mga guro ang lilinanging strategic intervention module (SIM) bilang kagamitan sa panubaybay na gawain para madagdagan ang antas ng kasanayn ng mga mag-aaral kaugnay sa programa. Layunin ng pag-aaral na ito na malaman ang pananaw at saloobin ng mga guro sa implementasyon ng programang MTBMLE; ang mga suliranin ng mga guro sa implementasyon ng programang MTB-MLE gaya ng Paghahanda at Paggamit ng mga Gawaing Pampagkatuto, Nilalaman ng Kurikulum ng MTB-MLE, Mga Aklat ng MTB-MLE (Nilalaman ng mga Aklat, Pagkamayroon/Availability ng Aklat at Pagtanggap/Adaptasyon ng Aklat at ang Mother Tongue at Lokasyon ng mga magaaral; at Makalinang ng Strategic Intervention Module (SIM) bilang karagdagang kagamitang pampagtuturo ng mga guro para sa panubaybayang pagpapatupad ng programang MTB-MLE. Para ilarawan ang kabuoang saloobin ng mga administrador at mga guro sa implementasyon ng programang ito, ginamit ang palarawan o deskriptiv-sarbey sa pamamagitan ng kwantiteytib at kwaliteytib na pamamaraan. At mula sa resulta nito, positibo bilang programang luminang at napataas ang lebel ng kakayahan at kasanayan ng mga mag-aaral sapagkat mas nauunawaan nila ng mabuti ang kanilang mga aralin mula sa paggamit ng mother tongue sa prosesong pagtuturo at pagkatuto. Lamang, ang iba pang kagamitang magsusubaybay sa malalimang pang-unawa ng mga mag-aaral ay ang kasalatan ng iba pang mga kagamitang limbag at mga kagamitang panteknolohiya.

Susing Salita: Implementasyon, Programang MTB-MLE, Saloobin, Guro, Administrador