The Normal Lights

Ang Ina sa mga Piling Kontemporaneong Kuwentong Pambata: Eklektikong Pagbasa sa Dimensyon ng Kasarian at Uri

Ainah Corina Dimasacat — 2024-06-12

This study contributes to the critical analysis of selected children’s literature by highlighting the experiences of mothers in Philippine society. It aims to identify the occupational roles of mothers and their family members' social identities, exploring their connection to maternal experiences. Utilizing content analysis, 11 Filipino children's books from 2009 to 2016 were selected and examined based on an eclectic conceptual framework comprising literary realism, feminist literary criticism, and intersectionality theory focusing on gender and class. Findings reveal that the intersection of mothers' identified social identities and those of their families, along with their social class, affect the overall experiences of mothers. Hence, this analysis aids in understanding the social representation of characters, benefiting classrooms by enhancing comprehension of learner diversity and improving reading competencies.

Abstrak

Aambag ang pag-aaral na ito sa kritikal na pagsusuri ng mga piling panitikang pambata sa pamamagitan ng pagpapalitaw sa karanasan ng ina sa lipunang Pilipino. Nilayon nitong tukuyin ang gampaning panghanapbuhay ng ina at identidad ng Kapamilya, at mabatid ang ugnayan nito sa danas ng ina. Gamit ang content analysis, 11 aklat pambata sa Filipino mula 2009 hanggang 2016 ang pinili at sinuri batay sa eklektikong konseptuwal na balangkas na binubuo ng literary realism, peministang kritisismo ng literatura at teorya ng Interseksyonalidad na nakatuon sa kasarian at uri. Lumitaw sa pagdadalumat na ang nagsasalikupang natukoy na identidad ng ina at ng kapamilya, gayondin ang uring kinabibilangan nila ay nakaaapekto sa kabuuang danas ng ina. Bilang kongklusyon, nakatulong ang pagsusuri dalumatin ang representasyong panlipunan ng mga karakter na maaaring gamitin sa pag-unawa ng learner diversity, gayondin ang paglinang sa mga kompetensi ng pagbasa at pag-unawa.

Development of Pinoy Pedagogical Model for Community Engagement Solidarity and Citizenship

Jay Jay Bernabe — 2024-06-27

This study developed a Pinoy Pedagogical Model for Community Engagement, Solidarity, and Citizenship (CSC). This research was conducted in selected schools under the Tarlac City Schools Division (TCSD) that offer the Humanities and Social Sciences strand. A descriptive developmental research design was utilized, and participants were selected through purposive sampling. Researchers followed the Pagsasalintulad (transposition) as a metaphor guide in developing the model and a data-gathering process for cultural transposition. This framework comprises four phases: Pag-alam (exploring CSC teachers' insights through interviews), Paghihimay (thematic and document analysis), Paglalapat (aligning analyzed data with selected CSC MELCs), and Pagbuo (building the model using this data). The developed model features pinoy pedagogical principles and practices making it culturally relevant in teaching CSC. Pedagogical principles and practices discovered in this study can be used to improve teaching methods and connect meaningfully with CSC learners. Researchers recommended testing the model's effectiveness.

Learners' Engagements and Teachers' Pedagogical Success in an Online Academic Writing Class

Juland Salayo — 2024-06-19

This study examined Filipino students' engagement as a measure of teachers' pedagogical success in an online academic writing class. Through convenience sampling, 540 Grade 12 students from a Catholic university in Manila participated using the adapted four aspects of engagement and characteristics of successful teachers. The analysis required employing frequency distribution, percentage, mean, Mann-Whitney U test, and Kruskal Wallis Test, utilizing IBM SPSS v.23. Results showed students were "engaged" in the agentic type but exhibited minimal online engagement. They were much engaged behaviorally, emotionally, and cognitively. Meanwhile, teachers demonstrated significant pedagogical success. Results also showed no significant differences in sex, but notable differences were determined in their academic strands. Online instruction could be a platform for positive online practices behind arguments, challenges, and limitations. It recommends that teachers further empower learners by offering opportunities to develop their agency as active knowledge producers.

Teaching During the Pandemic: Lived Experiences of Teachers in the Tertiary Level (In Press)

Lelani Dapat — 2024-06-28

This qualitative research aimed to explore the experiences and obstacles encountered by educators when transitioning from in-person teaching to remote distance learning during the COVID-19 outbreak. Twenty tertiary education instructors from Central Visayas were interviewed and data were analyzed using a thematic analysis. The study revealed that the sudden shift to remote teaching highlighted teachers' critical role in shaping resilient students. Moreover, the study also identified opportunities for innovation and collaboration, as teachers experimented with new teaching methods Therefore, teachers who were able to adapt flexibly to new teaching modalities and collaborate with colleagues were better able to navigate the challenges of remote teaching establishing a nurturing learning environment that addresses students' mental health requirements. It is hereby recommended Tertiary Education Institutions (TEIs) develop support initiatives that promote balance between work and personal life, foster collaboration, prioritize well-being, encourage feedback mechanisms, and invest in technology and infrastructure.

Self-Perceived and Practiced Information Literacy of Secondary Araling Panlipunan (AP) Teachers

Cereleane Jeune Leviste — 2024-06-19

Understanding teachers' information literacy is a contemporary topic discussed in teachers' 21st-century skills research. Prompted by gaps in knowledge, this study utilizes a convergent parallel mixed-methods design, which involves 15 Araling Panlipunan teachers from two school divisions to investigate their self-perceived and practiced information literacy (IL). Qualitative surveys and semi-structured individual interviews were administered; classroom observations and document analysis of lesson plans were implemented to obtain data about their self perceptions vis-a-vis their classroom teaching. Data analysis shows a mismatch regarding their self-perceived IL and their application to classroom teaching practice. This finding can be explained through the professionals' lens on situated learning, which entails the context of communities of practice (CoPs). For this reason, teachers' IL status can be attributed to their CoP in such aspects they function. Building from this finding, creating explicit IL indicators and implementing school-based professional development can further teachers’ knowledge and practice of information literacy.