Papers by JOANNA MARIE DE BORJA
IOER International Multidisciplinary Research Journal, 2020
The world is on the verge of recognizing the right of every learner to quality education and lear... more The world is on the verge of recognizing the right of every learner to quality education and learning. It has been part of the United Nations Sustainable Development Goal (UN-SDG) to open the door of equity education for all children, especially in rural areas. Hence, this research discusses how pedagogical practices of multigrade teachers in teaching Science learning activities are facilitated. The qualitative research design was used in collecting data through document analysis and semi-structured interviews. Five teachers from two multigrade schools in Bataan and Quezon provinces were the key informants. Two major themes emerged in the study, namely: following protocol as prescribed by DepEd and challenges in the pedagogical practices of Science teachers. The challenge of complying with the requirements and protocol posted by DepEd, multigrade Science teachers need to adjust to every aspect of the education process. Thus, the perennial situation of multigrade schools made them lag in terms of pedagogical practices as compared to monograde given the limited budget allocated for multigrade schools. However, multigrade teachers are observed to be creative and resilient.Finding revealed that majority of the multigrade teachers need to provide learning materials out of their own pockets to make Science learning activities possible. This study recommended revisiting the policy on School Maintenance and Other Operating Expenses (MOOE) of multigrade schools. In addition, training to multigrade teachers should be conducted so that these teachers will be better equipped with the necessary tools in teaching multigrade Science learning activities.
International Journal of Research Publications, 2020
The predominant effect in the shift of curriculum to the K to 12 programs challenged the pedagogy... more The predominant effect in the shift of curriculum to the K to 12 programs challenged the pedagogy, content, and knowledge of science teachers as well as the learning outcomes of students. In order to address the issue, the Department of Education (DepEd) through DepEd Order No. 35, s. 2016 tasked every public school to conduct Learning Action Cell (LAC) sessions. With the aid of collaboration guided by the principal or assigned LAC leaders, teachers are grouped to give solutions to the prevailing problems of the school. Thus, the study generally aimed to evaluate the conduct of LAC sessions in selected public junior high schools in the City of Sta. Rosa, Laguna to address instructional gaps in K to 12 science teaching. A phenomenological research design was used in the study. Eleven science teachers were interviewed. The results yielded that needs assessment is being administered to the teachers, however, there are concerns with regards to the actual topics covered by LAC sessions. Science teachers unanimously appealed that content is the major problem due to the spiral progression of the K to 12 science curriculum. Science teachers recommended that LAC sessions should be according to the field of teaching load or specialization, not just the typical general session, in order to address individual group concerns of teachers.
Humanities and Social Science Review, 2018
Purpose:This study generally aimed to (1) identify the most difficult part of the action research... more Purpose:This study generally aimed to (1) identify the most difficult part of the action research process as evaluated by the teachers; (2) find out implications of conducting action research in teaching-learning process; and (3) identify the impact on teachers' current and future instructional practices in conducting action research. Methodology: Mixed method design which involves quantitative and qualitative methods of researchwas used. High school teachers in Colegio de San Juan de Letran Calamba who conducted action researches from 2012-2015 were the respondents of the study. The total number of teachers involved in action research projects is 27-41% from the Mathematics-Science and Technology cluster, 37% out of 27 from Socio-Linguistic Cluster, and 22% come from the MAPEH-TLE Cluster. These teachers then answered the survey instrument adapted and modified from the study of O'Connor, Greene, and Anderson (2000). Main Results: Based on the results, writing the Framework of the Study is the most difficult part. All teachers agreed that action research is valuable to the teaching-learning process for both teachers and students. On the other hand, almost all of the teachers said that action research project positively impacted both students' learning and teaching. This proves that action research as viewed and assessed by teachers has a major role in improving the teaching-learning process. Likewise, teachers proved that involving oneself in action research leads to professional growth of their career through ranking and promotions. School setting and curriculum have been improved through the positive results gained in action researches. Knowledge of statistics or data analyses was one of the hindrances encountered by teachers in conducting action research. It appears that time spent in conducting action research is one big factor that makes this activity difficult for teachers. Implications: Parts of action research, which were considered very difficult for teachers should be the focus of training and development for teachers. Likewise, the number of teaching load and teacher tasks require too much time that they cannot devote for research. Thus, In order for teachers to conduct researches, there should be lesser teaching load to provide extra time for institutional researches and support more teacher researchers. Limitations: The results of the evaluation of the teachers to the questionnaire were the bases in drawing out conclusions. Moreover, the effect of conducting action research through experimentation was not included in the study.
IOER International Multidisciplinary Research Journal, 2020
This study generally aimed to determine how the theory of constructivism has been translated into... more This study generally aimed to determine how the theory of constructivism has been translated into pedagogical practices of science teachers among the selected schools in Metro Manila. The study utilized case study adapting passive observation, document analysis and semi-structured interview in the data gathering and thematic interpretation in data analysis. Results uncovered that teachers' practices of planning learning episodes elicit active engagement as an evidence of meaning making. Various learning activities have been conceptualized to thoroughly activate prior knowledge on essential information and concepts and link these to new knowledge being introduced in the lesson through designed activities. The art of questioning has been observed to initiate and induce engagement among learners and was evident in the implementation of different strategies such as pre-assessment, reflection, collaboration, and use of language. Assessment procedures planned and implemented by teachers embodied a constructivist approach in terms of assessing students' understanding of concepts, creation of new knowledge, and integration of ideas to other disciplines. Results of the study further implied to revisit the curricular preparation of teachers in terms of its alignment to the various postulates of constructivist-approach of teaching and learning.
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Papers by JOANNA MARIE DE BORJA