Wesleyan Scientific Review

Editorial

John Mark Bondoc — Sat, 16 Dec 2023 00:00:00 +0000

A brief message from the Editor-in-Chief.

Development of PESCAD: An Inductive Method of Mathematics Teaching

Karl Leugim Bernarte, Eduard Taganap — Sat, 16 Dec 2023 00:00:00 +0000

This study focused on the creation of a teaching approach called PESCAD, which follows an inductive method. It involved developing a sample lesson and examining how experts and professionals would assess it. The project aimed to delve on the analysis, design, development, and evaluation of the lesson exemplar incorporating PESCAD; the effectiveness of PESCAD in fostering 21st-century skills; the efficacy of PESCAD in promoting higher-order thinking skills; how Mathematics educators would assess PESCAD based on reliability, effectiveness, feasibility, inclusivity, and flexibility; and the feedback and recommendations from the evaluators to enhance PESCAD further. The research employed a descriptive-developmental approach, where the researcher constructed a sample mathematics lesson as a representation of the inductive teaching method. Six mathematics teachers from Nueva Ecija High School evaluated the lesson. The findings indicate that PESCAD has the potential to enhance 21st-century skills and higher-order thinking skills among students. The evaluators also expressed confidence in its reliability, effectiveness, feasibility, inclusivity, and flexibility. They also acknowledged PESCAD's ability to improve students' retention of knowledge. Additionally, they suggested incorporating real-life applications and gradually increasing the complexity of examples to encourage critical thinking among students.

Readiness of Elementary Schools in Transitioning to Full Face-to-Face Classes amidst Pandemic

Christine Joy Dalagan, Alice Abalos — Sat, 16 Dec 2023 00:00:00 +0000

The objective of this study was to evaluate the preparedness of elementary schools in the San Luis District to transition to full face-to-face instruction during the pandemic. The study assessed various aspects, including school operations, facilities, classroom structure, safety and well-being, and coordination between the school and the learners' homes. Eighteen elementary schools in the San Luis District, with a population of 164 teachers, were involved in this study. The study employed a Google interview form to collect data on the district's elementary schools' preparation for the return to in-person classes. The researcher employed a descriptive correlational method to identify the relationships between various factors that could impact the readiness of schools. By doing so, the study could provide useful information that can be utilized to inform decisions on the best way to implement face-to-face classes in the San Luis District. The results of the study were analyzed using statistical software to generate descriptive statistics and inferential. The study emphasizes the need for elementary schools in the San Luis District to improve their preparedness for the return to full face-to-face classes. The study's findings highlight the importance of prioritizing safety measures before resuming full face-to-face classes. These safety measures include improving ventilation systems, increasing access to hand hygiene facilities, and maintaining social distancing measures where possible. Schools should also prioritize regular cleaning and disinfection of surfaces, equipment, and learning materials to prevent the spread of COVID-19.

The study recommends that schools continue to monitor the situation and collaborate with all stakeholders to ensure a safe and healthy learning environment for all. It is essential to prioritize the safety and well-being of students, teachers, and staff to mitigate the risks of COVID-19 transmission in educational settings.

Relationship of Secondary Teachers’ Instructional Skills, Competencies and Teaching Performance

Melanie Macayanan, Alice Abalos — Sat, 16 Dec 2023 00:00:00 +0000

This descriptive-correlational study examined the relationship between the instructional skills and competencies of secondary teachers and their performance, as reflected in their Individual Performance Commitment and Review Form (IPCRF) ratings. The study is significant to school administrators, teachers, students, parents, and the broader educational community, as it provides insights into how instructional practices impact teaching effectiveness. Specifically, it assessed teachers' competencies in performance planning and commitment, monitoring and coaching, performance evaluation and review, and rewards and development planning. Data collection was conducted through a structured questionnaire, with responses gathered via Google Forms for remote participants and through in-person visits for those accessible, adhering to health and safety protocols. Both descriptive and inferential statistical analyses were employed. Descriptive statistics—including frequency count, percentage, mean, and standard deviation—were used to summarize the socio-demographic profiles, instructional competencies, and performance ratings. Pearson’s r and one-way ANOVA were utilized to analyze correlations and differences among these variables.

Findings revealed that most respondents were experienced educators in Teacher III positions, holding master’s degrees. They employed a range of instructional strategies to enhance students’ higher-order thinking skills, collaborated with colleagues and parents to optimize learning, and implemented various assessment methods, such as summative and performance-based evaluations, to track student progress. Despite initial observation-related anxiety, they effectively managed their classrooms and demonstrated a willingness to integrate feedback for professional growth. Their commitment to continuous learning was evident in their pursuit of advanced studies, such as master’s and doctoral degrees. Teachers achieved very satisfactory IPCRF ratings. A positive correlation was identified between age, years of service, teaching position, and performance ratings, highlighting the role of experience and professional development in enhancing instructional effectiveness. These findings underscore the importance of continuous training and capacity-building initiatives to improve teaching quality and student learning outcomes.

Exploring the Attitudes, Skills, and Challenges Encountered by TLE Teachers during the COVID-19 Pandemic

Albert Cornelio, Cindy Villaroman — Sat, 16 Dec 2023 00:00:00 +0000

This study explored the attitudes, skills, and challenges experienced by Technology and Livelihood Education (TLE) teachers during the COVID-19 pandemic. Through semi-structured interviews, the research provides an in-depth analysis of how educators navigated the abrupt shift to modular distance learning. Key attitudes such as resilience, empathy, and collaboration emerged despite prevalent frustrations. The study also highlights improvements in technological proficiency, adaptability, and creativity among teachers. However, significant challenges were identified, including inadequate access to teaching materials, difficulties in providing feedback and assessments, student disengagement, and the fundamental shift to online pedagogy.

Grounded in Ajzen’s (2019) Theory of Planned Behavior, the study emphasizes the role of attitudes, subjective norms, and perceived behavioral control in shaping teachers’ responses to educational disruptions. Research by Rasmitadila (2020) underscores that obstacles were a primary concern for educators during the pandemic, reinforcing the need for targeted interventions. In response, this study proposes a competency-building program designed to equip TLE teachers and administrators with the necessary skills to effectively adapt to evolving educational modalities.

The findings offer valuable insights for educators, school administrators, and policymakers, shedding light on teachers’ resilience and adaptability amidst the challenges of remote learning. Given the hands-on nature of TLE subjects, the demand for innovative teaching strategies was particularly pronounced in public junior high schools. This research underscores the necessity of sustained support systems to enhance the delivery of skill-based education in a post-pandemic landscape.

Effectiveness of Remedial Classes in Enhancing Grade 3 Learners' Reading Performance

Diana Rose Bebis, Sheila Prieto — Sat, 16 Dec 2023 00:00:00 +0000

Many students struggle with reading comprehension, particularly in understanding narrative texts. This study examines the effectiveness of remedial classes in improving the reading performance of Grade 3 pupils. Specifically, it aims to determine whether remedial instruction enhances students' ability to comprehend narrative texts. While previous research highlights the benefits of explicitly teaching reading comprehension strategies, their consistent integration into daily classroom instruction remains uncertain (Pearson & Cervetti, 2017).

This study employed a quasi-experimental design, utilizing Pre-Test and Post-Test reading materials from the Philippine Informal Reading Inventory (Phil-IRI). The pretest and posttest were designed to measure the same reading skills, with a particular focus on comprehension levels. The remedial program followed three phases: (1) Assessment and Planning, (2) Execution/Implementation, and (3) Evaluation. After administering the tests, data were analyzed using appropriate statistical tools.

Findings revealed a significant improvement in the reading comprehension scores of the experimental group, demonstrating the effectiveness of remedial instruction. However, the posttest scores between the experimental and control groups did not show a statistically significant difference. These results suggest that while remedial classes enhance individual student progress, additional factors may influence broader reading outcomes.