Instabright International Journal of Multidisciplinary Research

Instructional Leadership of School Heads and its Impact on Teachers’ Professional Development

Verna Astorga Gaston — Thu, 15 Aug 2024 00:00:00 +0000

Instructional leadership of school heads has a myriad of effects in the part of teacher. Hence, it is essential to unfold how instructional leadership of school heads affect teacher professional development. School heads and teachers assess each other’s instructional leadership in terms of different aspects and answer how leadership from their school heads affect their professional development as teachers. The results of the study could be used to guide and enlighten policymakers and the school administration on how to even more uplift the professional development of teachers.

The following questions were answered: 1) the profile of the respondents in terms of age, highest educational attainment, length of teaching experience, length of service and academic rank?; 2) the assessment of the two groups of respondents on the instructional leadership skills with regard to instructional skills, management skills, human relation skills, communication skills, and professional skills?; 3) the assessment of the teacher-respondents under the instructional leadership of their school head on their professional development with regard to teaching, professional development, research and scholarly work, and service?; 4) significant difference between the assessment of the two groups of respondents on the instructional leadership skills of the school head?; 5) significant difference between the assessment of instructional leadership skills when grouped according to profile?; 6) how instructional leadership of school heads significantly impact the professional development of teachers?; and 7) what enhancement program on faculty development will be proposed?

The following conclusions were drawn: Majority of the respondents are 51-60 years old, finish master’s degree, have 21-25 years of teaching experience, and have associate professor as their academic rank. The assessment of instructional leadership of the respondents are advanced and expert. There is no significant difference between the assessment of instructional leadership skills when grouped according to profile. The instructional leadership of school heads has a significant impact to the professional development of teachers. Recommendations were discussed.

Evaluating the Impact of Facebook Use on Grade 12 Humanities and Social Science Students' Academic Performance at Nasugbu East Senior High School

Jerico N. Mendoza, Nikko C. Panotes — Fri, 16 Aug 2024 00:00:00 +0000

This study Evaluated the Impact of Facebook use on Grade 12 Humanities and Social Science Students' Academic Performance at Nasugbu East Senior High School, Academic Year 2023-2024. Descriptive research method was employed in the study that involved two hundred eighty-four (284) Grade 12 students. One hundred sixty-four (164) Grade 12 students were the respondents of the study selected through Raosoft sample size calculator. It is quite likely that respondents stated that Facebook is a useful tool for students to interact and communicate with one another rather than necessary for finding information that will help them with their academic studies. Additionally, they said that Facebook's contribution to their learning process is limited to educating students about specific topics that they can use to their education in order to improve their academic performance. In a similar vein, there is a notable disparity between how students view their use of Facebook and how much it influences their academic learning. Although they consider Facebook to be a communication tool, they conclude that its main contribution to students' learning is raising awareness of particular concerns. Lastly, an action plan is proposed in managing the extent of utilizing Facebook to the academic performance of students in Humanities and Social Sciences.

A Using Latent Class Analysis to Enhance Students' Positive Attitudinal Patterns in Mathematics

Melchie Estosos Magracia — Fri, 16 Aug 2024 00:00:00 +0000

This study aimed to identify latent classes among Grade 8A – 8D students at Statefields School, Incorporated (SSI) during the 2023–2024 school year to enhance teaching-learning and promote positive attitudes toward Mathematics. The respondents completed the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ), developed by May D. (2017) for her Ph.D. dissertation at the University of Michigan, via Google Forms. Results indicated that a five-class model optimally fits the attitudinal patterns of the students. The latent classes, derived through Latent Class Analysis (LCA), were Class 1 (Math Anxiety), Class 2 (Growth Mindset), Class 3 (Competitive Achiever), Class 4 (Self-Efficacy), and Class 5 (Enthusiasm). Among the 143 respondents, most students were categorized in Class 4 (Self-Efficacy), indicating a high prevalence of self-efficient attitudes. Conversely, students in Class 1 (Math Anxiety) require educators who can proactively foster excitement about math and help them develop confidence as successful problem solvers.

Improving Learners Numeracy Skills Through Explicit Teaching

Stephanie A. Ballaho — Fri, 16 Aug 2024 00:00:00 +0000

This action research used a quantitative research design, specifically a pre-test and post-test experimental design for the Grade 2-B class of Sibulao Elementary School, Vitali District, Zamboanga City Division. A total of 35 learners participated in this study. Pre-Test administration was done on September 11, 2023 and Post-Test administration was done on March 21, 2024. The test administration was personally administered and retrieved by the researcher-teacher. Findings revealed that the Grade 2-B learners, needed significant assistance with their numeracy skills. In the pre-test assessment for Grade 2-B learners, 34 or all of the learners were reported as not proficient (NoP) and require significant assistance. In the post-test, learners were reported to be significantly improving with 2 learners highly proficient (HP), 5 learners proficient (P), 17 learners nearly proficient (NeP), 7 learners low proficient (LP), and 4 learners not proficient (NoP). To address the salient findings of the study, recommendations relative to crafting an action plan for the reading remediation of the learners, conference with parent and learner and one-on-one tutorial is being recommended as the best intervention, intervention for numeracy include pedagogy interventions including exposing pupils to more drills and exercises, differentiated instruction and using manipulative, real and tangible objects and since the intervention program only lasted for 6 months during remediation classes with 35 minutes time allotment per day a conduct of summer enhancement program was conducted.

Project Go Boards: A Teaching-Learning Intervention to Improve Academic Performance in Mathematics Among Selected Grade 6 - Dalton Pupils

Marilou D. Remot — Fri, 16 Aug 2024 00:00:00 +0000

Project GO Boards are a carefully selected collection of activities that are differentiated and designed to support pupil engagement and learning motivation. This aligns with DepEd Memo No. O23 s. 2023, Adoption of the National Learning Recovery Program (NLRP) that shall help bridge the learning gaps of learners highlighting literacy and numeracy. This study was conducted at Itaas Elementary School involving fifteen pupils in the Grade Six-Dalton every Wednesday and Friday from November 2023 to February 2024. It sought to determine whether using the GO Boards effectively improved the respondents’ academic performance. The data-gathering tools included the 20-item pretest, post-test, and their reflection log-in sheet. In this study, GO Boards were effective in increasing the level of the student’s academic performance in Mathematics. This was based on the results of the post-test where the computed mean value was higher than the pretest Mean and MPS. Thus, the null hypothesis of the study was rejected, and the alternate hypothesis was accepted. There was a significant difference in the pretest and post-test scores of the selected students of Grade Six – Dalton before and after using the Project GO Boards. Based on the findings, it is concluded that the use of GO Boards improved the academic performance of the selected participants. They had improved their level of performance in mathematics, as manifested by the increase in post-test scores and their grades. The study's results showed that the intervention was effective in improving the academic performance in Mathematics among the selected Grade Dalton pupils.