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Osias Kit T. Kilag
School Principal, Pau Excellencia Global Academy Foundation, Inc., Toledo City, Philippines
Education Social Sciences

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Integrating Lev Vygotsky’s Sociocultural Theory into Online Instruction: A Case Study Osias Kit T. Kilag; Desiree Ann F. Maghanoy; Kristie Rose D. Dela Calzada-Seraña; Ruby B. Ponte
Journal of Learning on History and Social Sciences Vol. 1 No. 1 (2024): European Journal of Learning on History and Social Sciences
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v1i1.6

Abstract

This case study examines the integration of Sociocultural Theory (SCT) into an online course and its impact on learning outcomes and sense of community among senior high school students. Data were collected through pre- and post-course surveys, semi-structured interviews with the instructor and a subset of five students, and observations of the course discussions. Thematic analysis revealed four major themes: increased engagement and participation, improved learning outcomes, enhanced sense of community, and challenges and limitations. The findings suggest that integrating SCT principles into online instruction can lead to increased engagement and participation, improved learning outcomes, and enhanced sense of community among learners. The study also highlights some challenges and limitations, such as the need for clear guidelines and support for both instructors and students, and the importance of addressing the digital divide and ensuring access to technology and resources. This study contributes to the growing body of research on the application of SCT to online instruction and provides insights that can inform the development of effective online instructional practices that support learners' social and cultural experiences. The implications of this study are relevant for educators and instructional designers who seek to enhance the quality of online instruction and promote effective and inclusive learning environments. Future research in this area may further explore the impact of SCT on other aspects of online learning, such as motivation, self-regulated learning, and intercultural communication. Additionally, research can investigate the potential of integrating SCT into other educational contexts, such as blended or hybrid learning environments.
Importance of Upskilling and Reskilling in Educational Leadership and Management Osias Kit T. Kilag; Katrine S. Padilla; Fedelyn S. Yorong; July Grace A. Merabedes
Journal of Learning on History and Social Sciences Vol. 1 No. 1 (2024): European Journal of Learning on History and Social Sciences
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v1i1.12

Abstract

This research study investigates the impact of upskilling and reskilling initiatives for educational leadership and management on student learning outcomes, teacher retention, and school culture. The study involves a mixed-methods approach, which includes surveys, interviews, and document analysis, to gather data from educational leaders and teachers from various schools in the Philippines. The findings of the study reveal that upskilling and reskilling initiatives for educational leadership and management can have a positive impact on student learning outcomes, teacher retention, and school culture. The study identifies key competencies and skills necessary for effective educational leadership and management and highlights effective pedagogical approaches and training methods for upskilling and reskilling initiatives. Comparing the findings to previous studies, the research supports the idea that investing in upskilling and reskilling initiatives for educational leaders and teachers is crucial for improving student learning outcomes and school culture. Furthermore, the study suggests that a holistic approach that focuses on both technical and soft skills development is necessary for the success of upskilling and reskilling initiatives. In conclusion, this study provides valuable insights into the impact of upskilling and reskilling initiatives for educational leadership and management. The findings highlight the importance of investing in professional development for educational leaders and teachers to improve student learning outcomes, teacher retention, and school culture. The study provides practical recommendations for the design and implementation of upskilling and reskilling initiatives and suggests methods for measuring their impact. Ultimately, this research contributes to the growing body of literature on effective educational leadership and management and offers guidance for educational policymakers, administrators, and teachers seeking to improve their professional development programs.
A Comparative Analysis of Experimental Learning Approach and Traditional Teacher Professional Development Programs Osias Kit T. Kilag; Marsha Heyrosa-Malbas; Marivic U. Sebial; Jeraldine M. Mayol
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.27

Abstract

This quantitative research study aimed to compare the effectiveness of experimental learning approaches and traditional professional development programs in improving the learning outcomes of teachers. The study was conducted with 40 teachers from two private schools in the Philippines. Participants were randomly assigned to either the experimental learning group or the traditional professional development group. Data were collected through a pretest-posttest questionnaire and a satisfaction survey. The pretest-posttest questionnaire consisted of 20 multiple-choice questions designed to assess the participants' knowledge, skills, and understanding of the latest teaching methodologies and technologies. The satisfaction survey consisted of 10 items designed to measure the participants' satisfaction with the content, structure, and delivery of the program. Results showed that the experimental learning group had higher mean scores in both the pretest and posttest questionnaires, indicating that the hands-on, real-life experiences provided in the workshop facilitated the development of new skills and knowledge. The experimental learning group also had a higher mean score in the satisfaction survey, indicating a higher level of satisfaction and motivation towards the professional development program. These findings are consistent with previous research that has highlighted the effectiveness of experimental learning approaches in enhancing the professional development of teachers. The study suggests that schools should consider incorporating experimental learning approaches into their professional development programs to enhance the skills and knowledge of their teachers. Limitations of the study include the small sample size and the fact that the study was conducted in only two private schools in the Philippines. Future research could be conducted with a larger and more diverse sample to further examine the effectiveness of experimental learning approaches in teacher professional development programs. Overall, this study provides valuable insights into the effectiveness of experimental learning approaches in teacher professional development programs.
Preferred Educational Leaders: Character and Skills Osias Kit T. Kilag; Ronnie E. Pasigui; Marsha H. Malbas; Ezekiel A. Manire; Mercenisa C. Piala; Andre Mari M. Araña; John Michael Sasan
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.101

Abstract

This research study explored the characteristics and skills that teachers believe are important for educational leaders. Using a qualitative research approach and a phenomenological design incorporating narrative analysis, the study analyzed the perspectives of 10 teachers in Toledo City on this topic. The findings revealed that effective communication skills, emotional intelligence, vision and strategic planning, and passion for education were the four main themes identified by the participants as crucial characteristics and skills of educational leaders. These findings provide insights into what teachers value in their leaders and what they believe is important for the improvement of the education system. The study highlights the need for educational leaders to possess a range of characteristics and skills in order to be successful in their role and improve the learning experiences of their students.
Transformational Leadership and Educational Innovation Osias Kit T. Kilag; Marsha H. Malbas; Ma. Kenneth S. Nengasca; Lifejeana Jesusa H. Longakit; Leonora C. Celin; Ronnie Pasigui; Maria Ashley Vannesa N. Valenzona
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.107

Abstract

This study explores the relationship between transformational leadership and educational innovation in primary and secondary schools. The study used a qualitative phenomenological research design and conducted in-depth interviews with six school heads in Toledo City Division. The results of the study show that transformational leadership plays a critical role in promoting and supporting educational innovation in schools. Transformational leaders empower teachers and other stakeholders to participate in the implementation of educational innovation initiatives and create a positive and supportive learning environment that fosters growth and development. The findings of this study provide valuable insights for educational leaders, policy makers, and practitioners on the importance of transformational leadership in promoting and supporting educational innovation in schools.
Co-Authors Andre Mari M. Araña Desiree Ann F. Maghanoy Ezekiel A. Manire Fedelyn S. Yorong Jeraldine M. Mayol John Michael Sasan July Grace A. Merabedes Katrine S. Padilla Kristie Rose D. Dela Calzada-Seraña Leonora C. Celin Lifejeana Jesusa H. Longakit Ma. Kenneth S. Nengasca Maria Ashley Vannesa N. Valenzona Marivic U. Sebial Marsha H. Malbas Marsha Heyrosa-Malbas Mercenisa C. Piala Ronnie E. Pasigui Ronnie Pasigui Ruby B. Ponte