International Journal of Theory and Application in Elementary and Secondary School Education
Focus and Scope of International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) is research, study and analysis related to early childhood include: 1. Child development; The topic covers child development especially grade 1-9 for school, emotional development, moral development, intelligence, 2. Cognitive psychology; The topic covers but not limited to short term and long term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, local reasoning (inductive and Deductive). 3. Sociology to school learning and teaching; The topic covers but not limited to the social integration of education, socialization, Social Placement, social and cultural innovation. 4. Methodologies of teaching and learning; The topic covers but not limited to the Teaching method in Digital Revolution 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching. 5. Technologies of teaching and learning; The topic covers but not limited to Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, the effectivity of distance learning 6. Curriculum review and research; The topic covers but not limited to curriculum and instruction, curriculum development, curriculum evaluation, support element of an effective curriculum. 7. School and community-based management. The topic covers but not limited to school-based management, parent participant on School-based management, school community relation, community development (economical, social and physical). The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews and theoretical analyses.
Articles
91 Documents
<![CDATA[Psychological Stress among Higher Secondary School Students during Covid Era in relation to Gender, Caste, and Locality ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.540
<![CDATA[In the present research, we have taken an attempt to study stress levels among higher secondary school students during the COVID-19 period. This research aimed at studying the psychological stress level among higher secondary students during the COVID pandemic and the variations in the psychological stress among students in terms of gender, caste, locality. It also investigated the effect of gender, caste and locality, and their interaction on the stress of higher secondary school students. The descriptive survey method was used in this study. Approximately 151 students as samples were taken for the study. The sample was delimited to higher secondary students Bargarh and Sambalpur districts of Odisha. A standardized stress scale was used to collect data. The data were collected through online mode using google form as the study was conducted in the COVID era. The obtained data were analyzed through descriptive and inferential statistical tests like percentages, t-test, and ANOVA. The findings of the study revealed that 68% of students experienced moderate levels of stress, 17% of students experienced high levels of stress, and 15% of students experienced a low level of stress. The results of the t-test indicated no significant variations in the psychological stress of secondary school students with reference to their gender, caste, and locality. The results of ANOVA revealed no significant interaction influence among gender, caste, and locality on the psychological stress of higher secondary school students. As the study was conducted in the COVID era, and demographic variables like gender, caste, and streams of education were taken altogether, so this represents the novelty of the work.]]>
<![CDATA[Communication Apprehension Continuum in The New Normal: A Grounded Theory ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.612
<![CDATA[The study mainly focused on the experiences of the learners of Calamba Elementary School in Calamba City regarding communication apprehension. It utilized qualitative research with grounded theory as an approach. Through an in-depth individual interview, the learners' personal reflections of experience were recorded and analyzed to distinguish how they understand the effects of communication apprehension, as well as their coping mechanism to overcome it. Participants of this study were the 25 grade six learners from Calamba Elementary School who were chosen purposefully. In this study, the experiences of purposefully chosen participants were analyzed. The researcher used theoretical sampling and a two-cycle coding process to extract the themes and generate the theory. Results of the study revealed that the reasons for their communication apprehensions are the fear to be laughed at and afraid of bullying. It was found that some of the learners are nervous and shy, and they are afraid of their teachers which is why they seldom share their ideas, especially in front of the class. Meanwhile, CA affects the learners emotionally and socially. They experience emotional disturbance and social disparagement. The majority of the learners build a friendship to overcome communication apprehension. Also, it shows despite the challenges elementary learners are experiencing in communicating with others, they are not considering communication apprehension on thinking of leaving the school. Moreover, the teachers are also making ways to help learners who are afraid to share and express their ideas in front of the class. They are offering psychological assistance for the learners. ]]>
<![CDATA[Strengthening Parent’s Engagement Amidst Pandemic: A Grounded Theory ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.621
<![CDATA[The study mainly focused on determining how the parents support and assist their children while studying at home because of the COVID-19 pandemic. It utilized qualitative research with grounded theory as an approach. Using one-on-one interviews, the researchers generated emerging themes from constant comparative analysis of data collected about parents' engagement in children's education in the new normal. Participants of this study were the 27 purposively chosen parents of Calamba Bayside Integrated School. The study was conducted during the school year 2020-2021. In this study, parents describe their experiences regarding their roles in delivering lessons to their children. It also explores the strategies or ways of parents in providing support and assistance to their children while learning at home. The researchers analyzed and interpreted these using initial coding, focused coding, theoretical coding, and axial coding. The results revealed that parents provide support and assistance in the education of their children. These are by sharing inputs, consistent guidance, and provision of their children's educational needs. On the other hand, the challenges experienced by them include parents' level of knowledge, parents' time constraints, and parents' diverse roles. The researchers generated the Theory of Evolving Parental Roles, which refers to the functions of parents in education in the new normal.]]>
<![CDATA[Enhancing Most Essential Learning Competency (Melc) in English 9 Using The Skills-Based Learning Material ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.631
<![CDATA[The skills-based learning material was made and studied by the researcher due to sudden changes in education in a time of the pandemic. The main focus of this study is to determine the effectiveness of the skills-based learning material for English 9. This study used the pretest-posttest non-equivalent control group design, which falls under the quasi-experimental design. On the test of significant difference between the formative mean scores of the experimental and comparison groups, it was found out that the formative tests had a significant effect on the respondents' learning performance at p 0.01 level. Additionally, the posttest mean scores of each group; got the 0.01 level of significance, as well as the pretest and posttest mean scores of each group. Moreover, based on the computed Cohen's d value of 1.16, the effect size of the learning material to the students' performance is large compared to the comparison group that shows a small effect size at 0.31 Cohen's d value. Generally, there is a significant difference between the formative test of the two groups with the average and high mean scores, respectively. There is also a significant difference between the posttest mean scores of the two groups and as well between the pre-test and post-test mean scores. Moreover, Cohen's effect size value of 1.16 suggested a large effect of the material on the respondents' learning performance. As for recommendations, there is a need for the teacher to incorporate the 21st Century Skills into learning competencies. ]]>
<![CDATA[Effectiveness of Automation in Evaluating Test Results Using EvalBee as an Alternative Optical Mark Recognition (OMR): A Quantitative-Evaluative Approach from a Philippine Public School ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.661
<![CDATA[AbstractWithin this study, the authors want to address the problem of overworking of teachers in Philippine schools due to their excessive clerical responsibility, which could lead to teacher attrition. The authors propose to automate the process, particularly the evaluation of student test results since it could improve human well-being by reducing the burden of manual labor. Automation using OMR has not been widely applied in Philippine schools due to cost issues. The authors want to observe whether an alternative OMR - EvalBee - can meet the evaluation standard even though it is free of charge. The study employed a quantitative-evaluative research method. Validated questionnaires on paper and a Google Form survey were used to collect relevant data in a secondary public school in the City Schools Division of Cabuyao – Southville1 Integrated National High School. Statistical tools such as the mean, standard deviation, t-test, and Cohen's d were used in this research to determine the effectiveness of using alternative OMR in evaluating examinations. This study shows that alternative OMR is efficient, accurate, and reliable, despite the fact that it is free, and recommends it be used as part of the teachers' standard method of test evaluation.]]>
<![CDATA[An Input for Stakeholders’ Management and Engagement Primer (SMEP) of Basic Education in the New Normal in Laguna Cluster, Philippines Insight ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.662
<![CDATA[Crafting contingency plans and interventions in the Philippines' basic education in the new normal is the main concern of the study. Thus, stakeholders’ support for basic education and the school’s implementation in Laguna cluster for the school year 2020-2021 are also determined in this study. Descriptive correlational design was utilized in which 650 individuals served as respondents who are a combination of school heads, master teachers, and teachers in the city schools’ division in Laguna. The result of the study revealed that there is a significant and positive correlation between stakeholder support and the degree of basic education delivery in the new normal, according to Pearson's Coefficient of Correlation. Stakeholder support for the implementation of basic education in the new normal was moderated by school size and demonstrated a high substantial relationship in terms of Learning Environment, Learning Support, Technology Support, Training and Development, and Direct Assistance. The use of regression coefficient showed that there is an immersive impact of school size on programs and tools in the delivery of basic education in the modern normal. On the other hand, there is no discernible interactive impact on the school scale. Hence, the empirical findings of the study were the basis of the researcher for the creation of a comprehensive contingency intervention plan. The Stakeholders’ Management and Engagement Primer (SMEP) was crafted and recommended to all school leaders to bridge the gap between the stakeholders’ support and the schools participating in the new normal adoption of basic education in Laguna cluster, Philippines.]]>
<![CDATA[Evolving Roles of Outstanding School Heads in Meeting the Challenges of the New Normal: A Phenomenological Study ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.663
<![CDATA[The study mainly focused on determining the evolving roles of the outstanding school heads in meeting the challenges of the new normal. It also aimed to develop a compendium of best practices to help the school leaders in addressing the difficulties they are encountering in the new normal. This qualitative research utilized phenomenology as an approach. There are 10 outstanding school heads - participants who were chosen through purposive sampling by which the participants share common experiences. The researcher used validated semi-structured interview guide questions as the main instrument, and a one-on-one interview was conducted in order to obtain meaningful data. The data were transcribed and coded for the researcher to come up with the emerging themes. The themes that emerged from the testimonies of the participants were clustered into a superordinate theme: Plugged in surveillance, evince reciprocity, paradigmatic positive alacrity, and fondness of diversity. Moreover, a compendium of best practices was developed to provide opportunities and tools for the school leaders in addressing and meeting the challenges in the new normal in education. The results of the study can be used by the school heads in addressing the challenges that they are facing in different circumstances like this pandemic. Their roles are becoming broader and spiced up by some complications brought about by the need to be more responsive and able to maintain the quality characteristics of basic education services primarily wielded out by teachers and with the support of local stakeholders in these most trying times of pandemic. A compendium of best practices is necessary since it will serve as the guide of the school heads in providing solutions to the existing problems because of the pandemic, and at the same time, it will be their framework in replicating and adapting the best practices shared by the participants.]]>
<![CDATA[School Readiness on The Implementation of Learning Delivery Modalities (LDM’s) in The City Schools Division Province of Laguna: An Input to Curriculum Policy Brief and Intervention Program ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.664
<![CDATA[This study aimed to determine the relationship between the level of implementation of learning delivery modalities (LDMs) and School Readiness using 7s Model for its implementation in the City Schools Division, Province of Laguna. This study employs the descriptive method of research, specifically the descriptive correlation. It is intended to investigate the correlation between the variables. A stratified sampling method was utilized to select the respondents from the population of teachers and school heads. A survey questionnaire was the primary data gathering instrument of the study. Results of the study show that there is a significant relationship between the post-implementation of the three different distance learning delivery modalities to the 7S McKinsey organizational tools. The results entail that prior to the implementation of the different learning delivery modalities, the schools have provided professional development training that will improve and maximize the competencies and skills of the teachers. It means that the teachers at present were also equipped with the necessary skills needed to face the challenges brought by this pandemic. On the other hand, it also shows that there are teachers who observed that some of the assignments/tasks given to them are not appropriate in some other aspects. The school may provide a copy of teachers' job descriptions for them to be well-informed about their duties and responsibilities. The researcher recommended that the Division Office may conduct training that will further explain the process of utilizing 7S McKinsey Organizational Tools so that the school may enhance and maximize the use of this organizational tool to strengthen the implementation of the different learning delivery modalities. It was also suggested that the school heads, together with the teachers, may carefully plan and implement strategy that will give them ease in the implementation of LDM regardless of the size of the school.]]>
<![CDATA[The Relationship of the Strategies and Practices of the School Heads and Master Teachers and Teachers’ Competencies and Skills in the New Normal ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.665
<![CDATA[Monitoring and supervision are essential practices of the school leaders to determine the various aspects of the school’s performance as well as teacher's competencies. This study aimed to determine the relationship between the monitoring and supervision strategies and practices of School heads and Master teachers and teachers’ competencies and skills in the new normal. The study employed a descriptive-correlational explanatory research design to determine the correlation between the variables. A stratified sampling method was utilized to select the respondents. A total of 385 teachers and 267 school heads and master teachers were the respondents of the study. A survey questionnaire was the primary data gathering instrument. Results of the study show that there is a relationship between the school heads and master teacher's practices and strategies. It also reveals that observance of school heads and master teacher's practices of monitoring and supervision of teachers has a relationship to teachers' competencies and skills. In addition, only staff development influences teachers' competencies and skills. The researcher recommended that the school heads and master teachers may continuously attend professional development activities to further improve some of their strategies and practices in monitoring and supervising teachers and to acquire strategies that are applicable and appropriate to the new normal; the school may offer and conduct activities that may improve and sustain the competencies and skills of teachers especially on the strategies and technology-aided materials and applications that can be used in teaching in distance learning.]]>
<![CDATA[Applying “Make a Match” Model-based on Scientific Approach through Reward Education Game for Elementary School Students ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.674
<![CDATA[The main purpose of this study is to analyze how students learn by using the "Make a Match" and "Reward Education Games" strategies. This type of research is Classroom Action Research (CAR), where the teacher is the implementer and the researcher. Subject This research is a student of class VI A SD Negeri 37 Pontianak Southeast consisting of 26 students. The object of research is active learning and student learning outcomes. Data collection techniques using structured observation and field notes. Data were analyzed descriptively and presented in the form of diagrams. The results of the research obtained are learning by innovating the development of a scientific approach that is integrated with "Make a Match" and "Reward Education Games" that are did well to increase the students learning activities of class VI at SDN 37 Southeast Pontianak. Another result is the absorption of students in learning, students get scores above the KKM reaching 84.6%.]]>
