International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. 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, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and 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.
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<![CDATA[Status of Peace Club Activities in Public Secondary Schools within Kisumu County, Kenya ]]>
<![CDATA[Joshua Owande]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.835
<![CDATA[The occurrence of student unrest has been on the rise in Kenya and beyond. This has prompted the introduction of Peace Clubs in Kenyan schools. However, despite these efforts, many schools still experience student unrest. This study, therefore, sought to examine the status of Peace Club activities in schools. The study used a theoretical framework informed by contingency theory and integrative negotiations, and peer mediation theory. The study applied a descriptive survey research design with a sample size of 584 respondents. The researcher used focus group discussions, interviews, and questionnaires to collect primary data, while reviewed publications and reports from the County Director of Education office were used to obtain secondary data. The study applied to content and face validity checks to ascertain the relevance of the research data collection instruments, while reliability was ascertained using the split-half method. The data were then cleaned and coded using descriptive statistics, and the results were presented using frequency distribution tables, percentages, pie charts, and bar graphs. The study found that Peace Club activities didn't exist in most of the schools; most students didn't know about Peace Club activities. In schools where they existed, most of them were not active. It was concluded that the nonexistence and/or inactivity of Peace Clubs activities contributed to the student unrest experienced in schools. The study recommended a modification of the existing policy on the creation of Peace Clubs in schools and the conduction of regular supervision to ensure full implementation of Peace Clubs in schools.]]>
<![CDATA[Development and Validation of Comic-based Learning Module in Physics ]]>
<![CDATA[Jeah May Badeo]]>;
<![CDATA[Bee Ching Ong Kian Koc]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.870
<![CDATA[Providing instructional materials that support the diverse learning styles and needs of 21st-century learners is becoming a trend in today's online learning. Thus, this descriptive developmental research design aimed to develop Comic-based Learning Modules (CLM) as instructional material envisioned to meet these learners' needs for a better understanding of Physics concepts. This study employed the ADDIE model for the instructional material development design. The initial developed CLM was revalidated following the comments and suggestions of the validators before distribution for online learning. Four experts validated the CLM in terms of content/lessons, illustrations, additional features, language, layout, and overall presentation using a researcher-made criterion-based reference evaluation tool. The validators rated the developed instructional material featuring three CLM as "Highly Acceptable" (4.66). The value of the average inter-rater reliability coefficient kappa of the ratings of the validators is interpreted as "Substantial Agreement" (0.63). CLM was then implemented as instructional material and found to have high usability as rated by the students. Also, the CLM drew positive feedback for online learning use because of its exciting nature and uniqueness.]]>
<![CDATA[Optimizing the Development of Prototype Learning Mode of Professional Ability Consolidation (PKP) Courses of the PGSD-UT Study Program in the Archipelago Region ]]>
<![CDATA[Astri Dwi Jayanti Suhandoko]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.896
<![CDATA[Every semester, Professional Capability Consolidation (PKP) courses are always a scourge for Elementary School Teacher Education (PGSD) students of the Universitas Terbuka (UT). It is due to the lack of student knowledge of the procedures for implementing PKP courses and the limited skills of students in making practical reports. It affects their scores because they do not meet the minimum criteria, and students fail to pass the course. Especially during the pandemic, the implementation of practical courses that are usually held face-to-face is now all based on webinar tutorials. The learning process becomes more difficult for students living on islands with various limitations. This study aims to develop a prototype learning mode to overcome these problems with three main activities, including (1) making procedural video for implementing PKP courses of S1-PGSD, (2) training in writing PKP S1-PGSD UT reports, (3) assisting the undergraduate-PGSD students in the islands face-to-face. The study results show that it was necessary to develop advanced videos as a complement and elaborately detailed procedures for implementing the PKP courses for the students of S1-PGSD UT, the need for writing training with a greater number of meetings and writing practices, and the suitability of holding face-to-face mentoring of PKP courses for the students of S1-PGSD.]]>
<![CDATA[Pedagogical Innovative Methods and Classroom Management in Nigeria ]]>
<![CDATA[Nimota jibola Kadir Abdullahi]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.945
<![CDATA[The primary goal of this research was to determine the relationship between innovative pedagogical methods and classroom management. Traditional pedagogy has been found to be out of date in recent years, especially in terms of how teachers deliver their teaching and management of the classroom. The time is right to recognize cutting-edge educational pedagogical innovative methods that are currently being implemented on a world wild scale or locally, depending on the needs of the region. A quantitative research design was adopted for the study. A sample of 761 participants was selected randomly selected from the sample public primary schools in the North-west zone, Nigeria. Pearson product-moment correlation coefficient and linear regression analysis were used to test the hypotheses. The findings revealed that computational thinking-embodied learning and context-based learning positively and significantly correlated with classroom management. Therefore, it was recommended that School managers should continue to encourage learners' computational thinking so as to help learner experience a deeper level of involvement and understanding. Also, school managers should continue to improve embodied learning in order to help teachers reach out to the mind of learners and make lessons more interesting. Furthermore, school managers should encourage context-based learning by giving learners a perfect degree of autonomy over learning activities, helping learner activate their thinking and meta-cognitive skills toward achieving effective classroom management.]]>
<![CDATA[Factors Affecting Teacher Performance At SDN Pondok Pucung 05 Bintaro ]]>
<![CDATA[Linus Kali Palindangan]]>;
<![CDATA[Nawan Katarina Hatiningsih]]>;
<![CDATA[Sumaryati Tjitrosumarto]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.968
<![CDATA[In recent years, SDN Pondok Pucung 05 Bintaro has experienced an alarming decline in the number of students. In fact, students who attend SDN are free of charge because the costs are paid by the government. This phenomenon reflects the problems that are happening at SDN Pondok Pucung 05 Bintaro. One of the problems that urgently and urgently needs to be addressed is the teacher's performance. Based on some literature, it is known that to improve organizational performance; a conducive organizational climate is needed–where there is full employee engagement and employee satisfaction. Therefore, the performance of teachers at SDN Pondok Pucung 05 Bintaro is thought to be influenced by several factors, such as organizational climate, job satisfaction, and teacher engagement. The purpose of this study was to determine the effect of organizational climate and job satisfaction on teacher performance mediated by teacher engagement at SDN Pondok Pucung 05 Bintaro, Indonesia. The research model used in this study is a structural model to test the proposed hypothesis using path analysis. There were 30 teachers who participated in this survey using a saturated sample. The data collection instrument used was a questionnaire distributed to 30 teachers at SDN Pondok Pucung 05 Bintaro. This study indicates that teacher performance in SDN Pondok Pucung 05 Bintaro is influenced by many factors, which organizational climate, job satisfaction, and employee engagement are important parts of the factors supporting the teacher's performance. The limitation of this study is that there are many other variables that can affect teacher performance in SDN Pondok Pucung 05 Bintaro but were not examined in this study, such as work motivation, organizational commitment, school facilities, and perceptions of public and private schools. These variables are suggested to be investigated in further research. The originality of this study shows that these results emphasize the importance of creating and managing organizational climate, job satisfaction, and employee engagement to improve teacher performance at SDN Pondok Pucung 05 Bintaro in carrying out their duties and obligations at school.]]>
<![CDATA[Positioning Male Teachers In the Foundation Phase In South Africa: A Case of One Education District ]]>
<![CDATA[Nondwe Daphne Mariana Mtshatsha]]>;
<![CDATA[Bunmi Isaiah Omodan]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.984
<![CDATA[Observation and literature confirmed that men are unduly scarce in the count of foundation phase teachers in South Africa and the few that are presented as foundation phase teachers are often criticized and ridiculed with the argument that foundation phase teaching is for women. Therefore, the study sought to understand gendered ideologies in order to address the issue of missing male teachers in the foundation phase, which is currently considered to be feminized. Using Sandra Bem’s Gender Schema Theory, the study explores the perceptions embedded within gender issues and how these influence the appointment of male teachers in the foundation phase in the Amathole Education District of the Eastern Cape Province. A qualitative approach was adopted, and a case study research design was employed where six participants (three males and three females) were purposely sampled and interviewed. Data were analyzed using content analyses where some themes emerged. The study revealed that most males are unwilling to work with younger kids, while the study also confirms their roles as very important in the development of younger kids. The study concludes that male teachers’ positive influence cannot be underestimated; hence the government should devise a way to motivate male teacher educators toward the world of work in the foundation phase.]]>
<![CDATA[Teachers as Researchers: Skills and Challenges in Action Research Making ]]>
<![CDATA[Jennifer Oestar]]>;
<![CDATA[Crystal Marzo]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1020
<![CDATA[The study aims to determine the level of competency of teachers as researchers as well as determine the factors that affect them in action research. Quantitative research, specifically the descriptive design, was used. It was conducted in the second congressional district of Quezon Province, Philippines, composed of 147 elementary and secondary teachers who have started writing action research. Relevant data were gathered through a validated survey questionnaire. The study was facilitated with confidentiality. Responses were treated through weighted arithmetic mean. The results revealed that 1) 32 out of 38 skills in action research writing landed in the lower bracket of the competent level. However, six skills landed on the less competent level. It has been noted that teacher-researchers are weak in choosing the tools for data analysis and interpretation, encoding quantitative and qualitative data, and interpreting results from the software. They were also less competent in publishing their completed action research. 2) Knowledge, attitude, and resources were the factors that affected teachers in their engagement in conducting action research. The respondents were limited to 147 retrieved questionnaires from the districts of Dolores, San Antonio, Candelaria, Sariaya, and Lucena. For further study, it was suggested that future researchers might come up with a larger scope and population. The findings of the research may be important to teachers and administrators since it will serve as a baseline for the status of action research-making in the district. The results should be the focus of capability-building activities of teachers.]]>
<![CDATA[Bridging Instructional Gaps through Recognizing the Factors and Students’ Experiences in Distance Learning ]]>
<![CDATA[Carla Jobelle Culajara]]>;
<![CDATA[Juan Paolo Martin Culajara]]>;
<![CDATA[Olivia Portos]]>;
<![CDATA[Mark Kim Villapando]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1025
<![CDATA[This study assesses the factors affecting students' learning experiences in one of the secondary public schools in the Philippines implementing different learning modalities in distance learning. As a learner-public institution, the school has broadened its implementation of learning by providing wide perspectives to students through online distance learning. The study utilized quantitative and qualitative research designs. Purposive sampling was used in the study consisting of 250 students and 18 students who participated in FGD, where data were collected and obtained through a survey questionnaire and focus group discussions. Distance learning encourages students to learn on their own and explore without the assistance of teachers, enhancing their ability to research topics related to the courses they should learn. With the results of the study, two themes emerged: ICT integration and innovational instruction. Mostly, it aided in the development of independence. Students usually lose concentration in their learning tasks as a result of physical distractions and due to slow internet connection. Regardless of their difficulties, students continue their studies because they have learned that the more difficult the road, the sweeter the result. This study will provide baseline information for the development of the school's strategy on how to strengthen and consolidate distance education.]]>
<![CDATA[A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance ]]>
<![CDATA[Arnel D. Borja]]>;
<![CDATA[Karen Ang Manaig]]>;
<![CDATA[Chester Alexis C. Buama]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1031
<![CDATA[This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.]]>
<![CDATA[Parent's Engagement in the Learning Needs of Learners with Down Syndrome in the New Normal Education ]]>
<![CDATA[Jeny Hinggo]]>;
<![CDATA[Janus Naparan]]>;
<![CDATA[Genesis Naparan]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1041
<![CDATA[This study probed parental engagement in the learning needs of the learners with Down syndrome (DS) in their homes in Zamboanga Sibugay, Philippines, during this new normal education. Parents of a child with DS were the primary participants of this study. Merriam’s case study approach was utilized as a research design. Multiple data sources were considered, such as interview transcripts and observation notes during the actual interview. The results show that parents exerted more effort to ensure their children's educational success amidst the pandemic. The findings of the study reveal parents' efforts to catch the attention of their children during the delivery of learning at home. Although parents struggled to extend their children's limited attention span, they managed to find suitable strategies to keep their focus, like using different reinforcements and utilizing videos from social media platforms to teach their children. It is recommended that parents or guardians of children with DS consider pieces of training on how to effectively facilitate their children's learning process. Special Education (SPED) teachers must guide the parents on how to facilitate learning at home together with the school principal, who could initiate teaching pedagogy seminars and training for parents. The seminars and training would help parents and guardians facilitate their child's learning process.]]>
