PERCEIVED IMPACT OF GRADUATE PROGRAMS ON TEACHING PROFESSION AND PERFORMANCE OF PUBLIC SCHOOL TEACHERS IN SAMAL DISTRICT – BATAAN

Mary Grace B. Mancera

Master in Educational Management

July 2024

Polytechnic University of the Philippines, Sta. Mesa, Manila 1016, Philippines

ABSTRACT

This study was focused on the impact of the graduate program on the teaching profession and teaching performance of public-school teachers as perceived by public-school teachers. The research explored how well-advanced education can improve in terms of Proposed Content Knowledge, Specialized Skills, Personal/Professional Growth, Self-Fulfilment and assess the impact of the graduate program on teaching performance of public-school teachers using teaching strategies, classroom management skills, professional development, self-confidence as criteria variables. 

Results showed that teachers agreed that taking a graduate program has an impact on the taking graduate program in their teaching profession and teaching performance. Graduate programs helped teachers advance professionally by improving their pedagogical abilities, subject matter expertise, and teaching strategies. 

Recommendations were proposed based on the findings of the study where teachers should pursue advanced graduate programs to further their professional development and enhance their instruction to continue Graduate studies.

Keywords:   Graduate programs; Teaching profession; Teaching performance; Teacher perceptions; Polytechnic University of the Philippines; Master in Educational Management

I. INTRODUCTION

Education plays a very important role in shaping societies and fostering human potential. At the heart of this transformative process are dedicated teachers who endeavor to equip learners with wisdom, skills, and values that train them in ever-changing world. The importance of effective teaching cannot be overstated, and the continuous professional development of educators is needed to ensure the delivery of high-quality education, (Junio-Sabio et al., 2020)

Before, continuous education for teachers was a requirement for those who aspired to have a higher position in the department, but nowadays, teachers are required to explore various areas beyond their field of specification, (Iskandarova et al., 2023). Today’s generation of learners are different, because of accessible technologies.  Do teachers pursuing graduate study have an impact on their teaching performance? Does graduate study influence the teaching performance of teachers? Educational institutions that offer graduate studies have been increasing whereas teachers grab the chance to learn more and to aim for a higher position. 

In the Philippines, Higher Education Institutions (HEIs) have acknowledged that the complexity of job markets has increased over time. A degree in bachelor alone is not enough to create a competitive boundary that allows individuals to hold positions in their industries. The effectiveness of each degree program offered by institutions in higher education is evaluated by how well its graduates perform in the labor market after completing their studies. (Lopena, et al., 2023 )

Similarly, the Education at the Schools Division of Bataan is a field that continues to grow in various ways. Teachers have lately gained the ability to switch from in-person to online courses, as well as back and forth between the two. Earning higher degrees in education could be extremely beneficial to these public elementary school teachers. It is believed that teachers with masters’ degrees might specialize in subject areas of interest and become subject matter experts. If they continue to pursue their masters’ degrees, they will learn about new pedagogical research that would help them improve their teaching abilities and competencies, (Ladd et al., 2015).  

The benefits of graduate education extend beyond an individual’s teacher performance. Schools and educational institutions also stand to gain from having a workforce of highly qualified teachers. These teachers often take on leadership roles, mentors novice educators, and curricula Rists. Their advanced expertise and research capabilities enable them to spearhead initiatives that drive school improvement and educational innovation, (C. David et al., 2019).

The study focused on the perception of the teachers themselves on the impact of graduate programs on the teaching profession and teaching performance of public-school teachers. The assessment criteria variables included Proposed content knowledge, Specialized skills, Personal / Professional Growth and Self Fulfillment that determined the impact of graduate program in teaching profession. Furthermore, impact of graduate program was concluded using the variables in Teaching Strategies, Classroom Management Skills, Professional Development and Self Confidence. As output of the study, it enhanced the teaching profession and teaching performance of the public-school teachers.

II. METHODOLOGY

The study utilized descriptive research methods of research. This method was chosen because it dealt with the present existing condition on the perceived impact on teaching profession and teaching performance of teachers. 

This determined the profile of the participants, perception on the impact of the Graduate Program to the teaching profession of the teachers in terms of proposed content knowledge, specialized skills, personal/professional growth, self-fulfillment of teacher. It also determined and perceived the impact of graduate program on the teaching performance of the respondents using teaching strategies, classroom management skills, professional development, self-confidence  as criteria variables. The respondents are public school teachers with units of graduate studies and who are aware of what a graduate program is. Most of the respondents have master’s units, others are master’s degree holders, and few have doctoral units. 

The research instrument is a combination of adapted and researcher-made questionnaires. It was used as the main data-gathering instrument of this study, which aimed to determine the perceived impact of the Graduate Study on the teaching profession and teaching performance. It is simply a set of questions that would supply the necessary information to complete the research study. In the construction of the questionnaire, the researcher used the checklist method to gather the kind of information needed. Before the actual of the study, the researcher secured ethical clearance from the University Research Ethics Center then asked permission from the School Division of Bataan to allow her to conduct her study. After approval, the questionnaires were distributed using  Google Forms to the respondents online. The respondents were given two weeks for them to answer questionnaires. The replies were gathered and amended instruments via the Google Form link.

Data from the accomplished questionnaires were sorted, tallied, and submitted to the statistician for appropriate statistical analysis. The data analyzed was used as a basis in the discussion of results and in formulation of conclusions and recommendations.

III. RESULTS AND DISCUSSION

Based on the findings of the study

1. Most of the teachers are between the ages of 31 to 60 years old and most of them are female teachers. Respondents were mostly in T-III positions and married with 21 years or above in service. Many teachers in Samal District were pursuing graduate studies. Respondents in this study confirmed that the majority of them were still pursuing or with units  in their studies, some are master’s degree holders, and few were pursuing a doctoral degree.

2. The study revealed that graduate programs have a large impact on the teaching profession of the respondents. Based on the perception of the respondents gaining innovative skills and strategies and engaging to be more effective teachers were the reasons why they pursued graduate studies. Furthermore, it can be gleaned that involving in research studies has somewhat less priority for teachers. 

3. The study revealed that graduate programs have a large impact on the teaching performance of teachers.  Through the indicators sample, respondents, with a degree gained knowledge to be more prepared inside the classroom, manage learning objectives well, and prepare for further educational practices. However, the study also showed that teachers were not prepared to face their comfort zone like stepping into a doctoral degree or coming up with leadership work. 

4. The study on the perceived impact of graduate programs on the teaching profession found no significant differences among teachers who were grouped by age, gender, civil status, length of service, educational attainment, or position. This suggested that graduate programs may have a consistent influence on teachers' self-reported gains in content knowledge, specialized skills, personal/professional growth, and self-fulfillment, regardless of their individual backgrounds and career stages. 

5. The result revealed that there were no significant differences in the perceived impact of graduate programs on teaching performance when grouped according to age, sex, civil status, and educational statement with all indicators studied, teaching strategies, classroom management skills, and self-confidence. Length of service however determined that there was a significant difference specifically in professional development indicators suggesting that teachers' perceptions of their professional growth opportunities vary in terms of length of service. This finding could be due to varied opportunities for professional growth and experience over time. Furthermore, when grouped according to position, the study revealed the perceived impact on classroom management skills showing a significant difference across different positions.

IV. CONCLUSION AND RECOMMENDATIONS

Based on the foregoing findings and conclusions, it is then recommended that:

1. Teachers are encouraged to pursue graduate studies regardless of their age, teaching position, tenure or newbie, gender, and marital status. 

2. More research conventions in the department are encouraged to inspire teachers and join the collaboration of the improvement of quality education and to promote innovation. Incentives for creating research are encouraged to be established by administrators to promote creating research studies. Empowering teachers as researcher-practitioners not only strengthens their professional competence but also enriches the educational experiences of students and contributes to the advancement of the teaching profession.

3. Graduate programs can empower teachers to enhance their classroom management skills and improve teaching performance. By providing comprehensive training, integrating practical experiences, emphasizing relationship building, promoting cultural competence, and facilitating supportive mentorship, programs contribute to the development of effective educators who create positive learning environments for all students. 

4. Administrators are encouraged to foster environments that support both personal and professional growth, encouraging teachers to pursue leadership roles and engage in continuous learning. Programs are encouraged to be sensitive to the different experiences and challenges faced by male and female teachers, ensuring equitable opportunities for professional growth and addressing any potential gender disparities in career advancement. Providing clear pathways for career advancement and professional recognition can help teachers feel valued and fulfilled in their roles.

5. Administrators are encouraged to  incorporate specialized modules or training sessions focused on classroom management that cater to the specific needs of teachers in different positions. By doing so, the programs can better equip teachers with the necessary skills to manage their classrooms effectively, enhancing overall teaching performance.

6. Further studies are recommended for future researchers to investigate or follow up the results of this study specifically the factors that predict in pursuing a graduate program of teachers in the Department of Education. 

REFERENCES

Abellana, J. M., & Abadiano, M. N. (2020). THE MINDSET OF TEACHERS IN PURSUING GRADUATE EDUCATION: A GROUNDED THEORY. https://www.jcreview.com/. https://www.jcreview.com/admin/Uploads/Files/61deae00830108.11223395.pdf

David, C C., Albert, J R G., & Vizmanos, J F V. (2019, February 15). Pressures on public school teachers and implications on quality. https://think-asia.org/handle/11540/9702

Dela Cruz, J. L. (2022). Tracer Study of Graduate School Graduates of a State Higher Education Institution in the Philippines from 2016 to 2020. files.eric.ed.gov. https://files.eric.ed.gov/fulltext/EJ1355568.pdf

Iskandarova, S., Fayziyeva, M., Asadova, G., Mursaidova, X., Sadivakasov, A., & Mustafoyeva, D. (2023, January 1). Factors development of teachers’ competence in improving the quality of education. EDP Sciences, 65, 10009-10009. https://doi.org/10.1051/bioconf/20236510009

Joni, D.A (2019), Teaching Skills Development Using Lesson Study-Based Instruction in Writing Classes, Retrieved on September 4, 2021 at https://knepublishing.com/index.php/Kne-Social/article/view/3901/8059

Junio-Sabio, C., Manalo, M M., & Vigonte, F. (2020, January 1). Determining Students’ Learning Outcomes in Basic Education: A Proposed CPD for Teachers. International Journal of Information and Education Technology, 10(1), 62-66. https://doi.org/10.18178/ijiet.2020.10.1.1340

Lopena, G. L., & Madrigal, D. V. (2023, March 26). A Tracer Study of the Business Graduate Programs of a Catholic University in the Philippines. www.researchgate.net. 10.5539/ies.v16n2p76 

WEB-BASED NA MODYUL: MAKABAGONG PAMAMARAAN SA PAGTUTURO SA KOLEHIYO

Dancel M. Cabintoy

ABSTRAK

Ang pag-aaral na ito ay nakatuon sa pagbuo at balidasyon ng web-based modyul sa makabagong pamamaraan ng pagtuturo sa kolehiyo. Layunin ng pag-aaral na matukoy ang kahusayan ng mga web-based modyul sa pagpapadali at pagpapabuti ng proseso ng pagkatuto sa mga mag-aaral sa kolehiyo sa asignaturang GEED 11: Filipino sa Iba’t Ibang Disiplina. Ang mga web-based modyul ay kagamitang panturo na maaaring i-access online na nagbibigay ng interaktibong karanasan sa pagkatuto at nag-aalok ng mga gawain tulad ng mga pagsusulit, pagsusuri, at iba pang mga aktibidad na makakatulong sa pag-unawa ng mga paksa. Ang metodolohiyang ginamit ay Research and Development Methodology kung saan kinakailangan munang bumuo ng kagamitan, ipapabalido, at aktuwal na ipapagamit sa mga kalahok na mga mag-aaral. Natuklasan na ang modernong pamamaraan, ang paggamit ng web-based modyul ay may positibong epekto sa pagkatuto ng mga mag-aaral lalo na sa mga kursong nangangailangan ng mas mataas na antas ng kasanayan sa teknolohiya at mas interaktibong proseso ng pagtuturo at pagkatuto ng mga mag-aaral.  Gayundin, binigyang-diin ang kahalagahan ng web-based na modyul sa mga kolehiyo lalo sa panahon ng teknolohiya. Ang guro ay nagkaroon ng mas madaling pamamahala ng kanilang mga klase at mas maraming pagkakataon upang magbigay ng personalisadong gabay sa mga mag-aaral. Sa kabuuan, ang pag-aaral ay magbubukas ng daan sa pag-unlad ng kalidad ng edukasyon (SDG 4: Quality Education) at sa pagbuo ng makabuluhang karanasan sa pagkatuto. 

Keyword: web-based modyul, kagamitang panturo, quality education

Introduksyon

Sa kasagsagan ng pandemya, halos naapektuhan ang kalagayan ng bansa. Ang dating maraming tao sa lansangan, ngayon ay nilimitahan. Ang dating maingay na silid-aralan, bilang na lang ang kaharap na mag-aaral dahil limitado lang ang pinapayagan para sa face-to-face classes. Alinsunod sa Batas Republika blg. 7722, o mas kilala sa tawag na “Higher Education Act of 1994”, at Batas Republika blg. 11469 na kilala naman sa tawag na “Bayanihan to Heal as One Act”, ang Commission on Higher Education (CHED) ay nagpapatibay at nagpapahayag sa pagsunod sa pamantayan ng Flexible Learning na ipapatupad sa parehong pampubliko at pribadong pamantasan o kolehiyo. 

Ang paggamit ng web-based modyul ay isang malaking hamon sa sangay ng edukasyon dito sa Pilipinas sa maraming dahilan ngunit ito rin ang maaaring isa sa maging batayan kung gaano kaunlad ang isang paaralan. Ang web-based modyul ay isang bagong pamamaraan ng pagkatuto na suportado ng teknolohiya. Katulad ng mga maunlad na bansa, bago pa man magkaroon ng pandemya, matagal na nilang inilunsad ang paggamit ng ganitong klaseng kagamitang panturo at pamamaraan ng pagkatuto bunga ng kanilang inobasyon. At upang hindi tuluyang mapag-iwanan ang bansa, panahon na rin upang lawakan ang ating perspektibo sa pagpapaunlad ng mga kagamitang panturo na malaking naitutulong sa proseso ng pagkatuto ng mag-aaral. Pangunahing layunin ng pag-aaral na ito ang makapaghanda ng web-based modyul sa asignaturang Filipino sa Iba’t Ibang Disiplina upang magamit ng mga mag-aaral sa kolehiyo Bumalik man ang face-to-face classes o hindi, ang mabubuong web-based modyul ay hindi mababalewala bagkus ito ang magbubukas sa marami pang oportunidad sa larangan ng edukasyon sa makabagong henerasyon –ang henerasyon ng teknolohiya. 

Metodolohiya

Ang ginamit na pamamaraan ng mananaliksik sa pag-aaral na ito ay Research and Development Methodology. Ito ay pagbuo at balidasyon ng web-based modyul sa asignaturang Filipino sa Iba’t Ibang Disiplina. Naaangkop ang pamamaraang ito sapagkat sa pagtatapos ng pag-aaral ay may inaasahang produkto. 

Ayon kay Sugiyono (2014), ang Research and Development Methodology ay pamamaraan na ginagamit upang makabuo ng isang partikular na produkto, sinuri ang kabisaan ng nabuong produkto na siyang layunin rin ng metodong ito. Sa paggamit ng pamamaraang ito, kinakailangang dumaan sa iba’t ibang yugto: (1) pagpaplano, (2) pagbuo at (3) ebalwasyon. Sa pagpaplano, kinakailangang isaalang-alang ang mga layunin, kagamitan sa sarbey, at ang need analysis. Sa yugto ng pagbuo, pinagtuunan naman ng pansin ang bawat hakbang na kinakailangan upang maisakatuparan ang mabisang pagbuo ng produkto. Bilang panghuling yugto, masusing sinuri ang produkto upang matukoy ang kalidad at kabisaan nito. Sa pagsunod sa pamaaraang ito, magiging malinaw ang tunguhin ng pananaliksik. 

Ang paghahanda ng web-based modyul ang pangunahing layunin ng pag-aaral na lilinag sa kasanayan ng mga mag-aaral sa asignaturang Filipino sa Iba’t Ibang Disiplina sa Tarlac Agricultural University. Upang matiyak ang pagsasagawa ng pangunahing layunin, siniguro ng mananaliksik na dadaan sa masusing proseso habang isinasagawa rin ang mga tiyak na layunin sa pag-aaral. 

Sa pagsagawa ng pag-aaral na ito, tinaya ng mananaliksik ang kabisaan ng web-based modyul sa pamamagitan ng kalalabasan ng pre-test at post-test na kukunin mula sa mga mag-aaral na gumamit ng web-based modyul. Sa balidasyon naman ng web-based modyul ay ipinasuri sa sampung (10) eksperto: limang (5) guro o dalubhasa sa pagtuturo ng asignaturang Filipino at limang (5) mahusay sa paggamit ng teknolohiya.  Kinapapalooban ng instrumentong ito ang apat na pamantayan: (a) nilalaman, (b) pagtataya, (c) organisasyon at presentasyon, at (d) interaksyunal na disenyo at suporta. Sa kabuuan, may labing pito (17) na batayan ng pagsusuri ng nabuong web-based na modyul. 

Natuklasan at Pagtalakay sa Pag-aaral

1. Pagbuo ng web-based modyul at deskripsyon nito. Inilahad dito sa web-based modyul ang mga kasanayang dapat maipamalas sa asignaturang GEED 11: Filipino sa Iba’t Ibang Disiplina. Mahalaga ring inilahad kung paano gamitin ang modyul. May katangian ding taglay ang web-based modyul ang pag-monitor ng mga mag-aaral sa mga araling nabasa at naisagawa na nila. Bawat aralin ay kinakailangang mabasa at masagutan muna ang gawain bago sila dumako sa panibagong aralin. 

2. Ebalwasyon ng Web-based Modyul. Sa kabuuan, naging mataas na katanggap-tanggap naman ang nabuong web-based modyul sa mga eksperto. Pumasa ang kagamitang panturo sa ebalwasyon partikular sa lahat ng bahagi ng instrumento, ang nilalaman (4.55), pagtataya (4.23), oranisasyon at presentasyon (4.46) at interaksyunal na disenyo at suporta (4.53). Sa naging resultang ito, napatunayan na maayos ang nabuong kagamitang panturo. Nakatanggap naman ng komendasyon ang web-based na kagamitang panturo mula sa mga mag-aaral. Karamihan, ang pidbak nila ay ang hindi mahirap na paggamit ng web-based na kagamitang panturo. “Ang masasabi ko lang po ay hindi naman po ako nahirapan sa paggamit ng website at hindi po gaanong mahirap lahat at ng dahil po sa mga activities na pinapagawa ay madami akong natutunan tungkol sa subject na FilDis.”

3. Pagtukoy ng kabisaan ng nabuong web-based modyul. Sa lumitaw na resulta ng T-test of Dependent Means ng pauna at panghuling pagsusulit ng mga mag-aaral na gumamit ng web-based modyul, malaking ebidensya o patunay ito na may malaking pagbabago sa resulta. Ibig sabihin, may makabuluhang pagkakaiba ang paunang pagsusulit sa panghuling pagsusulit. 

4. Implikasyon ng Pag-aaral. Ang bawat mag-aaral ay may kanya-kanya ng access sa internet kahit gamit lamang ang kanilang cellphone. Kaya naman, saan man mapadpad ang mga mag-aaral ng asignaturang Filipino sa Iba’t Ibang disiplina, malaya pa rin nilang mabuksan ang web-based modyul at matamo ang pagkatuto. Maaaring mahihirapan lamang sa pag-access ay ang mga hindi gaanong marunong o bihasa sa teknolohiya. Sa paggamit din ng web-based modyul, hindi na kinakailangan pang mapalimbag. Makakatipid lalo na sa paggamit ng papel. Magandang espasyo rin ng web-based modyul ay kayang mapaunlakan ang mga mag-aaral na may iba’t ibang paraan o estilo ng pagkatuto.  

Kongklusyon

Sa pagsasagawa ng pag-aaral na ito, ang web-based modyul na awtput ng pananaliksik na ito ay dumaan sa marami at mabusising proseso. Gayunpaman, nagbunga ito ng magandang kagamitang pampagtuturo at pagkatuto. Naisakatuparan din ang sumusunod:

1. Ang web-based modyul ay pinaglaanan ng ilang buwan upang mabuo, mapabalido, magamit ng mga mag-aaral. Sa pakikipagtulungan ng mananaliksik sa mga eksperto sa teknolohiya, nakabuo ng maganda, kapaki-pakinabang at madaling gamitin na web-based modyul. 

2. Sa proseso ng balidasyon ng nabuong web-based modyul, hindi man gaanong kapulido ang pagkakabuo ng web-based modyul, naging katanggap-tanggap sa mga eksperto, mag-aaral, at guro sa Filipino sa Iba’t Ibang Disiplina ang nabuong web-based modyul. 

3. Sa isinagawang pagsusulit ng mga mag-aaral na gumamit ng web-based modyul, patunay na may malaking ambag sa pagkatuto ng mga mag-aaral dahil sa nagging resulta nito. Mula sa iskor ng paunang pagsusulit, at sa paghahambing sa panghuling pagsusulit, may makabuluhang kaibahan ito. Tumaas ang mga iskor ng mga mag-aaral sa pag-aaral sa asignaturang FilDis gamit ang web-based modyul. 

4. Napatunayan rin sa pag-aaral na ito na maraming implikasyon ang naidulot ng paggamit ng web-based na modyul sa mga guro at sa mga mag-aaral na kumukuha ng asignaturang GEED 11: Filipino sa Iba’t Ibang Disiplina. Itong inisiatibong nabuo ay maaaring magsimula ng pagbabago sa sistema ng edukasyon, kung saan mas mabibigyang-halaga ang mga online learning methods. 

Sanggunian:

Abad, M. C. (2001). Paghahanda ng mga kagamitang panturo. Rex Book Store.

Tomlinson, B. (2011). Materials development in language teaching (2nd ed.).

Cambridge University Press.

Russell, J. D. (1999). Instructional technology and media for learning (7th ed.). Prentice 

Hall.

Gonzalez, R. T., & Perez, D. L. (2015). Ang paggamit ng teknolohiya sa kagamitang 

  panturo sa mga paaralan sa Pilipinas. Journal of Educational Technology, 12(3), 

45-58.

Sugrue, R. (2020). Cognitive approaches to web-based instruction. In J. Smith (Ed.), 

Handbook of Online Learning (pp. 123-139). Taylor & Francis. 

https://www.taylorfrancis.com/chapters/edit/10.1201/9781315045337- 

6/cognitive-approaches-web-based-instruction-brenda-sugrue

Sugiyono. (2014).  Research methodology in education: Quantitative, qualitative, and 

R&D approaches. Alfabeta.

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The Importance and Challenges of Agriculture

By: Mercy O. Manalo

Agricultural output has long been the staple that defines humankind: it feeds; it produces raw materials to feed human needs; it's the lifeblood of humans around the world. But it not only sustains lives; agriculture is also vital in creating economic growth through the contributions of rural individuals around the world. There are many challenges the agricultural sector has to face in order to become sustainable and resilient.

As one of the most crucial sectors, agriculture feeds the world's growing population, which is expected to increase to 9.7 billion by 2050. Farmers rely on crops, livestock, and fisheries to feed the population, but their work is always subject to environmental and socio-economic pressures.

Climate change is still the most significant threat to agriculture. High temperatures, changed weather patterns, and extreme events such as droughts and flooding totally devastate crops and livestock production. These adverse conditions reduce water availability and raise vulnerability in farms to pests and diseases. Drought affects farmlands while flooding carries away the fertile topsoil, hence drastically lowering agricultural productivity.

Soil degradation is the other major problem. Over-farming, deforestation, and overuse of chemical fertilizers and pesticides cause nutrient-poor soils that reduce crop yield, leading to food insecurity. Drought conditions in water-deficient areas add another dimension to farming: farmers need water to grow their crops.

These new technologies, for example, solve a few of the above problems. The new data-driven approaches of resource use maximization while ensuring less waste can be practiced through precision farming. Another new approach lies in the creation of drought-resistant seeds and eco-friendly irrigation systems, through which farmers can change to improve their environmental condition. Organic farming and agroforestry are gaining ground as it makes the soil healthier and rich in biodiversity.

Governments, national and international agencies form a necessary support network of the agricultural industry providing improved credit, training, and more modern implements to farmers so that they may be allowed to adopt more sustainable agricultural methodologies. Fair trade policies providing equivalent recompense to small farmers build regional strength in rural areas.

The individual is part of the same equation. One can change by choosing local products, wasting less food, and opting for environment-friendly products. Demand for organic and sustainable agriculture leads to production towards an environment-friendly way of cultivation.

All of these issues require the involvement of governments, industries, and the public. If innovations in solution, sustainability, and cooperation of the world are the force behind agriculture, then preserving agriculture for future generations may just become possible. A strong agriculture industry fosters environmental conservation, ensures food security, and further develops an economy.

"THE EROSION OF SCIENTIFIC VALUES: CULTIVATING HONESTY

AND INTEGRITY IN A DIGITAL WORLD"

Zendle Ann O. Barrameda

         One of the misconceptions about technology is that it refers to gadgets and other digital tools like cell phones, television, tablet PC, and the like. However, the birth of technology happened even before ancient times. As defined by the Britannica dictionary, technology is the application of science. Anything that aids us, whether digital or not is considered technology. In the learning process, technology can be seen as a tool to make learning easier and worthwhile, from the use of highlighters, visual aids, models, and infographics to the use of electronic books, online simulations, and online lectures. These tools have helped them learn for decades already, helping them to save time and effort while reinforcing learning and retention. 

A question that comes to mind now of educators is, “Does technology really help our learners, or does it only make them too dependent on it?” With the birth of artificial intelligence, everything comes easy now. Anyone can give a prompt or command to AI – summarizing a difficult lesson, making a handout, answering homework, and even crafting a term paper. With its birth, are teachers trained to detect if the output of the students is AI-generated? Does the teacher validate the output if it was crafted by the student? If not, the teacher might assume that the student has done outstanding work. 

Have steps been taken to address this pressing issue? Initiatives to restore and advance scientific integrity are underway despite these obstacles. A study entitled “The impact of technology on cheating and plagiarism in the assessment – The teachers’ and students’ perspectives” by Aleksieva et al. states that a system that guarantees the authentication of learners' identity and authorship in online and mixed learning environments has been defined and developed by their TeSLA project, which the European Commission financed. This study examines how technology affects plagiarism and cheating from the viewpoints of Sofia University (Bulgaria) instructors and students, focusing on both the facilitation and the prevention/control of these behaviors. Further, institutions are initiating academic programs and monitoring systems, such as study pre-registration and peer-review procedures for research and academic works. This means that measures can be taken to address the academic concern. 

Despite the measures taken by academic institutions, the real challenge still lies in the hands of every student, who must cultivate honesty and integrity in the things that they do. Students must realize that scientific values are essential beyond the four corners of the classrooms and in life as the world continues to thirst for honesty and integrity. The challenge now lies with the parents and teachers as the learners continue facing the battle between choosing instant gratification versus upholding scientific values. 

Name: NOVY H. FACUN

Grade level: Seven

Current Position: Teacher II

School: Quezon City High School

Topic: Example-Conclusion Map as a Teaching Tool

Proposed Research Title: 

Example-Conclusion Map as a Teaching Tool: An Empirical Analysis of Grade 7 Students' Understanding of Central Tendency Measures

Abstract

A research study conducted at Quezon City High School aimed to enhance Grade 7 students' problem-solving skills in mathematics, particularly in Measures of Central Tendency, using a strategy called the Problem-Solving Map (PSM). This technique focuses on the Example-Conclusion Map, which helps students identify mathematical rules by recognizing patterns in specific examples. The study found significant improvements in the performance of students exposed to this strategy compared to those taught using traditional methods.

Introduction                                                                                                                           

Mathematics education faces global challenges, particularly in developing students' problem-solving abilities. Despite its critical role in fostering analytical thinking and real-life application, many learners struggle with mathematical concepts. Recognizing this, the researchers implemented the Example-Conclusion Map as a targeted intervention to improve numeracy and critical thinking skills among Grade 7 students.

Objectives

The study sought to answer three primary questions:

1. What is the numeracy proficiency level of Grade 7 learners?

2. Is there a significant difference in performance between students taught traditionally versus those using the Example-Conclusion Map?

3. How effective is this strategy in enhancing problem-solving skills?

Methodology                                                                                                                                

Participants consisted of 607 Grade 7 students divided into 15 sections. Each section was further split into controlled and experimental groups. The experimental group utilized the Example-Conclusion Map, while the control group followed traditional teaching methods. The intervention lasted one week, with pretests and posttests administered to assess numeracy levels. 

The study employed quantitative methods, using statistical tools like mean, standard deviation, and t-tests to analyze data. The lessons included structured materials like worksheets and assessments designed to facilitate collaborative learning and critical thinking.

Results and Discussion

1. Pretest Analysis

• Majority of students (42.67%) fell into the "Poor" numeracy category, with a mean score of 7.933.

2. Posttest Comparison

• The experimental group achieved a mean score of 19.73 ("Good"), significantly higher than the control group's mean of 14.70 ("Average").

3. Statistical Significance

• A t-test revealed a significant difference between the two groups, validating the effectiveness of the Example-Conclusion Map.

Conclusion

The Example-Conclusion Map significantly enhanced students' problem-solving skills in Measures of Central Tendency. This strategy proved effective in addressing difficulties in mathematical reasoning, making it a valuable tool for educators seeking innovative teaching methods.

Action Plan for Dissemination

The findings will be shared during school Learning Action Cells, faculty meetings, and in-service training sessions. The strategy can be adapted for other subject areas and presented at district or division-level gatherings to promote its broader application.

Marangal Elementary School Matatag Teachers: Overcoming Adversity, Accepting Change, and Creating a Future

DIVINE GRACE S. JASMIN

The "Matatag" teachers—committed, strong, and unwavering educators who consistently overcome obstacles, adjust to change, and work to create a brighter future for their students—are the backbone of Marangal Elementary School. These educators demonstrate that tenacity and creativity may coexist in the face of difficulty by embodying a balance of strength and adaptability as the education sector develops.

Obstacles that Develop Resilience

Marangal Elementary School teachers have encountered various difficulties in recent years. Their dedication and ability have been put to the test by the COVID-19 pandemic's disruption and the demands of switching to blended learning modes. scarce resources, limitations in technology, and the need to address learning loss have been among the key hurdles.

These teachers' abilities are further taxed by the difficulties of packed classrooms, a lack of instructional resources, and a variety of student demands. They are unwavering despite this. Through resource sharing, working with parents and other stakeholders, and putting in extra hours, these "Matatag" instructors have transformed challenges into chances for development and unity.

Accepting Change with Compassion

Teachers at Marangal Elementary School have learned to accept the fact that change is a constant in the teaching profession. The K–12 curriculum revisions from the Department of Education, along with programs like the Matatag Agenda, have caused educators to modify their methods to emphasize basic skills while addressing 21st-century competences.

One particularly revolutionary change has been the introduction of technology into the classroom. Teachers may now conduct interesting courses even in remote or hybrid settings since they have received significant training to become proficient with digital tools and platforms. They have adopted inclusive education approaches in addition to technology, guaranteeing that all students, regardless of background or ability, receive high-quality instruction.

There have been challenges associated with this willingness to adapt. When paired with their current workload, the expectations of upskilling have frequently been too much to handle. Nonetheless, their shared commitment to career advancement guarantees that they will continue to be productive and applicable in their positions.

Creating a Future: Skilled and Productive Teachers

The educators of Marangal Elementary School are dedicated to improving their practice's efficacy and efficiency in the future. They are actively participating in ongoing professional development because they understand that creative, student-centered approaches are necessary for the future of education. They exhibit their commitment to lifelong learning by going to seminars and getting advanced degrees.


Additionally, these teachers are looking into ways to encourage sustainability in the classroom. They seek to inculcate ideals that transcend the classroom by including project-based learning, environmental awareness, and community relationships. Since a healthy and balanced teacher is necessary for a successful learning environment, they are also promoting mental health and well-being for themselves as well as for their students.

In conclusion

Marangal Elementary School's Matatag teachers are living examples of the strength of fortitude, flexibility, and vision. Their steadfast dedication to their work, together with their readiness to take on obstacles and welcome change, guarantees that they will always be pillars of high-quality education. They are building a stronger foundation for the teaching profession as well as a better future for their students as they persist in overcoming challenges and embracing innovation.