Search

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the present study attempts to examines the assessment practices and competences on remote learning assessment of teachers in Graceville National High School. For the study, questionnaires were prepared and data nine (9) senior high school teachers and forty-two (42) junior high school teachers were collected and analyzed. The gathered data from this study were subjected to the descriptive and inferential statistics. The data revealed that the most frequent number of the teacher-respondents in the study was 36-40 years old at age, female, Technology Livelihood Education (TLE) major, 6-10 years in service in Department of Education, and bachelor's degree holders. More so, the teacher respondents' level of teacher competencies on remote learning assessment was observed high competent. In addition, level of assessment practices in terms of clarity of assessment, time and effort on task, quality of feedback, motivational belief and self-esteem to learners, self assessment and reflection of learning of the learners, and assessment -- content and process in adapting teaching to students needs was mostly practice. However, it was completely practicing the interaction and dialogue about learning progress. The results confirmed that there was a significant difference on the teacher respondents' level of competence on the remote learning assessment when group according to their age, gender, areas of specialization, and training attended. On the other hands, teacher year of teaching and educational attainment revealed it has no significant difference on their level of competence on the remote learning assessment. Looking forward, that age, gender, year of teaching, areas of specialization, educational attainment, and training attended significantly differs to the level of assessment practices of the teachers. It also observed that the teachers experiencing highly challenges encountered on the remote learning assessment. It is recommended to implement the proposed school-based testing reforms and should be monitored and evaluated for the optimum advantage of the school and community.

This study assessed the effectiveness of an online-merge-offline Jamboard application as an innovation in teaching word problems to Grade 4 learners was evaluated in this study. The research evaluates a learner's level of mathematical word problem skills in terms of understanding, devising a plan, solving a problem, and interpreting, as well as improving learners' knowledge of the online-merge-offline Jamboard application as an invention. The study employed a one-group pretest-posttest research design to test the viability of the online-merge-offline Jamboard application as an innovation in teaching word problem solving that will be utilized to Grade 4 learners for their improvement in mathematical skills. The adoption of a Table of Specification (TOS) was required by the Curriculum Guide provided by the Department of Education to ensure its reliability and validity. The findings revealed that the learners showed outstanding as exposed to online-merge-offline Jamboard application had a positive effect on teaching word problems. The significantly higher mean in the post-test than in the pretest shows that the online-merge-offline classroom strategy had a positive effect on teaching word problems among Grade 4 learners. The pretest and posttest scores of learners who were exposed to the online-merge-offline Jamboard application as an innovation in teaching word problem-solving were significantly different. Additionally, the findings of this study will benefit Math teachers by providing information on the effectiveness of using the Jamboard application as an innovation in teaching word problems to Grade 4 learners.

This aim of this study is on the learners' reading skills under the implementation of interactive scaffolding collaborative learning approach (ISCLA). This study provides ample evidence on how pedagogical innovation may serve as a steppingstone to ameliorate students' poor reading comprehension, attitude, and engagement. The goal of this action research is to investigate or assess the efficacy of an interactive scaffolding collaborative learning approach (ISCLA) in improving learners' reading comprehension, attitude, and engagement. The researchers used the pre-test and post-test, as well as the likert scale, in data collection procedures, which resulted in satisfactory results after the implementation, in which twenty (20) students were assessed under the supervision of the chosen master teachers, as well as the use of lesson exemplar approved by the faculty of teachers.

In summary, many students struggle to comprehend and interpret printed symbols; even more struggle with complex oral and written assignments. This situation has an impact on their academic success and happiness. Furthermore, they are unable to fully or sufficiently, if not outstandingly, cope with their readings. Students can write, but they can't write at a high degree of skill, ability, or complexity. Some pupils have the ability to write writing that is well-defined, appealing, and intelligible. Only around a quarter of students can write persuasive, detailed responses using engaging language. The primary goal of this research project is to actualize and assess the efficacy of gamification platforms, particularly in terms of improving the learner's overall writing capacities and skills. Furthermore, another goal of the research is to investigate and determine the positive and useful characteristics of modern pedagogy techniques while educators are aware of their various objectives and uses. The key topic of the research will be on Gamification as an Innovative Strategy to Improve Grade 3 Learners' Writing Skills in Mary Josette Academy in the SY 2021-2022. The study is limited to a certain number of participants, which is estimated to be in the region of 30. Furthermore, the researcher concentrates on the viewpoint and experiences of Grade 3 students. An interview will be done to acquire the relevant data and information about the study's main topic and goal. As a result, the researchers will determine the effectiveness and differing perspectives of Grade 3 learners when asked about a structured set of questions, leading to an assessment of the current application of gamification as a modern and efficient key to enhancing the learner's writing skills

This study focused on the development of the learners on how Video-Based Experiential Approach will help learners to keep the pace of learnings in this pandemic. This study provided various evidence on how innovation can be a great step in developing the learners in learning about fraction. The purpose of this action research is to determine the effectiveness of using Video-based Experiential approach to the learners amidst of this pandemic. Various test and data gathering procedures showed promising data on the success of the implementation of the said reading material where thirty (30) students assessed under the supervision of the chosen three (2) master teachers and Five (2) grade 6 mathematics teachers with the use of Google form to evaluated by the teachers using LRMDS tool. The data that this study generated in terms of the success it shown over the development of the learners were significant in terms of their level of Teaching Fraction. Challenges that were encountered by both teachers and students were highly encountered in correlation with the students' level of this approach. Furthermore, the information gained from this study will benefit Mathematic teachers by yielding information about Video-based Experiential Approach as an Innovation in teaching Fraction.

The aim of the current study is to examine the effectiveness of the webpage experiential learning approach as an innovation in Teaching Physical Education on the Online-Merge -Offline Learning Delivery. Pretest-Posttest control group design was utilized to examine and determine the effectiveness of the webpage as a learning material. The respondents of this study were randomly selected which compromised to five (5) master teachers in physical education and (5) physical education subject teachers and fifty (50) Grade 11 Senior High School students enrolled in the academic year 2021-2022 at Paradise Farms National High School. The researchers used the survey questionnaire which was researcher-made instrument with 4-point Likert scale survey. Data were analyzed using inferential statistics. The findings shows that the webpage learning material as assessed by the master teachers and subject teachers of physical education has receive a passing rate on each factor that must be consider when developing learning resources and recommend the approval of this material for possible use in the public schools. On the other end, the assessment of two groups of respondents on the level of acceptability of the developed Webpage experiential learning Approach as learning instructional tools and the pretest and posttest means scores of the respondents have no significant difference with each other as shown by the calculated t-value and critical t-value that were performed by the researchers.

This study uses Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue is a more relevant and interesting for students. The objective of this study is to serve as a basis and reference for students in teaching sentences in a dialogue. The explicit activity, teacher does first approach to students by giving examples of what sentences of dialogue describe and demonstrate, then guiding them step-by-step about what they have learned in constructing sentences in a dialogue in terms of tone, clarity, convention etc. For them to enhance and improve their communication skills and academic performance effectively. The major concern of this study is to determine the effectiveness of Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue English 3 as an innovation. The study assessed Grade 3 learners to improve their communication skills in the selected private school students in the Schools Division of San Jose del Monte, Bulacan. The Respondents of the study were purposively selected which comprised of Thirty (30) students of Colegio De San Gabriel Arcangel from the private school students in the Schools Division of San Jose del Monte, Bulacan. The researcher used Weighted Mean and T Test to analyze quantitative data and determine the effectiveness of the utilization of Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue English 3. The findings showed that the learners' level of sentence construction in a Dialogue was Average. The researcher also used one - group pretest - posttest design. In this design, a single group of subjects is given a pretest. The study revealed there is a significant difference in the pretest and posttest score of the students in the utilization of the Innovation in improving the learners' Level in Constructing Sentences in a Dialogue.

This study focused on the development of the learners reading skills under the implementation of vocabulary story photo album as an innovative reading material for learners' development in reading skills. This study provided various evidence on how innovation can be a great step in developing the learners reading skills. The purpose of this action research is to determine or evaluate the effectiveness of using the vocabulary story photo album as an innovative reading material to improve and develop learners' reading comprehension and fluency. Various test and data gathering procedures showed promising data on the success of the implementation of the said reading material where thirty (30) students assessed under the supervision of the chosen master teachers and grade 3 teachers with the use of learning modules evaluated by the teachers using LRMDS tool. The data that this study generated in terms of the success it shown over the development of the learners were significant in terms of their level of reading skills. Challenges that were encountered by both teachers and students were highly encountered in correlation with the students' level in reading skills. Furthermore the information gained from this study will benefit English teachers by yielding information about the effectiveness of using innovative reading materials to develop learners' reading skills.

Teaching grammatical writing for students at the elementary level needs high creativity, the students have to be encouraged to study hard to gain writing competence. Additionally, the students themselves face many problems: Lack of writing compositions, lack of exposure to books and reading resources, and grammatical problems. The objective of the study is to improve the grammatical writing skills of students in English 5 using the RAFT Strategy. This research aims to find out how the implementation of the Role, Audience, Format, Topic (R.A.F.T) strategy enhanced students' skills in grammatical writing. The respondents of the study were purposively selected which composed of thirty (30) students in Bagong Buhay G. Elementary School in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to write more effectively as they were aware of who they were writing, to whom they were writing, what format their writing was, and the topic of their writing. So, the students wrote more purposively and focused after being introduced to the RAFT writing strategy. Lastly, the study revealed that there is a significant difference between the pretest and posttest scores of the students in the utilization of Role, Audience, Format, Topic (R.A.F.T) in improving grammatical writing skills of students in English 5.

Teaching mathematics to students at the elementary level needs logical thinking, the students have to be encouraged to study hard to improve solving skills. The objective of this study is to improve the learner's problem solving skill in mathematics 2. This research aims to find out how the implementation of the visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill. The respondents of the study were purposively selected which composed of thirty (30) students in La Concepcion College in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to solve math problem more effectively. The study revealed that there is a significant difference between the pretest and posttest scores of the students in the utilization of visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill in mathematics 2.

The purpose of this research study is to find out if visual literacy clues is really effective as an innovative teaching strategy in teaching short story in grade four level. This intends to the teachers as their guide and reference in teaching.

Expressing a reaction through writing is difficult especially in primary grades. The elementary level needs to improve their writing skills to be able to express their viewpoint towards the story. The objective of this study is to improve the learner's writing a reaction from story read. This research aims to find out how the implementation of the OREO method solve the problem in writing of the learners. The respondents of the study were purposively selected which composed of thirty (30) students in Bagong Buhay H Elementary School in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to write a reaction from the story they've read. Furthermore, the study revealed that there is a significant difference between the pretest and posttest scores of the students in the using the OREO method as graphic organizer to write their opinion. In addition, the grade four learners' level of writing skills in terms of: focus, content, viewpoint, organization, style, and convention have a progress after implementing the method.

This study focused on the development of the learners' narrative writing skills under the implementation of Ask, Reflect and Text Strategy. This study sought to examine ask, reflect and text strategy to enhance the learners' narrative writing skills among thirty purposefully selected student enrolled at San Jose del Monte Heights Elementary School. The narrative writing skills survey was employed to determine the level of learners in narrative writing. The purpose of this action research is to determine the effectiveness. The research revealed a variety of examples of how innovation might help the learners to improve their narrative writing skills. The purpose of this action research is to see if employing Ask, Reflect and Text Strategy can enhance the learners' narrative writing skill. Various test and data collection techniques revealed positive data on the performance of the aforementioned teaching strategy's implementation, with thirty (30) purposefully selected learners assessed in an online learning mode under the supervision of the researchers and grade IV teachers. The statistics provided by this study in terms of the success it demonstrated over the learners' development were important in terms of their level of writing skills. Additionally, the findings of this study will aid benefit the English teachers by providing data on the materials to enhance the learners' narrative writing skills.

This research aims to address the benefits of Bite-sized infographics in English narrative. In connection to this, narrative literature is a type of long-form content; therefore, bite-sized infographics are needed. It is effective in summarizing or outlining the plots using a variety of offered graphs. Learners who are having a hard time focusing can now easily get the important details in a narrative work with the use of this teaching tool. Elaborative interrogation is an innovative teaching strategy just like the bite-sized content. Considering, the most visible difference between the two would be its purpose and medium of delivering its purpose. "Bite sized" aims to make the information schematic using "graphics" as its medium while the "Elaborative Interrogation" objective is to go deeper in the discussion and learning through the "expansion of questions". This technique expands the "how" and "why" questions more frequently than the other type of questions (McPheat, S., 2017). The study was conducted at Kaypian National High School in the Division of San Jose del Monte City, Bulacan. In particular, thirty (30) enrolled Grade 8 -- Onyx's learners are intentionally selected in the conduct of the study in English 8 on the 1st quarter of the school year 2021-2022 and became the respondents of the study. This study evaluated the effectiveness of Contextualized Infographic Bite-Size Elaborative Interrogation as an Innovative Strategy in Teaching English Narratives and as an instructional tool in improving the learners' understanding as revealed by their pretest and posttest mean scores, and to answer if there's a significant difference between the pretest and posttest mean scores. Lastly, the researchers selected the respondents by the means of purposive sampling. The climax of the research was guided by the justified five-point Likert scale questionnaire and self-customized multiple-choice questionnaires, validated by the master teacher and the researchers' adviser, as pre-test and post- taken by the learners and curated to assess the stated problems of the study. This research revealed that as the world ages, hence the revolution of students' needs and education system. In today's digital motion, an infographic bite-sized elaborative interrogation is just a piece of an abundance of newly developed innovations to help students understand the lessons specifically the narrative texts as the center of this research. All of the data considered, the innovation tackled in this study is effective in igniting comprehension but still needs several considerations. Just like the other teaching materials, IBSEI (Infographic Bite-Sized Elaborative Interrogation) has its strengths and limitation. This study not only provides an idea for a new medium of instruction but also serves as an advocate to seek better ways towards the bright future of the learners.

This study aimed to investigate the development of the learners' story writing skills under the implementation of animated video story as innovation. This study provided various evidence on how the said innovation can help develop the learners' story writing skills. the grade three learners as well as the subject teachers and master teacher in the gumaok elementary school were purposively selected in this study. Various test and data gathering procedures showed promising data on the success of the implementation of the said innovation where thirty learners' assessed and determine their level of story writing skills in terms the domain of focus, content, organization, style, and convention under the supervision of the chosen master teachers and subject teachers. The use of animated video story as innovation were evaluated by the subject teachers and master teachers using the LRDMS tool. The utilization of animated video stories resulted that there is significant difference between the pretest and posttest mean scores. Hence, it can be concluded that the animated video stories as innovation had a positive effect on the learners' achievement. The data that this study generated in terms of the success shown over the development of the learners were significant in terms of their level of story writing skills. Furthermore, the information gained from this study will benefit in the education world, particularly for the teachers, the students, parents and the future researchers. By yielding information about the effectiveness of utilizing animated video stories as innovation to improve the learners' story writing skills.

The study assessed the effectiveness of developed comics as strategic intervention material on teaching biology, particularly photosynthesis. The study also determined the attitudes of the students on the use of developed CoSIM. Moreover, the study provided results on the mean difference between the pre test and posttest performance of the students and significant relationship between the level of academic performance and the attitudes when aided by developed strategic intervention materials. In addition, the researchers made used of validated pretest-posttest and attitude survey-questionnaire as the primary tools of the study. The findings showed that the developed comic was effective as strategic intervention material in teaching biology concepts, on photosynthesis. The students have high positive attitude toward the developed CoSIM. There was a significant difference between the pre-test and posttest mean scores of the students. More so, students' academic performance significantly high positive relationship to the students' attitude toward the utilization of CoSIM in teaching biology, particularly photosynthesis. Future utilization of this CoSIM as an strategic instructional material would raise students' academic performance and attitude in teaching specific science concepts.

The teaching-learning process is built on evidence-based practice. Teachers must consider the research foundations in order to apply evidence-based practice effectively. According to previous results, only a few teachers at the school participate in action research. It suggests that the school's research culture has not yet been completely accepted, despite the fact that it is being promoted which is articulated on the training needs assessment indicate that teachers need a lot of training in doing action research. On these premises, a study was carried out to assess the effectiveness of capacity building program toward initiatives to improve the teacher's self-efficacy, research anxiety and research attitude. It employed descriptive -evaluative research design. It administered likert questionnaires to 50 teachers. Data were analyzed using descriptive and inferential statistics. The results revealed that most of the teacher respondents are Technology Livelihood Education Teachers with a 6-10 years of teaching in the public school and bachelor's degree holder. More so, teachers have high research self-efficacy, low anxiety, and high positive attitude toward conducting action research. Notably, Teacher described the capacity building program towards research initiative in conducting action research as highly effective. However, the level of the research culture index of the school were fair which the scored below 80%. It showed that significant relationship between research self-efficacy, research anxiety, and research attitude and the profile of novice teachers-researchers. Similarly, there was a statistically significant association between research self-efficacy, research anxiety, and research attitude among novice teachers-researchers. When novice teachers-researchers are categorized according to profile, there is a substantial gap in the evaluation of research self-efficacy, research anxiety, and research attitude. This study recommended to adapt these capacity building program in the division level to help the teachers raise their level of capability in research.

Physics phenomena are widely viewed in daily life, and the technical nature of physics makes modern life seem to be simpler than it was many years ago. Physics teaching and learning, on the other hand, has not always been done effectively, especially in developing countries. This study aimed measured the effectiveness using mobile physics on students' reinvigorating active engagement and learning dynamics on teaching uniform accelerated motion. The study employed the one-group pretest-posttest design. The design compared the result obtained from researcher -- made -- pretest and posttest and adapted science engagement scales. The study revealed that mobile physics as innovation had a positive effect on the learning dynamic of the learners, as evidenced by the significantly greater mean in the posttest. The data showed that there is significant difference in the pretest and posttest score of students in the utilization of mobile physics on teaching uniform accelerated motion. It is also evident that learners highly have engagement during the innovation on teaching uniform accelerated motion. Future utilization of this mobile physics as an innovation would raise learners' active engagement and learning dynamics in teaching physics concepts.