Development Of Learning Resources Research Articles

Competency of Public School Teachers in Using the Learning Resources Management and Development System

The Learning Resource Management and Development System (LRMDS), implemented by the Department of Education (DepEd) in the Philippines, is a critical element within the educational framework aimed at improving teaching and learning outcomes. In this context, this study focuses on assessing the competence of public-school teachers in a specific district within a medium-sized division in Western Visayas during the 2019-2020 school year, regarding their utilization of LRMDS, and identifying factors influencing their competence. To gather quantitative data, 170 teacher respondents participated in the study, completing a carefully designed questionnaire that underwent thorough validity and reliability assessments. The results indicate that most teachers demonstrate a moderate level of proficiency in utilizing LRMDS. The study also highlights a significant difference in LRMDS utilization among teachers based on age. These findings underscore the importance of targeted training programs and ongoing support mechanisms to effectively enhance teachers’ proficiency in utilizing LRMS. Improving teachers’ competency with LRMS can facilitate greater integration of technology in education, thereby contributing to enhanced student learning outcomes. Keywords: Public-school teachers, empirical-based approach, competence in using learning resource management and development system, Western Visayas, Philippines

Emotional supports in robot-based self-regulated learning contexts to promote pre-service teachers’ digital learning resource development competences

Emotional supports in robot-based self-regulated learning contexts to promote pre-service teachers’ digital learning resource development competences

STRATEGIC MANAGEMENT IN IMPROVING EDUCATION QUALITY

One of the most effective methods of enhancing the quality of education is the strategic management approach.Management strategy refers to a technique of organising and managing the affairs of the organisation over a period of time. Within education, strategic management assists the organisations to understand themselves, their internal strengths and weaknesses, their external opportunities and threats as well. Such knowledge and understanding helps educational organisations develop better, effective solutions that aim at optimal learning and human resource development and management of the educational structure. The use of strategic management in educational institutions also brings about ongoing creativity, flexibility to change as well as effective usage of resources. Therefore, adoption of such approaches enables the institutions to continually improve the standard of education which in turn results in better student performance, greater stakeholder return on investment and higher competition of the institution in the market. It is therefore clear that strategic management is quite important in dealing with the problems especially in the present education landscape that is progressively becoming complicated as advanced by these institutions of learning

Analisis dan Desain Pengembangan Bahan Ajar dan Sumber Belajar PAI

Textbooks and learning resources play a vital role in the educational process. They function as the primary media for delivering materials, concepts, and values to students. The aim of this research is to analyze and design the development of teaching materials and learning resources for Islamic Religious Education (PAI) using a qualitative research method of literature review. This study involves the collection and analysis of relevant literature to identify the strengths and weaknesses of existing PAI teaching materials, and to formulate innovative and effective design strategies. The analysis results indicate that current PAI teaching materials are often less contextual, less interactive, and have not fully utilized digital technology. The implications of this research include the need for policy support and teacher training to implement modern and effective teaching materials, thereby improving the quality of Islamic religious education in schools. This research is expected to serve as a reference for the development of more adaptive and innovative PAI teaching materials.

Inovasi Pembelajaran Nahwu dalam Kurikulum Bahasa Arab Modern

The research examines innovations in nahwu learning in modern Arabic curricula, with the aim of improving student understanding and engagement. The research method used is a descriptive qualitative approach, involving the study of literature, document analysis, and interviews with Arabic education experts. Research findings show that the use of digital technologies, such as interactive learning applications and e-learning platforms, as well as the development of contextual teaching materials, significantly improved students' understanding of Arabic grammar by up to 30%. Student involvement also increased sharply by 50% when the learning methods used were more interactive and relevant to their lives. In addition, teachers responded positively to these innovations, with a 25% increase in positive responses. The results of this study underline the importance of adaptation in teaching methods to keep up with technological developments and the needs of modern students. Successful implementation of innovation requires the support of educational institutions, adequate training for teachers, and the development of sustainable learning resources. The research concludes that innovation in nahwu learning is effective in improving the quality of Arabic language education and must be continuously developed and widely applied to optimal results.

Development of powerpoint-based learning media to improve student learning outcomes on the material of economic science concepts at MA Hamid Rusydi MalangDevelopment of powerpoint-based learning media to improve student learning outcomes on the material of economic science concepts at MA Hamid Rusydi Malang

Introduction: Introduction: Learning resources are an important component of learning. The purpose of this study is to analyze the feasibility, viability, effectiveness, or extent of development of PowerPoint-based learning resources on the topic of conceptual economics in MA Hamid Rasidi Malang. Methods: The research methodology was developed using two types of data, quantitative and qualitative. Finding: The development of this learning tool was adapted from the development model of Borg and Gall (2003), which has 10 phases, but the researchers implemented eight phases due to time, energy, and cost implications. The eight phases are: research and data collection, planning, product format development, initial testing, product revision, intensive field testing, final product revision, implementation, and deployment. The study found that based on feasibility testing by six reviewers, the validity level of the learning media product averaged 96% high feasibility from two subject matter experts, 97% high feasibility from two language experts, 91% high feasibility from two media experts, two social studies teachers. The average feasibility was 96% high from MA. Hamid Rasidi Malang and MA. Said Malang, and 91% high from the students of MA. Hamid Rasidi Malang and MA. Nasional Malang. Conclusion: Malang students indicated that the initial test results before the use of the PowerPoint-based materials were highly effective with an average of 92%, and the results after the use of the PowerPoint-based materials were highly effective with an average of 98%. This indicates that the developed product can be used in social studies and is practical and effective.

EGRA Teaching and Learning Resources on Reading Abilities of Early-Grade Learners in Public Primary Schools in Kiambu County, Kenya

Early Grade Reading Activities (EGRA) is a programme aimed at improving reading in grades one to three. This programme entails various interventions, including the development and distribution of teaching and learning resources. This study sought to investigate the influence of EGRA teaching and learning resources on the reading abilities of early-grade learners in public primary schools in Kiambu County. The study made use of the descriptive survey research design. The target population was 26,156 individuals from the 576 public primary schools in Kiambu County. This population comprised 1,408 grade one to three teachers and 24,748 grade 3 learners in the public primary schools in Kiambu County. A sample of 1066 individuals comprising 57 lower grade teachers and 1009 grade 3 learners were selected using the clustered sampling technique. Questionnaires were used to collect data from the teachers, while an achievement test was used to collect data from learners. Data was analysed using frequencies, percentages, means, and standard deviation, while the linear regression method was used to test the relationships between variables. Results showed that EGRA teaching and learning resources (β= 0.209, t= 2.263, p= .028) had a positive and statistically significant influence on learners reading abilities. Based on the findings, the study concludes that interventions that seek to improve teaching and learning resources are effective in improving early-grade reading abilities. This information could be of great significance in designing future programmes that reflect good practices and implementation. The study recommends that the Ministry of Education should sustain the flow of teaching and learning resources at the end of the EGRA programme because there is evidence that these resources are effective in promoting reading.

Reflections: Putting Theory into Practice

This reflection includes my transformative educational journey as a graduate student. The journey includes early professional experience at a startup then shifts to the pivotal role of teachers in the learning process. These early experiences led to my decisions to pursue graduate studies in adult learning and human resource development. Reflecting on transformative learning experiences, I explore the often-overlooked realm of teacher support and development, delving into an integrative literature review on sociocultural factors contributing to teacher burnout and strategies for mitigation. The reflection highlights the findings from the integrative literature review including the interconnectedness of internal and external factors impacting teacher wellness, emphasizing self-efficacy and external support structures as crucial elements which were also personal and evident in my own life. I presented at the AAACE conference where these findings were also evident in the lives of attendees. I now lead a diverse team of teachers where I apply these lessons learned daily, advocating for structural supports to safeguard teacher commitment and combat burnout. The reflection underscores the intrinsic value of teachers as the “secret ingredient” in education and the ongoing quest to sustain their passion and well-being.

Evidenzgestützte Entwicklung von onlinebasierten Lernangeboten zu Künstlicher Intelligenz in der beruflichen Bildung: Stakeholder-Perspektiven und Implementierung

This article describes the evidence-based development of online learning resources on Artificial Intelligence (AI) in vocational education and training. Within the target group and context analysis of the AI_VET project, guided interviews with N = 48 stakeholders from vocational education and training were conducted and analyzed. The results reveal an ambiguous and rather superficial understanding of AI within the target group as well as a limited incorporation of AI into vocational practice despite a broad consensus regarding its increasing relevance. Recommendations for the design of online learning resources include a focus on AI basics to promote a foundational understanding, consideration of opportunities, risks and limitations in professional contexts, and the use of specific application examples. Building on this, the AI_VET course series was implemented through a participatory approach. Initial evaluation results suggest differentiated usage of the course modules and acceptance among learners. The article concludes with a discussion of implications for the further integration of AI in vocational education and training, as well as the positioning of the developed offerings in AI education.

Performance of Islamic Teachers in Madrasah: Analysis of Problems and Solutions in the Learning Process

This study investigates the performance achievements of 60 Islamic teachers in madrasahs during the learning process and identifies the problems and solutions needed to ensure all teachers meet the standards set by the Decree of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 209//P/2021. Utilizing a survey methodology and in-depth interviews, the study found several challenges: 19 teachers struggled with implementing contextual learning; 8 teachers faced issues with process and results assessment; 18 teachers had problems with remedial and enrichment programs; 15 teachers found it difficult to create a pleasant learning environment; 31 teachers encountered obstacles in promoting reading and writing literacy; 10 teachers had trouble ensuring student safety, comfort, and cleanliness; and 17 teachers faced difficulties optimizing school facilities and infrastructure. These challenges were attributed to the lack of active participation in teacher quality improvement training programs such as contextual teaching and learning, assessment instruments, active learning, literacy, and media and learning resource development training. Interviews with teachers who did not face these difficulties indicated that their participation in ongoing professional development programs helped them overcome these issues. Consequently, it is recommended that school stakeholders support teachers' involvement in these professional development programs to enhance their performance.

A Study of Components on Effective Academic Administration with Participation of Parents and Community in Small-Sized Schools under the Office of the Basic Education Commission

The research aimed to examine the components of effective academic administration involving collaborative participation from parents and the local community in small-sized schools under the authority of the Basic Education Commission. The study employed a mixed-method research approach, incorporating both quantitative and qualitative methodologies, divided into two phases. Phase 1: Examine the components of academic administration by synthesizing documents and related studies. Phase 2: Conduct interviews and verify the effectiveness of academic administration. The information providers consisted of 7 highly qualified individuals in the field of educational administration. The selection method was purposive sampling. The tools utilized included interview and assessment forms. Statistical analysis involved mean, standard deviation, and content analysis. The research findings indicated that the effective collaborative components of academic administration involving parents and communities in small-sized schools consisted of three main components: 1) The workload and scope of academic administration in small-sized schools, comprising 10 aspects, 2) Effective academic administration, consisting of 4 aspects, and 3) Collaborative management processes, involving 4 steps. The assessment results demonstrated a high level of suitability for the effective collaborative components of academic administration involving parents and communities in small-sized schools, both at the individual component level and overall. The component with the highest level was the development of an internal quality assurance system within the educational institution, including measurement, assessment, and comparison of learning outcomes. Conversely, the component with the lowest level was the development of learning resources.

Assessment on Utilization of Instructional Materials among Araling Panlipunan Teachers

This study attempted to determine the level of assessment on the utilization of instructional materials in Araling Panlipunan among secondary school teachers in Misamis Oriental during the School Year 2022-2023. Specifically, this paper sought to: a) describe the respondents' characteristics, b) identify the respondents' level of assessment on the utilization of instructional materials in Araling Panlipunan, and c) determine the significant difference in the respondent's assessment of the utilization of instructional materials when grouped according to their characteristics. The respondents were the one hundred fifty (150) Araling Panlipunan teachers currently teaching in selected High Schools in the Division of Misamis Oriental. The instrument is the questionnaire adapted from DepEd Order No.76, s. 2011 known as “The Learning Resource Management and Development Systems.” Descriptive Statistics such as frequency, percentage, mean, and standard deviation were used to describe the variables in the study. T-test and F-test were utilized to determine the significant difference in the respondent's assessment of the selection and utilization of instructional materials when grouped according to their characteristics. Findings show that respondents in Araling Panlipunan have an above-average level of assessment in utilizing instructional materials. The respondents' assessments of the utilization of instructional materials in Araling Panlipunan were significantly different when grouped by age. It is recommended that DepEd should conduct regular training on the utilization of instructional materials in Araling Panlipunan, orient all teachers concerning Intellectual Property Rights (IPR) related to the production of instructional materials, and train teachers on the alignment of curriculum standards, learning objectives and the designed instructional materials of the teachers.

A Decodable Reader in Southern Sorsoganon for Grade One Pupils

This study developed and validated decodable reader in Southern Sorsoganon as a supplementary reading material for Grade One pupils at Bulusan Central Sachool, Bulusan District, Division of Sorsogon Province for the school year 2023-2024. The respondents of the study were twenty (20) Grade One pupils. Seventeen (17) pupils were from the last section who took the Modified Comprehensive Rapid Literacy Assessment (mCRLA) for the Beginning of School Year to determine their reading profile, while three (3) Grade One pupils were from the first section who took the field testing since they were identified as At Grade Level/fluent readers. Additionally, five (5) evaluators validated the said supplementary reading material. The study employed ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model instructional design in the development and validation of the material. The decodable reader covered Mother Tongue 1; Quarter 1 under the Most Essential Learning Competencies (MELCs). The validity of the decodable reader was evaluated by evaluators using Evaluation Sheet for Print Resources adopted from DepEd Learning Resource Development and Management (LRMDS) along with the following factors: Content, Format, Presentation and Organization, and Accuracy and Up-to-datedness. The decodable reader in Southern Sorsoganon for Grade One pupils passed DepEd Learning Resource Management and System (LRMDS) standards. Moreover, all evaluators agreed that the material should be approved for use in public schools if the necessary changes and revisions were made. The decodable reader, according to evaluators, would effectively supplement the teaching-learning process for the target pupils. In addition, based on the result of the field testing, the pupils regarded the decodable reader as relatable and interactive reading material.

Learning Materials Utilizing Sustainability Pedagogy in Grade 8 Ecology

Science education in the Philippines is anchored on the United Nations (UN) goals on sustainability education, as provided in K to 12 Science Curriculum, which envisions learners to be environmentally literate, critical problem solvers, and responsible stewards of nature. However, K to 12 implementations in the Philippines faced several challenges that resulted in student’s poor awareness and knowledge about Philippine wildlife and conservation, as well as low proficiency in science. In order to enhance the proficiency and competence of students in ecology, learning materials utilising sustainability pedagogy were developed. A Descriptive-developmental research method was used to evaluate the developed learning materials (DLMs) and describe the experiences of students in the DLMs. A Four-Point Likert Scale technique was employed to evaluate the DLMs. structured journaling and thematic analysis were used to determine the experiences of students in using the DLMs in ecology. The experts’ evaluation showed that the five DLMs utilising sustainability pedagogy in grade 8 ecology passed the criteria of DepEd (Department of Education) as stipulated in the Learning Resources Management and Development System (LRMDS). Introduced features, sustainability-themed, issue-based, contextualised, and reflective likewise obtained very satisfactory result. Students found the DLMs interesting, comprehensible, promote awareness, relevant to the community’s environmental issues, and helped them to express their opinions. The study recommended that the valid and modified DLMs utilising sustainability pedagogy may be used by biology teachers in their lessons, can still be improved and further contextualised as well as used in other topics in ecology and environmental science.

Implementation of e-learning by vocational-school teachers of mechanical engineering

During the Covid-19 pandemic, the Government of the Republic of Indonesia ruled that all instructional activities be conducted online. Online instructional programs have been done by the teachers of vocational schools using e-learning. All learning activities that were formerly conducted on-site become online, including practicum classes.The present study is aimed at (1) evaluating teachers' readiness for online learning, (2) identifying handicaps encountered by teachers, (3) identifying e-learning platforms that are used, and (4) analyzing the instructional methods. A total of 118 mechanical engineering teachers at vocational schools from all over Indonesia who attended a webinar on developing learning resources in online learning participated as respondents of the study. The research instrument was a questionnaire dispersed online using the Google Form format, and descriptive statistics analyzed data. Findings show that: (1) a large number (55.6%) of the teachers state that they are not quite ready to implement e-learning, and the readiness of productive teachers is lower than that of adaptive teachers; (2) the primary handicaps encountered by teachers in the e-learning lie in the aspects of learning resources and implementation of the instructional processes; (3) in the running of the e-learning, a total of 87.29% teachers use the WhatsApp platform, 73.73% use Zoom, and GMeet video conference applications, and 36.44% use LMS; and (4) a total of 88.98% teachers have applied the student-centered learning mode combined with teacher-centered learning.

A Unified Theory of Acceptance and Use of Technology Assessment in Learning Resources Management and Development System

The platform for Learning Resource Management and Development System (LRMDS) has the potential to be helpful for learning. Teachers find support and resources from the learning portal of the Department of Education. This study focused on determining the acceptance of the Learning Resources Management Development System (LRMDS) as a learning resource portal using the Unified Theory of Acceptance and Use of Technology (UTAUT) model among EPP/TLE/TVL teachers in the Division of Iligan City. For the sample selection based on structures and items, Soper's (2024) a-priori sample size calculator for structural modeling was utilized. This calculator calculates the minimum need to identify desired effects for a structural equation model inquiry by considering variables, effect size, and power levels. The study was based on quantitative and qualitative research designs via demographic questionnaire based on the UTAUT theory model and the perception questions. Findings indicate that the effort expectancy and social influence have positive effects on behavior intentions and facilitating conditions; behavioral intentions also have positive effects on use behavior. However, Performance expectancy is not significant. Additionally, qualitative findings suggest that teachers believe the LRMDS can greatly improve teaching effectiveness when viewed as valuable and dependable, resulting in its effective use. Teachers generally consider the content provided by LRMDS to be relevant and sufficient. However, a significant issue is that some resources, particularly in TLE (Technology and Livelihood Education), are outdated, likely due to limited access to ready-made resources and sufficient learning materials. The findings of this study also suggest that enhancing LRMDS integration, communication and outreach efforts are recommended, including a training guide matrix to raise awareness of LRMDS benefits and address misconceptions through targeted campaigns, workshops, and peer sharing. Recommendations include improving knowledge management, simplifying user interfaces, informing teachers about support conditions, and implementing the training guide matrix in public schools to highlight the advantages of the LRMDS portal.

Context of Employing Non-English Language Major Teachers to Teach English Courses in High School: Implications for a Policy Note

Teaching English courses mainly improves students’ communicative competence for a successful integration into public life so English teachers should possess certain qualifications to deliver instruction well. This study aims to describe the causes and effects of employing non-English language major teachers to teach English courses in the Naguilian Cluster as basis in policy note formulation. It employed the descriptive survey research design and used a researcher-made questionnaire in gathering data. The study found out that none of the respondents pursued higher studies related with English since their baccalaureate degree is not English and they were underload. They believed that there should be strict hiring and selection of English teachers. Moreover, they greatly affect the quality of English language learning since they commit errors or mistakes in the production of learning resources or instructional materials in teaching English. Thus, English teachers should either have a bachelor’s degree related with English or a certification in English language teaching; should undergo intensive training to enrich their English language teaching pedagogy; and the preparation and development of learning resources or instructional materials in English teaching and learning should be led by English language teachers who are experts in this field. The study recommends the inclusion of a certification in English language teaching in the absence of a bachelor’s degree in English.

Development of Learning Resources for Nearpod-Based Remote Sensing Materials for Class X High School Students

Development of Learning Resources for Nearpod-Based Remote Sensing Materials for Class X High School Students

Development and Acceptability of Web-based Module in Cookery

This study delves into the development and acceptance of a web-based cookery module, aiming to enhance culinary education, particularly in the face of challenges such as the pandemic. These modules offer promising avenues for effective learning experiences and the promotion of self-regulated learning among students. Employing a mixed-method approach utilizing the Input-Process-Output design model, the study involves the validation of the developed module by eight expert practitioners in cookery. Subsequently, its acceptability will be assessed among Senior High School (SHS) Technical-Vocational-Livelihood (TVL) students enrolled in cookery subjects during the academic year 2023-2024. Evaluation of the module by teacher experts utilizes a four-point rating scale, drawing from the Guidelines and Processes for Learning Resource Management and Development System (LRMDS) Assessment & Evaluation – Evaluation Rating Sheet for Non-Print Materials (DepEd, 2009), focusing on content quality, instructional quality, technical quality, and other pertinent factors. Similarly, student feedback is gathered through a five-point scale adapted from Venkatesh et al. (2003) and modified by Namoco, S. (2021) to align with the Unified Theory of Acceptance and Use of Technology (UTAUT) model, offering both rating scale responses and descriptive interpretations. Both teacher experts and student users are purposefully selected for their insights. Initial findings from the expert evaluation indicate a high recommendation for implementing the web-based module in cookery education. However, ongoing data collection and analysis are underway to gauge student-user acceptability comprehensively. This study underscores the significance of well-designed interactive learning modules in fostering self-regulated learning and enhancing student performance in cookery subjects, notwithstanding the challenges posed by the pandemic and economic constraints.

PENGEMBANGAN E-MODUL EMBLEM BERBASIS PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA MATERI PECAHAN UNTUK ANAK KELAS V SEKOLAH DASAR

The background of this research is the limited learning resources used by students in learning. The efforts made to overcome this problem through developing learning resources in the form of e-module emblems based on the Realistic Mathematic Education (RME) approach. This research aims to determine the feasibility and response of students on the emblem e-module based on the RME approach of fraction material at class V elementary schools. The research method used is Research and Development according to Borg and Gall which has been modified into 7 stages. This research was conducted at SD Negeri 3 Adiwarno. The research subjects involved in this research were fifth grade elementary school teachers and students, media experts and material experts. The research instruments used were interviews, documentation and e-module quality questionnaires to see the feasibility of the e-module being developed. Based on the results of the validation test analysis, an average of 92.78% was obtained, consisting of a media expert assessment of 93.23% and a material expert assessment of 92.34%. Also supported by the calculation of the student response questionnaire after using the e-module was 90.47% achieved the very good category. Thus, it can be concluded that the RME-based emblem e-module development product is very feasible and very good to be used as a learning resource in assisting the learning activities of Mathematics fractions for fifth grade elementary school students.