Senior High School Learners Research Articles

Assessment of the Impact of Teachers’ Pedagogical Content Knowledge and Self-efficacy on Senior High School Learners’ Mathematics Proficiency

Aim: The purpose of this study was to provide insights into the specific ways in which teachers’ pedagogical content knowledge and self-efficacy impact the mathematics proficiency of senior high school students. Methods: The study employed positivism quantitative research approach and a descriptive design. The study sample size was 178 comprising 152 Home Economics students and 26 mathematics teachers. The sample members were chosen for the study using purposive sampling technique. A questionnaire and a test of mathematical proficiency were used to gather data. In this work, a basic linear regression model and descriptive statistics were employed as data analysis tools. Results: The study's findings indicate that teachers have a relatively high level of pedagogical content knowledge, with mean scores ranging from 2.88 to 3.69; 2). The study also discovered that teachers have a relatively high level of self-efficacy, with mean scores ranging from 2.88 to 3.69; 3). Additionally, the findings of the simple linear regression analysis did not show a significant correlation between the pedagogical content knowledge, self-efficacy, and students mathematics test performance. Conclusion: The study concluded that teachers’ pedagogical content knowledge and self-efficacy have no significant impact on senior high school learners’ mathematics proficiency. This therefore implies that other elements, such as student background variables, school resources, or educational practices, may have a greater impact on students' mathematical success. Recommendation: The study recommended that future studies use more complete measures of teacher dedication and other factors that may affect student outcomes to examine the association between teacher traits and student accomplishment in mathematics education.

Lived experiences of senior high school learners with reading difficulties: A case in the Philippines

This phenomenological study delves into the lived experiences of learners struggling with frustration levels in reading. Recognizing the significance of aiding such individuals, and comprehending the multifaceted impacts of their difficulties on emotional, social, cultural. and academic domains becomes imperative, thereby necessitating a tailored reading intervention program. Employing a mixed-methods approach integrating qualitative and quantitative methodologies, data were collected through questionnaires and guided interviews, and then analyzed through a comprehensive six-phase method. The study encompassed 15 learner- participants and 10 teacher-participants. Results highlighted the diverse challenges encountered by these learners in reading-related tasks, with consequential results across aspects. Furthermore, the findings emphasized the adoption of coping mechanisms by learners and highlighted the indispensable support systems from parents, peers, teachers, and the educational institution. In conclusion, the implementation of a reading intervention program emerged as pivotal in empowering learners with a frustration level of reading and fostering their holistic development.

The Analysis of Character and Characterization of Alif in the Novel Ranah 3 Warna by Ahmad Fuadi and its Implication to Literatur Learning in Senior High School

The Analysis of Character and Characterization of Alif in the Novel Ranah 3 Warna by Ahmad Fuadi and its Implication to Literatur Learning in Senior High School

Differentiated Instruction in Physical Education and Students’ Engagement in Dance Activities

This study aimed to assess and explore the students’ engagement in performing dance activities in a differentiated instruction of physical education among senior high school learners. Employing descriptive correlational research design, 51 STEM students from grade 12 responded to a survey questionnaire, which served as the main instrument in this study. The data gathered were subjected to descriptive statistics such as mean and standard deviation, and inferential statistical analysis, such as Pearson Correlation. This study revealed that Differentiated Instruction in Physical Education and the students’ engagement in dance activities were effective in teaching Physical education including well-ventilated environment, employing variety of strategies for learner’s development and progress. The engagement of the respondents in dance activities were determined in their learning styles, physical, emotional, and cognitive was practiced. The respondents observed strict compliance and attentiveness with their tasks. It was found out that Differentiated Instruction in Physical Education and the students’ engagement in dance activities among senior high school students is practically effective especially in employing leadership strategies and collaborative attitude, it plays a vital role in developing work engagement among the learners for a good output. Though. still need to improve the use of differentiated instruction to make students fully engaged in physical education in dance activities.

In the Belly of Text Complexity: Unravelling the Nexus between Lexical Density and Readability

This study set out to explore the link between lexical density (LD) as a tool for determining text complexity and the general readability of texts (in this study, texts assigned to Senior High School learners in Ghana). To clearly establish this link, the levels of LD of assigned texts have to be first determined, and then, compared with their corresponding readability values. To that end, Ure’s (1971) LD formula and Halliday’s (1985b) LD formula have been used to determine the LD values of the sampled texts. Gunning’s (1952) and Flesch’s (1948) readability indices have been used to determine the readability values of same assigned texts. LD values for the sampled texts were found to be generally very high (above the widely agreed minimum of 40%); as their corresponding readability values were low. The correlation between LD and readability is therefore adequately revealed: high LD translates directly into low readability while low LD translates directly into high readability. Implicatively, low readability of texts definitely affects learner progress negatively. Keywords: lexical density, readability, Senior High School learners in Ghana, Ure’s (1971) LD formula, Halliday’s (1985) LD formula, Gunning’s (1952) readability index, Flesch’s (1948) readability index

Bridging the Gap in Learning: Differentiated Learning to Enhance the Students' Reading Comprehension of Explanatory Texts and Writing Skills

Text-based language learning in senior high school aims to introduce students to different kinds of text: fiction and non-fiction. The teaching of an explanation text as a non-fiction text aims to make students understand and be able to write it. Teachers can use various techniques to achieve the goals, such as differentiated instruction during the teaching process. This research scrutinizes how differentiated instruction helps students enhance their understanding and writing skills in explanation texts, particularly for students of junior high school level. Employing a pre-experimental One-Group Pretest-Posttest design, the data in this research were collected using observations, surveys, and tests. The data analysis compared the pre-test and post-test results with some criteria and percentages. The result shows an improvement in the student's understanding of explanatory texts, with an average score of 60,67 to 87,00 and a percentage of 60%. This study is expected to shed light on the teacher's use of differentiated instruction in teaching various kinds of text in formal and informal contexts.

The Mobile Phone use of Senior High School Learners

The Mobile Phone use of Senior High School Learners

Understanding Mathematically Talented Male Learners’ Perception of Teaching Mathematics as a Profession: A Path Analysis

ABSTRACT This descriptive-correlational research aimed to examine the predictive and mediational role of parental support, classroom environment, value, attitude, and anxiety in the perception towards teaching mathematics as a profession of mathematically talented male senior high school learners. One hundred eighteen learners from purposively selected public and private schools in Iloilo City and in the districts of the province of Iloilo participated in the study. Six adapted instruments were used to gather data, which underwent content validation and reliability testing. Means, frequency, standard deviations, Pearson’s product-moment correlations, Multiple Linear Regression and Path Analysis, were the statistical tools used. Results revealed that mathematically talented male learners have moderate parental support, a positive classroom environment, a very useful value of mathematics, a strongly positive attitude, low anxiety, and a moderately high perception towards teaching mathematics. When classified according to parental support, learners who received moderate and high parental support outscored learners with low parental support in their attitude towards mathematics and perception towards teaching mathematics. Also, learners in the positive group outperformed learners in the slightly positive group in their attitude towards mathematics when classified according to the classroom environment. Parental support, value, and attitude can directly predict the perception towards teaching mathematics, but not classroom environment and anxiety. Moreover, parental support, value and attitude were partially mediated while classroom environment was completely mediated on the influence the perception towards teaching Mathematics by the other constructs included in the model. Furthermore, the classroom environment influences the perception towards teaching mathematics. Parental support has the highest contribution in predicting the perception towards teaching mathematics. In conclusion, these findings indicated that parental support has the biggest attribution in predicting mathematically talented male learners’ perceptions towards teaching mathematics.

Geography teacher profile towards geospatial technology usage for geography learning in senior high school

Geography teacher profile towards geospatial technology usage for geography learning in senior high school

Reading Motivation and Reading Comprehension of Senior High School Learners: A Descriptive-Correlational Approach

Reading Motivation and Reading Comprehension of Senior High School Learners: A Descriptive-Correlational Approach

The Case of Probationary Teachers in Teaching Senior High School Students

One of the challenges that new teachers face in the Philippines is the probationary period. Probationary teachers are those who are newly hired and are subject to a probationary period of usually one to two years. During this time, they are expected to demonstrate their competence and effectiveness as teachers, and their performance is closely monitored by school administrators. This study strived to determine the experiences of Probationary Teacher in teaching senior high school students, how they overcome their obstacles and their coping mechanisms. This qualitative study employed case study research to determine experiences of Probationary Teacher in teaching senior high school students, how they overcome their challenges and their coping mechanisms, involving ten Probationary senior high school teachers of the Schools Division of Ilocos Sur who participated voluntarily. The data was gathered through each informant’s voice-recorded narrative and analyzed thematically. Findings showed that Probationary teachers experienced most with Academic and Behavioral Dynamics, Age-related challenges in handling behavior, Student attitudes and lack of respect, Challenges in adjusting to higher-order thinking skills, Sensitivity to student feelings and compliance issues, Transition and Adjustment Period of adjustment from elementary to SHS teaching, Challenges in adapting teaching methods from elementary to SHS, Emotional challenges and feelings of uncertainty, Pedagogical Challenges - Teaching loads and complexities of SHS curriculum, Perception of spoon feeding and need for adaptation in lesson delivery, Challenges in delivering unfamiliar subjects or lessons, Student attitudes towards learning and compliance, Disruption caused by students' lack of focus and disrespect, Student reliance on gadgets and games for engagement. Despite the experiences encountered by these Probationary teachers, they describe how the overcome the obstacles in teaching senior high school learners by Creating an Inclusive and Supportive Environment, Engaging Teaching Methods, Engaging Teaching Methods, Effective Classroom Management, Adapting Instruction to Individual Needs, Utilizing Technology and Trends, Continuous Assessment and Feedback, they also describe their coping mechanisms as Challenges in Teaching Senior High School Learners, Maintaining Professionalism and Positivity., Stress Management and Self-care, Passion for Teaching and Professional Development, Emotional Regulation and Self-Reflection Probationary teachers’ resiliency and determination is evident during these difficulties. Hence, administrators are encouraged to provide adequate support for Probationary teachers to keep their effectiveness in teaching senior high school learners.

Cultural Sensitivity on the Socialization and Assimilation of Senior High School Learners

Cultural Sensitivity on the Socialization and Assimilation of Senior High School Learners

Personal valuation of Chinese language for social functions among senior high school learners

In recent decades, the Chinese language experienced an increase in educational demand, which calls the academic institutions to integrate basic Chinese language subjects into their curriculum. The spike in Chinese language use resulted in the expansion of language studies focusing on Chinese as a second and foreign language. Given the broad scope of research in Chinese language learning, there was a need to expand the understanding of the personal valuation of the learners in learning the Chinese language. Hence, this study aimed to assess the extent of the subjective valuation of Filipino students in the Chinese language, particularly for social functions. An exploratory approach was carried out to extract narrative data from the study participants. Eight secondary students were interviewed on the personal valuation of the Chinese language within social functions. The findings demonstrated that the Chinese language was commonly used within social instances for specific sociocultural and psycholinguistic patterns. The participants valued the use of the Chinese language because of its instrumentality in their future careers; it enabled them to be culturally sensitive and engaged in sociocultural communication. Theoretical analysis also highlighted that language socialization became a major driving force in language learning. Language socialization encompassed learning beyond academic purposes while underscoring the need for social interaction and interpersonal orientation. Nevertheless, personal valuations reflected learners' beliefs towards the instrumentality of the Chinese language, especially in social functions.

Effects of Social Media to the Political Attitude that Counters Misinformation

This study aimed to determine the effects of social media on the political attitude of senior high school learners, particularly in countering political misinformation. Using a descriptive correlational study method, it involved 160 senior high school students from Felix Amante Senior High School, during the academic year 2022-2023. Adapted survey questionnaires were employed to measure the data and underwent internal and external validation through the help of a panel of examiners and a group of teachers. Furthermore, the results revealed that social media plays a significant role in shaping students’ political attitudes, with both affordances and misinformation contributing to their perception of politics. Overall, the findings suggest that social media has a significant impact on the political attitudes of senior high school students, which underscores the importance of educating students on how to critically evaluate the information they encounter on social media.

Assessing the Impact of Written Corrective Feedback Strategies on the Writing Proficiency of Senior High School Students

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. This study aims to investigate the effects of direct WCF, indirect WCF, and metalinguistic explanation on the past simple tense acquisition of senior high school learners in Pakistan. Much research has been conducted involving adults, while little has been done to consider senior high school students in this regard. This study has been aimed to explore the effects of direct WCF, indirect WCF and metalinguistic explanation on the writing performance of senior high school students in Pakistan. Students were divided into four groups, each with one type of feedback, including group four as the control group with no feedback. All four groups had written narration on a given picture and were treated by mentioned feedback. After that, results were compared to look for effective feedback type. After writing task, a survey and interview were conducted to explore students’ perceptions about WCF and WCF strategies. The study found that learners want feedback from their teachers and prefer direct feedback and Metalinguistic explanation. This research has been planned to help learners in their early stage through WCF learn a second language and form a strong linguistic base that will help them construct grammatically correct sentences and compositions.

Content integration of environmental management practices and responsible behavior for senior high school learners

Content integration of environmental management practices and responsible behavior for senior high school learners

A PHENOMENOLOGY OF ACADEMIC CONSTRAINTS OF ENGLISH LANGUAGE PROFICIENCY OF SENIOR HIGH SCHOOL HUMANITIES AND SOCIAL SCIENCES LEARNERS

This phenomenological study dealt with the academic constraints faced by senior high school learners in the field of humanities and social sciences regarding their English language proficiency. The research aimed to explore the lived experiences of these learners as they navigated the challenges posed by limited English language skills in their academic pursuits. Through in-depth interviews and rigorous data analysis, the following were the essential themes: Constraints in English Language Learning, English Language Skills, English Language Learning Tools and Engagement, Sense of Utility, and Intrinsically Rewarding. This study sought to uncover the intricate web of factors that contributed to the difficulties these students encountered in mastering the English language and how these constraints impacted their educational journey. The findings of this research shed light on the unique perspective of learners within the humanities and social sciences, adding depth to our understanding of the multifaceted nature of English language proficiency challenges in diverse academic contexts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0798/a.php" alt="Hit counter" /></p>

Internet Dependence and Fact-Checking among Senior High School Learners in Davao City

The study aimed to determine the significant relationship between internet dependence and fact-checking among senior high school learners in Davao City. The study used a quantitative research design utilizing the descriptive-correlational method. A random sampling technique was employed to identify the 250 senior high school learners in three public secondary institutions in Davao City – one school per district. They served as the respondents of the study. To guarantee ethical standards in data gathering, the paper underwent an ethics review and secured an ethical clearance from the ethics board then, informed consent was accomplished. Data gathering was done online using Google Forms. In analyzing the data, mean, Pearson Product Moment Correlation of Coefficient, and Regression Analysis were used. The researcher found that there is a significant relationship between internet dependence and fact-checking among senior high school learners in Davao City. Further, the results showed that both levels of internet dependence and fact-checking among senior high school learners were high. Finally, the analysis, it was revealed that the indicators of internet dependence concerning the perception of internet dependence and the impact of internet dependence significantly influence the fact-checking of senior high school learners. Furthermore, the Department of Education may include further information about fact-checking to be embedded in the curriculum and make it one of the competencies that students must have. Moreover, the school heads may formulate policies and guidelines for the implementation of fact-checking skills among learners in the curriculum standards to ensure efficient implementation.

Development of Design Thinking-Based Lesson on Schistosomiasis for Senior High School Learners

This study aimed to develop a Design Thinking-Based Lesson on Schistosomiasis (DTLS) for Grade 12 senior high school STEM learners. The respondents of the study were fifty-five (55) Grade 12 STEM learners for the pilot testing. This study was conducted at one of the public secondary schools in Davao City, Davao del Sur, Philippines, where the disease is prevalent. This study employed a quasi-experimental design with one group pretest-posttest. The lesson plan was developed following the principles of design thinking and tailored to address the issue of schistosomiasis comprehensively. Expert validation ensured the lesson plan’s alignment with educational standards and its potential effectiveness. The DTLS was rated excellent in all areas, with an overall mean of 3.87. Learners’ prototypes were evaluated using a rubric that measured critical thinking, creativity, communication, and collaboration skills, which were all rated at proficient level with an overall mean of 3.23 for all groups. Results indicate that the DTLS significantly enhanced learners’ engagement and prototype quality across all assessed dimensions and was capable of developing the 4Cs. Furthermore, based on the results of the paired t-test, learners’ post-test mean score of 18.60 was considerably higher than their pre-test mean score of 13.69. This indicates that Grade 12 learners had a higher conceptual understanding of the topic of schistosomiasis (p = 0.00) after the DTLS integration. These findings suggest that incorporating DTLS into science education can effectively foster the 4Cs and improve learners’ conceptual understanding.

Social Competence and Civic Volunteerism of Senior High School Students in Davao City

The study aimed to determine the significant relationship between social competence and civic volunteerism among senior high school students in Davao City. The study used a quantitative research design utilizing the descriptive-correlational method. A random sampling technique was employed to identify the 150 senior high school learners in three public secondary institutions in Davao City – one school per district. They served as the study respondents. Informed consent was obtained to guarantee ethical standards in data gathering. Data gathering was done online using Google Forms. Mean, Pearson Product Moment Correlation of Coefficient, and Regression Analysis were used to analyze the data. The results showed high levels of social competence and civic volunteerism among senior high school students. Further, researchers found that there is a significant relationship between social competence and civic volunteerism among senior high school students in Davao City. The relation signifies that the higher the social competence a student possesses, the higher that they will engage in civic volunteerism activities. Finally, with the analysis, it was revealed that the indicators of civic volunteerism about the level of social competence significantly influence the civic volunteerism of senior high school students. The Department of Education may include social competence embedded in the curriculum as one of the competencies that students must have to result in civic volunteerism.