Supplementary Learning Material Research Articles

Academic Performance of Learners using Bacolod Compendium 61 Materials: Basis for an Enhancement Plan

This study aimed to determine the academic performance of learners using Bacolod Compendium 61 as supplementary instructional materials in teaching Grade Two Araling Panlipunan in seven (7) elementary schools of District 7 during the school year 2022-2023. Bacolod Compendium 61 are competency-based supplementary learning resources anchored on Grade 2 Araling Panlipunan coverage “Ang Komunidad Noon at Ngayon. Respondents of this study were Grade 2 teachers and learners. The variables for the teachers included in this study were age, sex, length of service, highest educational attainment, and type of school. The areas of the effectiveness of Bacolod Compendium 61 are alignment of content, quality, and usability or ease of use. Frequency and percentage were utilized to determine the demographic profile of the teachers. The mean was employed to determine the effectiveness of Bacolod Compendium 61 materials. Frequency and percentage were used to determine the academic performance of learners. To determine the significant difference Mann-Whitney Test was used. Goodman-Kruskal’s Gamma (G) or Gamma Coefficient Formula was used to determine the relationship. Three (3) experts validated the researcher-made questionnaires that were used in this investigation. It was conducted at Andres Bonifacio Elementary School I with thirty (30) teacher-respondents. During the actual data gathering, information was gathered from three hundred eighty-one (381) learners and (forty-six) 46 teachers in Grade 2. Main objective of this study was to evaluate the Bacolod Compendium 61 materials' efficacy in three (3) areas namely: Alignment of content, quality of materials, and ease of use. Results of the study showed that the level of academic performance of learners using Bacolod Compendium 61 supplementary materials as to the alignment of content, quality, and usability/ease of use were very high. This scientific investigation further proved that the level of academic performance of learners was outstanding as per use of Bacolod Compendium 61 Materials. Thus, the positive feedback of this research, highly recommends the full utilization of Bacolod Compendium 61 Materials in 46 elementary schools in the Division of Bacolod City. The conduct of SOK-SAY-LYMPICS: Bacolod Compendium 61 Quiz shall serve as assessment of learning on localization and indigenization is hereby recommended to be done yearly which shall be participated by 100% of the elementary schools in SDO Bacolod City. Other similar learning resources are hereby recommended to be crafted that can also be used as supplementary learning and reading remediation materials. Future researchers are highly encouraged the conduct of sequel researches highlighting on the effectiveness of localized resources in one’s local communities which aims to produce 21st century learners that are globally competitive with in-depth pride of one’s rich local cultural heritage.

MOTIVATIONS AND CHALLENGES IN SPECIALIZING TECHNOLOGY AND LIVELIHOOD EDUCATION: A PHENOMENOLOGICAL INQUIRY

This paper aimed to analyze and interpret the students’ motivations and challenges in specializing in Technology and Livelihood Education during the hit of a pandemic. The study interpreted the shared experiences of the 12 BTLEd students using the phenomenological approach and a six-phase approach to thematic analysis (TA), popularized by (Clarke & Braun, 2006). The findings showed four (4) common themes: continuity of previous academic journey, financial problems, access to supplementary learning materials, and TLE as a complex field of study. These recurring themes indicate that the absence of face-to-face interaction resulted in the students’ difficulties acquiring the required skill set for the subject. Moreover, future research on this particular topic may be carried out to investigate the particular areas or dimensions of the TLE program more in-depth.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0756/a.php" alt="Hit counter" /></p>

Reading Proficiency of Grade Two Learners Using Big Books with Historical Content

This experimental research entitled “Reading Proficiency of Grade Two Learners Using Big Books with Historical Content” is a scientific study on the reading proficiency of grade two learners in Banago Elementary School I when using Big Books with Historical Content during the teaching-learning process especially in reading. It mainly utilized mother tongue language, Hiligaynon, as medium of instruction. Forty (40) grade two learners who were equally distributed into two groups, the control group and experimental group with twenty (20) learners, made up the subject-respondents of the study. Data were collected through experimental procedure where the experimental group was exposed to the use of big books with historical content while the control group used the regular big books. Mean, Frequency and Percentage, T-test and Spearman rho were used as statistical tools. Based on the scientific results of this study, a proposed reading enhancement program was crafted to further enhance reading performance of learners benefiting the implementers, teachers, and learners of the program. Findings of the study recommends on the use of big books with historical content to improve reading proficiency levels of primary learners when using Hiligaynon as medium of instruction in assessments and reading remediation. Results further suggested the development of additional localized and indigenized big books with historical content as well as big books across disciplines as supplementary learning materials in the delivery of instruction in Elementary Social Studies and reading remediation in Hiligaynon for Key Stage 1. Implementation of the proposed program in school and division level will be beneficial to the stakeholders, administrators, teachers, and learners in the primary level.

Development and Validation of a Booklet in Educational Research: A Supplementary Material for Filipino Teacher Education Students

With the recent revitalization of the teacher education programs in the Philippines, along with the implementation of outcomes-based education, the teaching of research among pre-service teachers has been a challenge for teacher educators to achieve expected outcomes and competencies. Through this research and development study, a booklet for undergraduate teacher education research was developed and subjected to validation by experts and intended users from a state-run university in Central Luzon, Philippines. Its paramount aim is to further intensify and deliver a more efficient and effective teaching and learning method for undergraduate research subjects through this supplementary learning material. The developmental process was guided by the analysis-design-development-implementation-evaluation (ADDIE) model. Results indicated that in general, instructional materials in undergraduate research are slightly available and slightly adequate as perceived by the respondents. There is also a need to develop a booklet specifically on topics under research methodology. The 4E x 2 model was adopted as an instructional design. Expert validators confirmed that the booklet was very much acceptable in terms of adequacy, coherence, appropriateness, and usefulness. The pre-service teachers evaluated the material, its modules, and lessons with much acceptability. Considering these, the validated material as an output of the study could serve as a potential supplementary material to facilitate learning critical content in educational research among intended users. Further review may be initiated, and mass testing of the material is recommended.

Development of Supplementary Learning Material in Cookery for Grade 10 Learners

In the context of this study, the researcher assessed the competencies of the Grade 10 learners in Cookery, specifically, this study described their level of competencies in preparing appetizers, preparing salad and dressing, preparing sandwiches, preparing desserts, and preparing egg dishes as basis for the development of valid supplementary learning materials. Interestingly, this developmental study revealed that they were excellent in terms of preparing egg dishes. Also, the developed supplementary learning materials in video format are based on the competencies below excellent level. Last, the level of validity of the developed supplementary materials is very high. Findings revealed that, the learners are closely approaching mastery in terms of required competencies. Additionally, video format of supplementary learning materials on preparing appetizer, preparing salad and dressing, preparing sandwiches, and preparing desserts were developed, and are valid, responsive, acceptable, useful, and quality. It is recommended that the competencies of students should be improved further by using supplementary learning material and other intervention materials and activities. Teachers should use the developed supplementary learning materials as additional instructional materials in teaching cookery to learners. Future studies should look into the effectiveness of the developed supplementary learning materials, and other variables in assessing the performance of learners in cookery course.

Tantangan Orang Tua dalam Membimbing Anak Selama Belajar Daring

This study aims to address the challenges faced by parents and strategies to overcome the difficulties associated with online learning. The motivation for this research comes from the increasing number of parents encountering obstacles in guiding their children's education amidst the prevalence of online learning, particularly during the pandemic. Employing a qualitative approach, this study utilizes a case study method to investigate the difficulties encountered by parents and explore potential solutions. Informant selection is conducted through purposive sampling, involving both parents and teachers. Primary data is collected through various means such as observation, interviews, and documentation studies. To ensure data validity, triangulation is employed, and data analysis encompasses techniques such as data reduction, data presentation, and drawing conclusions. The research findings reveal that parents employ several strategies to mitigate online learning challenges, including accompanying and supervising their children, creating a conducive study environment, providing regular reminders for completing tasks, sourcing supplementary learning materials, maintaining communication with teachers, balancing household responsibilities with assisting children, and optimizing teaching opportunities. While this research primarily focuses on parents' perspectives, it acknowledges that children also face difficulties during online learning.

Project Tala (Technology-Based Activity and Learning Assistant): An Intervention to Maximize Performance of ICT Learners in Modular Distance Learning

This study aimed to develop an intervention to maximize the performance of ICT 12-Shannon learners in Computer Programming during the first semester of S.Y. 2021-2022. The study involved 56 learners to gather data and utilized the descriptive research design. Based on the findings, learners experienced difficulties in Computer Programming specifically in one of the learning competencies during the second quarter which is Applying the basics of the java language. To address this problem, the researcher utilized chatbot technology and came up with Project TALA (Technology-based Activity and Learning Assistant) which provides interactive and immediate responses when prompted by learners and delivers the content of the learning activity sheet. It is an automated instructional material that can be accessed by learners through the messenger application. The learner should provide the lesson code to prompt TALA to deliver the lesson. There will be two options on how to go through the lesson; text/image format and video format. The content is based on the learning activity sheet for week six of the second quarter with the learning competency of applying the basics of the java language. TALA can also provide supplementary learning materials and additional examples of the lesson. Learners are expected to give their answers to the activity in real-time. After the implementation of Project TALA, it was revealed that there is an improvement in the performance of the learners as revealed by Pre-Test and Post-Test results. With this result, the researcher recommends TALA be replicated in other learning areas. Keywords: intervention, technology-based, chatbot, interactive

Acceptability of Paper Folding-Based Instructional Material in Geometry

The study focused on the acceptability of a developed supplementary learning material (SLM) in geometry in terms of adequacy, clarity, contents, objectives, suitability and usefulness. It was subjected to the scrutiny of competent DepEd Mathematics teachers and professors in mathematics at two universities, Romblon State University and De La Salle University. The study concludes that the developed SLM titled “Paper Folding in Geometry” is highly acceptable in terms of adequacy, clarity, content, objectives, suitability, and usefulness. It was also revealed that there is no significant difference between the level of acceptability between the teacher-evaluators from CHED and those from DepED. The development of the SLM is on its initial stage yet as it has to be pilot tested with grade six elementary pupils as participants. Keywords: supplementary learning material, paper folding, development, validity

Video lessons as mathematics supplementary learning materials for struggling students in online distance learning

Online distance learning as a new normal learning modality gives new hope for the students to continue learning through the provision of the internet and devices. However, many students struggled with mathematics lessons because of the limited synchronous interaction time. Practical action research was conducted to address the said problem on grade 10 students utilizing teacher-made video lessons via Google Classroom as mathematics supplementary learning materials for struggling students. Participants were 50 strugglers with low grades from the first and second grading periods selected purposively. Test materials, survey questionnaire, and interview guide were the instruments used in data collection validated by two head teachers and one master teacher in mathematics education and pilot tested on non-participants. The result shows that the students performed better in the post-test examination after consuming teacher-made video lessons. Students understood the mathematics lessons better, and the performance tasks became manageable. However, they suggested having longer video lessons with more illustrative examples and explanations using the local language. Also, they requested to upload the video lesson early so that they could do advanced study.

Simulation Training Approach for Cleft Lip and Palate Repair in Low-Income Countries.

During periods of civil strife, the need for trauma care and lack of sufficient cleft surgeons causes an increase in children left untreated with cleft lip and palate deformities. During the Syrian war, some cleft care was provided through visiting charities, with surgeries performed both in Syria and neighboring countries. There is a need to increase the number of adequately trained cleft surgeons available in such regions so that care can be achieved beyond mission trips. Cleft lip and palate repair workshops were delivered to 50 doctors in Syria. Pre-workshop, trainees received supplementary learning material. During the workshop, attendees received didactic teaching followed by 2 simulation sessions. Pre- and post-workshop, attendees completed questionnaires regarding their confidence and ability to perform cleft lip and palate repair. Pre-workshop, 96% of workshop attendees had never independently performed cleft lip repair while 100% of attendees had not previously performed cleft palate repair. The mean pre-workshop confidence score was 2.452. Post-workshop, the mean confidence score was 3.503. Confidence rating scores significantly improved (P < .001). The workshop delivered in Syria, together with this cleft lip and palate simulator provides an effective training tool that may support surgical training globally, particularly those in low-income countries. Further support is needed by charity organizations to ensure the continued delivery of such training.

A Case Study －Korean University Students’ Experience with and Perceptions of an Academic English Writing Class

The purpose of this case study is to examine Korean university students’ perceptions about the academic English writing class they took during the Spring semester of 2022. More specifically, this study aims to understand how satisfied students were with their learning experiences in the academic English writing class, and how they perceived its appropriateness as a mandatory English general education offered in the Korean higher education context.A survey questionnaire consisting of Likert-scale, multiple choice, and open-ended questions was the main source of the data, and a total of 65 freshmen taking the course responded. To triangulate, in-depth interviews were also conducted with three focal participants via email or Zoom upon their choice. Descriptive statistics were calculated to analyze the responses to the Likert-scale and the multiple-choice questions, and the content analysis method was applied for open-ended survey questions and interviews.Analysis of data showed that students viewed their academic English writing experiences positively due to the content knowledge and sense of achievement gained through the class as well as the instructor’s teaching style. Some participants were dissatisfied with their learning experiences because of content difficulty, relatively heavy workload, and their insufficient English proficiency which hindered them from following the class. Most students self-evaluated that their writing skills after the class somewhat improved. Students chose writing an essay, learning about academic writing conventions, such as APA styles and in-text citations, and instructor’s feedback as class activities that helped them improve their academic English writing.To the question about the appropriateness of academic English writing as a mandatory general education subject, a vast majority of students hold a positive view. Their reasons include their belief of academic English writing as essential knowledge that they need to possess as a university student belonging to an academic discourse community as well as transferable knowledge needed not only in an English class but also in various disciplines. They also recognize its practicality for their academic activities and its rarity to learn anywhere else except university.The findings suggest that school administrators should allocate more credit hours for an academic English writing course and offer it for students in their 2nd or 3rd year of university. The findings also emphasize the importance of instructors’ effort to tailor their instruction according to their students and to provide supplementary learning materials, such as pre-recorded videos so as to effectively guide students to improve their skills for English writing for academic purposes.

YouTube Video Playlist as Mathematics Supplementary Learning Material for Blended Learning

Blended learning in the new normal is a mix of distance learning modalities that aims to promote better instruction delivery since face-to-face modality is not yet permitted due to the continuous spread of mutated COVID-19. Online distance learning combines modular or TV and radio-based instruction in the Philippines. However, one-hour per subject for the synchronous session is not enough to cover the one-week lessons and develop the target competencies in mathematics. Students struggled to understand the mathematics lesson discussed by the teacher during synchronous. They need many explanations and illustrative examples to understand the underlying concepts, principles, and procedures for solving mathematical problems. Hence, video lessons are the best solution to help students cope with challenges. This study aims to determine the effectiveness of YouTube video playlists as mathematics supplementary learning materials for blended learning. The participants are grade 7 students in public school under the third grading period. The instruments are test materials, a survey questionnaire, and an interview guide validated by three experts in mathematics education. Findings showed that the YouTube video playlist helped the students to understand and develop students’ mathematics competencies. Watching the said intervention boosted the students’ confidence in answering the learning activities and performing tasks. However, they suggested uploading more videos with closed captions, illustrative examples, and explanations. Hence, similar studies must be conducted to verify the findings in different schools since the study was limited to one school.

The use of Google forms as supplementary learning material for the ESP class.

The use of digital tools in the teaching of languages has increased exponentially during the pandemic due to the imposed online teaching measure or what has become known as remote emergency teaching. Such tools have proved very efficient in diversifying class activities as well as in engaging students more and increasing their motivation. They have also triggered teachers’ imagination and inspired them to propose and develop a wide range of uses for these tools. Google Forms is one such platform that is easily accessible and can be employed for various purposes within a language class or outside it as extra material. This article explores the potential of this tool as a helpful supplement for the ESP class, with focus on vocabulary acquisition, consolidation and revision, spelling and correct equivalence of specialized terminology between L1 and L2, as well as grammar. The platform can be used both in online classes and face-to-face classes, therefore it is a universal tool, regardless of how education is organized. A wide variety of practice activities can be developed in order to facilitate active learning, improve students’ engagement in the discipline and motivate them to enhance their knowledge.

Supplementary Learning Materials for Technology and Livelihood Education-Cookery Under Modular Distance Learning

The present study was conducted to create and develop supplementary learning materials for Grade 10 learners under the course of Technology and Livelihood Education- Cookery. It involves forty-two student-respondents from Pacita Complex National High School and three validator-respondents from the respective field. It sought answers on the level of acceptability of the components of the created Supplementary Learning Materials (SLMs) with regard to objectives, content, activities, and assessment. The level of acceptability of the characteristics of the created SLMs with regard to relevance, appropriateness, aesthetic value, and adaptability. The level of student performance in the subject of TLE - Cookery by the results of the practical test. The significant effect of components and characteristics of the created SLM on the performance of the students in the subject of TLE ? Cookery. The study used the descriptive correlation method. Questionnaires were the main instrument used in the research to gather data from the respondents. The result for both the components and characteristics of the created Supplementary Learning Materials (SLMs) level of acceptability was Very High. The level of performance of the students was Satisfactory. The SLMs have no significant effect on learners? performance in preparing stocks, and sauces as to the content and assessment of the created Supplementary Material (SLM) for Grade 10 TLE-Cookery. However, there were significant effects on the objectives and activities of the learners? performance in preparing soup under components. There was no significant effect on the learner?s performance in preparing stocks, and sauces to the characteristics of the created Supplementary Material (SLM) for Grade 10 TLE-Cookery. The hypothesis which states that there is no significant effect on the components and characteristics of the created SLM and the performance of students in the subject of TLE ? Cookery is not supported. It is recommended that there should be enhancement of the created Supplementary Material (SLM) in terms of contents indicators by attending seminars on module or learning material construction is highly recommended. It is suggested to develop engaging activities related to the TLE-Cookery course on which students can increase their level of performance very satisfactorily by improving the rubric assessment used in the performance tests. It is suggested for administrators allocate a budget to the development of Supplementary Material (SLM) to maintain quality output and transform students? performance very satisfactorily. Other researchers can use this study to help them further analyze and improve the use of created Supplementary Material (SLM) for Grade 10 TLE-Cookery using different variables and different research designs.

Development of Interactive Learners' Packet in Teaching Understanding Culture, Society and Politics

This study aimed to determine the different levels of evaluation of Senior High School Social Science Teachers and Information and Communication Technology Teachers on the Developed Interactive Learners? Packet in teaching Understanding Culture, Society, and Politics in public and private Senior High Schools in Santa Cruz District, Division of Laguna. Specifically, the study attempted to answer the questions; 1. Determine the evaluation in the component of Interactive Learner?s Packet in terms of; 1.1 objectives; 1.2 content; and 1.3 assessment; 2. Determine the evaluation of the characteristic of the Interactive Learner's Packet in terms of; 2.1 accessibility; 2.2 user-friendly; 2.3 interactivity; and 2.4 structure? 3. Determine the significant difference in evaluating the developed Interactive Learner's Packet components; 4. Determine the significant difference in evaluating the character of the developed Interactive Learners' Packet. The study employed a descriptive research method. The total population sampling technique was used to identify the 72 public and private secondary school teachers as the respondents of this study. Adapted Survey Questionnaire was used as the research instrument to gather the information concerning the statement of the problem. The evaluation level of the Social Science and ICT Teachers on the Components of Interactive Learners? Packet gathered an overall mean of 3.89 for objectives, 3.77 for the content from the Social Science Teachers and 3.59 and 3.45 from the ICT Teachers which were interpreted both as Extremely Agree, respectively. However, it is noticeable that the third component - assessment resulted to Social Science teachers giving a higher rating mean of 3.78 with an interpretation of ?extremely agree? compared to 3.34 which interpreted as ?agree? from the ICT teachers. The overall weighted mean on the three characteristics? user friendly, interactivity and structure got a highest mean of 3.84, 3.94 and 3.80 which interpreted as ?extremely agree? from the Social Science Teachers while an overall mean of 3.79, 3.58 and 3.72 was from the ICT teachers which also interpret as ?extremely agree?. On the other hand, on the first characteristics as to accessibility, the overall weighted mean of 3.68 was from the Social Science Teachers with an interpretation of ?extremely agree? while an overall mean of 3.39 from the ICT teachers was interpreted as ?agree?. Results showed that there is significant difference on the level of evaluation between Social Science teachers and ICT teachers from both public and private Senior High Schools in the characteristics and components of the developed Learner?s Packet in terms of its objectives, content, assessment, accessibility, and interactivity. The results also showed that the evaluation of the teachers with the components? user friendliness and structure of the learner?s packet have no significant difference. Therefore, it is concluded that the developed interactive learner?s packet is very accessible, the content is suitable, and it?s very interactive to the senior high school learners and teachers, and a budget-friendly learning material in today?s new normal set-up, and it can be considered as a supplementary learning material in teaching Understanding Culture, Society and Politics.

Interdisciplinary Contextualized Supplementary Learning (IConSuL) material in grade 7 mathematics

Interdisciplinary Contextualized Supplementary Learning (IConSuL) material in grade 7 mathematics

Creating change through social entrepreneurship: the case of girls’ school dropouts in Uganda

Subject area This case focusses on social innovation and social entrepreneurship in Africa, specifically looking at behavioural characteristics of social entrepreneurs, their motivations to create social value and the application of personal initiative theory. The case discusses the self-starting proactiveness and innovation traits of the social entrepreneur. The social business model canvas will be used to analyse the social enterprise’s business model. Study level/applicability Students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is useful for customised or short programmes on social entrepreneurship or for students with a background in business wanting to understand social enterprise as a vehicle for social and economic change. As such, this case is written for Business Management and Entrepreneurship undergraduates or students of elective courses in social entrepreneurship (“understanding” and “remembering” learning activities under Bloom’s taxonomy). When personal initiative theory is used, the case provides an initial understanding of social entrepreneurship in a less developed context for post-graduate students and may be used for higher-order learning activities (“analysing” and “applying”). Case overview The case tells the story of Dr Engr Moses Musaazi, who is a Social Entrepreneur and Managing Director of Technology for Tomorrow (T4T). Troubled with the persistent social problems in his country. Musaazi, through T4T, strived for social innovations to reduce school dropouts of Ugandan girls. While exploring Moses’ journey for solving persistent social problems through social innovations, students will be able to understand, remember, analyse and apply Dees’ (2001) social entrepreneurial behaviours and Santos’ (2012) theory of social entrepreneurship. The case discusses what motivates African social entrepreneurs to start a social venture (Ghalwash, Tolba, &amp; Ismail, 2017). Students will apply personal initiative theory to identify the social entrepreneurial behaviours displayed in the creation of social ventures. To exemplify and analyse the different components of social ventures’ business model, the social business model canvas by Sparviero (2019) will be introduced. Expected learning outcomes The teaching objectives are Objective 1. Students are able to remember, understand, identify and apply the social entrepreneurial behaviours as defined by Dees (2001) and the elements of Santos’ (2012) theory of social entrepreneurship to Dr Moses Musaazi’s case as a social entrepreneur. Objective 2. Students remember, understand and identify what motivates social entrepreneurs in less developed economies to create social value (Ghalwash et al., 2017). Objective 3. Early-stage postgraduate students are able to apply and analyse (also evaluate and create for higher-level post-graduates) personal initiative theory to explain the emergence of social entrepreneurial behaviour and especially how innovation, self-starting and proactiveness may lead to social entrepreneurial venture start-up (Frese, Kring, Soose, &amp; Zempel, 1996). Objective 4. Students use the social business model canvas (Sparviero, 2019) as a tool to understand, analyse and improve a social-enterprise business model. Supplementary materials Supplementary learning materials are provided in the Teaching Note (Table 1). Table1, which includes videos and their description. Also, a link to Uganda’s sustainable development index is provided (the focus is sustainable development goals [SDGs] 3: Good health and well-being, SDG 4: Quality Education, SDG 5: Gender equality, SDG 10: Reduced inequalities). Subject code CSS 3: Entrepreneurship.

Development and Validation of Graphic Novel as a Supplementary Learning Material in Chemical Bonding

One of the most challenging tasks in teaching high school students is using appropriate learning material suitable to their level of proficiency, learning styles, and interests. This study aimed to develop and validate a graphic novel that can be used as a supplementary learning material in chemical bonding. The research utilized a design and development research design for the graphic novel development. An expert validation checklist was used to evaluate the validity of the graphic novel in terms of chemistry content, language, aesthetics, and social content. It was found out that the developed graphic novel has an overall rating of excellent as validated by the experts which signifies that the developed graphic novel has a high level of validity. It conforms to the criteria of instructional material development. Thus it can be used in teaching chemical bonding for Grade 9 students.

UPCYCLING JUNK ART AND CRAFT MODULE TO NURTURE CREATIVITY OF CHILDREN

Up-cycling is a sustainable alternative incorporating the prevalent 3Rs of Recycle, Reuse, and Reduce of used items in campaigns to save the environment. The ‘DIY Art and Craft Activity Module’ is used as a scaffolding tool to enhance environmental awareness and its impact among primary school children through Visual Arts Education. This research utilised the Design Development Research Method (DDR) comprising of three phases namely; Phase 1: Needs Analysis, Phase 2: Design and Development, and Phase 3: Implementation and Evaluation. The data was collected by interviewing Visual Art teachers on the usability of the module and document analysis on the collection of artworks produced by students. Findings of this study demonstrated positive feedback from the teachers and students on the usability of the Junk Art module as supplementary learning material in order to enhance recycling awareness among Primary School students through Visual Art Education.

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.