International journal of learning, teaching and educational research/International Journal of learning, teaching and educational research, Mar 30, 2024
International journal of learning, teaching and educational research/International Journal of learning, teaching and educational research, Feb 28, 2024
The use of generative artificial intelligence (AI) in education has engendered mixed reactions du... more The use of generative artificial intelligence (AI) in education has engendered mixed reactions due to its ability to generate human-like responses to questions. For education to benefit from this modern technology, there is a need to determine how such capability can be used to improve teaching and learning. Hence, using a comparative−descriptive research design, this study aimed to perform a comparative analysis between Chat Generative Pre-Trained Transformer (ChatGPT) version 3.5 and human raters in scoring students' essays. Twenty essays were used of college students in a professional education course at the Mindanao State University-Tawi-Tawi College of Technology and Oceanography, a public university in southern Philippines. The essays were rated independently by three human raters using a scoring rubric from Carrol and West (1989) as adapted by Tuyen et al. (2019). For the AI ratings, the essays were encoded and inputted into ChatGPT 3.5 using prompts and the rubric. The responses were then screenshotted and recorded along with the human ratings for statistical analysis. Using the intraclass correlation coefficient (ICC), results show that among the human raters, the consistency was good, indicating the reliability of the rubric, while a moderate consistency was found in the ChatGPT 3.5 ratings. Comparison of the human and ChatGPT 3.5 ratings show poor consistency, implying the that the ratings of human raters and ChatGPT 3.5 were not linearly related. The finding implies that teachers should be cautious when using ChatGPT in rating students' written works, suggesting further that using ChatGPT 3.5, in its current version, still needs human assistance to ensure the accuracy of its generated information. Rating of other types of student works using ChatGPT 3.5 or other generative AI tools may be investigated in future research.
Zenodo (CERN European Organization for Nuclear Research), Aug 3, 2022
As education started to recover from the impact of COVID-19, the Philippine Department of Educati... more As education started to recover from the impact of COVID-19, the Philippine Department of Education began to roll out pilot face-to-face classes. Hence, there is a need to explore teachers' experiences regarding the preparations and challenges encountered during the reopening of classes after the COVID-19 closures. Specifically, this study explored teachers' preparation and instructional challenges encountered during the first few weeks of reopening of classes. The study utilized a phenomenological research approach. Seven public elementary school teachers involved in the pilot face-to-face classes were purposively selected for the one-on-one interview. Each interview lasted for about 30-minutes and was tape-recorded. The researcher also conducted classroom visitations to understand better the context of the teachers' responses. Data were then transcribed, translated, and analysed using a thematic analysis technique. The result shows that five themes emerged pertaining to teachers' preparation for the reopening of classes. These include establishing health protocols, school physical improvements, instructional materials development, psychosocial preparation, and acquiring new teaching strategies. As for the instructional challenges encountered, the teachers expressed concern about the alarming number of non-readers and students who are mentally and socially unprepared. Other challenges include the difficulty of maintaining health protocols, the need for new teaching strategies, and challenges with time management. The findings suggest that comprehensive reading intervention and psychosocial first aid programs should be part of the school reopening strategy. Furthermore, the researcher recommends that teachers should be trained to handle students during the post-pandemic era.
This study aimed at developing contextualized lesson plans integrating writing in mathematics usi... more This study aimed at developing contextualized lesson plans integrating writing in mathematics using the pupil’s mother tongue. It also aimed at determining pupil’s improvement in the writing math activities for a period of one month. A Grade 3 class with 31 pupils was purposively selected because of its heterogeneous composition. Using a comparative-descriptive design, this study utilized both quantitative and qualitative data from pupils’ weekly writing outputs, pretest, posttest and transcripts of classroom observations and interviews. Five lesson plans were developed using the backward curriculum design based on the K to 12 curriculum standard. The data revealed that the pupils made significant improvement in their writing math performance irrespective of ability group. However, the high-performing pupils made significant learning gains compared to the developing pupils. In-depth analysis of outputs showed improvements in pupils’ writing mathematics skills. Most pupils organized ...
This study was conducted to determine public school teachers' experiences and perspectives on... more This study was conducted to determine public school teachers' experiences and perspectives on different professional development programs during the COVID-19 pandemic. It also aimed at determining teachers’ motivation and barriers in attending TPDs. A multi-faceted survey questionnaire was given to 84 teacher-respondents representing 10 public schools in Tandubas District, Tawi-Tawi, the southernmost province of the Philippines. Prior to this, the questionnaire had undergone validation and reliability testing. Afterward, follow-up interviews were also made with ten selected teacher-respondents for an in-depth appreciation of the context of the data gathered. The result shows that teachers shifted to online courses and webinars during the pandemic. There is also a high frequency of utilization of informal professional development programs such as peer tutoring, coaching, and school-based Learning Action Cell (LAC) sessions. Other professional development programs such as formal d...
This study aimed at developing contextualized lesson plans integrating writing in mathematics usi... more This study aimed at developing contextualized lesson plans integrating writing in mathematics using the pupil's mother tongue. It also aimed at determining pupil's improvement in the writing math activities for a period of one month. A Grade 3 class with 31 pupils was purposively selected because of its heterogeneous composition. Using a comparative-descriptive design, this study utilized both quantitative and qualitative data from pupils' weekly writing outputs, pretest, posttest and transcripts of classroom observations and interviews. Five lesson plans were developed using the backward curriculum design based on the K to 12 curriculum standard. The data revealed that the pupils made significant improvement in their writing math performance irrespective of ability group. However, the high-performing pupils made significant learning gains compared to the developing pupils. In-depth analysis of outputs showed improvements in pupils' writing mathematics skills. Most pupils organized their ideas even after the question prompts have been removed on the last week of implementation. This study claimed that the use of scaffolding, contextualization, and mother tongue helped pupils in their writing and improved mathematical reasoning.
International Research Journal of Science, Technology, Education, and Management, 2022
As education started to recover from the impact of COVID-19, the Philippine Department of Educati... more As education started to recover from the impact of COVID-19, the Philippine Department of Education began to roll out pilot face-to-face classes. Hence, there is a need to explore teachers' experiences regarding the preparations and challenges encountered during the reopening of classes after the COVID-19 closures. Specifically, this study explored teachers' preparation and instructional challenges encountered during the first few weeks of reopening of classes. The study utilized a phenomenological research approach. Seven public elementary school teachers involved in the pilot face-to-face classes were purposively selected for the one-on-one interview. Each interview lasted for about 30-minutes and was tape-recorded. The researcher also conducted classroom visitations to understand better the context of the teachers' responses. Data were then transcribed, translated, and analysed using a thematic analysis technique. The result shows that five themes emerged pertaining to teachers' preparation for the reopening of classes. These include establishing health protocols, school physical improvements, instructional materials development, psychosocial preparation, and acquiring new teaching strategies. As for the instructional challenges encountered, the teachers expressed concern about the alarming number of non-readers and students who are mentally and socially unprepared. Other challenges include the difficulty of maintaining health protocols, the need for new teaching strategies, and challenges with time management. The findings suggest that comprehensive reading intervention and psychosocial first aid programs should be part of the school reopening strategy. Furthermore, the researcher recommends that teachers should be trained to handle students during the post-pandemic era.
Journal of Humanities and Education Development (JHED), 2022
This study was conducted to determine public school teachers' experiences and perspectives on dif... more This study was conducted to determine public school teachers' experiences and perspectives on different professional development programs during the COVID-19 pandemic. It also aimed at determining teachers' motivation and barriers in attending TPDs. A multi-faceted survey questionnaire was given to 84 teacher-respondents representing 10 public schools in Tandubas District, Tawi-Tawi, the southernmost province of the Philippines. Prior to this, the questionnaire had undergone validation and reliability testing. Afterward, follow-up interviews were also made with ten selected teacher-respondents for an in-depth appreciation of the context of the data gathered. The result shows that teachers shifted to online courses and webinars during the pandemic. There is also a high frequency of utilization of informal professional development programs such as peer tutoring, coaching, and school-based Learning Action Cell (LAC) sessions. Other professional development programs such as formal degrees, reading of professional papers, professional networking, school and classroom observations, conducting education research, and attending conferences were least attended. In terms of topics, most teachers have attended training on students' assessment, module development, school readiness, and safety. The study also found a Significant difference in the professional development experiences of teachers of different educational backgrounds and schools. This means that teachers with higher education tend to avail themselves more and school culture is one factor that encourages teachers to attend professional development programs. The result also shows that most of the teachers joined various TPDs because of the desire to improve their teaching, encouragement from school heads and peers, and usefulness for a job promotion. As to the barriers, most of the teachers mentioned financial constraints, time constraints, and poor internet connectivity as the top three reasons for not attending professional development programs in the past 12 months.
International journal of learning, teaching and educational research/International Journal of learning, teaching and educational research, Mar 30, 2024
International journal of learning, teaching and educational research/International Journal of learning, teaching and educational research, Feb 28, 2024
The use of generative artificial intelligence (AI) in education has engendered mixed reactions du... more The use of generative artificial intelligence (AI) in education has engendered mixed reactions due to its ability to generate human-like responses to questions. For education to benefit from this modern technology, there is a need to determine how such capability can be used to improve teaching and learning. Hence, using a comparative−descriptive research design, this study aimed to perform a comparative analysis between Chat Generative Pre-Trained Transformer (ChatGPT) version 3.5 and human raters in scoring students' essays. Twenty essays were used of college students in a professional education course at the Mindanao State University-Tawi-Tawi College of Technology and Oceanography, a public university in southern Philippines. The essays were rated independently by three human raters using a scoring rubric from Carrol and West (1989) as adapted by Tuyen et al. (2019). For the AI ratings, the essays were encoded and inputted into ChatGPT 3.5 using prompts and the rubric. The responses were then screenshotted and recorded along with the human ratings for statistical analysis. Using the intraclass correlation coefficient (ICC), results show that among the human raters, the consistency was good, indicating the reliability of the rubric, while a moderate consistency was found in the ChatGPT 3.5 ratings. Comparison of the human and ChatGPT 3.5 ratings show poor consistency, implying the that the ratings of human raters and ChatGPT 3.5 were not linearly related. The finding implies that teachers should be cautious when using ChatGPT in rating students' written works, suggesting further that using ChatGPT 3.5, in its current version, still needs human assistance to ensure the accuracy of its generated information. Rating of other types of student works using ChatGPT 3.5 or other generative AI tools may be investigated in future research.
Zenodo (CERN European Organization for Nuclear Research), Aug 3, 2022
As education started to recover from the impact of COVID-19, the Philippine Department of Educati... more As education started to recover from the impact of COVID-19, the Philippine Department of Education began to roll out pilot face-to-face classes. Hence, there is a need to explore teachers' experiences regarding the preparations and challenges encountered during the reopening of classes after the COVID-19 closures. Specifically, this study explored teachers' preparation and instructional challenges encountered during the first few weeks of reopening of classes. The study utilized a phenomenological research approach. Seven public elementary school teachers involved in the pilot face-to-face classes were purposively selected for the one-on-one interview. Each interview lasted for about 30-minutes and was tape-recorded. The researcher also conducted classroom visitations to understand better the context of the teachers' responses. Data were then transcribed, translated, and analysed using a thematic analysis technique. The result shows that five themes emerged pertaining to teachers' preparation for the reopening of classes. These include establishing health protocols, school physical improvements, instructional materials development, psychosocial preparation, and acquiring new teaching strategies. As for the instructional challenges encountered, the teachers expressed concern about the alarming number of non-readers and students who are mentally and socially unprepared. Other challenges include the difficulty of maintaining health protocols, the need for new teaching strategies, and challenges with time management. The findings suggest that comprehensive reading intervention and psychosocial first aid programs should be part of the school reopening strategy. Furthermore, the researcher recommends that teachers should be trained to handle students during the post-pandemic era.
This study aimed at developing contextualized lesson plans integrating writing in mathematics usi... more This study aimed at developing contextualized lesson plans integrating writing in mathematics using the pupil’s mother tongue. It also aimed at determining pupil’s improvement in the writing math activities for a period of one month. A Grade 3 class with 31 pupils was purposively selected because of its heterogeneous composition. Using a comparative-descriptive design, this study utilized both quantitative and qualitative data from pupils’ weekly writing outputs, pretest, posttest and transcripts of classroom observations and interviews. Five lesson plans were developed using the backward curriculum design based on the K to 12 curriculum standard. The data revealed that the pupils made significant improvement in their writing math performance irrespective of ability group. However, the high-performing pupils made significant learning gains compared to the developing pupils. In-depth analysis of outputs showed improvements in pupils’ writing mathematics skills. Most pupils organized ...
This study was conducted to determine public school teachers' experiences and perspectives on... more This study was conducted to determine public school teachers' experiences and perspectives on different professional development programs during the COVID-19 pandemic. It also aimed at determining teachers’ motivation and barriers in attending TPDs. A multi-faceted survey questionnaire was given to 84 teacher-respondents representing 10 public schools in Tandubas District, Tawi-Tawi, the southernmost province of the Philippines. Prior to this, the questionnaire had undergone validation and reliability testing. Afterward, follow-up interviews were also made with ten selected teacher-respondents for an in-depth appreciation of the context of the data gathered. The result shows that teachers shifted to online courses and webinars during the pandemic. There is also a high frequency of utilization of informal professional development programs such as peer tutoring, coaching, and school-based Learning Action Cell (LAC) sessions. Other professional development programs such as formal d...
This study aimed at developing contextualized lesson plans integrating writing in mathematics usi... more This study aimed at developing contextualized lesson plans integrating writing in mathematics using the pupil's mother tongue. It also aimed at determining pupil's improvement in the writing math activities for a period of one month. A Grade 3 class with 31 pupils was purposively selected because of its heterogeneous composition. Using a comparative-descriptive design, this study utilized both quantitative and qualitative data from pupils' weekly writing outputs, pretest, posttest and transcripts of classroom observations and interviews. Five lesson plans were developed using the backward curriculum design based on the K to 12 curriculum standard. The data revealed that the pupils made significant improvement in their writing math performance irrespective of ability group. However, the high-performing pupils made significant learning gains compared to the developing pupils. In-depth analysis of outputs showed improvements in pupils' writing mathematics skills. Most pupils organized their ideas even after the question prompts have been removed on the last week of implementation. This study claimed that the use of scaffolding, contextualization, and mother tongue helped pupils in their writing and improved mathematical reasoning.
International Research Journal of Science, Technology, Education, and Management, 2022
As education started to recover from the impact of COVID-19, the Philippine Department of Educati... more As education started to recover from the impact of COVID-19, the Philippine Department of Education began to roll out pilot face-to-face classes. Hence, there is a need to explore teachers' experiences regarding the preparations and challenges encountered during the reopening of classes after the COVID-19 closures. Specifically, this study explored teachers' preparation and instructional challenges encountered during the first few weeks of reopening of classes. The study utilized a phenomenological research approach. Seven public elementary school teachers involved in the pilot face-to-face classes were purposively selected for the one-on-one interview. Each interview lasted for about 30-minutes and was tape-recorded. The researcher also conducted classroom visitations to understand better the context of the teachers' responses. Data were then transcribed, translated, and analysed using a thematic analysis technique. The result shows that five themes emerged pertaining to teachers' preparation for the reopening of classes. These include establishing health protocols, school physical improvements, instructional materials development, psychosocial preparation, and acquiring new teaching strategies. As for the instructional challenges encountered, the teachers expressed concern about the alarming number of non-readers and students who are mentally and socially unprepared. Other challenges include the difficulty of maintaining health protocols, the need for new teaching strategies, and challenges with time management. The findings suggest that comprehensive reading intervention and psychosocial first aid programs should be part of the school reopening strategy. Furthermore, the researcher recommends that teachers should be trained to handle students during the post-pandemic era.
Journal of Humanities and Education Development (JHED), 2022
This study was conducted to determine public school teachers' experiences and perspectives on dif... more This study was conducted to determine public school teachers' experiences and perspectives on different professional development programs during the COVID-19 pandemic. It also aimed at determining teachers' motivation and barriers in attending TPDs. A multi-faceted survey questionnaire was given to 84 teacher-respondents representing 10 public schools in Tandubas District, Tawi-Tawi, the southernmost province of the Philippines. Prior to this, the questionnaire had undergone validation and reliability testing. Afterward, follow-up interviews were also made with ten selected teacher-respondents for an in-depth appreciation of the context of the data gathered. The result shows that teachers shifted to online courses and webinars during the pandemic. There is also a high frequency of utilization of informal professional development programs such as peer tutoring, coaching, and school-based Learning Action Cell (LAC) sessions. Other professional development programs such as formal degrees, reading of professional papers, professional networking, school and classroom observations, conducting education research, and attending conferences were least attended. In terms of topics, most teachers have attended training on students' assessment, module development, school readiness, and safety. The study also found a Significant difference in the professional development experiences of teachers of different educational backgrounds and schools. This means that teachers with higher education tend to avail themselves more and school culture is one factor that encourages teachers to attend professional development programs. The result also shows that most of the teachers joined various TPDs because of the desire to improve their teaching, encouragement from school heads and peers, and usefulness for a job promotion. As to the barriers, most of the teachers mentioned financial constraints, time constraints, and poor internet connectivity as the top three reasons for not attending professional development programs in the past 12 months.
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