Abstract

Abstract. An abstract of about 250-300 words should be presented immediately preceding the text. The abstract should concisely inform the reader of the manuscript’s topic, its methods, and its findings.

Menstrual hygiene management among secondary high school students

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Sarah Jane A. Poledario, Kristine A. Condes, Natasha Kay V. Chan, Aileen G. Sypongco
Corresponding email: [email protected]

A B S T R A C T

The purpose of this study was to assess secondary high school students’ knowledge, attitudes, habits, and other aspects related to managing menstrual hygiene. A quantitative descriptive correlational research design was employed for the 294 respondents aged 16-18The main method used to gather data was a modified structured survey questionnaire. SPSS v.26 was used to determine inferential statistics and descriptive statistics aided by MS Excel. The findings revealed that the extent of knowledge had a mean a of 4.31 (SD= 0.61), corresponding to excellent knowledge. While attitude resulted in a mean of 3.89 (SD= 0.63), a positive attitude and hygienic practices resulted in a mean of 4.23 (SD= 0.61), corresponding to very efficient practices. However, a few of them still need better and moderate knowledge and attitude, although there is no poor practice among them. With a given p-value of .031 for knowledge, .042 for attitudes, and .038 for practices. Significant differences in factors affecting menstrual hygiene management in terms of individuals with a p-value of .023, contextual with .044, sociobehavioral with .024, and finally, school infrastructure with .014 < 0.05 which has a significant difference when grouped according to demographic profiles of female students. The unfavorable conditions in which women had to manage their menstrual cycles while attending school underscored the urgent need for urgent infrastructure improvements related to water, sanitation, and hygiene. Furthermore, targeted educational interventions should be implemented to address the moderate levels of knowledge and attitudes observed and to ensure that all students have the necessary resources and information to properly manage their menstrual hygiene.

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Analyses of the readability and students’ comprehension levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria

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Olamilekan Oluwaseun INUOJO, Ganiyu BELLO, Zakariyau Adebayo BELLO
Corresponding email: [email protected]

A B S T R A C T

This research focused on evaluating the readability and understanding levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria. The population consisted of all biology textbooks used by senior secondary school students and all students who study biology in Kwara State, Nigeria. A purposive sampling technique was utilized to select a sample of 3 textbooks from those recommended by the Kwara State Ministry of Education and Human Capital Development. Additionally, a total of 252 students (84 from senior secondary school one, 84 from senior secondary school two, and 84 from senior secondary school three) were selected using stratified sampling. Two instruments were employed: the Biology Textbook Readability Test (BTRT), an online readability calculator, and the Cloze Test of Readability for Biology Textbooks. The findings revealed that most of the textbooks were difficult and above the grade level for which they were designed. Furthermore, the textbooks were found to be confusing for the designated users. Based on these findings, it is recommended that biology textbooks be structured in a manner that aligns with the characteristics of the designated users. This entails writing textbooks with simpler words, reduced.

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Improving the level of speaking skill through FRET Strategy

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Chris Vincent Eimreh C. Monis, Christian C. Gandeza
Corresponding email: [email protected]

A B S T R A C T

The research centers on the effectiveness of the FRET Strategy as an intervention in the development of the speaking skill at DFLOMNHS – SHS whereas HUMSS 11-D students’ struggles on speaking English language during their Oral Communication class. Hence, this can negatively impact their performance in class. To determine the students’ level of speaking skill, the researcher used mixed method of research, specifically focusing on Grade 11 HUMSS D Students enrolled in the SY 2023-2024. The researcher used the validated researcher-made pretest and post-test rubric to collect the data needed in order to answer the specific problems of this study whereas the results showed that the students obtained a mean score of 10.15 in the pre-test interpreted as Below Basic and 14.99 in the posttest interpreted as Basic using statistical treatment and thematic analysis. These findings highlight the effectiveness of FRET Strategy in improving the speaking skill and stress the emergence of implementing the conceptual model in using FRET Strategy dubbed as FILL. Furthermore, it provides valuable insights into the ongoing discourse on language anxiety and how it impacts language acquisition in educational settings.

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Improving computational thinking through flipped classroom: A case study on K-12 programming course in Macao

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Wan Chong Choi, Iek Chong Choi, Chi In Chang
Corresponding email: [email protected]

A B S T R A C T

In the twenty-first century, programming courses have become integral to primary school education worldwide, emphasizing the importance of computational thinking. However, research on computational thinking within programming courses has primarily focused on text-based programming languages, particularly at the secondary and higher education levels. There has been a lack of research on the influence of block-based programming languages on computational thinking in primary school. To fill this research gap, our study investigated the impact of the flipped classroom approach combined with block-based programming tools on developing computational thinking in primary school students in Macao. Over nine weeks, 20 third-grade students engaged with mBlock and Codey Rocky programmable hardware, with pretest and posttest assessments using the Programming Computational Thinking Scale (PCTS). Results indicated significant improvements in Computational Concepts and Computational Practices, though changes in Computational Perspectives were not statistically significant. Moreover, the Pearson correlation tests showed strong positive correlations among the dimensions of computational thinking and programming achievement. The findings demonstrated the flipped classroom approach, which emphasizing student-centered learning and active participation, effectively enhanced computational thinking skills. This study provided valuable insights for educators and curriculum developers aiming to improve programming education and computational thinking in primary schools, highlighting the potential of innovative teaching methods to meet twenty-first century educational needs. Using block-based programming tools combined with the flipped classroom approach offers a promising avenue for developing comprehensive computational thinking skills in young learners, ensuring they are better prepared for future technological challenges.

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Attitudes of private university undergraduate students` towards Electronic Learning (e-learning): A case study of Valley View University

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Samuel Ameyaw, Emmanuel Laryea
Corresponding email: [email protected]

A B S T R A C T

The integration of technology within higher education has grown significantly due to its flexibility, which permits learners to retrieve course content and engage in academic activities from anywhere, often at their own pace. The study aimed to assess learners` attitudes at Valley View University (VVU) towards the e-learning system. The study adopted a descriptive survey technique. The target population was 296 undergraduate students at the VVU’s Oyibi campus. Copies of the questionnaire were deployed as the only data collection instrument for the study. The analysis found that many learners exhibited a negative disposition regarding the online education. Students could engage with their peers on the learning platform (Online Forum Learning Platform, OFLP) to share information and discuss issues about their studies, according to the findings. However, students occasionally faced challenges submitting assignments and downloading documents from the platform due to unstable internet connectivity. The study recommends periodic training opportunities for learners to enhance their ability to navigate e-learning platforms effectively. The study suggests promptly addressing internet-related issues to cultivate a favourable perception of e-learning among learners. For students’ studies, regular ICT staff availability is critical. This helps them meet their IT needs, particularly when engaging with e-learning platforms and tools.

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Effect of a university extension program on a partner institution’s 5s rating and student extensionists’ lifelong learning

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Geraldine G. Nerona, Nica Feby T. Rabago, Beyonce E. Aragon, Janine C. Andrada, Messie Felyn B. Bustos, Marion Luigi N. Ramos, Kyle Brent S. Kimayong
Corresponding email: [email protected]

A B S T R A C T

The study measures the mutual benefit of a university extension program on a partner institution’s 5S ratings and student extensionists’ lifelong learning. The extension program involved implementing 5S in a national high school from August 2022 to May 2024. Lifelong learning is an essential skill that enables graduates to adapt faster and more effectively to changes in their work environment. It affects the way people address the diverse challenges they meet daily. On the other hand, extension work allows students to directly apply course theories to problematic situations in a community with identified needs. The activities involved in the extension program enabled the students to solve problems, collaborate, communicate, think critically, and practice creativity while engaging actively with a community outside the university. The student extensionists’ involvement in the extension program included delivering short lectures on 5S, facilitating extension activities, designing infographic posters, collecting and analyzing 5S data, and recommending and implementing solutions to improve classroom organization and management. Upon termination of the extension program, the mean 5S score of the partner institution increased from “minimum acceptable” at 2.94 to “very good” at 3.83. Their knowledge and skill level in 5S increased from “moderate” at 3.04 to “high” at 4.58. Alongside the successful 5S implementation, the student extensionists’ lifelong learning skills in solving problems, collaborating, communicating, critical thinking, and creativity improved “very much” at 4.47. Even when the students are still at university, lifelong learning can be enhanced through active participation in a university’s extension program. Therefore, the extension program demonstrates the synergistic benefits of community engagement to the partner community and the students. It is recommended that students be actively involved in community extension programs to enhance their classroom learning further and thus demonstrate their lifelong learning.

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Examining indigenous knowledge among primary school learners through informal learning environment visit: A zoological garden case

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Patricia Photo, Nonkanyiso Pamella Shabalala
Corresponding email: [email protected]

A B S T R A C T

This study was conducted under the guidance of the Westernized Indigenous Ecological Knowledge (WIEK) framework and included 35 learners from seven primary schools. The research examined the influence of informal learning settings, specifically zoos, on the educational experiences of primary school learners. Data collected via semi-structured interviews and observations revealed that 85% of the learners demonstrated an increased awareness and appreciation for the natural world, linking their observations to traditional ecological principles. Additionally, 90% of the participants reported a strengthened sense of social structures and moral values, deeply rooted in African traditions, such as respect for authority and social accountability. The findings suggest that integrating Indigenous knowledge into education through informal settings may not only enhance cultural pride but also promote environmental responsibility and a more inclusive understanding of the world among learners. These results highlight the significance of experiential learning in reinforcing traditional knowledge and its potential role in safeguarding Indigenous wisdom across various cultural contexts. Further investigation is needed to explore the long-term effects of these educational interventions.

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Exploring in-service training programs for teacher development in the Philippines

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Guarin S. Maguate, June Grace D. Ohoylan, Neil Arden B. Sotto, Renalyn D. Moises, Arnold B. Alegre
Corresponding email: [email protected]

A B S T R A C T

This study examines how in-service training affects teachers’ professional growth and job performance. Data were collected from 40 teachers with over five years of experience using open-ended questionnaires. The analysis identified several challenges and opportunities related to in-service training. Key issues include inadequate planning and preparation of training programs, limited availability of resources and technological support, and low levels of teacher participation. These challenges hinder the effectiveness and sustainability of professional development initiatives. Despite these issues, teachers acknowledged the potential benefits of in-service training. They reported that such training could enhance their pedagogical skills, update their knowledge, and increase their motivation. The study highlights the importance of refining the planning and execution of training programs to better align with teachers’ needs and improve outcomes. Addressing these challenges is crucial for maximizing the benefits of on-going professional development. The research emphasizes the need for strategic improvements to overcome barriers and ensure that training programs effectively support teachers’ growth. By contributing valuable insights into the on-going discourse on teacher training, this study underscores the importance of continuous enhancement in training quality and relevance. While there have been advancements in teacher training, significant challenges remain that must be addressed to fully realize the potential of professional development efforts.

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Innovative pedagogical approaches for classroom delivery: The Science teachers’ perspective

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Izunna S. Nwuba, Sussan O. Egwu, Uzoamaka C. Okafor-Agbala, Nwanneka O. Christian-Ike,
Nkiru T. Okoye, Destiny O. Ekoyo
Corresponding email: [email protected]

A B S T R A C T

The irrefutable relevance of science to humanity and national development through its applications in solving 21st-century global problems compelled the researchers to investigate science teachers’ awareness and utilization of innovative pedagogical approaches (IPA) for effective teaching of science in a 21st-century science classroom in Anambra State, Nigeria. The study which adopted a descriptive survey research design, was guided by four research questions and two null hypotheses. A total of 316 secondary school science teachers (131 biology, 98 chemistry, and 87 physics) were sampled using proportionate stratified simple random sampling technique. Data were collected using a 62-item structured questionnaire, developed by the researchers from teaching experiences and reviewed literature, with a reliability coefficient of 0.71 established using Cronbach Alpha. The data were collected through direct (face-to-face) administration of the questionnaire and analyzed using frequency counts, percentages, mean, and standard deviation to answer the research questions. Additionally, one-way Analysis of Variance (ANOVA) was used to test the null hypotheses at a 0.05 alpha level. The findings of the study revealed that science teachers utilize only 7 out of the 14 IPA they are aware of. This limited utilization is due to various challenges, including a lack of funds, insufficient time allocated to teaching science subjects, and resistance to change among teachers. In light of the results, it was established that science teachers only employ a few of the IPA they are familiar with. In line with the respondents’ suggestions to address this issue, the study recommended that the government, in collaboration with other educational stakeholders, should provide funds, organize and sponsor educators to seminars, conferences and workshops to acquaint them with IPA and effective ways to incorporate them into teaching practices.

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Active learning strategies as a mediator between educational components and knowledge retention in Science at LSPU-System

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Marvic R. Delos Santos, Rainer R. Fiscal
Corresponding email: [email protected]

A B S T R A C T

Strategies for active learning were examined as a mediator between educational components (curriculum, instruction, and assessment) and knowledge retention in Science Education. The researcher implemented a descriptive-correlation study that also used Structural Equation Modelling. The research utilized a simple random sample procedure and achieved an 81.52% response rate with 300 respondents. Students have experienced a curriculum emphasizing critical thinking, creativity, and problem-solving, prioritizing comprehension over rote memorization. In terms of Instruction, dynamic teaching methods and cooperative learning help them foster real-world problem-solving and student-centered learning. Effective assessment practices enhance their self-awareness and autonomy. Finally, they found active learning strategies (ALS) and realworld problem-solving increase engagement and self-reliance. Knowledge retention in science was moderate overall (31.16; 38.95%). This finding supports that knowledge retention over time. In addition, HOTS concepts are complex to learn and thus pose a challenge to retain. While effective curriculum, instruction, and assessment are crucial, the study underscores that active learning strategies are the linchpin in fully mediating the relationship between assessment and knowledge retention. The study’s findings emphasize the importance of science education, ensuring students are given opportunities to learn and develop thinking and questioning skills beyond mere information retention. To facilitate this, the study advocates implementing active learning strategies to bridge this gap, especially between assessment and knowledge retention. The study suggests that these strategies can significantly enhance student engagement and knowledge retention, with a focus on learning higher-order thinking skills (HOTS).

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