Papers by Peter Paul Canuto
International journal of learning, teaching and educational research/International Journal of learning, teaching and educational research, Apr 30, 2024
Problems of education in the 21st century, Feb 18, 2024
The teaching competencies of science teachers significantly influence students' science a... more The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students' science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.
Journal of Baltic Science Education, Oct 17, 2023
Pakistan Journal of Life and Social Sciences, 2024
Gender-based violence (GBV), closely used interchangeably with violence against women (VAW), viol... more Gender-based violence (GBV), closely used interchangeably with violence against women (VAW), violence against women and girls (VAWG), and violence against women and children (VAWC), are global problems and harmful acts disproportionately affecting women and girls, including children. These pervasive issues encompass various forms of physical, sexual, psychological, and socioeconomic violence. This study aimed to determine the degree of GBV awareness among the selected university students. It also aimed to explore the differences in their GBV awareness when grouped according to sex and age. The study involved 112 students from Ifugao State University (IFSU)-Tinoc Campus, Ifugao, Philippines. Quantitative analysis was done on gathered data using the survey method and a self-developed questionnaire. Results show that the university students were extremely aware of all the forms of GBV. They were most aware on physical violence, followed by sexual, psychological, and socioeconomic violence. This indicates progress in societal attitudes and educational efforts, suggesting that they are informed, engaged, and sensitive to GBV issues. Based on sex, there were no significant differences in the university student's awareness of all GBV forms. When it comes to age, there were no significant differences in their GBV awareness of physical, psychological, and socioeconomic violence, except for sexual violence. The lack of significant differences may suggest that the university students, regardless of their sex or age, share a common understanding and recognition of the importance of addressing and preventing GBV. It may indicate that the campus' educational efforts and awareness campaigns have successfully raised their GBV awareness, effectively reaching and resonating with the university students of both sexes and age groups. Considering the results, the researchers encourage continuing ongoing efforts in education, advocacy, and commitment to translate this awareness into tangible steps towards a more equitable and violence-free society to create lasting positive change.
Asian Journal of Biology Education, 2024
In this study, four plant identification mobile apps, namely LeafSnap, PictureThis, Pl@ntNet, and... more In this study, four plant identification mobile apps, namely LeafSnap, PictureThis, Pl@ntNet, and PlantSnap, were tried by volunteer participants who are students, teachers, and plant enthusiasts. The participants were asked to take images of at least four plants and upload them to these apps for their identification. The participants were then asked about their impressions of and difficulties with the use of these mobile apps by a questionnaire. Their responses reveal that they found the use of mobile apps interesting, enjoyable, and very useful. It could add to their knowledge of plants, help them connect with nature and the world, and provide data for research purposes. There were, however, difficulties that they encountered with the use of the mobile apps, such as the slow Internet connection, some inconsistencies in identification, and the need to purchase the apps after the trial period. Despite these difficulties, the satisfaction of the users supports the need to explore the idea of using mobile apps in teaching taxonomy or systematic biology among students or even as citizen's science tools.
Pakistan Journal of Life and Social Sciences, 2024
Psychological, socioeconomic, sexual, and physical violence are all forms of gender-based violenc... more Psychological, socioeconomic, sexual, and physical violence are all forms of gender-based violence (GBV), synonymous with violence against women (VAW), violence against women and girls (VAWG), and violence against women and children (VAWC), disproportionately affecting women, girls, and children. It is rooted in unequal power dynamics and harmful social norms, requiring comprehensive efforts to prevent and address it effectively. This study aimed to explore the level of GBV awareness among employees in the local university and the significant differences in their awareness based on sex and age. Participants involved 17 employees from Ifugao State University (IFSU)-Tinoc Campus, Ifugao, Philippines. Data were subjected to quantitative analysis through a self-designed questionnaire, which was determined to be valid and reliable. Results determined that the university employees have a moderate awareness of all the GBV forms: psychological, socioeconomic, sexual, and physical violence. Moderate awareness among the employees suggests that they may recognize certain signs or situations that constitute GBV but are not fully equipped to address or respond to them effectively. It indicates that they possess some understanding of GBV, but need to be fully knowledgeable about its prevalence, impacts, and available support and intervention resources. Based on sex and age, there were no significant differences in the perceived level of psychological, socioeconomic, and sexual violence. Meanwhile, male and female employees across the age groups have significant differences in their perceived physical violence. While moderate awareness indicates foundational knowledge, there is still a need for further awareness-building efforts to empower employees to recognize, prevent, and respond to GBV effectively.
International Journal of Learning, Teaching and Educational Research, 2024
Reading is crucial for learning across all disciplines and to develop an understanding of the eve... more Reading is crucial for learning across all disciplines and to develop an understanding of the ever-changing world. Recently, reading activities in schools have been hampered due to modular and distance learning effected by the COVID-19 pandemic. This study aimed to address students' oral reading fluency (ORF) and contribute to their reading development in the English language by employing repeated reading and Big Books interventions. Words correct per minute (WCPM) and accuracy rates were the main ORF components measured in this study. The sample involved 21 students in the Grade 4 level at Tinoc Central School (TCS), Tinoc, Ifugao, Philippines. The study employed an action research design and the Dynamic Indicators of Basic Early Literacy Skills − Oral Reading Fluency (DIBELS-ORF or DORF) assessment over three periods. The participants' ORF and the effect of employing repeated reading and Big Books as interventions were quantitatively analyzed. Results indicate that most participants had ORF WCPM and accuracy rates below the Grade 4 benchmark goals for English reading, indicating that they were at risk of reading difficulties. Some participants even attained ORF WCPM and accuracy rates below their grade level. Conclusively, there were positive improvements in the participants' ORF across the interventions, signifying the impact of repeated reading using Big Books on their reading fluency. Improved ORF fosters a deeper understanding of textual content and enhances communication skills, preparing students for better academic achievements and successful social interactions. Considering the study's findings, using repeated reading and Big Books to support students' English reading achievement is highly suggested for elementary reading enhancement.
Pakistan Journal of Life and Social Sciences, 2024
Science comics are one of the innovative educational trends utilized in classrooms, combining ima... more Science comics are one of the innovative educational trends utilized in classrooms, combining images and texts, making them visually attractive and engaging. It is helpful in science education to visualize abstract scientific concepts. This study explored the impact of using science comics as educational materials in science education among the selected elementary students. It also aimed to determine students' academic performance in science before and after integrating science comics and their significant differences using pre-and post-test assessments. The contents of the science comics covered weather and weather instruments learning competencies and lessons based on the grade level curriculum. The study utilized classroom action research (CAR) design by integrating science comics as an innovative approach to science lessons. Standardized test items were adapted from the Grade 4 science teaching module, and the results were analyzed quantitatively. Using purposive sampling and total enumeration, the participants involved 18 Grade 4 students at Palabayan Elementary School (PES), Tinoc, Ifugao, Philippines. Results indicated that the students attained a low mean percent score during the pre-test, suggesting that most have low academic performance in science. However, in the post-test, there was an observed increase in the students' attained mean percent score, signifying higher academic performance after integrating science comics. It was found that there was a significant difference between the pre-and post-test mean percent scores, implying the significant impact of science comics as educational materials on the Grade 4 students' science academic performance. Aside from this, the results imply the effective use of science comics in science lessons, attaining learning competencies, and enhancing the Grade 4 students' scientific literacy and critical thinking. It is recommended that further research be conducted to broaden the impact and academic benefits of science comics in elementary science education.
Problems of Education in the 21st Century, 2024
The teaching competencies of science teachers significantly influence students' science academic ... more The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students' science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.
International Journal of Multidisciplinary: Applied Business and Education Research
The teachers' role is to influence, engage, commit, and support the students toward a positiv... more The teachers' role is to influence, engage, commit, and support the students toward a positive outlook of Mathematics as a discipline. This suggests that students' understanding, acknowledgment, and achievement in the discipline primarily depend on the teachers. Considering teachers' role and students' achievement, the study aims to determine the teaching competencies affecting teachers' performances and their association with the students' mathematics performance. The study utilized a survey questionnaire, and the obtained data were analyzed using descriptive and inferential analysis. The respondents involved 51 primary school teachers from Grades 4-6 in Tinoc District, Tinoc, Ifugao, Philippines. Results shows that the teachers always observed the teaching competencies in their Mathematics teaching. Conclusively, assessment of learning is the most observed competency, followed by personality traits, teaching pedagogy, and instructional material (IMs) utiliz...
Journal of Baltic Science Education, 2023
Plant identification apps make learning about plants more convenient. This study explored the par... more Plant identification apps make learning about plants more convenient. This study explored the participants’ perceptions of using three plant identification apps, PlantNet, PictureThis, and LeafSnap, as potential educational tools. Problems experienced, differences in perceptions, and the participants’ most preferred apps were also determined. Through purposive sampling, the study engaged 162 primary pre-service teachers in the Cordillera Administrative Region (CAR), Philippines. Data were collected through a developed questionnaire and analysed quantitatively. The questionnaire was reliable with an identified single component for perception. Participants first explored and used the apps to identify local plants, thereafter, responding through an online questionnaire. Results showed that participants strongly perceived the apps as engaging, helpful in plant identification, easy to browse, providing details, effective as emerging tools, and significant for scientific literacy, except for consistency of results. There were significant differences, but with small effect sizes, indicating negligible differences in the perceptions of male and female participants regarding the apps’ consistency of results and effectiveness. Weak internet connection was the primary issue affecting the apps’ utilization. The pre-service teachers preferred LeafSnap over PictureThis and PlantNet. Conclusively, this study affirmed the potential of the apps for students learning about plants, further supporting their feasibility as emerging educational tools.
International Journal of Multidisciplinary: Applied Business and Education Research, 2023
The teachers' role is to influence, engage, commit, and support the students toward a positive ou... more The teachers' role is to influence, engage, commit, and support the students toward a positive outlook of Mathematics as a discipline. This suggests that students' understanding, acknowledgment, and achievement in the discipline primarily depend on the teachers. Considering teachers' roles and students' achievement, the study aimed to determine the teaching competencies affecting teachers' performances and their association with the students' mathematics performance. The study utilized a survey questionnaire, and the obtained data were analyzed using descriptive and inferential analysis. The respondents involved 51 primary school teachers from Grades 4-6 in Tinoc District, Tinoc, Ifugao, Philippines. Results showed that the teachers always observed the teaching competencies in their Mathematics teaching. Conclusively, assessment of learning was the most observed competency, followed by personality traits, teaching pedagogy, and instructional material (IM) utilization. Results also showed no significant difference in the teaching competencies based on demographic factors. Moreover, results indicated a lower average (45.80%) Mathematics performance of the primary school students. Consequently, further analysis revealed a non-association between the teaching competencies and the students' mathematics performance. These results infer that the students' mathematical ability was at the beginning level, and mathematical concepts were not fully grasped. It also indicates that teachers were not able to affect the students' performances regardless of always observing the competencies. Nonetheless, a firm view of the teacher's ability to impact the students' understanding and achievement in mathematics is still sustained.
International Journal of Learning, Teaching and Educational Research
Gender-responsive education promotes gender equality at schools and can be attained by addressing... more Gender-responsive education promotes gender equality at schools and can be attained by addressing students’ gender issues through gender responsiveness. In view of gender equality, the study examined the experiences of two Science teachers in implementing a gender-responsive approach to instruction and its impact on students' learning in secondary Science classrooms. Data were gathered through purposive sampling and descriptive phenomenology, supplemented by follow-up interviews, and then analyzed using Colaizzi's phenomenological approach. The interviews were conducted through online video calls with a semi-structured questionnaire. With thorough analysis, five major themes emerged from the teachers' shared experiences. These themes pertain to the students' genders and performances, gender-responsive approaches and methodologies, and the effects and challenges of implementing a gender-responsive approach in Science education. Furthermore, the teachers' gender re...
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Papers by Peter Paul Canuto