Papers by John Vincent Aliazas
TWIST, 2024
This study examined the efficacy of teaching methods in flexible learning, specifically focusing ... more This study examined the efficacy of teaching methods in flexible learning, specifically focusing on a state institution in the Philippines. The study sought to determine the impact of student learning engagement on teaching effectiveness, using the university's curriculum quality assurance (CQA SF 012) standards as a basis. The research used purposive sampling to select 281 teacher education students as respondents. Multiple regression analysis was utilized to determine the important factors of teaching effectiveness. The study revealed a substantial correlation between student learning engagement and teacher effectiveness in flexible learning. The respondents indicated significant levels of engagement in all aspects of student learning engagement, and teaching methods that effectively engage and support all students were highly effective. Furthermore, there was a favorable correlation between teaching effectiveness, instructional and assessment approaches, and the learning environment. The study additionally discovered that engaging in active learning and having a stimulating educational experience were favorable indicators of effective teaching. These findings may have significance for the institution's faculty development and teaching assessment practices. The study indicates that a firm dedication to enhanced education is crucial in guaranteeing that students acquire the aptitudes needed for achievement in the professional field. This study adds to the existing body of knowledge on flexible learning and the effectiveness of teaching, offering valuable insights that have the potential to enhance teaching methods and increase student learning outcomes.
Anatolian Journal of Education , 2024
The purpose of this study was to assess the feasibility of offering a Doctor of Philosophy in Edu... more The purpose of this study was to assess the feasibility of offering a Doctor of Philosophy in Education program at LSPU. The study utilized a quantitative research design to gather data from 243 respondents consisting of teachers, education professionals, and stakeholders in the field of education. The data were analyzed using descriptive statistics and inferential analysis to evaluate the potential demand for the program, the availability of qualified faculty members, and the resources needed to support the program. The results showed that there is a high demand for advanced degrees in education, as evidenced by the majority of respondents expressing interest in pursuing a PhD in Education. The study also found that LSPU has an adequate number of qualified faculty members who meet the minimum requirements set by the Commission on Higher Education (CHED) policies and guidelines. Additionally, LSPU's status as a Center of Development in Teacher Education reflects the university's commitment to excellence in teacher education, which is directly relevant to the proposed PhD in Education program. The study concluded that LSPU is well-positioned to offer a PhD in Education program, given its available resources, qualified faculty, and high demand from potential students. This study's findings can provide valuable insights for LSPU in making informed decisions regarding the development and implementation of a PhD in Education program. The study's implications extend beyond LSPU, as other universities interested in offering similar programs can use these findings as a reference for their own feasibility studies.
TWIST, 2024
The increasing reliance on technology and the growing need for efficient data management in highe... more The increasing reliance on technology and the growing need for efficient data management in higher education institutions have led to the widespread adoption of Electronic Document Management Systems (EDMS). This study explored the current state of EDMS and its benefits, challenges, and implementation strategies. Similarly, it explores the impact of EDMS on key operations (administrative processes, academic management, student services, and research activities) in one higher education institution in the Philippines based on the premise of the Technology Acceptance Model (TAM). The findings highlight a significant relationship among variables. Likewise, the study identifies benefits, challenges, and implementation strategies as key predictors of the behavioral intention to use the EDMS. Furthermore, key operations in terms of administrative processes significantly predict TAM components in terms of perceived usefulness, perceived ease of use and behavioral intention to use EDMS.
International Journal of Innovation Scientific Research and Review, 2024
Aims: Implementing efficient teaching and learning strategies is vital in the ever-evolving field... more Aims: Implementing efficient teaching and learning strategies is vital in the ever-evolving field of education. In today's rapidly changing educational scene, blended learning emerges as a potential solution to fulfil the diverse demands of students. The main objective of this study was to examine the effective utilization of blended learning models to enhance academic outcomes. Study design: The study used a descriptive-developmental research design. Place and Duration of Study: The study's respondents are one hundred (100) Grade 7 students of Janopol Oriental NHS during the school year 2023-2024. Methodology: The study used a survey questionnaire. The researcher focused on the students' perceptions of the blended learning components, blended learning models, and student engagement. Results: According to the findings, using the blended learning model focusing on the rotation model is effective in science academic performance. It is approved by rejecting the null hypothesis about the significant differences between the pretest and post-test. Furthermore, there is no significant relationship between the blended learning components and science learning outcomes. Conclusion: There is no significant relationship between the science learning outcomes and the blended learning models implemented at JONHS. The school administration may consider improving the curriculum by implementing blended learning models as part of learning in the science curriculum. Further studies on the different blended learning models in teaching science were also recommended. Aside from additional studies, crafting of an intervention program may be utilized for different blended learning models. Broadening the scope of research on the influence of blended learning in other subjects or increasing the sample size can all be considered.
TWIST, 2024
The golden apple snail Pomacea canaliculata (L) is one of the most pervasive pests in rice farms ... more The golden apple snail Pomacea canaliculata (L) is one of the most pervasive pests in rice farms in the Philippines. Synthetic molluscicidal formulations are one of the most widely used pest control methods. However, this affected the non-target organisms and the environment adversely. Thus, there is a need to find a viable alternative in the form of a plant-based pesticide that is commonly available and less costly. The garlic Allium sativum (L.) and the makabuhay plant Tinospora crispa (L.) are widely known for medicinal purposes. According to studies, these plants' bioactive components can also be a potential pesticide for snails in lowland rice fields. Thus, this study sought to determine whether a singly or binary combination of these fermented plants' extracts could demonstrate the molluscicidal effect in P. canaliculata. The mortality rate of P. canaliculata after applying different extracts in varying concentrations within 24-hour exposure time was collected and tested using ANOVA. Among the various extracts and concentrations tested, 60 percent of the garlic and makabuhay individual plant fermented extract were the most effective, with the highest mortality recorded for golden apple snails.
Global Scientific and Academic Research Journal of Multidisciplinary Studies, 2024
This study investigated the relationship between blended digital learning and self-directed learn... more This study investigated the relationship between blended digital learning and self-directed learning with students' behavioral engagement and scientific learning perception. The participants included 114 grade 12 students from a single educational institution in Laguna province. The study revealed that students were highly satisfied with blended digital learning. They found this instructional approach effective in enhancing their understanding of scientific concepts. Additionally, students demonstrated a strong inclination towards self-directed learning practices, indicating their ability to take responsibility for their learning and pursue independent study. Furthermore, the students exhibited high behavioral engagement in their science classes. They actively participated in discussions, completed assignments promptly, and demonstrated a genuine interest in the subject matter. This engagement was seen as a positive indicator of their motivation and investment in learning. Moreover, the findings highlighted the manifestation of scientific learning among the students. They demonstrated the ability to analyze information, evaluate evidence, and make reasoned judgments in the context of scientific inquiry. Importantly, the study established a significant relationship between blended digital learning, behavioral engagement, and scientific learning perception. Similarly, self-directed learning practices significantly correlated with behavioral engagement and scientific learning perception. These findings suggest that utilizing blended digital learning strategies and encouraging self-directed learning can effectively enhance students' behavioral engagement and foster the development of scientific learning perceptions in the science classroom. This study underscores integrating blended digital learning and fostering self-directed learning practices to promote students' behavioral engagement and scientific learning perceptions in senior high school science education.
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 2024
Poor science education techniques may lead to low science competence. The shift in education tend... more Poor science education techniques may lead to low science competence. The shift in education tends to be in distance learning, which negatively impacts Philippine Education. Consequently, educators are looking for the best innovations to help bridge the science education gap, especially in teaching techniques. This study focuses on developing an inquiry-based learning resource to enhance the integrated science process skills of Grade 4 students in Science at Del Remedio Elementary School, San Pablo City, Philippines. Descriptive-developmental methodology was used for this study, which is a process aimed at developing and evaluating a learning tool. The participants of this research are the grade 4 learners of Del Remedio Elementary School. The developed inquiry-based learning resources meet the criteria of being highly acceptable in terms of graphic design and layout feasibility, construction feasibility, language feasibility, and content feasibility, as per the findings. The dependent samples t-test revealed that students' pre-test and post-test scores are significantly different from their integrated science process skills; this implies that their grades improved after inquiry-based learning. The Pearson Product-Moment correlation shows a significant relationship between the students; inquiry-based learning technique and their level of integrated science process skills, with a significant level of 0.05. This led to the conclusion that the technique implemented to be used in the developed resource material helps students improve their understanding of the lesson, leading them to higher achievements.
International Journal for Science and Advance Research In Technology, 2024
The aimed of this study is to determine the effectiveness of inquiry-based learning on students' ... more The aimed of this study is to determine the effectiveness of inquiry-based learning on students' level of engagement and critical thinking skills. The study used preexperimental single group pretest-posttest design to grade 10 students from selected schools in the Division of Lipa City. Findings revealed that the level of behavioral engagement among student after the utilization of IBL was highly engaged. Likewise cognitive and emotional engagement among student was evident. Furthermore, students' level of critical thinking skills after the implementation of IBL were approaching proficiency. Lastly, significant differences were seen on students' level of engagement and critical thinking skills was seen after the implementation of IBL.
International Journal for Science and Advance Research In Technology, 2024
The research aimed to improve student engagement and critical thinking skills using the adaptive ... more The research aimed to improve student engagement and critical thinking skills using the adaptive e-learning module in teaching physical science. Specifically, it soughtto determine the challenges encountered by the students in using the e-learning module, the perception of the respondents in different features of the e-learning module, the overall acceptability of the e-learning module, the level of students' critical thinking skills and the student's engagement in physical science; ascertain the significant difference on the level of students' critical thinking skills before and after using the adaptive e-learning Module and significant relationship between the developed e-learning module and the student level of engagement in physical science. The study used an experimental approach to enhance students' critical thinking skills and engagement. The developed e-learning module focuses on the least learned topic and competencies in physical science. The respondents were composed of 50 students undergoing experimentation. Hence, the respondents strongly agreed that the adaptive e-learning module is accessible, an excellent source of information and contains technical support for the learners and interactive lessons, video lessons and simulations that enhance students' learning. The e-learning module is commendable as an innovative way of teaching, effectively improving learners' engagement and critical thinking skills. The results illustrate the significant difference in students' critical thinking skills before and after using the e-learning module and the significant relationship between the developed adaptive e-learning module and student engagement in Physical Science.
International Journal for Science and Advance Research In Technology, 2024
This study sought to create a digital game-based physics lesson for seventh-grade students. It so... more This study sought to create a digital game-based physics lesson for seventh-grade students. It sought answers to respondents' least mastered competencies in physics by identifying their preferred game-based learning activity and determining their level of critical thinking, creative thinking, and problem-solving. A descriptivedevelopmental design was used in the study of selected learners from 129 grade 7 students, carried out at Bukal Sur National High School in Candelaria, Quezon, during the academic year 2022-2023. The study's findings revealed that the respondents' least mastered competency in Physics was describing an object's motion in terms of distance or displacement, speed or velocity, and acceleration, as well as creating and interpreting visual representations of object motion such as tape charts and motion graphs and inferring that waves carry energy. Respondents prefer to play digital games, particularly puzzle games, on their mobile devices. The respondents' mean pre-test score indicated low critical thinking, creative thinking, and problem-solving, whereas the mean post-test score was very satisfactory. Finally, there is a significant difference between the respondents' pre-test and post-test scores for critical thinking, creative thinking, and problemsolving.
International Journal for Science and Advance Research In Technology, 2024
This study aimed to assess the efficacy of using the Contextualized Activity Tool in enhancing th... more This study aimed to assess the efficacy of using the Contextualized Activity Tool in enhancing the scientific competencies of Grade 7 students at Sto. Domingo Integrated High School during the academic year 2022-2023. The study employs a descriptive-experimental approach and includes a total of forty (40) participants, evenly distributed between twenty (20) males and twenty (20) females. The respondents' scores and ratings were examined using frequency, percentage, mean, and standard deviation. The researchers employed a paired t-test to examine the statistical significance of the differences between the pre-test and post-test scores of the participants. The study's findings indicate that the contextualized activity tool significantly improves the science competencies of grade 7 students. Moreover, the research yielded a notable disparity and an augmentation in the evaluation of science learning outcomes between the pre-test and post-test, indicating that it facilitated the students' enhanced understanding of the subject matter. The preliminary assessment indicated that most participants scored at the introductory level. Simultaneously, the post-test findings indicate that students achieved a competency level close to the expected standard after using the instrument. This illustrates that using contextualized activity tools yields a substantial disparity in their science learning outcome. This finding also indicates that integrating contextualization as a learning tool enables students to actively participate in discussions and comprehend the material and concepts in various ways. Consequently, this fosters an elevated cognitive capacity in pupils and enhances their academic achievement.
International Journal for Science and Advance Research In Technology, 2024
This study was specifically focused on determining the effect of learning through an argumentatio... more This study was specifically focused on determining the effect of learning through an argumentation approach to the STEAM skills and the higher-order thinking skills of the grade 5 pupils at San Antonio Elementary School for the school year 2022-2023.The study utilized an experimental pretest-posttest research design. The researcher utilized a class of respondents, which were composed of 30 pupils. The pretest and posttest teacher-made instruments consisted of thirty (30) item tests that included questions that assessed the STEAM skills and HOTS. A T-test was used to determine the significant differences before and after the treatment. The result suggests that when learners are exposed to argumentation activities, they tend to be more critical in assessing ideas. Moreover, learners are more likely to be better communicators and problem-solvers. Argumentation also fosters creativity because respondents tend to deviate from conventional approaches for their ideas and opinions to be understood better. Furthermore, in terms of HOTS, data reveal that learning through argumentation can be an effective approach to enhancing the ability of learners to analyze and evaluate ideas, whether orally or in writing.Finally, there are significant differences between the pretest and posttest scores of the respondents as to their STEAM skills in critical thinking, creativity, communication, and problem-solving and higher-order thinking skills in analyzing and evaluating.Since it was found that learning through argumentation is effective in improving STEAM skills and HOT skills, it is recommended that this approach be used in subjects that demand these skills. Other researchers may utilize more specified assessments targeting STEAM and higher-order thinking skills to further explore the approach's effectiveness. Since some skills are multifaceted, assessments will be vital in arriving at more conclusive results.
International Journal of Educational Management and Development Studies, 2023
This study explored the perceptions of collective teaching efficacy (CTE) and its influencing fac... more This study explored the perceptions of collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating pre-service teachers from a state university in Laguna. Multiple regression analysis was used to determine significant predictors of pre-service teachers' performance. Results showed that pre-service teachers had high levels of CTE and that influencing factors of teaching efficacy were well-manifested. The respondents' in-service teaching performance was outstanding, and there was a weak to moderate correlation between CTE, influencing factors, and pre-service teachers' performance. Furthermore, the construct of CTE (vicarious experience) and influencing factors (knowledge, perceived personality factors, and resource provision) were significant predictors of pre-service teachers' performance. The findings of this study have implications for the design and implementation of pre-service teacher development training programs. By enhancing pre-service teachers' collective efficacy and addressing the influencing factors of teaching efficacy, such programs can help promote effective teaching practices and better student outcomes. The study suggests that pre-service teacher education programs should provide opportunities for pre-service teachers to observe experienced teachers, acquire knowledge and skills related to teaching, develop their perceived personality factors, and access adequate resources to enhance their teaching efficacy. The study also provides insights into the importance of building a supportive learning environment that fosters a sense of collective efficacy among pre-service teachers.
International Journal of Academe and Industry Research, 2023
This research examines the relationship between Person-Environment fit (PE fit) and teachers' wor... more This research examines the relationship between Person-Environment fit (PE fit) and teachers' work engagement and motivation in the context of public elementary schools in the Department of Education (DepEd) in the Philippines. The study surveyed 117 teachers through random sampling and utilized multiple regression analysis to identify significant predictors of teachers' work engagement and motivation. Results indicate that P-E fit is highly observed among public elementary school teachers with high work engagement and motivation. Moreover, there was a moderate correlation between the different factors of P-E fit, including person-vocation fit, person-organization fit, person-group fit, and person-job fit. The study's most notable finding is that person-organization and person-group fit significantly influenced teachers' work engagement and motivation. This suggests that teachers who fit well with their organization and workgroup are more likely to be motivated and engaged. These findings have implications for human resource management and organizational leadership practices, highlighting the importance of considering P-E fit when hiring and managing teachers. Overall, this study contributes to the growing literature on P-E fit and its impact on work engagement and motivation. It provides valuable insights for school administrators and policymakers on creating a work environment that fosters teacher engagement and motivation, ultimately improving the quality of education for students.
Jurnal Pendidikan Progresif, 2023
Google Classroom Adoption as Learning Management System in Senior High School Using Technology Ac... more Google Classroom Adoption as Learning Management System in Senior High School Using Technology Acceptance Model. Objectives: The purpose of this study was to determine the acceptance of Google Classroom as a learning management system for public high school at one state university in Laguna, Philippines, using the Technology Acceptance Model (TAM). It further determined the effect of online learning self-efficacy on the original TAM-related factors. Methods: Using a quantitative through survey method, the data were collected using a web-based program from 742 students and were analyzed using structural equation modelling. The contentvalidated research instrument was adapted from previous studies (Al-Maroof & Al-Meran, 2018; Fathema et al., 2015; Zimmerman and Kulikowich, 2016). Findings: Findings revealed that all hypotheses were supported. Both perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the attitude towards use (ATU), according to the study's findings. The PU and ATU can likewise significantly predict behavioral intention to use (BIU), which in turn explains the actual usage (AU) of Google classrooms. Furthermore, Online learning self-efficacy (OLSE) demonstrates a positive impact on both PU and PEOU. Conclusion: This study concludes that the students found Google Classroom as an effective tool for teaching and learning, as evidenced by a positive perspective and strong intent to continue using the platform. The salient implications for implementing LMS-based courses and future lines of research were also discussed.
International Journal of Scientific and Management Research, 2023
This study aimed to investigate the impact of teachers' pedagogical digital competence on academi... more This study aimed to investigate the impact of teachers' pedagogical digital competence on academic motivation and performance in the context of physical education. The research findings indicated that teachers possessed a high level of proficiency in their pedagogical digital competence, including technical knowledge, content knowledge, and pedagogical knowledge. Moreover, the respondents demonstrated a high level of academic motivation, and the majority of them exhibited satisfactory performance in physical education. Additionally, the study revealed a moderate to strong correlation between teachers' pedagogical digital competence and students' academic motivation. This suggests that when teachers are equipped with strong digital competencies, they are better able to engage and motivate their students. The findings highlight the importance of integrating technology and digital tools effectively into the teaching and learning process. Furthermore, the study found a significant correlation between teachers' content knowledge and students' performance in physical education. This indicates that teachers' deep understanding and mastery of the subject matter positively influence student achievement in this domain. In conclusion, this research emphasizes the crucial role of teachers' pedagogical digital competence in promoting academic motivation and performance in physical education. The findings underscore the need for ongoing professional development for teachers to enhance their digital competencies and improve the overall quality of instruction. By equipping teachers with strong digital skills and knowledge, schools can create a conducive learning environment that fosters student motivation and achievement in physical education.
International Journal of Scientific and Management Research, 2023
This study aimed to assess the competency of physical education teachers and its influence on the... more This study aimed to assess the competency of physical education teachers and its influence on the cognitive learning of students. The research involved 80 junior high school students from two integrated high schools in the province of Laguna. The results indicated that physical education teachers exhibited a high level of perceived knowledge, skills, and professional value positions. Similarly, the students' cognitive abilities in terms of comprehension, memory, and application were found to be highly satisfactory. Furthermore, the analysis using Pearson correlation revealed significant relationships between different variables. Specifically, knowledge and skills were significantly correlated with memory, indicating that the level of knowledge and skills possessed by physical education teachers had a positive impact on students' memory abilities. Additionally, the findings showed a significant correlation between memory and professional value positions, suggesting that students' memory performance was influenced by the professional values demonstrated by their physical education teachers. These findings highlight the importance of competent physical education teachers in enhancing students' cognitive learning. The results suggest that teachers who possess extensive knowledge and skills in physical education can positively influence students' memory abilities, which are crucial for effective cognitive learning. Moreover, the study emphasizes the significance of professional values among physical education teachers, as they can contribute to the development of students' memory skills. These findings can serve as a foundation for future research and can also guide educational institutions and policymakers in designing effective training programs for physical education teachers to improve their competencies and ultimately enhance students' cognitive learning outcomes.
International Journal of Science, Technology, Engineering and Mathematics, 2022
This study was grounded on the established Community of Inquiry (CoI) Framework to assess the beh... more This study was grounded on the established Community of Inquiry (CoI) Framework to assess the behavior of students during the synchronous classes and its association with the Basic Science Process Skills (BSPS). The participants of the study were twenty-eight students from the seventh grade class of a public elementary school in the Philippines. The quantitative data were collected from the survey questionnaires while the pre-test and post-test were measured using a rating scale instrument facilitated via Google forms. Pearson-r was used to find the correlation among the variables while the T-test for the differences between variables. The results divided the CoI into three presences. The teaching presence, social presence, and cognitive presence with an acceptable mean, implies a good sense of community among the learners. Furthermore, few students' basic science process skills were advanced and proficient, while most were still approaching proficiency and developing levels. The constructs of the CoI Framework were associated with the basic science process skills for classifying. Similarly, there is a significant difference between the pre-test and post-test scores of the respondents in classifying and measuring. The results suggest that continuous exposure of the students to CoI during synchronous classes improves their ability to self-study during asynchronous classes.
International Journal of Science, Technology, Engineering and Mathematics, 2022
With the unfavorable learning environment blamed for students' subpar Science performance, new ap... more With the unfavorable learning environment blamed for students' subpar Science performance, new approaches to education were developed including the advancing technology and its application in the educational process. This study intended to determine the effectiveness of integrating Android-based applications in teaching chemistry for improved experiential learning of students. The study used a descriptive-experimental design using one hundred twenty (120) junior high school students enrolled in one public high school in Alaminos, Laguna, for the school year 2021-2022. The study revealed a significant difference in the pre-test and post-test scores of the students based on experiential learning constructs. Likewise, a significant relationship was found among variables suggesting that student perceived the integration of Android-based application as effective tool in teaching chemistry. The study's findings indicate that the level of experiential learning of most students in Science improved after integrating the Android-based applications. Results suggest that teachers may consider using Androidbased applications in teaching Science that includes learning activities suited to the topic and can give students the opportunities to improve the level of their experiential learning. Lastly, a study using low and high-performing students may be conducted to further assess the strength of the Android Applications as to applicability and effectiveness.
International Journal of Science, Technology, Engineering and Mathematics, 2022
The study investigates the students' learning readiness and their level of learning outcomes in t... more The study investigates the students' learning readiness and their level of learning outcomes in the science subject during the modular distance modality. The descriptive-correlational design gathered relevant data to determine the relationship between learning readiness and the level of learning outcomes. Through a survey questionnaire, data were gathered from 273 Grade 11 students enrolled in a public High School during the School Year 2021-2022. Based on the results, the students are moderately ready in terms of self-knowledge, analyzing context, and activating knowledge. Similarly, they are also moderately ready in terms of designing learning pathways, clarifying knowledge, and apply understanding. Likewise, the respondents are at the level of moderately engaged in their learning outcomes in Science in modular distance modality as to knowledge in terms of content, process, and nature of science knowledge, and behavior and stewardship; as to skills in terms of science inquiry and self-efficacy; as to attitude in terms of interest and motivation. Finally, a significant relationship was found between learning readiness and the level of learning outcomes in Science in modular distance modality. These results suggest that knowing how learning readiness affects the level of learning outcomes in Science in modular distance modality can help to determine, develop and enhance self-learning materials that the learners may use in the distance modality.
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Papers by John Vincent Aliazas