ethanporcaro/eric-fulltext-meta huggingface dataset:
Physical Education at Home: Webpage Experiential Learning Approach as an Innovation in Teaching Physical Education on the Online-Merge -- Offline Learning Delivery
Author: Micayas, Mark C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Experiential Learning,Online Courses,Physical Education,Web Sites,Instructional Effectiveness,Physical Education Teachers,High School Students,Grade 11,Teaching Methods,Health Education,Program Effectiveness,Master Teachers,Foreign Countries,COVID-19,Pandemics

The aim of the current study is to examine the effectiveness of the webpage experiential learning approach as an innovation in Teaching Physical Education on the Online-Merge -Offline Learning Delivery. Pretest-Posttest control group design was utilized to examine and determine the effectiveness of the webpage as a learning material. The respondents of this study were randomly selected which compromised to five (5) master teachers in physical education and (5) physical education subject teachers and fifty (50) Grade 11 Senior High School students enrolled in the academic year 2021-2022 at Paradise Farms National High School. The researchers used the survey questionnaire which was researcher-made instrument with 4-point Likert scale survey. Data were analyzed using inferential statistics. The findings shows that the webpage learning material as assessed by the master teachers and subject teachers of physical education has receive a passing rate on each factor that must be consider when developing learning resources and recommend the approval of this material for possible use in the public schools. On the other end, the assessment of two groups of respondents on the level of acceptability of the developed Webpage experiential learning Approach as learning instructional tools and the pretest and posttest means scores of the respondents have no significant difference with each other as shown by the calculated t-value and critical t-value that were performed by the researchers.
PowToon as an Innovation in Improving Grade 4 Learners&apos; Story Analysis and Reading Comprehension
Author: Samosa, Resty
Date: 2021-12-00
Type: Journal Articles
Subjects: Reading Comprehension,Elementary School Students,Literary Criticism,Action Research,Instructional Effectiveness,Instructional Materials,Instructional Innovation,Reading Fluency,Student Evaluation,Elementary School Teachers,Reading Instruction,Grade 4,Computer Software,Computer Assisted Instruction,Teaching Methods,Literary Devices,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Reading Improvement,Language Tests,Rating Scales

This study is intended on the development of the learners' reading comprehension and story analysis skills under the implementation of PowToon as an innovative instructional material for learners' development in reading comprehension and story analysis skills. This study provided various evidence on how innovation can be a great step in developing the learners reading comprehension and story analysis skills. The purpose of this action research is to determine or evaluate the effectiveness of using PowToon as an innovative instructional material to improve and develop learners' reading comprehension and fluency. Various test and data gathering procedures showed promising data on the success of the implementation of the said instructional material where thirty (30) students assessed under the supervision of the chosen master teachers and grade 4 teachers with the use of learning materials evaluated by the teachers using LRMDS tool. The data that this study generated in terms of the success it shown over the development of the learners were significant in terms of their level of reading and analysis skills. Furthermore the information gained from this study will benefit English teachers by yielding information about the effectiveness of using PowToon as an innovative instructional material to develop learners' reading and analyzing skills.
Role, Audience, Format, Topic (R.A.F.T) as an Innovative Teaching Strategy to Improve Learners&apos; Grammatical Writing Skills in English 5
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Motivation,Instructional Innovation,Grammar,Writing Skills,Grade 5,Foreign Countries,Elementary School Students,Instructional Effectiveness

Teaching grammatical writing for students at the elementary level needs high creativity, the students have to be encouraged to study hard to gain writing competence. Additionally, the students themselves face many problems: Lack of writing compositions, lack of exposure to books and reading resources, and grammatical problems. The objective of the study is to improve the grammatical writing skills of students in English 5 using the RAFT Strategy. This research aims to find out how the implementation of the Role, Audience, Format, Topic (R.A.F.T) strategy enhanced students' skills in grammatical writing. The respondents of the study were purposively selected which composed of thirty (30) students in Bagong Buhay G. Elementary School in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to write more effectively as they were aware of who they were writing, to whom they were writing, what format their writing was, and the topic of their writing. So, the students wrote more purposively and focused after being introduced to the RAFT writing strategy. Lastly, the study revealed that there is a significant difference between the pretest and posttest scores of the students in the utilization of Role, Audience, Format, Topic (R.A.F.T) in improving grammatical writing skills of students in English 5.
Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue English 3
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Sentences,Dialogs (Language),Learning Activities,Communication Skills,Educational Technology,Technology Uses in Education,Private Colleges,College Students,Teaching Methods

This study uses Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue is a more relevant and interesting for students. The objective of this study is to serve as a basis and reference for students in teaching sentences in a dialogue. The explicit activity, teacher does first approach to students by giving examples of what sentences of dialogue describe and demonstrate, then guiding them step-by-step about what they have learned in constructing sentences in a dialogue in terms of tone, clarity, convention etc. For them to enhance and improve their communication skills and academic performance effectively. The major concern of this study is to determine the effectiveness of Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue English 3 as an innovation. The study assessed Grade 3 learners to improve their communication skills in the selected private school students in the Schools Division of San Jose del Monte, Bulacan. The Respondents of the study were purposively selected which comprised of Thirty (30) students of Colegio De San Gabriel Arcangel from the private school students in the Schools Division of San Jose del Monte, Bulacan. The researcher used Weighted Mean and T Test to analyze quantitative data and determine the effectiveness of the utilization of Technology Embedded Explicit Activity in Teaching Sentences in a Dialogue English 3. The findings showed that the learners' level of sentence construction in a Dialogue was Average. The researcher also used one - group pretest - posttest design. In this design, a single group of subjects is given a pretest. The study revealed there is a significant difference in the pretest and posttest score of the students in the utilization of the Innovation in improving the learners' Level in Constructing Sentences in a Dialogue.
Video-Based Experiential Learning Approach as an Innovation in Teaching Fraction
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Video Technology,Mathematics Instruction,Experiential Learning,Fractions,Teaching Methods,Mathematics Teachers,Pandemics,COVID-19,Instructional Innovation,Action Research,Student Evaluation,Master Teachers,Computer Software,Integrated Learning Systems,Correlation,Elementary School Students,Language of Instruction,English (Second Language),Second Language Learning,Foreign Countries,Reading Comprehension,Student Attitudes,Teacher Attitudes,Comparative Analysis,Instructional Materials

This study focused on the development of the learners on how Video-Based Experiential Approach will help learners to keep the pace of learnings in this pandemic. This study provided various evidence on how innovation can be a great step in developing the learners in learning about fraction. The purpose of this action research is to determine the effectiveness of using Video-based Experiential approach to the learners amidst of this pandemic. Various test and data gathering procedures showed promising data on the success of the implementation of the said reading material where thirty (30) students assessed under the supervision of the chosen three (2) master teachers and Five (2) grade 6 mathematics teachers with the use of Google form to evaluated by the teachers using LRMDS tool. The data that this study generated in terms of the success it shown over the development of the learners were significant in terms of their level of Teaching Fraction. Challenges that were encountered by both teachers and students were highly encountered in correlation with the students' level of this approach. Furthermore, the information gained from this study will benefit Mathematic teachers by yielding information about Video-based Experiential Approach as an Innovation in teaching Fraction.
Visual Literacy Clues as an Innovative Writing Strategy in Teaching Short Story among Grade Four Learners
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Visual Literacy,Instructional Innovation,Teaching Methods,Instructional Effectiveness,Literary Genres,Elementary School Students,Grade 4,Writing Strategies,Writing Instruction,Writing (Composition),Pictorial Stimuli,Foreign Countries

The purpose of this research study is to find out if visual literacy clues is really effective as an innovative teaching strategy in teaching short story in grade four level. This intends to the teachers as their guide and reference in teaching.
Visualize, Represent and Solve Problem Technique as Teaching Strategy to Improve the Learner&apos;s Problem Solving Skill in Mathematics 2
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Elementary School Students,Logical Thinking,Teaching Methods,Foreign Countries,Mathematics Tests,Scores,Visual Literacy,Pretests Posttests,Comparative Analysis

Teaching mathematics to students at the elementary level needs logical thinking, the students have to be encouraged to study hard to improve solving skills. The objective of this study is to improve the learner's problem solving skill in mathematics 2. This research aims to find out how the implementation of the visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill. The respondents of the study were purposively selected which composed of thirty (30) students in La Concepcion College in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to solve math problem more effectively. The study revealed that there is a significant difference between the pretest and posttest scores of the students in the utilization of visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill in mathematics 2.
Vocabulary Story Photo Album as Innovative Reading Material to Improve Learners&apos; Reading Skills
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Skills,Photography,Vocabulary,Reading Comprehension,Reading Fluency,Barriers,Grade 3,Elementary School Students,Foreign Countries,Elementary School Teachers,Instructional Effectiveness

This study focused on the development of the learners reading skills under the implementation of vocabulary story photo album as an innovative reading material for learners' development in reading skills. This study provided various evidence on how innovation can be a great step in developing the learners reading skills. The purpose of this action research is to determine or evaluate the effectiveness of using the vocabulary story photo album as an innovative reading material to improve and develop learners' reading comprehension and fluency. Various test and data gathering procedures showed promising data on the success of the implementation of the said reading material where thirty (30) students assessed under the supervision of the chosen master teachers and grade 3 teachers with the use of learning modules evaluated by the teachers using LRMDS tool. The data that this study generated in terms of the success it shown over the development of the learners were significant in terms of their level of reading skills. Challenges that were encountered by both teachers and students were highly encountered in correlation with the students' level in reading skills. Furthermore the information gained from this study will benefit English teachers by yielding information about the effectiveness of using innovative reading materials to develop learners' reading skills.
Does It Work for Everyone? The Effect of ELCII on Kindergarteners&apos; Inference Skill Development
Author: Burey, Joseph
Date: 2022-06-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Reading Instruction,Individualized Instruction,Kindergarten,Reading Comprehension,Instructional Effectiveness,Inferences,Skill Development,Computer Assisted Instruction

We sought to identify the extent to which an innovative educational technology called ELCII (Early Language Comprehension Individualized Instruction) improved inference making for various populations of kindergarten students. Analyses examined student performance based on individual-level demographic characteristics (i.e., gender, race/ethnicity, home language, English Language Learner status, and Free or Reduced Lunch eligibility) to shed light on whether ELCII addresses the needs of learners from marginalized communities. Results showed that all students, on average, improved in their inference making performance over time and that growth in inference making performance did not differ across subgroups. However, the results also highlighted persistent gaps that were present at the onset of the program, and unfortunately continued to persist. To bridge such gaps, the standard of 'working for all' is a necessary first step, but not sufficient. Future research should identify ways to accelerate growth of core skill development among students who need additional support.
Specialized Dictionary Mobile Apps for Students Learning English for Engineering, Business and Computer Science
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Dictionaries,Electronic Publishing,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,English for Special Purposes,Engineering Education,Business Administration Education,Computer Science Education,Teacher Role,Language Proficiency,English for Academic Purposes,Higher Education,Educational Technology,Technology Uses in Education

Use of dictionaries is an integral part of language learning and teaching. With the availability of smartphones, EFL, ESL and ESP students can access and download a variety of specialized mobile dictionaries Apps (MDAs). Specialized MDAs are of special importance for students learning English for engineering, business, and computer science purposes. They contain thousands of essential specialize technical terms covering several sub-categories within the engineering, business and computer science fields. They are a good tool for enriching the students' specialized vocabulary and helping them learn faster and remember more in a shorter time. This article aims to show ESP instructors examples of engineering, computer science and business MDAs available in the Google Play or Apple Stores; how specialized MDAs can be located; criteria for selecting specialized MDAs; the lexicographical features of specialized MDA and instructional stages with MDAs. Instruction with MDAs goes through three stages: pre-task, task, and post-task phases. The instructor serves as a facilitator. She can help students find and download MDAs that meet their needs and purposes and match their proficiency level; gives pre-questions; and follows the students up to make sure they are making the best use of MDAs. The article concludes with some recommendations for ESP pedagogy with MDAs.
Determining the Sample in Qualitative Research
Author: Subedi, Khim Raj
Date: 2021-12-00
Type: Journal Articles
Subjects: Sampling,Sample Size,Qualitative Research,Inquiry

This paper focuses on the considerations in determining the number of participants for qualitative research because of the lack of clear guidelines in this area. The study has employed a semi-systematic literature review that is embedded with the researcher's experience. The study has concluded that the purpose of the research, methodological choices, theoretical framework and analytical strategy, data saturation, researcher's knowledge and experience, and institutional and supervisor's requirements need to be considered while choosing the participants in qualitative research. In addition, the focus has been to explore in-depth information from small number of participants. Generally, participants in qualitative research can be added or removed during the research process rather than the prior determination. This paper suggests that the researchers are autonomous to select the participants in qualitative research and they can choose from a single to twenty samples that can be varied upon the depth of the information required and the nature of the inquiry. While conducting the narrative inquiry, one to twenty or more participants can be selected with justification.
Teaching English as an International Language (EIL) in Nepal
Author: Saud, Mohan Singh
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Global Approach,English for Special Purposes,Language Usage

With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru's three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.
Enrollment of Students with Disabilities in Charter and Traditional Public Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 1
Author: Gibson, Patrick
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Charter Schools,Public Schools,Data Analysis,Elementary Secondary Education,Enrollment,Federal Legislation,Educational Legislation,Equal Education,Institutional Characteristics,Differences

This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on the number and percentages of students with disabilities educated in charter and traditional public schools and how the population of students with disabilities has changed over time. Nationally, the identification of students with disabilities eligible to receive special education and related services has increased over time. Simultaneously, enrollment in charter schools has also increased. In light of disruptions caused by the COVID-19 pandemic and potentially greater increases in charter school enrollment, it remains important to track the degree to which students with disabilities are accessing charter schools and to understand the characteristics of students and their experiences prior to the pandemic to examine shifts as schools focus on recovery. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]
Enrollment Characteristics of Students with Disabilities in Charter and Traditional Public Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 2
Author: Gibson, Patrick
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Charter Schools,Public Schools,Data Analysis,Elementary Secondary Education,Differences,Institutional Characteristics,Enrollment,Racial Differences,Gender Differences

This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on the number and percentages of students with disabilities by disability category educated in charter and traditional public schools as well as how the population of students with disabilities has changed over time. Nationally, the identification of students with disabilities eligible to receive special education and related services has increased over time. Simultaneously, enrollment in charter schools has also increased. In light of the disruptions caused by the COVID-19 pandemic and potentially greater increases in charter school enrollment, it remains important to track the degree to which students with disabilities are accessing charter schools and to understand the characteristics of students and their experiences prior to the pandemic to examine shifts as schools focus on recovery. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]