Suchergebnisse

This qualitative-phenomenological research aimed to determine the perspectives of the teacher-implementers about the No Child Left Behind Policy in Bato National High School. Participants of the study were three TLE teachers and five teachers from different courses. Participants were chosen through purposive sampling. Using the focus group discussions and in-depth interviews, the researchers found out that the teachers had positive and negative perceptions of the policy; it aided low-performing and at-risk students. However, the participants indicated that students became dependent and lazy; also they mentioned that unprepared students passed; hence, the program was unfair. The school administration needs to look into the teachers-implementers view on the NCLB for its improvement.

The COVID-19 pandemic brought havoc to everyone but much more to child-rearing mothers. This qualitative study explored the new roles of mothers in the new normal specifically as being teachers to their children. Six mothers, who had public and private elementary grade children were purposely chosen. Information was gathered through a researcher-made validated interview questionnaire. Collection of information was done online through Facebook messenger and emails. Data analysis produced six themes, namely, complication in becoming mother-teachers, benefits in teaching one's own children, supervision of children's studies, impression of children of the modular schooling, considerations on children's learning and reflection on mothers' learning. Each theme was discussed thoroughly. To address the situation of these mothers, the Department of Education might consider giving support through home-visit tutorials. Teachers could introduce strategies to mothers on how to manage the studies with their children. Moreover, the Local Government Unit (LGU) may initiate alternative solutions led by the Department of Social Welfare and Development (DSWD) to unburden the mothers of their situations.

Despite the many efforts given by the academe, reading comprehension still one of the most challenging language skills among many learners. Anchor on Cooperative Learn-ing Theory, this qualitative-phenomenological study aimed to determine how the jig-saw reading technique helped the college students improve their reading comprehen-sion, vocabulary words and knowledge of context clues, recalling of prior knowledge, sharing correct information, asking relevant questions, and organizing and summariz-ing ideas. The participants were purposively chosen. Focus Groups Discussion (FGD) was used to obtain information from 20 participants. Thematic analysis presented nine themes with varying frequency of responses and core ideas. It was also found that jigsaw technique had in influenced improving not only the students' reading compre-hension but also their interpersonal, motivational, critical thinking skills; more so their sense of accountability. However, it was noted that time was as essential element in reading comprehension. It implicates that employment of any reading approach or strategy must always take into account some essential factors; students' needs, teach-er's role, students' progress, and learning environment. Thus, reading teachers should possess compassion and patience to the learners.

Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.

Undeniably, teaching English listening is challenging. These challenges did not only involve teaching proper pronunciation, articulation, accent, dialectal variation but also the lack of modern listening devices and equip-ment. This qualitative research determined whether heeding to English music and songs could improve the listening skills of the students. Using focus groups, the researchers obtained the information through in-depth inter-views among 16 musically inclined freshmen English major students. Findings revealed that the participants were not genre oriented; they listened to English music and songs was a self-decision or influenced by peers; they bene-fitted from listening to English music and songs like making them emotionally stable, sharpening their mental and language abilities; they were able to keenly distinguish properly enunciated English words; they became linguis-tically aware of dialectal variations; and they were able to differentiate hearing and listening to music. Moreover, they listened to English music and songs as those were part and parcel of their lives. It implies that music and songs may be used in learning English in schools to facilitate psychological and linguistics faculties of tudents.