Integration of Knowledge Through Online Classes in the Learning Enhancement of Students

Mallillin, Leovigildo Lito D.; Carag, Eduardo A.; Mallillin, Jocelyn B.; Laurel, Regilito D.

doi:10.46827/ejoe.v5i1.3117

Cited by 28 publications

(23 citation statements)

References 22 publications

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“…It influences knowledge and integration of professional development for teachers' teaching process professional belief and knowledge. It also enhances and focuses on the learning process of students, (Mallillin, et al, 2020). Yet, the contribution of the professional development system in the area of acquiring knowledge theory skills shows that it develops skills and knowledge in the professional development of teachers to equip them with the trends of teaching advancement and technology, and provides opportunities for teachers to refine their ability of professional development in the educational system.…”

Section: Discussionmentioning

confidence: 99%

Professional Development System Theory for Quality Education

Mallillin

Laurel

2022

EJES

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The study aims to identify the contribution of the professional development system theory and skills for teachers in the approach of quality education in the area of acquiring knowledge theory skills, standard requirement theory skills, observed model theory skills, implementation theory skills, and effectiveness theory skills, and reflection theory skills. The study employs the descriptive quantitative research method and designs since it identifies the various approaches to the professional development system theory and skills. The convenience sampling method is utilized in the gathering of the population and sampling size of the study. It is the most popular method in the current study where it influences the trustworthiness of the number of sizes in the study to provide better results. The respondents of the study are the professional teachers at the Department of Education (DepEd), and Higher Education Institutions (HEIs) in both private and public institutions. The study comprised ninety (90) respondents only. Results show that most of the respondents are female, belong to the age bracket of 41 years and above, and teaching for 21 years and above, and their highest educational attainment is college graduate where they are qualified to teach. On the other hand, contribution of professional development system in the area of acquiring knowledge theory skills shows to develop knowledge and skills in the simple process and application of learning, and provides skills and knowledge to understand the process of instruction in teaching process, contribution of professional development system in the area of standard requirements theory skills shows that effective teacher skills include a well-organized classroom to avoid distraction in the classroom learning process, and need to develop leadership skills inside or outside the classroom teaching and learning responsibility, contribution of professional development system in the area of observed model theory skills shows that effective communication is essential since it provides the process and ability to listen and focuses on appropriate manner and thoughts of individuals, contribution of professional development system in the area of implementation theory skills shows that it provides students learning and teaching effectively to access and equip continuous opportunity for learning, and promotes opportunities and professional development for the mindset growth and outcome to support the learning process, contribution of professional development system in the area of effectiveness theory skills shows that it adopts effectiveness for professional development standard design and guide in professional learning, and addresses to provide opportunities and needs in the educational setting and collaboration for professional development system, and contribution of professional development system in the area of reflection theory skills shows that it describes tools for teachers to evaluate and observe the learning process and reflects systematic teaching process, recording, collecting, and analyzing the observation and thoughts of teachers. Findings show that there is no significant correlation between the profile of the respondents and the contribution of the professional development system theory and skills for teachers in the approach to quality education. Article visualizations:<img src="/-counters-/edu_01/0222/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

Professional Development System Theory for Quality Education

Mallillin

Laurel

2022

EJES

Self Cite

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“…It is a flexible module based on the needs of students and formative assessment. It focuses on the success learning process and significance in the classroom learning, (Mallillin, et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Formative Assessment of Purposive Communication Module in the Academic Performance of Students in Higher Education Institution (HEI)

Mallillin¹

2023

Int. j. soc. sci. humanit. invent.

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The study aims to identify the formative assessment of purposive communication modules in the academic performance of students and what makes the formative assessment of purposive communication modules for the improved academic performance of students in Higher Education Institution (HEI) among the respondents. Mixed methods are employed in the study which is composed of quantitative and qualitative research design. Hence, random sampling techniques are utilized in the study. It is a sampling technique that provides equal opportunity for the respondents to be chosen in the study. The study comprised two hundred (200) respondents only. Results show that formative assessment of purposive communication module provides support for students to outline and focus assessment for better learning process based set learning outcome, show to explore learning experiences for student in the improved academic performance, show evidence provided in the learning process through rubrics to support assessment of students, show that evidence and examples of assessment are well explained based on the questions given for better output in the academic performance which is relevant, and explanation supports position assessment specified for better comprehension of students, show that writing mechanics is well-defined instruction for better analysis of the assessment in the module, show that organization of the assessment enhance clear structure that showcases ideas for the measure academic performance of students. Findings show that there is a significant relationship on the formative assessment of purposive communication modules in the academic performance of students in Higher Education Institution as observed by the respondents.

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“…The intervention of the teaching and learning in the knowledge of students struggles in their adjustment to the traditional classroom setting especially on the learning process and adaptation to the model theory of teaching, Mallillin, Carag, Mallillin, & Laurel, (2020). Furthermore, the intervention of teaching and learning has to do with the various domains of learning in the student academic performance.…”

Section: Introductionmentioning

confidence: 99%

Teaching and learning intervention in the educational setting: adapting the teacher theory model

Mallillin

2022

Int. J. Edu. Inno. Res.

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The study aims to examine the teaching and learning intervention in the educational setting as implemented in terms of student interest, learning reflection, direct instruction, learning activities, and student performance. It also aims to identify the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting in the area of talented, enthusiastic, adaptability, creativity, honest, effective, and resourceful. The research employs the descriptive quantitative methods and designs to utilize and generalize the result of the opinion, attitude, behaviors of the variable defined in the study. Purposive sampling is also explored in the study since it refers to the expert sampling or judgmental. It is a sample of non-probability. The study comprised One Hundred (100) respondents only. Results show that it encourages, open communication and sincerity of teachers for students to be comfortable in sharing their knowledge and opinion inside the classroom in terms of student interest, provides learning reflection for students to gauge quickly in the understanding of the lesson and teaching content in terms of learning reflection, assesses the teaching concept to modify the lesson as needed in terms of direct instruction, provides a better brainstorming approach to learning activities for students to share their insights and ideas about the lesson in terms of learning activities, aligns the learning instruction and standard in the task to the measurable learning target of the subject in terms of student performance. On the other hand, contribution of teacher model theory shows being patient at all levels in the variety of classroom cultural background, intellectual abilities, and learning styles to balance their own expectations and unique abilities for the learners in the area of teacher as talented, shows that teacher improves classroom behavior, student performance, positive attitude, and lead better evaluation in teaching in the area of teacher as enthusiastic, focuses on the transformation and interdisciplinary learning that equips with technological advancement in the increased roles and functions of the learning process in the area of teacher as adaptable, shows that teaching empowers the opinion and ideas that express unique ways in teaching and active learning relevant for student learners in the area of teacher as creative, shows that teacher speaks the truth by avoiding giving false compliments and honestly correcting mistakes done by the students in the area of teacher as honest, shows that it explores student thinking in efficient learning and delivers the information that lasts for the students’ skills and knowledge in the area of teacher as effective, shows that teaches positive skepticism to students and the ability to look for the development and solution to the learning process in the area of teacher as resourceful. Findings show that there is no significant relationship between the teaching and learning intervention in the educational setting implementation and the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting among the respondents.

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Integration of Knowledge Through Online Classes in the Learning Enhancement of Students

Cited by 28 publications

References 22 publications

Professional Development System Theory for Quality Education

Professional Development System Theory for Quality Education

Formative Assessment of Purposive Communication Module in the Academic Performance of Students in Higher Education Institution (HEI)

Teaching and learning intervention in the educational setting: adapting the teacher theory model

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