Teachers' Knowledge, Attitudes, Beliefs, and Instructional Practices in Education 4.0

Arpilleda, Yvonne J.; Oracion, Regina Vera L.; Arpilleda, Alcher J.; Chua, Liza L.; Gortifacion, Audi Kondessa N.

doi:10.47760/cognizance.2023.v03i02.004

Cited by 3 publications

(4 citation statements)

References 3 publications

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“…This means that perceptions of the respondents are not affected by their age. The result contradicts the findings ofEsteve et al (2016) as cited byArpilleda et al (2023) that the youngest group had a higher perception of digital competence (between 20 and 24 years old).…”

contrasting

confidence: 92%

“…This means that the school has an e-learning system. Garcia et al (2022) as cited by Arpilleda et al (2023) found that teachers highly utilized Quipper as Learning Management System in teaching in terms of Sending Assignments and Practice Examinations, Creating Educational Content, and Viewing and Downloading Analytics.…”

Section: Resultsmentioning

confidence: 99%

“…This means that perceptions of the respondents, specifically on teacher-level barriers, are affected by their length of service. In the study conducted by Arpilleda et al (2023) on Education 4.0, they found out that the length of service of the participants affects how they understand, value, and accept the nature and demands of Education 4.0.…”

Section: Resultsmentioning

confidence: 99%

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Mathematics Teachers' Views on Online Learning Implementation Barriers

Arpilleda,

Resullar,

Budejas

et al. 2023

J. of Instr. Math.

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Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.

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contrasting

confidence: 92%

Section: Resultsmentioning

confidence: 99%

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Mathematics Teachers' Views on Online Learning Implementation Barriers

Arpilleda,

Resullar,

Budejas

et al. 2023

J. of Instr. Math.

View full text Add to dashboard Cite

show abstract

“…University educators use new pedagogical approaches to enhance student skills and address communication issues in the target language. However, many teachers fail to fully utilize technology and take advantage of its educational bene ts (Arpilleda et al, 2023;Coman et al, 2020;Lee, 2006). The knowledge, beliefs, skills, and attitudes of teachers are crucial for their success in incorporating e-learning platforms into their teaching practices and for initiating and maintaining self-e cacy within individuals in the teaching/learning process (Eickelmann & Vennemann, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

EFL learners’ attitudes, motivations, and beliefs in Egyptian online learning environments

Mekheimer

2023

Preprint

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This study, utilizing a mixed-methods approach, examined the attitudes, motivations, and beliefs of university teachers of EFL college students in online English learning environments. It found that language e-learning practices positively correlated with students' attitudes and motivations. The study also found that learners' beliefs about language learning in e-learning settings significantly influenced teachers' use of technology. The findings emphasize the importance of integrating language e-pedagogy in English education, integrating e-learning and e-teaching technologies, and addressing the motivational component of language e-learning.

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Students’ Level of Engagement in Learning Technology and Livelihood Education in Blended Learning Modality

Villa

Arpilleda

Galavia

et al. 2023

ejtas

Self Cite

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Student engagement is the amount of attention, interest, curiosity, and positive emotional connections that students have when they are learning whether in the classroom or on their own (Sousa, 2016). This study aimed to determine the students’ level of engagement in learning Technology and Livelihood Education (TLE). A survey was conducted among the randomly selected Junior High School Students of St. Paul University Surigao. Based on the findings, the researcher concluded that the students were highly engaged in learning TLE in a blended learning environment, specifically in the behavioral, cognitive, and emotional engagement. It was also concluded that the respondents’ age, sex, and grades are not significantly correlated to their level of engagement. Therefore, it is hereby recommended that teachers may continue to prepare tasks and activities that would engage the students in learning TLE, focusing more on their cognitive engagement. Similar studies may be conducted where additional variables will be included, and teachers may be taken as respondents for cross validation.

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Teachers' Knowledge, Attitudes, Beliefs, and Instructional Practices in Education 4.0

Cited by 3 publications

References 3 publications

Mathematics Teachers' Views on Online Learning Implementation Barriers

Mathematics Teachers' Views on Online Learning Implementation Barriers

EFL learners’ attitudes, motivations, and beliefs in Egyptian online learning environments

Students’ Level of Engagement in Learning Technology and Livelihood Education in Blended Learning Modality

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