Open Access Short Research Article
The burden and assertion on the quality of teaching staff in an academic institution have recently become a discussion nationwide and this is owned to the claim of a possible huge resources committed to the education sector without commensurate results. The cry for the integration of Information and Communication Technology into school learning curriculum has further raised the hope of people on maximum productivity of teaching staff in tertiary institution. However, this seems to be eluding because, institutions on yearly basis produced students who are not ICT oriented, thereby, leaving the general public with question of teacher’s productivity. In this paper, a survey was conducted to ascertain the level of ICT compliance on teaching staff productivity and in addition, review was carried out to know if ICT has direct impact on teaching quality as well as proffer possible solutions that could aid smooth delivering of teaching methodology (that is ICT compliance). From the analysis, it was observed that most of the respondents agreed that ICT role has tremendous impact on the quality of teaching staff productivity. The standard value of 2.41 mean showed clearly that the respondents calculated value which is 2.66 empirically demonstrated that the majority of the respondents are in agreement that ICT plays a tangible role in the teaching staff productivity.
Open Access Original Research Article
Aims: The aim of this study was to determine the personal experiences of the teacher-participants in the teaching of Technology and Livelihood Education. It also ascertained and met the following objectives: 1) determine the teaching experiences of the TLE teachers; 2) to identify the training needs of TLE teachers; 3) ascertain the challenges faced by the TLE teachers; 3) discover the pedagogy and strategies used by the TLE teachers; and 4) find out the recommendations of the TLE teachers to improve the delivery of the course.
Study Design: Qualitative-phenomenological approach.
Place and Duration of Study: The study was conducted in Sta Cruz National High School, Sta. Cruz, Davao del Sur. The study was conducted for 6 months.
Methodology: The researchers purposely chose all the Technology and Livelihood Education (TLE) teachers. The information were gathered through Focus Group Discussion (FGD).
Results: Six themes emerged from the data analysis. Generally, the teacher-participants found teaching of TLE subject was challenging because the activities were focused on exploration. Moreover, they felt satisfied because they were able to share their knowledge and skills to their students. It implies that the TLE teachers were committed and dedicated to their jobs despite the difficulties they encountered. However, the teacher-participants revealed that generally, they were not sent outside of the school to attend training-seminar for skills enhancement. It is an indication that the school heads lack concern for their teachers’ professional development. In addressing the challenges of the teachers, they collaborate with each other by sharing their resources. Despite the challenges they encountered, they were still optimistic to be globally competitive. It implies that the TLE teachers do not give up easily. They suggested that the school administration needed to develop the participants’ personal character so that their teaching goals were met.
Conclusion: The TLE teachers loved and enjoyed their teaching jobs despite the challenges they faced. However, they clamored to the Department of Education (DepEd) to address their needs such as sending them to trainings and seminar-workshop to enhance their skills and capabilities. To show their dedication to their jobs, they brought their own tools and shared the same to other teachers. Notably, the participants only used three teaching strategies. It shows that TLE teachers lack the knowledge of other teaching strategies. The participants were optimistic that sooner or later their TLE programs are accredited and recognized locally and internationally. This implies that the participants were committed to their jobs. Ironically, they suggested that improvement of the teachers’ self was better than improving the TLE implementation. This shows that the teachers believed that materials can be easily acquired but not the attitude.
Open Access Original Research Article
Aims: The aim of the study was for quality effectiveness analysis assessment of physics teaching materials-oriented ICARE methods on student cognitive mastery-based experiment skill levels.
Study Design: Teaching materials accompanied by ICARE-oriented worksheets are printed learning materials that are packaged in the form of books in which each subject matter is arranged sequentially: discussion of important concepts, sample questions, cognitive questions, and worksheets arranged systematically in the order of introduction, connecting, applying, reflecting, extending (ICARE) to hone students' science process skills. The method is done by dividing students based on experiment skill level from the results achieved by the cognitive mastery test. Each group is given 3 subjects to work on based on the ICARE Stage and is guided by physics teaching materials-oriented ICARE method.
Place of Study: Sample: Department of Physics Education, Universitas Negeri Medan, Medan, Indonesia.
Methodology: Science Process Skills Students are divided into 3 main indicators in the experiment namely Problem / Case Identification (Observation, Problem Formulation, & Create Hypothesis); Experiment (Verifications, Variable Manipulation, Data Collection); & Evaluation (Interpretation, Data Analysis & Theory, Create A Scene). The three main indicators in Experiment are adjusted to the ICARE Stages.
Results: From the results of the study, the use of physics teaching materials-oriented ICARE methods used at Universitas Negeri Medan was more effective with the Intermediate level group. Conformity is due to habit factors that are carried out during learning. It is very important to improve and develop the physics teaching materials-oriented ICARE method in its use in learning. It is necessary to add strict instructions as facilitators at the ICARE stage and some improvements to the structure of submitting assignments that are directive and important to keep on doing.
Conclusion: This is very necessary to direct the activities of students and the creativity of thinking of students without ignoring some of the stages possessed by physics teaching materials-oriented ICARE method.
Open Access Original Research Article
The number of individuals with special needs in Indonesia is increasing. This certainly cannot be separated from the government's attention that issued various policies in support of their existence. One of the categories included in individuals with special needs is those who categorized as Asperger’s. The obstacle that occurs in Asperger is the difficulty in understanding the social interactions that occur around it. The use of symbols as a medium for communication sometimes leads to ambiguity of meaning when interpreted by individuals with Asperger’s and it is also possible that errors occur in the use of symbols. Using Mead's ideas which consist of three important elements- Mind, Self, and Society- this research reveals that the environment has a role as a stimulus when individuals with Asperger’s try to interpret and use symbols in a communication process.
The study was conducted at London School Beyond Academy Course (LSBA) and Skills Training Institute, a learning place that accepts students with special needs within the autistic category and learning difficulties who have completed high school or equivalent. In the Autistic category, there are 8 Asperger students who are all male between the ages of 19-24. After going through the consent process, the number of Asperger students reduced to 5. Other informants are from teachers and parents who are part of the students’ environment and providing stimulus to the students.
Based on the characteristics and objectives of the research, this study uses a phenomenology study that has the freedom to actively participate and pay attention to the daily activities of Asperger students in interacting socially with the environment. Through this research, three important things were found to cause failure and success things in interpreting symbols when interacting with Asperger student; (1) gestures, (2) memories (pas experienced), (3) society. In conclusion, the environment in Asperger students not only functions on the meaning of symbols, but also contributes to meaning.