International Journal of Professional Development, Learners and Learning (IJPDLL) is a biannual academic journal that covers a broad spectrum of topics that are relevant to Professional Development, Learners and Learning. The focus of the journal is on teaching, learning and assessment.
Former title : International journal of pedagogical development and lifelong learning with 2732-4699
Research Article
Michael Bobias Cahapay
International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2105
ABSTRACT
There is a paucity of research and unresolved debate on the criterion of relevance in curriculum development across educational contexts. This paper is an initial research with the goal to propose a conceptual model of relevance in the context of teacher education. Following a qualitative research design, this study involved a maximum variation sampled participants from different sectors of teacher education. The main data analysis technique used was the thematic analysis. The result illustrates relevance through three themes; personal relevance, professional relevance, and societal relevance. This paper demonstrates relevance in the context of teacher education as a multifaceted criterion and can be presented through three expanding levels. A conceptual model of the relevance of the teacher education curriculum is depicted in the discussion of this study. Acknowledging further the robust process of model development in curriculum studies, continuous validation of the proposed model is recommended.
Keywords: relevance, conceptual model, teacher education, curriculum studies
Research Article
Samuel Nathaniel, Semiu Olawale Makinde, Oyeronke Olufunmilola Ogunlade
International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2106
ABSTRACT
This paper investigated the perception of Nigerian lecturers on usefulness, ease of use and adequacy of use of digital technologies for research based on university ownership. The use of digital technologies for research in the 21st century for ease and access of information cannot be underscored irrespective of lecturers’ university ownership. The study was descriptive of survey type using structured questionnaire to elicit response from the respondents. A total of 742 respondents were drawn purposively from 13 public comprising state and federal universities in South-west, Nigeria. The research instrument was validated by 3 educational technologists and the reliability indices of r=0.92, 0.85 and 0.83 using Cronbach Alpha was attained on perceived usefulness, ease of use and adequacy of use of digital technologies respectively for research at 0.05 level of significance. Frequency counts, means and percentages were used to answer research questions 1-3, while 3 research hypotheses were tested using independent t-test statistical instrument. The finding revealed that lecturers in the federal government owned universities exemplified high perception on the usefulness and ease of use of digital technologies. However, lecturers from state government owned universities perceived adequacy of use of digital technologies for accomplishing research task effectively with minimum error. The study among others provision of institutional support, procurement of needed digital technologies and internet facilities, seminars, workshops and trainings to all university lecturers on usefulness, ease of use of newer digital technologies and skills to possess in accomplishing research task effectively with minimum error; irrespective of university ownership.
Keywords: university ownership, digital technologies, ownership, perception
Research Article
John Mark R. Asio, Christopher D. C. Francisco, Alvin V. Nuqui
International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2107
ABSTRACT
Multiple intelligences and extracurricular activities are two variables that may affect a student’s academic and non-academic performance in school. This study aimed at describing and finding the relationship between multiple intelligences and participation rates in extracurricular activities of students from a Catholic educational institution. The study also used a descriptive-correlational design. For the respondents, the study randomly selected a sample of 200 students studying within the academic year of 2017-2018 from a Catholic educational institution. For the instrument, this study adapted the Multiple Intelligence Survey developed by Chislett and Chapman (2006) and Extracurricular Activities Survey by Kelley (2012). The study analyzed and treated statistically the collected data using rank and Spearman Rho with the help of SPSS 20. The findings revealed that visual intelligence emerged as the top-ranked multiple intelligences. Dance/ sports club emerged as the top extracurricular activities took part by most of the students. Also, there was no statistical evidence of the relationship between the multiple intelligences and participation rate to extracurricular activities of the students. Based on the result, the researchers provided pertinent recommendations for teachers, students, and the institution.
Keywords: multiple intelligences, participation rate, extracurricular activities, correlation study
Research Article
Kenneth Akiatan Garcia, Jovar Gallaza Pantao
International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2108
ABSTRACT
The diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on cultural background becomes a valuable input to the way they manage their classroom. This study aimed to find out the relationship of cultural sensitivity with the classroom management of teachers.
The study employed correlational research design. It is quantitative in nature that was complemented by interviews. It involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South Central Elementary School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers were randomly chosen for an interview. The data needed were gathered using questionnaires following the survey method and interviews of randomly chosen teachers. The data were analyzed using frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient.
The result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal classroom management to a great extent. The findings also disclosed that a moderate significant relationship between cultural sensitivity and classroom management exists. Based on the findings, the cultural sensitivity of teachers influences their classroom management. The study recommends capacity-building programs for the teachers such as seminar-workshop on multicultural approaches to education and culturally responsive classroom management strategies for them to enhance their knowledge and skills on culture-sensitive classroom management.
Keywords: cultural sensitivity, classroom management, Dadiangas South Central Elementary School
Research Article
Alvin Odon Insorio, Jocelynda Almendrala Olivarez
International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2109
ABSTRACT
Modular distance learning is the most implemented learning delivery modality in the Philippines, wherein students learn the lessons through the help of self-learning modules. However, students struggle to learn mathematics lessons independently under this modality based on summative tests and performance tasks’ results from the first grading period using self-learning modules. So, interventions must be placed by using social media platforms preferred by most of the students to reach and help them. The study aimed to assess the utilization of Facebook and Messenger groups as platforms for delivering video lessons and activities, learning materials, administering the test, and answering queries of the students in grade 9 Mathematics following the modified PDSA model. The study employed a practical action research design utilizing surveys, interviews, and test materials as data collection methods validated by master teachers and a head teacher. The pretest was administered before two months of interventions. After that, the posttest, survey, and interview were administered. Based on the results, the pretest scores are statistically different from the posttest scores. It means the interventions via Facebook and Messenger groups help students cope with modular distance learning challenges. The interventions done by the teacher were effective based on the computed effect size so that the students able to learn mathematics competencies despite having in the comfort of their houses. As a result, students better understand the mathematics lessons and enjoy learning at their own pace.
Keywords: Facebook, mathematics intervention, Messenger groups, modular distance learning