Research Article
Edgar John Sintema, Derick Singogo
International Journal of Professional Development, Learners and Learning, Volume 2, Issue 1, Article No: ep2101
ABSTRACT
Schools in Zambia partner with students’ families and communities through the Parents Teachers Association to promote community participation in the academic and social welfare of students. However, this partnership is sometimes weakened by unexpected external factors to the detriment of the students’ educational development. This study used the theoretical lens of Epstein’s School-Family-Community partnership model to examine the role of parents in the home environment in creating a supportive technological environment for school children in response to the effects of COVID-19 on education. To accomplish the purpose of the study, twenty parents responded to open-ended written interviews. Data were qualitatively analyzed using content analysis. Results revealed inadequate preparation of parents to respond to the academic needs of their school children. Households were facing numerous challenges in procuring curriculum materials like prescribed textbooks. Further, it was revealed that electricity load shading negatively affected students’ access to the educational content on television and e-learning facilities aimed at supplementing school classroom instruction. The study concluded that there were limited or no technology resources in Zambian homes to support students’ access to education during the COVID-19 period.
Keywords: educational preparedness, home environment, partnership, COVID-19
Review Article
Michael Bobias Cahapay
International Journal of Professional Development, Learners and Learning, Volume 2, Issue 1, Article No: ep2102
ABSTRACT
The continuity of education after the current crisis is a major national concern. A vulnerable group that may be further marginalized in the process consists of learners in indigenous communities. Through a review of the Philippine Basic Education Learning Continuity Plan (BE-LCP), this article seeks to create space for the indigenous peoples (IP) learners toward an inclusive post-coronavirus disease 2019 (COVID-19) education. Considering the pre-COVID-19 background of resources and the current epidemiological status of IP communities, the researcher presents strategies on how post-COVID-19 education can be delivered. For example, in an IP community with electricity access and low technology access but no internet and has high to moderate risk of virus infection, a combination of print modular learning and television- and radio- based learning can be adopted but not the synchronous and asynchronous learning and stagger in-person learning. This suggested option and others are offered in the paper.
Keywords: learning continuity plan, indigenous peoples, COVID-19 pandemic, inclusive education, Philippines
Research Article
Alvin Odon Insorio
International Journal of Professional Development, Learners and Learning, Volume 2, Issue 1, Article No: ep2103
ABSTRACT
Mobile learning is one of the novel directions in delivering the lesson due to the interest of the students towards mobile devices. Before it must be implemented in basic education, the readiness of internal stakeholders must be established first especially the teachers because they act as a middle component between the curriculum and the learners. This study focused on the technological and operational mobile learning readiness of secondary teachers, particularly English, Science, and Mathematics selected using stratified sampling. This was a descriptive design where the survey questionnaire was the research tool for collecting data. It was found out that secondary teachers were much ready in terms of accessibility and affordability of mobile learning. In terms of operational skills, secondary teachers were skilled in operating mobile devices. They were very much ready in reading documents and using mobile as calculators. They believed that mobile learning has a direct effect on learning and they were looking forward to immersing in mobile learning. However, they much need training and support from the institution both help desk and online.
Keywords: mobile learning, readiness, secondary teachers
Research Article
Erwin E. Rotas
International Journal of Professional Development, Learners and Learning, Volume 2, Issue 1, Article No: ep2104
ABSTRACT
While numerous studies have come to probe on the stress of monograde teachers, there is an unheard side of another considerable small group of teachers whose stress is distinct in the pursuit of educational success. Multigrade teachers are burdened with numerous teaching workloads and dilemmas causing them stress. This study endeavored to determine the influence of stress on professional satisfaction of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC), Southern Philippines. Employing the survey method, tailored questionnaires were utilized to gather the needed data. The statistical tools employed in the analysis were weighted mean and Pearson Product Moment Correlation Coefficient. Moderate level of stress and high level of professional satisfaction are gained among the multigrade teachers surveyed. It was further found out that there is no significant relationship between stress and professional satisfaction, providing evidence that stress may not be a significant factor that affects satisfaction. This result offers unique implications in theory, practice, and research which are discussed in the study.
Keywords: stress, satisfaction, multigrade