2024

Evaluating Community of Inquiry's effectiveness in online Science Instruction

Denis Dyvee Errabo

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Jorge Victor Sales

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Abstract

The Community of Inquiry (CoI) framework has emerged as a pivotal model for online science instruction during the global shift to remote learning from 2020–2022. This meta-analysis evaluated its impact on academic achievement and students' behavior by systematically examining published articles (N=798) using Harzing's Publish or Perish© adhering to PRISMA© protocol. Effect sizes were calculated through Hedges' g and Random Effects Models, with heterogeneity evaluated using τ² and Q-statistics. The findings revealed a significant pooled random effect size (ES = 1.188, p < .0001), demonstrating a significant effect on academic achievement (ES = 2.026, p = .097) and a medium effect on students' behavior (ES = .611, p = .0001). CoI demonstrated significant potential in fostering meaningful academic and behavioral improvements in online learning, highlighting the need for targeted strategies to optimize its benefits and further explore its varied impact across diverse educational contexts.

Recommended Citation

Errabo, . D. D., & Sales, J. V. (2024). Evaluating Community of Inquiry’s effectiveness in online Science Instruction. AsTEN Journal of Teacher Education, 8. https://doi.org/10.56278/asten.v8i.2768

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Junior High School Students' Perception of Spiral Progression Approach in e-Learning

Ma. Leonora A. Venancio

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Jorge Victor Sales

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Denis Dyvee Errabo

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Maricar S. Prudente

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Abstract

Ten years after introducing the spiral progression approach in the science curriculum, there is a need to determine students’ perspectives on its implementation, especially in the e-learning setup. While most of the developed instruments focus on teachers’ experience, the present study developed and validated a questionnaire designed for student respondents. The constructs were written in parallel with the existing teacher questionnaire of Valin (2019). Data collected from 741 Junior High School students provided evidence for the validity and reliability of the new scale. The developed instrument has one component and Cronbach's alpha α=0.865, which presents an excellent level criterion of reliability. The factor loadings show that all statements have acceptable factor loadings above the 0.3 cut-offs and excellent levels of agreement criterion. These findings showed that the questionnaire is a valid and reliable tool that can be used to evaluate students’ perspectives on the spiral progression approach in science.

Recommended Citation

Venancio, M. L. A., Sales, J. V. M., Errabo, D. D., & Prudente, M. (2024, March). Junior High School Students' Perception of Spiral Progression Approach in e-Learning. In Proceedings of the 2024 15th International Conference on E-Education, E-Business, E-Management and E-Learning (pp. 264-268).

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2023

Blended Professional Learning Community Sessions on Action Research

Jorge Victor Sales

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Maricar S. Prudente

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Socorro Aguja

De La Salle University-Araneta

Abstract

Action Research (AR) has shown a significant contribution toward improving teacher practice. Challenges in its conduct have led to teachers' struggle in completing such projects. Professional Learning Communities (PLC) had created an improvement in participatory transformation in teaching through collaborative learner-centered solution-making. Thus, the Action Research Professional Learning Community named “SAHA” was formed to address the gap. Teacher-members in Catanduanes National High School (N=15) participated in the blended sessions (synchronous and asynchronous) to improve their capacities in conducting Action Research (AR). The framework for training AR employed the Plan-Do-Study-Act (PDSA) model and a descriptive mixed-method approach was used. ARPLC members' experiences culled from interviews, focus group discussions, open-ended questionnaires, and journal logs were thematically analyzed. The Perception on Action Research Questionnaire (PARQ) was used to measure AR competence at the end of the training. The ARPLC experience showed positive effects on the teachers’ attitude and understanding of AR as depicted in their improved collaboration and reflective thinking skills.

Recommended Citation

Sales, J. V. M., Prudente, M. S., & Aguja, S. (2023). Blended Professional Learning Community Sessions on Action Research. In ACE Official Conference Proceedings (pp. 1095–1109). The Asian Conference on Education 2022. The International Academic Forum(IAFOR). https://doi.org/10.22492/issn.2186-5892.2023.84

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2022

Validating the Filipino teacher’s sense of efficacy scale using exploratory factor analysis

Jorge Victor Sales

Department of Science Education, Br. Andrew Gonzales FSC, College of Education, De La Salle University, Manila, Philippines

Noreen S. Uchi

Catanduanes National High School, Catanduanes, Philippines

Ruby Solsona

Catanduanes National High School, Catanduanes, Philippines

Abstract

Teaching efficacy is a self-efficacy construct that describes the teachers’ belief to accomplish instructional outcomes and responsibilities. The authors translated the Teachers’ Sense of Efficacy Scale (TSES) originally created by Tschannen-Moran and Hoy (2001). The Filipino TSES was tested among 240 public school teachers from the Division of Catanduanes, Philippines. Exploratory factor analysis was conducted and has found out that there is a single factor construct extracted from the tool in contrast to the 3-factor construct of the original TSES. Implications to practice was discussed in the paper.

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