https://ejournals.ph/article.php?

id=3443

Exploring the Link between Teachers

Complementary Teaching Attributes and
Students Academic Performance
Vicky P. Vital | Rose Lynn D. Villanueva | Ma. Carla M. Maago | Robin B. Dimla

Discipline: Education

Abstract:
Teachers pedagogical attributes have affected learning achievement and performance. This study

examined the relationship between teachers complementary teaching attributes i.e. teaching styles

and multiple bits of intelligence and the academic performance of the students leading to a basis for

a purposive integration of pedagogical innovation in teacher education curriculum. The descriptive-

correlational type of research was utilized in this study. The universal sampling technique was

employed for the student- respondents while simple random sampling was used in the selection of

the teacher-respondents. Data were gathered through the use of standardized questionnaires. The

academic performance was determined by looking at the students term gradepoint average. Based

on the result, four (4) of the teaching styles significantly correlate with the academic performance of

the students namely expert, formal authority, facilitator, and delegator. However, a negative

correlation was noted between the academic performance and three of the teaching styles, i.e.,

expert, formal authority, and delegator. All of the multiple intelligence significantly correlates with

students academic performance. Those above further suggest the appropriate inclusion of teaching

styles in pedagogical platform integrating teachers multiple bits of intelligence to achieve an effective

educational process
Exploring the Link between Teachers
Complementary Teaching Attributes and
Students Academic Performance
Vicky P. Vital | Rose Lynn D. Villanueva | Ma. Carla M. Maago | Robin B. Dimla

Discipline: Education

Abstract:
Teachers pedagogical attributes have affected learning achievement and performance. This study

examined the relationship between teachers complementary teaching attributes i.e. teaching styles

and multiple bits of intelligence and the academic performance of the students leading to a basis for

a purposive integration of pedagogical innovation in teacher education curriculum. The descriptive-

correlational type of research was utilized in this study. The universal sampling technique was

employed for the student- respondents while simple random sampling was used in the selection of

the teacher-respondents. Data were gathered through the use of standardized questionnaires. The

academic performance was determined by looking at the students term gradepoint average. Based

on the result, four (4) of the teaching styles significantly correlate with the academic performance of

the students namely expert, formal authority, facilitator, and delegator. However, a negative

correlation was noted between the academic performance and three of the teaching styles, i.e.,

expert, formal authority, and delegator. All of the multiple intelligence significantly correlates with

students academic performance. Those above further suggest the appropriate inclusion of teaching

styles in pedagogical platform integrating teachers multiple bits of intelligence to achieve an effective

educational process

Exploring the Peter

https://ejournals.ph/article.php?id=3

Effect in the Teacher Educators

Knowledge Base in Reading Instruction
Kerstin Gavina Fersita A. Pedroza | Ismael N. Talili
Discipline: Education

Abstract:
Research shows that childrens brains are not automatically wired for reading; they need systematic

assistance to become successful readers. Children who start off with poor literacy skills can remain

poor readers. Thus, reading teachers have to be equipped to teach these skills. This study primarily

determined whether the teacher educators possess the knowledge and ability in reading instruction

and if their knowledge and ability are carried over to their teacher candidates. The study used

descriptive design. In gathering the data, a questionnaire adopted from Binks (2008) was utilized.

Descriptive statistics such as frequency, percentage, mean and standard deviation were used in

analyzing the data. The findings revealed that the teacher educators perceived that their knowledge

and ability in reading instruction is moderate while that of the teacher candidates is very good. The

results on the knowledge and ability in reading instruction showed that both groups of respondents

fared poorly. Hence, the study concludes that the gaps in the knowledge and ability of the teacher

educators were carried over to their teacher candidates. It is therefore recommended that a thorough

review of the teacher preparation curriculum should be in order

Students Resilience as Achieved

Capability: The Substantive Grounded
Theory in Public Education
Hazel C. Acosta

Discipline: Education

Abstract:
This study explores how students progress in public schools. Using Grounded Theory (GT) method

at the substantive level of analysis, the theory on resilience emerges from three datasets gotten from

teachers, administrators, and students in four public schools. Students resilience, as an achieved

capability, is manifested in their creative, willful, and persistent attitude, response, and disposition
towards their studies. The development of students resilience has four phases: awareness of

varying endowments; adapting to limitations; survival of the fittest; and achieving success or failing.

An analysis of interviews, observations, and focus group discussions points to the role of the support

system provided by parents and teachers in fostering an enabling environment for students to

develop techniques, strategies, and initiatives that sustain and strengthen students resilience in their

studies.
FULL TEXT:

Students Resilience as Achieved

Capability: The Substantive Grounded
Theory in Public Education
Hazel C. Acosta

Discipline: Education

Abstract:
This study explores how students progress in public schools. Using Grounded Theory (GT) method

at the substantive level of analysis, the theory on resilience emerges from three datasets gotten from

teachers, administrators, and students in four public schools. Students resilience, as an achieved

capability, is manifested in their creative, willful, and persistent attitude, response, and disposition

towards their studies. The development of students resilience has four phases: awareness of

varying endowments; adapting to limitations; survival of the fittest; and achieving success or failing.

An analysis of interviews, observations, and focus group discussions points to the role of the support

system provided by parents and teachers in fostering an enabling environment for students to

develop techniques, strategies, and initiatives that sustain and strengthen students resilience in their

studies.
FULL TEXT:
https://ejournals.ph/article.php?id=3446