Day: February 18, 2020

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Academic News

COE-WVSU hosts 2nd transnat’l training of Project FORTH

From Feb. 17 to 21 this year, the West Visayas State University through the College of Education plays host to the second Transnational Training of Trainers of Project FORTH or Formation of Teachers in Challenged Areas in the Philippines that is co-funded by the Erasmus+ Programme of the European Union.

This three-year project gathered 73 delegates coming from participating HEIs in the Philippines and in Europe as well as significant partners in the country.  The five universities, including WVSU, will be working on six course modules that aim to create a system of quality, motivation and support to teacher training in a number of challenged areas in the Philippines that could serve as a model of teacher training for similar contexts in the world. This will be at the master’s level with a preparatory course at the undergraduate level.

The five “complementary universities” participating in Project FORTH are the following:  Polytechnic University of the Philippines – (PUP) Manila, Centro Escolar University – (CEU) Manila, University of Southeastern Philippines – (USeP) Davao and University of St. La Salle-(USLS) Bacolod, and West Visayas State University – (WVSU).

The  representatives of European Universities leading in Educational Reform and International Organizations in Europe that are in the Iloilo training this week are: University of Groningen, the Netherlands;  Universidad de Deusto in Bilbao, Spain; University of Bologna in Bologna, Italy; Education for an Interdependent in Brussels, Belgium, Fundación InteRed in Madrid, Spain.

Other significant partners in the Philippines are the Commission on Higher Education, Philippine Association for Teachers and Educators, Southeast Asian Ministers of Education Organization, Regional Center for Educational Innovation and Technology, and Teresian Association International, Inc. while the associate partners are the Department of Education’s Divisions of Manila, Bacolod City, Negros Occidental, Iloilo, and Davao.

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Announcements Guidelines PH.D. CANDIDATE

ANTHONY MELANCIO MACAYA PhD Science Education Physical Science (candidate) on March 03, 2020, 1:30 PM at the CTE

Title of Dissertation: Learners’ Learning Progression and Science Teachers’ Formative Assessment Practices: Bases for the Development of a Module in Physics

ANTHONY MELANCIO MACAYA PhD Science Education Physical Science (candidate)

About the Research

The study aimed to investigate the assessment of the learning progression of students in physics and science teachers’ formative assessment practices to develop a module in physics. Results revealed that the Grade 11 students had not mastered skills in inferring how the movement of the particles of an object affects the speed of sound through it, investigating relationship between the angle of release and the height and range of the projectile, inferring the relationship between current and charge, describing the horizontal and vertical motions of a projectile, and inferring that the total momentum of the system before and after collision is equal. Meanwhile, the formative assessment strategies of science teachers were classroom discussion, problem-solving, observation, rubrics, Venn diagram, multiple-choice, and self/peer assessments. Science teachers utilized the results of these formative assessments to elicit evidence about students’ learning and to modify or adjust teaching and learning instruction. The teaching module in physics was overall rated excellent by the teachers in terms of objective, content, activities, assessment, design, and presentation. Hence, the teaching module can be used as support instructional material for teachers to shorten the gaps in the learning progression of students in physics. It is recommended that students may engage in daily instructional activities that will best move them to deeper learning and application of knowledge.

About the Research Proponent:

       The researcher is a Ph.D. in Science Education major in Physical Science candidate. He is presently a senior high school faculty member of Maasin National Comprehensive High School- Schools Division of Iloilo teaching science and research subjects. He supports the DepEd thrust of doing action research to answer the increasing need of strengthening classroom instruction and delivery to improve the quality of basic education.

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Announcements Guidelines PH.D. CANDIDATE

JONATHAN OPALLA BORBON PhD Science Education Mathematics (Candidate) on March 3, 2020, 11:00 A.M. at the CTE

Title: “Unraveling Ethnomathematics in Panaeaba (Oyster Farming)”

JONATHAN OPALLA BORBON PhD Science Education Mathematics (Candidate)

About the Research

This focused ethnographic study of qualitative research paved the way for unraveling Ethnomathematics in Panaeaba. I used ethnomathematical analysis to unravel the Ethnomathematics and document analysis to identify the mathematical concepts and principles vis-à-vis K-12 competencies used by the fourteen (14) Manugtaeaba who were chosen purposively. This study was generally governed by the epistemological umbrella of constructionism and symbolic interactionism as its interpretive approach for the thematic, ethnomathematical and document analyses. Results show that ethnomathematics along Numbers and Number Sense, Algebra, Measurement, Geometry, Business Mathematics and Logic were unraveled in Panaeaba. The EKPS on numbers and number sense used by Manugtaeaba were rational numbers, paghuyap, pareho, indi’t pareho, bana-bana, pagdugang, pagbuhin, pagpaabo, pagpartida, ratio and proportion. For EKPS along Algebra includes the parabola, relations and functions in line with size or area of oyster shell, tubo, eotaw, karga, agad’s/tuhog’s length and quantity, minimum function, navigational speed, gataw, and tidal activity. Out of the results on the unraveled EKPS in Panaeaba, I came up with the matrix of the mathematical concepts and principles patterned from EKPS and K-12 learning competencies known as TALAMATH. From this matrix, I developed TALAMATH lesson exemplar that can be used in the teaching and learning process of mathematics a well as guide for potential development of instructional materials contextualized in oyster farming.

About the Researcher

The researcher is a faculty of Senior High of Capiz National High School at Roxas City, Capiz. He wants to promote mathematics contextualization that is why he ventures Ethnomathematics research believing that this is an avenue to connect mathematics to the life’s space (culture) of the learners. His study becomes a reality because being a Capizeño but by dialect an Akeanon he wants to prove that indeed Capiz is the seafood capital of the Philippines aside from being grateful to what he has achieved today, that he was once a Manugtaeaba (Oyster Farmer) and now becoming a PhD holder.

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Announcements Guidelines PH.D. CANDIDATE

RELAN MAYINGQUE JUAREZ PhD Science Education Mathematics (candidate) on February 26, 2020 (1:00 PM at the CTE)

Title:
“Programmed Module Instruction: It’s Effect on
Learners’ Performance, Collaborative and
Critical Thinking Skills in General Mathematics”

RELAN MAYINGQUE JUAREZ PhD Science Education Mathematics (candidate)

About the Research

The research aimed to find out the effects of a researcher-made programmed module instruction to the learners‟ mathematics performance, collaborative skills and critical thinking skills in General Mathematics. Results showed that after the intervention, the learners‟ mathematics performance is at a „Proficiency level” and critical thinking skills improved to “Moderately Strong”. There was no significant difference in the mathematics performance of learners and critical thinking skills before exposure to non-programmed module instruction and programmed module instruction. There was significant difference in the mathematics performance and critical thinking skills of learners after exposure to non-programmed module instruction and programmed module instruction. The programmed module gave enjoyment, motivation, clear and simplified approach in presenting the lesson, encouraged the learners to work independently using computer and offered valuable instructional material for learners.

About the Researcher

Presently, the researcher is a Senior High School Teacher at Rufino G. Palabrica Sr. National High School, San Matias, Dingle, Iloilo. He has a passion in teaching mathematics to the millennial learners. For him, pursuing the doctorate degree is a requirement for the teacher to improve their teaching strategies and style in teaching millennial learners.