i-manager's Journal on School Educational Technology (JSCH)


Volume 15 Issue 1 June - August 2019

Research Paper

A Closer Analysis on the Performance of the PUPQC BBTE Graduates in the Licensure Examination For Teachers (2015-2018)

Doris B. Gatan*, Caroline T. Sumande**, Melanie F. Bactasa***
*-*** Polytechnic University of the Philippines, Quezon, Philippines.
Gatan, D. B., Sumande, C T., Bactasa, M. F. (2019). A Closer Analysis on the Performance of the PUPQC BBTE Graduates in the Licensure Examination For Teachers (2015-2018). i-manager’s Journal on School Educational Technology, 15(1), 1-12.

Abstract

Licensure Examination for Teachers’ Performance is one of the predictors of quality education offered by Teacher Education Institutions (TEIs). Many among the Teacher Education Institutions in the country have taken a closer look at their graduates’ performance and used this as a basis of reflection on what particular enhancement should be done to improve the program. This study, therefore, identifies the strengths and weaknesses of the current education program when it comes to the teaching and learning process in the Polytechnic University of the Philippines Quezon City Branch. A comparison between the lists of graduates provided by the school with that of the list provided by Philippine Professional Regulation Commission was done to evaluate the individual student’s board exam mean rating according to date of examinations and year of graduation. The percentage of rating of first takers, repeaters, passers, and failed takers were included in this study and used for analysis of data. The study aimed to evaluate the performance Bachelor in Business Teacher Education Graduates to the Licensure Examination for Teachers from 2015-2018. It also provided data as to how many graduates push through with the Licensure Examination successfully, what particular area the graduates and the students of Education need enhancement activities or any particular program of action for the PUPQC administration and faculty members to undertake. Based on the findings of the study, the researchers recommended a plan of action as to how to improve the LET performance, considering also the repeaters and those who failed in taking the examination.

Research Paper

The Relationship between High School Teachers’ Educational Internet Usage Self-Efficacy Belief, and Internet Addiction

Halil Ibrahim Akyuz*
*Department of Computer and Instructional Technologies Education, Kastamonu University, Turkey.
Akyuz, H. I. (2019). The Relationship between High School Teachers’ Educational Internet Usage Self-Efficacy Belief, and Internet Addiction. i-manager’s Journal on School Educational Technology, 15(1), 13-19.

Abstract

It is well known that the Internet provides rich resources for the education of teachers and students. Thus, the purpose of this study is to determine the relationship between high school teachers’ educational Internet usage self-efficacy belief, and Internet addiction. More specifically, such aspects are examined according to age, gender, length of service, and computer proficiency. The participants in this study consisted of 95 teachers in the Fatih Project, which is a pilot high school program based in Kastamonu, Turkey. For the collection of the research data, the Educational Internet Use Self-efficacy Beliefs Scale and the Internet Addiction Scale were employed, after which the data was analyzed by using Pearson’s product-moment correlation coefficient and variance analysis. The results indicate that no significant difference exists between the teachers’ educational Internet usage self-efficacy belief, and Internet addiction, especially in regard to gender and length of service. In addition, although no significant difference can be found between the teachers’ competence in the use of technology and Internet addiction, those with greater self-efficacy belief generally scored higher on the Educational Internet Usage Self-efficacy Beliefs Scale. The implication of the findings is that it is necessary to increase the self-efficacy of teachers regarding educational Internet use, which, in turn, can positively impact their students’ information skills.

Research Paper

The Integration of ICT in Geography in Selected Kadoma High Schools, Zimbabwe

Daniel Gamira*
*Department of Teacher Development, Great Zimbabwe University, Zimbabwe.
Gamira, D. (2019). The Integration of ICT in Geography in Selected Kadoma High Schools, Zimbabwe. i-manager’s Journal on School Educational Technology, 15(1), 20-31.

Abstract

The present study was aimed at investigating the integration of ICT in Geography in two selected schools in Kadoma. The objectives of the study were to assess the exposure of learners to ICT and technological devices, identify the positive contribution of ICT in Geography learning and to assess the teacher’ attitude and competencies in ICT integration in geography education. Questionnaires, interviews and participant observation research tools were employed to both teachers, administration and learners in two selected schools. The study revealed that learners at Jameson High school were more exposed to ICT devices than those at Munyaradzi High school. It was identified that ICT integration produces positive outcome when integrated correctly into teaching and learning of Geography as indicated by high pass rate at Jameson High school. The study found that teachers’ attitude towards ICT integration in school was generally favourable particularly at Jameson High. The study recommends that ICT should be taken seriously in Geography learning by both teachers and administration; Geography rooms should be equipped with ICT equipment for learning.

Research Paper

Meta Cognition among Senior Secondary School Students of Bhutan

Sangay Jamba*
*Gaselo Lower Secondary School, Wangdue Phodrang, Bhutan.
Jamba, S. (2019). Meta Cognition among Senior Secondary School Students of Bhutan. i-manager’s Journal on School Educational Technology, 15(1), 32-38.

Abstract

The existing research was carried out to study the Meta Cognitive Skills among the Students of School in Bhutan. This study was basically descriptive method used to acquire important and accurate information. The objective is to find the levels, gender, stream and locality related differences in Meta Cognitive skills. The investigator selected 300 Senior Secondary School Students through convenient sampling technique. For the collection of data the investigator used Meta Cognitive skills, tool developed by Dr. Punita Govil (2003). The researcher used mean score, standard deviation, percentage, t-test, Pie charts and bar graphs as statistical techniques. The result showed that, 1% Senior Secondary School students had Meta Cognitive Skills Very High. 17.66% Senior Secondary School Students belong to High level Meta Cognitive skills. 39.66% Senior Secondary School students had Average level of Meta Cognitive skills. 28.66% Senior Secondary School Students belong to Low level Mega Cognitive skills. 13% Senior Secondary School students belong to Very Low level Meta Cognitive Skills.

Research Paper

Relationship between Learning Strategies in Mathematics and Learning Styles among IX Standard Students

R. Saraswathy*
*Department of Mathematics, Sri Sarada college of Education, Salem, Tamil Nadu, India.
Saraswathy, R. (2019). Relationship between Learning Strategies in Mathematics and Learning Styles among IX Standard Students. i-manager’s Journal on School Educational Technology, 15(1), 39-48.

Abstract

This research aims to investigate the relationship between learning strategies in mathematics and learning styles among IX standard students. The study included the categorical variables gender, medium of instruction. In this study 88 students studying in IX standard from government, government aided and private schools in Salem district, Tamil Nadu, India were selected through random sampling technique. Normative survey method was adopted for the study. Learning strategies in mathematics scale was standardized and it consisted of 68 statements with four strategies viz. cognitive strategies, meta-cognitive strategies, non-informational resources management and informational resources management. The second tool was Honey and Mumford's Learning Style Questionnaire, which consisted of 80 items on four styles viz. Activist, Reflector, Theorist, and Pragmatist. The data collected from the samples are statistically analyzed by using percentage analysis and correlation technique. Result shows that information resources management strategy was the most followed learning strategy and reflector style was the most preferred learning style. Result also shows that there is significant positive correlation between learning strategies in mathematics and learning styles.