Asian Journal of Assessment in Teaching and Learning

On the Dimension of Care in Kindergarten: A Phenomenological Research

Claire B. Goda — 2024-11-12

Kindergarten teachers' narratives regarding the provision of care in early childhood education serve to enlighten and engender empathy towards their experiential realities. This study aims to articulate personal care encounters but may lack comparative analysis or exploration of cultural, institutional, or socioeconomic factors, limiting broader relevance. Hence, this study examined the firsthand caring experiences of kindergarten teachers in Tomas Oppus District, Southern Leyte. It aimed to articulate their personal care encounters and identify emerging themes. Utilizing a qualitative phenomenological research design, the study was conducted in five DepEd-managed elementary schools within the district: Tomas Oppus Central School, San Isidro Elementary School, San Antonio Elementary School, Cambite Elementary School, and Hinapo Elementary School. The research employed purposive sampling techniques with specific inclusion criteria, utilizing interpretative phenomenological analysis as the data analysis procedure. Data were collected through semi-structured guide questions, employing data triangulation by sequentially conducting interviews and discussions with each group. The findings highlighted the personal care experiences of kindergarten teachers, categorized into grounded dare, nurturing care, pedagogical care, and enduring care. The conclusion emphasized the need for teachers to embrace responsibility, adopt multifaceted roles, and devote themselves to tailored caring activities to enhance the well-being of learners. It was strongly believed that through this study, kindergarten teachers' experiences enrich their understanding of early childhood education, emphasizing commitment to nurturing relationships and student well-being. Recommendations include organizing seminars or workshops to disseminate findings and provide continuous in-service training for teachers, aiming to strengthen competencies in various dimensions of care, including pedagogical care.

The Assessing the Effectiveness of Constructivist Teaching Approaches in Physics Education: Insights from Free Fall Motion Topics

Nor Adilah Zailani — 2024-11-12

Physics subjects encompass all aspects of nature on both the macroscopic and submicroscopic levels. It was reported that upper secondary school students in Malaysia have difficulties in some topics in Physics which lead to poor performance of students and a lack of interest in the Science, Technology, Engineering and Mathematics subjects. This research assessed the level of students' knowledge of Free Fall Motion, explored the difficulties faced by the students with Free Fall Motion’s topics, measured the effectiveness of the constructivist teaching approach for students in learning Free Fall Motion, and collecting students' perception towards the constructivist teaching approach. This study used a pretest-posttest research design. The population was upper secondary school students from public secondary schools in Malaysia and 30 students were selected as a research sample in this study Using descriptive analysis and paired sample t-tests, it was revealed that majority of students preferred constructivist teaching approach in learning this topic as significant difference in effectiveness of two constructivist coping techniques, visual learning and contextual learning were observed while, assisting students in managing difficulties in learning Free Fall Motion. In conclusion, the constructivist teaching approach improved student`s understanding of the Free Fall Motion concept, however, because of different perspectives and having to adapt to various methods of learning, not all of the students were interested in applying it in their classroom.

Effect of the Flipped Classroom Model with Loop Game on Learning Outcomes in Economics Threshold Concepts

Akinola Saliu Jimoh — 2024-11-12

This study investigated the influence of implementing a Flipped Classroom model integrated with Loop Game activities on students’ learning outcomes in Economics Threshold Concepts. The study employs a quasi-experimental design with a one-group pre-test and post-test format. A systematic sampling technique was used to select a sample of 12 schools from the four zones in Lagos State Education District V, using three schools from each zone. Intact classes of year two senior secondary school students were used in each sampled school. The study raised two research questions and tested one hypothesis at a 0.05 level of significance. Results indicated that the application of the Flipped Classroom model combined with Loop Game activities significantly improves learning outcomes in Economics Threshold Concepts. The pre-test average score was observed to be 5.22, which increased to 7.42 in the post-test, amounting to over 40% increase. This descriptive comparison illustrated a substantial enhancement in students’ understanding of the material following the implementation of this learning model. A paired sample t-test analysis confirmed a significant increase in learning outcomes (r = 0.81, p < 0.05). These findings demonstrated that the use of the Flipped Classroom model with Loop Game activities effectively enhances learning outcomes in Economics Threshold Concepts. It was recommended, therefore, that senior secondary schools should make efforts to integrate the Flipped Classroom model with Loop Game activities in teaching Economics Threshold Concepts as it has been found to create more effective and interactive learning experiences for senior secondary school students.