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Abstract: Modular learning is the most common approach adopted by the Department of Education. This study aimed to assess the perceived effects of modular learning on the attitudes and teaching performance of Junior High School teachers. It employed a quantitative descriptive correlational design. The research involved a total enumeration of Junior High School teachers at Ilocos Sur National High School during the SY 2021-2022. It examined the relationship between the perceived effects of modular learning and respondents’ profiles, including age, sex, civil status, educational attainment, monthly salary, years in teaching, training attended, number of preparations, area of specialization, and other school assignments. The findings indicated that most respondents were middle-aged, female-dominated, married, had a Bachelor’s degree with Master’s units, and had a monthly salary ranging from ₱29,798 to ₱32,069. Teachers perceived that modular learning had a positive impact on their attitudes, implying high positivity and acceptance. Similarly, the perceived effect on teaching performance received a high overall mean rating, suggesting that respondents believed it enhanced their teaching efficiency. Significant relationships were identified between perceived effects on teachers’ attitudes and age, civil status, monthly salary, years in service, area of specialization, and other school assignments. The perceived effects on teaching performance were associated with civil status and the number of training/seminars attended. The primary problems encountered were ineffective communication, insufficient resources, incomplete answer sheets, and difficulty validating students' performance, which can cause them to be stressed, burnt out, and even frustrated. Based on the findings, the school administration may work with the teachers to address their issues and concerns as they transition to the new normal teaching practices.
Keywords: modular learning, teacher’s attitude, teaching performance, quantitative descriptive, perceived effects
Abstract: This study aimed to determine the gender mainstreaming efforts of student organizations at the University of Northern Philippines. It also identified the challenges met by the student leaders in mainstreaming gender in their respective organizations. The respondents of the survey conducted were the officers of student formations and accredited organizations who attended the executive-legislative assembly sponsored by the Office of Student Affairs and Services. The researchers employed a qualitative approach using documentary analysis to determine the gender mainstreaming efforts of student organizations. The researchers used the Gender Mainstreaming Evaluation Framework as their guide, particularly along the four entry points: policy, people, enabling mechanisms and programs, projects, and activities. The information on the student leaders' challenges in mainstreaming gender was obtained through an interview with another set of student leaders. The study found that along with the four entry points, there are gender mainstreaming efforts exerted by the student organizations. The officers also encountered some challenges. Therefore, the researchers conclude that the university, through the Office of Student Affairs and Services, has already started mainstreaming gender in student services. Also, male and female student leaders have access to leadership positions in student organizations based on their sex-disaggregated data. However, not all are fully aware that gender should be mainstreamed in the four entry points. The researchers would like to recommend that the Office of Student Affairs and Services should be strict enough to monitor gender mainstreaming in student organizations.
Keywords: empowerment of student leaders, leadership, gender-sensitive student governance, descriptive-qualitative
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