JOEL D POTANE | Capitol University (original) (raw)

Conference Presentations by JOEL D POTANE

Presented in the 2020 Colega National Conference , 2020

Cagayan de Oro City: Jonathan D. Dela Peña, Cherry Mae L. Limbaco, Joel D. Potane, Mark John T. ... more Cagayan de Oro City: Jonathan D. Dela Peña, Cherry Mae L. Limbaco, Joel D. Potane, Mark John T. Gabule, Jean T. Loquillano, Lorebina C. Carrasco, Eduardo T. Cartel

Escalante City: Arlene G. Bermejo, Clarissa G. Zamora, Mark Anthony J. Tan, Anjeanette A. Calumpita, Ivy Joy A. Torres, Alicia A. Olid, Alma C. Sinining, Mae Joy M. Tan, Floyd G. Cabus, Jem Rymon S. Chien

Quezon City: Natividad P. Bayubay, Jenilyn Rose B. Corpuz, Marietta S. Caballero, Ederlina D. Baleña

GO-HRE Representatives
Richard J. Scott, Shonnie B. Scott, Haidi F. Fajardo, Dara N. Yu, Maria Christina Concepcion, Rommel Concepcion, Danilo V. Soleta, Evelyn Q. Soleta, Ericson P. Avendaño, Windey P. Avendaño

Central Office Facilitators
Zeny B. Lastimoza, Caroline A. Labrague

The Department of Education (DepEd) ensures that learners in the learning communities are exposed to a child-friendly, gender-sensitive, safe, and motivating environment; however, there are still prevailing issues on child abuse, discrimination against children, exploitation, corporal punishment and bullying in schools.
Recognizing these concerns, the Geneva Office – Human Rights Education (GO-HRE) in collaboration with the Latter-day Saint Charities partnered with DepEd in Teaching Children’s Rights through Colega teaching manual which consists of entertaining and thought-provoking classroom activities (i.e. songs, games, stories) with special focus in enhancing the cognitive, affective and psychomotor abilities of the learners. Specifically, the project aimed to: (1) identify the lessons learned, strengths, challenges, interventions and initiatives in the Colega implementation; (2) describe the behavior of the learners during the implementation; and (3) determine the comments and suggestions from the school heads and teacher- implementers for the further refinement of the manual.

The project was pilot tested in the three (3) divisions that included Quezon City in Luzon, Escalante City in Visayas, and Cagayan de Oro City in Mindanao. The forging of Memorandum of Agreement (MOA) with schools division superintendents, training of trainers for teachers and student-facilitators, orienting supervisors, specialists, and school heads, creating of Facebook closed group, making of teaching guides, mapping the curriculum, developing and validating learning assessment tools were some activities initiated in each division. Observations, In-Depth Interviews (IDI) and Focus Group Discussion (FGD) were employed in the data collection.

Findings revealed that learners knew about their rights through Colega lessons. Learners agreed that knowing their rights makes them more aware of what to do, able to defend themselves from discrimination and danger of being abused. Learners became respectful, participative, appreciative, open-minded, and well-mannered after the series of Colega lessons. The school heads and teachers affirmed the need to include the Colega teaching in various subject areas through a well-defined implementation plan which may include curriculum mapping, capability-building, and awareness-raising campaigns and activities. The teachers expressed huge support for this project implementation in cooperation with the parents and other stakeholders. Moreover, school heads conducted regular monitoring of teachers, provided the needed materials and instructional supervision in the implementation of the Colega teaching manual as a precursor of strengths in this project.

It is recommended to include Colega in the school Learning Action Cell (LAC) plan, conduct more capability building for the implementers, provide additional hard copies of the manual and instructional materials which shall be charged to local funds and implement Colega lessons in the Revitalized Homeroom Guidance Program (Elementary) and Independent Cooperative Learning (Secondary). Furthermore, technical assistance could be provided by the concerned supervisors to the school heads. Colega Lessons could be utilized in other existing programs of the department.

Keywords: Colega, Child’s Rights, Education, pilot project, Department of Education, Philippines

SSRN eJournal (https://papers.ssrn.com/sol3/papers.cfm?abstract\_id=3652738), 2020

This project study aimed to identify the opportunities and challenges encountered by the Kagay-an... more This project study aimed to identify the opportunities and challenges encountered by the Kagay-anon 1 teachers' utilizing direct and indirect teaching methods cultivated in Japan; facilitate the multigrade teachers' practices for continuing professional development; and determine the observed patterns of behavior of learners in the teaching and learning process. The participants of this project were purposely selected based on the prioritization matrix. Document analysis, In-depth interview (IDI), and Focus group discussions (FGDs) served as sources of information. Coding and thematic analyses were employed. Findings revealed that teachers have learned new concepts in multigrade teaching, improved teaching competence, boosted self-esteem, enhanced the structure and organization in lesson planning, understood the dynamics of lesson study, initiated proactive actions for the learners, shared responsibility through student learning facilitator, given technical assistance from superior, and empowered to be resourceful and innovative. However, teachers affirmed that they have encountered challenges in their classroom such as physical setup , class size, boards, and IMs preparation. Despite the challenges, multigrade teachers have observed positive changes in the behavior of learners. It is recommended that the identified challenges could be addressed with the help and support of the internal and external stakeholders as well as other existing professional learning communities.

This study investigated the writing skills of school heads when exposed to Write It Right Faceboo... more This study investigated the writing skills of school heads when exposed to Write It Right Facebook closed group, a social networking outlet. The study used one group pretest-posttest without control group design involving 69 school head-participants. Triangulation method was utilized in the study. Findings revealed that the level of writing skills among school heads was improved through write it right. Generally, the school heads achieved proficient and advanced levels after exposure to social networking outlet. There is significant difference between the scores of the school head-participants before and after the write it right group exposure. The findings suggest that the write it right social networking outlet improved school heads level of writing especially in essay, simplifying words, verbal dead words, courtesy correspondence, and writing a memorandum. School heads gained better understanding in written communication in the whole duration of the study. Facebook closed group attributed to their writing performance especially in the post assessment. The increased of conceptual understanding per domain is evident among public elementary school heads. Thus, social networking site such as Facebook could be used to enhance other necessary skills at work provided that it is guided and inquirybased in which learners are actively participating through collegial discussions. This platform creates learning space of opportunities among professionals where there would be continuous exchange of good ideas among colleagues. .

Online Book of Abstracts ISSN 2467-6624 Department of Education Cagayan de Oro, 2018

This study determined the 4 in 1 phases of collaboration in exploring the competence of Master Te... more This study determined the 4 in 1 phases of collaboration in exploring the competence of Master Teachers in one District in the Division of Cagayan de Oro City. Profiling of master teachers, structuring of the collaborative teams, capacitating the collaborative teams and collaboration workshop on instructional leadership were explored in this study. Thirty (30) Master Teachers in secondary were purposely involved in the entire duration of this undertaking. The study, employed block sampling technique, which included one-on-one interview with the target population. Focus-group discussions were done to facilitate the collaborative inputs from the master teachers and school heads. Actual observations were made with the assistance of a Public District Supervisor, an Education Program Supervisor and a Principal of a central school. Self-made tool was developed which facilitated the responses on participant's profile, problems encountered, collaboration practices and other information. Face validity of the researcher-made questionnaire was done by the selected master teachers and Division Research Coordinator. Findings revealed that: (1) four phases of collaboration had fostered a relationship of teachers who are engaged to learn, help and work together to develop the educational standards of the entire district, and most importantly, in every classroom of their respective schools; (2) training intervention has delivered a comprehensive program that improves the personality and professional conduct of master teachers in performing their tasks as teachers and as instructional leaders; and (3) the workshop on classroom observation has modelled the standards of instructional supervision which the master teachers can enhance depending on the situations and needs of their respective schools. It is recommended that master teachers should be capacitated on the performance of their duties and responsibilities, enhancement of their leadership skills, and administrative functions which they are directly performing in school.

The rapids crossers: CDO Basic Education Research Journal (ISSN 2545-9589), 2017

This study aimed to explore a teaching approach that would enhance academic achievement of studen... more This study aimed to explore a teaching approach that would enhance academic achievement of students in science. An offline mode virtual learning environment through PhET interactive simulations was employed in the randomly selected pilot DepEd Computerization Program (DCP) recipient rural & urban schools in the Division of Cagayan de Oro City for SY 2016-2017. It was descriptive in nature involving both qualitative and quantitative analyses. The instruments used in the study were the PhET software in partnership with the University of Colorado-Physics Department, strategic intervention materials, achievement test which was administered pretest-posttest and in-depth interview which was employed to determine the learning experience of the students. Findings revealed that the students achieved satisfactory academic achievement after exposure to virtual learning. There was statistically significant difference on the academic achievement level of students in the pretest-posttest both urban and rural schools. It was disclosed that there was no statistically significant difference when compared the posttest scores of both rural and urban schools. Virtual learning as a tool in improving knowledge and skills motivates students to learn. Students' have enjoyed the virtual world through PhET learning experience. The researchers recommend science teachers may use this teaching approach to enhance conceptual understanding, process and technology skills among students.

The rapids crossers: CDO Basic Education Research Journal (ISSN 2545-9589), 2018

This study was conducted in pursuit of determining the level of technical assistance provided by ... more This study was conducted in pursuit of determining the level of technical assistance provided by the schools' division office (SDO), lessons learned, and challenges in the full implementation of school-to-school partnership (STS). The study was descriptive in nature involving both qualitative and quantitative analyses. Purposive sampling was employed in identifying both leader and partner school-heads. This study used self-made instrument in which items were taken from the provisions reflected in the issuance under the STS partnership. The instrument was validated by the experts with the STS focal person. Findings revealed that both leader and partner school-heads rated very much evident as to the technical assistance provided by the SDO. There was no significant difference between the respondents' perceptions on the level of technical assistance when grouped by type of recipient schools. Innovations were observed during the implementation of STS partnership such as mentoring, sharing of best practices, development and production of IMs, and conduct of LAC sessions. Additionally, there were lessons learned along the STS journey, namely, strengths and weaknesses identification, values of cooperation and teamwork, and sharing of knowledge and best practices. However, challenges were encountered such as limited time of implementation, distance of the leader school from the partner school, overlapping schedules, and inferiority of leader school to the partner school. STS promotes social trust, awareness, and understanding with other schools. Technical assistance from SDO plays a vital role in achieving success. It creates an avenue for the leader schools to share best practices and resources to their partner schools, thereby, creating an atmosphere of collaborative professional development strategies and activities. It is recommended that the identification of the leader schools could be division-based, not central-based considering that the division personnel knew better their context, especially on the characteristics of the low and high performing schools both access and quality.

Drafts by JOEL D POTANE

Talks by JOEL D POTANE

The Oro Gazette: Official Newsletter of DepEd Cagayan de Oro City, Dec 28, 2021

SDO Cagayan de Oro City was awarded third place in the 2021 National Search for the Most Outstand... more SDO Cagayan de Oro City was awarded third place in the 2021 National Search for the Most Outstanding in Social Media Management held on December 20, 2021 via DepEd Philippines. The team was led by Dr. Joel D. Potane and comprised James Roberto Z. Sijo, Michael Dave Tan, Roxanne Fuentes, and Pureza V. Camonias. The division represented Region 10 and was fortunate enough to win the national prize.
The Department of Education's Central Office-Public Affairs Service (PAS) organized the first Information Leaders Award (ILAW) to recognize field information officers and offices that exemplified excellence and innovation in government communications and public service while adhering to the Department's core values. The search was conducted by all regions and school division offices throughout the country.
The Division of Cagayan de Oro City Public Affairs Service (CDOPAS) prudently managed and utilized social media platforms that campaigned for and handled the most relevant and timely Information, Innovations, and Involvement (I3) of organizations' multi-stakeholders.
The division maintains seven (7) major social media and other media platforms for (1) disseminating information via issuances, interviews, virtual discussions, announcements, learning resource sites, and other public notices; (2) showcasing various innovations that have enhanced existing processes and systems for stakeholder satisfaction; and (3) facilitating inclusive participation of stakeholders in resolving pressing needs and issues.
The division has consistently strived for excellence under the transformative leadership of Schools Division Superintendent Cherry Mae L. Limbaco-Reyes and Assistant Schools Division Superintendent Alicia E. Anghay. By emphasizing the critical nature of the various foundations of learning, the division ensures that all schools have acted as an agent of socialization and transformation for all learners in basic education. The division implemented interventions, initiatives, and projects on a continuous basis to identify gaps in access, quality, and governance.

ORO GAZETTE Vol 1 Issue 1 p.5, 2021

As witnessed and documented, the Bayanihan in the Division of Cagayan de Oro City were outstandin... more As witnessed and documented, the Bayanihan in the Division of Cagayan de Oro City were outstanding and deserving of imitation. The division creates learning spaces and opportunities for each stakeholder to contribute and share their knowledge, skills, expertise, and, most importantly, their resources with the intent of assisting and contributing to others, not just to themselves. Bayanihan is truly tested during times of need, when everyone is compelled to provide instrumental and appraisal support.

The concept of a one-stop shop for learning resources was born out of observations, experiences, and reflections during the school year 2020-2021, such as providing teachers with multiple links to all learning resources for self-learning modules, radio and video lessons, and activity sheets for bridging activities, among others. Multiple links were developed as a result of multiple focal persons/process owners managing the resources. Occasionally, teachers and LR process owners became perplexed and accessed the erroneous learning resources. Additionally, it takes a tremendous deal of time, effort, and energy to locate instructional resources for teachers to use.

As a result of these observations, experiences, and reflections, we were able to integrate everything into a single portal for teachers to access regardless of the learning modalities used in schools. I used the term "we" since this is a collaborative endeavor between the owners of the learning processes and the focal persons for the various areas of learning. We held virtual meetings throughout the portal's design development stage, mapped existing and new learning resources, and tapped individuals with a variety of experience, training, and knowledge on Google site.

We examined these major components in the design: Purpose, People, Price, Product or the 4Ps. Each member of the technical working team is aware of the portal's Purpose, the People who may benefit from it, the Price and cost of development, and the Product or final output's usability.
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It's critical to emphasize that the portal's development is being led by the appropriate persons. Validation occurs following the development of the portal. There were significant contributions that increased the LR portal's content. It was then made available to prospective users virtually. We are now allowing our school leaders, teachers, and school review teams to make full use of it.

The portal's distinguishing characteristics are as follows: (1) well-structured self-learning modules for Kindergarten through Grade 12, ebooks that are used in our bichronous classes, and supplemental learning resources such as radio lessons, video lessons, and commendable research results for reference; (2) contextualized learning materials created and produced by innovators in educational resources (3) up-to-date, in-demand, and highly relevant types of educational materials that teachers can employ in the modern era; (4) connections to other DepEd Cagayan de Oro City learning channels, such as the DepEd Cagayan de Oro City Youtube Channel, the DepEd Tayo Cagayan de Oro City website, and the division's depedcdo.net website; (5) user-friendly, since it includes video tutorials to assist novice users. Additionally, it includes a customized instruction on how to use the K-12 ebooks; (6) no cost in developing the portal, as the Google site is free and extremely easy to use, with a simple and user-friendly interface; and (7) contact information in case of any questions about the portal's use.

However, we encourage Kagay-anon teachers to make full use of the portal. School heads and review teams shall harvest all items available on the portal that they consider will aid teachers in developing contextually relevant learning plans. Teachers can download lesson materials and save them to their learning management systems. Access to the google site requires the use of a DepEd email. Additionally, it is recommended that you refrain from sharing the portal's link on social media. This is for CDO purposes only. If additional areas wish to utilize the resources, they must submit a letter of authorization and permission to the superintendent's office.

Given the critical role of learning materials in delivering remote learning, we strive to constantly develop, update, and optimize for the benefit of our teachers. These are resources that teachers can use to enhance their performance in a particular area of their work as part of their professional development. This is noteworthy since teacher quality has been identified as the single most critical element affecting a school system's performance.

The Oro Gazette Volume 1 Issue 1 p.1, 2021

BigaTEN Season 2 Episode 25 aired on September 21, 2021 and featured the initiatives and innovati... more BigaTEN Season 2 Episode 25 aired on September 21, 2021 and featured the initiatives and innovations of the Department of Education Division of Cagayan de Oro City. BigaTEN is a renowned online learning series organized by the Department of Education Regional Office 10. It attracts viewers from the fourteen divisions, as well as from other regions throughout the country.

The event showcased key divisional successes and innovations via three learning episodes. Dr. Lorebina C. Carrasco, Chief, Curriculum Implementation Division, and Dr. Joel D. Potane, Senior EPS/Division LRMDS & Research Coordinator, were featured in Episode 1 titled One STOP Learning Resource Portal: The Shopping Destination for CDO Teachers. The second episode is titled "Lab Ko ni LRI," with the discussants Mark John T. Gabule, Division Program Holder, and Marivic D. Labitad, School Principal, Cagayan de Oro National High School-Junior High Campus; and the third episode is titled "Eye-ball-to-eye-ball via Bichronous Learning," with Dr. Shirley A. Merida, PSDS, Focal Person Bichronous Learning, Mr. Michael Dave Tan, Project Development Officer, MS Teams Trainer; and Roxanne Fuentes, M & E Specialist and MS Teams Trainer.

As discussed in Episode 1, the division developed an idea that would bring all of the materials together to make life easier for schools, particularly teachers. CDO Learning Resource Portal serves as a one-stop shop for schools and teachers to access learning resources for use in the various learning modalities. It's similar to a shopping center in that it contains all of the necessary educational resources in one location. All you have to do is click and select the best educational resource you need.

The second learning episode highlighted contextualized learning resources developed by learning resource innovators (LRI) for the purpose of enhancing learners' knowledge, abilities, and values in the new normal. Lab ko ni LRI demonstrated ultimate love, concern and care for their learners since they look for methods and means to innovate and contextualize learning resources in order to make them more personalized to the learners' contexts and literacy needs. TSADA CDO, I hear Kids read, I design and create learning packs, ALS Bridging Camp (ABC), and Video-Based SLMs for Kinder are just a few of the numerous educational tools designed and exhibited.

The last episode highlighted on the bichronous online learning modality. Some key points were discussed like the division and school preparations, information and technology infrastructure, process of the implementation and the components of the monitoring and evaluation. The personal experiences of teachers, learners and parents were also mentioned in the learning episode. It is good to note that whatever challenges in the bichronous learning modality, everyone if optimistic for a better results and outcomes.

As what Dr. Cherry Mae Limbaco-Reyes said that “Let us draw strength from each other as we continue to harmonize our efforts and goals. Together, we shall overcome this struggle and win the battle.” Hence, with constant communication and collaboration among stakeholders, surely, best of success awaits us in the end.

Mindanao Daily Volume IX No. 353, p.9, 2020

Learn o'clock is one of the recent initiatives of the Department of Education Division of Cagayan... more Learn o'clock is one of the recent initiatives of the Department of Education Division of Cagayan de Oro City, where pupils and students learned the lessons through radio, television, and other learning channels. Creative teams and media learning partners collaborate in the design, development, and evaluation of lessons for radio and TV-based instructions. This undertaking is one of the transformative responses in addressing literacy needs in the learning communities amid COVID-19. The division communicates its stakeholders for the implementation of the TV/radio-based instruction as one of the three types of distance learning delivery modalities for SY 2020-2021. It would really possible to offer this learning modality for free for public and private school learners considering that Cagayan de Oro has AM, FM, and TV stations. Television and radio lessons were used as Supplementary Learning Resources (SLR) for K-12 learners. In the entire process, six main stages were employed: (1) design; (2) development; (3) validation; (4) revision; (5) broadcast; and (6) reflection. The task analysis guided the planning and preparation of the content topics which were aligned in the Most Essential Learning Competencies (MELC). The audio and video lessons were designed by the creative teams and validated by the experts in cooperation with the media learning partners. Content, format/ technical design, and to-dateness of information from the Learning Resource (LR) standards were used in the validation phases. Results in the 1 st cycle of implementation revealed that the supplementary learning resources were recommended for airing in the partner stations. The provisions were satisfied very satisfactory for content, format/ technical design, and to-datedness of information. The SLR was very much acceptable, applicable, and useful. With the positive notes and feedback from stakeholders, such as enhancing the literacy in the learning communities, the division issued multiple issuances to strengthen the production of quality SLR.

Mindanao Daily Volume 3, No. 205, p10 , 2015

Business Week Mindanao Vol. XI, No. 42, p7 , 2020

Life is a challenge during this time. People are struggling to win the battle against COVID-19. T... more Life is a challenge during this time. People are struggling to win the battle against COVID-19. The pandemic has completely changed people's lives, particularly the learners, in the actual classroom settings. For this school year, most students are excited to go to school, but they need to stay at home for their safety, and education seems to be quite difficult to achieve. People in the department have done their best to get through this situation. They are thinking of different learning methods so that students can understand, and time can't be wasted. Digital learning is one of those learning strategies. There is now a change from face-to-face classroom interaction to Virtual Learning Environment (VLE).
The virtual learning experience enables learners to practice and learn at home using technology. They may use desktops, computers, or devices as their learning tools, and accessing to the internet or phone is a crucial tool. Parents or adults at home are becoming as learning facilitators. One (maybe a facilitator or learner) must have a positive attitude when using these methods. Adult learning facilitators shall work closely with teachers to provide instruction about how to promote a digital learning experience with children. The instructional materials to be prepared by the teachers will also include a power guide and instructions for the adult facilitators. Certainly, there are many opportunities and difficulties faced by adult facilitators.
The knowledge and skills of adult learning facilitators when it comes to technology use will be tested to guide children in the virtual world. The new norm requires openness to new pedagogies, adaptability, active listening, and right attitude towards facilitating young learners. However, there are occasions when digital interactions would be challenging due to poor internet access, but this would not be a hindrance because asynchronous learning materials will be given by the teachers, particularly those who are unable to participate during real-time sessions.
In the midst of the pandemic, learning partners like adults need to have a good outlook of performing their role at home. Hence, students will also enjoy the process and will eventually be competitive in their school tasks via VLE.

Mindanao Daily Volume IX, No. 325, page 8, 2020

Firstly, the capacity building of teaching and non-teaching staff is shifted to online via various platforms, such as Google Meet, zoom, and other video conferencing methods and systems. Educational online training and webinars are taking place around the world. Professionals and well-known researchers and scholars, both local and abroad, are now visible and willing to share their experience and expertise in the online world. The traditional way of learning by attending forums and seminar-workshops is no longer applied in a new normal way. As far as training costs are concerned, organizations will no longer pay for expensive venues such as hotels and training centers as the mass gathering is no longer permitted. Another thing is that the participants and presenters of the trainings and conferences will no longer buy a plane ticket just to reach the venue. However, internet connectivity, gadgets, laptops, and computers are real issues faced by many people today, especially those newbies who use gadgets and computers. Educators are proactive in adopting these changes in the way they teach and learn. Most importantly, learning and working with others will continue in the midst of the crisis.

Secondly, the modality of learning delivery has shifted from conventional face-to-face learning, widely done in previous school years, to distance or remote learning, blended learning, and home learning. Distance Learning refers to a style of learning where learning takes place between the teacher and the learners who are geographically distant from each other during teaching/learning process. This method has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV / Radio-Based Instruction. Schools are now preparing for the online and modular distance learning modules. In addition, the central, region, and division basic education offices are preparing audio and video lessons as other choices and alternatives to complement learning, in addition to modules that will be delivered in different frameworks and methods associated with the school contexts. The support of media learning partners is strengthened by forging into a memorandum of agreement on the use of free airtime for the lessons.

Finally, learning appraisal is a challenge for both teachers and learning facilitators. Evaluation results are used to assess whether students have achieved learning objectives or whether they require further training to help them master a specific subject under the guidance of adult learning facilitators. Project-based presentations, online interactive quiz, challenge games, e-portfolio, and other forms of evaluation can also be done to verify whether learning takes place among learners. In addition, learning facilitators will be guided and trained by teachers to ensure that the lessons are carried out smoothly. As a result, everyone in the community is learning together to address all of these challenges. May all be always optimistic and hopeful for a better tomorrow.

Papers by JOEL D POTANE

Journal of Interdisciplinary Perspectives,, 2025

Human rights education is vital in promoting peace, justice, and equality. This study assessed th... more Human rights education is vital in promoting peace, justice, and equality. This study assessed the impact of the Colega Teaching Manual on child rights education, emphasizing its alignment with Sustainable
Development Goals (SDG) 10 and 16. A sequential mixed-methods approach was used, integrating quantitative and qualitative data to comprehensively understand the manual’s impact. A total of 273 implementers purposively participated in this study. Descriptive statistics were employed to identify patterns and trends related to the manual’s impact on child rights education and community development. Thematic analysis was conducted to capture participants’ experiences in implementing the manual, with insights from interviews with 15 participants highlighting themes such as professional development, dissemination, resource support, monitoring, community involvement, and addressing challenges. Triangulating survey results integrated the findings with thematic insights, which revealed positive feedback on areas such as implementation, child rights advocacy, governance, and school practices. Participants expressed high satisfaction and alignment with SDGs. An observed outcome was the notable decline in physical bullying, reflecting the manual’s role in fostering safer, more collaborative, and rights-
centered school environments.

International Journal of Educational Management and Innovation, Jan 30, 2024

Presented in the 2020 Colega National Conference , 2020

Quezon City: Natividad P. Bayubay, Jenilyn Rose B. Corpuz, Marietta S. Caballero, Ederlina D. Baleña

Central Office Facilitators
Zeny B. Lastimoza, Caroline A. Labrague

Keywords: Colega, Child’s Rights, Education, pilot project, Department of Education, Philippines

SSRN eJournal (https://papers.ssrn.com/sol3/papers.cfm?abstract\_id=3652738), 2020

Online Book of Abstracts ISSN 2467-6624 Department of Education Cagayan de Oro, 2018

The rapids crossers: CDO Basic Education Research Journal (ISSN 2545-9589), 2017

The rapids crossers: CDO Basic Education Research Journal (ISSN 2545-9589), 2018

The Oro Gazette: Official Newsletter of DepEd Cagayan de Oro City, Dec 28, 2021

ORO GAZETTE Vol 1 Issue 1 p.5, 2021

The Oro Gazette Volume 1 Issue 1 p.1, 2021

Mindanao Daily Volume IX No. 353, p.9, 2020

Mindanao Daily Volume 3, No. 205, p10 , 2015

Business Week Mindanao Vol. XI, No. 42, p7 , 2020

Mindanao Daily Volume IX, No. 325, page 8, 2020

Journal of Interdisciplinary Perspectives,, 2025

International Journal of Educational Management and Innovation, Jan 30, 2024

American journal of educational research, Mar 13, 2024

The importance of using technology to teach English during pandemic has grown as a result of its ... more The importance of using technology to teach English during pandemic has grown as a result of its many advantages for maintaining educational continuity. This study determined the effects of demographics and teachers' technology integration in teaching English in the relationship between teachers' technology self-efficacy and performance among the tertiary teachers of a public Higher Education Institution (HEI) in the 2nd district of Misamis Oriental during the school year 2022-2023. A total of 91 teachers were randomly chosen as participants of this study. The descriptive-correlational analysis research method was employed. It used univariate and bivariate statistics to measure the levels of and the relationships between variables. Hence, the study also used regression analysis to assess the significance of mediation effect and analysis for moderating effect. Using a questionnaire, the participants' profile were determined. Majority of teachers are young, female, and employed full-time, have master's degrees, the sample includes many educators with only one to three years of experience. Teachers show a high level of technology self-efficacy and positively correlates with planning, instruction, assessment, and teaching performance. It also reveals a significant relationship between technology self-efficacy and integration. Additionally, technology integration was a significant predictor of teaching performance. However, despite the significant relationship between technology self-efficacy, technology integration, and teaching performance, the study did not find evidence to support technology integration as a mediating factor. Thus, sex at birth moderates the relationship between technology self-efficacy and teaching performance. The findings of the study recommends to provide professional development programs in enhancing teachers' self-efficacy using technology, incorporate technology integration as an essential component of English courses, as well as, adopt gender-inclusive approaches in supporting and empowering female teachers.

Asia pacific journal of advanced education and technology, Mar 11, 2024

International Journal of Educational Management and Innovation, May 10, 2023

Instructional supervision is the process of ensuring that a school's educational mission is carri... more Instructional supervision is the process of ensuring that a school's educational mission is carried out by supervising, equipping, and empowering teachers to provide students with meaningful learning experiences. The study explored school heads' instructional supervision practices for continuing professional development through Leaders' Circle via a learning management system, which provides school leaders with opportunities to communicate, collaborate, critically think, be creative, and share experiences related to instructional supervision. The process owners of the instructional supervision process encountered a problem that they resolved using the Continuous Improvement (CI) learning cycle. The participants were chosen based on the prioritization matrix. Asynchronous style via Schoology and face-to-face sessions were used. The data collection tools for this study were the leaders circle manual, in-depth interviews (IDIs), and Focus Group discussions (FGDs). Qualitative analysis identified recurring themes. The circle of the leaders promotes the following: (1) professional development; (2) character development; and (3) collaboration with other school administrators.

International Journal of Educational Management and Innovation, 2024

Factors affecting student dropout behavior have been investigated overtime. A lot of factors cam... more Factors affecting student dropout behavior have been investigated overtime. A lot of factors came out to be affecting this prevalent concern in schools. However, in this study, a systematic review of peer-reviewed, empirical literature and studies published between 2015- 2023 was conducted to identify the common factors affecting student dropout behavior and interventions implemented to minimize dropout rates. This review specifically tackles two key issues: First, what are the common factors affecting student dropout behavior? Second, what are the common initiatives and or interventions in reducing student dropouts? A total of 12 studies were included in the review which passed the PRISMA diagram guidelines, Critical Appraisal Skills Programme (CASP) checklist, and were organized using a literature matrix. Results showed that family, school, school/teacher, lack of guidance and counseling, social, individual, and socioeconomic factors were the common factors influencing student dropout behavior. Additionally, it showed that remedial programs addressing lack of interest, support and resources, improving the school's guidance program, offering mechanisms for support to counteract the impact of poverty, transportation and counseling services, increased funding for disadvantaged students, raising awareness of the consequences of pre-marital sex, enforcing school dropout policies, integrating sex education, and guaranteeing adequate resource availability were common interventions implemented to address these prevalent factors. The findings emphasized the importance of tailored and contextualized interventions in addressing the specific factors. Further research is needed to identify interventions that tailor-fit each factor to structure a more efficient and effective program to address issues related to student dropouts.

ASEAN Journal of Open and Distance Learning (AJODL) , 2024

In multigrade classrooms, teachers encounter a multitude of challenges as they strive to deliver ... more In multigrade classrooms, teachers encounter a multitude of challenges as they strive to deliver effective instruction and meet the diverse learning needs of students across different grade levels. The complexities of managing such heterogeneous groups require teachers to employ innovative teaching strategies to ensure all students receive quality education. This study systematically reviewed teachers' challenges and practices in handling multigrade classes. Ten (10) out of 800 studies were chosen based on inclusion and exclusion criteria. The quality of the selected articles was assessed using the Critical Appraisal Skills Programme and arranged using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses diagram and Zotero software to identify and merge duplicate studies. The synthesised data were analysed using Clark and Braun's six-step thematic analysis and resulted in eight (8) themes, namely: (1) difficulty in managing the class, (2) lesson planning and individualised instruction, (3) time constraints and workload, (4) inadequate training and support, (5) insufficient resources and physical facilities, (6) differentiated instruction, (7) peer tutoring and collaborative activity, and (8) modular learning and technology integration. In conclusion, addressing the challenges faced by teachers in multigrade classrooms requires a comprehensive approach that includes improving infrastructure, providing specialised training, adapting the curriculum, and fostering collaboration among stakeholders.

Teacher Support Materials (TSM) was developed to enhance the conduct of Science Investigatory Pro... more Teacher Support Materials (TSM) was developed to enhance the conduct of Science Investigatory Project (SIP) in Schools. This support material addresses the problems encountered by teachers in integrating Science Investigatory Projects (SIP) in teaching science because of the lack of skills, competence, and training as revealed in the result of the survey conducted by the author. This material contains five teaching approaches integrating inquiry skills and values in science. These teaching approaches include Inquiry Approach, Project -Based Learning, Practical Work Approach, Cooperative Learning, and Discovery Approach. Also, it includes IP-based lessons adopting teaching approaches integrating inquiry skills and values in science. IP-based lessons are for different year levels in favour for both biological and physical science teacher-users. The description of the very important details in the different parts in conducting investigations is also found in this support material. The ...

International Journal of Multidisciplinary: Applied Business and Education Research

English language proficiency is one of the most pressing issues, particularly in the field of edu... more English language proficiency is one of the most pressing issues, particularly in the field of education. Speaking and writing are two of the most important macroskills to master, especially in today's increasingly connected world. The current study seeks to ascertain students' comprehension and mastery of English grammar and explores whether grammar explains the students' proficiency in speaking and writing in Grade 10 Junior High School. The respondents were chosen for the study using a simple random sampling design. Additionally, the researcher's questionnaire, with three qualified validators tested for validity and a pilot tested for reliability, produced a satisfactory Cronbach's alpha result and served as the basis for gathering the study's data. Findings show that students' competence in English grammar, writing, and speaking is satisfactory. The outcome demonstrates that mastery of English grammar accounts for developing an acceptable level of spe...

International Journal of Membrane Science and Technology

This study aimed to investigate the relationship between pedagogical knowledge competence (PKC) a... more This study aimed to investigate the relationship between pedagogical knowledge competence (PKC) and organizational citizenship (OC) among secondary teachers, considering the potential moderating effects of the teacher’s profile. Using a descriptive correlational design, the study explored the natural associations among participants' profiles, PKC, and OC. The sample included 267 secondary teachers from nine DepEd secondary schools in Butuan City, Philippines. Data collection involved a validated researcher-made survey questionnaire that addressed the following aspects: (1) Teachers' profiles, including age, sex (at birth), and type of professional teacher certification. (2) The level of PKC focuses on contextualizing learning experiences, teaching strategies used, and integration of information and communication technology (ICT). (3) The level of OC, examining occupational efficacy and collective efficacy. The findings indicated that age and the type of professional teacher ...

The New Educational Review -Scopus-indexed , 2022

The study intended to determine if self-concept predicts senior high school students’ English or... more The study intended to determine if self-concept predicts senior high school students’
English oral proficiency level. The correlational research design was used
to describe the relationship of the variables. Forty (40) students were randomly
chosen as a sample from the population. A self-concept questionnaire and an
oral proficiency interview were administered. The data were analysed using
frequency count, computation of mean, Pearson product-moment correlation,
analysis of variance (ANOVA), and simple linear regression analysis. The
findings revealed that the respondents have an above-average self-concept in
the social and family dimensions. Further study showed that only the physical,
psychological, academic, and family dimensions predict oral proficiency in the
English language. On the contrary, it was statistically determined that the social
dimension does not predict oral proficiency. With the study’s findings, it can
be concluded that speech development programmes must be holistic to cater
not only the communicative abilities of the students but also their affective
domains. It could help improve the quality of English language education in
the country in terms of oral proficiency development.
Key words: self-concept, oral proficiency, English Language Education, speech
development

Social Science Research Network, 2022

International Journal of Multidisciplinary Research and Publications , 2022

Schools reopening after a nine-month hard lockdown prompted school leaders to implement hybrid te... more Schools reopening after a nine-month hard lockdown prompted school leaders to implement hybrid teaching in secondary schools in Vietnam. Since hybrid teaching is a new learning model, the study attempts to explore its implementation, barriers to improve its overall quality, and its merits. It employs mixed-methods approach using survey questionnaire and interview. Respondents are teachers, school leaders and program managers. SPSS and thematic coding are used for data analysis. The findings disclose that hybrid teaching has high implementation. The top three barriers are teacher's readiness, technology, Wi-Fi connection and IT support, and administrative support. Its merits include accessibility, flexibility, teaching and learning with technology, effective use of resources, personalization, better learning, and deeper resource usage. The study concludes that although hybrid teaching has high implementation, its barriers, specifically teacher's readiness, demand utmost attention. Hence, research into the link between teacher knowledge and confidence in teaching learners in hybrid classrooms is recommended.

Mindanao Daily Volume IX, No. 325, page 8, 2020

Learning does not stop in the midst of a pandemic. This is due to the continued support and colla... more Learning does not stop in the midst of a pandemic. This is due to the continued support and collaboration of government agencies, non-governmental organizations, and other supportive stakeholders. Instructional leaders and partners are doing their best to develop a variety of learning spaces, such as easily accessible learning management systems ( LMS) for learners, teachers, and adult facilitators. LMS facilitates teaching and learning without necessarily having real face-to-face interactions. A new mechanism for capacity building, learning delivery, and assessment of learning outcomes is proposed for this school year 2020-2021. Firstly, the capacity building of teaching and non-teaching staff is shifted to online via various platforms, such as Google Meet, zoom, and other video conferencing methods and systems. Educational online training and webinars are taking place around the world. Professionals and well-known researchers and scholars, both local and abroad, are now visible and willing to share their experience and expertise in the online world. The traditional way of learning by attending forums and seminar-workshops is no longer applied in a new normal way. As far as training costs are concerned, organizations will no longer pay for expensive venues such as hotels and training centers as the mass gathering is no longer permitted. Another thing is that the participants and presenters of the trainings and conferences will no longer buy a plane ticket just to reach the venue. However, internet connectivity, gadgets, laptops, and computers are real issues faced by many people today, especially those newbies who use gadgets and computers. Educators are proactive in adopting these changes in the way they teach and learn. Most importantly, learning and working with others will continue in the midst of the crisis. Secondly, the modality of learning delivery has shifted from conventional face-to-face learning, widely done in previous school years, to distance or remote learning, blended learning, and home learning. Distance Learning refers to a style of learning where learning takes place between the teacher and the learners who are geographically distant from each other during teaching/learning process. This method has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV / Radio-Based Instruction. Schools are now preparing for the online and modular distance learning modules. In addition, the central, region, and division basic education offices are preparing audio and video lessons as other choices and alternatives to complement learning, in addition to modules that will be delivered in different frameworks and methods associated with the school contexts. The support of media learning partners is strengthened by forging into a memorandum of agreement on the use of free airtime for the lessons. Finally, learning appraisal is a challenge for both teachers and learning facilitators. Evaluation results are used to assess whether students have achieved learning objectives or whether they require further training to help them master a specific subject under the guidance of adult learning facilitators. Project-based presentations, online interactive quiz, challenge games, e-portfolio, and other forms of evaluation can also be done to verify whether learning takes place among learners. In addition, learning facilitators will be guided and trained by teachers to ensure that the lessons are carried out smoothly. As a result, everyone in the community is learning together to address all of these challenges. May all be always optimistic and hopeful for a better tomorrow.

The study explored the effectiveness of e-books in teaching Mathematics to improve students’ ac... more The study explored the effectiveness of e-books in teaching Mathematics to improve students’ academic achievement. Kotobee author and kotobee reader were used in the conduct of the study in one of the secondary schools in the Division of Cagayan de Oro City. The study used a one-group pretest-posttest design, involving quantitative and qualitative analyses. The kotobee author and reader, achievement test, and interviews were employed. Findings indicated that students achieved a satisfactory level when exposed to the interactive e-book. There was a statistically significant difference in how well students did on their tests before and after. Students are motivated to learn when using an interactive e-book to enhance their knowledge. Students had a remarkable learning experience with the interactive e-book.

IJASS JOURNAL, 2022

Modular Distance Learning (MDL) is a way of learning in the Philippines' basic education that all... more Modular Distance Learning (MDL) is a way of learning in the Philippines' basic education that allows students to access printed self-learning modules (SLM) and modules that can be accessed digitally or via electronic devices such as laptops, computers, tablets, and smartphones. The purpose of this study was to determine how senior high school students perceive academic support in modular distance learning. It was conducted for two months in two senior high schools in one of the districts in the Division of Misamis Oriental and had fifty respondents. This study was descriptive in nature involving quantitative analyses. Purposive sampling was used in identifying the senior high school students. The instrument used was a demographic profiling questionnaire and a self-made 20-item survey questionnaire. Four master teachers and two principals validated it. In determining the significant difference, ANOVA was utilized as a statistical treatment. Findings revealed that most student-respondents were enrolled in Technical Vocational Track and belonged to the lowincome class. Additionally, when students were grouped according to their demographic profile, their assessment of academic support indicated a significant difference in the support they received from teachers and peers but no difference in the academic support they received from technical and parental sources. Teachers, parents, and administrators all contribute significantly to the students' learning process. Academic support is only possible when administrators, teachers, parents, and members of the community work together effectively.

The rapids crossers, Cagayan de Oro City Basic Education Research Journal, P-ISSN: 2545-9589; E-ISSN: 2945-3399, 2022

The Department of Education (DepEd) ensures that learners in the learning communities are exposed... more The Department of Education (DepEd) ensures that learners in the learning communities are exposed to a child-friendly, gendersensitive, safe, and motivating environment; however, there are still prevailing issues on child abuse, discrimination against children, exploitation, corporal punishment and bullying in schools. Recognizing these concerns, the Geneva Office – Human Rights Education (GO-HRE) in collaboration with the Latter-day Saint Charities partnered with DepEd in Teaching Children’s Rights through Colega teaching manual which consists of entertaining and thought-provoking classroom activities (i.e. songs, games, stories) with special focus in enhancing the cognitive, affective and psychomotor abilities of the learners. Specifically, the project aimed to: (1) identify the lessons learned, strengths, challenges, interventions and initiatives in the Colega implementation; (2) describe the behavior of the learners during the implementation; and (3) determine the comments and suggestions from the school heads and teacher- implementers for the further refinement of the manual. The project was pilot tested in the three (3) divisions that included Quezon City in Luzon, Escalante City in Visayas, and Cagayan de Oro City in Mindanao. The forging of Memorandum of Agreement (MOA) with schools division superintendents, training of trainers for teachers and student-facilitators, orienting supervisors, specialists, and school heads, creating of Facebook closed group, making of teaching guides, mapping the curriculum, developing and validating learning assessment tools were some activities initiated in each division. Observations, In-Depth Interviews (IDI) and Focus Groups (FGs) were employed in the data collection. Findings revealed that learners knew about their rights through Colega lessons. Learners agreed that knowing their rights makes them more aware of what to do, able to defend themselves from discrimination and danger of being abused. Learners became respectful, participative, appreciative, open-minded, and wellmannered after the series of Colega lessons. The school heads and teachers affirmed the need to include the Colega teaching in various subject areas through a well-defined implementation plan which may include curriculum mapping, capability-building, and awareness-raising campaigns and activities. The teachers expressed huge support for this project implementation in cooperation with the parents and other stakeholders. Moreover, school heads conducted regular monitoring of teachers, provided the needed materials and instructional supervision in the implementation of the Colega teaching manual as a precursor of strengths in this project. It is recommended to include Colega in the school Learning Action Cell (LAC) plan, conduct more capability building for the implementers, provide additional hard copies of the manual and instructional materials which shall be charged to local funds and implement Colega lessons in the Revitalized Homeroom Guidance Program (Elementary) and Independent Cooperative Learning (Secondary). Furthermore, technical assistance could be provided by the concerned supervisors to the school heads. Colega Lessons could be utilized in other existing programs of the department.