Darryl Barrientos - Academia.edu (original) (raw)

Papers by Darryl Barrientos

Research paper thumbnail of Emotion and Professional Identity of Tertiary Teachers Handling Online Distance Learning: A Literature Review

IJMRAP, 2023

Teaching is an emotional journey for both educators and students since it is a complicated social... more Teaching is an emotional journey for both educators and students since it is a complicated social, personal, and intellectual process that depends on efficient communication and interactions among them. Emotions have been shown to affect educators' wellbeing, work satisfaction, burnout risk, and retention, as well as their choices about teaching tactics, curriculum selection, and lesson planning. Thus, this study aims to determine the level of emotion and professional identity of online teachers in the tertiary level.

Research paper thumbnail of Examining Academic Motivation and Self-efficacy of the College Students in the Online-Distance Learning

International Journal For Multidisciplinary Research, Sep 5, 2023

Academic self-efficacy is a construct that could be learned. It is rooted in learning by observat... more Academic self-efficacy is a construct that could be learned. It is rooted in learning by observation and direct personal experience. This study examines the level of academic motivation and self-efficacy of college students in the online-distance learning utilizing the descriptivecomparative and correlational method of research through adapted and modified questionnaires. It was shown that most respondents were 18-20 years old and were female. Results showed a significant difference in the respondents' level of academic motivation in terms of age concerning intrinsic motivation; a considerable discrepancy exists in the level of academic motivation in terms of gender concerning extrinsic motivation and motivation. Furthermore, a significant difference in the respondents' level of academic motivation in terms of gender concerning extrinsic motivation, and a significant difference exists in the respondents' level of academic motivation in terms of course about intrinsic motivation. In addition, the result showed a significant difference between the respondents' levels of self-efficacy in terms of age. The respondents' level of selfefficacy in terms of online learning tasks showed considerable differences among the respondents' ages. Results showed that a significant difference in self-efficacy lies between ages 27 and above and 18-20. In addition, significant differences were found in the level of self-efficacy in terms of courses with online learning tasks. This study concluded that respondents' level of academic motivation in terms of intrinsic showed a significant relationship with their level of self-efficacy among respondents regarding technology use, online learning tasks, and instructor and peer collaboration. Thus, tertiary school education programs should be designed so that emphasis would be laid on allowing students to participate in school activities and decision-making. The results of this study can be used as a basis for further research in areas related to academic motivation and self-efficacy.

Research paper thumbnail of Assessing the Knowledge of Teachers in Objective Test Construction Procedure in the Teacher Education Programs

International Journal For Multidisciplinary Research

Assessment of prospective teachers is seen as the most practical technique to improve and assess ... more Assessment of prospective teachers is seen as the most practical technique to improve and assess teacher candidates' abilities to make judgments to help their students learn when presented with diverse scenarios in the classroom. This study assesses teachers' knowledge in objective test construction procedures in the Teacher Education programs using descriptive – correlational research method with an adapted and modified questionnaire to determine the respondents' profile and their knowledge in objective test construction procedure. Results show that the ages of most of the respondents were from 20 to 29 years old and mostly female with 1 to 5 years of teaching experience and attended local pieces of training. Furthermore, it was revealed that they tend to place little value on the relevance of test items and has found no significant relationship between the respondents’ gender and professional training attended and their knowledge in objective test construction procedur...

Research paper thumbnail of Emotion and Professional Identity of Tertiary Teachers Handling Online Distance Learning: A Literature Review

IJMRAP, 2023

Teaching is an emotional journey for both educators and students since it is a complicated social... more Teaching is an emotional journey for both educators and students since it is a complicated social, personal, and intellectual process that depends on efficient communication and interactions among them. Emotions have been shown to affect educators' wellbeing, work satisfaction, burnout risk, and retention, as well as their choices about teaching tactics, curriculum selection, and lesson planning. Thus, this study aims to determine the level of emotion and professional identity of online teachers in the tertiary level.

Research paper thumbnail of Examining Academic Motivation and Self-efficacy of the College Students in the Online-Distance Learning

International Journal For Multidisciplinary Research, Sep 5, 2023

Academic self-efficacy is a construct that could be learned. It is rooted in learning by observat... more Academic self-efficacy is a construct that could be learned. It is rooted in learning by observation and direct personal experience. This study examines the level of academic motivation and self-efficacy of college students in the online-distance learning utilizing the descriptivecomparative and correlational method of research through adapted and modified questionnaires. It was shown that most respondents were 18-20 years old and were female. Results showed a significant difference in the respondents' level of academic motivation in terms of age concerning intrinsic motivation; a considerable discrepancy exists in the level of academic motivation in terms of gender concerning extrinsic motivation and motivation. Furthermore, a significant difference in the respondents' level of academic motivation in terms of gender concerning extrinsic motivation, and a significant difference exists in the respondents' level of academic motivation in terms of course about intrinsic motivation. In addition, the result showed a significant difference between the respondents' levels of self-efficacy in terms of age. The respondents' level of selfefficacy in terms of online learning tasks showed considerable differences among the respondents' ages. Results showed that a significant difference in self-efficacy lies between ages 27 and above and 18-20. In addition, significant differences were found in the level of self-efficacy in terms of courses with online learning tasks. This study concluded that respondents' level of academic motivation in terms of intrinsic showed a significant relationship with their level of self-efficacy among respondents regarding technology use, online learning tasks, and instructor and peer collaboration. Thus, tertiary school education programs should be designed so that emphasis would be laid on allowing students to participate in school activities and decision-making. The results of this study can be used as a basis for further research in areas related to academic motivation and self-efficacy.

Research paper thumbnail of Assessing the Knowledge of Teachers in Objective Test Construction Procedure in the Teacher Education Programs

International Journal For Multidisciplinary Research

Assessment of prospective teachers is seen as the most practical technique to improve and assess ... more Assessment of prospective teachers is seen as the most practical technique to improve and assess teacher candidates' abilities to make judgments to help their students learn when presented with diverse scenarios in the classroom. This study assesses teachers' knowledge in objective test construction procedures in the Teacher Education programs using descriptive – correlational research method with an adapted and modified questionnaire to determine the respondents' profile and their knowledge in objective test construction procedure. Results show that the ages of most of the respondents were from 20 to 29 years old and mostly female with 1 to 5 years of teaching experience and attended local pieces of training. Furthermore, it was revealed that they tend to place little value on the relevance of test items and has found no significant relationship between the respondents’ gender and professional training attended and their knowledge in objective test construction procedur...