�ݺ�ߣshows by User: j-mar2187

�ݺ�ߣshows by User: j-mar2187 / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: j-mar2187 / Sat, 15 Jun 2024 11:20:55 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: j-mar2187 Status of Students’ Boarding Houses in the University of Eastern Philippines, Laoang Campus /slideshow/status-of-students-boarding-houses-in-the-university-of-eastern-philippines-laoang-campus/269698799 statusofstudentsboardinghousesinth-240615112055-bb179ec9
Student boarders’ satisfaction has been regarded as the most important indicator in evaluating student housing quality and services. This study determined the status of students’ boarding houses in the University of Eastern Philippines Laoang Campus. The respondents were students residing in boarding houses using universal sampling. The research design employed is a descriptive method, using a survey questionnaire, and the statistical tools used are frequency counts, percentages, and mean. Findings revealed that the respondents were in their late teenage years, there were more females, most were still single, majority has a family income of 5000-below, and most were BSEd. Only a few completed the needed requirements have a distance 1kilometer-below from the school, 4-5 room occupants, a monthly rental of 401-500, students’ boarders were allowed to use charcoal in cooking, and, open well as the source of water supply, almost all used manual flush in their comfort room, not all were allowed to use available appliances, and garbage was collected by disposal team. The respondents were satisfied in terms of residential satisfaction according to specific attributes. Still, they encountered problems such as a lack and unsafe water supply, and no abode policies and contracts executed. ]]>
Student boarders’ satisfaction has been regarded as the most important indicator in evaluating student housing quality and services. This study determined the status of students’ boarding houses in the University of Eastern Philippines Laoang Campus. The respondents were students residing in boarding houses using universal sampling. The research design employed is a descriptive method, using a survey questionnaire, and the statistical tools used are frequency counts, percentages, and mean. Findings revealed that the respondents were in their late teenage years, there were more females, most were still single, majority has a family income of 5000-below, and most were BSEd. Only a few completed the needed requirements have a distance 1kilometer-below from the school, 4-5 room occupants, a monthly rental of 401-500, students’ boarders were allowed to use charcoal in cooking, and, open well as the source of water supply, almost all used manual flush in their comfort room, not all were allowed to use available appliances, and garbage was collected by disposal team. The respondents were satisfied in terms of residential satisfaction according to specific attributes. Still, they encountered problems such as a lack and unsafe water supply, and no abode policies and contracts executed. ]]> Sat, 15 Jun 2024 11:20:55 GMT /slideshow/status-of-students-boarding-houses-in-the-university-of-eastern-philippines-laoang-campus/269698799 j-mar2187@slideshare.net(j-mar2187) Status of Students’ Boarding Houses in the University of Eastern Philippines, Laoang Campus j-mar2187 Student boarders’ satisfaction has been regarded as the most important indicator in evaluating student housing quality and services. This study determined the status of students’ boarding houses in the University of Eastern Philippines Laoang Campus. The respondents were students residing in boarding houses using universal sampling. The research design employed is a descriptive method, using a survey questionnaire, and the statistical tools used are frequency counts, percentages, and mean. Findings revealed that the respondents were in their late teenage years, there were more females, most were still single, majority has a family income of 5000-below, and most were BSEd. Only a few completed the needed requirements have a distance 1kilometer-below from the school, 4-5 room occupants, a monthly rental of 401-500, students’ boarders were allowed to use charcoal in cooking, and, open well as the source of water supply, almost all used manual flush in their comfort room, not all were allowed to use available appliances, and garbage was collected by disposal team. The respondents were satisfied in terms of residential satisfaction according to specific attributes. Still, they encountered problems such as a lack and unsafe water supply, and no abode policies and contracts executed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/statusofstudentsboardinghousesinth-240615112055-bb179ec9-thumbnail.jpg?width=120&height=120&fit=bounds" /> Student boarders’ satisfaction has been regarded as the most important indicator in evaluating student housing quality and services. This study determined the status of students’ boarding houses in the University of Eastern Philippines Laoang Campus. The respondents were students residing in boarding houses using universal sampling. The research design employed is a descriptive method, using a survey questionnaire, and the statistical tools used are frequency counts, percentages, and mean. Findings revealed that the respondents were in their late teenage years, there were more females, most were still single, majority has a family income of 5000-below, and most were BSEd. Only a few completed the needed requirements have a distance 1kilometer-below from the school, 4-5 room occupants, a monthly rental of 401-500, students’ boarders were allowed to use charcoal in cooking, and, open well as the source of water supply, almost all used manual flush in their comfort room, not all were allowed to use available appliances, and garbage was collected by disposal team. The respondents were satisfied in terms of residential satisfaction according to specific attributes. Still, they encountered problems such as a lack and unsafe water supply, and no abode policies and contracts executed.

Status of Students’ Boarding Houses in the University of Eastern Philippines, Laoang Campus from Martin Nobis

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0 MATH APPS IN MATH EDUCATION: EXPERIENCES AND CHALLENGES OF PRE-SERVICE TEACHERS /slideshow/math-apps-in-math-education-experiences-and-challenges-of-pre-service-teachers/269698749 mathappsinmatheducationexperiences-240615111607-e9b9ab17
ABSTRACT This qualitative study investigated the experiences and challenges of pre-service math teachers (BSED Math students) who use math applications. Interviews with 20 students found that they use several apps for math, visualization, and problem-solving, which improves their knowledge. However, restricted internet connection, confusing interfaces, and app charges presented difficulties. Students responded by discovering free alternatives, increasing app literacy, and seeking assistance from teachers or peers. The report recommends that developers concentrate on user-friendly design, comprehensive instructions, and features that encourage strategic app use. Educators are advised to strategically integrate math applications while taking into account varied learning styles. Future studies can look into the long-term impact of app use, the potential for tailored learning via adaptive applications, and teacher training programs focusing on technology integration in math education. ]]>
ABSTRACT This qualitative study investigated the experiences and challenges of pre-service math teachers (BSED Math students) who use math applications. Interviews with 20 students found that they use several apps for math, visualization, and problem-solving, which improves their knowledge. However, restricted internet connection, confusing interfaces, and app charges presented difficulties. Students responded by discovering free alternatives, increasing app literacy, and seeking assistance from teachers or peers. The report recommends that developers concentrate on user-friendly design, comprehensive instructions, and features that encourage strategic app use. Educators are advised to strategically integrate math applications while taking into account varied learning styles. Future studies can look into the long-term impact of app use, the potential for tailored learning via adaptive applications, and teacher training programs focusing on technology integration in math education. ]]> Sat, 15 Jun 2024 11:16:07 GMT /slideshow/math-apps-in-math-education-experiences-and-challenges-of-pre-service-teachers/269698749 j-mar2187@slideshare.net(j-mar2187) MATH APPS IN MATH EDUCATION: EXPERIENCES AND CHALLENGES OF PRE-SERVICE TEACHERS j-mar2187 ABSTRACT This qualitative study investigated the experiences and challenges of pre-service math teachers (BSED Math students) who use math applications. Interviews with 20 students found that they use several apps for math, visualization, and problem-solving, which improves their knowledge. However, restricted internet connection, confusing interfaces, and app charges presented difficulties. Students responded by discovering free alternatives, increasing app literacy, and seeking assistance from teachers or peers. The report recommends that developers concentrate on user-friendly design, comprehensive instructions, and features that encourage strategic app use. Educators are advised to strategically integrate math applications while taking into account varied learning styles. Future studies can look into the long-term impact of app use, the potential for tailored learning via adaptive applications, and teacher training programs focusing on technology integration in math education. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mathappsinmatheducationexperiences-240615111607-e9b9ab17-thumbnail.jpg?width=120&height=120&fit=bounds" /> ABSTRACT This qualitative study investigated the experiences and challenges of pre-service math teachers (BSED Math students) who use math applications. Interviews with 20 students found that they use several apps for math, visualization, and problem-solving, which improves their knowledge. However, restricted internet connection, confusing interfaces, and app charges presented difficulties. Students responded by discovering free alternatives, increasing app literacy, and seeking assistance from teachers or peers. The report recommends that developers concentrate on user-friendly design, comprehensive instructions, and features that encourage strategic app use. Educators are advised to strategically integrate math applications while taking into account varied learning styles. Future studies can look into the long-term impact of app use, the potential for tailored learning via adaptive applications, and teacher training programs focusing on technology integration in math education.

MATH APPS IN MATH EDUCATION: EXPERIENCES AND CHALLENGES OF PRE-SERVICE TEACHERS from Martin Nobis

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0 Leadership Behaviour of School Administrators in Public Schools: The Basic Dimensions of Initiating Structure and Consideration /slideshow/leadership-behaviour-of-school-administrators-in-public-schools-the-basic-dimensions-of-initiating-structure-and-consideration/269698726 leadershipbehaviourofschooladministr-240615111344-cd774bcb
Abstract: Leadership behaviour plays a great role for educational organizations to reach the success of their vision, mission and goals. The desired change in schools is almost always dependent on the leadership of school administrators whose leadership styles and behaviours like initiating structure and consideration. This study aimed to know the profile of the respondents; and the level of leadership behavior; the significant relationship between the profile of the school administrators and the level of leadership behavior; the significant difference among the assessment of the three groups of respondents on the level of leadership behavior. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the level of leadership behaviour was high. Moreover, the relationship between the profile and the differences in the assessment of community relations practices and the level of leadership behaviour were all found not significant. Keywords: Education; leadership behaviour; school administrators; initiating structure; consideration; public schools; descriptive-correlational; Philippines ]]>
Abstract: Leadership behaviour plays a great role for educational organizations to reach the success of their vision, mission and goals. The desired change in schools is almost always dependent on the leadership of school administrators whose leadership styles and behaviours like initiating structure and consideration. This study aimed to know the profile of the respondents; and the level of leadership behavior; the significant relationship between the profile of the school administrators and the level of leadership behavior; the significant difference among the assessment of the three groups of respondents on the level of leadership behavior. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the level of leadership behaviour was high. Moreover, the relationship between the profile and the differences in the assessment of community relations practices and the level of leadership behaviour were all found not significant. Keywords: Education; leadership behaviour; school administrators; initiating structure; consideration; public schools; descriptive-correlational; Philippines ]]> Sat, 15 Jun 2024 11:13:44 GMT /slideshow/leadership-behaviour-of-school-administrators-in-public-schools-the-basic-dimensions-of-initiating-structure-and-consideration/269698726 j-mar2187@slideshare.net(j-mar2187) Leadership Behaviour of School Administrators in Public Schools: The Basic Dimensions of Initiating Structure and Consideration j-mar2187 Abstract: Leadership behaviour plays a great role for educational organizations to reach the success of their vision, mission and goals. The desired change in schools is almost always dependent on the leadership of school administrators whose leadership styles and behaviours like initiating structure and consideration. This study aimed to know the profile of the respondents; and the level of leadership behavior; the significant relationship between the profile of the school administrators and the level of leadership behavior; the significant difference among the assessment of the three groups of respondents on the level of leadership behavior. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the level of leadership behaviour was high. Moreover, the relationship between the profile and the differences in the assessment of community relations practices and the level of leadership behaviour were all found not significant. Keywords: Education; leadership behaviour; school administrators; initiating structure; consideration; public schools; descriptive-correlational; Philippines <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leadershipbehaviourofschooladministr-240615111344-cd774bcb-thumbnail.jpg?width=120&height=120&fit=bounds" /> Abstract: Leadership behaviour plays a great role for educational organizations to reach the success of their vision, mission and goals. The desired change in schools is almost always dependent on the leadership of school administrators whose leadership styles and behaviours like initiating structure and consideration. This study aimed to know the profile of the respondents; and the level of leadership behavior; the significant relationship between the profile of the school administrators and the level of leadership behavior; the significant difference among the assessment of the three groups of respondents on the level of leadership behavior. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the level of leadership behaviour was high. Moreover, the relationship between the profile and the differences in the assessment of community relations practices and the level of leadership behaviour were all found not significant. Keywords: Education; leadership behaviour; school administrators; initiating structure; consideration; public schools; descriptive-correlational; Philippines

Leadership Behaviour of School Administrators in Public Schools: The Basic Dimensions of Initiating Structure and Consideration from Martin Nobis

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0 Digital Literacy of Mathematics Teachers in State Universities and Colleges (SUCs) /slideshow/digital-literacy-of-mathematics-teachers-in-state-universities-and-colleges-sucs/269698702 digitalliteracyofmathematicsteachers-240615111046-154238d6
Abstract: The use of digital technology is a manifestation of globally competitive mathematics teachers in the 21st century. This study determined the status of digital literacy of mathematics teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire, and universal sampling were utilized. Findings revealed that SUCs had limited digital resources. Mathematics teachers sometimes used digital tools like software, social media, and mathematics apps in teaching. They, too, were much aware of their digital literacy skills. SUCs profile in terms of the number of learning management and information systems had influenced digital tools usage. The number of computer laboratories had something to do with the level of digital literacy awareness. By providing more digital technologies, teachers may increase their digital usage, literacy, and efficiency in teaching mathematics. ]]>
Abstract: The use of digital technology is a manifestation of globally competitive mathematics teachers in the 21st century. This study determined the status of digital literacy of mathematics teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire, and universal sampling were utilized. Findings revealed that SUCs had limited digital resources. Mathematics teachers sometimes used digital tools like software, social media, and mathematics apps in teaching. They, too, were much aware of their digital literacy skills. SUCs profile in terms of the number of learning management and information systems had influenced digital tools usage. The number of computer laboratories had something to do with the level of digital literacy awareness. By providing more digital technologies, teachers may increase their digital usage, literacy, and efficiency in teaching mathematics. ]]> Sat, 15 Jun 2024 11:10:46 GMT /slideshow/digital-literacy-of-mathematics-teachers-in-state-universities-and-colleges-sucs/269698702 j-mar2187@slideshare.net(j-mar2187) Digital Literacy of Mathematics Teachers in State Universities and Colleges (SUCs) j-mar2187 Abstract: The use of digital technology is a manifestation of globally competitive mathematics teachers in the 21st century. This study determined the status of digital literacy of mathematics teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire, and universal sampling were utilized. Findings revealed that SUCs had limited digital resources. Mathematics teachers sometimes used digital tools like software, social media, and mathematics apps in teaching. They, too, were much aware of their digital literacy skills. SUCs profile in terms of the number of learning management and information systems had influenced digital tools usage. The number of computer laboratories had something to do with the level of digital literacy awareness. By providing more digital technologies, teachers may increase their digital usage, literacy, and efficiency in teaching mathematics. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/digitalliteracyofmathematicsteachers-240615111046-154238d6-thumbnail.jpg?width=120&height=120&fit=bounds" /> Abstract: The use of digital technology is a manifestation of globally competitive mathematics teachers in the 21st century. This study determined the status of digital literacy of mathematics teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire, and universal sampling were utilized. Findings revealed that SUCs had limited digital resources. Mathematics teachers sometimes used digital tools like software, social media, and mathematics apps in teaching. They, too, were much aware of their digital literacy skills. SUCs profile in terms of the number of learning management and information systems had influenced digital tools usage. The number of computer laboratories had something to do with the level of digital literacy awareness. By providing more digital technologies, teachers may increase their digital usage, literacy, and efficiency in teaching mathematics.

Digital Literacy of Mathematics Teachers in State Universities and Colleges (SUCs) from Martin Nobis

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0 Community Relation Practices of School Administrators in Public Schools /slideshow/community-relation-practices-of-school-administrators-in-public-schools/269698678 communityrelationpracticesofschoola-240615110726-25c59989
Abstract: School administrators interact with all members of the school community, including administrative staff, teachers, students, parents and local government officials. This study aimed to know the profile of the respondents; the community relations practices and the significant relationship between the profile of the school administrators and community relations practices and the significant difference among the assessment of the three groups of respondents on the community relations practices of public-school administrators. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the community relations practices were high as perceived by the respondents. Moreover, the relationship between the profile and the differences in the assessment of community relations practices were all found not significant. ]]>
Abstract: School administrators interact with all members of the school community, including administrative staff, teachers, students, parents and local government officials. This study aimed to know the profile of the respondents; the community relations practices and the significant relationship between the profile of the school administrators and community relations practices and the significant difference among the assessment of the three groups of respondents on the community relations practices of public-school administrators. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the community relations practices were high as perceived by the respondents. Moreover, the relationship between the profile and the differences in the assessment of community relations practices were all found not significant. ]]> Sat, 15 Jun 2024 11:07:26 GMT /slideshow/community-relation-practices-of-school-administrators-in-public-schools/269698678 j-mar2187@slideshare.net(j-mar2187) Community Relation Practices of School Administrators in Public Schools j-mar2187 Abstract: School administrators interact with all members of the school community, including administrative staff, teachers, students, parents and local government officials. This study aimed to know the profile of the respondents; the community relations practices and the significant relationship between the profile of the school administrators and community relations practices and the significant difference among the assessment of the three groups of respondents on the community relations practices of public-school administrators. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the community relations practices were high as perceived by the respondents. Moreover, the relationship between the profile and the differences in the assessment of community relations practices were all found not significant. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/communityrelationpracticesofschoola-240615110726-25c59989-thumbnail.jpg?width=120&height=120&fit=bounds" /> Abstract: School administrators interact with all members of the school community, including administrative staff, teachers, students, parents and local government officials. This study aimed to know the profile of the respondents; the community relations practices and the significant relationship between the profile of the school administrators and community relations practices and the significant difference among the assessment of the three groups of respondents on the community relations practices of public-school administrators. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the community relations practices were high as perceived by the respondents. Moreover, the relationship between the profile and the differences in the assessment of community relations practices were all found not significant.

Community Relation Practices of School Administrators in Public Schools from Martin Nobis

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0 Bridging the gap: Examining parental involvement strategies and their impact on homework completion rates in mathematics /slideshow/bridging-the-gap-examining-parental-involvement-strategies-and-their-impact-on-homework-completion-rates-in-mathematics/269698604 4272-articletext-20058-1-10-20240615-240615110003-c046deaa
This research examines the influence of parental involvement tactics on students' mathematics homework completion rates, aimed at pinpointing crucial factors and evaluating the efficacy of such strategies. Utilizing a qualitative-quantitative approach, including with students, parents, and teachers, the study identifies distractions, workload, family obligations, and insufficient teacher support as significant barriers to mathematics homework completion. Time management, comprehension, and fatigue also play minor roles. The findings indicate that targeted parental involvement strategies can significantly enhance completion rates, with effective methods including accessible support, designated study spaces, breaking down assignments, fostering student autonomy, and leveraging technology. Additionally, parental involvement fosters stronger parent-child relationships, boosts student confidence, and promotes a positive attitude toward mathematics. To create a conducive learning environment, schools, teachers, and parents should collaborate, implementing recommendations such as creating quiet areas, promoting digital detox initiatives, managing workload, offering targeted support, establishing study environments, and setting clear expectations for mathematics practice.]]>
This research examines the influence of parental involvement tactics on students' mathematics homework completion rates, aimed at pinpointing crucial factors and evaluating the efficacy of such strategies. Utilizing a qualitative-quantitative approach, including with students, parents, and teachers, the study identifies distractions, workload, family obligations, and insufficient teacher support as significant barriers to mathematics homework completion. Time management, comprehension, and fatigue also play minor roles. The findings indicate that targeted parental involvement strategies can significantly enhance completion rates, with effective methods including accessible support, designated study spaces, breaking down assignments, fostering student autonomy, and leveraging technology. Additionally, parental involvement fosters stronger parent-child relationships, boosts student confidence, and promotes a positive attitude toward mathematics. To create a conducive learning environment, schools, teachers, and parents should collaborate, implementing recommendations such as creating quiet areas, promoting digital detox initiatives, managing workload, offering targeted support, establishing study environments, and setting clear expectations for mathematics practice.]]> Sat, 15 Jun 2024 11:00:02 GMT /slideshow/bridging-the-gap-examining-parental-involvement-strategies-and-their-impact-on-homework-completion-rates-in-mathematics/269698604 j-mar2187@slideshare.net(j-mar2187) Bridging the gap: Examining parental involvement strategies and their impact on homework completion rates in mathematics j-mar2187 This research examines the influence of parental involvement tactics on students' mathematics homework completion rates, aimed at pinpointing crucial factors and evaluating the efficacy of such strategies. Utilizing a qualitative-quantitative approach, including with students, parents, and teachers, the study identifies distractions, workload, family obligations, and insufficient teacher support as significant barriers to mathematics homework completion. Time management, comprehension, and fatigue also play minor roles. The findings indicate that targeted parental involvement strategies can significantly enhance completion rates, with effective methods including accessible support, designated study spaces, breaking down assignments, fostering student autonomy, and leveraging technology. Additionally, parental involvement fosters stronger parent-child relationships, boosts student confidence, and promotes a positive attitude toward mathematics. To create a conducive learning environment, schools, teachers, and parents should collaborate, implementing recommendations such as creating quiet areas, promoting digital detox initiatives, managing workload, offering targeted support, establishing study environments, and setting clear expectations for mathematics practice. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4272-articletext-20058-1-10-20240615-240615110003-c046deaa-thumbnail.jpg?width=120&height=120&fit=bounds" /> This research examines the influence of parental involvement tactics on students' mathematics homework completion rates, aimed at pinpointing crucial factors and evaluating the efficacy of such strategies. Utilizing a qualitative-quantitative approach, including with students, parents, and teachers, the study identifies distractions, workload, family obligations, and insufficient teacher support as significant barriers to mathematics homework completion. Time management, comprehension, and fatigue also play minor roles. The findings indicate that targeted parental involvement strategies can significantly enhance completion rates, with effective methods including accessible support, designated study spaces, breaking down assignments, fostering student autonomy, and leveraging technology. Additionally, parental involvement fosters stronger parent-child relationships, boosts student confidence, and promotes a positive attitude toward mathematics. To create a conducive learning environment, schools, teachers, and parents should collaborate, implementing recommendations such as creating quiet areas, promoting digital detox initiatives, managing workload, offering targeted support, establishing study environments, and setting clear expectations for mathematics practice.

Bridging the gap: Examining parental involvement strategies and their impact on homework completion rates in mathematics from Martin Nobis

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0 M3_Authentic Assessment in Affective Domain.pdf /slideshow/unit3authenticassessmentinad1pdf/255878301 unit3-authenticassessmentina-230216012226-add5385f
The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.]]>
The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.]]> Thu, 16 Feb 2023 01:22:26 GMT /slideshow/unit3authenticassessmentinad1pdf/255878301 j-mar2187@slideshare.net(j-mar2187) M3_Authentic Assessment in Affective Domain.pdf j-mar2187 The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/unit3-authenticassessmentina-230216012226-add5385f-thumbnail.jpg?width=120&height=120&fit=bounds" /> The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.

M3_Authentic Assessment in Affective Domain.pdf from Martin Nobis

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0 M2_ICT-Pedagogy Integration in Language Learning Plans.pdf /slideshow/m2ictpedagogy-integration-in-language-learning-planspdf/255775943 m2ict-pedagogyintegrationinlanguagelearningplans-230209040633-9c22d2e4
Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.]]>
Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.]]> Thu, 09 Feb 2023 04:06:33 GMT /slideshow/m2ictpedagogy-integration-in-language-learning-planspdf/255775943 j-mar2187@slideshare.net(j-mar2187) M2_ICT-Pedagogy Integration in Language Learning Plans.pdf j-mar2187 Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m2ict-pedagogyintegrationinlanguagelearningplans-230209040633-9c22d2e4-thumbnail.jpg?width=120&height=120&fit=bounds" /> Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.

M2_ICT-Pedagogy Integration in Language Learning Plans.pdf from Martin Nobis

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0 M3_Performance Standard, Competency and Learning Targets.pdf /slideshow/m3performance-standard-competency-and-learning-targetspdf/255759452 m3performancestandardcompetencyandlearningtargets-230208140921-ac386a9d
Performance standard, competency and Learning Targets ]]>
Performance standard, competency and Learning Targets ]]> Wed, 08 Feb 2023 14:09:21 GMT /slideshow/m3performance-standard-competency-and-learning-targetspdf/255759452 j-mar2187@slideshare.net(j-mar2187) M3_Performance Standard, Competency and Learning Targets.pdf j-mar2187 Performance standard, competency and Learning Targets <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m3performancestandardcompetencyandlearningtargets-230208140921-ac386a9d-thumbnail.jpg?width=120&height=120&fit=bounds" /> Performance standard, competency and Learning Targets

M3_Performance Standard, Competency and Learning Targets.pdf from Martin Nobis

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0 M2 PERFORMANCE BASED ASSESSMENT.pdf /slideshow/m2-performance-based-assessmentpdf/255529524 m2performancebasedassessment-230126025112-72588bbe
Performance Based Assessment ]]>
Performance Based Assessment ]]> Thu, 26 Jan 2023 02:51:12 GMT /slideshow/m2-performance-based-assessmentpdf/255529524 j-mar2187@slideshare.net(j-mar2187) M2 PERFORMANCE BASED ASSESSMENT.pdf j-mar2187 Performance Based Assessment <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m2performancebasedassessment-230126025112-72588bbe-thumbnail.jpg?width=120&height=120&fit=bounds" /> Performance Based Assessment

M2 PERFORMANCE BASED ASSESSMENT.pdf from Martin Nobis

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0 M1_AUTHENTIC ASSESSMENT IN THE CLASSROOM-1.pdf /slideshow/m1authentic-assessment-in-the-classroom1pdf/255529280 m1authenticassessmentintheclassroom-1-230126022923-90e287a4
Authentic Assessment in the Classroom ]]>
Authentic Assessment in the Classroom ]]> Thu, 26 Jan 2023 02:29:22 GMT /slideshow/m1authentic-assessment-in-the-classroom1pdf/255529280 j-mar2187@slideshare.net(j-mar2187) M1_AUTHENTIC ASSESSMENT IN THE CLASSROOM-1.pdf j-mar2187 Authentic Assessment in the Classroom <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m1authenticassessmentintheclassroom-1-230126022923-90e287a4-thumbnail.jpg?width=120&height=120&fit=bounds" /> Authentic Assessment in the Classroom

M1_AUTHENTIC ASSESSMENT IN THE CLASSROOM-1.pdf from Martin Nobis

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0 M2_Program Course and Intended Learning Outcomes_1.pdf /slideshow/m2program-course-and-intended-learning-outcomes1pdf/255529258 m2programcourseandintendedlearningoutcomes1-230126022737-a6f5f691
Program Course and Intended Learning Outcomes ]]>
Program Course and Intended Learning Outcomes ]]> Thu, 26 Jan 2023 02:27:37 GMT /slideshow/m2program-course-and-intended-learning-outcomes1pdf/255529258 j-mar2187@slideshare.net(j-mar2187) M2_Program Course and Intended Learning Outcomes_1.pdf j-mar2187 Program Course and Intended Learning Outcomes <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m2programcourseandintendedlearningoutcomes1-230126022737-a6f5f691-thumbnail.jpg?width=120&height=120&fit=bounds" /> Program Course and Intended Learning Outcomes

M2_Program Course and Intended Learning Outcomes_1.pdf from Martin Nobis

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0 M1_Outcomes-Based Assessment in Mathematics_1.pdf /slideshow/m1outcomesbases-assessment-in-mathematics1pdf/255529243 m1outcomes-basesassessmentinmathematics1-230126022633-4c74e27a
Outcomes Based Education ]]>
Outcomes Based Education ]]> Thu, 26 Jan 2023 02:26:33 GMT /slideshow/m1outcomesbases-assessment-in-mathematics1pdf/255529243 j-mar2187@slideshare.net(j-mar2187) M1_Outcomes-Based Assessment in Mathematics_1.pdf j-mar2187 Outcomes Based Education <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m1outcomes-basesassessmentinmathematics1-230126022633-4c74e27a-thumbnail.jpg?width=120&height=120&fit=bounds" /> Outcomes Based Education

M1_Outcomes-Based Assessment in Mathematics_1.pdf from Martin Nobis

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0 Assessment in Flexible Learning Mode /j-mar2187/assessment-in-flexible-learning-mode assessmentinthenewnormal-1-230114102424-2c8d9e44
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning. (Victoria State Department, 2017, as cited in Bonito, 2018)]]>
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning. (Victoria State Department, 2017, as cited in Bonito, 2018)]]> Sat, 14 Jan 2023 10:24:24 GMT /j-mar2187/assessment-in-flexible-learning-mode j-mar2187@slideshare.net(j-mar2187) Assessment in Flexible Learning Mode j-mar2187 Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning. (Victoria State Department, 2017, as cited in Bonito, 2018) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/assessmentinthenewnormal-1-230114102424-2c8d9e44-thumbnail.jpg?width=120&height=120&fit=bounds" /> Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning. (Victoria State Department, 2017, as cited in Bonito, 2018)

Assessment in Flexible Learning Mode from Martin Nobis

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0 Open Educational Resources (OERs) /slideshow/open-educational-resources-oers-255316903/255316903 oersnobis2023-230114052702-be36e184
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.” -The William and Flora Hewlett Foundation]]>
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.” -The William and Flora Hewlett Foundation]]> Sat, 14 Jan 2023 05:27:02 GMT /slideshow/open-educational-resources-oers-255316903/255316903 j-mar2187@slideshare.net(j-mar2187) Open Educational Resources (OERs) j-mar2187 “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.” -The William and Flora Hewlett Foundation <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oersnobis2023-230114052702-be36e184-thumbnail.jpg?width=120&height=120&fit=bounds" /> “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.” -The William and Flora Hewlett Foundation

Open Educational Resources (OERs) from Martin Nobis

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0 Learning Management System (LMS) /j-mar2187/learning-management-system-lms-255316839 lmsnobis2023-230114052133-504fb4c5
A learning management system (LMS) is a software application or web-based technology used to plan, implement and assess a specific learning process. It is used for eLearning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface that is operated by instructors, students and administrators. (TechTarget, 2022)]]>
A learning management system (LMS) is a software application or web-based technology used to plan, implement and assess a specific learning process. It is used for eLearning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface that is operated by instructors, students and administrators. (TechTarget, 2022)]]> Sat, 14 Jan 2023 05:21:33 GMT /j-mar2187/learning-management-system-lms-255316839 j-mar2187@slideshare.net(j-mar2187) Learning Management System (LMS) j-mar2187 A learning management system (LMS) is a software application or web-based technology used to plan, implement and assess a specific learning process. It is used for eLearning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface that is operated by instructors, students and administrators. (TechTarget, 2022) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lmsnobis2023-230114052133-504fb4c5-thumbnail.jpg?width=120&height=120&fit=bounds" /> A learning management system (LMS) is a software application or web-based technology used to plan, implement and assess a specific learning process. It is used for eLearning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface that is operated by instructors, students and administrators. (TechTarget, 2022)

Learning Management System (LMS) from Martin Nobis

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0 Enhacing student engagement in flexible learning /slideshow/enhacing-student-engagement-in-flexible-learning/246058060 enhacingstudentengagementinflexiblelearning-210411044845
For Educational purposes only. ]]>
For Educational purposes only. ]]> Sun, 11 Apr 2021 04:48:44 GMT /slideshow/enhacing-student-engagement-in-flexible-learning/246058060 j-mar2187@slideshare.net(j-mar2187) Enhacing student engagement in flexible learning j-mar2187 For Educational purposes only. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/enhacingstudentengagementinflexiblelearning-210411044845-thumbnail.jpg?width=120&height=120&fit=bounds" /> For Educational purposes only.

Enhacing student engagement in flexible learning from Martin Nobis

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0 Item Analysis /slideshow/item-analysis-244540183/244540183 virtualseminar-workshoponassessmentinthenewnormal-210317013437
Item Analysis]]>
Item Analysis]]> Wed, 17 Mar 2021 01:34:37 GMT /slideshow/item-analysis-244540183/244540183 j-mar2187@slideshare.net(j-mar2187) Item Analysis j-mar2187 Item Analysis <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/virtualseminar-workshoponassessmentinthenewnormal-210317013437-thumbnail.jpg?width=120&height=120&fit=bounds" /> Item Analysis

Item Analysis from Martin Nobis

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0 Leadership Behavior and Community Relation of Secondary School Administrators of Palapag, Northern Samar /slideshow/leadership-behavior-and-community-relation-of-secondary-school-administrators-of-palapag-northern-samar/69581003 pptbaguiowithnotes-161128043352
Research Presentation]]>
Research Presentation]]> Mon, 28 Nov 2016 04:33:52 GMT /slideshow/leadership-behavior-and-community-relation-of-secondary-school-administrators-of-palapag-northern-samar/69581003 j-mar2187@slideshare.net(j-mar2187) Leadership Behavior and Community Relation of Secondary School Administrators of Palapag, Northern Samar j-mar2187 Research Presentation <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/pptbaguiowithnotes-161128043352-thumbnail.jpg?width=120&height=120&fit=bounds" /> Research Presentation

Leadership Behavior and Community Relation of Secondary School Administrators of Palapag, Northern Samar from Martin Nobis

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0 History of measuremet and evaluation /j-mar2187/history-of-measuremet-and-evaluation historyofmeasuremetandevaluation-161124032524
History of measurement and evaluation]]>
History of measurement and evaluation]]> Thu, 24 Nov 2016 03:25:24 GMT /j-mar2187/history-of-measuremet-and-evaluation j-mar2187@slideshare.net(j-mar2187) History of measuremet and evaluation j-mar2187 History of measurement and evaluation <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/historyofmeasuremetandevaluation-161124032524-thumbnail.jpg?width=120&height=120&fit=bounds" /> History of measurement and evaluation

History of measuremet and evaluation from Martin Nobis

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0 https://cdn.slidesharecdn.com/profile-photo-j-mar2187-48x48.jpg?cb=1718449117 https://cdn.slidesharecdn.com/ss_thumbnails/statusofstudentsboardinghousesinth-240615112055-bb179ec9-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/status-of-students-boarding-houses-in-the-university-of-eastern-philippines-laoang-campus/269698799 Status of Students’ Bo... https://cdn.slidesharecdn.com/ss_thumbnails/mathappsinmatheducationexperiences-240615111607-e9b9ab17-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/math-apps-in-math-education-experiences-and-challenges-of-pre-service-teachers/269698749 MATH APPS IN MATH EDUC... https://cdn.slidesharecdn.com/ss_thumbnails/leadershipbehaviourofschooladministr-240615111344-cd774bcb-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/leadership-behaviour-of-school-administrators-in-public-schools-the-basic-dimensions-of-initiating-structure-and-consideration/269698726 Leadership Behaviour o...