DOI: 10.55902/BFMS4481

A Conversation Analysis of Speech Interruptions in the TV Job-seeking Program Shark Tank: Season 12

https://doi.org/10.55902/JKEW3987

Hao Yongbing

ORCID: 0009-0009-7082-9379

College of Liberal Arts and Communication Graduate Studies,

De La Salle University-Dasmariñas, Cavite, Philippines

School of International Education, Liaocheng University, Shandong, China

ABSTRACT

Television job-seeking programs like “Shark Tank” blend entertainment with real-world application, providing a rich context for analyzing conversational dynamics. This study aimed to explore the types and functions of speech interruptions within “Shark Tank: Season 12” through a conversation analysis framework. By examining 20 episodes, the research identified key interruption functions such as floor-taking, agreement, assistance, tangentialization, clarification, and disagreement. The findings revealed that interruptions are strategically employed to assert dominance, build rapport, provide guidance, shift focus, clarify information, and express dissent. These findings contribute to the understanding of how language is used to navigate high-stakes interactions in televised job-seeking contexts.

Keywords: conversation analysis, interruptions, Shark Tank, speech functions, television discourse

Cite this Article:

Yongbing, H. (2024). A Conversation Analysis of Speech Interruptions in the TV Job-seeking Program Shark Tank: Season 12. Academia Lasalliana Journal of Education of Humanities, 6(1), 1-8. https://doi.org/10.55902/JKEW3987

Physical Education Teachers’ Academic and Social Transition in their Graduate School Program

https://doi.org/10.55902/OGVL6265

Norjohn Francis G. Cadeliña¹ and Reynaldo G. Cruz²

¹Central Mindanao University, Bukidnon, Philippines

ORCID: 0009-0009-7082-9379

²De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

This study examined the academic and social transition experiences of Physical Education (PE) teachers entering graduate school, focusing on those enrolled in the Master of Arts in Education program specializing in Physical Education at two flagship universities and three divisions of the Department of Education in Bukidnon Province. The objective was to explore and understand their transition journey through a mixed-methods approach, combining quantitative surveys and qualitative interviews with 40 participants. Utilizing Anderson et al.’s Transition Theory as a guiding framework, the study integrated quantitative surveys to gather broad trends and qualitative interviews to delve into individual experiences, emphasizing the importance of support structures and environmental factors in facilitating successful transitions. Findings revealed diverse insights, highlighting positive social encounters and satisfactory academic integration, with key themes including adaptation strategies, personal connections, meaningful encounters, and effective use of resources. The study underscored the multifaceted challenges faced by PE teachers and recommended tailored support services and a supportive graduate program environment to enhance their transition experience. However, the small sample size limited the scope and generalizability of the findings to other graduate students, providing foundational insights into the transition experiences of PE teachers and offering a clearer understanding of their academic and social challenges.

Keywords: PE Teachers, Graduate School Transition, Academic Experiences, Social Experiences, MAED PE Program

Cite this Article:

Cadeliña, N.F.G. & Cruz, R.G. (2024). Physical Education Teachers’ Academic and Social Transition in their Graduate School Program. Academia Lasalliana Journal of Education of Humanities, 6(1), 9-20. https://doi.org/10.55902/OGVL6265

 A Phenomenological Study on the Lived Experiences of Selected Filipino Deaf Educators Regarding Inclusive Education in the Philippines

https://doi.org/10.55902/SADU4070

 Leonides D. Sulse¹ and Marie Gethsemanie P. Hilario²

¹De La Salle -College of Saint Benilde, Manila, Philippines

ORCID: 0000-0002-7410-9696

²De La Salle University-Dasmariñas, Cavite, Philippines

ORCID: 0000-0001-7410-9322

ABSTRACT

This study delved into the experiences of Filipino Deaf Educators teaching in both public and private schools, examining inclusive education in the Philippines. Identified gaps included practical challenges in implementing inclusive practices, stakeholder awareness issues, communication barriers, and inadequate professional training. Specifically, the research will endeavour to address the following inquiries: What are the experiences of selected Filipino deaf educators regarding deaf inclusive education in the Philippines? What are the issues and challenges in the implementation of deaf inclusive education based on the experiences of Filipino deaf educators? What are the strengths and benefits of inclusion in deaf education? What are the identified needs of Filipino deaf educators in their teaching practices within a deaf-inclusive education? And what framework can be used to enhance the deaf education inclusion program? The study utilized Interpretative Phenomenological Analysis along with semi-structured interviews and focus group discussions. Ten educators participated, evenly split between public and private institutions, selected through purposive and stratified sampling techniques. The results revealed six common themes among all the Co-Researchers namely: Identity and Community, Teaching Profession and Experience, Challenges faced by Deaf Individuals in Education, Perception of Inclusion, School Administration and Management and Professional Development of Teachers. The findings highlighted the complexities within deaf education, revealing the challenges educators face and stressing the pivotal role of inclusion in fostering equality and conducive learning environments. The study proposed a framework to enhance the Basic Deaf Education Inclusion Program, emphasizing the need for collaborative efforts, targeted research, and interventions to enhance inclusive education practices for Deaf students in the Philippines.

Keywords: Deaf Educators, Deaf Education, Inclusion, Inclusive Education

Cite this Article:

Sulse, L.D. & Hilario, M.G.P. (2024). A Phenomenological Study on the Lived Experiences of Selected Filipino Deaf Educators Regarding Inclusive Education in the Philippines. Academia Lasalliana Journal of Education of Humanities, 6(1), 21-30. https://doi.org/10.55902/SADU4070

 English Language Policy and English Proficiency of Chinese EFL Learners

 https://doi.org/10.55902/SIGE3009

 Ding Haibin

College of Liberal Arts and Communication Graduate Studies, De La Salle University-Dasmarinas, Cavite, Philippines

School of International Education, Liaocheng University, Shandong, China

ORCID: 0009-0009-1578-1800

ABSTRACT

In the context of globalization, English has become a crucial medium for international communication, prompting significant transformations in China’s English language policy and education system. This study examines the relationship between China’s English language policy and the perceived English proficiency of Chinese EFL learners, aiming to determine whether a positive correlation exists between the policy and learners’ proficiency levels. Employing a quantitative research design, a self-administered questionnaire was distributed to 100 high school and college students in Shandong province who had been learning English for 12 years or more. The questionnaire assessed students’ perceptions of China’s English language policies in terms of language practices (ecology), beliefs (ideology), and planning (management). The findings revealed a strong institutional emphasis on English as a medium of instruction and positive beliefs about the importance of English for academic and professional advancement. However, a significant negative relationship was found between perceived overall English proficiency and both language beliefs and language planning. This suggests that higher proficiency learners may perceive existing policies as less effective or misaligned with their learning needs, highlighting a potential disconnect between policy-driven strategies and practical outcomes. The study concludes that aligning language beliefs and management with practical, learner-centered approaches is essential to enhance overall English proficiency among Chinese EFL learners. These insights contribute to a deeper understanding of how policy measures translate into educational outcomes, offering implications for future English language policy development in the country.

Keywords: China, EFL learners, English language policy, English proficiency, language education

Cite this Article:

Haibin, D. (2024). English Language Policy and English Proficiency of Chinese EFL Learners. Academia Lasalliana Journal of Education of Humanities, 6(1), 31-39. https://doi.org/10.55902/SIGE3009

Glossary of the Terms used by Coffee Farmers in Indang and Alfonso, Cavite, Philippines

https://doi.org/10.55902/KPKV4998

 Racquel G. Agustin* and Allan Robert C. Solis

Cavite State University, Indang, Cavite, Philippines

*ORCID: 0009-0001-9318-6988

ABSTRACT

Cavite is one of the most progressive provinces in the Philippines. Francisco and Lubang (2021) claimed that because of its proximity near Manila, Cavite served as a “door of modernization” alongside its ballooning population that has reached the latest estimate of 3.6 million. As the population increases, new languages also surface, died, are endangered, and are dying. This situation encouraged the authors to document and to list the language used by coffee farmers in Cavite to help preserve the language of coffee farming. Hence, this study aimed to produce a glossary that contains the language used by coffee farmers in Indang and Alfonso, Cavite. Specifically, it aimed to (1) list all the terms used by coffee farmers in Indang and Alfonso; (2) provide meaning of the terms used by coffee farmers in Indang and Alfonso; and (3) create a glossary of terms used by coffee farmers in Indang and Alfonso that can help in enriching and strengthening the Filipino language in terms of coffee farming. Using a qualitative method, 71 coffee-related terms were collected in Indang and 40 in Alfonso. After the data gathering, the authors were able to come up with a list of coffee-related terms used by coffee farmers in Indang and Alfonso. The list underwent validation from the experts and an acceptability test where terms from both municipalities were found highly acceptable.

Keywords: Glossary, coffee farming, Filipino language, Cavite

Cite this Article:

Agustin, R.G. & Solis, A.R.C. (2024). Glossary of the Terms used by Coffee Farmers in Indang and Alfonso, Cavite, Philippines. Academia Lasalliana Journal of Education of Humanities, 6(1), 41-48. https://doi.org/10.55902/KPKV4998

Teaching Grade 8 Learners to write Narratives using a TBL Framework

https://doi.org/10.55902/WCCB7694

 Matthew Rudd

Philippine Christian University, Manila, Philippines

ORCID: 0000-0002-8567-7891

ABSTRACT

The conceptual framework of this paper operated on the premise that a process-orientated approach to writing would optimally befit Willis and Willis’ (2007) TBL model: pre-task (ideas generation), main task (drafting and editing), and post-task (reviews and forms focus). The study comprised 20 grade 8 middle school students attending a private school in the outskirts of Bangkok. T-tests results determined that the differential between the pre-test and post-test writing scores reached statistical significance (pre-test 65.5%; post-test 72.75%; p = 0.216 [sig]). Beneath the surface however, confounding implications related to (1) areas of development and persisting weaknesses, (2) student ability level, (3) the role of gender, and (4) the value of consciousness raising tasks as a means of forms-focused instruction are intrinsic features of in-depth discussion and analysis.

Keywords: TBL (Task-Based Learning); Adolescent, Writing, Process, Feedback

Cite this Article:

Rudd, M. (2024). Teaching Grade 8 Learners to write Narratives using a TBL Framework. Academia Lasalliana Journal of Education of Humanities, 6(1), 49-61. https://doi.org/10.55902/WCCB7694

 Peace Education 4.0: A Curriculum Framework for Africa

 https://doi.org/10.55902/SJCE7127

 Octavious Chido Masunda

University of Johannesburg, South Africa

ORCID: 0000-0003-3160-0589

ABSTRACT

In Africa, peace education is indispensable due to the continent’s unique challenges, including conflict, poverty, and socio-political instability, alongside opportunities for growth and innovation. Traditional peace education models in Africa are increasingly seen as inadequate in addressing the complexities introduced by the Fourth Industrial Revolution (4IR). These models often fail to account for the dynamic and context-specific challenges posed by technological advancements and socio-economic instability. This shortcoming is partly due to their reliance on conventional, western-centric approaches that do not fully engage with local realities. Efforts to integrate 4IR into peace education have been explored and implemented fairly successfully in advanced democracies; in Africa they are still in nascent stages. Successful models from Europe and North America strengthen the basis for harnessing technology for peacebuilding. This paper argues for the adoption of “Peace Education 4.0” in Africa as a transformative paradigm integrating 4IR technologies, such as artificial intelligence, digital communication, and data analytics, into peacebuilding efforts. Key features of Peace Education 4.0 would include innovation in pedagogical practices, cultural relevance tailored to diverse African contexts, and responsiveness to the dynamic interplay between technology and society. Embracing this new paradigm would enable stakeholders such as educators, policymakers and learners to cultivate a culture of peace that is resilient, adaptive, and reflective of the continent’s rich diversity and aspirations for a harmonious future. The implementation of Peace Education 4.0 in the curriculum can be assessed through an approach that evaluates both the educational processes and the outcomes related to peacebuilding and sustainable development. This involves examining the integration of technology into peace education curriculum, the effectiveness of pedagogical methods, and the impact on students’ attitudes and behaviours.

Keywords: Peace Education, Fourth Industrial Revolution (4IR), Conflict, Pedagogical Practices, Cultural Relevance, Critical Thinking, Sustainable Peace

Cite this Article:

Masunda, O.C. (2024). Peace Education 4.0: A Curriculum Framework for Africa. Academia Lasalliana Journal of Education of Humanities, 6(1), 63-77. https://doi.org/10.55902/SJCE7127

Determining the Degree of Constructive Alignment for Learning Outcomes of Two Modules in a Course on Management

https://doi.org/10.55902/XCCV1767

Maraka Lefera¹ and Arthur James Swart²

Central University of Technology, Free State, South Africa

¹ORCID: 0000-0002-4308-3251

²ORCID: 0000-0001-5906-2896

ABSTRACT

Constructive alignment entails creating educational activities and learning outcomes in a way that they align with the intended course goals, teaching strategies and assessment methods. Several studies have shown that constructive alignment is important to the teaching and learning process and should not be perceived as a simple tick-box exercise. The purpose of this study is to determine the degree of constructive alignment between the learning outcomes of two modules in a course for human resource management to identify if they are repetitive or progressive in nature. This can help to determine if the educational experience of students is coherent. Study guides of two modules were analysed where quantitative data is gathered. Seven of the outcomes in the two modules were found to be progressive. For example, in the first-level module a learning outcome stated: “Explore various assessment methods and instruments”. In the second-level module, this outcome was extended in the following manner “Evaluate the strengths and weaknesses of various assessments methods and instruments.” Two outcomes were found to be repetitive. For example, in the first-level module, a learning outcome stated: “Describe the various types of assessment and evaluations”. It is recommended that constructive alignment should not be a once-off activity for an academic department at the start of a new programme or course. It is important to review the curriculum at regular intervals to determine its relevance to the current society, which would also necessitate a review of the alignment of any new outcomes that are incorporated.

Keywords: student learning, relationships, progressive, repetition, Blooms Taxonomy

Cite this Article:

Lefera, M. & Swart, A.J. (2024). Determining the Degree of Constructive Alignment for Learning Outcomes of Two Modules in a Course on Management. Academia Lasalliana Journal of Education of Humanities, 6(1), 79-87. https://doi.org/10.55902/XCCV1767

 Use of Social Media in the Lived Experiences of Sto. Niño de Cebu Devotees

 https://doi.org/10.55902/QCFM4078

 Jesusito M. Zamudio Jr.¹, Gladiolus M. Gatdula²*, Russel E. Gatdula³, and John Casidsid²

¹City of Biñan, Laguna, Philippines 

²College of Education, De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

³Kolehiyo ng Lungsod ng Dasmariñas, City of Dasmariñas, Cavite, Philippines

*ORCID: 0000-0002-0432-2715

ABSTRACT

In recent years, social media has become a vital tool for communication and engagement among Catholic devotees. Devotion and evangelization in the context of social media require a genuine personal relationship with Christ that inspires and guides every devotee in their online interactions. By sharing authentic faith experiences and messages rooted in love and truth, social media becomes a powerful tool for spreading the Gospel and deepening connections within the digital community. This study explores the real-life encounters of Sto. Niño de Cebu devotees with social media platforms through a phenomenological research design. It aims to identify and describe the significance of these experiences by employing phenomenology to uncover the essence of reality through the participants’ narratives. The study involved five Sto. Niño devotees who were interviewed utilizing self-made questions and storytelling; the in-depth interviews were conducted face-to-face and via video conferencing while adhering to ethical standards and ensuring voluntary participation. Data analysis followed Moustakas’ phenomenological method, which included self-reflective narratives, thematic reflection, and symbolic representation to provide textural and structural descriptions of the participants’ core experiences. The findings illustrate how social media has become integral to the devotees’ lives, enhancing their spiritual connection, faith, family and community interactions, evangelization efforts, and access to information and education, thereby shaping their personal lives and religious practices.

Keywords: Social Media, Phenomenology, Devotion, Evangelization, Sto. Niño de Cebu

Cite this Article:

Zamudio, J.M., Gatdula, G.M., Gatdula, R.E. & Casidsid, J. (2024). Use of Social Media in the Lived Experiences of Sto. Niño de Cebu Devotees. Academia Lasalliana Journal of Education of Humanities, 6(1), 89-97. https://doi.org/10.55902/QCFM4078

 The Role of Humor Usage in Mediating between Spiritual Well-being and Positive Affect among the Generation Z in CALABARZON

 https://doi.org/10.55902/AMND3845

 Julian Luis D. Mercado¹, Nolfa Schelojay C. Bayla², Marithe Kirsten E. Frani³, Alexandria R. Barron⁴, Blessila Jolene V. Autencio⁵, Jemerson N. Dominguez⁶, and Dan Albert D. Merais⁷

College of Liberal Arts and Communication, De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

¹ORCID: 0009-0000-2506-2724, ²ORCID: 0009-0009-5764-4580, ³ORCID: 0009-0005-3940-9377, ⁴ORCID: 0009-0007-1647-9385, ⁵ORCID: 0009-0009-7767-4672, ⁶ORCID: 0000-0003-3032-0876, ⁷ORCID: 0009-0007-2805-7657

ABSTRACT

Humor is the tendency and ability to perceive things as funny, accompanied by a physical emotional reaction such as smiling or laughter. Humor usage described the degree of a person in utilizing humor. There has been an absence of studies that concurrently explore the mediation of humor usage (HU) on positive affect (PA) and spiritual well-being (SWB) and integrating three variables within a single framework. This study aims to: (1) describe the levels of HU, SWB, and PA; (2) determine the association among HU, SWB, and PA; and (3) determine the mediating role of HU in the relationship between SWB and PA among Generation Z individuals in the CALABARZON region. A correlational approach to test the hypotheses was anchored on Broaden and Build Theory of Positive Emotions (Fredrickson, 2001), and Biopsychosocial Model of Well-being (Engel, 1997), wherein HU acts as a mediating factor, SWB as independent variable, and PA as dependent variable. Standardized scales were utilized on 678 respondents, and JAMOVI was employed for multiple correlation and mediation analysis. HU as a mediator significantly strengthens the relationship between SWB and PA. To conclude, the interplay of the variables affirmed that having a healthy HU could lead to an individual’s subjective sense of fulfillment in one’s spiritual life, which in turn would lead to more prosocial behaviors. As future direction, the results can be used in developing programs and intervention tailor-fit to the context and characteristics of this generation.

Keywords: Gen Z, humor usage, positive affect, spiritual well-being

Cite this Article:

Mercado, J.L.D., Bayla, N.S.C., Frani, M.K.E., Barron, A.R., Autencio, B.J.V., Dominguez, J.N., & Merais, A.D. (2024). The Role of Humor Usage in Mediating between Spiritual Well-being and Positive Affect among the Generation Z in CALABARZON. Academia Lasalliana Journal of Education of Humanities, 6(1), 99-109. https://doi.org/10.55902/AMND3845

 Affiliate Stigma among Parents of Multiple Children Within Autism Spectrum Disorder

 https://doi.org/10.55902/SDXQ1483

Crisha D. Tipan¹, Mary Jane N. Clete², Maria Clarissa S. Felipe³, Pearl Anne C. Mataverde⁴, and Jemerson N. Dominguez⁵

College of Professional and Graduate Studies, De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

¹ORCID: 0009-0002-6225-2177, ²ORCID: 0009-0000-5635-4463, ³ORCID: 0009-0003-6567-2190, ⁴ORCID: 0009-0001-3589-2286, ⁵ORCID: 0000-0003-3032-0876

ABSTRACT

Affiliate stigma is a social stigma or negative judgement characterized by being associated with the stigmatized individual. The research objectives sought to examine (1) the scenarios that affiliate stigma has for parents and how parents reacted towards it, and (2) to investigate the lens of the disorder and how the parents perceived and desired for better understanding. The participants were eight parents who have multiple children with a diagnosis of autism spectrum disorder (ASD) located in Luzon, Philippines. Convenient and snowball sampling were utilized to recruit participants, and a semi-structured, in-depth interview was used to gather the data. The narratives that the researchers collected show six (6) themes: sources of affiliate stigma, setting the scenes associated with affiliate stigma, events interrelates with affiliate stigma, parents’ desire of understanding, inclusivity, internalization, and prejudice directed towards themselves as the primary caregivers. The findings indicate that affiliate stigma comes from family, friends, or strangers and usually happens at home, school, or social occasions. As a result, parents experience harmful consequences, which lead to affiliate stigma and the difficulty of coping with negative judgements because of the negativity and unfairness of society due to the challenges of raising children with ASD.

Keywords: affiliate stigma, autism spectrum disorder (ASD), challenges of having children with ASD, multiple children with ASD, raising children with ASD

Cite this Article:

Tipan, C.D., Clete, M.J.N., Felipe, M.C.S., Mataverde, P.A.C., & Dominguez, J.N. (2024). College of Professional and Graduate Studies, De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines. Academia Lasalliana Journal of Education of Humanities, 6(1), 111-125. https://doi.org/10.55902/SDXQ1483

 Morphological and Lexical Variations of Tagalog Nominal and Pronominal Systems in Cavite

 https://doi.org/10.55902/YSRF4958

 Agnes C. Francisco¹ and Catherine R. Mojica²

Cavite State University, Indang, Cavite, Philippines

¹ORCID: 0009-0001-2039-2502

²ORCID: 0009-0003-2357-6985

ABSTRACT

The study identified and described the morphological and lexical variations of Tagalog nominals and pronominals spoken in the province of Cavite. Using mixed method of research and a modified survey questionnaire through a 160-item lexical test (130 items for nominals and 30 items for pronominals) it analyzed the nominal types (concrete, abstract-state, comitative, reciprocal, instigator, body parts, and other common nominals), and the pronominal types (nominals, ordinals, deictics, and demonstratives). Involving a total of 2,070 participants from the 17 municipalities and six cities in Cavite, the participants were grouped into young-aged, middle-aged, and old-aged with 30 members for each cohort. Results revealed that morphologically, Tagalog-Cavite follows the standard Tagalog morphemes (derivational affixation) particularly for comitative nouns ( ‘ka- ’), reciprocal nouns (‘mag-’), and instigator nouns (‘taga-’). The same observation was noted for ordinal pronouns with the morphemes (‘pang-’) and (‘ika-’). Specifically, structures like N + suffix, V + suffix, prefix + N, prefix + V, and prefix + N + suffix were commonly used by the Tagalog-Cavite speakers. Overall, Tagalog-Cavite was found to be lexically exclusive in some municipalities, both for nominals and pronominals, but generally lexically encoded as the standard Tagalog. Such findings signify that though different speakers use Tagalog-Cavite in different ways, this does not entail a significant change in the meanings attached to these words.

Keywords: affixation, lexical variation, morphological variation,nominals, pronominals

Cite this Article

Francisco, A.C., & Mojica, C.R. (2024). Morphological and Lexical Variations of Tagalog Nominal and Pronominal Systems in Cavite. Academia Lasalliana Journal of Education of Humanities, 6(1), 127-143. https://doi.org/10.55902/YSRF4958

 Exploring the Research Drive: Unveiling Motivation, Attitude, and Self-Efficacy among Public High School Teachers

 https://doi.org/10.55902/YVNK4687

 Anna Corina A. Natividad¹, Jeannie A. Perez^2, and Bernardita Gwynne P. Bondoc³

¹De La Salle University - Dasmariñas, Cavite, Philippines, ORCID: 0009- 0002-9931-428X, ²De La Salle University - Dasmariñas, Cavite, Philippines, ORCID: 0000-0001-7159-2902, and ³Emilio Aguinaldo College - Dasmariñas, Cavite, Philippines, ORCID: 0000-0003-2406-8758

ABSTRACT

This study endeavors to pinpoint the factors influencing research self-efficacy, a vital aspect requiring reinforcement among high school educators. Specifically, the research delves into the intricate dynamics of research self-efficacy, motivation, and attitude among secondary public-school teachers in Region 4-A, with a specific focus on Cavite, Philippines. Utilizing descriptive correlational research design, data were collected 115 public high school teachers selected via convenience sampling. The survey instrument comprised three sections: Self-efficacy in Research Methods and Statistics (SERMS), Research Attitude Scale (adapted from Shafqat et al., 2018), and Research Motivation Scale (adapted from Landicho, 2020). Results revealed that teachers exhibited high levels of attitude towards research, alongside both intrinsic and extrinsic motivations. However, they reported lower levels of research self-efficacy. Mann-Whitney tests unveiled significant disparities in attitude, intrinsic motivation, and extrinsic motivation between Junior High School and Senior High School teachers while research self-efficacy showed no notable difference. Furthermore, Kendall’s Tau tests identified highly significant positive relationships among research self-efficacy, attitudes, and intrinsic and extrinsic motivations. These findings are pivotal, serving as foundational data for future interventions aimed at enhancing teachers’ research skills. They also inform the development of tailored research programs to address the specific needs of high school educators.

Keywords: extrinsic motivation, intrinsic motivation, research attitude, research self-efficacy

Cite this Article

Natividad, A.C.A., Perez, J.A., & Bondoc, B.G.P. (2024). Exploring the Research Drive: Unveiling Motivation, Attitude, and Self-Efficacy among Public High School Teachers. Academia Lasalliana Journal of Education of Humanities, 6(1), 145-154. https://doi.org/10.55902/YVNK4687

Exploring the Lived Experiences of Female Adults with ADHD Diagnosis in Cavite

https://doi.org/10.55902/ETTG8701

Djessyrene Piel Victoria Javier, Cyril Fetalbo, Johanna Allison Sese, Clare Dianne Villarin, Vanessa Claire Young, and Samuelle Feliz Hilario

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This research delves into the lived experiences of female adults diagnosed with ADHD in Cavite. Data were collected through in-depth semi-structured interviews. Participants were selected through purposive sampling with the following criteria: (1) lives in Cavite, (2) must be clinically diagnosed with ADHD, (3) received their ADHD diagnosis during their young adult years or older adulthood, (4) and functioning individuals. The interview questions were designed to encourage detailed discussion on the individual experiences of the participants with their ADHD diagnosis. Each interview was audio-recorded, ranging from 30-40 minutes each session. The interview was transcribed and analyzed through Interpretative Phenomenological Analysis (IPA), this method was utilized to highlight the complexity and uniqueness of each story. The investigation uncovered a variety of themes that highlighted the complex and interrelated difficulties faced by each participant as they managed the realities of living with ADHD. Each individual’s experience was unique, yet common threads emerged, revealing how the disorder impacted their daily lives, relationships, emotions, and financial capabilities. The findings revealed the complex ways these challenges intertwined, creating a multifaceted impact that the participants had to navigate while striving for understanding and effective coping strategies. Furthermore, the research underscores the pressing necessity for in-depth and extensive studies, along with publications, that delve into the implications of ADHD, specifically among the adult population in the Philippines. This focus is crucial to understanding how cultural, social, and economic factors influence the manifestation and management of ADHD in Filipino adults as well as its impact on their daily lives.

Keywords: ADHD (Attention-Deficit/Hyperactivity Disorder), Diagnostic Experiences, Female Adults

Cite this Article:

Javier, D.P.V., Fetalbo, C., Sese, J.A., Villarin, C.D., Young, V.C., & Hilario, S.F. (2024). Exploring the Lived Experiences of Female Adults with ADHD Diagnosis in Cavite. Academia Lasalliana Journal of Education of Humanities, 6(1), 155-162. https://doi.org/10.55902/ETTG8701

 Transitioning to Work: A Tracer Study of the College of Liberal Arts Graduates

 Maria Virginia G. Aguilar and Constantino T. Ballena

College of Liberal Arts and Communication, De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

 https://doi.org/10.55902/VMMZ5997

ABSTRACT

This study investigated the employability and career paths of the graduates from the College of Liberal Arts and Communication (CLAC) at De La Salle University-Dasmariñas (DLSU-D) from the Academic Years 2017-2022. It employed a survey design utilizing an online questionnaire sent to the respondents through email. Focus group discussions with department chairs and faculty members were also undertaken. The study revealed that most CLAC graduates were employed in professional, technical, or supervisory positions. They considered their undergraduate curriculum as relevant to their present jobs. Furthermore, it was revealed that the most useful acquired skills they identified include communication, human relations, and critical thinking skills. However, they admittedly were weak at communication and critical thinking skills. The study concludes that CLAC alumni exhibit a good level of employability albeit the need to fortify their soft skills to ensure their being competitive in the workplace. A longitudinal study could be conducted to track the career paths of CLAC alumni and investigate graduates’ change of careers over time, how they advance or stagnate in their work, and their impact in their respective fields.

Keywords: Employability, Curriculum, Soft Skills, Tracer Study, Graduates

Cite this Article:

Aguilar, M.V.G., & Ballena, C.T. (2024). Transitioning to Work: A Tracer Study of the College of Liberal Arts Graduates. Academia Lasalliana Journal of Education of Humanities, 6(1), 163-172. https://doi.org/10.55902/VMMZ5997

 Formed in Crisis: Values learned by Student Leaders in the Virtual Learning Environment during Pandemic

 https://doi.org/10.55902/EXUN8037

 Gil A. Ellema¹, Paterno S. Alcartado², John T. Casidsid³, Gelly Jose T. Talledo⁴, and Jose D. De Leon, Jr.⁵

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

¹ORCID: 0009-0008-6270-2442, ²ORCID: 0009-0001-1378-7311, ³ORCID: 0000-0002-5890-0904, ⁴ORCID: 0009-0000-1072-9135, ⁵ORCID: 0009-0003-7769-9411

ABSTRACT

This study explores the values developed by student leaders in Lasallian higher education institutions (LSHEIs) during the shift to virtual learning caused by the COVID-19 pandemic. It contends that the crisis brought on by the pandemic was a formative experience, leading to growth, development, and the acquisition of important leadership values. The study employed semi-structured interviews with nine student leaders from three LSHEIs in Southern Luzon using a qualitative descriptive approach. The participants were selected based on their active engagement in leadership roles during the pandemic, providing in-depth insights into their experiences. Thematic analysis identified key values developed by these leaders which were essential for dealing with the challenges of student leadership in virtual as well as in hybrid learning environments.

The findings emphasize the need to enhance student leadership programs by incorporating mental health support, communication training, ethical decision-making, and fostering open dialogue between student leaders and administration. These insights are crucial for refining educational practices to support the holistic development of student leaders in today’s educational landscape. The study proposes the “3Ps” model—Person, Process, and Principles—as a framework for understanding leadership development in LSHEIs, highlighting personal growth, effective communication and trust-building, and responsibility and ethical leadership.

Keywords: Holistic formation, student leadership development, values development, 3Ps student leadership model

Cite this Article:

Ellema, G.A., Alcartado, P.S., Casidsid, J.T., Talledo, G.J., & De Leon. J.D. (2024). Formed in Crisis: Values learned by Student Leaders in the Virtual Learning Environment during Pandemic. Academia Lasalliana Journal of Education of Humanities, 6(1), 173-186. https://doi.org/10.55902/EXUN8037

 Kinesika sa loob ng Silid-Aralan: Isang Pedagohikal na Pagsusuri

 https://doi.org/10.55902/ESTF1227

 Lino Xernan S. Dacayo III

Benguet State University, La Trinidad, Benguet, Philippines

ABSTRACT

This qualitative study focuses on the use of non-verbal communication, particularly kinesics, inside the classroom. Firstly, the kinesic cues used by teachers inside the classroom to manage the teaching and learning processes in the classroom were identified. It was found that teachers use silent treatment, use of fingers, hand gestures, head movement and facial expressions, and body movement. Secondly, the study sought to identify the effects of kinesics on students. It was determined that the use of kinesics reinforces self-confidence among the students, captures students’ attention in class, keeps students silent, improves students’ behavior, and causes tension that causes students to behave. Lastly, a program for teachers about the use of kinesics as a classroom management activity was proposed.

Keywords: classroom management, kinesics, non-verbal communication, classroom

ABSTRAK

Ang kwalitatibong pag-aaral na ito ay nakatuon sa paggamit ng di-berbal na pamamaraan partikular na ang kinesika sa loob ng silid-aralan. Una, inisa-isa ang mga hudyat ng kinesikang ginagamit ng mga guro sa loob ng silid-aralan upang mapanatili ang maayos na proseso ng pagtuturo at pagkatuto. Bilang resulta, napag-alaman na ang mga guro ay gumagamit ng silent treatment, paggamit ng daliri, kumpas ng kamay, galaw ng ulo at ekspresiyon ng mukha, at galaw ng katawan. Ikalawa, inalam ang epekto ng paggamit ng kinesika sa mga mag-aaral. Bilang resulta, napag-alaman na ang paggamit ng kinesika ay nakapagpapalakas ng tiwala sa sarili ng mga mag-aaral, nakakukuha ng kanilang atensiyon sa klase, nakapagpapatahimik sa mga mag-aaral, nakapagpapabuti ng kanilang pag-uugali, at nakapagdudulot ng kaba na siyang dahilan ng pagsasaayos ng kaugalian ng mga mag-aaral. Panghuli, bumuo ang mananaliksik ng isang panukalang programa ng mga guro kung saan tatalakayin ang paggamit ng kinesika bilang estratehiya sa loob ng silid-aralan.

Mga Susing Salita: classroom management, di-berbal na komunikasyon, kinesika, silid-aralan

Cite this Article:

Dacayo, L.X.S. (2024). Kinesika sa loob ng Silid-Aralan: Isang Pedagohikal na Pagsusuri. Academia Lasalliana Journal of Education of Humanities, 6(1), 187-195. https://doi.org/10.55902/ESTF1227

 Blended Learning to advance Teaching and Learning

 https://doi.org/10.55902/LBJU6946

 Taurai Hungwe¹, Tsakani Violet Ndobe², and Solly Matshonisa Seeletse³

¹Department of Computer Science and Information Technology, Sefako Makgatho Health Sciences University, Gauteng Province, South Africa, ORCID: 0000-0003-2719-0839, ²Department of Computer Science and Information Technology, Sefako Makgatho Health Sciences University, ORCID: 0000-0002-7158-458X, ³Department of Statistical Sciences, Sefako Makgatho Health Sciences University, ORCID: 0000-0001-7728-3748

ABSTRACT

The integration of Information Communication Technologies in education has revolutionised teaching and learning processes in the midst of concerns raised regarding poor student completion rate, low passing rates and throughput rates. This study explores the significance of Learning Management Systems (LMS) and the implementation of blended learning (BL) in higher education institutions (HEIs). A case study was followed in an HEI of the Gauteng Province in South Africa. The study used mixed-methods to demonstrate that BL improves lecture facilitation based on student performance; qualitative analysis confirmed that BL improvement influence student performance, and the missing aspects disrupt BL to reach optimal levels. The paper concludes that embracing BL can enhance student completion rates, pass rates, and overall academic success.

Keywords: blended learning, information communication technologies, learning management systems, higher education institutions

Cite this Article:

Hungwe, T., Ndobe, T.V., & Seeletse, S.M. (2024). Blended Learning to advance Teaching and Learning. Academia Lasalliana Journal of Education of Humanities, 6(1), 197-205. https://doi.org/10.55902/LBJU6946

Reloading and Re-codifying of the Curriculum Contents in the Faculty of Education in a North-Central University, Nigeria

 https://doi.org/10.55902/LKBD7683

 Adebayo Lawal Musibau*, Adewale Badru Surajudeen, and Abdulwahab Rafiu

University of Ilorin, Ilorin, Nigeria

*ORCID: 0009- 0004-7856-4241

ABSTRACT

Reloading is the reselection and addition of relevant curriculum contents for provision of more or general knowledge that serves as basis for liberal education and specialized knowledge while re-codifying is the reassigning of new code to reloaded course contents. The objective of this study is to find out lecturers’ opinion on reloading and re-codifying the curriculum course contents offered to education students in the Faculty of Arts if these courses are to be domiciled in the Faculty of Education of the University of Ilorin. It is a descriptive research with a sample of one hundred and eighty-three (183) lecturers, which was arrived at through census enumeration techniques. The study has two research questions answered with percentage and frequency counts. The results show that all the courses offered to education students in the Faculty of Arts are perceived to be 1) reloaded and 2) re-coded. It was concluded that for an effective curriculum to take place and affect quality of living, a curriculum must be reloaded and re-coded. The study recommends that workshops must be organized for lecturers to cope with reloaded and re-coded curriculum and to upgrade their knowledge.

Keywords: Content, Curriculum, Re-codifying, Reloading, North-central University

Cite this Article:

Musibau, A.L., Surajudeen, A.B., & Rafiu, A. (2024). Reloading and Re-codifying of the Curriculum Contents in the Faculty of Education in a North-Central University, Nigeria. Academia Lasalliana Journal of Education of Humanities, 6(1), 207-215. https://doi.org/10.55902/LKBD7683

ACADEMIA LASALLIANA JOURNAL OF EDUCATION AND HUMANITIES

The Academia Lasalliana Journal of Education and Humanities (ALJEH), indexed in the Directory of Open Access Journals (DOAJ), CrossRef, and Andrew Gonzalez Philippine Citation Index, is a bi-annual peer-reviewed journal published by  De La Salle University – Dasmariñas through the University Research Office. It aims to offer a platform for the presentation of scientific knowledge pertaining to a myriad of subjects related to education and humanities. As a peer-reviewed academic journal, ALJEH is devoted to the publication of original papers and book reviews on the following areas: teaching and learning at all levels of education, education management, social science-related subjects, linguistics and humanities-related subjects. Some subjects that cuts across the disciplines of education and humanities are as follows: language, literature, psychology, history, philosophy, religion, visual and performing arts, communication studies, and cultural studies.

EDITORIAL BOARD

Editor-in-Chief

Jonathan V. Gochuico, PhD 

Associate Editor 

Henry L. Bernardo, EdD

Managing Editor 

Jaime Zeus C. Agustin

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