Authors : Jocelyn B. Bolanio

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/yc5tkbnd

Scribd : https://tinyurl.com/fpb645xz

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN2029

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the significant relationship between engagement-based teaching approach and fundamental skills of students. In this study, the researcher selected the 155 senior high school students in Asuncion District in Davao del Norte as the respondents of the study in quantitatitive phase, while 10 students were selected for IDI and FGD on qualitative phase. A mixed method research design using explanatory sequential approach was employed. The data collected were subjected to the following statistical tools: Mean and Pearson-r Correlation Analysis. Findings revealed that engagement-based teaching approach and fundamental skills of students were rated as extensive. Evidently, correlation analysis proved that there is a significant relationship between engagement-based teaching approach and fundamental skills of students. Thematic analysis confirmed the extensive rating on engagement- based teaching approach was due to technology integration and diverse learners, while the extensive rating on fundamental skills of students was due to previous educational encounters, limited participation in classroom activities, and distractions. Thematic analysis showed that clearly defined objectives, flexibility and choice, and emotional connections, confirmed the significant relationship between engagement-based teaching approach and fundamental skills of students.

Keywords : Component; Formatting; Style; Styling; Insert.

References :

1. Achor, E. E., Danjuma, I. M., & Orji, A. (2019). Classroom interaction practices and students’ learning outcomes in physics: Implication for teaching-skill development for physics teachers. Journal of Education and e-Learning              Research, 3(6), 96-106. https://files.eric.ed.gov/fulltext/EJ1223015.pdf
2. Agbabi, C. O., Onyeike, V. C., & Wali, W. I. (2013). Classroom management: A     practical approach. University of Port Harcourt press.
3. Al-Bashir, M., Kabir, R., & Rahman, I. (2016). The value and effectiveness of        feedback in improving students’ learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41. https://files.eric.ed.gov/fulltext/ EJ1105282.pdf
4. Alsafi, A. (2011). Learning style preferences of Saudi Medical students. Master thesis. Essex University. http://www.essex.ac.uk/linguistics/dissertations/2010/docs/Alsafi.pdf
5. Amin, M., Shah, R. U., Ayaz, M., & Atta, M. A. (2013). Teachers’ job performance at secondary level in Khyber Pakhyunkhwa, Pakistan. http://www.gu.edu.pk/GUJR/PDF/Dec2013/13Rahmat%20Ullah%20Shah.pdf
6. Aninda, R. P. (2018). The use of interactive learning approach to improve the students writing descriptive text ability at the eighth grade of SMP N 10 metro. https://repository.metrouniv.ac.id/id/eprint/1400/1/SKRIPSI%20RIZKY%20         FIX.pdf
7. Aziz, Y., Safiah, S., & Zanariah, J. (2013). Critical thinking skills among final year students of Malaysian technical universities. Malaysian Technical Universities International Conference on Engineering & Technology (MUiCET). http://eprints2. utem.edu.my/3865/1/MUiCET2011~AZIZYAHYA~PBPI.pdf
8. Baroody, A. E., Rimm - Kaufman, S. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185
9. Bierman, K. L., & Motamedi, M. (2015). Social and emotional learning programs for preschool children. In J. Durlak, C. Domitrovich, R. P. Weissberg, & T. Gullotta (Eds.), The handbook of social and emotional learning: Research and practice (pp.135-50). New York, USA: Guilford.
10. Buckley, P. (2015). Can the effectiveness of different forms of feedback be measured? Retention and student preference for written and verbal feedback in level 4 bioscience students. Journal of Biological Education, 46(4), 242-246.
11. Cenkseven Önder, F. (2015). The influence of decision-making styles on early        adolescents’ life satisfaction. Social Behavior and Personality, 40(9), 1523-1536.
12. Con, M., K., & Cankaya, S. (2017). Problem-solving skills of futsal players with regard to some socio-demographic variables. Turkish Journal of Sport and Exercise, 19(2), 182-189. https://doi.org/10.15314/ tsed.313347.
13. Demir, M. (2018). Analysis on the relation between decision-making styles, personality traits, creativity and problem solving skills of football referees. Institute of Health Sciences, Department of Physical Education and Sports, PhD Thesis, Kayseri: Erciyes University.
14. Dhingra, R., & Chauhan., K. S. (2017). Assessment of life-skills of adolescents in relation to selected variables. International Journal of Scientific and Research Publications, 7(8), 1-12. http:// www.ijsr.net
15. Elliott, V., Baird, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J., & Coleman, R. (2016). A marked improvement? A review of evidence on written feedback. https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Revie w_April_2016.pdf
16. Erawan, P. (2010). Developing life skills scale for high school students through mixed methods research. European Journal of Scientific Research, 47(2), 169-186.   http://www.ires.or.th/wp-content/uploads/2015/01/Life-skills-ejsr_47_2_02.pdf
17. Eromasova, A. A. (2012). Intercultural interaction in the process of training of young specialists: collective monograph. Problems of education in the light of realistic philosophy. In V.L. Obukhov (ed.). Moscow: Gamma, pp: 122-123.
18. Esen, E. (2011). Employees organizational engagement. Psychology, 82, 184.18.03.2015. http://dosya.marmara.edu.tr/ikf/iib-dergi/2011-1/377- 390esen.pdf internet site.
19. Fadhlullah, A., & Ahmad, N. (2018). Thinking outside of the box: Determining students’ level of criticial thinking skills in teaching and learning. https://files.eric.ed.gov/fulltext/EJ1207765.pdf
20. Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U., (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. Contemporary Educational Psychology, 41,       1-12. https://doi.org/10.1016/j.cedpsych.2014.10.006
21. Gee, J. (2013). Importance of prior knowledge to learning. Retrieved from https://news.illinoisstate.edu/ 2012/01/importance-of-prior-knowledge-to-learning/
22. Geisler, M. & Allwood, C. M. (2015). Competence and quality in real-life decision making. PloS One, 10(11). doi: 10.1371/journal.pone.0142178.
23. Greco, L. A., Baer, R. A. & Smith, G. T. (2013). Assessing mindfulness in children and adolescents: Development and validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment. https://doi.org/10.1037/a 0022819
24. Gülbahar, B. (2017). The relationship between work engagement and organizational trust: A study of elementary school teachers in Turkey. https://files.eric.ed.gov/fulltext/EJ1127080.pdf
25. Hanum, N. S. (2018). The importance of classroom interaction in the teaching of reading in junior high school. https://core.ac.uk/download/pdf/267023845. pdf
26. Hargreaves, E., Gipps, C., & Pickering, A. (2016). Assessment for Learning; formative approaches. In Arthur, J., & Cremin, T. (2014). Learning to teach in the primary school (3nd ed., pp. 313-324). Abingdon, United Kingdom: Routledge.
27. Heckman, J. J., Humphries, J. E., Kautz, T., Heckman, J. J. & Kautz, T. (2015). Fostering and measuring skills interventions that improve character and cognition. The Myth of Achievement Tests, 341-430. https://doi.org/10.7208/chicago/9780226100128.003.0009
28. Jalaludin, M. A. B. M., & Ihkasan, M. N. B. (2016). Interpersonal communication                 skills among the master’s students in TVET. Developing Country Studies, 4(16), 110-119. https://core.ac.uk/download/ pdf/234681881.pdf
29. Jalbani, L. N. (2014). The impact of effective teaching strategies on the students’ academic performance and learning outcome. A literature review. https://www.grin.com/document/300046
30. Jaleel, S. & Premachandran, P. (2016). A Study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165-172. https://files.eric.ed.gov/fulltext/EJ 1086242.pdf
31. Jensen, M., Mattheis, A., & Johnson, B. (2015). Using student learning and              development outcomes to evaluate a first-year undergraduate group video project. CBE Life Sciences Education, 11(1), 68–80. http://doi.org/10.1187/cbe.11-06-0049
32. Jia, X. (2015). The application of classroom interaction in English lesson. http://www.atlantis-press.com/php/download_paper.php?id=7895.
33. Karataş, S. & Güleş, H. (2010). The Relationship Between Primary School Teachers' Job Satisfaction and Organizational Commitment, Usak University Journal of Social Sciences. Retrieved from http://dergipark.ulakbim.gov.tr/usaksosbil/article/view/5000035925/0 internet site.
34. Kashlev, S. S. (2013). Interactive methods of teaching pedagogy. "TetraSistems".
35. Kawalekar, D. (Smt) J. S. (2017). The value of life skills in higher education. IOSR Journal of Research & Method in Education (IOSRJRME), 7(3), 43-46.    https://doi.org/10.9790/7388-0703054346
36. Khanin, S. V. (2015). Using the case method as a method of interactive training in teaching the course "History of the internal affairs authorities". Bulletin of the Nizhny Novgorod Academy of the Ministry of Internal Affairs of Russia, 24: 177-180
37. Kober N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. Retrieved from https://www.nap.edu/catalog/18687/reaching-students -what-research-says-about-effective-instruction-in-undergraduate
38. Kutbiddinova, R. A. (2015). Activation of educational activity of students through interactive methods. Bulletin of the University, 3, 210-214.
39. Kutbiddinovaa, R. A., Eromasovaa, A. A., & Romanovaa, M. A. (2016). The use of interactive methods in the educational process of the higher education institution. International Journal of Environmental and Science Education, 11(14), 6557-6572. https://files.eric.ed.gov/fulltext/EJ1115891.pdf
40. Leenknecht, M., & Prins, J. (2018). Formative peer assessment in primary school: The effects of involving pupils in setting assessment criteria on their   appraisal and feedback style. European Journal of Psychology of          Education, 33(1), 101-116.
41. Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19-24.
42. Liu, Z. K., He, J., & Li, B. (2015). Critical and creative thinking as learning processes at top-ranking Chinese middle schools: possibilities and required improvements. High Ability Studies, 26(1), 139-152. doi: 10.1080/13598139.2015.1015501
43. Naseri, A. & Babakhani, N. (2016). The effect of life skills training on physical and verbal aggression male delinquent adolescents marginalized in Karaj. Procedia- Social and Behavioral Sciences, 116(8), 4875-4879. https://doi.org/10.1016/j.sbspro.2014.01. 1041
44. Nivedita & Singh B. (2016). Life skills education: Needs & strategies. Scholarly Research Journal for Humanity Science and English Language, 3(16), 3800-3806pp.
45. Nonoyama‐Tarumi, Y. (2017). Educational achievement of children from single‐mother and single‐ father families: The case of Japan. Journal of Marriage and Family, 79(4), 915-931. https://doi. org/10.1111/jomf.12409
46. Paul, R. & Elder, L. (2016). Critical thinking: Tools for taking charge of your           learning and your life. Upple Saddle River, NJ: Prentice Hall.
47. Perez, L. M. (2014). Teaching emotional self-awareness through inquiry-based education. Early Childhood Research & Practice, 13(2), 1-8.
48. Prasad, J. (2018). Awareness of life skills among senior secondary school students of East and South Districts of Sikkim. http://14.139.206.50:8080/jspui/ bitstream/1/6077/1/jayashri%20prasad.pdf
49. Rani, R., & Menka, K. (2019). Life skills education: Concern for educationists for holistic development of adolescents. Paripex - Indian Journal of Research ,1(18), 31-32.
50. Reeves, T. C. (2012). Interactive Learning Techniques. In: Seel, N.M. (eds)              Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_331
51. Reutova, E. A. (2015). The use of active and interactive training methods in the educational process of the higher education institution (methodical recommendations for the teachers of the Novosibirsk State Agrarian University). Novosibirsk: Publishing House of NGAU, pp: 58.
52. Robson, S. (2016). The analysing children's creative thinking framework: Development of an observation-led approach to identifying and analysing young children's creative thinking. British Educational Research Journal. http://doi: 10.1002/berj.3033
53. Roodbari, Z., Sahdipoor, E., & Ghale, S. (2016). The study of the effect of life skill training on social development, emotional and social compatibility among first-grade female high school In Neka City. Indian Journal of Fundamental and Applied Life Sciences, 3(3), 382-390. Retrieved from             http://www.cibtech.org/jls.htm
54. Savas, . B., & Gurel, R. (2014). The variable affecting the success of students. Educational Research and Reviews, 9(1),41-50. https://academicjournals.org/ journal/ERR/how-to-cite-article/29C800A42749
55. Şenel, M., & Bağçeci, B. (2019). Development of Creative Thinking Skills of Students Through Journal Writing. International Journal of Progressive Education, 15(5), 216- 237. https://files.eric.ed.gov/fulltext/EJ1232514.pdf
56. Shukla, S. (2014).Teaching competency, professional commitment and job satisfaction-a study of primary school teachers. IOSR Journal of Research & Method in Education, 4(3), 44-64.
57. Sidorenko, I. N. (2011). Use of interactive techniques in the teaching of social and humanitarian disciplines. Proceedings of BSTU. №8. Educational-methodical work, 8(146), 115-117.
58. Singh, H. (2015). Strategies for development of life skills and global competencies. International Journal of Scientific Research, 4(6). 2277-8179. https://www.researchgate.net/publication/283491171
59. Sobhi-gharamaleki, N., & Rajabi, S. (2014). Efficacy of life skills training on increase of mental health and self esteem of the students. https://doi.org/10.1016/j.sbspro.2010.07.370
60. Son, H. V. (2018). Social awareness and responsible decision making of students in Grade 4 and 5 in Viet Nam. Journal of Education and Human development, 4(7), 7-15.
61. Sukhodolsky, D. G., Kassinove, H. & Gorman, B. S. (2017). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis, 1789.              https://doi.org/10.1016/j.avb.2003.08.005
62. Tomlinson, C., & Jarvis, J. M. (2014). Case studies of success: Supportingacademic success for students with high potential from ethnic minority and economically disadvantaged backgrounds. Journal for the Education of the Gifted, 37, 191–219. Retrieved from https://journals.sagepub.com/doi/10.1177/ 0162353214540826
63. Vashishtha, K. (2015). Impact of life skills on leadership development. International Journal of Social Sciences and Management, 2(3), 273-274.          http://ijssm.org/vol_2/Vashishtha_2.3.pdf.
64. Vinogradova, M. V., Yakobyuk, L. I., & Zenina, N. V. (2018). Interactive teaching as an effective method of pedagogical interaction. https://www.revistaespacios.com/a18v39n30/a18v39n30p25.pdf
65. Wang, M. (2017). The impact of teacher-student classroom interactions in primary school environment on children’s engagement in classroom. A systematic literature review. http://www.diva-portal.se/smash/get/diva2:1106566/FULLTEXT01.pdf
66. Yildiz, N. G. (2015). Teacher and student behaviors in inclusive classrooms educational sciences. Theory & Practice, 15(1), 177-184.
67. Zandvliet, D., Brok, P. d., Mainhard, T., & Tartwijk, J. V. (2014). Interpersonal Relationships in Education: From Theory to Practice. Rotterdam: SensePublishers. https://scholar.harvard.edu/files/marietta/files/king_and_marietta_-_interpersonal_relationships.pdf