Vol. 14.2 (2023)https://hdl.handle.net/10481/810852024-03-28T10:35:56Z2024-03-28T10:35:56ZIssues On The Pedagogical Thought And Pedagogical Practice Of Eastern ThinkersNigorakhon Amilevna, Alimkhanovahttps://hdl.handle.net/10481/812802023-06-05T22:19:26ZIssues On The Pedagogical Thought And Pedagogical Practice Of Eastern Thinkers
Nigorakhon Amilevna, Alimkhanova
The article deals with the issues based on the pedagogical thought and pedagogical practice of eastern
thinkers in the example of Abu Rayhan Beruni's works. Abu Rayhan Beruni's pedagogic views,
thoughts on upbringing and education are highlighted. Also, the aspects that should be paid attention
to in the education of a perfect person, the essence of imparting knowledge without separating
upbringing and education from each other are also presented.
We have investigated and summarized only one of the aspects of the rich scientific heritage of the
outstanding scientist. Abu Rayhan Beruni became world famous not only for his outstanding
scientific achievements, but also for his ideas and beliefs that were advanced for that time. Many of
them, including pedagogical ones, retain their significance to this day.
Effectiveness of developing critical thinking at humanities electives in higher educational institutionsZakhozhai, Zoreslavahttps://hdl.handle.net/10481/812792023-06-05T22:19:55ZEffectiveness of developing critical thinking at humanities electives in higher educational institutions
Zakhozhai, Zoreslava
The aim of the article is to prove the effectiveness of pedagogical conditions of humanities electives in
the development of students’ critical thinking. Methods. The Astin’s I-E-O Model is used for the peerreview
method. The coefficient of determination was used for multiple regression. Results. Students
who studied the humanities electives had a deeper understanding of their own critical thinking. The
results of regression analysis show that the level of development of critical thinking changes without
controlling teaching methods and student characteristics. The study established the effectiveness of
elective humanities courses in forming students' critical thinking. The coefficient of determination of
the proposed model is 0.2. Conclusions. The obtained results of the study gave ground for drawing an
unequivocal conclusion about the effectiveness of the pedagogical conditions of electives in the
development of critical thinking of students of higher education institutions (HEIs). Prospects.
Further research should be aimed at finding optimal conditions for the development of critical
thinking in higher educational institutions.
Localized Traditional Learning Modules in the History of Mathematics its Effect to the Learning Competency of StudentsDe Leon, Nancy G.https://hdl.handle.net/10481/812782023-06-05T22:12:34ZLocalized Traditional Learning Modules in the History of Mathematics its Effect to the Learning Competency of Students
De Leon, Nancy G.
In Philippine higher education, modular learning is regarded as one of the most flexible, accessible,
and mobile methods of instruction. The Philippine Commission on Higher Education (CHED) also
recognizes the merits of flexible learning, especially with regards to the current situation of the
academe during the pandemic. In the CHED Memorandum Order (CMO) No. 4 Series of 2020, CHED
pointed out the rationale behind flexible learning and the guidelines for its implementation in higher
education institutions and state universities and colleges. One of the learning objects specified therein
is the module, both printed and electronic. In this scenario, the researcher was motivated to develop
traditional modules that employed developmental research design to d validate traditional learning
modules in the history of mathematics. The researcher carried out the study from January 2020 to
January 2022 academic year. Results shows that the developed learning modules' high inter-rater and
intra-rater reliability were confirmed using well-known scientific methodologies. The results also
revealed that the traditional learning modules had a statistically significant effect on the
performances of Mathematics Major History of Mathematics course participants. The developed
learning modules were acceptable based on the participants' assessments. It is proposed that further
development of additional instructional approaches be carried out so that they can be used in the
improved version of the traditional modules
Metacognitive Strategies and Perceived Factors Affecting the Speaking Performance of ESL LearnersDayag-Tungpalan, Maricel Lhttps://hdl.handle.net/10481/812772023-06-05T22:11:48ZMetacognitive Strategies and Perceived Factors Affecting the Speaking Performance of ESL Learners
Dayag-Tungpalan, Maricel L
This study aimed to identify the metacognitive strategies that ESL learners use when performing speaking activities. It further investigated the relationship between their speaking performance and other perceived factors that effect it. Using descriptive research design, the specific dominant strategies that are often used by learners under planning, monitoring and evaluating, were investigated. The findings showed substantial result on thought-process as the dominant metacognitive strategies the ESL learners employ when involved in speaking activities. Moreover, the findings revealed that ESL learners rarely connect with their prior knowledge or their circumstances when comprehending the topics, they discuss about. In terms of correlation between students’ speaking performance and perceived factors that influence their speaking performance, significant relationships are established along level of exposure to social media, listening ability, communication anxiety, knowledge of English vocabulary, mastery of grammar rules, exposure to speaking activities in and outside the classroom, exposure to English language, amount of time needed to prepare and perform in a speaking task, and topical knowledge. Meanwhile, the only factor that does not have positive correlation with the speaking performance of the respondents is speech impediments. These findings are expected to provide pedagogical implications for metacognitive instruction in ESL speaking classrooms from the perspectives of ESL learners
Self-Evaluation of the Pre-Service Physical Educators on their Technological, Pedagogical, and Content KnowledgeArao, Hans Freyzer B.https://hdl.handle.net/10481/812762023-04-27T12:12:45ZSelf-Evaluation of the Pre-Service Physical Educators on their Technological, Pedagogical, and Content Knowledge
Arao, Hans Freyzer B.
The research examines the current state of technological, pedagogical, and content knowledge (TPCK) of preservice
physical educators at Cagayan State University. The study used a quantitative research design.
Frequency and percentage were used to describe the demographic profile of the respondents, and the weighted
mean was used to interpret the results. Furthermore, the independent sample t-test was used to determine the
significant differences in TPCK levels when grouped according to their profile. According to the findings of the
study, pre-service physical educators have a high level of competence in technological knowledge and are very
high in the remaining six domains. Furthermore, findings indicate that the interrelationship between TPCK
domains is significant. However, the result shows that there is no significant difference between the
demographic profile of the respondents and their current perceived TPCK level. Thus, pre-service physical
educators at Cagayan State University consider the relationships among all three areas and acknowledge that
educators are acting within this complex space.