Teacher and Students Educational Materials

CBAR IS FOR EDUCATION PURPOSES

1. THE COLLABORATIVE INTERVENTION IN EDUCATION: A CASE OF STUDENTS ATTITUDE TOWARDS FILIPINO PRE-SERVICE TEACHER

2. INTRODUCTION

3. BACKGROUND OF THE STUDY

4. BACKGROUND OF THE STUDY Pre-service teachers undergo a process of learning in which it comes into possession of gaining technological, pedagogical and content knowledge in order to attain professional development. The 21 st century learner are more eager when it comes to learning comes. (Zhuang & Huang, 2022)

5. BACKGROUND OF THE STUDY Students’ undesired behavior is a difficult and inevitable task for pre-service teachers, and it takes time for pre-service teachers to approach learners’ different attitudes. In fact, after discovering the causes of the problem, it is very difficult for a pre-service teacher to find ways to deal with it more effectively.

6. BACKGROUND OF THE STUDY In the research conducted by Witwer (2013), as the teachers don’t analyze the student’s negative behavior it becomes the learner’s habit and it keeps on reoccurring but, if the educator take notes and gives solution on what causes the negative behavior of students it allows educators to assess the situation and give proper adjustment to handling or managing the class.

7. BACKGROUND OF THE STUDY The purpose of this study is to obtain knowledge about students’ attitude towards Filipino Pre-Service Teachers. This give the Filipino Pre-Service Teachers knowledge and enforce methods or plans to take action with regards to the attitudes that the learning are expressing. With through this study, the Pre-Service Teachers can assess their way of teaching to be effective and will be able to enhance teaching skills in order for learners to show interest and active participation with regards to the subject matter.

8. STATEMENT OF THE PROBLEM

9. STATEMENT OF THE PROBLEM This study aims to determine the students’ attitude towards Filipino Pre-Service Teacher. Specifically, it seeks to answer the following questions:

10. STATEMENT OF THE PROBLEM 1.What are the Students towards Filipino Pre-Service Teachers? 2.What are the effects of students’ attitude to Filipino Pre-Service Teachers? 3.What are the suggested plan of actions towards the challenges encountered by the Filipino Pre-Service Teacher?

11. PROPOSED INTERVENTION

12. PROPOSED INTERVENTION Students are bored in learning a Filipino subject if the teacher is not fluent in his/her teaching. It is said that the teacher who does not use various strategies causes students to lose interest in their learning when the focus in on language and literature that covers the four macro skills such as listening, speaking, reading and writing.

13. PROPOSED INTERVENTION The researches have witnessed the attitude of learners towards Pre-service Teachers, most generally the same findings ‒ the learners exhibited negative attitude towards learning with their peers.

14. PROPOSED INTERVENTION Collaborative intervention- support the learning and development of children and teachers through pedagogical approaches to school education practices. It is particularly important for creating a growth-based learning environment and for increasing students learning progress.

15. PROPOSED INTERVENTION First, the students exhibited favorable attitudes towards the approach which tend to affirm the effectiveness of teaching. It is also encourage the high level of participation and interaction and favored due to the small group sized, ability of the activity to grab their attention and make them participate, and the potential of the activity to help them better understand the lesson.

16. THEORITICAL FRAMEWORK

17. Theoretical Framework Skinners Operant Conditioning Theory (B. F. Skinner, 1992) It links to the idea that behavior can change when individual is exposed to a stimulus. Kounsin Model (Jacob Kounsin, 1971) Kounsin Model focuses on Preventive discipline-techniques and strategies designed to prevent the occurrence of discipline problems in the first place. Behaviorsim Theoty (B. F. Skinner, 1992) Behaviorism Theory of learning says that a person ia first exposed to a stimulus, which elicits a response and

18. Theoretical Framework Students Attitude towards Filipino Pre-Service Teacher Learning intervention systems, which enhance student’s engagement and collaborative learning, would also lead to a desirable development of students’ critical thinking ability.

19. METHODOLOGY

20. RESEARCH DESIGN

21. RESEARCH DESIGN This paper utilizes the qualitative research, particularly the case study approach to further the data analysis of the teaching experiences of the students’ attitude towards Filipino Pre-Service Teachers.

22. RESEARCH DESIGN Qualitative research is an invaluable method for investigating and characterizing intricate phenomena without requiring a great deal of theoretical work. Typically, it involves techniques for gathering data like observations, interviews, or document analysis. To identify important. To identify important themes and patterns in the data, researches code the information and conduct thematic analysis ( Sandelowski , 2010).

23. RESEARCH DESIGN According to Creswell (2002), a case study is a problem to be studied, which will reveal an in-depth understanding of a “case” or bounded system, which involves understanding an event, activity, process, or one or more individuals.

24. RESEARCH LOCALE

25. RESEARCH PROBLEM The research locale of this study is situated in a public secondary school under the Department of Education ‒ Tacloban City Division, were participants are currently enrolled. In addition, the said educational institutions, provides an excellent training ground for the pre-service teachers with supervised field-based practicum experience.

26. PARTICIPANTS OF THE STUDY

27. PARTICIPANTS OF THE STUDY This case study consists eight pre-service teachers taking the degree program Bachelor of Secondary Education Major in Filipino at a public-school Leyte Normal University, Philippines.

28. DATA GATHERING

29. DATA GATHERING The researches will collect data through face-to-face interview. To be specific, a semi-structured type of interview will be utilized, which contain the components of both structured and unstructed interview. Also, the researches will prepare a set of open-ended questions to be answered by all interviewees. A semi-structured interview is the most common type of interview used in qualitative research (Dawson, 2002).

30. DATA ANALYSIS

31. DATA ANALYSIS The data and information gather by the researches will be analyzed and interpreted using thematic analysis. Braun and Clarke (2006) stated that thematic analysis is a method for analyzing is a method for analyzing qualitative data that entails researching across a data set to identify, analyze, and report repeated patterns.

32. DATA ANALYSIS Thus, there are six thematic analysis processes: familiarization, coding, generating themes, reviewing themes, defining themes, and interpretation and report.

33. DATA ANALYSIS Initial coding. In this stage the data responses of the participants will be coded. Process in coding includes assigning labels to words or phrases that represent important themes in each responses. Theses labels can be words, phrases, or numbers. It point out areas of the texts from the data and generates different codes to expound its content. By each code, it can be expressed or described in its concepts in that area of the texts.

34. DATA ANALYSIS Generating themes. Will the produced codes, the researchers will classify patterns and begins analyzing themes. Themes are more expound than codes. The researchers will identify if some of the codes are insufficient. Hence, it will be eliminated; otherwise, other rules may become themes on their own.

35. DATA ANALYSIS Defining and naming themes. This stage involve the process of utilizing the labels created for the theme and providing a comprehensive name that describes the relationship or meaning conveyed in the theme. After, the researchers will define the theme according to the content and meaning of the codes. This definition will summarize the content of what is discussed within the theme to further enhance the gathered data.

36. DATA ANALYSIS Interpretation and Report. In this stage, after the themes are defined and named, the researcher begis to write up the final report. The researcher presents thr finding and interpretation of the data and is finalized through reviewing the responses that are relevant to the study and generating interpretations to apply the validity of the analysis.

37. ETHICAL CONSIDERATION

38. ETHICAL CONSIDERATION According to Bhasin (2020), ethical consideration refers to the collection of principles and values that should be followed when doing research. In this research, ethical considerations were taken into account in conducting the general process involved in the research being conducted.

39. ETHICAL CONSIDERATION One of these is obtaining written consent from the Filipino Pre-Service Teachers to be included in the research being conducted, such as the 1 st shift Filipino Pre-Service Teachers involved in the study. Upon obtaining permission, the researchers gave a letter for the voluntary participation of practicing teachers who could answer the survey prepared by the researchers.

40. ETHICAL CONSIDERATION The personal information or answers collected by the researchers from the selected respondents of the study will remain confidential and it can be ensured that it will be spent only for the purpose of developing and achieving this study. In the collection and collection of personal data, the researchers did not violate any rules and regulations because in doing this research, they went through a proper and legal process.

41. ETHICAL CONSIDERATION The respondents were of proper age and at the right mind at the time of data collection. The personal information of the respondents was obtained after consent was sought and the students voluntarily agreed to be included in the study.

42. REFERENCES

43. REFERENCES: Bhasin, H. (2020, October 30). What are Ethical Consideration in Research?Marketing91. https:www.marketing91.com/ethical-considerations/ Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology. 3 (2). pp. 77-101. ISSN1478-0887. https://psychology.ukzn.ac.za/?mdocs-file=1176 Creswell J. (2002) Research design: Qualitative, quantitative and mixed method approaches. London: Sage. Carini , R. M., Kuh , G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47 (1), 1-32. https://doi.org/10.1007/s11162-005-8150-9

44. REFERENCES: DeLoizer , S. J., & Rhodes, M. G. (2007). Flipped classrooms. A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151. https:/doi.org/10.1007/s10648-015-9356-9 Johnson, D. W., Johnson, R. T., & Holubec , E. J. (1998b). Cooperation in the classroom. Edina, MN: Interaction Book Company. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998a). Cooperative learning returns to college what evidence is there that it works? Change: The Magazine of Higher Learning, 30(4),26-35. https://doi.org/10.1080/00091389809602629

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