ABSTRACT
Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. Forty-five PMTs were chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study. © Authors.
ABSTRACT
The shift to distance learning has created unique perspectives and challenges to educational stakeholders specifically among teachers who are tasked with keeping teaching and learning on track despite their professional, technical, and personal concerns, and inadequate familiarity to the new learning modality. While these realities have been challenging the capability of teachers, they also open the doors for opportunities of levelling up to a new education landscape and harnessing potentials which may be useful for the furtherance of the teaching practices. The present qualitative study aims to document Science teachers’ perspectives, challenges and opportunities in the teaching of Science courses during the pandemic. It consists of the various insights, initiatives, coping strategies and actions, and opportunities of eight Filipino Science teachers towards securing a responsive and efficient learning management in the midst of the unforeseen challenges in the education sector brought by the impact of the COVID-19 pandemic. © 2022, North American Business Press. All rights reserved.
ABSTRACT
Humor is no cure for COVID-19, does feed the hungry, nor can pay the bills of the jobless. Many do not approve of humor out of crisis, yet millions of people have come up with COVID-19 related humor scripts on social medial platforms if only to soften grief, lighten mood, and distract people from the struggle in accepting the new normal. Humor is also used as coping mechanism for the bad scenario experienced by many. Everybody tends to laugh at those they love and hate, and many times they joke about the good and bad fortunes of people. The present quantitative-qualitative study documents and categorizes the 214 humor scripts (equal distribution of Tagalog and English humor scripts) that were produced and circulated in social media platforms during the COVID-19 pandemic. The collected humor scripts were coded according to humor types (i.e., aggressive, national/ethnic, positive, self-deprecating, sexual, sexist), humor targets, humor subjects and humor structure (i.e., conversational, narrative, one-liner, question and answer, verse/lyrical). Humor targets and subjects exclusive to Tagalog and English humor scripts were also discussed. © 2020 Asian E F L Journal Press. All rights reserved.