Category: Teaching Experiences


The Effect of Gamification Elements on Engagement and Achievement in Calculus 1 and 2

Gamification is increasingly being used in educational contexts to attempt to increase both student engagement and achievement. In this study, gamification elements were added to pilot course offerings of post-secondary Calculus 1 and Calculus 2. The online courses were offered in the overarching form of a pirate quest to retrieve sunken treasure. Gamification elements included


A Study of Early Childhood Teachers’ STEM Pedagogical Strategies: Select, Adapt, Contextualize, and Integrate

Research indicates that early exposure and experience with STEM has positive impacts across the entire spectrum of learning (McClure et. al., 2017). Research in child development shows that rich learning experiences during sensitive periods have a lasting positive impact on young children’s future academic success. For instance, early math knowledge not only predict later success,


Language Learning Strategies of Grade VIII Students in Tabuk City National High School, Tabuk City, Kalinga

Teacher’s knowledge about his students is crucial in his effort of making learning meaningful. Moreover, knowing how students learn the English language could help English teachers plan activities suited them. This study generally determined the English language learning strategies of the grade VIII students in Tabuk City National High School, 2015-2016. It specifically found out


How Can We Encourage Students to “Interact” and “Produce” In English Classes?: Voices of Japanese EFL Teachers

The newly revised Course of Study for high school English education in Japan (MEXT, 2018) demonstrates the importance of fostering students’ productive skills. Students will be expected to “interact” and “produce” in English by engaging in a variety of oral communication activities such as speech, presentation, debate and discussion. However, as great emphasis has long


Action Research Writing Ability Among Secondary School Teachers

This study focused on the action research writing ability of secondary school teachers in Tabuk City Division, Philippines, as affected by their socio-demographic profile. There were 15 secondary schools in the division; however, only 7 schools were participating in research. This was planned as a basis in giving technical assistance to improve teachers’ action research