Exploring the Best Practices in Teaching Filipino 6 at Southeast Butuan District: Basis for a Proposed Enhancement of Learning Action Cell (LAC) Sessions
Abstract
This phenomenological study explored the best practices of teaching Filipino 6 in Southeast Butuan District, Philippines, during the S.Y 2024-2025. Six experienced Filipino 6 teachers, recognized for their expertise, were purposively selected within the district. Data were gathered through semi-structured interviews with the teachers, focusing on their classroom management, lesson preparation, lesson delivery, utilization of instructional materials and assessment. Additionally, focus group discussions were conducted with students to gain insights into their perceptions of the teachers' practices. Thematic analysis was employed to analyze the qualitative data, revealing key themes related to effective teaching practices in Filipino 6. The Study found that experienced Filipino 6 teachers in the district demonstrate a strong understanding of effective pedagogical practices. These practices include creating a conducive learning environment, establishing clear rules and expectations, maintaining a clean and organized classroom, providing regular feedback, preparing well-structured lesson plans aligned with curriculum standards, and employing diverse teaching strategies to engage students, utilizing learning materials and measure learning through valid and reliable assessment. Notably, there was a clear alignment between teacher practices and student perceptions, indicating that students are actively aware of and positively influenced by their teachers' efforts to create a structured and supportive learning environment. Based on the findings, a district-wide policy is proposed to monitor and enhance best practices through orientations, classroom observations, and continuous professional development for teachers. This policy aims to promote the use of technology, encourage collaboration among the teachers, and to ensure effective learning experience for all students in the district.
Downloads
References
Alonzo, Dennis & Bejano, Jean & Labad, Velma. (2023). Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform. International Journal of Instruction. 16. 489-506. https://doi.org/10.29333/iji.2023.16127a
Almacen J., B. & Labitad G., F (2024) Multimedia Tools on Learners’ Performance in Filipino. IJRP 2024, 152(1), 631-648; https://doi.org/10.47119/IJRP1001521720246923
Asiyai, R. I. (2022). Best practices for quality assurance in higher education: implications for educational administration. International Journal of Leadership in Education, 25(5), 843–854.
Bellido, W. A., & Ebal M, I., (2024). Assement Practices, Skills, and Utilization of Assessment Tools by The Secondary School Teachers In Schools Division of Zambales. International Journal of Education Humanities and Social Science.
Bermudez, R & Abejuela, L., (2022). Classroom Management Practices Based on Philippines Professional Standard for Teachers. https://mseuf.edu.ph/research/read/1117
Brau, B. (2020). Constructivism. In R. Kimmons, & S. Caskurlu (Eds.), The Students’ Guide to Learning Design and Research (pp. 33-43).
Buckingham, L. R., Hernández, A. L., Santamaría, A. T., & Strotmann, B. (2021). Coteaching in higher education: Best practices. Best Practices in Jesuit Higher Education: An Online Magazine, 2(1), 118–135.
Cantago C. C. et al (2024) Investigating-the-Role-of-Digital-Storytelling-in-Enhancing-Reading-Comprehension. Journal of Harbin Engineering University. 45(2), 31–36 https://doi.org/10.11990/jheu.2024.02.004
Cabunoc C. L., & Ubayubay R. M., (2024) Competency and Barriers in Using ICT among Public School Teachers in Tagoloan District. Volume 07 Issue 08 August 2024.
Gage, N. A., Lee, A., Grasley-Boy, N., & Peshak George, H. (2018). The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis. Journal of Positive Behavior Interventions, 20(4), 217-226. https://doi.org/10.1177/1098300718768204
Gaias, L. M., Johnson, S. L., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124–139. https://doi.org/10.1016/j.jsp.2019.07.017
Garcia, M. (2022). The impact of reward systems on student motivation and performance. Journal of Educational Psychology, 114(3), 456-470.
Kalyani, L. K. (2024). The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills. International Journal of Scientific Research in Modern Science and Technology. 3(4), 05-10. https://doi.org/10.59828/ijsrmst.v3i4.199
Mallillin, Leovigildo Lito & Mallillin, D & Laurel, Regilito. (2022). Professional Development System Theory for Quality Education. European Journal of Education Studies. https://doi.org/10.46827/ejes.v9i8.4407
Manigbas III, J., & De Luna, Y. (2023). Factors Influencing the Assessment Practices of Senior High School Teachers in Goa District, Philippines. Psychology and Education: A Multidisciplinary Journal.14: 998-1005. https://doi.org/10.5281/zenodo.10045830
Mascolo, M. F., & Fischer, K. W. (2010). The dynamic development of thinking, feeling, and acting over the life span. In W. F. Overton (Ed.), Handbook of life-span development (pp. 149–194).
Ocaña R., L. (2024). Assessment on Utilization of Instructional Materials among Araling Panlipunan Teachers. International Journal Multidisciplinary Research and Analysis, 7(6). https://doi.org/10.47191/ijmra/v7-i06-51
Ozen, H., & Yıldırım, R. (2020). Teacher Perspectives on Classroom Management. International Journal of Contemporary Educational Research, 7(1), 99–113. https://doi.org/10.33200/ijcer.645818
Paman-Viador E., & Dioso E., D (2022). The Effects of Multimedia – Based Instruction Towards the English Performance of Grade 10 Students. EPRA International Journal of Multidisciplinary Research (IJMR), 9(8) https://doi.org/10.36713/epra2013
Piaget, J. (1973). Psychology and Epistemology: Towards a Theory of Knowledge. Record: Rio de Janeiro
Puji Lestari, Etty & Astuti, Diah & Basir, M.. (2020). The role of internal factors in determining the firm value in Indonesia. Accounting. 665-670. https://doi.org/10.5267/j.ac.2020.6.018.
Saguin, E. D., Inocian, R. B., & Un, J. L. B. (2020). Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 18–31. https://doi.org/10.37134/jrpptte.vol10.2.2.2020
Tabayan, A. D., (2022). Students’ and Teachers’ Perspectives on ICT Integration in Learning Process During Pandemic. International Journal of Multidisciplinary Applied Business and Education Research. 3(12), 2622-2630. https://doi.org/10.11594/ijmaber.03.12.15
Varona F. (2022). Efficacy Of Multimedia In Teaching Communicative Skills In Filipino. Researchgate.
Yacap M. (2022). Lesson Preparation Practices of Pre-service High School Science Teachers: Implications to Science Education.
West, L. (2022). Classroom Management Then and Now.
Widjaja, Yani & Widhiyanti, Irma & Mubarok, Ade. (2021). Pengaruh Konflik Kerja dan Stres Kerja Terhadap Kinerja Karyawan Di Cv. Perdana Java Creative Bandung. Jurnal Sains Manajemen. 3, 83-94. https://doi.org/10.51977/jsm.v3i2.563
Wong, H. K., & Wong, R. T., (2001). The First Days of School: How to be an Effective Teacher, Harry K. Wong Publications
Zalun G. J. (2023) The Teachers’ Utilization of the Most Essential Learning Competencies (MELCS) and its Relation to the Learning Development of Grade Six Pupils in a Public School in the Philippines: Basis for a Proposed Program. International Journal of Multidisciplinary: Applied Business and Education Research. 4(6), 1888-1903 https://doi.org/10.11594/ijmaber.04.06.15
Copyright (c) 2025 Randwick International of Education and Linguistics Science Journal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
