Browsing by Author "Aban, Jomar L."
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Item A review on the intensive, highly competitive and invasive nature of Picea: A basis for natural forest management of Picea for global ecological sustainability(DMMMSU, 2023-12-01) Aban, Jomar L.; Fajardo, Weenalei T.; Omokaro, Godspower OkeSpecies diversity and biogeography is basically affected by site history. To provide an insightful basis in understanding the current distribution of Picea, paleoecological and historical assessment must be undertaken. In this study, the current schematic distribution of Picea is re-evaluated using secondhand resources as baseline information in assessing their dispersal and colonization as affected by their strategic tolerance and resilient features making them one of those globally distributed species. Thirty refereed journals were used in this descriptive-type of meta analysis to scrutinize the intensive life processes, highly competitive nature and invasive capacity of Picea to out-compete co-occurring species until the present day. Implications of this study can be used for conservation strategies more specifically in natural forest management plans to ensure that we go beyond saving and start promoting Picea species for sustainability most especially because this species is of great ecological and economic importance.Item Knowledge, attitudes, and practices on the six common teaching strategies of tertiary level teachers and students:(The International Journal of Interdisciplinary Educational Studies, 2020) Aban, Jomar L.; Abubo, Rosita P.; Sario, Criselda G.Determining the knowledge, the attitudes, and the practices on the different teaching pedagogies perceived by teachers and students are relevant to ensure authentic learning. This research is a short cross-sectional case study that utilized an educational-quantitative-descriptive design. Results showed that both the teachers and students have moderate knowledge on the six teaching strategies, namely: 1) lecture type of teaching strategy; 2) cooperative type of teaching strategy; 3) inquiry-based teaching strategy; 4) mastery type of teaching strategy; 5) learning with emphasis on communication skills; and 6) project-based teaching strategy. Results further showed that the respondents agree in the positive functionality in all the pedagogies (lecture type μ = 2.91; cooperative type μ = 3.00; inquiry-based μ = 2.90; mastery type μ = 2.68; learning with emphasis on communication skills μ = 2.76; and project-based μ = 2.87). In terms of the practice of these teaching strategies, it showed that lecture method is still the most frequently utilized compared to the rest of the student-centered pedagogies. Based on the results, a newly proposed teaching model is crafted. In this model, all six teaching strategies should be used in varied frequency of utilization. The new synergistic teaching strategy model is constructed to point out the need to utilize not only the lecture method but also the other student-centered approaches so that authentic learning will transpire and quality education is achieved.Item Multifaceted Teaching Pedagogies of Elementary Education Instructors in the Philippines: A Locus Classicus KAP (Knowledge-Attitudes-Practices) Approach(DMMMSU, 2022-12-01) Aban, Jomar L.In the present technological age, concerned stakeholders should innovate pedagogical approaches to achieve authentic learning. Four commonly used teaching pedagogies are presented in this study: lecture method, cooperative learning, inquiry-based learning, and learning with emphasis on communication skills. The level of awareness, attitudes and utilization of these four common teaching pedagogies by Bachelor in Elementary Education (BEEd) faculty members were explored using an educational-descriptive-quantitative approach. Results show that respondents are highly aware of inquiry-based learning but are only moderately aware of lecture method, cooperative learning and learning with emphasis on communication skills. The faculty respondents have the most positive attitude on cooperative learning compared to the other three pedagogies. Contrary, the utilization of the four pedagogies in teaching are comparable. Although lecture method is the least preferred method, it is still commonly used because of its practicability in terms of class size, and convenience to the teacher. The other three pedagogies are also considered and moderately practiced. The proposed synergistic pedagogical model is formulated to intertwine the captured awareness, attitudes and practices of the BEEd faculty members on the four commonly used teaching pedagogies.