Journal of World Englishes and Educational Practices

Journal Information
EISSN : 2707-7586
Current Publisher: Al-Kindi Center for Research and Development (10.32996)
Total articles ≅ 3
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Articles in this journal

Journal of World Englishes and Educational Practices, Volume 2, pp 1-9; doi:10.32996/jweep.2020.2.4.1

Abstract:
The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Literal, Interpretative, Critical-Analysis and Application and their problem-solving skills’ profile. Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic performance and problem-solving skills of the respondents. To prove the validity and reliability of the obtained Pearson r, it was checked against the Table of Critical Values of the Pearson r at .05 level of significance. On the reading comprehension level and academic performance, results unfolded that there is a significant correlation between reading comprehension and academic performance and this finding implies that the reading comprehension is a contributory factor to improve pupils’ academic performance. Moreover, on the reading comprehension level and problem-solving skills, the result indicates that there is a significant correlation between reading comprehension and problem-solving skills. This study concludes that reading comprehension is a contributory factor to the improvement of pupils’ academic performance and problem-solving performance. The researcher recommends that school administrators look into the possibilities of providing more supplementary materials in the form of books and other reading materials so that pupils can use it for further learning and to organize seminars and workshops, special trainings in order to fully equip the teachers with more knowledge and skills in teaching reading strategies. Teachers may organize functional educational programs, remedial classes and enrichment activities to improve pupils’ comprehension skills through systematic comprehension instruction.
Morve Roshan, Kadri Nashrin
Journal of World Englishes and Educational Practices, Volume 2, pp 10-16; doi:10.32996/jweep.2020.2.4.2

Abstract:
This research depicts the significance of Bangladeshi women writing with articulates their identity and struggle for equality. This faded positive change creates a convenient platform for young women as well as changes the world’s stereotypical male point of view. Also, Bangladeshi women writers have focused on the exasperation history, globally women’s condition and marked women’s foregrounded lightly touched their untold history. Furthermore, this article argues that the Bangladeshi diaspora identity crisis as a major issue of the globe. Interestingly, there are many different types of identity such as national identity, ethnic identity, communal identity, gender identity and so on. In these types of identities, we are going to focus on the gender identity which challenges women discrimination. The gender inequality has started from their birth time. We have trapped in a male disoriented dominating the world where we can see disquieting gender inequality in every field and in every country of the world. Remarkably, this research engages to the Bangladeshi Muslim women’s representation as other women. As we can see that very few research works have focused on the positive disoblige aspect and to deny divisive ideas leads our interest to write this paper. It has been seen that today’s long gap of the discrepancy fills a gap to know how women encourage us to talk about our vague memory of women’s dividends contribution and disparity in society and literature.
Journal of World Englishes and Educational Practices, Volume 2, pp 50-64; doi:10.32996/jweep.2020.2.4.6

Abstract:
The main thrust of this study was to determine the Instructional Leadership Practices, Teachers’ Satisfaction and the School Performance Indicators and the relationship among these variables. The study was conducted to the thirty secondary schools having full-fledged principals in the Third Congressional District in Bohol. Randomly sampled two hundred eighty five (285) participants comprising 30 principals and the 255 teachers took part in the study. The data were subjected to statistical treatment using the weighted mean to assess the perception of the principals and the teachers about the Instructional Leadership Practices and the teachers’ satisfaction. Pearson Product Moment of Correlation was used to determine the significant relationship between the Instructional Leadership Practices and teachers’ satisfaction. Spearman Rank of Correlation was used to determine the significant relationship between the Instructional Leadership Practices and the school performance indicators. Four of the 10 items of instructional leadership practices were perceived by the principals and teachers as “Always” while 6 of the items were perceived as “Very Often”. Teachers are satisfied in terms of management and very satisfied with their work characteristics and interpersonal relationships. For school performance indicators, most of the respondents obtained a rating of “Outstanding” in terms of retention rate, completion rate, graduation rate, promotion rate, repetition rate, drop-out rate and failure rate. Teachers viewed that the Instructional Leadership Practices is related to teachers’ satisfaction while both the principals and the teachers claimed that it is related to school performance indicators. This study concludes that the principals’ leadership practices can affect teachers’ satisfaction and the school performance indicators. Hence, it is recommended, that DepEd Personnel should utilize the findings of this study and consider the proposed enhancement plan for the improvement of principals instructional leadership practices leading to the improvement of quality of teaching and student learning.
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