stdClass Object
(
    [id] => 11693
    [paper_index] => 202311-01-014845
    [title] => LIVED EXPERIENCES OF GRADE 2 TEACHERS IN UTILIZING SCHOOLYARD PEDAGOGY TO ENHANCE READING SKILLS DURING THE IN-PERSON CLASSES: AN INQUIRY
    [description] => 
    [author] => Cathlyn Ann L. Diaz
    [googlescholar] => https://scholar.google.co.in/scholar?cluster=5837173041426091495&hl=en&as_sdt=0,5
    [doi] => 
    [year] => 2023
    [month] => November
    [volume] => 9
    [issue] => 11
    [file] => 219pm_26.EPRA JOURNALS 14845.pdf
    [abstract] => The purpose of this qualitative-phenomenological study was to divulge the experiences, coping mechanisms, and insights of Grade 2 teachers in the implementation of Schoolyard Pedagogy during in-person classes. It comprised of fourteen (14) participants selected using a purposive sample technique, with seven (7) parents in a virtual in-depth interview and seven (7) public elementary teachers in a focus group discussion. The data analysis employed was thematic analysis. For the Grade 2 teachers, there were issues emerged from the problem namely: increase of student engagement in reading; improvement of students reading skills; emphasis on socialization and collaboration increase of reading retention; emphasis on multisensory; awareness and appreciation for the environment; erratic weather conditions; limited reading resources and concerns on student safety. To address the issues, teachers mentioned ways: alternative solutions to barriers; guidance and assistance from colleagues; feedback and responses from students and parents; time management and flexible scheduling; emphasis on self-learning, emphasis on self-motivation; emphasis on self-care; utilization of differentiated activities; and utilization of additional resources. They also cited insights they could share to others, namely: provide reading resources and materials; conduct training; evaluate and improve ones self; integrate optimism, incorporate passion; and encourage the use of schoolyard pedagogy. The results are deemed significant to Grade 2 teachers, parents, learners, DepEd officials, administrators, and future researchers to give awareness and to develop best practices in utilizing schoolyard pedagogy to enhance reading skills during in-person classes to attain high quality education.
    [keywords] =>  education, in-person classes, schoolyard pedagogy, qualitative-phenomenological approach
    [doj] => 2023-11-11
    [hit] => 1810
    [status] => y
    [award_status] => P
    [orderr] => 26
    [journal_id] => 1
    [googlesearch_link] => https://www.google.com/search?q=LIVED+EXPERIENCES+OF+GRADE+2+TEACHERS+IN+UTILIZING+SCHOOLYARD+PEDAGOGY+TO+ENHANCE+READING+SKILLS+DURING+THE+IN-PERSON+CLASSES%3A+AN+INQUIRY+Cathlyn+Ann+L.+Diaz&rlz=1C1CHBD_enIN959IN959&sourceid=chrome&ie=UTF-8
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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