Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers

Richard Bañez; Helen Mosteyro

doi:10.17275/per.25.7.12.1

EN

Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers

Abstract

This study aims to evaluate the sufficiency of visual cues in English modules and examine the adaptation practices of public junior high school teachers in utilizing these modules. Employing a descriptive-correlational research design, the study analyzed the relationship between the sufficiency of visual cues and the extent of teachers’ adaptation practices. Data were collected using a researcher-constructed survey instrument, validated and tested for reliability, and distributed to 70 junior high school English teachers in Tanauan City through an online platform. Statistical analyses, including mean, standard deviation, and Pearson Product-Moment Correlation, were employed to interpret the data. The findings revealed that visual cues in English modules were perceived as moderately sufficient, with teachers demonstrating a moderate extent of adaptation practices. A positive correlation was identified between the sufficiency of visual cues and the extent of adaptation practices which emphasizes their interconnected role in fostering effective teaching strategies. These results highlight the potential of well-designed visual cues and adaptive practices to enhance critical thinking and creativity among students by supporting more effective and inclusive learning experiences in diverse educational settings. This study calls for the implementation of professional development programs to enhance teachers’ competencies in adapting and integrating diverse, culturally responsive visual elements into their instructional practices to foster deeper student engagement and more meaningful learning outcomes.

Keywords

English modules, learning preferences, module adaptation, public junior high schools, teacher adaptability, visual cues

References

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Details

Primary Language

English

Subjects

English As A Second Language, Supervision in Education

Journal Section

Research Article

Authors

Richard Bañez ^*
0000-0003-2896-1981
Philippines

Helen Mosteyro This is me
0009-0002-2618-5368
Philippines

Early Pub Date

December 27, 2024

Publication Date

January 1, 2025

Submission Date

August 2, 2024

Acceptance Date

December 3, 2024

Published in Issue

Year 2025 Volume: 12 Number: 1

DOI

https://doi.org/10.17275/per.25.7.12.1

IZ

https://izlik.org/JA28UB65EL

APA

Bañez, R., & Mosteyro, H. (2025). Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers. Participatory Educational Research, 12(1), 118-137. https://doi.org/10.17275/per.25.7.12.1

AMA

1.Bañez R, Mosteyro H. Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers. PER. 2025;12(1):118-137. doi:10.17275/per.25.7.12.1

Chicago

Bañez, Richard, and Helen Mosteyro. 2025. “Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers”. Participatory Educational Research 12 (1): 118-37. https://doi.org/10.17275/per.25.7.12.1.

EndNote

Bañez R, Mosteyro H (January 1, 2025) Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers. Participatory Educational Research 12 1 118–137.

IEEE

[1]R. Bañez and H. Mosteyro, “Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers”, PER, vol. 12, no. 1, pp. 118–137, Jan. 2025, doi: 10.17275/per.25.7.12.1.

ISNAD

Bañez, Richard - Mosteyro, Helen. “Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers”. Participatory Educational Research 12/1 (January 1, 2025): 118-137. https://doi.org/10.17275/per.25.7.12.1.

JAMA

1.Bañez R, Mosteyro H. Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers. PER. 2025;12:118–137.

MLA

Bañez, Richard, and Helen Mosteyro. “Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers”. Participatory Educational Research, vol. 12, no. 1, Jan. 2025, pp. 118-37, doi:10.17275/per.25.7.12.1.

Vancouver

1.Richard Bañez, Helen Mosteyro. Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers. PER. 2025 Jan. 1;12(1):118-37. doi:10.17275/per.25.7.12.1

27707

Creative Commons Atıf 4.0 International Lisance

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Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers

Abstract

Keywords

Abstract

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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