Tag: Research

Jomelyn T. Madera ^1*, Elizabeth D. Dioso²

¹Bagong Taas Elementary School, Philippines

² Assumption College of Nabunturan, Philippines

Corresponding Author’s Email: jomelyn.madera@deped.gov.ph

How to cite:

Madera, J. T., & Dioso, E. D. (2025). Experiences of Parents of Children With Special Educational Needs: Basis for Teaching Strategies. International Journal of Interdisciplinary Viewpoints, 1(3),197-234. https://doi.org/10.5281/zenodo.15900529

ABSTRACT

This study looked at a kid with special educational needs’ cognitive, emotional, social, and physical strengths and limitations, as well as their family’s experiences and coping mechanisms. The child’s cognitive strengths included normal thinking ability, strong listening abilities, and creative reading, while his limitations included a hatred of writing and difficulties following orders. Emotionally, the youngster demonstrated awareness, decisiveness, and sensitivity, but battled with excessive emotional responses and discriminating between feelings. Social habits varied from friendliness to aloofness, with difficulties interacting and adjusting to novel environments. Physically, the boy was hyperactive and athletic, but he suffered from heart problems and speech challenges. Parental experiences demonstrated resilience in dealing with academic and social hurdles, with benefits such as shared delight and treatment assistance, as well as difficulties such as behavioral control and resource allocation. School interactions showed discrepancies, stressing the need of inclusive policies. Families coped by budgeting, accepting, comprehending the child’s condition, and cultivating a good attitude. The research emphasized the necessity of specialized education programs, picturing a future of independence and learning for the kid, backed up by strong community and family connections. It advised that instructors use specialized teaching tactics that are adapted to each child’s specific profile.

Keywords: Elementary Education, Special Education, Children with Special  Educational Needs Received: 30 May 2025 Revised: 17 Jun 2025 Accepted: 28 Jun 2025 Available:  15 Jul 2025 © 2025 The Author(s) 

REFERENCES

Adams, D. P. (2008). The application of Belmont Report principles to policy development. 

Ahmed, Z. (2024, October 23). 10 essential strategies for teaching special needs students. Education and Academy. https://educationandacademy.com/10-essential-strategies-for-teaching-special-needs-students/

Allam, F. C., & Martin, M. M. (2021). Issues and Challenges in Special Education: A Qualitative Analysis from Teacher’s Perspective. Southeast Asia Early Childhood, 10(1), 37-49.

Althuwaybi, A. (2021). How Physical Education Affects the Development and Success of Children with Special Educational Needs.

Amin, A. S., Sarnon, N., Akhir, N. M., Zakaria, S. M., & Badri, R. N. F. R. Z. (2021). Main        challenges of students with visual impairment at higher education institutions. International Journal of Academic Research in Progressive Education and Development, 10(1).

Rolando Bayo Jr.^1*, Romulo G. Doronio²

¹Davao de Oro State College, Philippines

² Assumption College of Nabunturan, Philippines

Corresponding Author’s Email: ck.7bayo@gmail.com

How to cite: Bayo, R. J., & Doronio, R. (2025). Technological, Pedagogical, and Content Knowledge as a Predictor of Mathematics Pre-service Teachers’ Teaching Competency: A Multiple Regression Analysis. International Journal of Interdisciplinary Viewpoints, 1(3), 165–196. https://doi.org/10.5281/zenodo.15894530

ABSTRACT:

The paper looked at how Technological Pedagogical and Content Knowledge (TPACK) changes the way that Davao de Oro State College math teachers-to-be teach math. We talked to 70 people who wanted to be teachers and used a descriptive-correlational method to get their information. One looked at their TPACK in seven areas, and the other was a sample teaching number that we used to grade their teaching skills. The people who took part in the study trained very well and used TPACK a lot. What they knew about TPACK as a whole was strongly linked to how well they could teach. As could be seen, it was very important to know how to teach content, know how to use technology, and know how to teach content. It’s important to teach people who want to be teachers everything they need to know about tools, technology, and how to teach. TPACK training should keep getting better, according to the study. This can be done by focusing on these important areas in hands-on classes, lessons that are tailored to each student, and real-life teaching experiences.

Keywords: Mathematics Teaching, Teaching Competency, Pre-service Teachers

Received: 29 May 2025 Revised: 14 Jun 2025 Accepted: 29 Jun 2025 Available:  15 Jul 2025 © 2025 The Author(s) 

REFERENCES

Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. International Society for Technology in Education, 43(4), 281–300. 

 Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers. Journal of Science Teacher Education, 20(1), 77–93. 

Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969. 

Abunda, N. D. (2020). Cross-sectional Study on Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers. Universal Journal of Educational Research, 8(12A), 7651-7659. 

Agyei, D. & Voogt, J. (2011). Determining teachers’ TPACK through observations and self-report data.