PR 2 LESSON 4 DAY 3.pdf

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND INTRODUCTION A type of education known as "home-based learning" involves students learning from their homes as opposed to going to conventional in-person classes. It can be applied in a numb...

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND INTRODUCTION A type of education known as "home-based learning" involves students learning from their homes as opposed to going to conventional in-person classes. It can be applied in a number of ways, including through technology, online platforms, and the supply of study materials for independent study. Since the Covid-19 outbreak, home-based learning has become more popular as a way to continue education while protecting teachers and pupils. It entails parents or guardians actively supporting their children's educational journey. According to research, home-based learning can succeed when there is good feedback from children and parents regarding the learning process, adequate resources and support from the school, and efficient communication and coordination between educators and parents. The purpose of home-based learning (HBL) days is to supplement classroom instruction, not to replace it. Students get more chances to study on their own and become more self-directed learners thanks to them. On these days, they will still have the chance to engage and learn from their fellow students. As a result, our students will gain from both in-class and at-home study. Securing two HBL days every month for high school and pre-university students accounts for roughly 10% of the curriculum during the school year. This strikes a solid compromise between allowing students to participate in HBL frequently enough to gain the knowledge and perspectives necessary to become more self-reliant and autonomous learners and maintaining the integrity of in-person instruction in schools. Students can return to school for HBL days if their home setting does not support HBL or if they need more help learning. Even though they are in a classroom, these students will still be learning on their own and have the flexibility to plan their own timetable. Although home-based learning (HBL) provides flexibility and individualized learning possibilities, questions still surround how well it works to improve student engagement and learning in a high school context. Empirical studies indicate that variables like insufficient guidance from educators, unequal accessibility to technology, and difficulties in parent-student collaboration could influence the motivation and academic achievement of students. There are still concerns about whether parents, particularly those without teacher credentials, can effectively educate their children at home despite the growing popularity of homeschooling. Reports (such as Ray, 1997), at least in part, downplay these worries. The purpose of this study is to explore the use of HBL days in a high school context, looking at ways to improve learning results, student involvement, and potential equity issues. STATE OF PROBLEM The main objective of this study is to assess the effectiveness of home-based learning (HBL) days in a high school setting. GENERAL PROBLEM How does the implementation of HBL days impact the overall learning experience and academic outcomes of high school students? SPECIFIC PROBLEM 1. This research aims to address the following research questions: 1.1. Student Engagement and Motivation 1.2. Teacher Support and Guidance 1.3. Parental Involvement and Coordination 1.4. Access to Technology and Resources 1.5. Curriculum Design and Assessment 2. How can schools ensure equity and address potential disparities in student access to resources and support during HBL days? SIGNIFICANCE OF THE STUDY Students - This study empowers students to voice their opinions about their teachers' job performance. It helps students assess their teachers' fairness, respect, and overall approach to teaching. Students can evaluate their teachers' knowledge and expertise in the subject matter. The study encourages teachers to use effective teaching methods that cater to students' needs. Students can contribute to a more collaborative and reflective learning environment. Teachers - Teachers gain a deeper understanding of the factors that influence their job performance.This study provides valuable insights into student perceptions and expectations. Teachers can use the findings to improve their teaching practices and address areas for growth. The study encourages self-reflection and professional development among teachers. It fosters a culture of continuous improvement within the teaching profession. School Administrators - This study provides valuable data for school administrators to assess the effectiveness of their teachers. It helps administrators determine if teachers are meeting school objectives and contributing to the overall success of the institution. The study highlights areas where teachers might need additional support or professional development. Administrators can use the findings to implement strategies that enhance teacher performance and student outcomes. This research contributes to a data-driven approach to school improvement and leadership. Other Researchers - This study serves as a valuable resource for future research on teacher performance and educational practices. It provides a foundation for exploring new areas of inquiry related to teaching and learning. Researchers can use the findings to develop new interventions or programs to improve teaching effectiveness. The study contributes to a growing body of knowledge about the factors that contribute to successful teaching. It promotes collaboration and knowledge sharing among researchers in the field of education.