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Ed 202 Case Study Demo Bea

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Central Philippines State University

GRADUATE SCHOOL
Kabankalan City, Negros Occidental

Master of Arts in Education


Major in Social Science

ED 202 FOUNDATIONS OF EDUCATION


2nd Semester 2022-2023

A Case Study Analysis:

Submitted by:

BEA PATRICIA D. DEMO


MAED SOCIAL SCIENCE

Submitted to:
JUNRY M. ESPARAR, Ph. D.
SUBJECT PROFESSOR
Central Philippines State University
GRADUATE SCHOOL
Kabankalan City, Negros Occidental

I. INTRODUCTION

Makilo Child Development Center is one of the child development centers of


Brgy Camansi. Kabankalan City, it aims supervision and care for children’s basic
needs. The primary issue that has been shown to hinder children's learning is a lack
of electricity and the center needs design reevaluation.

II. BACKGROUND

Learning happens not only in the classroom but also in various settings and
contexts throughout life. However, most of life's lessons are within those four walls.
It is crucial while laying the groundwork for kid's future learning. Some of the Sitios
in Brgy. Camansi does not have access to electricity. Education and energy
deprivation are strongly linked since energy poverty diminishes the educational
resources and classroom supplies available to students and teachers. They also
need help accessing online resources, such as videos and other multimedia sources,
in their classrooms as valuable methods for instruction. Children cannot focus
without electricity due to the excessive heat. Due to the lack of access to electricity,
some parents do not take their children to the center.

The landowner and the electric cooperative are one of the factors
contributing to the educational facility's need for more energy. They have already
determined that the facility can supply electricity. Landowners concur that they will
only allow the center to have electricity, excluding the homes. Given that they just
built the houses without permission from the owners, there is also a chance that
they will be relocated or ejected.

III. EVALUATION OF THE CASE

In many countries, effective primary school teaching is an essential obstacle.


Effective educational institutions have an excellent school climate. Multiple research
studies have verified the beneficial interaction between household access to
electricity and different enhanced educational outcomes. Matimbe (2014) believes
that a lack of instructional materials, such as syllabi and textbooks, to use during
the teaching and learning process negatively affects effective teaching. They are
Central Philippines State University
GRADUATE SCHOOL
Kabankalan City, Negros Occidental

utilizing new funding sources and partnerships between the public and private
sectors to support energy projects.

It is hard even to consider living without electricity for an extended time since
it has become so embedded and vital to modern life. In the end, adaptation is
everything, and one thing is sure: humanity quickly adjusted to electricity and its
many uses.

IV. PROPOSED SOLUTION AND CHANGES

A potential solution is to ask the landowner to permit power installation at the


child development centre. Also, one solution is to buy a solar panel to accommodate
the centre's needs. Purchasing a solar panel is a realistic solution to the problem.
The parents and the child development worker can also request that the Barangay
Official and City Official provide a solar panel for the centre. It will be a great help if
Barangay can contribute to the betterment of the center since it is within the
premises of the the Barangay.

According to the key educational applications of Constructivism in basic/higher


education especially in flexible learning environment, student centered approach is
a teaching method that focuses on creating connections with student’s interest. It is
essential to have the children explore different materials for them to be flexible and
(DUGANGAN PA)
Central Philippines State University
GRADUATE SCHOOL
Kabankalan City, Negros Occidental

V. RECOMMENDATION

The lack of power at educational facilities forces students to study in the dark. In
urban areas, look around for oil lamps with poorly lit candles or under street or
electrical lighting. It also deprives teachers of several modern instructional tools like
phones, televisions, computers, copiers, printers, projectors, slide projectors, digital
cameras, and radios. In addition to enabling these labour-saving and curriculum-
improving technologies, lighting schools will establish more comfortable, effective
schools where students perform better through attendance, test scores and rates of
completion.

A solar panel is an excellent investment for the child development centre. The
educator and family must agree to put the proposal into action. They have to sign
their agreement to get a solar panel. It is one approach that can prevent specific
issues regarding collecting money.

VI. REFERENCES

Mupa, P.; Chinooneka, T.I. (2015) Factors contributing to ineffective teaching and
learning in primary schools: Why are schools in decadence?

https://files.eric.ed.gov/fulltext/EJ1079543.pdf

UNDESA (2014) Electricity and education: The benefits, barriers, and


recommendations for achieving the electrification of primary and secondary schools

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