Perceptions of Teachers in Social Studies Teaching:  A phenomenological Approach

Rowena Tadios; Hannah Camiring Picpican

doi:10.48017/dj.v11i4.3862

Autores

Rowena Tadios Saint Louis College
Hannah Camiring Picpican Colégio São Luís. Cidade de San Fernando, La Union, cidade de San Fernando – LU, Filipinas

DOI:

https://doi.org/10.48017/dj.v11i4.3862

Palavras-chave:

Abordagem fenomenológica, percepções, Professores, Estudos Sociais

Resumo

Este estudo explorou as percepções de professores de Estudos Sociais do ensino fundamental II sobre o uso de Sistemas de Gestão da Aprendizagem (LMS, na sigla em inglês). Oito professores do La Union Cultural Institute e do Saint Louis College participaram de entrevistas semiestruturadas presenciais. Utilizando o método fenomenológico descritivo de Giorgi, os dados foram analisados por meio de procedimentos fenomenológicos sistemáticos, incluindo a identificação de unidades de significado, sua transformação e a síntese em temas. Dois temas principais emergiram: a promoção da criatividade por meio do uso de LMS pelos professores e o uso de feedback sistemático para orientar o ensino de Estudos Sociais via LMS. Esses resultados indicam que os LMS facilitam práticas pedagógicas criativas, apoiam a aprendizagem centrada no aluno e viabilizam mecanismos de feedback estruturados. O estudo conclui que as experiências vividas pelos professores destacam o papel dos LMS como uma ferramenta pedagógica que molda estratégias de ensino e aprimora a eficácia do ensino de Estudos Sociais. Recomenda-se que os professores utilizem os recursos dos LMS — como materiais multimídia e ferramentas interativas — para enriquecer o processo de ensino.

Biografia do Autor

Rowena Tadios, Saint Louis College

0009-0005-9397-3294; Saint Louis College. Cidade de São Fernando, La Union, San Fernando City, LU, Filipinas. Autora correspondente. E-mail: rowenaatadios@gmail.com

Hannah Camiring Picpican, Colégio São Luís. Cidade de San Fernando, La Union, cidade de San Fernando – LU, Filipinas

0009-0007-1755-4172; Colégio São Luís. Cidade de San Fernando, La Union, cidade de San Fernando – LU, Filipinas. E-mail: picpicanh@slcsflu.edu.ph

Referências

Acala, J., & Dimasacat, A. C. B. (2023). Perceptions on the utilization of learning management system and its effects on the communication skills of private senior high school students in Manila. Asian Journal of Education and Social Studies.

Ajijola, E. M., Ogunlade, O. O., Aladesusi, G. A., & Olumorin, C. O. (2021). Perception of learning management system among distance learners in South-West Nigeria. Journal of Digital Learning and Education, 1(2), 72–84.

Aldila, A. S., Supriyono, L. A., Previana, C. N., & Habibie, D. R. (2024). The effectiveness of adaptive learning systems integrated with LMS in higher education. Jurnal KomtekInfo, 49–56.

Alhazi, A. K., Imtiaz, A., Al-Hammadi, F., & Kaed, E. (2021). Success and failure aspects of LMS in e-learning systems. International Journal of Interactive Mobile Technologies, 15(11).

Ali, Q., Abbas, A., Raza, A., Khan, M., Zulfiqar, H., Iqbal, M., et al. (2023). Exploring students’ perceived effectiveness of online education during the COVID-19 pandemic: Empirical analysis using structural equation modeling (SEM). Behavioral Sciences, 13(7), 578. https://doi.org/10.3390/bs13070578

Almusharraf, A. I. (2024). An investigation of university students’ perceptions of learning management systems: Insights for enhancing usability and engagement. Sustainability, 16(22). https://doi.org/10.3390/su162210037

Allam, H., Dempere, J., Kalota, F., & Hua, D. (2024). Enhancing educational continuity: Exploring factors affecting the success of learning management systems in Dubai higher education. Frontiers in Education, 9, 1382021. https://doi.org/10.3389/feduc.2024.1382021

Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. H. (2023). Teachers’ perceptions of Madrasati learning management system (LMS) at public schools in Jeddah.

Anugrah, S., Supendra, D., Jalinus, N., Syahril, S., & Austin, D. A. (2025). The development of a hybrid learning management system with learning styles for creative learning. JOIV: International Journal on Informatics Visualization, 9(3). https://doi.org/10.30630/joiv.9.3.1021

Annamalai, N., Hashim, M., Mohd Yatim, S. A., Raju, G., Mohamad Yunus, N., & Kamal, S. S. L. A. (2025). Exploring the representation of multiple intelligences in LMS materials. Library Hi Tech.

Aprilia, T., Ardiansyah, A. R., & Riyanti, H. (2023). The feasibility of interactive multimedia and online quiz-based gamification on LMS thematic learning courses. Jurnal Prima Edukasia, 11(1). https://doi.org/10.21831/jpe.v11i1.120-133

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of COVID-19 on higher education students. Sustainability, 12(20). https://doi.org/10.3390/su12208438

Artífice, A. F. V. P., Sarraipa, J., & Jardim-Goncalves, R. (2021). Improvement of student attention monitoring in LMS. In Computer-Mediated Communication.

Assaiqeli, A., Maniam, M., Farrah, M., Morgul, E., & Ramli, K. (2023). Challenges of ELT during the new normal. International Journal of Arabic-English Studies, 23(1), 377–400. https://doi.org/10.33806/ijaes2000.23.1.20

Auliana, R. (2023). Factors influencing student satisfaction in online learning. Pedagogia Jurnal Pendidikan, 13(1), 43–55. https://doi.org/10.21070/pedagogia.v13i1.1539

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L

Bariham, I., Ondigi, S. R., & Kiio, M. (2021). Preparedness of instructors for online learning. Social Education Research, 52–64.

Borabo, J. G., Diño, I. E., Gueta, J. A., et al. (2024). LMS utilization in Philippine secondary schools. Journal of Community Development Research, 17(2). https://doi.org/10.14456/jcdr-hs.2024.1

Bradley, V. M. (2021). LMS use with online instruction. International Journal of Technology in Education, 4(1), 68–92. https://doi.org/10.46328/ijte.36

Budiman, B., Supardi, S., & Sudrajat, S. (2023). Enhancing social sciences learning effectiveness with LMS. Jurnal Kependidikan, 7, 189–203. https://doi.org/10.21831/jk.v7i2.61782

Cahyani, N. M. W. S., et al. (2021). Blended online learning in EFL. Jurnal Pendidikan Teknologi dan Kejuruan, 18(2), 174. https://doi.org/10.23887/jptk-undiksha.v18i2.34659

Elfeky, A. I. M., & Elbyaly, M. Y. H. (2023). Virtual classroom use in LMS. Annals of Forest Research, 66(1), 1980–1990.

Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00194-2

Fuady, I., Sutarjo, M. A. S., & Ernawati, E. (2021). Students’ perceptions of online learning media. Randwick International of Social Science Journal, 2(1), 51–56. https://doi.org/10.47175/rissj.v2i1.177

Furqon, M., et al. (2023). Impact of LMS usage on students. TEM Journal, 12, 1082–1089. https://doi.org/10.18421/TEM122-54

Ginting, D. S., et al. (2024). Student-centered learning in the digital age. IJERE, 13(3). https://doi.org/10.11591/ijere.v13i3.2006

Hasan, N., & Bao, Y. (2020). E-learning and psychological distress. Children and Youth Services Review, 118, 105355. https://doi.org/10.1016/j.childyouth.2020.105355

Huang, Q. (2022). Teachers’ intention to use LMS. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2062607

Hussein, E., et al. (2021). Attitudes toward online learning. Children and Youth Services Review, 119, 105699. https://doi.org/10.1016/j.childyouth.2020.105699

Kasumu, R. (2022). LMS in education: Benefits and drawbacks. IJTRET, 7, 17–23. https://doi.org/10.54473/IJTRET.2022.7103

Kerimbayev, N., et al. (2023). Student-centered approach in distance learning. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00261-5

Mahmud, M. E., et al. (2021). LMS in seamless learning. Al-Ishlah, 13(2). https://doi.org/10.35445/alishlah.v13i2.874

Nisak, S. K. (2024). Optimizing LMS in English learning. Zabags International Journal of Education, 2(2). https://doi.org/10.5281/zenodo.66

Puljak, L., et al. (2020). Attitudes toward e-learning. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02343-7

Rajab, M. H., et al. (2020). Challenges to online education. Cureus, 12(7). https://doi.org/10.7759/cureus.8966

Setiawan, B., & Rodgers, A. (2024). LMS satisfaction determinants. International Journal of Pedagogy and Teacher Education, 8(2). https://doi.org/10.20961/ijpte.v8i2.128

Tseng, H. (2020). LMS utilization and learning community. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2322

Ulanday, M. L., et al. (2021). Flexible learning in the new normal. Asian Journal of Distance Education, 16(2).

Waris, I., & Hameed, I. (2023). Teachers’ acceptance of LMS. Journal of Public Affairs, 23(1). https://doi.org/10.1002/pa.2821

Winstone, N., et al. (2021). Student engagement with feedback in LMS. Assessment & Evaluation in Higher Education, 46(4), 631–643. https://doi.org/10.1080/02602938.2020.182331

Winstone, N. E., & Pitt, E. (2021). Developing feedback literacy. Assessment & Evaluation in Higher Education, 46(2), 286–299. https://doi.org/10.1080/02602938.2020.182331

Yamamoto, G. T., & Altun, D. (2020). Rise of online education. Journal of University Research, 3(1), 25–34. https://doi.org/10.32329/uad.711110