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Research Article

Experiences of Teachers in The Implementation of Project Anus (Actively Nurturing Understanding among Students)

Authors

  • Felimar M. Calingayan College of Advanced Education, Ifugao State University, and Bangbang National High School, Department of Education, Ifugao, Philippines

    felimaleek@gmail.com

Abstract

The key purpose of this study is to examine the experiences of teachers in the implementation of project ANUS (Actively Nurturing Understanding among Students) at Hungduan National High School. It is a qualitative in nature using an interview method and the approach will be phenomenological. It was conducted among the teachers of Hungduan National High School who are implementing Project ANUS. Findings revealed that a significant challenge is the prevalence of negative behaviors among students, including lack of cooperation, low attendance, and poor engagement. Moreover, most students who joined the Project ANUS exhibit poor academic performance which is one of the difficulties faced by teachers. On the other hand, positive peer interactions among students which facilitate learning despite limited teacher-student interactions are also highlighted. Teachers employ various strategies, such as peer teaching and re-teaching, to address these challenges, often modifying and simplifying activities to suit the students’ needs. In conclusion, while the Project ANUS has some success in fostering peer support, it faces significant challenges in addressing the negative behaviors and low academic performance of students, requiring further refinement and support for effective implementation.

Keywords:

Academic Performance Project ANUS

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(1), (2025)

Pages

17-30

Published

22-02-2025

How to Cite

Calingayan, F. M. (2025). Experiences of Teachers in The Implementation of Project Anus (Actively Nurturing Understanding among Students). Journal of Education, Learning, and Management, 2(1), 17-30. https://doi.org/10.69739/jelm.v2i1.260

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