2- Way Academic

Adaptation Model
GROUP 4
Rolyn Bonghanoy
Clark Peter Castillo
Kisslovenia Ducay
Christlien Geraldez
Jewien Reubal
Dannah Marie Zamoras
 RATIONALE/ INTRODUCTION
2-WAY ACADEMIC ADAPTATION MODEL

Communication is paramount in education, whether it

is between teacher to student, student to student,
teacher to teacher, or vice versa (Andrade, 2015).
 
 RATIONALE/ INTRODUCTION
2-WAY ACADEMIC ADAPTATION MODEL

Communication blocks in the classroom certainly make

it difficult for students to get the most out of their
education. Many times, teachers fail to create
engaging methods to present their lessons and
struggle to connect with their 21st Century students.
Students also have unaddressed language, difficulties
in expressing opinions and even in asking questions
relating to the field they are studying which lead to
poor communication.
 RATIONALE/ INTRODUCTION
2-WAY ACADEMIC ADAPTATION MODEL

The most glaring reason as to why the researchers

chose to address this gap in the communication arena
is because of the previous trends that accountancy
students had to deal with as they took the CPA
Licensure Examination (CPALE). In the past two
years, the passing rate of the CPALE have been
decreasing at abysmal rates with the most recent one
having a 14.32% passing rate as stated by the PRC
Board Results.
 
 RATIONALE/ INTRODUCTION
2-WAY ACADEMIC ADAPTATION MODEL

According to Valcarcel (2018), one of the main reasons

behind this is the lack of preparation from students which
is associated with miscommunication in the school
setting thus later on ended with the students not fully
grasping the lessons they needed to assimilate for the
board exam.
 RATIONALE/ INTRODUCTION
2-WAY ACADEMIC ADAPTATION MODEL

A study by Harmon (2000) which states that the

classroom teacher has a variety of roles and
responsibilities that should adapt according to the
students he/she is handling.

A related study made by Michel, Cater & Varela (2009)

further stated that there is mutual understanding
between teachers and students when the teacher is
able to express efficient learning in different delivery
style to students this generation.
COMMUNICATION MODEL
2-WAY ACADEMIC ADAPTATION MODEL
 COMPONENTS
2-WAY ACADEMIC ADAPTATION MODEL

STUDENTS
•Primary stakeholders of the
communication model

•Source of the message

•Receiver at the first place

•The one who aims to learn the lesson

•Want to communicate their concerns

to their teacher
 COMPONENTS
2-WAY ACADEMIC ADAPTION MODEL

INTELLECTUAL LEVEL

-- Are various levels of intellectual

difficulty which may be a hindrance
to the students’ learning capacity to
the lessons that might affect their
comprehension
 COMPONENTS
2-WAY ACADEMIC ADAPTION MODEL

STUDENTS EXPERIENCE
-- Are the past experiences of the
students that can affect their learning
ability

-- This allows both teachers and

students to acquired from past actions
and retain on develop ones

Positive experience
Negative experience
 COMPONENTS
2-WAY ACADEMIC ADAPTION MODEL

LEARNING STRATEGIES
-- Enable the teacher to create
appropriate and holistic teaching
methods for the students to improve
their learning to become more inclined
to either visual, auditory, or tactile
methods of instruction
-- Various strategies of learning which
affect the way they assimilate lessons
 COMPONENTS
2-WAY ACADEMIC ADAPTATION MODEL

EXPRESS ADAPT

Formal Letter Responsibility

Understanding teachers’
Polite Comments preferences in teaching

Evaluation Process
 COMPONENTS
2-WAY ACADEMIC ADAPTATION MODEL

TEACHERS

Primary receivers of
the message
 COMPONENTS
2-WAY ACADEMIC ADAPTION MODEL

GENERATION GAP

 Lack of
Communication
Mismatch of
Perspective
 COMPONENTS
2-WAY ACADEMIC ADAPTION MODEL

TEACHER’S EXPERIENCE

-- Abandoning outdated teaching

methods and develop new
methods of teaching
 COMPONENTS
2-WAY ACADEMIC ADAPTION MODEL

TEACHING STRATEGIES
-- This component act as a
direct counterpart to the
students Learning Strategy
factor.
 COMPONENTS
2-WAY ACADEMIC ADAPTATION MODEL

EXPRESS ADAPT

Performance Seminars

Giving grades Understand

 COMPONENTS
2-WAY ACADEMIC ADAPTATION MODEL

EXPRESS ADAPTI
ING THE NG THE
FACTOR FACTOR
S S

COMPREHEND
 COMMUNICATION BARRIER
2-WAY ACADEMIC ADAPTATION MODEL

EXPRESS THE BARRIERS

STUDENT’S FACTOR TEACHER’S FACTORS

 Intellectual Level  Generation Gap

 Student’s  Teacher’s Experience
Experience  Teaching Strategies
 Learning Strategies
 CONCLUSION
2-WAY ACADEMIC ADAPTATION MODEL

Two-way Academic Adaptation Model was formulated to address

the ongoing problem which blocks both teachers and students
from completely connecting with each other.

The model highlights the fact that communication requires both

parties to actively participate and react to reach the end goal of
learning.