Master of Arts in Education

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A Proposal : a science high school in the city of Baguio
(1971-01) Peñera, Feliciana Valdez.
A science high school for the city of Baguio that has the following features is proposed: 1. relies on public and private funds for financial support. 2. operates a secondary course on a free scholarship basis consisting of free tuition and books. 3. is an integral part of the Baguio City High School until such time that a full complement of a high school shall have been organized. 4. lays emphasis on the preparation for a science career. 5. develops according to a timetable. 5. develops according to a timetable. Some facts and observations are offered to justify the need. 1. To meet new challenges brought by material progress. 2. To complement those already established in the city financed by the private sector. 3. This is in consonance with the “center-of-learning” idea of the city development board for the city of Baguio. 4. A science high school meets the tenets of democracy which recognizes individual differences quality of opportunity and full development of one’s capacities leading to self-fulfillment. 5. The last congress passed the science and technology act to show concern for the fate of science in the country. 6. The emerging partnership between education and industry demands relevancy of education to the economic development of the country. 7. The director of public schools believes that the pressing need of the times is to produce a corps of scientifically trained people that can participate in any nuclear power project. 8. Baguio city high school is one of the UNICEF-aided high schools and is a recipient of laboratory equipment and scholarships enabling it to have adequate laboratory facilities and a comparatively strong faculty for a starter. 9. Baguio City High School’s prestige was regained. Hopefully, it will attract the better and the gifted students of the community. 10. A science high school can be a continuation school of the special education classes for the gifted and the fast learners organized and started at the Quezon elementary school in 1967. 11. In 1961, the Bureau of public schools issued memorandum no. 82 on the organization of special science classes. This was to become the nucleus of a science high school. 12. The city must keep in step with the curricular changes on the secondary level, once the weakest link, in the educational structure. 13. This will run along with the newer thinking in the Planning Section, Bursae, of Public Schools on region¬alization and decentralization. In this paper, largely descriptive, studies had to be done through a systematic analysis of bulletins, circulars, memoranda, interviews, observations, announcements, school organs, scholar¬ships, school programs, yearbooks and brochures in addition to several books, periodicals and other publications on the latest in science teaching. These studies cover four already established Science High Schools. Over a four-year probationary period the school shall gradually organize special science classes by year levels for a limited number of students who shall be screened according to a prescribed it of rules and regulations on admission and school antic requirements, Funding will depend on a large extent, on the City School Board, and possible external aid. But for the established high school financing will be borne by Congress or the City Council for good measure. A proposed budget in made for the established high school. A director, a guidance counsellor, clerk-registrar, a medical-dental unit, librarian, aside from teachers who have special training in the sciences make up the personnel. A proposed organizational chart is shown. Suggested lists of laboratory equipment and reading materials are offered based on lists from the Philippine Science High School and other criteria mentioned in the text. A school program whose base is the physical sciences and with extended time allotments in science, math and English is proposed. Emphasis is made on the laboratory method and current science and math programs. Contemporary evaluative measures are explored and presented. Four-year targets are offered.
A Study of the written english vocabulary of grade three pupils in public elementary schools of Baguio City
(1964) Gutierrez, Virginia P.
This study entitled, "A Study of the written english vocabulary of Grade III pupils in public elementary schools of Baguio City", is being made to answer the following questions: 1. What is the size of the written English vocabulary of Grade III pupils in public elementary schools of Baguio City? Is this adequate for the grade level? -- 2. How do the boys and girls compare in size of written English vocabulary? -- 3. What is the extent of the vocabulary according to parts of speech? -- 4. How do the boys and girls compare in quality of written English vocabulary? -- 5. What English words are commonly used and least commonly used? -- 6. What English words are misspelled? -- 7. How do the boys compare with the girls in spelling? -- 8. What is the relation of socio-economic status with the size and quality of written English vocabulary? -- 9. How do theses Grade III pupils compare with American children in pattern of language development?
A survey and classification of commonly used medicinal plants found in Sagada, Mountain Province
(1984-03) Daoas, Sonia Aplosen
The general purposes of this study is to conduct a survey and classification of medicinal plants found in Sagada, Mountain Province. Specifically, the study will seek the answers to the following questions: 1. What are the plants being used by the people of Sagada, Mountain Province to treat various ailments? 2. What are the morphological characteristics of these plants? 3. What are the phonological characteristics exhibited by these plants? 4. How are these plants utilized by the people of Sagada, Mountain Province? 5. How are these medicinal plants administered by the people of Sagada?
A Survey of the weakness of the grade four pupils of the public elementary schools of Baguio City in the four fundamental arithmetic operations
(1971-11) Orpilla, Cosmedin E.
The problem of this study is to determine the nature of the weaknesses of an errors committed by the 1968-1969 grade IV pupils of the public elementary schools of Baguio City, in the mastery of the four fundamental operations involving integers, fractions and decimals. And incidental objective, in as much as there are no conclusive studies on sex as a factor in mathematical abilities, is to make a comparative performance of the boys and the girls in this population. The descriptive method of investigation was used in this study with a teacher-made test as the instrument. Consisting of one hundred items, the test comprises six sub-tests, namely: Test I, Addition of Integers; Test II, Substraction of Integers; Test III, Multiplication of Integers; Test IV, Division of Integers; Test V, Addition, Subtraction, Multiplication and Division of Fractions; and Test VI, Addition, Subtraction, Multiplication and Division of Decimals.
An Analysis of the oral reading difficulties of Ilocano pupils in grades IV and VI in the public elementary schools, Baguio City 1972-1973
(1974-03) Rios, Quirina M.
The importance of reading has long been recognized in the field of education. Studies have repeatedly shown as a positive correlation between reading proficiency and achievement in other school subjects, Indeed, the learner’s performances in almost all his school work depends in a great measure on his proficiency in reading. However, in spite of the modern techniques and procedures which were adopted and tried out to revitalize the teaching of reading so as to equip the learner with the needed skills, the performance on reading is still far from satisfactory. Considering this fact that good oral reading is the foundation of good silent reading, the researcher conducted this research to find out the common oral reading difficulties among the Ilocano pupils in grade IV and VI in the public elementary schools of Baguio City. This study attempted to answer the following questions: 1. What are the common oral reading difficulties among the Ilocano grade IV and VI pupils? 2. How do the Ilocano grade IV and VI pupils compare in their oral reading difficulties? 3. What are the possible causes of the common oral reading difficulties of the Ilocano grade IV and VI pupils? The following hypotheses were included to test the reliability of the findings. 1. There is no significant difference between Ilocano grade IV boys and girls in their oral reading difficulties. 2. There is no significant difference between Ilocano grade VI boys and girls in their oral reading difficulties. 3. There is no significant difference between Ilocano grade IV and grade VI pupils in their oral reading performance. 4. There is no significant difference between Ilocano grade IV and grade VI pupils in big and small school in their oral reading performance. This study was limited to the four supervisory districts of the division of city schools in Baguio City. For the purpose of this study, one big school and one small school in each district were selected at random to represent the big and small schools in each district. A big school is one that is under a principal 3 with fifty or more teachers. A small school is one that is under a principal 1 or a head teacher with less that twenty-five teachers. The schools included in this study were South Baguio Central, Magsaysay, Lucban, Rizal, Mabini, Quezon and Laurel Elementary schools. Two hundred Ilocano grade IV and two hundred Ilocano grade VI pupils were selected at random from the eight schools included in the study. The standardized oral reading paragraphs for grade IV and VI by Arthus Grey were used in the individual oral reading test to assess the common oral reading difficulties of the subjects. The oral reading difficulties analyzed and observed were omission, mispronunciation, repetition, substitution, reversal, insertion, mispronounced vowel, disregard for punctuation, word-for-word reading and hesitation. Steps were undertaken to answer the following questions: 1. What are the common oral reading difficulties among the Ilocano grade IV and VI pupils? With the use of the Arthur Gray’s standardized oral reading paragraphs for grades IV and VI an individual oral reading test was given to the 400 cases in this study. The common errors committed by each pupil while reading aloud were noted down by the researcher on the copy of the paragraph used for noting down the errors committed by the National coordinating center for the study of Filipino children and youths. The common errors to be observed and analyzed were substitution, mispronunciation, reversal, mispronounced vowel, omission, insertion, word-for-word reading, disregard for punctuation and hesitation. Frequencies for each error-type were tallied and summed up. Aggregate sum for all frequencies of the different error-type committed by sex and by grade was computed. From the frequencies of each error-type the most common oral reading difficulty to the least common oral reading difficulty was classified and ranked. The Ilocano grade IV pupils committed ten common oral reading difficulties ranked as follows: substitution, mispronunciation, insertion, mispronounced vowel, repetition, omission, reversal, hesitation, disregard for punctuation and word-for-word reading. Similarly, the same procedure was done in grade VI. The findings show that the grade VI pupils committed eight out of the ten error-type committed by the grade IV pupils. They are ranked as follows: substitution, insertion, omission, mispronunciation, repetition, reversal, hesitation and mispronounced vowel. 2. How do the Ilocano pupils in grades IV and VI compare in their oral reading difficulties? The means of the sum and aggregate frequencies of errors were computed by sec and by grade. To find out whether significant difference exists between sexes and grade levels, the means of the sum of the frequency of errors by sec and by grade were compared with the used of the t-test. The same procedure was used to find out whether a significant difference exists between the means of the grades IV and VI pupils in the big and small schools in the public elementary schools in Baguio City. 3. What are the possible causes of the common oral reading difficulties among the Ilocano grade IV and VI pupils? The errors recorded for each reader were classified as substitution, mispronunciation, repetition, omission, mispronounced vowel, word-for-word reading or disregard for punctuation. After having classified the errors, the nature of the difficulties were further analyzed. Attempts were made to ascertain the words commonly substituted, reversed, mispronounced, hesitated or repeated. The position of the errors in the word, that it, whether it was in the initial, medial or terminal position were likewise identified. From this analyzes made in the errors, the following came out to be the possible causes of the oral reading difficulties: poor word recognition, in adequate reading vocabulary, failure to discriminate speck sounds, carelessness, carry-over effect of the home language on the second language and the poor habit in oral reading. 1. The almost identical error-type committed by the grades IV and VI pupils imply that a school reading should include provisions for the development of skills necessary to prevent or at least minimize these reading difficulties in all grade levels. 2. The total frequency of errors in oral reading tests fir both grades show that the most common reading difficulty is substitution. Analyses of the substitution errors seem to point out that poor word recognition and limited vocabulary are the causative factors of this difficulty. The reading program of the schools, therefore, should strengthen the vocabulary development phase of its program to increase the pupils’ reading vocabulary. Increased vocabulary would bring about improved word recognition. Likewise, the teaching of the phonics should be evaluated to find out ways and means of revitalizing it to make it an effective tool in the development of reading skills. 3. The findings reveal that proficiency in oral reading is in a certain measure affected by the length of time the language is taught to the pupils. This justifies the inclusion of English as a subject as early as in grade I. From the findings obtained in this study, the following conclusions should be drawn: 1. Generally, Ilocano pupils in grades IV and VI have common types of oral reading difficulties. These substitution, mispronunciation, insertion, mispronounced vowel, repetition, omission, reversal, hesitation, disregard for punctuation and word-for-word reading. 2. Substitution is the most common oral reading difficulty for both Ilocano pupils in grades IV and VI. 3. There is no sex difference within the grade in oral reading difficulties. 4. Ilocano pupils in grade VI perform better in oral reading than the Ilocano pupils in grade IV. 5. There is no significant difference in the reading performance of the pupils in big and small schools. The results of the study pointed out the need to improve the oral reading proficiency of both grade IV and VI pupils. To this end, the following measures are hereby suggested. 1. The following are already being done in the reading program of the Bureau of Public Schools but stress should be given to develop more proficient readers. a. Diagnostic oral reading test should be given at the beginning of the school year to determine the pupils’ reading level and to determine the nature of error-types committed by them. By doing this errors could be minimized if not prevented. b. There should be a continuing evaluation of the reading performance of the pupils. c. School reading programs should be provide a functional program on remedial reading instructions to help the pupils with reading difficulties. 2. A. Special reading teacher should be assigned in every school. While it is true that all teachers are reading teachers, their competency to diagnose the reading difficulties and to select the appropriate remedial measures for a particular difficulty is still inadequate to produce the desired result. A reading teacher with special training for this task could undoubtedly do better than one who does not have such training. 3. Attention should be given to the developmental skills such as word attack skills through the use of pictures, configuration, context clues and vocabulary skills for independent word recognition; comprehension and study skills for location and interpretative skills. 4. A replication of this study is suggested to find out if the common oral reading difficulties found in this study are common to all pupils in grades IV and VI with different home language.
Career preferences of high school junior students of Baguio Colleges Foundation school year 1982-1983
(1984-03) Padilla, Angelita A.
The study is intended to investigate the career preferences of the high-school junior students of Baguio Colleges Foundation enrolled during the school year 1982-1983. This will include the relationship of their expressed interests, aptitude, intelligence and age on their career preferences. Specifically, this study shed light on the following problems: 1. What are the career preferences of the junior high school students for school year 1982-1983? -- 2. What are the aptitude levels of the junior high school students for school year 1982-1983? -- 3. What are the courses suitable to the aptitude level of junior high school students for school year 1982-1983? -- 4. Are the expressed interests of junior high school students for school year 1982-1983 congruent with their inventoried interests? -- 5. Are the inventoried interests congruent with their aptitude? -- 6. What is the intelligence quotient of the junior high school students for school year 1982-1983? -- 7. Does any relationship exist between chosen aptitude factors (Verbal, Pilipino, Numeric, Verbal English) and the grades on corresponding academic subjects (English, Pilipino, Mathematics)? -- 8. Does any difference exist between the aptitude of males and females? -- 9. Do male responses differ from female responses with respect to career preferences? -- 10. Does age have any significant relationship on the congruence of aptitude and interest? This study will test the following hypotheses: 1. The career preferences of junior high school students are geared towards the academic and non-academic degree programs. 2. The courses suitable to the aptitude level of junior high school students for school year 1982-1983 are academic degree programs and non-academic. 3. The aptitude level of the junior high school students falls above the mean of 500. 4. There is no significant difference between the expressed and inventoried interest of junior high school students for school year 1982-1983. 5. There is no significant relationship between the inventoried interest and aptitude of junior high school students for school year 1982-1983. 6. There is no significant difference between the I.Q of males and females among the junior high school students for school year 1982-1983. 7. There is no significant relationship between chosen aptitude factors (Verbal Pilipino, Numeric, Verbal English) and the grades in corresponding academic subjects (Pilipino, Mathematics, English). 8. There is no significant difference between the aptitude of males and females. 9. There is no significant difference between the career preferences of males and females in the third year high school curriculum for school year 1982-1983. 10. There is no significant relationship between age and the congruence of aptitude and interest.
Homemaking program for adults in the community of Aurora Hill
(1972-08) Gordo, Estela Rimorin
This study entitled "Homemaking Program for Adults in the Community of Aurora Hill, Baguio City: A Proposal" specifically attempts to answer the following questions: 1. What will be the curriculum-offering intended for homemaking education for adults? -- 2. Who will be responsible for administering the proposed homemaking program? -- 3. What is the attitude of the community people towards the proposed homemaking activities? -- 4. Who will finance the operation of the homemaking activity classes? This study also attempts to find out whether the community people, particularly the adults have a favorable attitude towards the proposed program.Filipino parents of today are better educated and well-informed but society keeps on changing and there are new innovations that mass media alone cannot render effectively. Parents should go back to school in order to keep up with the new trends. There are women who excelled in culinary arts, others in interior decorations, and dressmaking. Among the men, most are interested in gardening, carpentry, poultry raising and wood carving. A school for adults should be put up to emphasize special skills. Home making is more than a job or profession; it is a way of living, and it calls for a king of educational experience that transcends anything which we have considered heretofore as vocational or professional training. If we are determine to set up specific subject matter which must be taught to then it may be necessary for us to work in terms of a vocational program and depend upon a vocational interest. In this proposed homemaking education program for adults under the auspices of the Bureau of Public Schools, homemaking as a field of education is concerned with the development of home and family life in the Philippines and realization of satisfying personal, family and community goals. It deals with all phases of home living including feeding and clothing the family, the care and guidance of children, the management of family resources, personal development and family relationship, health and sanitation, and home and community improvement. It is based on an understanding of the physical, psychological, and socio-economic needs of the family in the Philippines cultural setting. In addition to its own subject matter it utilizes the findings of the natural and social sciences and of the arts which have a bearing on problems of home and family living. The curriculum of the homemaking program are family centered. The importance of the study therefore, equip the adult learner basic information and practical knowledge about the mechanics of the home and how to be successful in and out of the community.
Leadership competencies of the United Methodist Church Northwest Philippines annual conference preschool administrators
(2018-04) Torio, Joyce Orpilla.
This study generally examines the governance of the United Methodist Church-Northwest Philippines Annual Conference-owned preschools by identifying the leadership competencies of the administrators of these schools and detects significant differences of such competencies between the lay and clergy administrators. The offshoot of this study is a proposed manual of operational procedures and guideline, tailored along the leadership competencies of the administrators. This study is aimed at examining the leadership competencies of the lay and clergy administrators of the UMC-NWPAC-owned preschools and at identifying the differences in their leadership competencies. The result of this study is a proposed manual of operations and guidelines for the schools. Specifically, the study sought answers to the following questions: 1. What are the leadership competencies of school administrators of NWPAC-UMC schools along the following: a. Resilience b. Personal behavior c. Student achievement d. Decision making e. Communication f. Faculty development g. Leadership development h. Time, task, and project management i. Technology j. Learning and professional development. 2. What is the difference in the leadership competencies of NWPAC-UMC lay and clergy school administrators? This study made us of a descriptive-comparative design. Moreover, the survey method was used to gather data through questionnaires. This study adopted the leadership domains checklist developed by Douglas Reeves as the data gathering tool. The researcher personally floated the questionnaires to the twenty (20) UMC-NWPAC preschools. Such questionnaires were likewise personally retrieved by the researcher. Follow-up informal interviews were also conducted to triangulate the results. The data were analyzed and interpreted using both descriptive and inferential statistical procedures. Frequency and percentage distribution were used to measure the level of leadership competencies of the UMC-NWPAC preschools’ administrators. The scaled items were interpreted by using the following arbitrary scale points: weighted mean, frequency, and percentage. The t-test for independent groups was used to identify differences in the leadership competencies of the school administrators. Based on the research problems, the following were the findings of this research: 1. Both the clergy and the lay are “proficient” in the ten (10) leadership competencies. 2. The clergy administrators possess the highest level of competency, specifically on communication. Meanwhile, the highest leadership competency of the lay administrators is decision making. In light of the foregoing finding, the following conclusions are drawn: 1. Both the lay and the clergy administrators are equipped with the necessary leadership competencies needed in managing their respective preschool institutions. 2. The clergy and the lay administrators excel differently in terms of their leadership competencies. Based on the aforementioned findings, the following are concluded. 1. The school board or the education committee of the respective church council should boost further the leadership competencies o the administrators by sending them to various trainings and conferences where they can be more updated on the current trends in educational administration. 2. The school board should focus on developing potential educational leaders from their existing human resources through “shepherding” and “mentoring.” 3. The conference leadership shall recommend to the UMC-NWPAC preschools that the proposed manual of operations be used as a guide to all UMC-related schools.
Mathematical difficulties and achievement of intermediate pupils
(2018-06) Papay, Charles Michael Banaken
Mathematics is not only a subject but a skill everyone should learn since they encounter it in daily life. There are many challenging factors pupils encounter in learning mathematics. Learning today find at difficult to learn math despite of their interest. Enhancing the learning achievement and improving math competency of the learners are the challenges the teachers face today. Knowing the difficulties of the learners is an essential tool to improve their learning achievement in mathematics. Through this study learning achievement and mathematical difficulties can be determined and appropriate interventions or actions can be made. The main goal of the study was to know mathematical achievement and the mathematical difficulties pupils. Specifically, it sought to answer the following problems: 1. What are the mathematical difficulties encountered by intermediate pupils along: a. output difficulties: b. organizational difficulties; c. visual- spatial difficulties; d. language difficulties? 2. What is the level of mathematical achievement of the intermediates pupil’s? The descriptive correlational method was used in this study on the intermediate pupils of Maharlike International School of the year 2015-2016. There are 49 pupils composing of 13 grade four pupils, 24 grade 5 pupils and 12 grade 6 pupils. An achievement test used to determine the mathematical achievement and mathematical difficulties of the pupils. To treat the data, percentage and the mean were used to determine the mathematical achievement and mathematical difficulties. Base on the findings of the study: 1. The intermediate pupils have mathematical difficulties in the problem solving and mathematical operations. 2. The mathematical achievement of the intermediate p5upils is satisfactory. Based on the finding, the following conclusions were made: 1. The mathematical difficulties do not singly affect the achievement of the intermediate pupils. 2. The intermediate pupils are mathematically competent. Based on the findings and conclusions, the following recommendations are presented. 1. the intermediate pupils should help themselves to overcome their learning difficulties in order to enhance their learning skill and improve their achievement in mathematics. 2. The school administration should provide trainings, seminars and conference to further enhance the skill, strategies and techniques of teachers in teaching math. 3. The parents teachers should work together to help the learners improve their learning achievement in math. 4. Teachers should provide remedial classes or learning modules to help the pupils who are struggling in math.
Oral English proficiency of elementary pupils
(2017-10) Padillo, Jonielyn Quipot.
As children grow up in different communities and acquire language, they do not learn one identical form of communication. Each learns a version that is distinctive to her or his particular social, regional, and cultural background. The most application of the knowledge of English is in speaking it. Hence, this paper would like to find out the state of the oral proficiency of the students in Itogon. The languages used by the majority of people in Benguet are Kankana-ey and Ibaloy. These are the first languages introduced to children depending on the location of their hometown in the province. These also are the languages being used in schools in their area to explain lessons especially in Grades 1-3 in compliance with DepEd Order No. 31, s. 2012 in using the mother tongue or first language for better understanding of the subject matter. By fourth grade, the students are introduced to the use of English and Filipino as languages of instruction. The study focused on the oral English proficiency of Grade 4 pupils of Itogon Central School and Manganese Elementary School in Itogon II District, Benguet Division. The descriptive survey design was used. To determine the difficulties in the oral English proficiency of pupils, the recorded frequency of incidents committed were tallied by the assessors. Ranking of identified difficulties were done after getting the average of the total number of incidents and given a corresponding qualitative equivalent. To determine the extent of influence of the factors influencing the difficulties in the oral English of the pupils, weighted mean was used and given a descriptive equivalent. The following are the major findings of the study: 1. The results showed that the Grade 4 pupils' difficulties in the oral English proficiency along the areas of fluency and spontaneity; content and structure; and articulation are as follows: a. Along the area of fluency and spontaneity, hesitation ranks number 1 with a total number of 164 incidents, followed by delayed response with 71 incidents, then repetition having 37 incidents, and lastly, self-¬correction with 2 incidents. These have a qualitative equivalent of frustration. b. Along content and structure, the difficulties in grammar, cohesiveness and vocabulary as indicated by the following number of incidents such as 49, 34 and 20 respectively, and having a qualitative equivalent of frustration. c. In articulation, mispronunciation and substitution had a total number of 5 incidents on the first and no incident on the latter difficulty. Both have a qualitative equivalent of instructional. 2. The extent of influence of the factors in the oral English of the pupils as identified by the teachers and the parents are as follows: a. Exposure to mass media such as the television, radio and internet; the availability of reading materials such as the newspapers, magazines, books and comics; and other factors such as cell phones, peer influence/environment and parents have a high extent of influence having an average weighted mean of 2.92. b. The average weighted mean of 2.68 on the factors exposure to mass media such as the television, radio and internet; and the availability of reading materials such as the newspapers, magazines, books, comics and dictionaries as perceived by the parents have a high extent of influence on the difficulties in the oral English of the pupils. The following conclusions are deduced based on the findings of the study: 1. Along the following areas: a. In fluency and spontaneity, the pupils were challenged on the difficulties identified which are hesitation, delayed response, repetition, and self-correct. b. In content and structure, the pupils have trouble in the difficulties which are grammar, cohesiveness, and vocabulary. c. In articulation, the pupils are effortless on the difficulties identified which are mispronunciation and substitution. 2. On the extent of influence: a. For the teachers, the factors exposure to mass media, availability of reading materials, cell phones, peer influence/environment and parents have an impact on the way the pupils speak in English. b. For the parents, exposure to mass media and availability of reading materials have an impact on their child’s speaking skill. Based on the findings and conclusions of the study, these are the recommendations: 1. Pupils need to undergo remediation to improve their speaking skills in English. a. Teachers should adapt the recommended proposed language materials. b. Teachers should make use of all teaching materials available. c. Teachers should design appropriate learning activities in line with the focus of improving the oral English proficiency of the pupils. 2. Teachers and parents have to: a. allow pupil/child to express himself/herself without fear of making mistakes or being laughed at. b. provide opportunities for speaking, discussion and expression of ideas, experiences and opinions. C. present themselves as good models of oral language. d. be responsive and accepting listeners when their pupil/child is talking. e. establish strategies to ensure that every pupil/child have opportunities to develop his/her speaking skills. f. liaise closely to help the pupil/child on his/her speaking skills in English. g. use the proposed language materials to enhance the oral English proficiency of pupils. 3. Other recommendation: a. For other researchers to conduct studies on other factors affecting the oral English proficiency of pupils.
Pag-unawa sa pakikinig o pag-unawa sa pagbasa
(1973-10) Peña, Guillermina O.
Sixty-four grade III boys and girls were selected by means of tests, marks and observation by teachers. These subjects were divided into two levels of high and low ability and were assigned to four tasks, namely: listening, listening + oral reading, listening + silent reading and purely reading by random sampling. Two kinds of materials were presented: the story type and factual stories selected from the basic readers, stories from books of grade IV-VI, magazine and selection compiled by the teachers to the subjects to measure their comprehension. A tape recorder and mimeograph copies of the selection were used to present the materials. Five questions after every selection were answered to measure their comprehension. The results indicated that children who read the selections showed better comprehension than any of the tasks. Similarly, the children who listened and read silently the materials simultaneously did not show a remarkable difference. Listening + oral reading and purely listening did not show relative effectiveness or the same degree of accuracy as the first task. The findings show that reading is effective as proven in the research made and the result suggest that reading in the third grade be developed and be given emphasis in the daily activities to develop and improve further comprehension. Hence, multi-level reading materials should be produced.
Perceived injustice and absurdity the social and moral issues of the selected stories from the Pentateuch
(2019-09) Gapasin, Rowell G.
Literature is commonly associated with scholars busying themselves with lofty ideas in their ivory towers. It is stereotyped as boring, or a tool for condescension, or even a device for harmful propaganda. Maybe these assumptions are true but there is no room for doubt that literature really is a force - whether beneficent or malevolent - that silently dominates the world in its important affairs such as politics, religion, law, culture, mores, etc. from the moment of iits conception until its future demise. Countless names have been idealized, immortalized and even hallowed through literature - from legendary names such as Romeo and Juliet, Cupid and Psyche, Robin Hood, William Tell, King Arthur and Beowulf; to nonfictional personages such as Jesus Christ, Queen Cleopatra, Julius Caesar, Alexander the Great, Confucius and Siddharta Gautama. These names and all their notable acts have been ingrained within the consciousness of countless peoples in numerous eras, all because of the immortalizing powers of the written art and the prodigious skill of its persuasive author. One of the literature’s infinite potentials also includes the fact that it can present truth and reality in ways that empirical observations cannot. The human mind favors to believe and remember the anecdotal over the empirical. Stories heard are regarded as truer and more convincing, than perceived events. Misconceptions that have survived the tests of time, some even becoming stereotypes, have all existed through literature. Though this maybe a negative feature of literature, it is difficult to deny that it is a priceless avenue in promoting philosophical truths and other ideas and facts worthy of being known, expressed, and preserved. This study sought to reveal the perceived themes of injustice and absurdity in the selected stories of the Pentateuch as reflected in the characters and the plot. Moreover, this study explored on the dynamics of the perceived truth in interpretation that are different from the acknowledged interpretations of the Bible. In turn, this paper had created a propsed theory that can be used in the analysis of ancient texts. The following were the questions that this study had sought to answer: 1. What are the perceived issues in the Pentateuch as revealed in the chosen stories along: a. injustice; and b. absurdity? 2. How are the perceived issues in the Pentateuch reflected through its: a. plot; and b. characters? The following are the major findings of the study: 1. it was discovered in the analysis that injustice and absurdity have been inseparable, almost a single idea, with each other in the text. The issues along these themes are reflected in the characters and the plot. a. The issues along injustice are God’s interference on choice and will, mass-scale destruction and murder, and God’s punishment of the characters for things done by him. 2. The issues of injustice and absurdity had been reflected in the text. Ultimately, it is God’s interference that caused these issues to come to existence and was reflected in the characters and the plot. a. the characters where the issues of injustice and absurdity had interwoven with was God, and by extension: Adam and Eve, Cain, Noah, Ham, the builders of the tower of Babel, Abraham, Sarah, Isaac, the inhabitants of Sodom and Gomorrah, Jacob, Esau, Moses, the Pharaoh, the Egyptians and the Israelites. b. The issues unveiled in the plot was God’s interference as reflected through: the predetermination of the unborn generations; God’s obstruction of freedom; mass-scale destruction and murder; God’s interference of choice and will; obliging an incapable patriarch to decide for the fate of his progeny; and the punishment the characters from things and events caused by God himself. Based from the findings of the study, the following were concluded: 1. The perceived issues in the Pentateuch along the ever-present themes of injustice and absurdity were: God’s obstruction on choice and freedom; Mass-scale punishment; and God punishing the characters from the acts caused by himself. 2. The perceived issues reflected through the characters and plot proves that creative and critical analysis will always reveal novel angles even to established stories. In relation to the findings and conclusions, the following were recommended: 1. Another study on the justice and absurdity as reflected in the selected stories of the Pentateuch to verify or dispute the findings of this study could be conducted. 2. An additional study on the themes on injustice and absurdity in the characters not yet explored in this study could be explored. Other recommendations: 1. An additional study that refutes this paper’s arguments with the use of deconstructionism may be undertaken. 2. A study on the other sacred texts of other religions that is patterned from this paper’s methods could be performed.
Possible factors of participant satisfaction and learning at the National Training Center of the Agricultural Training Institute, Department of Agriculture, La Trinidad, Benguet
(1989-03) Flores, Arlene L.
The study tried to confirm/disconfirm the researcher’s hypothesized factors of participant satisfaction and learning. These are: (a) congruence in resource person preference between trainers and participants and (b) congruence between actual and participant-preferred trainer personality characteristics. The study covered Regions I, II, and CAR, the area coverage of the center. Four training courses, consisting of 39-44 participants each conducted during the last quarter of 1987 (when the center changed status from regional to national), two task forces consisting of four trainers each, and two sets of resource persons consisting of six members were involved in the study. Only the eight trainers and the 164 participants were respondents, however. The data gathered from the participants were: resource persons preference, trainer personality preference, satisfaction on resource person’s performance presented by their resource person’s rating, satisfactory on trainer’s performance represented by their trainer’s rating and learning increments. The data gathered from the trainers were: resource person preference and actual trainer personality characteristics. The data were gathered during the last quarter of 1987. To determine congruence, the responses of the trainers were matched with that of their respective participant groups. Task force A trainers were matched with batches 1 and 2 participants, the groups they trained together with resource person set A. Task force set B trainers were matched with batches 3 and 4 participants, the groups they trained together with resource person set B. After establishing the level of congruence between task force A and batch 1, task force B and batch 4 in terms of resource person preference and trainer personality, each level of the congruence was correlated with the satisfaction levels of the participants on the performance of their respective resource persons and trainers. The satisfaction levels were further correlated with learning increments. The statistical tools used in the study were frequency counts, averaging, percentages, Z-test, Spearman Rank Correlation aided by the Standard for Correlation. Results showed that in terms of resource person preference, task force B and batch 3 registered the highest congruence level; followed by task force B and batch 4, task force A and batch 1 and last was task force A and batch 2. In terms of satisfaction on resource person’s performance (represented by their rating), resource persons set A by batch 2 ranked first; resource person set b by batch 3 was second; resource person set A by batch 1 was third and resource person set B by batch 4 was fourth. Highest learning increment was registered by batch 3, followed by batch 4, batch 2 then batch 1. The conclusions derived from this study were the following: 1. Congruence between trainers and participants in terms of resource preference moderately affects resource person performance ratings. 2. A high resource persons rating is not a guarantee to higher learning increments. Correlation was zero. 3. Congruence between actual and participant-preferred trainer personality greatly affects trainer performance ratings. Trainers who approximated the participant-preferred trainer personality characteristics were given higher performance ratings. 4. High task force rating positively affects learning increments but only very minimally. The recommendations of the study are as follows: 1. Trainers should take into consideration the preference of the participants in choosing resource persons. 2. Resource persons ratings and learning increments registered a zero correlation. It is therefor recommended that trainers and training institutions exert more effort n finding out what factors best influence learning and inject these during training sessions. 3. Trainers should take into consideration the trainer personality preference of participants in dispensing their functions. 4. Satisfaction on trainers’ performance should not be used as the sole basis in ensuring participants’ learning since positive correlation was very minimal.
Reading comprehension and the mathematical ability of the freshmen students of STI College - Baguio
(2009-04) Ortiz, Marie Grace Villanueva
making connections, (e) comparing and contrasting, (f) evaluating resources, (g) drawing conclusions (making inferences), (h) predicting, and (i)synthesizing information of the freshmen students of STI College - Baguio School Year 2008-2009. Specifically, it sought to answer the following questions: 1. What is the level of the reading comprehension of the respondents along with the common skills when respondents are grouped according to a. sex b. type of high school graduated from? Hypothesis: There exists a significant difference on the level of the reading comprehension of the respondents along with the common skills when respondents are grouped according to a. sex b. type of high school graduated from? 2. What is the level of the mathematical ability of the respondents along with the common skills when respondents are grouped according to a. sex b. type of high school graduated from? Hypothesis: There exists a significant difference on the level of the mathematical ability of the respondents along with the common skills when respondents are grouped according to a. sex b. type of high school graduated from? 3. a. What is the degree of relationship between the reading comprehension and mathematical ability of the respondents when grouped according to sex? Hypothesis: There exists a significant relationship on the degree of relationship between the reading comprehension and mathematical ability of the respondents when grouped according to sex. b. What is the degree of relationship between the reading comprehension and mathematical ability of the respondents when grouped according to type of high school graduated from? Hypothesis: There exists a significant relationship on the degree of relationship between the reading comprehension and mathematical ability of the respondents when grouped according to the typed of high school graduated from. The data of this study were obtained by a researcher- made reading comprehension and mathematical ability questionnaires whose basis are the 9 common skills used in reading comprehension and mathematical ability. Descriptive -correlational method of research was used. The weighted mean, Pearson's Product Moment Correlation Coefficient, and the t-tests were the statistical tools used to treat the data. The following are the major findings of the study: 1. a. Males and females were fair in their skill of activating prior knowledge, comparing and contrasting, drawing conclusion, and predicting while both poor in communicating and building vocabulary. b. Respondents from public and private high schools performed fair in almost all of the skills in reading comprehension except in the skill of communicating and building vocabulary that they performed poorly. 2. a. Males, and females were fair in the skill of drawing conclusions (making inferences) but poor along the other 8 skills in their mathematical ability, lowest in the skill of synthesizing information. b. Respondents from public and private high schools were poor in the six skills while they differed in their skills from poor to fair in the other three skills. 3. a. The low positive relationship that existed between reading comprehension and mathematical ability in males is significant and the moderate positive relationship that existed in females is significant. b. The moderate positive relationship that existed between reading comprehension and mathematical ability of respondents from public high schools and low positive relationship that existed for respondents who graduated from private high schools is significant. In light of the findings of the study, the following are the conclusions: 1. a. Male and female students have the same fair level of reading comprehension. b. Graduates of public and private high schools have the same fair level of reading comprehension. 2. a. Males and females have the same low mathematical ability. b. Graduates of public and private high schools have the same low mathematical ability. 1. a. Good reading comprehension contributes to a higher mathematical ability in both female and male respondents. b. Good reading comprehension contributes to a higher mathematical ability of the respondents whether they are graduates of a public or a private high school. On the basis of the findings of this study, the following are recommended: 1. To improve on the reading comprehension of the respondents, English teachers should vary the reading activities from time to time to cater to the needs of the students. It is recommended that when an article is read, more time is given to read, to think, to share, to react, and to interact with the other members of the class during the discussion of the article. There should be a discussion of words and their meanings in the context. Questions based on the article should include the three levels of reading comprehension so that higher order thinking is developed among the students. If it is possible, articles should be related to the field of specialization of the students in the group so that it will interest them. 2. Since freshmen students are poor in their mathematical ability, it is recommended that a remedial class for low mathematics skilled freshmen will be created to improve the students' basic computational skills before proceeding to more complex mathematical computations in Algebra. 3. The researcher-made questionnaire be improved further as a tool in evaluating reading comprehension and mathematical ability of incoming freshmen students. If all students are assessed in their reading comprehension and mathematical ability, teachers will be able to give emphasis on skills that students should improve on while enrolled in English and mathematics classes, thus, improving both skills hand in hand. 4. It is recommended that learners maximize their time in reading comprehension as they maximize their time in their English as a Second Language classes to improve on their speaking skills. Reading skills serve as the very basic tools in acquiring knowledge and expanding knowledge. Improving on their reading skills will help in their understanding of the concepts in their field of specialization. 5. To cater to the needs of the students, the STI administration should also look into the scheduling of classes such that those enrolled in the CHED programs be combined together in one class rather than combining classes based on the number of students in a course if it will not be feasible to combine classes based on their mathematical abilities. In order that the students' needs are met, proper scheduling and combination of classes should be done in favor of improving the mathematical ability of the students. 6. To researchers, it is suggested that a deeper analysis on the relationship of reading comprehension and mathematical ability be done using different tools and methods to establish their relationship. The results and findings of this study will serve as the benchmark of researchers in their quest of when or how reading comprehension and mathematics are related with each other.
Reading interests of sixth grade pupils in public elementary schools of Baguio City
(1970) Peralta, Lourdes Bello.
It was the purpose of this study to determine the reading interests of sixth grade pupils which may serve as a basis for teachers, parents, and librarians in the selection of proper reading materials for this grade. Specifically, the study sought to answer the following questions: 1. What reading materials outside the basic textbooks prescribed in the curriculum do sixth grade pupils read? 2. What reasons determine the preferences of sixth grade pupils for specific types of reading material? 3. What steps may be taken to develop and broaden the children’s reading interest. “Reading is an indispensable tool in the acquisition of knowledge and information,” Luz Calendrino Bucu wrote in a similar study. Indeed a child cannot be taught all he needs to know even with the concerted efforts of his parents, teacher, and librarian. Thus, those who are most concerned in the education of a child need to utilize all the tools at hand to afford the child a good education that will be of profit to him in adulthood when he comes face to face with the innumerable complexities of life. Reading is one of these tools. To make maximum use of reading as an educational tool, the child must first take an interest in reading and in consequence should develop a reading taste. In this study, an attempt was made to determine whether grade six pupils are interested in reading if they have developed a reading taste.
The Teaching of modern mathematics in complete elementary schools in five school districts of Western Mountain Province
(1974) Guilay, Esteban.
The study rims to determine the prevailing status of Modern Mathematics instruction relative to these six problem areas: 1. Academic preparation of teachers of Modern Mathematics. 2. Selection and statement of objectives in teaching Modern Mathematics. 3. Teaching methods or strategies used in teaching Modern Mathematics. 4. Resources and materials for Modern Mathematics teaching. 5. Evaluation of pupil progress and achievement in Modern Mathematics instruction. 6. Problems met by teachers of Modern M4thematics. Specifically, this. study seeks 'to find answers to the following questions: 1. What is the prevailing "status" of Modern Mathematics teaching in the five school districts relative to the six Major problem areas above? 2. What are the most pressing problems met by teachers of Modern Mathematics in teaching the subject? 3. What measures, must be taken to improve the teaching of Modern Mathematics? This study was limited to all complete elementary schools in the five school districts of Western Mountain Province, namely: Sabangan, Sagada, Bauko, Besao, and Tadian. The study dealt on the six major problems above. It involved 200 elementary grade teachers who are teaching Modern Elementary Mathematics. The descriptive-survey technique was used with the questionnaire checklist as the main instrument for gathering data besides school reports and publications such as; the narrative reports of district supervisors on Modern Mathematics teaching, annual narrative reports of the Division Superintendent of Schools, Memoranda, Bulletins, and magazines or manuscripts dealing on Modern Mathematics. In the light of the following conclusions were derived: A. Personal Data. 1. Majority of the Modern Mathematics teachers 14 were of the age group of 35 to 39 years.: The mean age was 37.98 years. They possessed the minimum educational qualifications for the elementary schools, WEED and BSE (Inverted Course) degrees. 2. Most of these mathematics teachers were civil service eligible. The average teaching experiences in the public school service as 13.13 years, how¬ever, their average teaching experiences in teaching Modern Mathematics was 3.6 years. 3. Modern Mathematics was taught in all grades. B. Teaching modern mathematics. 1. Academic preparation of modern mathematics teachers. A. Majority of the mathematics teachers had limited background in modern mathematics education before graduating college. Only 20.00 percent of the 200 respondents has taken the subject “teaching modern mathematics in the elementary grades.” Most of these teachers have acquired their background in teaching modern mathematics from in-service education. 2. Goals and objectives of teaching modern mathematics. a. most teacher-respondents consider primarily the “needs, interests, and abilities of their pupils as basic in planning their lessons. b. Stating objectives of lessons in behavioral terms was adopted by the mathematics teachers. c. The proper development of skills, understanding with reasoning power, critical thinking and efficiency in accomplishing work activities were emphasized rather than mere accumulation of information and memorization of facts. 3. Teaching strategies. a. Varied approaches in teaching modern mathematics were used. The discovery or the inductive method was the most utilized teaching strategy. Review and drill were also used for further development of certain habits and skills. b. The daily type of lesson planning was still common among the modern mathematics teachers. 4. Resource and materials. a. The blackboard was still the most useful device in teaching modern mathematics. New teaching devices and materials for modern mathematics were not utilized because of inadequate supply. b. The supply of textbooks and other references in modern mathematics were inadequate especially in the primary grades. c. Professional magazines personally subscribed by teachers were the main source for materials in teaching modern mathematics. 5. Evaluation program. a. The scheme of continuous progression was unpopular among the teachers This was traceable to the lack of skills in preparing the different criteria of evaluation, The cumulative system was used by the teachers in evaluating progress made by their pupils. b. The paper-pencil test was the most common tool in evaluating pupils’ progress in modern mathematics instruction. 6. Problems met by teachers in teaching modern mathematics. a. The most common problem presented was the lack of textbooks, references, teaching devices, teaching guides and workbooks. b. Teachers more unable to cover the minimum requirements for each grade as prescribed in the graded course of studies. c. Teachers had inadequate pro-service and in-service preparations to teach modern mathematics. d. Pupils lacked mastery of the fundamental operations, could hardly formulate and/or solve problems in Modern Mathematics and had diffi¬culty in expressing their ideas in the language of mathematics. 7. Solutions to problems met. The following major solutions to improve the teacher of modern mathematics were offered: a. More seminar- workshops on the district or division level and demonstration-teachings on modern mathematics should be conducted. b. Competent teachers of modern mathematics should be assigned to big elementary schools to teach modern mathematics. They may serve also as resource persons during school/district teachers professional meetings and convocations. c. The teaching of modern Mathematics should be a must in all grade levels throughout the elementary grades. d. More teaching guides and devices, textbooks, and references should be provided by the divi¬sion office. The following recommendations may prove helpful and presented for consideration. 1. Increase the credit unit requirements for the mathematics in college to at least 12 units especially in the BSEED and BSE degrees. 2. Competent teachers in modern mathematics should serve as demonstration-teachers on the school/district level. 3. Team supervision by principals and head teachers under the leadership of the district supervisor should be introduced in order to provide better supervision of the different subject areas, particularly, Modern Mathematics. 4. Modern Mathematics teachers should be given equal opportunity to attend regional and national conferences, seminars, or workshops on Modern Mathematics. Those with inadequate background in teaching the subject should be encouraged to attend summer classes. 5. Teachers should not be only contented with being educa¬tionally qualified, experienced, or eligible but they must continue to grow professionally through in-service education. They should buy and read professional books. 6. The use of varied teaching approaches and different techniques and tools of evaluation should be encouraged by school officials. 7. The Division Office should provide adequate supply of textbooks, teaching devices, teaching guides, workbooks, and suitable materials and references which could be stacked in school libraries for use anytime by teachers and pupils. The provincial and municipal school boards funds should be used in purchasing these much needed materials. 8. Action researches on Modern Mathematics teaching should he conducted by teachers and school officials as means of improving mathematics instruction. 9. A replication of the study may be conducted in the other non-cultural minority provinces to include the reactions of parents toward the teaching of modern mathematics.
The Teaching of new social studies in the public and private secondary schools of Baguio City
(1977) Peralta, Consuelo B.
This study aims at finding out the trends and practices in the teaching of new social studies. Specifically, this study seeks answers to the following questions: 1. How competent are the social studies teachers of public and private secondary schools of Baguio 2. How are the objectives of the lessons formulated? 3. What are the prevailing methods in teaching the new social studies in both public and private schools of Baguio? 4. What techniques are used in teaching the new social studies. 5. What activities are undertaken in the social studies lessons. The rapid changes and unprecedented advances in knowledge and technology have created the problem of curricular reforms in social studies. The “traditional” social studies concentrated on the acquisition of unrelated facts and information. Its main focus especially in the secondary level was history per se, the presentation of chronologically arranged past events. Since it dealt with endless specific facts, it called for the expository method of teaching which resulted in memorization on the part of the students. The teacher poured as many facts and information as he could into the minds of the students which were liked to receptables. There was no challenge for the students to think, discover, reason out and make decision. The present needs a curriculum content that includes ideas which, when developed would give fundamental learning necessary to adapt to change, thus enabling the students to understand the society they live in. This was the reason for the shift from the “traditional” to the “new” social studies. To make social studies effective and functional, a continuing assessment of its objectives, methods of instruction or strategies, techniques and activities should be made. The teachers should be assessed too, for they are the very agents of change as far as the welfare of the students is concerned. (Refer to appendix g.) This study may contribute to the improvement of the secondary social studies teachers’ competence. Findings of this study may provide informative materials for an effective social studies teaching program that will be responsive to the needs of the students. College and universities may also be guided in the revision of their teacher-education programs to conform with the “new” social studies trends so as to graduate fully prepared new social studies teachers.
The Use of different control measures of diamondback moth (Plutella xylostella L.) on cabbage
(1991-05) Galla, Veronica Aquino
Diamondback moth (Plutella xylostella l.) is a well-known pest in areas where crucifers are widely grown. In fact, Benguet farmers, planting quite extensively a variety of crucifers, use different insecticides in order to prevent or suppress the diamondback moth production. Other than chemical insecticides, other control measures may be used. Mechanical control using plastic nets or plastic sheets and biological control using pathogens or viruses or insects may be used to alter the pest-plant relationship. Specifically, these control measures were evaluated in the study by finally determining the percentage yield of cabbage as affected by the treatments used.The experimental methods for this study have been adapted basically from the Baguio National Crop Research and Development Center’s agricultural methods. Four control measures were tested on diamondback moth. These were the mechanical barrier (fine-mesh nets), chemical control (Atabron), biological control (Thuricide), and modified biological control (Thuricide with sticker). The experimental design used in this research was the randomized control block design (RCBD). Each contained all treatment appeared in each block and each block contained all treatments. There were three sources of variability in a randomized control block design: treatment, replication (or block) and experimental error. The analysis of variance II, the Duncan’s multiple range test and Tukey’s w-procedure were computed to declare whether the f-test was significant, highly significant, or non-significant; to compare treatment means; and to specify the existence of honestly significant difference (HSD) between treatment means respectively. Both cultivars of cabbage used in the research, cv Scorpio and cv WR 60, were successfully treated with Atabron as shown by the percentage yield. However, Thuricide with sticker or Thuricide alone followed the chemical treatment in rank. The best control measure for diamondback moth (Plutella xylostella L.) in cabbage (Brassica oleracea cv Scorpio) and in chine cabbage (Brassica campestris ssp, chinensis cv WR 60) is Atabron, a.i. chlorfluazuron. Atabron could give the highest yield of cabbage, cv Scorpio or cv WR 60. An insect growth regulator whose active ingredient is chlorfluazuron and a biological insecticide whose active ingredient is Bacillus thuringiensis are highly recommended in controlling diamondback moth. The fine-mesh nets are economical but visual observations showed that the adult moth laid their eggs on top of the nets, hatched, and proliferated inside the nets. Therefore, another treatment should accompany the use of nets. Also, another color of the nets should be used since white attracts other insects and caused other effects. Another research must be made to prevent their population. Since larvae still proliferated a week before harvest, the plots must be burned and leaves totally destroyed before the next planting of crucifers takes place. Non-cruciferous crops should also be planted on the plots after on the plots after harvest in order to destroy the pest-plant relationship. Where crucifers are the main crops, intercrops that will repel diamondback moth are to be planted. Since chemical control has taken over agricultural operations, it is a must that studies on the critical period for the protection of cabbage after transplanting be made. Also. Insecticide resistance has to be monitored and countermeasures must be developed to control resistant diamondback moth. Lastly, care should be taken when handing these insecticides.