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A Study on the accomplishments of the La Union School of Arts and trades, 1948-1958.
(1959-03) Lubrin, Federico B.,
This study aimed to evaluate the accomplishments of the La Union School of Arts and Trades from 1946 to 1958 in the realization of its main objectives to prepare individuals for successful employment. Specific problems: by way of solving the problems step by step, thus simplifying the work, it is broken down into twelve specific problems, namely: 1. What is the occupational distribution of the graduates? 2. What are the ways in which the La Union School of Arts and Trades helped them in their present jobs? 3. How was employment obtained? 4. What type and amount of supplementary training do they need? 5. What are their significant activities? 6. What are the ways in which the school can help these graduates now? 7. How many of them have entered and pursued higher education? 8. What are their estimates of the value of education and training that they received from the school? 9. What are their opinions concerning the vitalization of the curriculum? 10. How can the school reorient the curricular and co-curricular programs based from the findings above? 11. How can the school strengthen its relationship with its graduates? 12. Finally, what may be the probable cause or causes of unemployment among its graduates?
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 of the problems of new elementary school teachers in public and private schools of Baguio and Benguet for the school year 1966-1967
(1968-02) Boado, Iluminada C.
It was the aim of this study to survey and analyze the problems met by new elementary school teachers in the public and private schools of the city of Baguio and Benguet in the school year 1966- 1967. Specifically, it attempted to answer the following questions. 1. What problems did the new elementary teachers meet in the selection, preparation, and organization of the subject matter in the grades they teach? 2. What problems did they meet in the presentation of the lessons and the direction of pupil learning. 3. What problems did they meet in the management of classroom routine? 4. What problems did they meet in connection with pupil’s personal characteristics and in securing their cooperation and interest? 5. What problems did they meet in the utilization of visual aids, devices, and community resources? 6. What problems did they meet in connection with the administration and teaching staff relationship. 7. What problems did they meet with the parents or the pupils? 8. What were their problems in connection with their co-curricular and extra-curricular activities? 9. What were the problems they met in relation to the evaluation of themselves and their work as teachers? 10. Were there other problems or difficulties? This study should be important to all who are concerned in the making of teaching learning proves successful especially to the school administrators of the elementary schools, to administrators and faculties of teacher-training institutions, to administrators and faculties f teacher-training institutions, to the new teachers themselves from the start of the career. For the new teacher, it seems so much as i8t means the respect of his peers, self-esteem, security of his job, and most of all the satisfaction of a job well done. How pathetic it would be for a new teacher if he would feel that he shoes the wrong profession. The investigator also thinks that with the knowledge of these problems of the new elementary teachers, school administrators, supervisors, principals, and old members of the teaching staff would be more understanding and more sympathetic with the new teachers and set them to new thinking of ways to alleviate the problems confronting the same new teachers in the profession. This knowledge of the problems will help school administrators and supervisors in their annual plan of activities for the elementary schools. Likewise, a knowledge of the problems will help administrators and faculties of teacher training institutions to see definite professional education which need to be improved, revised or supplemented. This study will be helpful to beginning teachers and to school administrators and teacher colleges. On the basis of the findings of this investigation school administrators could evolve plans for in-service education of teachers or workshops for teachers so that proper solutions to the problems actually met by teachers might be formulated. A knowledge of these problems will help the old teaching staff to understand the plight of the new teachers and feel involved int the need to share responsibilities for the success of the entries program. The parents and the public general, with the knowledge of these problems, will be able to see a teachers fresh from college, possessed of the real enthusiasm for the work, but like any other professional is bound to commit errors and mistakes in his profession in his first year of teaching. For the new elementary teacher, a knowledge of these problems will help him define his problems more fully, study them, and find solutions to solve them. The investigator is strongly convinced that the knowledge she gained in this study will greatly help her and the critic teachers, especially in her supervisory program in the laboratory schools of Baguio Tech, in the guiding and helping of students teachers who are and will be under her charge as the principal of the said laboratory school.
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.
Problems Pilipino teachers in public and private secondary schools in the city of Baguio
(1970-04) Bangaoet, Rosa E.
Language is primarily a phenomenon of sounds; secondarily, it is a system of written symbols. Pilipino is a language taught by hearing, speaking, reading, and writing. Grammar and literature occupy the bulk of its teaching and learning. Since language skills and habits are tremendously complex, the teaching and learning of Pilipino accrued fundamental problems needing immediate solutions. This study was undertaken to possibly determine the problems of Filipino teachers in the secondary schools of Baguio City. With the conglomeration of problems, the teacher respondents clearly indicated their desire to uplift the lagging status of Pilipino, especially in the North where a variety of dialects supersede Tagalog. This study included ten secondary schools public and private; it involved 42 teachers and ten school principal respondees. The schools were all located within the city. Inasmuch as the study called for a statistical denomination, the normative-survey method was extensively employed. For the gathering of data, the questionnaire and interview methods were used. The different school respondents were given copies of the said questionnaire for administration to teachers. The responses to the question¬naire were tabulated, analyzed and recorded in tables. These questions were sorted in order to determine what problems the teachers and the schools had and which dif¬ficulties constituted the learner’; those with direct bearing with the study were further confirmed through personal interviews, and the rest without any significance were jettisoned to delimit the study's scope. The problems encountered in the teaching-learning of Pilipino were subdivided to include the learner, the teacher and the administrator; curriculum, the availability of materials, and the community where the schools were located, were grouped as secondary problems. In the course of the investigation, the following findings were instituted: 1. Of the ten principals covered by the study, three or 30 percent were Pilipino majors while one or ten percent was minor in the subject. This proved that Pilipino was not far behind in categorical importance to that of the other disciplines. 2. Assuming that each teacher taught the minimum load, an average of 210 students per teacher was extant. Since this was a language subject, there was a need for a maximum preparation on the part of the teachers in order to cope up with school works and responsibilities, maintaining at the same time professional growth through in service training and further specialization. 3. The average size of Pilipino classes has been justified by the existence of a scarce supply of Pilipino teachers. The biggest class size was found in the Second Year in most of the school respondents. The other curri¬cular years had minimal number of class sizes. 4. The ten schools responded quite well in the uniformity of books used in the teaching of Pilipino gram¬mar and literature. There prevailed somehow a variety of use of the approved texts. The common materials employed were variously considered as textbook, supplementary, and reference. As seen from the figures, a continuity of curricular offerings was observed by the school respondees. 5. As to the number of compositions, formal and informal, all schools complied with the required number of six themes and a number of others as formal and informal respectively. 6. Most of the schools had supplementary or addi¬tional curriculum materials available in their libraries and reading rooms.7. The school respondees were in substantial agree¬ment on the necessity of evaluating students' performance through examinations recitations, and other evaluative tools or tests and measurements. 8. The presence of a Pilipino section in some school papers and the participation in Pilipino sponsored contests afforded students and teachers alike an opportunity to pool their store of common knowledge in the upliftment of Pilipino. 9. Most of the schools commented on the non-popular¬ity of Pilipino in the region. This was due to the great influence of regional dialects which directly hampered a progressive development of Pilipino. 10. One apparent cause of the setback in the teach¬ing and learning of Pilipino was the administrator's side. Some of the schools were administered by foreigners who just gave a nodding interest on supervision of Pilipino classes; they were more interested in the intensification of the arts and sciences. 11. On the socio-physical aspect of the study, the foremost problem encountered was the indifference of students who were mostly non-Tagalog. Many students considered Filipino only as an additional subject to the secondary curriculum. The teaching aids or audio-visual materials employed by the different schools were few and below modern standards compared with those of other subjects, particularly those dealing with scientific researches, Hence Pilipino was always obstructed by multiple problems each one permissive enough to require a full scare solution.
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 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.
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.
The Performance of grades IV, V and VI pupils of the public elementary schools of Baguio on the speed and comprehension tests
(1973-02) Diaz, Generosa F.
The division of city schools of Baguio prepared a set of tests on silent reading speed and comprehension as one means of evaluating the reading program. Since the tests were first used in the school year 1970-1971 no information has been obtained from the test results for the improvement of reading instruction. This study of the performance on the above-mentioned tests of the grades IV, V, and VI pupils of the public elementary schools of Baguio is a step in that direction. This study aims to analyze the performance of grades IV, V, VI pupils on the speed and comprehension tests prepared by the division of city schools, Baguio. It seeks to answer the following questions: 1. What was the average speed in silent reading for a grade IV pupil, a grade pupil, and a grade VI pupil at the end of the school year? 2. How do the obtained norms compare with those of prewar standards? 3. What is the grade placement of the pupils tested based on prewar standards? 4. How does speed in silent reading correlate with comprehension? There are no norms for speed in silent reading except those established before the war. There is a need therefore of setting up norms as a basis of comparison of the performance of various groups of pupils on the tests. One outcome of the study of the pupils’ performance on the tests is the establishment of speed norms in silent reading for Baguio. Data for this study was obtained from thirty-one grade four classes, twenty-nine grade five classes and twenty-four grade six classes representing twelve schools in the division of city schools, Baguio City during school year, 19771-1972. The following steps were taken to answer the questions presented: 1. What was the average speed in silent reading for a grade IV, a grade V and a grade VI pupil at the end od the school year? To find the average speed in silent reading the investigator computed for the means. 2. How do the obtained means compare with those of prewar standards? The computed means were compared with the prewar norms. 3. What is the grade level of the pupils tested based on prewar standards? Grade level was determined by comparing the obtained speed with the prewar speed norms. 4. How does speed in silent reading correlate with comprehension? The person product-moment formula was used in computing for the coefficient of correlation. a. The reliability coefficients of the tests range from .75 to .68. b. The validity of the tests, measured in terms of the index of reliability, ranges from .75 to .83. 5. The correlation between speed and comprehension is low. a. The coefficient of correlation of .23 and .21 for grades IV and V respectively are low but significant on the .01 level of confidence. b. The coefficient of correlation of -.065 for grade VI is insignificant. 1. On the average the pupils tested had good speed rates. Their speed rates exceeded the prewar norms in silent reading. 2. a. Two factors contributing to the satisfactory rate of reading of the pupils are the instructional program in reading and the pupils’ environment. b. There was a marked improvement in the speed rates in silent reading of the pupils tested from the first grading period to the sixth. 2. The mean comprehension scores were satisfactory. a. Except for that of the first grading period in grade V all mean scores exceeded the passing score of 5 (equivalent to 75%). b. The type of questions used in the tests affected the scores. 3. The low correlation between speed and comprehension indicates the presence of fast readers who did not understand what they read and slow readers who comprehended the material satisfactorily. 4. The selections were not well graded as to difficulty. 1. The test results should be used to advantage. a. The underachievers are identified early and helped to overcome their deficiencies. b. The pupils are motivated to greater effort when they know their standing in the test. c. The pupils are grouped for instruction on the basis of their reading difficulties. 2. To improve the speed and comprehension tests: a. Unsuitable selections should be replaced. b. A uniform type of test questions should be adopted for all the tests. c. The test for each grading period should have an objective.
The Kalinga bodong and its implications for education
(1973-04) Ayang-ang, Samson D.
The Kalingas as an ethnic tribe are a headhunting people. Due to fear of total extinction from headhunters and tribal wars, they themselves designed a system of peace called bodong; the primary aims of which is the maintenance of peace and order between regions and brotherly relations among various tribes. 2. The maintenance of peace and order is enforced by the bodong holder of each village who is charged with avenging the life of anyone murdered or wounded by any member of his tribe, from the contracting tribe. 3. Wealth and large kinship groups are used as a means of gaining prestige and dominating other smaller clans. This is coupled by the presence of a wealthy person in the clan who is looked upon as the pangat. Formerly the death of this pangat requires the killing of another person through headhunting as a funeral victim, regardless of the cause of his death. 4. Although headhunting had virtually stopped, some villages still cling to primitive rituals and other forms of superstitious beliefs. This is seen in the adherence of the natives to rituals pertaining to child growth, observance of omens during marriage ceremonies and beliefs in the spirit of the dead. 5. Tribal wars are caused by murder and land disputes in adjacent regions covered by bodong, and unsatisfactory settlement of minor cases, like spilling of blood from slight injuries. These ignite tribal wars that never end. It is re¬vived from generation to generation through successive avenge. This avenge is also motivated by the desire of both parties to equalize the score. 6. Revenge is generally conditioned by some tribal rules of retaliation. It is an accepted rule by the tribe that killing an ordinary person is senseless, while avenging the life of a Mayor or any person occupying a prestigious position. It is not simply a matter of life for life, but that the principle is, victims must be equal. 7. In actual combat, each warrior tries to bring home an enemy head. This is because of the honor bestowed to it and the belief that during cures childlessness. it also brings abundant harvest and protection from famine by the ancestral spirits. 8. The formal celebration of the bodong is a two vil¬lage affair where all people from different walks of life are involved. The celebration lasts from two to three days of feasting. It is at this point where a bodong holder exibits his wealth through his expression of generosity, and his po¬wer to control the people through his speeches. The celebra¬tion is climaxed by the drafting of the pagta, signed by both peace pact holders with three to five pairs of witnesses from both parties. 9. The peace pact contains various educational implications. The celebration trains teachers and students on prac¬tical public speaking, as arbiters and as worthwhile members of a social gathering. It also enables one to know how a peace treaty between two regions is negotiated. The binding effects of the peace pact trains an individual as law-abiding citizen. 10. Public school teachers refuse job assignments from their superior in areas where his peace pact had been cut. His authority is not also recognized by the students, hence they become enemies. Undisturbed peace pact guarantees physical security and prohibits teachers from inflicting corporal Punishment on his pupils, otherwise he himself causes the rupture of the peace agreement. 11. Ruptured peace pact at the middle of the school year results in mass drop-outs of students studying in central towns. Decision of parents to stop their children going to school prevails because oil fear from enemies. To the people of Kalinga, the frequent participation of an individual in peace pact celebrations enables him to gain skills and experiences in solving regional disputes. He also gets training as a potential leader and develops pride in belonging to a certain tribe. 12. Tribal wars, though a primitive practice develops a high sense of courage, bravery and discipline. These traits imply functional unity and cooperation of the tribe in case of foreign invaders. Their discipline is also seen through their strict observance of the neutrality of person and territory. 14. Politically, the peace pact is advantageous to both native and non-Kalinga aspirants for an elective position. If both seek the aid of the peace pact holders in different regions, they are assured of some votes. However, the Kalingas for a Kalinga is still a prevailing rule, a rule indicating the desire of the tribe for political distinction. The practice of the natives in giving few votes to both native and non-Kalinga candidate is also an expression of hospitality. 15. The peace pact serves as a permit of villagers for commercial intercourse. It guarantees physical protection of native merchants travelling from region to region. Businessmen in central towns enjoy favorable progress in business because of the presence of many customers from other regions. Deeds of sales between regions involving large sums of money is also sanctioned by the peace pact.
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.
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.
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.
A proposed manual for teaching remedial reading in English in the elementary grades
(1974-11) Flores, Victorina P.
Nonreaders in English are the bane of existence of elementary teachers in Benguet and in spite of in-service trainings in reading instruction and guides and materials given to teachers, the problem of nonreaders persist in the elementary schools. Teachers who desire to undertake remedial reading instruction do not have the guides nor books to aid them. To solve this problem, the writer proposed a manual for teaching remedial reading in English. This manual was prepared simultaneously with its tryout at the reading center located at the La Trinidad Central School. The suggested activities in the manual were the result of compilations done with the cooperation of Peace Corps volunteers and teachers of Benguet and new sad old ideas. It discusses briefly the remedial reading teacher -- her qualities and her expectations, reading in a second language and the approaches used. The manual makes suggestions on how to test children for reading disabilities and how to remedy each error, simplified lesson planning, activities that develop the reading skills that will enable each child to apply a differentiated attach on new words, as well as activities that develop those skills which make for better understanding and appreciation of what is read. The manual also provides samples of selections that may be prepared by teachers in the absence of reading materials, samples of forms for testing and record keeping, and finally, a checklist of reading skills for elementary grades. The preliminary report on the results of instruction in the reading center indicates that a nonreader can read within a period of six weeks. It also supports the fact that the remedial reading teacher is a very important factor in the progress of the child and that the suggested activities are useful to any elementary teacher of developmental reading in grades one to sic and to the teacher of retarded children. The thesis concluded that through the use of the devices and activities as suggested in the proposal manual, the retarded renders demonstrated substantial progress in reading ability after six weeks of learning to read; the activities in the proposed manual are good not only for remedial reading but are equally effective in developmental reading especially in the lower grades; the procedures for diagnosing reading disabilities are very simple and uncomplicated for the teachers in preparing lesson plans is easy; and finally, there is a need for a teacher’s manual that is simple, practical and suited to the deprived conditions in the barrios. The proposed manual is recommended for use chiefly for instruction in remedial reading but it is also recommended for use in regular reading classes for developing specific reading skills. However, the manual is not conclusive and there is a need for more data on its effectiveness and is recommended for further study and experimentation.
A Proposed content on the teaching of sex education in the fourth year of the Baguio City High Schoo
(1975) Anatalia J. Aboy
This study was undertaken to know the knowledge and interests on sex of fourth year students of the Baguio City High School. The results were used as bases for constructing a proposed content in sex education. The normative survey method was used. The data were obtained by means of a "Sex Education Knowledge Test" and "Sex Education Interest checklist" which was administered to one hundred respondents, selected on the basis of systematic random sampling, from the fourth-year students of the Baguio City High School. To ascertain what has been done along this study, a review of related studies was made before attempting to conduct the present study. The sex education knowledge test consists of forty-five items and sex education interest checklist consists of eighty-four items from seven main areas namely: Love, Courtship, Engagement and Marriage, Biological Male and Female, Pregnancy, Childbirth and Lactation, Population Explosion and Contraception, Venereal Diseases, Intelligent Choice of a Code of Sexual Conduct, Masturbation, Homosexuality and Sex Deviation. The findings were: Four percent of the sex education knowledge items were adequately learned, 29 percent were fairly learned and 67 percent of the items were inadequately learned. 2. The major area on Intelligent Choice of a Code of Sexual Conduct ranked first in the health knowledge learned by the students with an average of 63 percent. One item under this area was adequately learned and four were fairly learned. Item number 31 which was under this area was ranked 1 and adequately learned by 78 percent while items 43, 40, 37, and 45 were fairly learned. 3. The respondents seemed to reveal inadequate knowledge of other major areas on sex, namely: Venereal Diseases, 49 percent; Biological male and female, 39 percent; Pregnancy, Childbirth and Lactation, 38 percent; Population Explosion and Contraception, 31 percent and Masturbation, Homosexuality and Sex Deviation, 27 percent. 4. The respondents seemed to reveal; adequate knowledge, likewise on item 6 under the area on biological male and female with a 76 percent response and ranked 1. Generally, the fourth year students indicated in-adequate knowledge of sex topics with an average of 41 percent. 5. Items 3 and 32 classifies under the area on love, courtship, engagement and marriage and masturbation, homosexuality and sex deviation were least known to the students by 9 and 5 percent, respectively. 6. The respondents seemed to reveal interests in the following phases or areas in sex education: Intelligent choice of a code of sexual conduct, 80 percent; pregnancy, childbirth and lactation, 79 percent; love, courtship, engagement and marriage, 77 percent; population explosion and contraception, 77 percent; venereal diseases, 77 percent; and masturbation, homosexuality and sex deviation, 76 percent. 7. The results seemed to show that 67 percent of the items in the sex education interest checklist were of high interest to the respondents, 33 percent of moderate interest and none showed least interest to the students. 8. The sex education interest of the respondents ranged from moderate to high interest.
A Proposed content on the teaching of sex education in the fourth year of the Baguio City High School
(1975) Aboy, Anatalia J.
This study was undertaken to know the knowledge and interests on sex of fourth year students of the Baguio City High School. The results were used as bases for constructing a proposed content in sex education. The normative survey method was used. The data were obtained by means of a "Sex Education Knowledge Test" and "Sex Education Interest checklist" which was administered to one hundred respondents, selected on the basis of systematic random sampling, from the fourth-year students of the Baguio City High School. To ascertain what has been done along this study, a review of related studies was made before attempting to conduct the present study. The sex education knowledge test consists of forty-five items and sex education interest checklist consists of eighty-four items from seven main areas namely: Love, Courtship, Engagement and Marriage, Biological Male and Female, Pregnancy, Childbirth and Lactation, Population Explosion and Contraception, Venereal Diseases, Intelligent Choice of a Code of Sexual Conduct, Masturbation, Homosexuality and Sex Deviation. The findings were: Four percent of the sex education knowledge items were adequately learned, 29 percent were fairly learned and 67 percent of the items were inadequately learned. 2. The major area on Intelligent Choice of a Code of Sexual Conduct ranked first in the health knowledge learned by the students with an average of 63 percent. One item under this area was adequately learned and four were fairly learned. Item number 31 which was under this area was ranked 1 and adequately learned by 78 percent while items 43, 40, 37, and 45 were fairly learned. 3. The respondents seemed to reveal inadequate knowledge of other major areas on sex, namely: Venereal Diseases, 49 percent; Biological male and female, 39 percent; Pregnancy, Childbirth and Lactation, 38 percent; Population Explosion and Contraception, 31 percent and Masturbation, Homosexuality and Sex Deviation, 27 percent. 4. The respondents seemed to reveal; adequate knowledge, likewise on item 6 under the area on biological male and female with a 76 percent response and ranked 1. Generally, the fourth year students indicated in-adequate knowledge of sex topics with an average of 41 percent. 5. Items 3 and 32 classifies under the area on love, courtship, engagement and marriage and masturbation, homosexuality and sex deviation were least known to the students by 9 and 5 percent, respectively. 6. The respondents seemed to reveal interests in the following phases or areas in sex education: Intelligent choice of a code of sexual conduct, 80 percent; pregnancy, childbirth and lactation, 79 percent; love, courtship, engagement and marriage, 77 percent; population explosion and contraception, 77 percent; venereal diseases, 77 percent; and masturbation, homosexuality and sex deviation, 76 percent. 7. The results seemed to show that 67 percent of the items in the sex education interest checklist were of high interest to the respondents, 33 percent of moderate interest and none showed least interest to the students. 8. The sex education interest of the respondents ranged from moderate to high interest.
The Physical fitness of fourteen-year old secondary school boys in Baguio City
(1975-03) Castro, Pedro F.
This study attempts to answer three questions regarding the physical fitness status of 14-year-old secondary school boys in Baguio City based on the international committee for the standardization of physical fitness test. These are (1) Is the physical performance of the 14-year old secondary boys in Baguio city significantly different from the national norm? (2) Is the physical performance of the boys from each of the secondary schools mentioned significantly different from the national norm? (3) Is there any relationship between performance and socio-economic level? The investigator utilized the normative-survey method and the questionnaire technique. Only four out of seven secondary schools were included since there of these schools participated with only a few of their 14-year old boys. The survey included the performance of boys in the ICSPFT Test Battery. The statistical tools used were the standard error of the difference, standard error of the mean and critical ratio. Differences between two population means were tested at .01 and .05 levels of confidence. 1. The SLU boys surpassed the national norm in the shuttle run and 30-second sit-ups; however, these boys were weak in the trunk forward flexion. No significant difference was noted in the rest of the test items between the groups’ performances. 2. In general, each of the secondary school boys in Baguio were quite well off than the national standard in matters of speed, flexibility, abdominal endurance, and agility. On the other hand, some of the Baguio boys were weak in the cardio-vascular endurance. 3. As a whole, Baguio boys bested the national standard in the shuttle run, 30-second sit-ups and trunk forward flexion; but they failed to surpass the national norm in the distance run. 4. In the socio-economic grouping, the boys belonging to the upper socio-economic level bested their counterpart in leg power and cardio-vascular endurance. Conversely, the low socio-economic group were well off in agility. Based on the results and analysis, the following conclusions are inferred: 1. SLU boys are quite well off than the national norm in tests for abdominal endurance and agility. This is due to the popularity of basketball over the other sports. 2. In abdominal endurance, each of the boys’ groups in Baguio bested the national norm. This is due to the geographical condition of the region. Abdominal muscles are greatly involved in walking or playing in uneven terrain. 3. SLU boys are quite weak in the trunk forward flexion which is measure of flexibility. This is due to the limited space for the cultivation of other sports. 4. BCHS and PCHS boys performed significantly better than the national norm in most of the test items. This prevailed because these two public schools have embarked on a physical fitness training program after the nationwide physical fitness training program after the nationwide physical fitness testing was conducted by the department of education. While the BCHS boys were quite weak in leg power, the PCHS boys showed a weakness in cardio-vascular endurance. 5. Boys who belonged to the higher socio-economic level performed significantly better in the standing long jump and distance run. It is surmised that excellent food nutrients condition the physical stamina. Contrariwise, Dr. Mequi stated that there is no significant differences between the physical performance of American boys and girls from the high and low socio-economic grouping. In line with the findings of this study, the writer submits the following recommendations: 1. The secondary objectives of this study pointed out the existing physical deficiencies of 14-year old boys in Baguio and envisioned a physical fitness consciousness among physical educations. It is untimely to recommend a more concrete physical education activity/ program to carry on the solution to these deficiencies. However, it is recommended that a further study be undertaken to ascertain the physical deficiencies not only among 14-year old boys but in all ages levels of both sexes. 2. Since it is a practice to classify physical education classes by curriculum year and not age level, it is imperative to diagnose physical deficiencies of students by age. This is premised on the fact that mental age is different from physical age. Many a student would appear youthful in looks but too aged in age and vice-versa. Whereas age criterion separates the boys from the men, physical-built and curricular year separate the weakling from the robust. 3. In the meantime, the writer recommends that the physical education activities of students be geared towards the total development of their physical fitness. Physical education programs should not cater only to specific activities but rather to a variety of activities. Students do not need specialization at their present age; they need a coordinated development of their entirety. 4. Furthermore, the writer recommends that this endeavor should not be the sole responsibility of physical education instructors, but also of the school administrators. Finally, this study makes no claim to the absoluteness or conclusiveness of its findings. A continuing need for research in this specific area of physical fitness testing is laid open. The present study was intended as a contribution to that end.
The Union Christian College : its history development and progress 1947-1974
(1975-04) Oribello, Delfina Navalta.
The purpose of this study was to: 1. Investigate the philosophy and objectives behind its founding -- 2. Trace the history of the school from the founding date to its present statue -- 3. Determine the progress and growth made in the school since its establishments -- 4. Discover the problems and weaknesses of the school -- 5. Suggest solutions to the problems met for improvement.This thesis serves as a mirror of the school to reflect whether it has fulfilled its objective behind its founding. It serves as a historical record of its founding and development, the past achievements of its founders and benefactors who were interested to see the institution not only as an arm of evangelization but also an institutions of learning for the development of Christian character and services. It gives an inspiration to all concerned to increase their support and draw others to get interested in this institution. If the performance of the school is favorable, it will serve to encourage other church-related schools or other private schools to carry on their mission to educate youth. Lastly, the study may open the eyes of the people to appreciate the efforts made by the institution to answer the challenge of the community and the government in educating the youth of the new social order.
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.
Accuracy of teachers' judgments concerning the sociometric status of sixth-grade pupils of Baguio City
(1977-02) Lacasandile, Benjamin A.
The accuracy of teachers' sociometric perceptions was the subject investigated and analyzed in this research paper. Teachers' sociometric perceptions mean the ability of the teachers to judge the social acceptance of their pupils along three social criteria, namely seating, playing and working. The two main problems identified were: 1) How accurate are teachers' sociometric perceptions in general? -- 2) What situational factors influence the accuracy of teachers' sociometric perceptions?