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A Contextual module in literature using Filipino literary essays
(1999-04) De Guzman, Marianita Nidea.
The 19th and 20th centuries are the eras where the cry for a relevant education is a reality. In the Philippines, the worsening living conditions made obvious through the following scenarios are: increased unemployment, dislocation of peasants due to land conversions from being agriculture to becoming industrial and the displacement of indigenous communities to give way to various government projects are the most current issues whose adverse glaring effects can not escape the scrutinizing eyes and minds of those who truly understand it. The people so affected are the majority who are not aware of national issues. If ever they are aware, they get misinformation from unreliable sources. The educational institutions at this point have a role to play. It has the role of disseminating information to the students who constitute the majority of the population of this country. In fact, such is being done in subjects like Political Science, History, Economics and Sociology. But this is not enough. English, too, can be used as a medium for opening the minds and broadening the horizons of these students to truly understand these social, economic and political issues. And having truly understood these issues, the students may afterward act and react. There is a need for the emergence of a genuine nationalist teacher who will contextualize English classroom situations as a tool for liberation. History has proven that at one time in Filipino history as a nation, English and Spanish were used to subjugate and manipulate the Filipino minds. This time, English can also be used to create among young Filipino students a counter-consciousness to liberation. This situation has prodded the researcher to work on the liberative function of English in classroom situations within the context of essay depicting Philippine struggle for true liberation that this paper is conceived. The study conducted defined the role of English in the national life of a Filipino learner. Such contextualization of English literature not only made education relevant for the learner, but also responded to the present needs of our country. Specifically, the research sought to answer the following questions: 1. What are the students' needs that demand contextualization in literature? 2. What instructional materials/modules should be developed by teachers to enhance the students' awareness and understanding of national issues? 3. What social issues are students aware of who undergo contextualized English instructions using essays on the themes of nationalism, Filipinization, respect for human rights, duties of citizenship, attainment of political and economic stability, peace and justice? The researcher made use of descriptive research because it is a fact-finding study wherein data are collected, recorded and analyzed. This study obtained facts about students' needs that demand contextualization of English literature class. After needs assessment, results were tabulated and analyzed. The researcher focused on the construction of modules and modulettes of the six (6) Filipino authored essays to answer students' needs. These were actualized inside the English literature class and then evaluated, tabulated and analyzed. The formulation of Need Assessment Questionnaire was aided with the different program competencies based on the Guidelines in the Implementation of the 1989 Secondary Education Curriculum. The researcher also made use of some general and specific competencies in listening-speaking, reading, literature and writing according to the contextualization of the literary essay study. For validation purposes, the need assessment questionnaire was subjected to a pre-testing to 50 English majors. However, the questionnaire given was on general needs, skills and competencies. It did not specify accurately the needs, skills and competencies. The researcher restudied, remodeled and changed specific questions to get specific answers. Library research, particularly on the different styles of modules and modulettes designed the literature teaching. This method is essential to the study, since it not only yielded useful information of conceptual framework but also gave ample information for the contextualization of essays in English literature lessons. Fifty (50) English majors of the College of Arts and Sciences and College of Teachers' Education of Baguio Colleges Foundation (BCF) last Second Trimester of schoolyear 1998-1999 were the respondents being the prime beneficiaries of this study. The main data gathering tools used were the need assessment questionnaire to ascertain the necessity for contextualization of English literature class specifically English 29 (Essays and Biography) and the evaluation questionnaire whether it answered students' needs. The format of the two questionnaires was in the form of a checklist wherein the respondents were simply asked to affix a check mark before the statements. The responses were carefully recorded and tabulated by the researcher with the help of her statistician. The need assessment questionnaire has three questions. The first question was on the needs of students in English literature classes along the five skills in reading, speaking, listening, writing and literature. The second question was on social, political, economic, environmental or ecological, religious, and aesthetic issues that students need should be contextualized and the third question was on the themes nationalism, Filipinization, respect for human rights, duties for citizenship, attainment of political and economic stability, and social justice that need to be contextualized. The evaluation questionnaire has four questions. The first was on the skills that were developed in the modules and modulettes along reading, speaking, listening, wrtiting and literature. The second question was the awareness of issues by students in a contextualized literature class. The third question was the development of themes on nationalism, Filipinization, respect for human rights, duties for citizenship, attainment of political and economic stability, and social justice in the literary selections and lastly, the types of awareness developed by students through these modules and modulettes. The researcher administered fifty questionnaires to English literature majors and all were retrieved. To treat the obtained data from the questionnaires the following procedures were employed by the researcher. To answer problem number 1 as to the students' need that demand contextualization in Literature, the needs assessment questionnaire was used. (Please refer to appendix A) Treatment of the data involved gathering frequencies and solving percentage by the number of respondents who checked each item and then ranking such frequencies to ascertain which was needed most and least. Ranking was done along each need being assessed and issues and themes that needed contextualization. To answer problem number 2, the researcher developed contextualized modules and modulettes, and actualized them in English literature class. Afterwhich, to answer problem number 3, the evaluation questionnaire was used. (Please refer to appendix B) Treatment of data also involved gathering frequencies and solving percentage by the same number of respondents who checked each item and then ranking such frequencies to ascertain the most and least skills developed. Ranking was done along each skill being developed, issues, themes and types of awareness experienced by students. This study sought to focus on three major points to make teaching of English Literature relevant and aligned with the ever-changing demands of Philippine society, particularly its citizenry, the bulk of which are the young students at the tertiary level. The focal points are the students' needs that demand contextualization in literature, the instructional materials that should be developed by teachers to enhance the student awareness and understanding of national issues and the type of awareness developed in the student who undergo contextualized English instructions. To analyze and answer students' needs, several approaches have been used like: Interdisciplinary approach, textual approach, content analysis, cognitive approach and creative methodology. These different approaches were used in handling the Filipino authored essays in the classroom. From the analyses of the Needs Assessment Questionnaire, there is a growing need for contextualized teaching of English literature subject in the tertiary level. The students' needs that have reflected the need for contextualization in English literature were highlighted by the students' responses. Such needs include the following: 1. There is a need to assist students to develop more skills in communication (reading, listening, speaking, writing and literary skills) so that they can be competent with the target language. 2. There is a need for social, environmental and ecological, political, and economic issues to be contextualized in English literature. 3. There is a need to integrate themes like duties of citizenship, nationalism, respect for human rights, Filipinization, attainment of political and economic stability and social justice. From the analyses and implications of the Evaluation Questionnaire, the following findings have been drawn: 1. The contextualized modules and modulettes actualized in English literature class developed students' skills in reading, speaking, listening, writing and literature 2. Social, environmental or ecological, political and economic issues were contextualized in the different selected essays in English literature class. 3. Themes and messages like duties of citizenship, nationalism, respect for human rights, Filipinization, attainment of economic and political stability were integrated in the essays. 4. Students who underwent contextualized English literature developed awareness such as independence and sovereignty through appreciation of one's culture and identity, realization of Filipino identity, awareness of Filipino developing themselves as genuine Filipinos, civic mindedness through an understanding of the duties of citizenship, and strong sense of national pride. The findings deduced and inferred from contextualized modules and modulettes have enabled the researcher to arrive at the following conclusions: 1. The students' needs that were addressed by contextualized lessons in English are: a. The need to be aware of national issues along the peripherals of the following themes: nationalism, Filipinization, love for humanity, respect for human rights, duties for citizenship, realization of Filipino identity, strong sense of national pride, attainment of political and economic stability and social justice. b. The need to comprehend, grasp and internalize these issues. c. The need to totally commit themselves to the role of nation-building. 2. Contextualized lessons through modules and modulettes should be made relevant to the students' lives along the following areas: a. The relationship between understanding national issues, effecting change among the citizenry and ultimately in the country. b. The common goals that can bind the youth in the performance of civic duties to achieve national unity, national identity and progress. c. The development of the youth's life, his family, his community, and the nation as attainable and achievable. 3. Students who undergo contextualized instructions are propeled to total commitment in bringing about change using their own convictions and systems of beliefs guided by the issues that they are fully aware of and that they can understand. The results of the study have given way to recommendations which are aimed to improve the quality in English literature class particularly English 19 (Essays and Biographies). 1. For contextualization to be realized, Filipino authored selections should be taken in class because they have very rich themes and messages. 2. Contextualization of English literature classes must be fully implemented in the Tertiary level so that college students be made aware of their roles, responsibilities and commitments in nation building. 3. Since students are exposed and constantly updated with issues affecting them and the Filipino people, they would readily respond to classroom activities, (Refer to Appendix D) that would develop their skills in reading, speaking, listening, writing and enhance appreciation or aesthetics for these literary essays. 4. Educational institutions should focus their mission/vision and curriculum in social transformation demanding that teachers must work in all spheres of life: economic, social, political, religious and cultural, as well as personal. 5. More seminars, forums, workshops along the line of linking classroom situations and issues confronting Philippine society must be encouraged in order to respond to the needs of our country and countrymen. 6. It is only when a student becomes intellectually enlightened and honest, self-directed, self-reliant, aware from the point of view of the Filipino, of the situation in their immediate surroundings in the country and the world that he has fully developed and educated himself. 7. For the purpose of developing a student, regardless of the course he is in, such wholistic human development can only be possible if all subject areas are anchored on social issues in order to change the whole educational system in the Philippines. 8. Research on a relevant Filipino philosophy of education maybe found interesting at this point in time when Filipinization in all folds of endeavor is timely. 9. Aesthetic skills and development and appreciation of essays as literary art can also be enhanced in all literary essays even if the focus is on the integration of social issues within the selection. A knowledge of the rich themes and messages of the essay can develop the skill of aesthetic appreciation for literature among students. 10. A manual on contextualized modules based on Filipino literary essays can be compiled for future use of teachers who are genuinely awakened to the call of responsive education.
A critical analysis of online readers' reviews on mysticamy's the soul eater's possession
(2022-04) Sison, Sonya Amara Trinidad.
Readers, especially in the current generation right now, not only entertain themselves by reading physical copies of literary pieces, but also use online literature as well such as web novels. Since they are now in the digital age where applications can also make reading accessible anywhere and anytime, this has contributed to the new age of literature. To understand the current trends in literature, this study focused on the literary approaches and theories that can be gleaned in the characters, languages, and symbolism found in MysticAmy's The Soul Eater's Possession with the help of the readers' online evaluations. This study analyzed the readers' online responses in MysticAmy's literary piece The Soul Eater's Possession. It uses various literary theories and approaches that can help extract data and observations from the gathered evaluations of the readers. Specifically, it aimed to determine the following; 1. What are the different online responses in the readers' reviews as seen in the: a. characters, b. language, and; c. symbolism? 2. How are M.H Abrams' theories reflected on the readers' online responses on MysticAmy's The Soul Eater's Possession? The research adaopted a qualitative research method, applying thematic approaches to the study. The researcher analyzed and observed her literary work titled "The Soul Eater's Possession" by applying literary approaches to identify the work. Furthermore, online reviews and also comments left by the readers supported the reader's response approach, formalistic approach, and M.H Abrams' literary theories, giving more input about the author's work. The following are the major findings of the study: 1. M.H Abrams' Literary Theories are evidently seen in the online responses of the readers in terms of characters, language, and symbolism. 2. The researcher uses various literary theories such as reader's response, mythological/archetypal, and schema theory to gather more data other than using the mother theory, M.H Abrams's Literary Theories. In light of the findings of the study, the following conclusions are drawn: 1. The author of the literary piece unconsciously applied the archetypes for her characters, language, and symbolism and that the readers were also keen to observe them through their online responses. 2. The readers often related to the text through the literary piece's significant human experiences (SHE) portrayed by the characters' feelings and situations. Based on the findings and conclusions, the following are the recommendations: 1. Writers and future researchers may add other literary theories and approaches to apply when it comes to analyzing online responses. However, writers and future researchers can also not limit themselves to characters, language, and symbolism, but explore other elements as well. 2. Writers and future researchers can also apply other literary approaches not mentioned to not limit themselves to possible outcomes that may arise in their future research. 3. Other researchers can conduct future studies on The differences between online literature vs. common literature (books, PDFs, etc.) to raise awareness of the rising online literary works with contemporary themes found on websites like Web novel, Good novel, Wattpad, Tapas, etc. Researchers who would like to conduct future studies on online literature can suggest guides on how to publish one's work online and how to write according to what most people find interesting online. 4. There is a need for an online writers ‘guide for aspiring authors to have a guide when it comes to creating their story/stories online.
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 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.
A proposed five-year development plan for Ilocos Norte High School Regional School for the Arts
(2007-09) Rosquita, Lloyd C.,
Arts education is one of the indispensable tools in attaining quality education nowadays when youth are confronted with the powerful influence of mass media and cyberspace. With the existence of Arts Secondary Schools all over the land, these schools should not only compromise on what the government and the Department of Education have to offer. More meaningful and dynamic institutionalization of arts education is needed to attain the quality transfer of learning process. Thus, the development of arts schools like the Ilocos Norte National High School-Regional School for the Arts is imperative to further enhance the capability of the talented and skillful learners so that they will attain quality art education. This study aims to formulate a Five-Year Development Plan for Ilocos Norte National High School-Regional School for the Arts, Laoag City. Specifically, it sought to answer the following questions: This study aims to design a development plan of the Ilocos Norte National High School-Regional School for the Arts (INNHS-RSA). In order to attain such, the study attempted to answer the following questions: 1. What is the status of the INNHS- Regional School for the Arts in terms of its - a. level of attainment of vision, mission/ objectives; b. extent of implementation of curricular and extracurricular activities; c. level of adequacy of facilities, equipment and supplies; d. extent of community involvement and other linkages; and e. status of faculty and training staff? Hypothesis: The status of the INNHS-RSA in terms of its: a. level of attainment of the vision, mission/ objectives is satisfactory. b. extent of implementation of curricular and extracurricular activities is satisfactory. c. level of adequacy of facilities, equipment and supplies is satisfactory. d. extent of community involvement and other linkages is satisfactory. e. status of faculty and training staff is satisfactory. 2. What is the status of the Philippine High School for the Arts in terms of its - a. level of attainment of vision, mission and objectives; b. extent of implementation of co-curricular and extra curricular activities; c. level of adequacy of facilities, equipment and supplies; d. extent of community involvement and other linkages; and e. status of faculty and training staff? Hypothesis: The status of the PHSA in terms of its: a. level of attainment of the vision, mission/ objectives is satisfactory. b. extent of implementation of curricular and 6. extra curricular activities is satisfactory. c. level of adequacy of facilities, equipment and supplies is satisfactory. d. extent of community involvement and other linkages is satisfactory. e. status of faculty and training staff. 3. How does the INNHS-Regional School for the Arts compare with the Philippine High School for the Arts in terms of its - a. level of attainment of vision, mission and objectives; b. extent of implementation of co-curricular and extra curricular activities; c. level of adequacy of facilities, equipment and supplies; d. extent of community involvement and other linkages. e. status of faculty and training staff. Hypothesis: There is a significant difference between the INHS-RSA and the PHSA in terms of its: a. level of attainment of the vision, mission/objectives. b. extent of implementation of curricular and extra curricular activities. c. level of adequacy of facilities, equipment and supplies. d. extent of community involvement and other linkages. e. status of faculty and training staff. 4. What development plan can be proposed to improve the INNHS-Regional School for the Arts? In the light of the findings of the study, the following are the conclusions: 1. Ilocos Norte National High School-Regional School for Arts and Philippine High School for the Arts are outstanding in the level of attainment of vision, mission/ objectives; 2. Ilocos Norte National High School-Regional School for the Arts and Philippine High School for the Arts are both outstanding in the extent implementation of extra-curricular and co-curricular activities; 3. Ilocos Norte National High School-Regional School for the Arts is very satisfactory in the level of adequacy of facilities, equipment and supplies. On the other hand, the Philippine High School for Arts is outstanding; 4. Ilocos Norte National High School-Regional School for the Arts is generally outstanding in the extent of community involvement and other linkage while the Philippine High School for the Arts is very satisfactory; 5. Ilocos Norte National High School-Regional School for the arts and Philippine high school for the arts are very satisfactory in the status of faculty and training staff; 6. Ilocos Norte National High School-Regional School for the Arts and Philippine High School for the Arts do not differ in the level of attainment of vision and mission/objectives; extent of implementation of co-curricular and extra-curricular activities; and status of faculty and training staff; and 7. Ilocos Norte National High School-Regional School for the Arts and Philippine High School for the Arts differ in the level of adequacy of facilities, equipment and supplies and extent of community involvement and other linkages. In relation with the findings and conclusions of this research, the following are recommended: 1. For attainment of the vision, mission/ objectives, the extent of implementation of co-curricular and extra curricular activities be maintained. 2. Ilocos Norte National High School-Regional School for the Arts and Philippine High School for the Arts should improve the facilities, supplies and equipment. Dormitory should be put up, rooms and laboratories should be improved and performance centers should be renovated. 3. Linkages and community involvement of PHSA should be enhanced through the participation of alumni and community people. 4. Teachers training should be more frequent and incentives should be increased to meet the higher status of faculty and staff. 5. The five-year development plan for INNHS-RSA should be adopted and implemented for effective, efficient and productive school for the arts.
A proposed handbook of basic skills for writing for the freshmen cadets of the Philippine Military Academy its appraisal and effect on their performance.
(1985-03) Bernales, Gloria Sobredo.
The study was designed for three main purposes. The first was to construct a handbook of basic writing skills for fourth-class cadets at the Philippine Military Academy to be used during the first semester. Secondly, the study was made to find out the effect of the handbook on the performance of the cadets who used it during the first semester, SY 1984-1985 by comparing the performance of the said cadets with the performance of cadets who did not use the handbook in terms of the following data: (1) the weekly deficiency in English 131, (2) the number of cadets exempted from the final examination in English 131, (3) The number of cadets who took the proficiency examination in English 131, and (4) the course final average grades in English 131. Thirdly, the study tried to find out if the difference in the performance of the cadets who used the handbook and those who did not was due to the use of the handbook. The study specifically proved the following hypothesis: (1) that the proposed handbook develops basic skills needed to prepare the cadets for more complex writing beyond the sentence formation; (2) that the performance of the cadets who used the handbook in English 131 is significantly better than those who did not; and (3) that the proposed handbook as appraised by the panel of evaluators, the instructors, and the cadets is a very good book for developing the basic language skills for writing. The members of Class 1987 and Class 1988 of the Philippine Military Academy were used as subjects for the study.
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 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 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 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 plants used as medicines by the prominent herbolaryos in Zambales
(1984-03) Fadera, Anita G.
This study entitled "A Survey of plants used as medicines by the prominent "Herbolaryos" in Zambales" was conducted in the thirteen towns of Zambales from June, 1983 to January, 1984. It attempted to identify the medicinal plants, to include their parts, preparations and methods of application as used by the "herbolaryos" in treating their patients. The results of this study are summarized in this chapter followed by the conclusions. From theses results, recommendations were suggested to remedy whatever weaknesses or deficiencies were detected while appraising the knowledge of the “herbolaryos” about their crude medicinal preparations used in treating the ailments of the barrio folks in Zambales. The normative survey method was used. The interview technique guided by the questionnaire-checklist facilitated the gathering of pertinent data. A total of twenty-four “herbolaryos” were interviewed for this study.
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.
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.
Academic achievement in developmental reading : its relationship to the English learning competency in the national achievement test /
(2012-05) Wandag, Alexander Ayeona Jr.
Reading is a survival skill that every individual must possess. Like speaking and writing, reading is a basic tool that aids an individual to communicate with the world. Without the ability to read is as good as having no ability to speak and write. Thus, it is imperative to enhance these skills, as they are equally relevant in the academic success of the students. This research discusses and evaluates how academic achievement in Developmental Reading affects English learning competency. This study aims to investigate the Academic Achievement in Development Reading and its Relationship to the English Learning Competency in the National Achievement Test of the Second Year students of Pines City National High School. Specifically, it sought to answer the following questions: 1. What is the level of the students' academic achievement in Developmental Reading? 2. What is the level of performance of the students in the NAT along the following areas of English Learning competency: a. Reading; b. Literature; and c. Writing? 3. What is the relationship between academic achievement in Developmental Reading and English Learning Competency in the NAT? 4. What reading program shall be developed to enhance the students' English Learning competency? This study adopted the descriptive-correlation method in finding answers to the above stated problems. The following are the findings of the research: 1. Academic achievement in Developmental Reading of most of the respondents range from fairly satisfactory to very satisfactory level. Though, the overall mean denotes a satisfactory performance. 2. English learning competency based on NAT performance of the respondents is average mastery. Performance distribution is concerted towards the average and slightly declines as performance increase or decrease. 3. There is a significant relationship between academic achievement in Developmental Reading and English Learning Competency. Based on the findings, the following conclusions are drawn: 1. The developmental reading curriculum lacks contents needed to improve the reading skills of students thus resulting to only a "satisfactory" level of academic achievement. 2. Teachers' training in delivering the developmental reading curriculum may be insufficient which affects the students' academic achievement in Developmental Reading. 3.The students, level of learning competency in reading affects their learning competency in literature and writing. 4. Students' level of English Learning competency in the National Achievement Test is influenced by their academic achievement in the Developmental reading class. Based on the results of the study, the following recommendations are suggested: 1. There is a need for curriculum makers to cross-match analysis on the Developmental Reading needs of the students and the approaches and contents of existing Developmental Reading Materials (DRM) to identify if the content and approaches of the DRM are relevant to the needs of the students. 2. Curriculum makers or teachers may conduct review, evaluation, and modification of existing DRMs to meet the needs and capabilities of the students. 3. Teachers of developmental reading should provide a wider range of types of reading materials in literature to help students appreciate literary works. 4. Teachers and administrators should intensify Developmental Reading Programs among students to effect behavioural change towards reading. 5. Conduct a review of the existing assessment system of Developmental Reading Classes that may include focus regular oral deliberations among teachers and coordinators (writing and speaking) to ensure students develop the necessary reading competencies. 6. Teachers should undergo continuous trainings on strategies in teaching reading to even more equip them with the necessary skills in helping students become effective readers. 7. There is a need for administrators and teachers to reinforce the Developmental Reading Class by increasing the number of hours in the class to improve the students' English Learning Competency in NAT. 8. Teachers and administrators should develop a review program or center to train students in taking the National Achievement Test and prepare them for the skills tested by the NAT. 9. To address the problems on least developed skills of students in the English Learning Competency in the National Achievement Test, the use of the remedial lessons designed by the researcher on Reading, Literature, and Writing may be adopted. The remediation is to be done at 4:00 pm to 5:00 pm every Wednesday and Thursday in the school library.
Academic predictors of the licensure examination for teachers performance of the University of the cordilleras BSED-Mathematics graduates
(2008) Caseldo, Dante Laureta,
The spectacular success of schools is manifested by the outcomes - graduates who are fully prepared, well trained, and well-equipped with the skills, knowledge, habits, and values essential for their integration to the society in general and to the world of work in particular. The University of the Cordilleras, being an institution that offers teacher education program, assumes primary responsibility of advancing the intellectual development of the students through academic curriculum and programs which are measured against academic performance, pitted against other institutions, placed alongside community's expectations, and challenged by personal aspirations. Whatever point of view is taken, the ability of the school to be perceived well by the community is a function of the kind of students it produces as reflected in the graduates' performance in the licensure examinations which serve the purpose of measuring the end results of the components in the educational milieu: instruction, teachers, and students. It is in this mainstream that the researcher wanted to delve in if the academic training as defined by their grades in college correlate with and predict their performance in the Licensure Examination for Teachers. The study dealt on the LET performance of the BSEd-Mathematics graduates of the University of the Cordilleras. Specifically, it looked into the academic performance and LET performance of the graduates. It also attempted to find out whether the academic grades of the graduates in the three areas of the BSEd-Mathematics curriculum correlate with and predict their LET ratings. The research method used was primarily ex-post facto. Correlation was also resorted to in order to determine the degree of relationship between the independent variables and performance. The data on the academic performance were secured from the Registrar's Office based on their official transcript of records. The data on the LET performance of the graduates who took the LET in August 2004 to August 2006 were taken from the master list of the Office of the Vice -President for Academic Affairs as certified by the PRC. The gathered data were statistically treated using frequency count, percentage, mean, standard deviation, Pearson product moment correlation coefficient, coefficient of determination (r2), partial r, ANOVA, and simple and multiple regressions. The following are the findings of this research: 1. Level of Academic Performance of the BSEd-Mathematics 1.1. The graduates performed better in professional education and general education with above average performance as compared to the average performance in major subjects. 1.2. The overall academic average of the graduates was above average. 2. Level of Performance of the BSEd-Mathematics Graduates in the LET 2.1. Amongst the three subtests, the graduates registered the highest academic performance in professional education. The respondents, on the other hand, had the least academic performance in major. Graduates' ratings had the least standard deviation showing more homogeneity in the general education component, while the most heterogeneous performance is in the major area. 2.2. Taken as a whole, the poor performance of the graduates clustered towards the mean. 3. Correlation of the Grades in the Academic Subjects and the Ratings in the LET 3.1.a. Positive moderate and significant correlations existed between the academic grades in general education, professional education, and major and the rating in the LET subtest, general education. 3.1.b. Positive moderate and significant correlations were noted between the academic grades in general education, professional education, and major and the rating in the LET subtest, professional education. 3.1.c. A positive high and significant correlation existed between the academic grades of the graduates in major subjects and that of the rating in the LET subtest, major. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the rating in the LET subtest, major. 3.2. A positive high and significant correlation existed between the academic grades of the graduates in major and that of the LET overall rating. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the LET overall rating. 3.3. A positive moderate and significant correlation was noted between the overall academic average and the LET overall rating. 4. Predictive Values of the Academic Subjects on the LET It was noted that the overall academic average strongly predicts the overall average of the LET. Taken singly, the results were as follows: Professional education exhibited the test predictive ability in relation to the general education and professional education components of LET. On the other hand, major had the highest predictive ability in relation to the major component of LET. Further, major had the greatest predictive ability in relation to the overall rating of the graduates in LET. Taken in combination, the results showed that the academic subjects, major and professional education had the best predictive ability in relation to the overall rating of the graduates in the LET. Based on the findings, the following conclusions are drawn: 1. The graduates' performances in general education, professional education, and the overall academic average are better than their performance in the major subjects. 2. The graduates' performances in the board examination are satisfactory in general education and professional education components, while not satisfactory in major and LET overall rating. 3. The academic performance of the graduates had a significant positive influence on their performance in LET. 4. In the overall assessment, the academic performance in the three subject areas is a valid predictor and has direct relationship with the performance in LET. Based on the findings and conclusions, the following are recommended: 1. The average performance in major subjects brings so much desire in improving the graduates' academic performance along this area. a. the students have to be taught how to enjoy maximum mastery of the irreducible minimum by focusing on what is essential. With this, students can identify and learn key concepts on their own and the learning process becomes more meaningful. b. the students have to establish good study and working habits which can be achieved by providing them with seminars along these aspects. In as much that mathematics is learned by doing problems and concepts appear in a spiral fashion, students have to allot extra time in solving problems and keep up with the instructors. c. emphasis on analysis and comprehension on mathematical problems has to be strengthened alongside of equipping the students with solving abilities. This can be reinforced by allotting more time questioning answers and processes rather than answering questions. Teaching them the different strategies in solving problems may aid them in developing their mathematical ability. d. solid background on the fundamental principles and concepts in Mathematics has to be achieved by banking on to definitions and theories and re-examination of the course content in the BSEd-Mathematics curriculum. 2. There is a great need to improve the level of LET performance of the BSEd-Mathematics graduates. a. comprehensive examination has to be given on their last year to determine strengths and weaknesses of the students. The problems to be given are a simulation of the problems given in the actual board examination. A board committee may be created composed of selected faculty and alumni to help prospective examinees for the examination. b. Re-evaluation of the course syllabi as per PRC specification and inclusion of recent trends and developments have to be done. c. internship program be enriched with seminars plus a guided and monitored pre-board review and preparation be implemented. d. benchmark with the top and high performing teacher education institutions to determine their best practices. 3. In view of the significant correlations amongst the variables, it is recommended that: a. emphasis on active learning where students are trained to "learn how to learn" and become independent users of knowledge be strengthened. b. congruence between academic preparation and LET performance has to be improved by a continuous re-examination and re-study of course syllabi of the board courses in the teacher education curriculum. Closer integration amongst the three disciplines that cuts across subject matters may be considered. c. a continuous study may be done on why the performance on the LET subtest; general education, did not show the strongest correlation with their academic average in the same area. 4. In view of the findings that academic performance is a valid predictor of graduates' performance in the LET, it is recommended that: a. instructors have to give more emphasis on topics that equip the graduates with the necessary skills to meet the standards and required competencies of the LET. b. cross validation of the formulated regression equation to strengthen the validity of the predictors that forecast performance in the LET and using more respondents may be done. 5. Other recommendations a. Further research and studies may be conducted which include: a.1. perception of the graduates on how their academic preparation affected their LET performance with regard to curriculum and instruction. a.2. factors that contribute to the examinees academic and LET performance. a.3. predictive study with academic performance as the predictor and the performance in the LET as the predicted variable amongst BSEd graduates of different fields and BEEd graduates. b. The university has to look into the implementation of a selective and retention policy for students who would like to take teacher education courses not only in the field of Mathematics but also in other areas. C. Instructors have to have a systematic and continuous evaluation of their students' achievement. Constant evaluation will lead to understanding of students' difficulties and will guide instructors to give remedial measures.
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?
An Analysis of shape-poems and its influence on the Filipino poets
(1998-05) De Francia, Clarito Garcia
This study deals with shape-poetry. It attempts to trace the historical background of shape-poems and how it influenced Filipino poets. It analyzes how form, content and meaning of shape-poems enhance the reader’s comprehension of the poem. And it expounds on the literary techniques used by the poets in their respective poet creation. The researcher used the historical, formalist and stylistic approaches in analyzing the form, content and meaning of the nine shape-poems under investigation. From the critical analysis of the nine shape-poems and from the findings, the following conclusions have been drawn. Shape-poems evolved. Its evolution started with Fortunatus of Greece then the trend born in England with George Herbert pioneering the writing of shape-poems. This was followed by other English poets Robert Herrick, W.C. Carlds, and Edwin Morgan. American Literature was not exempted from getting the "shape-poem fever". e. e. cummings pioneered its writing and other American poets followed suit--May Swenson, Mary Ellen Solt, John Hollander and Aram Saroyan. Literature, particularly, poetry is taught in the academe. It is one venue which has exposed the Filipino to shape poems. It later on imbibed the new form in his literary psyche. The Filipino poet either wrote original shape-poems or patterned their poems of the form previous poets use--Manuel Viray, Francisco Arcellana, Alfredo N. Salanga, Leopoldo M. Delacruz, Jr., Hilario S. Francia and Merlie M. Alunan are just six of the Filipino poets who wrote shape-poems. 2. Form and content of shape poems enhance the reader's comprehension of the poem through the vital roles form and content plays in the process of interpretation and analysis. Form per se gives an overview of what the poem is all about and the contents give the meaning the writer imparts. As they are inseparable, form enchances the content and meaning of the poem. Form gives the poem a kind of uniqueness, content gives the poem. 3. The literary techniques used by the authors are the use of imagery, the use of symbolism, the use of appropriate titles, the use of figurative language and the use of parallel structure. This study has sought to analyze shape-poems, its form, content and meaning. It has sought to look into three points: the evolution of shape-poems and how it influenced the Filipino poet; how form and content affect the reader's comprehension and the literary techniques used by each poet in his poem. To answer the points raised, three methods have been used namely: the historical, formalistic, and stylistic approaches. These approaches have enabled the researcher to arrive at the following findings; 1. Shape-poem has influenced Filipino poets through reading Western poetry and the exposure given by literature teachers to students of poetry classes. Once exposed, the poets either write their own shape-poem or pattern the shape. 2. The shape of the poem gives an overview of the topic. 3. Authors of shape-poems do not necessarily innovate other literary devices but still use traditional literary techniques in their writing. The findings and conclusions of this study have engendered the following recommendations: 1. Syllabus makers are encouraged to include shape-poem in the teaching of contemporary English, American or Filipino poetry.2. Writing shape-poems should also be taught as part of creative writing. 3. Topics such as: "Rhyme and Meter of Shape-poems", "Shape-poems written in the Vernacular and "The Impact of Shape-Poem on the Psyche of the Filipino Poet," maybe researched on. 4. Seminars on Shape-poems, its evolution and growth should be conducted to encourage literature students and teachers to appreciate innovative poetry writing. 5. Literary editors of local and national magazines should also publish more shape-poems. 6. The influence of Asian or Oriental shape-poems on Philippine shape-poems may also be studied.
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.
Analysis on students' common algebraic errors
(2019-07) Bantasan, Merino Albano.
Algebra has a wide range of applications that open doors to countless opportunities especially for students who are pursuing Science, Technology, Engineering and Mathematics (STEM) Program. This program in the K 12 Curriculum that was implemented in the Philippines in 2013 aims to produce graduates of secondary level who will take science, research, mathematics and engineering - related courses in tertiary level and thereby add to the scientific and scholarly workforce of the country. The introduction of STEM in the Basic Education paved to the way of putting great effort in enhancing students' performance in mathematics particularly in algebra that is considered as a gateway to higher level STEM - related careers (Adelman, 2006 as cited by Booth, Barbieri, Eyer Biagoev, 2014). These careers include Aircraft Operations Aviation, Aeronautical Engineering, Commerce, Civil Engineering, Actuarial Science, Computer Programming, Computer Science, Computer engineering, Accountancy, Industrial Engineering and Data Analysis and Statistics which are the highest paying jobs in the Philippines based on the 2016 Occupational Wages Survey released by the Department of Labor and Employment (Nucum, 2018). However, despite the efforts exerted to improve learning in algebra, researchers have still observed that this is the most difficult for students to grasp because of its underpinning complexities. Researchers like Rushton (2014), Owusu (2015), Shahrill and Matzin (2015) revealed that this difficulty experienced by the students is greatly influenced by different errors they commit when dealing with algebraic problems. Thus, this study highlights on classifying and analyzing algebraic errors of STEM students which will serve as baseline data to design appropriate intervention plan that aims to enhance mathematics learning and pedagogy. This study generally aimed to classify common algebraic errors committed by students currently enrolled in the Third Trimester of the Academic Year 2018 - 2019 in the University of the Cordilleras - Senior High School under the Science, Technology, Engineering and Mathematics (STEM) Program. Specifically, it sought to answer the following questions: 1. What algebraic errors are committed by students along learning contents on a. Exponent; b. Radical; c. Polynomial; d. Linear Equation; and e. Linear Inequality? 2. What is the difference on the frequency of errors committed by the students along a. Exponent; b. Radical; c. Polynomial; d. Linear Equation; and e. Linear Inequality? Hypothesis: There is a significant difference on the frequency of errors committed by students along learning contents on a. Exponent; b. Radical; c. Polynomial; d. Linear Equation; and e. Linear Inequality. Descriptive survey was employed in this study to classify and describe the algebraic errors committed by the students along learning contents on exponent, radical, polynomial, linear equation and linear inequality. The respondents were purposively selected based on their academic performance in their calculus courses which is fairly satisfactory. Data were gathered through a self-made competency test validated by experts in the field of mathematics. The collected data were then subjected for treatment using frequency count that will determine the number of errors committed per learning area and chi-square goodness-of-fit test at 0.05 level of significance that will measure the difference on the frequency of errors committed by the students. The process of triangulation was also utilized to further analyze and verify the findings of the study. The researcher organized a focus group discussion with the students and calculus teachers of the institution. The salient findings of the study include the following: 1. The students who are specifically taking STEM Strand committed different errors in each learning content which were classified into Conceptual Error, Computational Error and Careless Error. 2. There was a significant difference on the frequency of errors committed by the students along learning contents on exponent, radical, polynomial, linear equation and linear inequality. Based on the aforementioned findings, the researcher framed the following conclusions: 1. Science, Technology, Engineering and Mathematics students are not still prepared to succeed higher mathematics courses necessary in their field. 2. Conceptual error is the most prominent type of error committed by the students followed by computational error and careless error, respectively. In view of the findings and conclusions, the following recommendations are hereby posited: 1. There is a need for a diagnostic assessment to entering grade 11 students so that intervention scheme like learning module can be implemented to alleviate algebraic errors. 2. A training on pedagogical strategies and techniques that can refine and enhance student's conceptual understanding may be provided for teachers. 3. A different sample may be considered specifically in other strands or grade level. 4. Further study may explore the sources of these algebraic errors through a qualitative approach so that a profound analysis will be provided. 5. The proposed module may be evaluated for utilization to lessen students' errors when dealing with algebraic problems.