R2A in CALABARZON R2A in CALABARZON

Reflection • Research • Action Reflection • Research • Action

R2A in CALABARZON
Reflection • Research • Action

Dr. DIOSDADO M. SAN ANTONIO

Project Director

Mr. FRANCIS CESAR B. BRINGAS

Project Coordinator

EDITORIAL BOARD

Dr. Eugenia R. Gorgon Dr. Erico M. Habijan

OIC-SDS, Calamba City Chief
Curriculum Learning Management Division
Dr. Josilyn S. Solana
SDS, Tanauan City Dr. Luz M. Osmeña
Chief
Ms. Cherrylou DJ. De Mesa Human Resource Development Division
OIC-SDS, Cavite Province
Ms. Edenia O. Libranda
OIC-Chief
Quality Assurance Division

RESEARCH TEAM

Dr. Melna R. Albano Dr. Jerome A. Chavez

Ms. Agnes G. Rolle Mr. Job S. Zape
Dr. Angelina Umali Mr. Dominador J. Villafria
Dr. Lilia A. Ricero Ms. Viernalyn M. Nama
Mr. Eugenio S. Adrao Ms. Katrien DS. Dagmang
Mr. Jumar M. Sadsad

LAYOUT ARTISTS

Mr. Ariel M. Azuelo

Mr. Joseph C. Damian
Mr. Ephraim L. Gibas

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R2A in CALABARZON
Reflection • Research • Action
ASSISTANT REGIONAL DIRECTOR'S MESSAGE
I would like to congratulate in advance the researchers
who devoted themselves to come up with the significant
contributions to CALABARZON’s reservoir of knowledge-
R2A (Reflection, Research, Action) Journal.
These research contributions would help the educators
and para educators understand what works and why, what probably the implications of a
certain phenomenon are, and identify the challenges at hand and their possible solutions.
Its impact to the Region’s mission to deliver the relevant and responsive basic education
services to the schools division offices. These contributions would create great impact
to our students and to the society. This journal denotes the soul of the Region, as the
researchers reflect the evidence-based and real-life situations of the school, its students,
teachers, school heads and the stakeholders and its collaboration with the community.
As we encounter more complicated challenges in education, there is a need to
encourage the teachers to engage in research, a primary tool in building knowledge and
creating a higher level of teaching and learning. This initiative only implies that as we do
now, we must have a group of potential educators and leaders who believe that there is
always a better future if we realize the importance of research.
My sincerest appreciation to the DepEd CALABARZON research team who
fervently show their dedication to this endeavor.
MABUHAY! FRANCIS CESAR B. BRINGAS
Director III
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Vol. 2
DIRECTOR'S MESSAGE
One of the key advocacies in DepEd Calabarzon is to
nurture a strong passion for research. This is anchored
on the belief that professionals become more effective
when they provide systematic and evidence-based ways of
dealing with the challenges faced in carrying out tasks.
This need to be systematic and evidence-based is best addressed by teachers
and school officials who engage in research. Practitioners who conduct research tend to
be more effective and critical thinkers and doers. They also become more confident of their
repertoire of best practices.
A venue for sharing research findings from our fellow educators will always be
necessary in any attempt to foster a culture of research. This is the main reason why we
hold research conferences and publish this research journal.
May the tribe of basic education researchers increase.
MABUHAY!
DIOSDADO M. SAN ANTONIO
Director IV
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R2A in CALABARZON
Reflection • Research • Action Vol. 2

TABLE OF CONTENTS TABLE OF CONTENTS

Page Title
Page Title

TEACHING WITH – ERROR HIGH APTITUDE MATHEMATICALLY

114 PRACTICE OF RESPONSIBILITIES OF PUBLIC SCHOOL PRINCIPALS
– CHALLENGED HIGH SCHOOL SENIORS WITH ALTER NATIVE
CONCEPTIONS ON EXPONENTS AND LOGARITHMS 1 PERCEIVED BY TEACHERS USING SBM MODEL: BASIS FOR
LEADERSHIP GUIDELINES
AP IV STUDENTS’ LEVEL OF HISTORICAL AWARENESS
EFFECTIVENESS OF INDIGENOUS KNOWLEDGE SYSTEMS AND
126 ON NATIONAL COMMEMORATIONS: BASIS FOR ENHANCING
MONTHLY ACTIVITIES
10 PRACTICES (IKSP’S) INTEGRATION IN MATHEMATICS ON THE
PERFORMANCE OF DUMAGAT- REMONTADO PUPILS
THE LEVEL OF AWARENESS OF TNHS STUDENTS ON
PANUKALANG BANGHAY SA PAGBUO NG SENTRO NG KALINANGAN
137 BULLYING INSTANCES: BASIS FOR A PROPOSED BULLYING
18 NG KULTURANG BATANGUEÑO SA SAN PEDRO NATIONAL HIGH
CONSCIOUSNESS CAMPAIGN
SCHOOL
EPEKTO NG PAGGAMIT NG IBA’T IBANG ESTRATEHIYA
AN ACTION RESEARCH ON SOCIAL LOAFING IN THE HIGH SCHOOL
155 SA PAGTUTURO NG ASIGNATURANG FILIPINO SA PAGKATUTO NG 26 CLASSROOM
MGA MAG-AARAL
EFFECT OF SCIENCE LEARNING MODULES ON CONTENT
PROJECT-BASED LEARNING IN PHYSICS: A CLASSROOM
167 ETHNOGRAPHY 38 MASTERY AND CONCEPTUAL UNDERSTANDING OF GRADE 9
STUDENTS
EFFICIENCY OF CONSTATE FOR ASSESSING HEALTH STATUS OF
177 STUDENTS
THE DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MATERIALS
49 IN VOCABULARY DEVELOPMENT OF K TO 12 PROGRAM READING
TEXTS
AN ASSESSMENT OF THE EFFECT OF ONE MINUTE MULTI-MEDIA
185 MOTIVATIONAL DEVICE IN TEACHING SCIENCE
READING COMPREHENSION AND SCHOLASTIC PERFORMANCE
AN ASSESSMENT OF THE STATUS OF STVEP IN CALAMBA 58 OF HIGH SCHOOL STUDENTS: BASIS FOR READING
COMPREHENSION ENHANCEMENT PROGRAM
196 BAYSIDE NHS: IMPLICATIONS FOR DEVELOPING AN ENHANCEMENT
PROGRAM
LEADERSHIP BEHAVIOR OF ELEMENTARY SCHOOL PRINCIPALS: IT’S
73 IMPLICATION TO THE ENHANCEMENT OF ELEMENTARY EDUCATION
QUALITY MANAGEMENT PRACTICES AND ORGANIZATIONAL
208 PERFORMANCE OF REGION IV-A (CALABARZON) IMPLEMENTING
WRITTEN COMMUNICATION ERRORS IN ENGLISH OF DEPED
ENGINEERING AND SCIENCE EDUCATION PROGRAM
86 QUEZON SCHOOL PERSONNEL: BASIS FOR WRITTEN
COMMUNICATION ENHANCEMENT PROGRAM
ASSESSMENT OF THE QUALITY OF SCHOOL CANTEEN
227 FOOD SERVICE AT WENCESLAO TRINIDAD NATIONAL HIGH SCHOOL:
CONTENT- FOCUSED INSTRUCTIONAL LEARNING SCHEME (CFILS):
BASIS FOR IMPROVED CANTEEN SERVICES 99 AN INTERVENTIONAL APPROACH TO IMPROVE MASTERY LEARNING

NEEDS ASSESSMENT OF ICT COORDINATORS IN COMPUTER

105 HARDWARE SERVICING: BASIS FOR AN ICT TRAINING PROGRAM

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R2A CALABARZON R2A CALABARZON
Reflection • Research • Action Reflection • Research • Action

INTRODUCTION
The purpose of this study is to determine the practice of responsibilities among
public school principals using School-Based Management (SBM) model to ascertain the
strengths and weaknesses of the practices by considering the gaps and ranks in order to
frame leadership and management guidelines for school administrators and leaders.School
leaders across the nation are exploring ways to better educate students and improve school PRACTICE OF RESPONSIBILITIES AMONG PUBLIC SCHOOL
performance. SBM offers a way to promote improvement by decentralizing control from PRINCIPALS PERCEIVED BY TEACHERS USING SBM MODEL:
central district offices to individual school sites. It attempts to give school administrators, BASIS FOR LEARDERSHIP GUIDELINES
teachers, parents and other community members more control over what happens in
schools.Itis an organizational approach that expands the local school site responsibility and BELEN M. ACUÑA, Ed. D.
authority for the improvement of school performance. Ideally, it provides local mechanisms Salawag Elementary School
for the introduction of new approaches to education that result in enhanced outcomes Dasmariῆas City
and that better fill the needs of the local community.This is only possible if we are able
to create strong, self-sustaining schools through effective and efficient school managers.
Lindgerg and Vanyushyn (2013) suggested on their study that “the combination of SBM ABSTRACT
and instructional leadership facilitates school success”
PURPOSE
SBM has been adopted by many school systems to increase school autonomy and This aimed to determine the practice of responsibilities among public school principals perceived by
to share decision-making with teachers and sometimes parents, and community members. teachers using SBM model as basis for leadership guidelines.
Spurred by a growing body of research on the benefits of participatory decision-making,
school leaders believe that SBM is a promising strategy for improving its quality. It is also DESIGN/METHODOLOGY
an avenue to empower the school headsto improve students’ performance by involving Itutilized the descriptive method in assessing the responsibilitiesof school principals perceived by
teachers using SMB model to formulate a leadership guidelines for school administrators.
teachers, students, parents, LGUs and other stakeholders in the participatory process of
school improvement planning and decision-making.Successful decentralization of SBM FINDINGS
will not only make us more effective, but will be an effective avenue to produce the best There are significant differences between and among the respondents’ perceptions on the
results to upgrade the quality of education that we have. responsibilities of public school principals based on the SBM model.
The revised SBM framework (2012), anchored on the four principles of ACCESs RESEARCH LIMITATIONS/ IMPLICATIONS
(A Child and Community- Centered Education System) represents the core values of It was delimited to the assessment of the public school principals of District III in the Division of
DepEdas an organization. The school system being the smallest unit of the Department Dasmariñas during the SY 2012-2013.
serves as the focal target of the reform agenda and an avenue for stakeholders to rally
PRACTICAL IMPLICATIONS
together and forward the cause of Education for all. ACCESs is both a product and a
process. As a product, it is the ultimate outcome of communities working together to protect Empower school heads in relation to SBM tasks
the right of every child for quality education and better life. As a process, it is an approach
ORIGINALITY/VALUE
to effectively decentralize and bring to reality the mainstreaming of education as tool for A basis for crafting leadership and management guidelines for school administrators.
human development and total community transformation. It serves to clarify the guiding
principlesderived from the concepts of “rights-based” and the community as “stewards or KEYWORDS
right-bearer” in education. ACCESs shall be officially used as instruments in assessing the Assessment, School-Based Management, Leadership
school’s SBM practice. TYPE OF RESEARCH
Gutierrez’ (2014)findingsrevealed thatprincipals were lackin the implementation of Research Paper (Quantitative)
SBM Teachers have high expectations on their school headsrelative to the implementation
of SBM. Some of the school heads’ practices lead to problems and such problemsbecome
moderately serious and that seriousness usually causes the failure of the school heads in
the implementation of the SBM practices.He recommended that the school heads should
be aware and conscious of their roles and responsibilities as leaders by reviewing and
evaluating constantly the leadership practices.The school heads should organize, inform
and consult the external stakeholders supporting the school-wide improvement process
to implement SIP/AIP towards achieving exemplary performance and institutionalized

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Reflection • Research • Action

Table I benchmarking and continuous improvement process with transparency and accountability.
Summary of Findings on the Level of Practice of They must take the lead in setting clear goals and establishing plans to achieve those
Responsibilities of Public School Principals goals. The proposed action plan must be adapted and implemented by the school heads in
SECTION INDICATOR MEAN STANDARD GAP RANK INTERPRETATION consultation with the proper higher authorities for better SBM practices.
NUMBER This study serves as stepping stone for further inquiry, change and development
as far as SBMpractices are concerned. Educational excellence can be measured by the
1 School, vision, 4.65 5 0.35 1 PRACTICED performance of the school principal who possesses knowledge and competence in the
mission, goals realm of administrative management and instructional leadership. However, clear and
and objectives sincere implementation of school principal empowerment and shared of decision making
2 School program 5 0.64 5 PRACTICED
should be done at the base.
development 4.36
& school METHODOLOGY AND RESEARCH DESIGN
improvement plan This study assessed the responsibilities of public school principals using SBM
3 Personnel, 4.34 5 0.66 7.5 PRACTICED model to ascertain the strengths and weaknesses of the practices by considering the gaps
physical, & and ranks in order to frame leadership a guidelines for school administrators and leaders.
fiscal resources Quantitative ways of obtaining descriptive data were utilized in the study. These involved
management
the use of questionnaire to gather information about the responsibilities of public elementary
4 Teaching & non- 4.34 5 .56 7.5 PRACTICED school principals as perceived by selected teachers in the City Schools Division of
teaching staff Dasmariñas using SBM model.
development
Khan (2002) pointed out that the purpose of description method of research is to
5 School-community 4.44 5 .59 2 PRACTICED describe the weakness or quality of anything that exists. It involves describing, analyzing
networks set-up & and interpreting conditions that are real and involves type of comparison or contrast in an
parents-teachers,
attempt to discover the relationship between the existing non-manipulated variables. Thus,
non-academic
personnel descriptive research deals with everything that can be counted and studied.
participation The method involves range from the survey which describes the status quo, the
correlation study which investigates the relationship between variables, to developmental
6 Donations, gifts, 4.41 5 .65 4 PRACTICED
bequest, &grants
studies which seek to determine changes overtime.
for educational
purposes RESEARCH RESULTS AND DISCUSSION
7 School 4.35 5 .65 6.5 PRACTICED The study brought forth the following outcomes:
environment The data obtained were presented in tabulated form, analyzed and interpreted
8 School curriculum: 4.35 5 .59 6.5 PRACTICED within the parameters of the specific questions in the statement of the problems and
Implementation, sequence of items in the questionnaire. To ensure a reliable assessment and interpretation
monitoring, & of data, the researcher utilized the following statistical tools and techniques.
assessment
9 School programs, 4.29 5 .71 8 PRACTICED Five-Point Likert Scale
projects & The responsibilities of public school principals using SBM model will be described
services using the Five-Point Likert Scale indicated as follows:
10 Innovative modes 4.42 5 .58 3 PRACTICED
of instruction RATING SCALE INTERVAL SCORE INTERPRATATION
AVERAGE 4.40 0.60 PRACTICED 5 4.50-5.00 VERY MUCH PRACTICED
WEIGHTED
4 3.50-4.49 PRACTICED
MEAN
3 2.50-3.49 MODERATELY PRACTICED
2 1.50-2.49 SLIGHTLY PRACTICED
1 1.00-1.49 NOT PRACTICED AT ALL

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Reflection • Research • Action

Table 1 reveals that the public elementary school principals’ responsibilities got
6. Donations, gifts, The school head has an The school head encourages the highest mean ( x ) of 4.65 in the first indicator which is “school vision, mission goals,
bequest, &grants for Annual School Budget (ASB) and accepts donations, and objectives.” It likewise presents that the school principals exhibited their knowledge,
educational purposes with additional funds from gifts, bequest and grants for understanding, and capabilities regarding the school’s adherence to or upholding of
grants and other income educational purposes and
the school vision, mission, goals and objectives as guiding principles for administrative
generating projects. reports all such donations to
appropriate offices.
management and instructional leadership.
However, “school programs, projects, and services” turned out to have the lowest
7. School environment The school head inspects and The school head ensures
assesses regularly the security up-to-date training and mean ( x ) of 4.29. It can be assumed that school programs, projects, and services can be
system of the school development for security implemented if enough and sufficient school budget is available. School clinic, canteen
personnel. library and guidance center are fundamental areas inside the school premises that uphold
8. School curriculum: The school head ensures that The school head adopts the student physical, mental, and moral needs. In previous years, nowadays teachers and
Implementation, all curricula are value-laden. necessary curricula for principals spent from their pockets to create school projects. However, they desist from
monitoring, & children with special needs. doing so due to economic reasons.
assessment Nevertheless, “school programs, projects, and services” as school heads’
9. School programs, The school head provides The school head responsibilities got an average weighted mean ( x ) 4.40 and verbally interpreted as
projects & services school services such as develops projects and “practice” by the public elementary school principals.
guidance and counseling, programs which offer services
Table 2
health and safety services, to the community.
food and nutrition services
Strengths and Weaknesses of the Practice of Responsibilities
Of Public School Principals Based on SBM Model
10. Innovative modes of The school headuarantees that The school head uses
instruction new and innovative teaching appropriate and accepted Indicators Strength Weaknesses
strategies are integrated in instruments for observing 1. School, vision, mission, School, vision, mission, goals The school head develops
the teacher’s daily lesson plan teachers. goals and objectives and objectives a vision, mission, goals and
and implemented in classroom objectives with inputs from
instruction. stakeholders.
2. School program The school head develops The school head developed
Reflected on Table 2 are the strengths and weaknesses of the practices of a School improvement Plan educational program that
development & school
responsibilities of public school principals. (SIP) in accord with the DepEd provides equitable educational
improvement plan
As stated in the previous discussions, this study deals with ten research macro development plan. opportunities for all students
indicators assessing the responsibilities of public elementary school principals: namely; and value individual
school vision, mission, goals, and objectives; School program development and school. differences.
Improvement Plan (SIP); personnel, physical and fiscal resource management; Teaching 3. Personnel, physical, The school head sees to it that The school head observes
and non-teaching staff development; school-community networks set-up and parents- & fiscal resources the budget is used for intended legal procedures in doing
teachers, non-academic personnel participation; Donations, gifts, bequests and grants for management purposes. financial matters.
educational purposes; school environment; school curriculum: implementation, monitoring
4. Teaching & non- The school head provides The school head provides
and assessment; school programs, projects and services; and innovative modes of regular time for faculty regular staff development
teaching staff
instruction. conferences. activities to enhance
development
The table indicates items with highest mean representing the strengths and lowest opportunities for professional
mean that represent the weaknesses of public elementary school principals’ practice of growth both teaching and non-
their responsibilities. teaching personnel.
To determine whether there is a significant difference between and among the respondents’ 5. School-community The school head shows skills The school head strengthens
perceptions regarding the responsibilities of public elementary school principals under networks set-up & in preparing Memorandum relationships with other
SBM model, One Way ANOVA was employed. parents-teachers, non- of Agreement (MOA) teacher organizations to share
The null hypothesis will be rejected if the level of significance (.05) is greater than academic personnel and Memorandum of common concerns and adopts
the significant probability (P-value). Understanding (MOU). best practices.
participation

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R2A CALABARZON Vol. 2
Reflection • Research • Action

9. School Between 1.959 2 .979 5.367 .006 With Table 3

programs, Groups 16.787 92 .182 significant Perception of the Respondents
projects & Within Groups 18.746 94 difference of Public School Principals Practice of Responsibilities Based on SBM Model
services Total
INDICATORS SOURCES OF SUM OF df MEAN F P- INTERPRE
10. Innovative Between 4.096 2 2.048 5.409 .006 With
VARIATION SQUARES SQUARE VALUE TATION
modes of Groups 34.828 92 .379 significant
instruction Within Groups 38.924 94 difference
Total 1. School, vision, Between 1.007 2 .503 4.293 .016 With
mission, goals Groups 10.788 92 .117 significant
WEIGHTED Between .384 2 .192 6.846 .002 With
and objectives Within Groups 11.795 94 difference
MEAN Groups 2.583 92 .028 significant
Total
Within 2.968 94 difference
Groups
Total 2. School Between .624 2 .312 3.455 .036 With
program Groups 8.306 92 .090 significant
Table 3 indicates the difference between and among the respondents’ perception development Within Groups 8.929 94 difference
& school Total
regarding the practice of responsibilities of public school principals. Consequently, the
improvement
hypothesis that states that there are no significant differences existing between and
plan
among the levels of public school principals practice of responsibilities as perceived by the
principals themselves should be rejected. This demonstrates that school vision, mission, 3. Personnel, Between .220 2 .110 .774 .464 Without
physical, Groups 13.056 92 .142 significant
goals and objectives; School program development and SIP; personnel, physical and fiscal
& fiscal Within Groups 13.275 94 difference
resources management; teaching and non-teaching staff development; school community resources Total
networks set-up and parents and grants for educational purposes; school environment; management
school curriculum: implementation, monitoring and assessment; school programs, projects
4. Teaching Between .174 2 .087 1.311 .274 Without
and services. This entails that these indicators rely with one another since public school & non- Groups 6.106 92 .066 significant
principals responsibilities cannot separated from each component, thus, each of which teaching staff Within Groups 6.280 94 difference
needs to be augmented. development Total
Based on the findings of the study, the researcher formulated a leadership and 5. School- Between .037 2 .019 .164 .849 Without
management guidelines to enhance the implementation of the SBM in public elementary community Groups 10.414 92 .113 significant
schools. Likewise, guidelines to improve the course offerings in educational management networks set- Within Groups 10.451 94 difference
offered by Teacher Educational Institutions related to SBM are also included up & parents- Total
teachers, non
CONCLUSIONS academic
personnel
Based on the results and outcomes of the study, the research indicators to participation
leadership and management guidelines are demonstrated as “practice”. 6. Donations, Between .834 2 .417 2.808 .066 Without
Guidelines have been drafted to enhance educational leadership and management gifts, bequest, Groups 13.672 92 .149 significant
system for school heads and other school leaders.The researcher also formulated a & grants for Within Groups 14.507 94 difference
leadership and management guidelines to enhance the implementation of the SBM in educational Total
public elementary schools. purposes

7. School Between .018 2 .009 .079 .924 Without

enviroment Groups 10.699 92 .116 significant
Within Groups 10.718 94 difference
Total
8. School Between 1.093 2 .546 5.099 .008 With
curriculum Groups 9.856 92 .107 significant
monitoring, & Within Groups 10.949 94 difference
asses sment Total

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Reflection • Research • Action

EFFECTIVENESS OF INDIGENOUS KNOWLEDGE SYSTEMS AND
PRACTICES (IKSP’S) INTEGRATION IN MATHEMATICS ON THE
PERFORMANCE OF
DUMAGAT- REMONTADO PUPILS
KARHEENA E. ADRIANO
Mamuyao Elementary School
Division of Rizal
ABSTRACT
Purpose
The study aimed to improve the performance of Dumagat- Remontados pupils through the integration
of indigenous knowledge systems and practices (IKSP’s) in selected Mathematics lessons.
Design/ Methodology/ Approach
Descriptive and experimental methods of research were used to gathered relevant data which can
be used for the purpose of the study. The researcher integrated indigenous knowledge systems and
practices (IKSP’s) in the selected lessons in Mathematics. Twelve (12) grade 3 Dumagat-Remontado
pupils were divided into control group and experimental group and they were given pretest and
posttest to determine the effectiveness of the integration approach.
Findings
The results of the test administered to the two groups of respondents explained that the pupils
in the experimental group who were taught with IKSP’s integration performed better than control
group. The control group attained the mean percentage score of 76.67 percent lower than the mean
percentage score of experimental group of 87.78 percent.
Research Limitations/ Implications
The study focused on improving the performance of Dumagat- Remontados pupils through IKSP’s
integration in Mathematics.
Practical Implications
Indigenization, contextualization and integration of learner’s culture, environment and experiences
should be applied to promote better learning outcomes.
Originality/Value
IKSP’s integration that was proven to improve Dumagat-Remontado pupil’s academic performance
in Mathematics may also be used in other subjects and in other schools for in-depth evaluation and
assessment of effectiveness of different approaches in teaching IP learners.
KEYWORDS
Indigenous Knowledge Systems and Practices Integration, Indigenous People Education (IPED),
Performance of Dumagat-Remontado Pupils, Approaches in Teaching Indigenous People
TYPE OF RESEARCH
Action Research
RECOMMENDATIONS
As a charismatic leader and public servant,the principal should know and familiarize
all concern and ask their assistance for school program development.
The principal may look an option to seek financial assistance from other sources,
and should have a book of priorities as far as educational budget is concerned.
The principal should secure sufficient budget for teaching and non-teaching staff
development for trainings, workshops, and symposia of his/her staff, at least every quarter.
And he/she will act also as a resource person and must be knowledgeable in many things
that pertains to his/her responsibility and accountability.
The principal is encouraged to know his/her people around and deal with them as
member of one big happy family and also advised to be transparent in everything especially
money matters.
The principal is encouraged to be more knowledgeable to the needs of the school
and community where s/he is serving, managing, and leading.
REFERENCES
BOOK
Republic Act No. 9155. An Act Instituting a Frame Work of Governance for Basic Education,
Establishing Authority and Accountability, Remaining the Department of Education,
Cultureand Sports as the Department of Education and for Other Purposes. August
11, 2001.
NEWSPAPER ARTICLE/S
Lindgerg, E., & Vanyushyn, V. (2013). School-Based Management with or without
Instructional Leadership: Experience from Sweden. Journal of Education and
Learning.
THESIS DISSERTATION
Gutierrez, O. (2014) The School-Based Management Practices of Public Elementary
Schools in the Third Congressional District of Pangasinan (Unpublished
Dissertation)
GOVERNMENT DOCUMENTS
DepEd Order No. 83, s. 2012 Implementing guidelines on the Revised School-Based
Management (SBM) Framework, Assessment Process and Tool (APAT)
Republic Act No. 9155. An Act Instituting a Frame Work of Governance for Basic
Education, Establishing Authority and Accountability, Remaining the Department
of Education, Culture and Sports as the Department of Education and for Other
Purposes. August 11, 2001.
Service Manual 2000, Department of Education

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address the peculiar needs of IP learners. This also serves as a means to preserve and
protect their ancestral domains and their right to decide for themselves (Padilla, 2012).
The Indigenous Peoples Education Curriculum Framework (DepEd Order No. 32, s.
2015) recognizes the right of indigenous peoples to culturally rooted and responsive basic
education. The framework is a fruit of a series of consultations with community elders,
leaders and implementers of community-based Indigenous Peoples Education (IPEd)
initiatives. As a major milestone in the enhancement of the IPEd Program, DepEd has
started a training program for teachers and school heads in schools serving indigenous
communities.
The IPEd curriculum is open to the community’s teaching-learning processes
complementing with that developed by DepEd. The commitment of culture bearers
and IKSP holders to serve as knowledge managers in the teaching-learning process is
recognized and their participation as appropriate is encouraged. DepEd recognizes that
the ancestral domain where IKSPs are experienced, lived, and learned is the primary
learning environment and learning space for indigenous learners. Community’s guidance
shall be sought in designing learning activities involving places in the ancestral domain to
maintain the wellbeing and sacredness of the area.
As instructional materials and other learning resources are vital to learners’ growth,
they shall be developed and utilized in line with the indigenized curriculum content and
teaching-learning processes. The content of these materials are not limited to artifacts,
stories, dances, songs, musical instruments and the like. It is mother tongue-based
and shall abide by the cultural standards and protocols agreed upon by DepEd and the
community.
In addition, by linking new content to the local experiences that are familiar to
students, learning will be more efficient for and relevant to them. The localization of
curriculum is an essential feature of the K to 12 Curriculum. The teacher’s guide and
learners materials may be modified to accommodate the unique contexts of a particular
locality. Teachers and schools systems must make sure that the members of the community
participate in indigenization processes, so that the curriculum will be accurate and faithful
to the culture in consideration. It is recognized that culturally responsive teaching practices
can improve academic outcomes for indigenous students (Krakouer, 2015). Also, there
is economic and technological vantages to valuing and investing in ethnic and cultural
diversity (Salem, 2012).
However, the issue of “inappropriateness” in the current education system in the
Philippines has been noted and is believed to be contributing to the further marginalization
and exploitation of the indigenous people (Abayao, 2014). The curriculum rather than
“inappropriate” is more aptly descriptive to be “in the process” because efforts on IKSP
integration has been started since 2011 with the release of the series of DepEd Orders on
indigenization, localization, contextualization and IPEd.
In DepEd Division of Rizal the indigenous groups are mostly concentrated and
situated in the districts of Rodriguez and Tanay. Majority of the schools in the District
of Tanay II cater to the Dumagat- Remontados. Indigenous pupils are taught together
with the non-indigenous pupils in a classroom. Indigenization and contextualization of
the curriculum is a challenge among the teachers as most of them do not have adequate
know-how in teaching indigenous children. There are cultural and language challenges.
Teachers do have best intentions and commitment but still most of them have inadequate
understanding of appropriate pedagogies and knowledge of the culture, knowledge and
12
Vol. 2
INTRODUCTION
Each Filipino has a right to quality education, a right which the Philippine
Government must be able to protect and promote, and the kind of education to be provided
and made accessible to all (Philippine Constitution Article XIV, Section 1) - regardless of
personal background, socio-economic status and regional or ethnic class. Various laws
and policies have been passed to support this equal access to education of various groups
most especially the marginalized sectors of the society. The Education for All (EFA) policy
enjoins the right of all, seeking the hard to reach or previously unattended groups access
to education. Hence, the emergence of inclusive education programs for learners with
disabilities, street children, with special needs, Muslim and indigenous people. There is
visible access and mainstreaming of these learners in public and private learning institutions.
However among these groups, the physical access to education by the indigenous people
remains challenging and remote. Sensitivity to their culture, practices and language need
considerable attention is another concern.
The loss of their specialized knowledge of nature is a grave concern for many
indigenous communities throughout the world. Education, as it is understood in a Western
context, occupies a pivotal role in this process, highlighted by many as both a major cause
of the decline of indigenous knowledge, and also as a potential remedy for its demise.
Commendable efforts are being made to better align educational curricula with indigenous
realities and to incorporate local knowledge and language content into school curricula,
but the interrelationship and balance between these two different ways of learning remain
delicate (UNESCO, 2009).
A way of aligning the educational curricula with the indigenous realities is through
integration of the indigenous knowledge systems and practices (IKSP). This is a form
of localization, contextualization and indigenization, which requires continuous efforts of
gathering and validation of data on the IKSPs of the indigenous group. Such method is
in support of the Republic Act No. 8371 also known as Indigenous Peoples’ Rights Act
of 1997 (IPRA) which includes among others the respect for the right of the indigenous
people to education that is appropriate to their culture and in their own language (Section
30).
Further strengthened by Republic Act 10533 or the Enhanced Basic Education Act
of 2013 as stipulated in Section 5, the curriculum of the DepEd shall adhere to the following
standards and principles in a manner that: (a) The curriculum shall be learner-centered,
inclusive and developmentally appropriate; (b) The curriculum shall be relevant, responsive
and research-based; (c) The curriculum shall be culture-sensitive; (d) The curriculum shall
be contextualized and global; (e) The curriculum shall use pedagogical approaches that
are constructivist, inquiry-based, reflective, collaborative and integrative.
The Department of Education has released instructions to schools catering IP
students to adopt appropriate basic education pedagogy, content, and assessment through
the integration of Indigenous Knowledge Systems and Practices (IKSP) in all learning areas
and processes. The Department of Education Order No. 62, s. 2011 states that DepEd
shall give recognition to and promote the sustainability of indigenous learning systems. It
shall also prioritize the further development and implementation of the following schools,
learning centers, and other learning services with enrolled IP learners: (a) mother tongue-
based multilingual education (MTB-MLE); (b) culture responsive education for sustainable
development; (c) alternative modes of instructional delivery and assessment schemes to
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R2A CALABARZON Vol. 2
Reflection • Research • Action

with five questions in every topic with corresponding of table of specifications. The teacher
made tests were related to the lesson discussed among the respondents. The percentage
of the scores of the pupils from the pretest and posttest were based from the prescribed
transmutation table. Forty minutes was the allotted time to teach each topic with a total of
120 minutes for all topics.
Below is the list of competencies with integrated IKSPs.
Table 1
List of Selected Competencies Integrated with Indigenous
Knowledge Skills and Practices (IKSP)
Competencies / Lessons in Mathematics 3 Indigenous Knowledge Skills and Practices
Recognizing and drawing of parallel, Pagtukoy ng ibat ibang uri ng linya larong sikle
intersecting and perpendicular lines at paraan ng pagbabakod.
Visualizing, identifying and drawing congruent Kahalagahan ng congruent line segment sa
line segments paglalala ng banig at basket at paggawa ng
sawali
Identifying and visualizing symmetry in the Pagbabalanse ng kapaligaran
environment and in design Pagsasakay ng produkto sa kalabaw at
kabayo
For the validity of the content, the instrument was validated by the chosen experts
in Mathematics. The results of the test after the experiment were gathered and evaluated.
The statistical treatment includes mean percentage score to find out the level
of performance of the control and experimental groups as revealed by the pretest and
posttest scores. On the other hand, t- test to determine the significant difference of the
level of performance of the control group and experimental group as revealed by post-test
scores. The Statistical Package for Social Sciences (SPSS) tool was utilized in this study.
The conceptual framework of the study adopted the Coomb’s systems approach
which is made up of Input, Process and Output. Figure 1 below shows the paradigm of the
study with three diagrams aligned and connected by an arrow. The first two circles are the
inputs which includes integration of Indigenous Knowledge Systems and Practices (IKSPs)
and selection of Mathematics 3 Competencies.
The second box is the Process of assessing the effectiveness of integration of
Indigenous Knowledge Systems and Practices (IKSPs) in the performance of Dumagat-
Remontado Grade 3 pupils. The process includes the preparation of pretest and posttest;
administration of the pretest, exposure to traditional strategy and integration of IKSPs,
administration of the post test, analysis and interpretation of data.
The third box represents the Output, which contains the lesson exemplars in
Mathematics 3 with IKSP integration.
identities of their indigenous learners. Based on their personal observations, the strategies
that have been successful with the non-indigenous learners were often ineffective with the
indigenous pupils, as reflected by the latter’s comparatively low academic performance in
class.
The researcher as one of the teachers to the IP learners has attended seminars
on IKSP prior the conduct of this research. She has also gathered IKSP data from the
community, which were validated by the elders and chieftain of the IP community. From
this pool of IKSP data, she then selected and incorporated relevant data into the lessons
in Mathematics for her class. She used to teach her class, composed of IPs and non-
IPs with the same materials as DepEd has provided. In this study, she wanted to find
out if there would be improvement in the performance of the Dumagat-Remontado pupils
in Mathematics using the contextualized lessons, that is with the indigenous knowledge
systems and practices (IKSP) integrated into the lessons made. The researcher wanted to
know the effectiveness of the IKSP integrated lessons on the performance of her indigenous
Grade 3 pupils in Mathematics. Would there be improvement in the level of performance
of the pupils with the use of the IKSP integration approach? Would IKSP integration make
a significant impact in the teaching-learning of the indigenous children?
METHODOLOGY AND RESEARCH DESIGN
The study employed the experimental research design. It tested whether
IKSP integration teaching would make a difference in the performance of the pupils in
Mathematics. It assumed that pupils taught with IKSP-integrated lessons would perform
better than those pupils taught with materials not contextualized or in traditional method.
The study was conducted at Tablon Elementary School, District of Tanay II, Division
of Rizal. It is located in Barangay Cuyambay, Tanay, Rizal- one of the mountainous places
in the town where the Dumagat- Remontado ancestral domain is located.
The researcher sought the consent of the parents of the participants regarding the
study securing them that it is primarily intended to find support to the use of IKSP integration
in the curriculum, in Mathematics in this particular study. The concerned parents approved
of it. All the pupils in class, indigenous and non-indigenous went through the planned
conduct of the action research without prior knowledge on the objective and procedures of
the study.
The participants of the study were all the twelve (12) Dumagat and Remontado
Grade 3 pupils. Through stratified random sampling, their grades in Mathematics during
the second quarter of SY 2014-2015 were arranged from highest to lowest. Those in
the odd numbers were assigned as group 1 and the even numbers to group 2. Through
fishbowl technique, group 1 was assigned as the control group and the other group as the
experimental. The control group had lessons in the traditional method and the experimental
had lessons integrated with IKSP data.
The study utilized the teacher made tests for each lesson consisting of five (5)
items with a total of fifteen (15) multiple choice type items test covering the selected lessons
in Mathematics. The topics included in the test were recognizing and drawing of parallel,
intersecting and perpendicular lines; visualizing, identifying and drawing congruent line
segments; and identifying and visualizing symmetry in the environment and in design.
Topics were based on K- 12 Curriculum and Mathematics 3 (Kagamitan ng Mag-aaral)
Tagalog was used as reference book. Questions were based on the table of specifications

14 13
R2A CALABARZON Vol. 2
Reflection • Research • Action

As revealed by the table on the results of the analysis of the test items in Figure 1
Mathematics 3, the test was composed of 3 competencies and was made up of five (5) Conceptual Framework of the Study
items per competency with the total of 15 items.
In the pretest the control group attained the mean- percentage score of 32.33
percent which was higher than the experimental group with 22.22 percent.
Both the control and experimental groups improved in post-test. The control group attained
the mean percentage score of 76.67 lower than the mean percentage score of experimental
group of 87.78.
Table 3 presents the results of t-test in identifying difference on the level of
performance of the control group and experimental group as revealed by the pre-test and
post-test scores.

Table 3
t- Test Results on the Performance of the Experimental Group and
Control Group as Revealed in the Pre-test and Post-test

T-test Pre test Post test

RESEARCH RESULTS AND DISCUSSION
Control Experimental Control Experimental
The data were presented with the aid of this appropriate statistical tool and the
Mean 4.83 3.33 11.50 13.1667
findings were given implications to strengthen the concepts.
Variance 0.97 2.28 1.90 0.5667 Table 2 presents the mean and percentage score on the Level of Performance of
Stand. Dev. 0.98 1.51 1.3784 0.7528 the Grade III pupils in the Mathematics as revealed by Pre-test and Post-test.
t- value 2.42 3.95
Table 2
Df 5 5 The Level of Performance of the Control and Experimental
Critical Value 2.57 2.57 Group as Revealed by the Pretest and Post test Scores

Table 3 above presents that the t-computed value of the two groups in the PRETEST POSTTEST
pretest is 2.42, which is smaller than critical value of 2.57 at 0.05 degrees of freedom; COMPETENCY CONTROL EXPERIMENTAL CONTROL EXPERIMENTAL
therefore accepting null hypothesis. This indicates no significant difference between the
SCORE % SCORE % SCORE % SCORE %
performances of control and experimental groups.
The results of the posttest obtained a computed t-test of 3.95 which exceeded the 1. Recognizing 9 30.00 9 30.00 24 80.00 29 96.67
and drawing
critical value of 2.57 at 0.05 degrees of freedom therefore rejecting the null hypothesis.
of parallel,
This means that there is a significant difference between the performances of control and intersecting and
experimental groups comparing the obtained mean of 11.50 and 13.16 respectively. perpendicular
The findings indicate that the pupils taught with IKSP integrated lessons in lines.
Mathematics performed better than those who were taught with materials not contextualized
2. Visualizing, 8 26.67 3 10.00 23 76.67 24 80.00
or in traditional method. This infers effectiveness of the IKSP integration in teaching identifying and
indigenous pupils. drawing congruent
line segments
3. Identifying 12 40.00 8 26.67 22 73.33 26 86.67
and visualizing
symmetry in the
environment and
in design.
TOTAL 29 32.22 20 22.22 69 76.67 79 87.78

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Reflection • Research • Action

CONCLUSION
There is improvement in the level of performance of the pupils taught with IKSP
integrated lessons.
There is significant difference between the level of performance of the pupils taught
with IKSP integration and those taught in the traditional or with materials not contextualized.
Panukalang Banghay Sa Pagbuo Ng Sentro Ng Kalinangan Ng Effectiveness of the IKSP integration is established in this study.
Kulturang Batangueño Sa San Pedro National High School
RECOMMENDATIONS
CHARITY D. ALMENIANA
LORNA M. CUSTODIO The indigenous knowledge systems and practices (IKSP) may also be integrated
ROWENA S. REYES in teaching other subjects, and other grade levels. Other schools with IP learners may find
San Pedro National High School this integration useful.
Sto. Tomas, Batangas Cultural awareness should be developed among teachers, making them more
sensitive and culturally responsive to the needs of the indigenous pupils.
There is a need to continuously gather, document, validate and update indigenous
ABSTRAK knowledge systems and practices (IKSP) data for purposes of integration, contextualization
LAYUNIN and indigenization of the curricula for the IPs. Good relationship between the school and
Layunin ng pag-aaral na ito na alamin ang antas ng kaalaman ng mga mag-aaral sa mga sagisag the IP community must be maintained.
ng Kulturang Batangueño at persepsiyon ng mga guro sa panukalang Sentro ng Kalinangan ng A parallel study using other IP education approaches namely: insertion of cultural
Kulturang Batangueño sa paaralang San Pedro National High School. elements; addition of separate subject to cover IKSP and culture; and indigenizing
DESINYO curriculum should be conducted to find out which approach is most effective among IP
Deskriptiv na pamamaraan ang ginamit sa pag-aaral na ito. learners.

RESULTA REFERENCES
Ang pag-aaral ay nagpapakita nang mababang antas ng kaalaman ng mga mag-aaral sa mga
sagisag ng kulturang Batangueño kaya’t higit na mahalaga ayon sa mga guro ang pagkakaroon
ng sentro ng kalinangan upang higit na mapasigla ang nasyonalismo ng mga kabataan. Ang pag-
Abayao, Leah E (2014). The Philippines Indigenous Peoples’ Core Curriculum http://www.
aaral na ito ay nagpapatibay ng kahalagahan ng pagbuo ng Sentro ng Kalinangan sa Kulkturang up.edu.ph/the-philippines-indigenous-peoples-core-curriculum/ posted on July 22,
Batangueno sa San Pedro National High School. 2014- UP Forum
Fraenkel, Jack R. and Wallen, Norman E. (2010). How to Design and Evaluate Research
LIMITASYON in Education, 7th Edition. McGraw Hill Companies Inc. New York.
Saklaw ng pag-aaral na ito ang panukalang pagbuo ng Sentro ng Kalinangan ng Kulturang
Krakouer, Jacynta (2015). Literature review relating to the current context and discourse
Batangueño sa San Pedro National High School.
on Indigenous cultural awareness in the teaching space: Critical pedagogies
KEYWORDS and improving Indigenous learning outcomes through cultural responsiveness.
Sagisag ng kulturang Batangueño, Sentro ng Kalinangan Australian Council for Educational Research
ORIGINALITY/VALUE Padilla,Stephen Norries A. (2012). Philippine Daily Inquirer. Inquirerdotnet 7:50 PM |
Kinikilala ang kahalagahan ng pagbuo ng sentro ng kalinangan ng kulturang Batangueño Monday, November 5th
Salem, Nada M. (2012). Teaching Culture: Problems & Solutions By Candidate. The
URI NG PANANALIKSIK George Washington University.
Action Research
UNESCO (2009). Learning and Knowing in Indigenous Societies Today. Edited by P. Bates,
M. Chiba, S. Kube & D. Nakashima, UNESCO: Paris, 128 pp.
http://www.deped.gov.ph. DepEd issues IPEd Curriculum Framework
http://www.iwgia.org/culture-and-identity/indigenous-peoples-and-education
http://www.deped.gov.ph. DepEd Order No. 62, s. 2011
http://www.deped.gov.ph. DepEd Order No. 32, s. 2015
http://www.deped.gov.ph. DepEd Order No. 35, s. 2016
1987 Constitution of the Republic of the Philippines
Republic Act No. 8371. Indigenous Peoples’ Rights Act of 1997

18 17
R2A CALABARZON
Reflection • Research • Action
kabataan. Hindi nagiging ganap ang pagkatuto ng mga kabataan na nagreresulta sa
mahinang kalidad ng edukasyon. Bukod pa dito, ang salat na kaalaman ng ating mga
mag aaral sa kanilang sariling kultura ang nagpadagdag sa kamangmangan ng kabataang
Pilipino.
Sa isyung ito, maaaring makatulong ang isang proyekto na magbibigay sa mga mag
aaral ng karanasan na paunlarin ang kanilang kaalaman sa sariling kultura na maaaring
magbigay daan sa lubos na pagkatuto at maaring magpataas sa kalidad ng edukasyon sa
ating bansa.
Sa kasalukuyan, ang mga Pilipinong mag aaral ay masasabing salat sa kaalaman
sa sariling bayan na nagdudulot ng malamig na pagtanggap sa kulturang kanilang
pinagmulan. Dahil kulang sa impormasyong kultural, madali silang naiimpluwensyahan
ng mga banyagang kaugalian. Mula sa pagpipilit nating makapagtrabaho sa Amerika
hanggang sa pag iidolo ng mga kabataan sa mga Koreano, mababanaag ang kawalan ng
pagpapahalaga sa sariling bayan.
Ang sitwasyong ito ang nagbunsod sa mga mananaliksik na pag aralan ang antas
ng kaalaman sa lokal na kultura ng mga mag-aaral sa San Pedro National High School
na syang magiging basehan sa kahalagahan ng pagbuo ng Sentro ng Kalinangan ng
Kulturang Batangueño sa paaralan.
METODOLOHIYA AT DISENYO NG PANANALIKSIK
Gumamit ang mga mananaliksik ng deskriptiv na pamamaraan upang maipakita
ang antas ng kaalaman ng mga mag-aaral sa sariling kultura at makuha ang opinyon ng
mga guro sa San Pedro National High School sa kahalagahan ng pagbuo ng Sentro ng
Kalinangan ng Kulturang Batangueño sa paaralan.
Ang pag aaral na ito ay may tatlong bahagi: ang input, process at output na disenyo
ngpananaliksik. Kabilang sa input ang antas ng kaalaman ng mga mag-aaral sa kulturang
Batangueño sa larangan ng iba’t ibang sagisag ng kultura tulad ng bayani, pagkain,
simbahan at festival at ang opinion ng mga guro sa kahalagahan ng pagpapaunlad ng sariling
kultura. Ang pangalawang bahagi ay ang process na nagsasaad ng mga gawain gaya ng
pagbuo ng kaugnay ng literature, pagpili ng mga respondent, pagbuo at pamamahagi ng
mga questionnaires, koleksyon at interpretasyon ng mga datos. Ang huling bahagi ay ang
output, na kung saan nakapaloob ang panukalang Sentro ng Kalinangan ng Kulturang
Batangueño sa San Pedro National High School.
Upang makalap ang mga kinakailangang datos, pumili ang mga mananaliksik sa
pamamagitan ng purposive sampling ng isang klase sa bawat antas upang magsilbing
respondent ng pananaliksik. Dalawang uri ng questionnaire ang inihanda upang malaman
ang antas ng kaalaman sa kulturang Batangueño ng mga mag aaral at makuha ang
opinyon ng mga guro sa kahalagahan ng pagkakaroon ng Sentro ng Kalinangan ng
Kulturang Batangueño sa paaralan. Ang questionnaire na ibinigay sa mga mag aaral ay
naglalaman ng mga larawan ng mga bayani, pagkain, simbahan at festival upang kanilang
kilalanin. Ang pangalawang questionnaire ay para sa mga guro upang masukat ang antas
ng kahalagahan ng kultura sa kurikulum, antas ng pagkatuto at ugnayan sa paaralan.
Ang mga nakalap na datos ay isinailalim sa mga sumusunod na statistical treatment
katulad ng frequency distribution, percentage at weighted mean upang masagot ang mga
katanungan ng pag aaral na ito.
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Vol. 2
INTRODUKSYON
Ang kultura ang kaluluwa ng ating bansa, kapag ito ay pinabayaang maglaho,
mawawala na rin ang ating kaluluwa bilang Pilipino. Mahalaga ang kultura sapagkat
nakapaloob dito ang pagkatao ng isang lipunan na kung saan makikita ang mga gawain
at kaparaanan ng mga taong kinabibilangan nito katulad ng kanilang mga salita at mga
sinulat, relihiyon, musika, pananamit, pagluluto at iba pa.
Ayon sa isang iskolar sa araling pangkultura na si Edward Soja (Gabay sa
Araling Sagisag Kultura ng Filipinas Lesson Exemplar, 2015), ang kultura ay binubuo ng
samot-saring paniniwala, pagpapahalaga, sining at teknolohiya ng isang pamayanan. Sa
madaling salita, ito ay gawi o pamumuhay ng mga taong nakatira sa isang tiyak na lunan at
sa isang espesipikong sandali ng kasaysayan. Ito ay nalilikha ng mga nagsasangandaang
ideolohiya o politika, heograpiya o lugar, kasaysayan o panahon. Moog ng identidad ang
kultura – tampok ang kamalayan, katawan at kaluluwa na pinanday ng lugar, panahon, at
ng kapangyarihang namamayani sa isang bayan.
Nabanggit sa librong Social Dimensions of Education (Vega., et.al, 2009), na ang
kultura rin ang nagtatangi sa mga tao kung kaya’t naiiba tayo kaysa sa mga hayop. Ito
ang tumutulong sa atin upang maabot natin ang potensyal bilang tao. Sa pamamagitan ng
mga nabuong batas ng ating lipunan, naisasaayos natin ang ating pag-uugali kung kaya’t
malaya tayong nakakasalamuha sa ibang grupo.
Upang ganap na painamin o pinuhin ang mga nakagawian at maging
kapakipakinabang na mamamayan ng lipunan, nabuo ang konsepto ng edukasyon
bilang institusyon. Itinatag ang mga paaralan upang magsilbing bukal ng kaalaman na
kung saan dito hinuhubog ang pagkatao ng bawat kabataan kasabay ng pagpapanatili at
pagpapaunlad sa mga namanang tradisyon at kaugalian.
Sa pamamagitan ng promulgasyon noong Agosto 11, 2001, na kilala sa tawag na
“An Act Instituting a Framework of Governance for Basic Education, Establishing Authority
and Accountability, Renaming the Department of Education Culture and Sports (DECS)
as a Department of Education (DepEd) and for Other Purposes,” muling naibalik ang
kultura bilang mahalagang bahagi ng edukasyon sa Pilipinas at sa kasalukuyan ay nasa
pamamahala na ng National Commision for Culture and Arts. Inilunsad nito ang Philippine
Cultural Education Program na naglalayong palakasin ang kaalaman sa kultura ng mga
Pilipino at siguraduhin na ito ay maipahayag at maipalaganap sa mga susunod na salinlahi.
Sa pamamagitan ng edukasyon, mabisang maililipat o maipapasa ang kulturang Pilipino
na syang magbubuklod at magpapatibay sa pamayanang pambansa at pagkakakilanlang
kultural upang makasabay sa hamon ng globalisasyon at modernisasyon.
Sa pagsisikap ng ating pamahalaan na ipatupad ang layuning ito, marami pa ring
nagiging balakid at hamon upang subukin ang katatagan ng pusong Pilipino. Isa mga
isyung kinakaharap ng ating edukasyon ay ang mababang kalidad ng ating edukasyon sa
Pilipinas base sa mga nakukuhang marka ng ating mga mag aaral sa mga eksaminasyon
at ebalwasyon katulad ng Trends in International Mathematics and Science Study (TIMSS)
na kung saan nakakuha ng mababang pwesto ang ating bansa. Maraming ginagawang
aksyon ang ating gobyerno upang masolusyunan ang isyung ito subalit tila hindi sapat ang
mga pagsisikap na ito. Kung susundan natin ang ugat ng problemang ito, makakarating
tayo sa paaralan na kung saan nagaganap ang palitan ng kaalaman at paghubog ng
kasanayan. Kapansin pansin ang mga kakulangan ng ating edukasyon, mula sa mga
gurong tagapaghatid ng kaalaman hanggang sa mga pasilidad na ginagamit ng mga
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Reflection • Research • Action

Teybol 1: Antas ng mga kaalaman ng mga mag-aaral sa mga bayaning nagmula sa Makikita sa Figyur 1 ang skematikong representasyon ng mga gawain sa nasabing
Batangas pag aaral.

Bayani INPUT PROCESS OUTPUT

Baitang 7 8 9 10 Total • Antas ng kaalaman • Pagpili ng • Panukalang
% Remarks
Bilang ng Mag-aaral 56 34 47 52 189 ng mga mag aaral sa respondents Sentro ng
Miguel Malvar 25 26 17 43 111 58.73 Ne m kulturang Batangueño • Pagbuo at Kalinangan ng
Ramon Diokno 0 0 4 1 5 2.65 Not M sa larangan ng iba’t pamamahagi ng Kulturang
Jose P. Laurel 21 22 15 30 88 46.56 Not M ibang sagisag ng mga Batangueño sa
Apolinario Mabini 44 31 34 51 160 84.66 M kultura: questionnaires San Pedro
- Bayani • Koleksyon at National High
Claro M. Recto 5 0 4 0 9 4.76 Not M
- Pagkain interpretasyon ng School
Kabuuan 39.47 Not M
- Simbahan mga datos
Makikita sa Teybol 1 ang pagkilala ng mga mag aaral sa mga bayaning Batangueño. - Festival
Nakakuha ng pinakamataas na porsyento ng pagkilala si Apolinario Mabini na 84.66% • Antas ng validasyon
samantalang si Ramon Diokno ang may pinakamababang porsyento na umabot lamang ng mga guro sa
sa 2.65%. Sa kabuuan,hindi pa rin lubusang kilala ng mga kabataan ang mga bayani ng kahalagahan ng
kanilang lalawigan. kultura sa:
Teybol 2: Antas ng mga kaalaman ng mga respondenteng mag-aaral sa mga - Kurikulum
pagkaing Batangueño - Antas ng
Pagkatuto
Pagkain - Kaugnayan sa
Baitang 7 8 9 10 Total Pamayanan
% Remarks
Bilang ng Mag-aaral 56 34 47 52 189
Kutsinta 44 28 40 50 162 85.71 M
Bulalo 32 32 36 41 141 74.60 M Figyur 1. Iskematikong representasyon ng mga proseso ng pag-aaral.
Tamalis 4 1 0 3 8 4.23 Not M
MGA RESULTA AT PAGTALAKAY
Kapeng Barako 44 27 42 43 156 82.54 M
Ang mga sumusunod na talahanayan ay nagpapakita ng mga datos na nakalap
Tawilis 19 12 5 36 72 38.10 Not M
tungkol sa antas ng kaalaman ng isandaan at walumpu’t siyam (189) na respondenteng
Kabuuan 57.04 Ne Mw mag aaral ng San Pedro National High School at persepsyon ng apatnapu’t isang (41)
respondenteng guro sa kahalagahan ng kultura sa kurikulum, antas ng pagkatuto at
Sa Teybol 2 makikita ang pagkilala ng mga respondenteng mag-aaral sa mga kaugnayan nito sa pamayanan.
pagkain sa Batangas. Higit na kilala ng mga mag aaral ang mga pagkaing kutsinta, bulalo
at kapeng barako kesa sa tamalis at tawilis. Sa kabuuan, hindi pa rin ganap ang pagkilala
ng mga mag-aaral sa pagkaing Batangueño.

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Teybol 5: Ang antas ng pagtanggap ng mga guro sa panukalang Sentro ng

Teybol 3: Antas ng kaalaman ng mga mag-aaral sa mga simbahan sa Batangas
Kalinangan ng Kulturang Batangueño sa kurikulum
Simbahan
Kurikulum 4 3 2 1 Weighted
Mean Baitang 7 8 9 10 Total
% Remarks
1. Pagkakaroon ng lugar sa paaralan na magiging 31 10 0 0 3.76 Bilang ng Mag-aaral 56 34 47 52 189
sentro ng kaalaman at impormasyon sa kulturang St. Thomas Aquinas Parish Church 17 14 21 38 90 47.62 Not M
Batangueño Basilica de San Martin De Tours 0 0 1 5 6 3.17 Not M
2. Matipon ang mga aklat, 28 12 1 0 3.66 St. Padre Pio Shrine 46 30 38 46 160 84.66 M
magasin,posters,eksibit,videos at iba pang kagamitan sa
pag aaral ng kulturang Batangueño San Roque Church 0 0 6 4 10 5.29 Not M
3. Mapaigting ang K to 12 program sa layunin nitong 34 7 0 0 3.83 Our Lady of Caysasay Church 0 0 0 3 3 1.59 Not M
maiugnay ang kulturang Pilipino sa pag aaral Kabuuan 28.47 Not M
4. Higit na maipakilala ang sariling kultura sa mga mag 30 11 0 0 3.73
aaral kung mailalapat ito sa pagtuturo Ang Teybol 3 ay nagpapakita na St.Padre Pio Shrine lamang ang kilala ng mga
5. Mas magiging makabuluhan ang pag aaral kung 29 11 1 0 3.68 nakakaraming mag-aaral na nakakuha ng 84.66%. Ang mga simbahang St. Thomas
maiuugnay sa pagtuturo ang kulturang lokal. Aquinas, Basilica de San Martin De Tours, San Roque at Our Lady of Caysasay ay iilan
Kabuuan 3.73 lamang ang nakakikilala base sa mababang porsyentong nakuha ng mga ito. Sa kabuuan,
kulang ang kaalaman ng mga mag-aaral sa mga simbahan dito sa Batangas.
Sa Teybol 5 makikita ang antas ng pagsang ayon ng mga guro sa kahalagahan Teybol 4: Antas ng kaalaman ng mga mag-aaral sa mga pagdiriwang ng iba’t-
ng pagkakaroon ng lugar sa paaralan na magiging sentro ng kalinangan ng kulturang ibangbayan sa Batangas
Batangueño. Ayon sa kanila higit na mahalaga na magkaroon ng ganitong lugar sa
paaralan, matipon ang mga kagamitang may kinalaman sa kulturang Batangueño, Festival
mapaigting ang K to 12 program, maipakilala ang ang sariling kultura sa mga mag-aaral at
Baitang 7 8 9 10 Total
gawing makabuluhan ang pag-aaral sa kulturang lokal. % Remarks
Bilang ng Magaaral 56 34 47 52 189
Teybol 6:Ang antas ng pagtanggap ng mga guro sa panukalang Sentro Kambingan Festival ng Tuy 2 1 0 2 5 2.65 Not M
ngKalinangan ng Kulturang Batangueño sa antas ng pagkatuto
Kabakahan Festival ng Padre Garcia 10 0 4 4 18 9.52 Not M
Antas ng Pagkatuto 4 3 2 1 Weighted Lechon Festival ng Balayan 8 2 4 3 17 8.99 Not M
Mean Mahaguyog Festival ng Sto. Tomas 13 17 24 42 96 50.79 Ne M
1. Madagdagan ang kaalaman sa mga sagisag ng 26 15 0 0 3.63 Lambayok Festival ng San Juan 0 0 2 1 3 1.59 Not M
kulturang Batangueño Kabuuan 14.71 Not M
2. Higit na makilala ang mga bayani, lugar, pagdiriwang, 27 13 1 0 3.63
pagkain at iba pang bagay na sumasagisag sa Makikita sa Teybol 4 ang antas ng kaalaman ng mga mag-aaral sa mga pagdiriwang
Batangas.
sa iba’t ibang bayan sa Batangas. Ang MAHAGUYOG Festival ng Sto. Tomas ang nakakuha
3. Mapahalagahan at maipagmalaki ang sariling kultura 28 12 1 0 3.66 ng pinakamataas na porsyento na 50.79 samantalang ang Lambayok Festival ng San
laban sa banyagang impluwensya Juan ang may pinakamababang porsyento ng pagkilala na 1.59.
4. Matukoy ang aral ng kahapon upang mas maging 29 11 1 0 3.68
mabuting indibidwal
5. Mapag alab ang pusong makabayan ng mga mag 28 13 0 0 3.68
aaral
Kabuuan 3.66

Ayon sa Teybol 6, higit na mahalaga sa mga guro na matukoy ang cultural

significance mula sa kasaysayan at mapag-alab ang pusong makabayan ng mga mag-

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R2A CALABARZON Vol. 2
Reflection • Research • Action

aaral. Higit na mahalaga din para sa kanila na makilala ng mga kabataan ang iba’t ibang
sagisag ng kultura upang kanilang mapahalagahan at maipagmalaki.
Teybol 7: Ang antas ng validasyon ng mga guro sa panukalang Sentro ng
Kalinangan ng Kulturang Batangueño sa kaugnayan sa pamayanan

Kaugnayan sa Pamayanan 4 3 2 1 Weighted

Mean
AN ACTION RESEARCH ON SOCIAL LOAFING IN THE HIGH SCHOOL 1. Maipasa sa mga mamamayan ang higit kaalaman sa 31 10 0 0 3.76
CLASSROOM sariling bayan.
2. Maipakita sa pamayanan ang hangarin ng paaralan 30 9 2 0 3.68
By: Mr. Wenifredo F. Angeles na maitaguyod ang kulturang lokal
De La Salle Lipa
3. Maisangkot ang mga otoridad sa pagsulong ng 29 11 1 0 3.68
kulturang Batangueño
ABSTRACT 4. Mapasigla ang lokal na turismo 35 6 0 0 3.85
PURPOSE 5. Maipagmalaki ang sariling bayan 36 5 0 0 3.88
This action research is an attempt to investigate if the phenomenon called social loafing really exists Kabuuan 3.77
in high school classrooms, and if it does exist, what strategies can be used to reduce the occurrence
of social loafing or free-riding. Ipinapakita ng mga datos sa Teybol 7 na higit na mahalaga ang kaugnayan nito
DESIGN/ METHODOLOGY/ APPROACH sa pamayanan upang kanilang maipagmalaki ang sariling bayan nang sa gayon higit na
Using the qualitative research approach, data were generated through survey, interview with students, mapasigla ang lokal na turismo.
and classroom observations. Then, the data were organized, coded, categorized, and analyzed.
KONKLUSYON AT REKOMENDASYON
FINDINGS
Results based on the limited samples used in this study indicate that social loafing really exists in Ayon saresulta ng pag-aaral, kulang ang kaalaman ng mga mag—aaral ng San
high school classrooms. Making group size smaller, using peer evaluation instrument, and combining Pedro National High School sa sariling kultura kung kaya’t mahalagang malinang ito
individual and group grading are among the strategies that could be used to effectively reduce social upang mapataas ang antas ng kanilang pagiging makabayan. Ang pagkakaroon ng isang
loafing. lugar sa paaralan na maaaring maging Sentro ng Kaalaman at impormasyong kultural ay
PRACTICAL IMPLICATIONS makakatulong upang maibahagi sa iba ang kagandahan at kahalagahan ng kultura ng
Implications for future studies and the importance of reflective thinking in improving classroom ating bayan. Kung kaya’t iminumungkahi ng mga mananaliksik ang proyektong pagbuo
instruction are discussed. ng sentro ng kalinangan ng kulturang Batangueño sa paaralan upang muling mag alab
ang pusong maka-Pilipino ng mga guro at mag aaral na maaaring makatulong sa higit na
ORIGINALITY/ VALUE
The paper provides an analysis of social loafing, a phenomenon that is commonly observed in the
pagkatuto ng mga kabataan.
learner-centered high school classroom but rarely studied.
MGA SANGGUNIAN
KEYWORDS Lorenzo, Carmelita S. et.al.2012.Literaturang Pilipino. Quezon City.National
Social loafing, collaborative learning, learner-centered, self-regulated learning Bookstore, pp. 253 – 257
ARTICLE CLASSIFICATION Vega, Zoleta A. et.al. 2009. Social Dimensions of Education. Quezon City.
Action Research Paper Lorimar Publishing Inc.
Buendia, Rizal et.al. 2011. Philippine Education Sector Assessment Project. Pasig City
International Technology Management Corporation(INTEM)
Sarabia, Julius et.al. 2015. Gabay sa Araling Sagisag Kultura ng Filipinas. Lesson
Exemplar. Manila. Pambansang Komisyon Para sa Kultura at mga Sining.

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R2A CALABARZON
Reflection • Research • Action
Similarly, assessment has been perceived as a key factor in addressing social
loafing in class. Cheng and Warren (2000) investigated how peer assessment of individual
student’s contributions to a group project influence social loafing and found that peer
assessment is a potent tool to encourage individual group member to contribute more
for the completion of a group task. On a similar note, Liden et. al. (2004) and Karau &
Williams (1993) found that giving group members individual grades that reflect the amount
or effort that they contributed in accomplishing group task rather than giving the members
of the group similar grades is more likely to reduce social loafing in class.
Further, some research investigations also focused on the style of grouping as
an antecedent that contributes to the development of social loafing (Aggarwal & O’Brien,
2008; Michaelson, Fink, & Knight, 1997; Bacon, Stewart, & Silver, 1999). The results of
these research studies suggested that teachers should carefully plan the groupings of
students rather than simply grouping students randomly.
In a nutshell, the existing literature on social loafing in class seems to link social
loafing to self-regulated learning, particularly the students’ management and control of
their effort on classroom academic tasks. This means that somehow, the occurrence of
social loafing is dependent on the students’ knowledge and belief regarding the importance
of their group participation to the accomplishment of the task and to their personal learning
and the connection between the quality and quantity of their contribution and the intrinsic
and extrinsic rewards that they expect (Pintrich & De Groot, 1990). Moreover, the existing
literature suggests several methods/strategies that can be used in the classroom such as
utilizing group management techniques, using peer assessment and assessment based
on distributive justice, manipulating student grouping, and increasing student’ perceived
individual contribution. Apparently, the aforementioned research investigations were all
done with college participants. There seems to be a dearth of literature involving high
school students.
Hence, this study aimed to investigate if social loafing really occured in the high
school classroom, and if it did, what strategies would help in reducing social loafing in high
school classroom.
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INTRODUCTION
“Teacher, what should we do to our members who don’t help us in doing our task?”
Thus, goes the typical sentiment of students whenever teachers give them group
activities. Such is the set of symptoms of social loafing or free-riding—the tendency of
some group members to reduce individual effort when working with groupmates (Piezon
& Ferree, 2007)—a common phenomenon in classrooms, most especially now that group
work has become an integral component of basic education.
Two decades ago, teachers of De La Salle Lipa have started noticing that whenever
they would ask students to work in a group, some members would just passively observe
the others working hard and wait for the hardworking ones to complete the task. Back
then, the teachers’ tendency was simply to avoid group work and provide students with
more individual tasks. However, the recent changes in the Philippine educational system
necessitate the shift from a teacher-centered teaching paradigm to a learner-centered
teaching paradigm. Consequently, the learners are given considerable opportunities
to work collaboratively in groups in order to acquire the “valuable teamwork experience
and enhance abilities such as communication and group skills” which are necessary as
they work on workplace projects in the future (Hall & Buzwell, 2012, p. 37). Thus, simply
doing away with group work in order to avoid the reality of social loafing or free-riding in
the classroom is not an option. Fortunately, upon reading existing research articles on
social loafing, the researcher became aware that he is not alone in this struggle with social
loafing in the classroom. Apparently, the phenomenon of social loafing or free-riding in the
classroom has caught the attention of researchers since the popularity of learner-centered
teaching began to soar in recent decades.
To illustrate, North, Linley, and Hargreaves (2000) investigated social loafing or
free-riding in a cooperative classroom task. The result of their experiment indicated that
this tendency for individuals to reduce their own personal input when performing group task
is significantly evident in larger groups than in smaller groups.
Succeeding studies on social loafing or free-riding in the classroom revealed that
this phenomenon might not always be due to the students’ feeling of inadequacy which
leads them to believe that their lack of contribution may not be noticed; rather; it might also
be attributed to the strategies utilized by teachers when asking students to work in groups
(Dommeyer, 2007).
Hence, a number of research studies were conducted to investigate how social
loafing in college classrooms can be reduced if not totally eradicated. To illustrate, Aggarwal
and O’Brien (2008) tried embedding group management techniques into the project’s
coursework and found that such techniques helped students address the underlying issues
of social loafing or free-riding in the classroom.
Another factor that has been posited to contribute to social loafing is the perceived
value of individual contribution to group task. According to Karau and Williams (1993),
members of a group are less likely to exert effort in completing a group task if they do
not perceive their individual contribution as meaningful or significant to the completion of
the group task. This theory was supported by the data that Liden, Wayne, Jaworski, and
Bennet (2004) generated through their field investigation on social loafing.
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Reflection • Research • Action

Finally, to analyze the data gathered, coding and tabulating of the data were done. Conceptual Framework
Hence, due to the nature of this research, the qualitative approach was used.
Figure 1 shows the conceptual framework that will be used in conducting this study.
RESEARCH RESULTS AND DISCUSSION
After gathering the data pertinent to the current state of social loafing in the
classroom, the data were coded, and the responses for every question were grouped.

Students’ Perception of Group Work

Table 1 presents the students’ perception of group work.

Table 1. Students’ Perception of Group Work

Students’ Thoughts About Group Work
Students’ Feelings About Group Work
• Group work is beneficial for students when
all the members contribute, yet it is a painful
experience when group mates do not help in
the accomplishment of tasks and depend on the
“working” member/s instead.
• Group work is needed to prepare the students
for the world of work.
• Group work facilitates enhancement of social
skills and individual abilities.
• Group work helps develop the spirit of
teamwork.
Figure 1. Action Research Process
• Group work is a “privilege” to know others,
exchange ideas with others, and help others As can be seen in Figure 1, this action research investigating the social loafing
and learn from them as well. phenomenon in the high school classroom consisted of four phases—planning, acting,
• Group work is fun if every member contributes reflecting, and planning again. During the initial phase, the focus of the study based on
and participates in the accomplishment of the teacher’s observation was identified. The initial data obtained from a survey conducted
tasks, but it is frustrating if other members do among the students and the insights derived from the existing literature on social loafing
not cooperate and contribute to accomplish the in the classroom helped in the identification of the focus of the study, too. Then, based on
tasks. the initial findings, an action plan to address social loafing in the classroom was designed.
• Group work makes some students feel worried Upon implementing the action plan, observation of and reflection on the changes in the
about the low quality of outcome that the group behavior of the students were done. Then, the analysis of the results of the implementation
may produce because of the presence of
of the action plan was done to figure out how the said action plan could be revised.
uncooperative/unproductive members.
• Group work gives happiness especially to the
students who need help from those who know METHODOLOGY AND RESEARCH DESIGN
much; it gives a venue for socialization.
• Group work gives happiness because it
To answer the specific questions, the steps below were followed.
“lessens students’ effort” and “there are persons First, the current state of social loafing in the classroom was examined by asking
to lean on”. the students to answer a 7-item questionnaire that the researcher made. Interview with
some students was also conducted.
Next, based on the data generated through the survey questionnaire, scaffolds in
which strategies intended to reduce social loafing in the performance task were designed
and implemented.
Then, the researcher observed the changes in the behavior of the students as
strategies aimed at reducing social loafing were implemented.

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Students’ Thoughts on Group Grades and Individual Grades for Group Tasks
Table 2 summarizes the students’ view regarding similar group grades and individual
grades for group tasks
Table 2. Students’ Thoughts on Group Grading and Individual Grading
Tendency of Group Members When Similar Leaders tend to:
Group Grade is Given • Work harder to help the members of the group
get a high grade
• Feel disgusted because there are some who
do not contribute and they, too will get the high
score
• Do the best no matter what members tend to:
• Work less because of the knowledge that
others will contribute
• Work hard if the other members are lazy and
not intelligent; work less if the other members
are industrious and smart
• Do what he/she is told to do; just do the given
assignment/part
• Work hard if threatened that he/she will be
removed from the group
• Work hard to ensure a high score
• Participate but not as hard as when the grade
is individual
Tendency of Group Members When Individual Leaders tend to:
Members are Graded Differently • Work harder because the grade depends on
individual performance
• Feel happy because of the fairness
• Contribute more effort
• Do the best no matter what
Members tend to:
• Feel happy because it is fair
• Contribute more “because the score depends
on my effort”
• Just do the assigned part in the group
• Be motivated to contribute more and work
harder
• Cooperate with group mates
Based on the data presented in Table 2, students who usually assume the role of
group leader work hard both when they know that they will receive similar group grade and
when they know that they will be graded based on their individual performance because
they want to attain high grades. However, given the choice, they would prefer to be graded
individually because individual grading is just.
Meanwhile, most students who usually assume the role of a group member work
harder when they know that their performance will be graded individually. They tend to
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Vol. 2
Perceived Advantages of Group Work Group work is beneficial because
• “It gives new ideas to every member and it
strengthens the relationship of each other as
classmates”. It allows members to share their
ideas, insights, and opinions.
• It promotes a sense of responsibility,
cooperation, and “bonding” with groupmates”.
• It lightens the work.
• “It improves student’s way of expressing and
sharing their thoughts.”
Perceived Disadvantages of Group Work Group work is disadvantageous because
• there are students who do not participate and
cooperate
• there are members who just rely on their leader
• there are leaders who do the job alone
without consulting the group and “will judge the
members as parasite members”
• there are members who fear that they will
disappoint other members.
• Similar grades are given to all members
As can be seen in Table 1, the students are very much aware of the importance of
group work as a component of their structured learning experiences. The responses of the
students indicate that group work facilitates learning and the completion of academic tasks.
In addition, group work promotes the value of unity, helpfulness, generosity, responsibility,
and concern for others. Moreover, group work provides the learners the opportunity to
learn from each other, help each other, listen to each other, enjoy the company of each
other, and work together for a common goal. These findings were corroborated by the data
coming from the interview conducted with some students. In fact one of the interviewees
quipped, “Group works help us to become cooperative and it really prepares us for the
world of work. As I observe, people in the work places usually work as teams, so we really
need group works in class.”
However, the data in Table 1 also show that group work sometimes becomes a
source dissatisfaction. Based on the students’ responses, group work becomes frustrating
when their group mates do not contribute to the accomplishment of tasks. Apparently,
even without knowing the term “social loafing” or “free-riding”, the students are aware that
social loafing or free-riding is a reality in the high school classroom.
Interestingly, the survey and interview data also reveal that while most leaders seem
to think that social loafing or free-riding occurs due to some members’ inherent laziness,
students who have usually acted as group member confessed that their reluctance to work
harder and contribute to the accomplishment of task is more often due to their belief that
their idea is inferior compared to the idea of the leader or the other members of the group.
Moreover, there are times when they feel that “Leaders tend to control and dominate the
group”.
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Reflection • Research • Action

(2000) that social loafing is more evident in larger groups than in smaller groups. Another work less when they know that their work will be graded as a group and the other members
suggestion similar to both groups of students is for the teacher to assign specific roles to of the group are “intelligent and industrious”. However, when they are aware that most of
the members of the group. This suggestion affirms the theory of Karau and Williams (1993) the members of their group are “less intelligent and lazy”, they tend to work harder even if
and Liden, Wayne, Jaworski, and Bennet (2004) that members of a group are less likely to they will receive a similar group grade because they want to have “better output” and “have
exert effort in completing a group task if they do not perceive their individual contribution the grade pulled up”.
as significant to the completion of the group task. Moreover, this suggestion is related to Nevertheless, both the students who have usually assumed the role of the group
the contention of Pintrich & De Groot (1990) that social loafing is related to self-regulated leader and the students who have usually assumed the role of a group member felt that
learning and is dependent on the students’ knowledge and belief regarding the importance individual grading was more effective and more just.
of their participation to the accomplishment of the task. Also, both groups of students In a nutshell, the students have mixed reactions toward group grading and
suggest that grouping should be carefully planned. This recommendation indicates that the individual grading of group tasks. This observation suggests that simply giving individual
style of grouping contributes to the development of social loafing (Aggarwal and O’Brien, grades will not solve social loafing. Social loafing appears to be more related to perceived
2008; Michaelson, Fink, & Knight, 1997; Bacon, Stewart, & Silver, 1999). Finally, both unfairness, belief that others are better than they are, and feeling that their contribution will
groups of students suggest that the teacher should be able to monitor the performance of not be significant anyway.
each member. This suggestion shows that assessment is a key factor in addressing social Subsequently, the students’ suggestion regarding how the teachers can improve
loafing in class (Cheng and Warren,2000). the students’ group work experiences were analyzed. Table 3 summarizes the students’
suggestions.
Social Loafing-Reducing Strategies
After analyzing the data from the survey and interview, the researcher was Table 3. Students’ Suggestions for the Improvement of Group Work
convinced that social loafing in his class is a real problem that is connected to social
regulated learning, particularly the self-management component. Thus, he decided to Suggestions for the Improvement of Students’ Leaders suggest that:
integrate the social loafing-reducing strategies that surfaced both in the literature reviewed Group Work Experiences • Grouping should be by choice; students should
and the data generated through the survey and the interview conducted among his students be allowed to choose members whom they trust
to the performance tasks scaffolds that he subsequently gave his students. Among the and prefer to work with
• Teachers should assign different roles to group
social loafing-reducing strategies that were specifically used were making groups smaller
members in order for them to have a good output
(each group consisted of only 3-4 members), using peer evaluation instrument, combination • Teacher should monitor if students in the group
of individual and group grading, distributing different talents/skills in the different groups, are all doing their tasks
and close supervision of group work activities. • Groupings should be kept small; smart people
First, the researcher sought the help of the class officers in identifying who among should not be together
their classmates were good at/interested in writing, graphic design, web design, and Members suggest that:
music. The information given by the class officers were validated with the subject teachers • Irresponsible ones should be put together so
concerned. Then, the students were distributed into groups of five members. The class that they will learn to work hard
was informed that such would be their grouping for the rest of the quarter. Next, the • Grouping should not be by choice; it should be
based on equal distribution of talents
students were instructed to work collaboratively. That means, all of them should help in
• Individual grading should be done
conceptualizing their final output, gathering data to be used in coming up with the final • Groups should be small
output, critiquing their final output, and doing the necessary modifications. Likewise, the • Grouping should be “half-smart” and “half- a
students were instructed to choose their own leader. Also, the students were given peer little smart”
assessment sheets on which they were to record their assessment of their group mates • Grouping should be by choice
and their leader at the end of each scaffold. Students were also told that their grades would • High performers should be together while poor
be based on the results of the peer assessment and the grade of the final group output. performers should be together so they will be
During each scaffold, the participation of each member in the task was monitored. At the encouraged to work
end of the quarter, the students were asked to write a reflective journal entry about their
experiences as they worked with their groupmates to accomplish the scaffolds and the final Table 3 reveals that both the group of students who have usually assumed the
performance task. role of the group leader and the group of students who have usually assumed the role of a
Table 4 presents the scaffolds and final performance task that the students group member suggest that group size should be small in order to address the problem of
accomplished in groups during the first quarter of school year 2014-2015. social loafing. This suggestion is congruent to the findings of North, Linley, and Hargreaves

34 33
R2A CALABARZON
Reflection • Research • Action
like some of the leaders before that was so arrogant. She’s like asking us what we have
to do and really not deciding alone. Our ideas matter to her. We members were doing all
the stuff we had to do. Like all of us contributed biblical passages for the five themes. I
was wondering why, but now I know. Maybe all of us were too scared to have low peer
assessment grade. Our teacher looked serious when he said it was part of our grades!”
Finally, the teacher’s close supervision of the group activities mattered much to
the students. Instead of the researcher’s usual tendency to leave the groups to work on
their own while he stayed at the teacher’s table to check or do some readings, he walked
around and checked on each group during the one-hour period. He really looked at what
each member of each group was writing or doing at the time he passed by each group.
Apparently, such gesture to closely monitor the members’ participation in group activities
was noticed by the students. In fact, one of them wrote, “Sir was so visible! How can we
relax? It was like he was checking on everything we do. It was my first time to have a
teacher like Sir. He made us feel that we have to work every minute.”
CONCLUSIONS
Based on the data generated through this study, social loafing does exist in high
school classrooms and the students are very much aware of it. Because of social loafing,
students feel that giving similar grades to members of a group is unfair. Thus, there is a
need for teachers to employ strategies that reduce social loafing. Among the strategies
that have been observed to effectively reduce social loafing are making groups smaller,
using peer evaluation instrument, combination of individual and group grading, distributing
different talents/skills in the different groups, and close supervision of group work activities.
RECOMMENDATIONS
There is still so much work to be done to improve the action taken to address the
social loafing in this study. Hence, the following strategies will be incorporated in the next
cycle of this action research.
First, individual worksheets will be given to the students before they collaborate
and produce a group task. This will help the teacher monitor if each member of the group
is really engaged in the group task. Further, the use of individual worksheets will relieve
the teacher of the laborious task of literally moving around the classroom to provide “man-
to-man” supervision to ensure that each member of each group is on task. Besides,
this strategy will also eliminate the probability that the students’ performance in the group
activity is not only a function of the strategies that are used to reduce social loafing or free-
riding but also of the Hawthorne effect, an observation bias characterized by the improved
performance of the participants of the study due to their awareness that they are being
observed and the positive feeling that they are being singled out and given importance
(McCArney, R., Warner, J., Iliffe, S., Van Haselen, R., Griffin, M., & Fisher, P., 2007).
Moreover, to increase the validity of the teacher’s observations, there is a need
to ask the students to accomplish a structured group task evaluation questionnaire after
the accomplishment of the scaffolds and the final performance tasks. Experts in the field
should validate the said structured evaluation questionnaire.
Nevertheless, the researcher’s initial experience in implementing the action plan
included in this action research has helped in making him realize that reflective teaching
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Vol. 2
Table 4. Scaffolds and Final Performance Task
Scaffold 1: Bible Hunt
The five themes—Respect for Human Life, Respect for Private Property, Honesty in Business,
and Care for the Poor and the Vulnerable--were given and each group was asked to find biblical
passages supporting/related to each theme.
Scaffold 2: Making Scripture Alive
Each group was asked to have a skit presentation of a biblical story showing one of the five themes.
Scaffold 3: Advertising the Theme
Each group was asked to create and present a one-minute advertisement of their chosen theme.
Scaffold 4: Performance Task: Designing a Web page Promoting a “Just Community”. Each group
was asked to come up with a web page that promotes or advocates a “just community” using the
five themes from the Old Testament
Generally, there was a dramatic change in the behavior of the students as they
worked in groups to accomplish the scaffolds and the final performance task. No one
complained about groupmates who did not contribute. Each time the students were asked
to work in groups, everybody was on task. The researcher rarely saw a group member
who was not busy with the group task.
The students were highly engaged with the tasks. The importance of carefully
planning the lesson, the group activities and the style of grouping became apparent. Being
informed that they would be distributed to different groups because each group needed to
have different talents made the students realize that they and their contribution to the group
task was important and that thought served as a strong motivation for them to exert more
effort and contribute their ideas to accomplish the group task. As one of the students wrote
in his reflective journal entry “ I felt excited when Sir said that we will be distributed because
of our talents. I thought that I should work hard and use my talent so that our group will
have a higher grade. I knew that if I will not do my role as the expert in music, our web
page will not have nice presentation because it will be dry without music.” Another student
wrote, “My group mate said I am the best in writing. I had to prove that by really checking
everything they wrote before we came up with the paper that we submitted.” Interestingly,
a shy boy in class noted, “At first, I did not feel comfortable sharing my ideas. But my
groupmates would not go on without me opening my mouth. I felt that they really wanted to
hear my thoughts because they said I am the expert in graphic design, so I started sharing
even I was shy.”
Similarly, it appeared that keeping the group size smaller really reduces social
loafing or free riding. The students apparently noticed that, too. As one of them wrote, “I
was pressured to contribute more because we were only four in the group. If I didn’t help,
it was embarrassing.” Another student shared, “It was easy to notice who was not working,
we are only three. Besides, we had goals to finish. Everybody should really help. Unlike
before, I could go on relaxing because there were like seven or eight of us in a group.”
In addition, the use of peer evaluation instrument kept the members and the
leaders on their toes. Informing them that their grade would be based on peer evaluation
and the grade of their group output made the students work hard to accomplish the tasks.
A student who assumed the role of a group member succinctly wrote this observation, “ For
the first time, I enjoyed group work. As in everybody was doing great. The leader was not
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Reflection • Research • Action

is an integral part of learner-centered teaching, and it is also part and parcel of being a
genuine Lasallian teacher committed to the mission of teaching minds, touching hearts,
and transforming lives.

REFERENCES
Effect of Science Learning Modules on
Content Mastery and Conceptual Understanding of Grade 9 Students Aggarwal, P., & O’Brien C. L. (2008). Social loafing on group projects: Structural
antecedents and effects on student satisfaction. Journal of Marketing Education
Roly B. Bayo-Ang 30 (3), pp. 255 - 264
rbayoang@yahoo.com Hall, D., & Buzwell, S. (2012). The problem of free-riding in group projects: Looking beyond
Batasan Hills National High School social loafing as reason for non-contribution. Active Learning in Higher Education,
14 (1), pp. 37 – 47
ABSTRACT Karau,S., & Williams, K. (1993). Social loafing: A meta-analytic review and theoretical
integration. Journal of Personality and Social Psychology, 65 (4), 681 - 706
PURPOSE Liden, R.C., Wayne, S.J., Jaworski, R.A., & Bennet, N. (2004) Social loafing: A field
This action research study investigated the effect of science intervention modules in Filipino and in investigation. Journal of Management, 30 (2), 285 – 304
English on mastery of content (MOC) and conceptual understanding of 49 Grade 9 students.
McCArney, R., Warner, J., Iliffe, S., Van Haselen, R., Griffin, M., & Fisher, P. (2007).
RESEARCH DESIGN The hawthorne effect: A randomized controlled trial. BMC Medical Research
This quasi-experimental research study utilised the randomised pretest-posttest control group design. Methodology, 7(30). Retrieved September 5, 2014 from http://www.biomedcentral.
FINDINGS com/1471-2288/7/30
Analysis of content mastery scores showed significant difference in the mean scores of the control Piezon, S.L., & Ferree, W.D. (2007). Perception of social loafing in online learning groups.
and experimental group, t (46) = -2.14, p<.05. The experimental group achieved an MPS of >75% in 23rd Annual Conference on Distance Teaching & Learning. Retrieved August 18,
three of the five lessons while none in the control group. Analysis of the pretest and posttest scores 2014 from http://www.uwex.edu/disted/conference
of the control group in the test for conceptual understanding (TCU) showed no significant difference, Pintrich, P. R., & De Groot, E.V. (1990). Motivational and self-regulated learning components
t (18), =1.44, p>.05, while pretest and posttest scores of experimental group revealed significant of classroom academic performance. Journal of Educational Psychology, 82(1),
difference, t (29) = -5.08,p<.05. Comparison of posttest scores of control and experimental group 33-40.
revealed no significant difference t (42) =1.67, p>.05. Performance in TCU and MOC of the control
group are not significantly correlated, r (17) =.307, p>.05; but is significantly correlated, r (27) =.571,
p<.05, for the experimental group.
RESEARCH LIMITATIONS/IMPLICATIONS
The sample size is not relatively large and the research design limits the generalisability of the
findings to the samples only.
ORIGINALITY/VALUE
Learning modules written in Filipino increase students’ performance in science. This study supports
the mother tongue-based multilingual education (MTB-MLE).
KEYWORDS
action research, Filipino module, conceptual understanding, content mastery
TYPE OF RESEARCH
Action Research

38 37
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Reflection • Research • Action
(Karin, 2015; Wilkins as cited in Armario, 2011). Poor performance in science is also
attributed to poor teaching, lack of instructional materials and science laboratories, etc.
However, this study considers the use of the English language in teaching science possible
impediment to understand science concepts (Tapang, 2014).
Conceptual Understanding
Teaching science is not just filling the learners’ minds with scientific facts and
principles. It goes beyond mere memorization. It is about equipping the learners with
scientific knowledge and inquiry skills to understand the world and solve problems of society.
Today, the world is increasingly in need of learners that possess deep understanding of
the physical world and of the many complex issues affecting society, and who are good
problem solvers. At the very heart of science teaching is conceptual understanding.
Conceptual understanding also known as deep understanding is considered a high level
of cognition (Balce, 2005). Conceptual understanding is the ability to see and establish
connections and relationships between isolated scientific facts and principles (National
Research Council, 2001; Hiebert&Fevre, 1986 as cited by Rittle-Johnson Schneider, n.d).
It is manifested whenever a learner applies facts, concepts, or principles to new situations
or articulate and elaborate ideas fluently (National Council of Teachers of Mathematics,
2000; Viennot, n.d).
According to Robertson (2015), conceptual understanding can be facilitated by
helping the learners ‘see the big picture” rather than isolated facts. For instance, the use
of concept map and other graphic organizers is one. However, he is quick to point out
that it takes time to develop conceptual understanding. Therefore, teaching for conceptual
understanding takes a lot of hard work and patience.
Content Mastery
The landscape of education is totally different from what it was 50 years ago. Fifty
years ago, achievement tests and other standardized tests were not extensively used to
monitor students’ progress. Learners are rarely subjected to periodic assessments by
the government. International standardized tests such as TIMSS (Trends in Mathematics
and Science Study) and PISA (Programme for International Student Assessment) were
unheard of. Today, students’ performance is regularly monitored. Students are always
subjected to standardized assessments around the world. In fact, international comparison
of how well students performed in mathematics and science are routinely done worldwide.
Indeed, education has evolved, and with it teaching has become synonymous with
accountability. Today, one of the measurements of accountability in teaching is the result of
the achievement test. Teachers’ performance in the classroom is now measured in terms
of how well his or her students perform in standardized tests. Although some teachers may
disagree, taxpayers’ money is spent this has become a government policy and people’s
tax is spent on nationally administered achievement test. For instance, DepEd administers
the National Achievement Test (NAT) to Grade Three, Grade Six and Fourth Year students
every year all over the country (DepEd, 2014). Because teaching has become test-driven,
the focus of teaching and learning is now mastery of the content. Terms such as percentage
mastery, no mastery, low mastery, and average mastery are now officially used to describe
learning outcomes (DepEd, 2012). However, they merely approximate mastery of contents
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INTRODUCTION
In 2013, I handled a class composed mostly of students who came from the
Home Study Program. The Home Study Program is a special program designed to
provide secondary education to students who are working or have medical problems and
therefore cannot go to school from Monday to Friday. Students in the program only meet
every Saturday from 8 AM to 5PM. Most of the students I handled who came from this
program had poor reading comprehension skills in English. Whenever I taught the lesson
in English, only one or two participated in the discussion. Quiz results always showed that
very few understand the lessons. Reteaching the lessons produced minimal improvement
and was tiring on my part. To address the problem, I started to deliver and explain the
lessons in Filipino, out of frustration. As was expected, they became more participative and
engaged in class. This gave me the idea of preparing handouts of our lesson in Filipino.
To find out if my innovation was working well, I regularly asked for their feedback and
used them to improve the materials. According to them, they understood the lesson well
if the explanation was in Filipino. They find the handouts in Filipino very helpful. Before
the school year ended, I prepared a module in Filipino and produced positive results.
The following year, when I presented this innovation before a selection board, one of the
members suggested that I should compare the existing module in Filipino with a similar
module written in English and see which one is better in terms of the scores. At that time,
independent variables such as conceptual understanding and mastery of content were not
yet considered. In March of School Year 2014-2015, I decided to use the module again
as remediation materials because of our students’ poor performance during the second
quarter particularly on chemical bonding. This time, I tested both the Filipino and English
modules. I compared the two modules in terms of developing conceptual understanding
and mastery of content.
REVIEW OF RELATED LITERATURE
Unknown to most teachers, they have learners in their class who are struggling
in silence and in solitude. These are students who have difficulty understanding science
concepts. They pretend to understand the lessons but their performance show otherwise.
They usually put the blame on themselves for not being smart or naturally good in science.
Year in and year out they move from one grade level to another unnoticed and unassisted.
Some were lucky to receive early intervention but most of them did not. Two things are
lost here. The first one is the lost opportunity to help these learners. The second one
is lost chance to equip them with correct scientific concepts that are building blocks in
understanding more complex science concepts and ideas. It should be realized that it
is not only the learner that is lost. What is also lost is the future of a nation considering
that its competitiveness is dependent on its highly literate citizenry in the field of science,
technology, engineering, and mathematics (Banchero, 2011).
Although hands-on and minds-on activities and other time-tested strategies help
these learners develop conceptual understanding, they are only effective to a certain extent.
Thus, given the limitations of existing methods in facilitating conceptual understanding, it is
therefore important to explore other possible alternatives. There are several reasons why
some students are struggling, or worse, failing in science. Poor attitudes, lack of motivation,
and low self-efficacy, and poor reading skills are often cited as some of the causal factors
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Reflection • Research • Action
Evidently, there are no other options left for teachers but to teach science in English.
However, the orders did not categorically prohibit science teachers from using Filipino to
teach the subject on certain extraordinary situations or when the need arises. However,
the existing department orders and executive orders do not explicitly state that teachers
should not teach science or math in Filipino or other languages. If the government policies
do not serve the best interest of the students, science and math teachers are empowered
to use Filipino if the situation requires them to. For instance, will a teacher continue to use
English even if he/she knows that his/her students do not understand the science concepts
and are not learning science? Will he/she continue to teach the subject in English even if
only 10% of the students in the class are learning? Professor Giovanni Tapang (2014) a
renowned professor at the National Institute of Physics in the University of the Philippines,
favors the use of Filipino in teaching science and mathematics. According to him, students
learn the concepts better if science is taught in Filipino.
It is very encouraging to know that Dr. Giovanni Tapang is not the only one who
is advocating the use of Filipino language in teaching science in the basic education
curriculum. SEAMEO-INNOTECH is also campaigning for it through its project called
“Translation of Marie Curie’s Science Lessons in Filipino”. Their project was inspired by the
Inquiry-based Science Education (IBSE) seminar held in France in 2013 and organized by
La main à la pâte Fondation based in France (SEAMEO-INNOTECH, 2014). SEAMEO-
INNOTECH (2014) came up with “translated lesson plans in poster layout” (p.20). The
lesson plans in poster layout written in Filipino were used during demonstration lessons
and were evaluated by public high school students in Laguna. Results showed that
students learned the lessons better because the contents of the posters were written in
Filipino. SEAMEO-INOTECH is planning to do the same in Physics and Biology. Further,
supporters of the Filipino language as medium of instruction in teaching science find
encouragement from UNESCO. This is reflected in its official statement contained in its
document entitled “Current Challenges in Basic Education” published in 2010 (UNESCO,
2010). UNESCO observed that one of the obstacles why young people did not understand
science concepts and ideas is the language being used in school and usually delivered or
taught in English (UNESCO, 2010). To promote understanding of science concepts and
ideas, UNESCO (2010) recommends that “science should be taught in a language where
students are comfortable with” (p.46). In the Philippines, 100% of the Filipino students are
highly conversant and articulate in Filipino. It is the language that they feel very comfortable
with. Therefore, it is but logical to use Filipino in teaching science.
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in different learning areas. Content mastery or mastery of content knowledge is not
tantamount to understanding but is only a prerequisite to understanding (Linn & Songer,
1991). For McTighe and Seif (2014), the relationship between understanding and mastery of
content or factual information is very clear. According to them, “understanding transforms
factual information into usable knowledge (McTighe&Seif, 2015).In the classroom,a
teacher should have mastery of the contents of the subject in order to teach effectively.
However, an understanding of the contents as connected and organized into unified whole
is also needed. In science, content mastery is essential to see the big picture. There are
many ways to achieve mastery of content. Constant repetition of the lesson by presenting
it in many ways is the most common method. Drill and review using worksheets are also
utilized. The goal of these methods is to increase familiarity with concepts and principles.
By constant repetition, the information is eventually stored in the long term memory located
in hippocampus, and connections in the brain are firmly established (Ashford, 2010; Mastin,
2010).
K-12 Science Module in Grade 9
In the K to 12 curriculum for Grade 9, the lesson on chemical bonding is introduced
right after the students have studied the electronic structure of matter (Science 9 Learner’s
Module, 2014). Although the shift from one topic to another is conceptually correct, this
transition is a bit abrupt; the topic on how neutral atoms become ions was left out. This
topic in Chemistry is crucial in understanding ionic bonding. Grade 9 science teachers may
have not noticed this minor lapse because the said topic will be covered in passing as they
go along discussing ionic bonding. For some, this topic is very easy to understand and
does not need to be taught; besides it is not included in the learning module. Assumption
and attitude like these are counterproductive to learning. If not properly addressed, this
will create a conceptual gap (emphasis mine) between what the learner learned from
the previous lesson and the present lesson. One implication of which is that the student
will experience difficulty in understanding the concept being studied and the succeeding
concepts as well. Understanding how neutral atoms become positive or negative ions are
formed is prerequisite in understanding how ionic bonding takes place between atoms and
critical to completely grasp the whole concept of chemical bonding. To address this gap,
a supplementary module containing five short lessons was created, both in English and
Filipino. The module written in Filipino was purposely intended to accommodate learners
with poor reading comprehension skills in English so that they will understand the concepts
easily. The module addresses two key issues. One, it addresses the issue on the lack of
instructional materials or modules on particular topics. Second, it provides intervention
material to a particular group of students with specific learning deficiency in the use of the
English language.
Official Government Policy in Teaching Science
The Department of Education (DepEd) mandates that high school science should
be taught in English (DepEd Order No. 52, s. 1987). This order is anchored on the Bilingual
Education Scheme in 1987 (Durano, 2009). In 2003, the use of English as medium of
instruction in teaching science was further stressed and reinforced with the signing of
Executive Order No. 210, s. 2003 by President Gloria Arroyo (Official Gazette, 2003).
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Reflection • Research • Action

METHODOLOGY Conceptual Framework

Figure 1 shows the relationship of key variables. The effects of the two
Development of the Modules science modules on content mastery and conceptual understanding are compared.
Item analysis of the Second Periodical Examination and content analysis of the The science modules on neutral atom and ion formation promote and develop
module in Grade 9 Science were first made prior to the conceptualization and development mastery of content and conceptual understanding. Of the two, the science module
of the science learning modules. Item analysis showed that Grade 9 students failed to written in Filipino is more effective in enhancing the two constructs in learning
master a single item. Content analysis of the learning module in Chemistry for the second science. Higher mastery of content is correlated with better conceptual understanding.
quarter showed that ionic bonding is not thoroughly explained and the activity is insufficient
to give learners time to develop understanding of the concept and even mastery of the English Science Content Mastery
contents. Only one activity is allotted on the topic. It is also observed that ion formation of Module
neutral atoms is explained in terms of ionization energy and electronegativity. These two
concepts are very abstract and a lot of students could not grasp their connection to ionic Filipino Science
bonding. There has to have plenty of activities in between to bridge the two and should Module
begin with the atom as a neutral entity and become an ion. To make the learning materials Conceptual
more interactive and attractive, plenty of graphics were included to reduce anxiety due to
the complexity of the concepts which are very intimidating and stressful to the learners. It
Understanding
was also observed that most of the Grade 9 students showed difficulty in understanding
the lessons in the module. It turned out that they have problem in comprehending English Figure 1. Relationship between key variables
texts. It was hypothesized that understanding the concepts was not the problem but the
language used in the modules to explain the concepts. Thus, the idea to develop a module Research Design
in Filipino was conceptualized.
This research study made use of the randomized pretest-posttest control-group
design. Students were randomly selected and assigned to the control and experimental
Participants
groups. The control group used the science learning module on chemical bonding written
This study was conducted in March 2015 at Batasan Hills National High School in English while the experimental group used a learning module on the same topic written
and was participated in by 49 Grade 9 students. Of this number, 19 belonged to the control in Filipino.
group and 30 to the experimental group. The sample is composed of 74% female (n = 36)
and 26% male (n=12) students; with one participant failing to indicate his/her name on the Figure 2 shows the design used in this study. The ‘treatment’ refers to the use of
paper. The samples were selected by random sampling method. Four Grade 9 science the science learning module written in Filipino.
teachers, including this researcher were involved in the selection of the participants. Group 1 O (Pretest) X O’Posttest
(Experimental) (Treatment-Filipino
Statistical Analysis Module)
Both descriptive and inferential statistics were used in data analysis. Descriptive
statistics made use of mean for the measure of central tendency while sample variance Group 2 O (Pretest) (English Module) O’Posttest
and sample standard deviation for the measure of spread. Before data analysis using (Control)
t-test and Pearson Product-Moment of Correlation, data were tested for normality and
for homogeneity of variances, two major assumptions that must be satisfied when using
inferential statistical tests. The test for normality was done numerically using Shapiro- Figure 2. Research design
Wilktest to ascertain if “data follows a normal distribution” (Ghasemi&Zahediasl, 2012). The Students who used the English version of module are considered the control group
Shapiro-Wilk test was preferred over Kolmogorov-Smirnov (K-S) test because according because it is a well-known fact that instructional learning materials in science are written in
to Ghasemi and Zahediasl (2012), it has “better power to detect whether a sample comes English.
from a non-normal distribution.” To check if the variances were equal or homogeneous,
Levene’s test for equality of variances was used. A paired sample t-test was used to
analyze the pretest and posttest scores of the control and experimental groups while
scores of both groups in the five lessons in the module were transformed to percentages.
To determine if there was a significant difference in the pretests and posttests scores of the

44 43
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Reflection • Research • Action
Analysis of posttest scores of control and experimental group using independent-
samples t-test revealed that there was no significant difference in the scores for control
(M=7.3, SD=2.70) and experimental group (M=8.5, SD=2.58); t (42)=1.67, p>.05 (Table
6), implying that both groups performed equally in the TCU. This indicates that the
performance of the two groups in the test for conceptual understanding (TCU) is the same.
However, within-subjects comparison favors the experimental group suggesting that the
module written in Filipino helped those with reading and comprehension problem help
achieved conceptual understanding.
Correlation Between Pretest and Posttest Scores
Table 7 pretest and posttest scores of the control group are significantly correlated,
r (17) = .58, p<.01. Similarly, the pretest and posttest scores of the experimental group
are also significantly correlated, r (28) = .66, p,<.000. A positive linear relationship exists
between test scores in both groups with the experimental group slightly higher. A student
who performed well in the pretest also performed well in the posttest.
Relationship between Mastery of Content and Conceptual Understanding
Posttest scores in TCU and MOC of the control group are not significantly
correlated, r (17) =.307, p>.05 (Table 8). However, for the experimental group, they are
significantly correlated, r (27) =.571, p<.05 (Table 9). It means that for the control group,
mastery of contents using the English module did not help learners acquire conceptual
understanding. However, it is opposite in experimental group. Mastery of concepts led to
conceptual understanding.
CONCLUSIONS
Shapiro-Wilk test showed that data were normally distributed and Levene’s test
revealed that variances are equal. Since these two assumptions in inferential statistics
were satisfied, data were analysed using t-tests and Pearson Product-Moment of
Correlation. Students exposed to science learning module written in Filipino performed
better than those who used the module in English. They achieved a higher level of mastery
of the contents. In terms of conceptual understanding, exposure to the module in Filipino
resulted to improved performance in the test for conceptual understanding. Pretest and
posttest scores are positively correlated and mastery of contents is significantly correlated
with conceptual understanding.
The module in Filipino promotes mastery of content better than the English
module. As an intervention material, it is effective in helping students with poor reading
comprehension skills master key concepts about neutral atom and ion formation. It supports
the theory that L1 or our first language (Filipino) can be used in teaching science in high
school. Another proof that the module written in Filipino promotes mastery of content was
that students in the experimental group achieved higher MPS than the control group. The
MPS in four of the eight lessons was above 75% (Table 2) while the highest MPS achieved
by the students in control group was only 73% (Table 3).
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control and experimental groups, an independent t-test was used. The level of significance
was set at .05. The strength of the relationship between content mastery and conceptual
understanding was determined using the Pearson Product-Moment of Correlation (PPMC).
All calculations were performed using Excel 2010 and QI Macros 2015.
RESEARCH RESULTS AND DISCUSSION
Test for Normality and Equality of Variances
Pretest scores of both control and experimental groups were tested for normality
using Shapiro-Wilk test at .05 level of significance. In Shapiro-Wilk test, the null hypothesis
is data are normally distributed. The decision rule is to reject the null hypothesis if calculated
Shapiro-Wilk statistic, W is less than the critical value.For the pretest scores of the
experimental group, since the calculated W is greater (Wcalc=0.953) that the critical value
(Wcrit=0.947), the null hypothesis was not rejected. It implies that the data are normally
distributed. The same result is obtained in the test for normality of the pretest scores of the
control group. The calculated Shapiro-Wilk statistic W was greater (Wcalc=0.924) than the
critical value (Wcrit=0.905).
Data were also tested for homogeneity of variances using Levene’s test at .05
level of significance. Levene's test for equality of variances using posttest scores was not
violated, F (29,18) = 0.360, p=.552. Thus, the null hypothesis stating that the variances are
equal was not rejected. Similarly, the variances of the pretest scores were equal, F (29,18)
=0.442, p=.509.
Mastery of Content
The performance of the students in this study was measured in terms of mastery
of contents (MOC) expressed as MPS and in the test for conceptual understanding (TCU).
Analysis of content mastery scores using t-test for independent samples assuming equal
variances revealed that there was a significant difference in the mean score of the control
and experimental group, t(46) = --2.14, p<.05 (Table 1). Since the mean score of the
experimental group ( =101.9) was higher than the control group ( =87.90), students who
were exposed to the module written in Filipino performed better than those who used the
English module.
Conceptual Understanding
Analysis of the pretest and posttest scores of the control group using paired t-test
showed no significant difference, t(18),=1.44, p>.05 (Table 4), indicating that exposure to
the module written in English did not improve their conceptual understanding. It indicated
that the English language hinders understanding of the concepts.
Similarly, paired t-test of the pretest and posttest scores in the test for conceptual
understanding of the experimental group showed that there was a significant difference
between the pretest and posttest scores t(29) = -5.08,p<.05 (Table 5), indicating exposure
to the module in Filipino enhanced conceptual understanding of the learners with observed
difficulty in reading and comprehension of the English texts.
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Reflection • Research • Action
Linn, M. C., & Songer, N. B. (1991). Cognitive and Conceptual Change in Adolescence.
American
Journal of Education, 99, 379-417.
Macapagal, A. (2003). Executive Order No. 210, s. 2003. Official Gazette. Retrieved from
http://www.gov.ph/2003/05/17/executive-order-no-210-s-2003/
Mastin, L. (2010). The Human Memory. Retrieved June 20, 2015 from http://www.human-
memory.net/index.html.
McTighe, J., &Seif, E. (2014).Teaching for Meaning and Understanding:A Summary of
Underlying T
Theory and Research.Pennsylvania Educational Leadership, 24 (1). Retrieved November
26, 2016 fromhttp://jaymctighe.com/wordpress/wp-content/uploads/2011/04/A_
Summary_of_Underlying_Theory_and_Research2.pdf.
National Research Council (2001).Adding It Up: Helping Children Learn Mathematics.
Washington, DC:National Academy Press
National Council of Teachers of Mathematics (2000).Principles and Standards for School
Mathematics.Reston, VA: NCTM.
Rittle-Johnson, B. & Schneider, M. (n.d). Developing Conceptual and Procedural Knowledge
of Mathematics. Retrieved June 20, 2015 from http://www.uni-trier.de/fileadmin/
fb1/prof/PSY/PAE/Team/Schneider/RittleJohnsonSchneiderInPress.pdf
Robertson, W. (2015).Teaching Conceptual Understanding to Promote Students' Ability
to do Transfer Problems. Retrieved June 20, 2015 from https://www.narst.org/
publications/research/conceptual.cfm
SEAMEO-INNOTECH.(2014). Translation of Marie Curie’s Science Lessons in Filipino.
Retrieved from http://www.seameo-innotech.org/wp-content/uploads/2014/05/
MarieCurie_finalreport_23May2014.pdf
Tapang, G. (2014). Don’t teach maths and science in English. SciDevNet. Retrieved from
http://www.scidev.net/global/migration/opinion/don-t-teach-maths-and-science-in-
english.html
UNESCO.(2014). Current Challenges in Basic Education. Retrieved from http://unesdoc.
unesco.org/images/0019/001914/191425e.pdf
Viennot, L. (n.d). Learning and Conceptual Understanding: Beyond Simplistic Ideas, What
Have We Learned? Retrieved June 20, 2015 from https://web.phys.ksu.edu/icpe/
publications/teach2/viennot.pdf
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RECOMMENDATIONS
This is the most opportune time to focus our attention in producing science
learning materials written in Filipino. Our efforts should concentrate on the development
and validation of instructional materials in our own language rather than in English. It is
recognized that this study merits further research. Hence, the following recommendations
are forwarded. First, a large sample size should be used next time to increase the
generalizability of the results. To further confirm the hypothesis that a remedial material
written in Filipino effectively promotes mastery of content and conceptual understanding,
modules in Earth Science, Biology, and Physics on selected topics should be developed
as well. Finally, future research should investigate how science learning modules written
in Filipino promote conceptual understanding.
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Armario, C. (2011). U.S. Students Still Struggle Mightily With Science. Associated
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technology_and_science-science/#.VYAL7vmqqko
Balce, M. (2005).Teaching Quality Science Education in Filipino. University of the
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DepEd. (2012). Maximizing Utilization of National Achievement Test (NAT) Results to Raise
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Durano, F. (2009). Attitudes Towards English and Fil-English Code-switching Amongst
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Karin, K. (2015). Student Motivations and Attitudes: The Role of the Affective Domain in
Geoscience
Learning. Retrieved June 16, 2015 from http://serc.carleton.edu/NAGTWorkshops/
affective/efficacy.html
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INTRODUCTION
Developing vocabulary is not simply a matter of listing and memorizing of words
and their definitions. Vocabulary can be developed in two ways, directly and indirectly.
Direct vocabulary learning occurs when teachers do exercises and activities in class that
focus on the learners’ attention on vocabulary, such as guessing meaning from context
and vocabulary games. In direct vocabulary learning, therefore, a conscious effort is made THE DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MATERIALS
by the learner to remember new words. Indirect learning is still where most vocabulary IN VOCABULARY DEVELOPMENT OF K TO 12 PROGRAM READING
acquisition takes place, there is room for more direct teaching methods in the second TEXTS
language classroom, when and if certain factors are taken into consideration. These VPS
are necessary to overcome readers’ difficulties in understanding a word. ARLENE A. BONDAD
In the K to 12 curriculum language learning is a very challenging task in the San Pedro National High School
teaching and learning process. It entails competitive strategies to acquire the skills that Sto. Tomas, Batangas
the learners need to master at the end of each grade level. Division of Batangas
This study serves as a breakthrough in language learning specifically in vocabulary
development because the research will develop supplementary instructional materials in
ABSTRACT
vocabulary development that will assist learners’ vocabulary acquisition skills.
Generally, the researcher aimed to develop interactive instructional materials PURPOSE
in vocabulary development when reading texts prescribed by the k to 12 curriculum in This study aimed to develop interactive instructional materials in vocabulary development when
language learning. reading texts prescribed by the K to 12 curriculum in language learning.
This research study covered the identification of the difficulties encountered by DESIGN/METHODOLOGY
the learners in unlocking vocabulary difficulties, the strategies used by the learners in The descriptive method of research was utilized as well as teacher-made-vocabulary checklists and
determining the meaning of words and the suggested interactive instructional materials questionnaires. Three stages are used in gathering data: Pre-designed, Design and Post-design.
that they may use to enhance their vocabulary learning and development. Weighted mean was computed to determine the distribution of the respondents’ vocabulary level
This study may be used in upgrading the teaching and learning process in the K to 12 English about the words used in the reading text.
classes. Also, the materials may be used in case that the teachers will hold intervention FINDINGS
programs in vocabulary development during classes or as take home activities. Data discloses that interactive vocabulary development activities allow the students to unlock
The constructive theory in reading of Goodman as cited in Garcia (2011) highlights vocabulary competitively.
the construction of meaning in reading serve as this study’s theoretical anchor. This
RESEARCH LIMITATIONS/ IMPLICATIONS
framework helped to probe into the different vocabulary processing strategies used by
This study is delimited to the identification of the learner’s vocabulary level using a teacher-made
second language readers. vocabulary test. The respondents of the study are 397 Grade 9 students at San Pedro National High
In constructive reading process, the reader construct the text and its meaning School, Sto. Tomas, Batangas
(Goodman, in Garcia (2014). He emphasizes that during reading there are two texts, one
is the published text and the other one is the reader’s text. In the transactions, both the PRACTICAL IMPLICATIONS
reader and the text are changed leading to the change in text constructing it to fit the The research will develop interactive instructional materials in vocabulary development.
expectations and world knowledge. ORIGINALITY/ VALUE
Moreover, the following key ideas to probe the subtleties of the constructive This study will help the learners develop their vocabulary skills.
reading process: 1) reading is an active process in which readers use powerful strategies
KEYWORDS
in their pursuit of meaning, 2) everything readers do is part of their attempt to make Interactive Vocabulary Learning Activities, Prescribed reading texts, Processing Skills,
sense, 3) readers become highly efficient in using just enough of the available information
to accomplish their purpose of making sense, and 4) what readers bring to any act of TYPE OF RESEARCH
reading is as important for successful reading as anything they use from the published text Research Paper
Goodman as cited in Garcia (2011).
The empirical data from 37 studies on verbal protocols compiled by Pressley
and Afflerbach in Garcia (2011) serve as evidence to the above-mentioned key ideas
in constructive theory of reading. The compilation includes reading strategies that they
specifically mention as the ones that a reader applies when locating words with unfamiliar

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strategies is inescapable.
One important objective of studies into language learning strategies is often
to determine effective ways of learning a new language, in Garcia (2011). The field of
vocabulary learning strategies is no exception as the effectiveness of strategies for
learning new words has been under scrutiny for several decades now. They also define
learning strategies as the special thoughts or behaviors that individuals use to help them
comprehend, learn or retain new information. This very broad definition is echoed by
Schmitt in 1997 cited in Garcia (2011) by defining strategies in vocabulary learning as the
process by which information is obtained, stored, retrieved and used; this therefore shows
that vocabulary learning strategies could be any which affect can be broadly defined as a
process.
Moreover, this definition leaves open to question whether vocabulary learning is
incidental or deliberate, a factor which has been much debated in the literature. Others look
into vocabulary learning as incidental but little is understood regarding how this incidental
learning occurs, particularly with respect to the cognitive and metacognitive processes
learners engage in when encountering unfamiliar words while reading and how differences
in these processes affect vocabulary learning. The underlying assumption has been that
incidental vocabulary learning primarily occurs through the process of inferring word
meaning.
Bilash (2013) mentioned that over time, students will develop their own learning
strategies - which includes the ways in which they learn and remember information, how
they study for tests and how they make the best use of their learning strengths. Many
students may not even be aware that they are using these strategies as it may have
become a natural and automatic process for them. There are some strategies, on the
other hand, that students may need to be taught, or at least brought to their attention. The
strategies a student uses to learn a second language depend greatly on their individual
learning syle. Some students are outgoing and will experiment freely and frequently while
learning a new language. Other students are more introverted, preferring a more individual,
private approach to the way they learn and practice the language. The strategies used by
an outgoing student may vary significantly when compared with the strategies of a more
reserved student.
But some research suggests that L2 learners who are left on their own generally ignore
unfamiliar words, infer only when there is a specific need, and consult sparingly and on a
very selective basis (Paribakht & Wesche, 2013). Because attention to an unknown word
seems to be a prerequisite for any learning to occur (Ellis, 1994; Gass, 1988; Schmidt,
1994) cited in Garcia (2011), high rates of ignoring would thus severely limit the learning
potential.
To strengthen this point, Cunningsworth (2012) regards helping learners develop
their own vocabulary learning strategies as a powerful approach which can be based on
sensitization to the systems of vocabulary, encouragement of sound dictionary skills and
reflection on effective learning techniques. In view of the importance of these strategies, it
is useful to find out what vocabulary learning strategies are and examine how they help to
build up one’s vocabulary, and what strategies the textbooks should introduce to learners.
In her new book, Oxford (2011) a distinction has been made between language
learning and language strategies, the distinction can be fuzzy at times. Oxford would
contend that the distinction is inappropriate given that learning can only be accomplished
through use, such as through meaningful communication.
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meanings. The argument presents that a reader decides if the lexical item is significant
to the comprehension of the whole passage. A word which is partially or not significant
may lead to the reader’s ignoring the word and proceeding to read the rest of the passage;
on the other hand, a word which is an important component in understanding the text
undergoes a strategic vocabulary processing by the reader. At the same time, this lexical
item then receives greater attention. The reader either uses a dictionary to select the
relevant meaning there or applies various types of content clues in order to attack the
unfamiliar word or phrase, resulting in a possible word meaning. Failure to construct the
appropriate meaning can induce another attempt or desistance on the part of the reader.
The above-mentioned strategies are mainly confined to the cognitive-based
strategies employed by the learners in independent reading of the grapho-phonic clues,
context clues, dictionary, and ignorance or skipping words.
Students are faced with a whole set of vocabulary terms that we use in school
to complete tasks and discuss ideas. Students often need specific guidance on how to
use this language correctly and in different situations. The best instructional strategies
for vocabulary development, hands down, are those that involve oral language practice.
The only way for students to use and retain academic vocabulary is if they have multiple
opportunities to talk, argue, problem solve, and listen to their peers use new words in
different contexts. (Brown, 2014)
The Grade 9 K to 12 English curriculum has prescribed readings or prescribed
text in each specific grade level. The learners upon reading the prescribed texts may
have encountered difficulties in unlocking word meanings or they encounter vocabulary
processing difficulties. The supplementary instructional materials in vocabulary difficulties
that the researcher will develop will assist learners in their vocabulary processing activities.
The term language learning strategies (LLS) has been defined by many researchers. Rose
and Heath (2015) defined language learning strategies as a term referring to the processes
and actions that are consciously deployed by language learners to help them to learn or
use a language more effectively. They have also been defined as ‘thoughts and actions,
consciously chosen and operationalized by language learners, to assist them in carrying
out a multiplicity of tasks from the very outset of learning to the most advanced levels of
target language performance. The term language learner strategies, which incorporates
strategies used for language learning and language use, is sometimes used, although the
line between the two is ill-defined as moments of second language use can also provide
opportunities for learning
According to Cohen and Andrew (2012) Language learning strategies has naturally
strong links to the fields of self-regulation, self-directed learning, and learner autonomy as
they share core notions of independent learning, learner-centeredness, and the necessity
for learners to exercise responsibility for their own learning.
In addition Stern (1992) cited in Garcia (2011) looks into LLS as the concept of
learning strategy is dependent on the assumption that learners consciously engage in
activities to achieve certain goals and learning strategies can be regarded as broadly
conceived intentional directions and learning techniques. It is emphasized that language
learners use language learning strategies either consciously or unconsciously when
processing new information and performing tasks in the language classroom. Since
language classroom is like a problem-solving environment in which language learners are
likely to face new input and difficult tasks given by their instructors, learners' attempts to
find the quickest or easiest way to do what is required, that is, using language learning
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and validation of questionnaire and pre-test. The design stage includes the development
of supplementary instructional materials in vocabulary development. The post-design
stage includes; peer validation of the supplementary instructional materials in vocabulary
development, inter-rater validation, revising the supplementary instructional materials in
vocabulary development and post-test.
The entire data gathering procedure was encapsulated in Figure 3
Figure 1. The Schematic Representation of the Data Gathering Procedures of this
Study.
RESEARCH RESULTS AND DISCUSSIONS
This part of the study presents the responses to the research objectives.
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Therefore, it is potential to view processing strategies in vocabulary learning from
at least three different angles. First, it could be any action taken by the learner to aid the
learning process of new vocabulary. Second, a vocabulary it could be related to only such
actions which improve the efficiency of vocabulary learning. Third, a vocabulary it might be
connected to conscious as opposed to unconscious actions taken by the learner in order
to study new words. Ideally, learners should be made aware of ‘good’, efficient strategies,
so that they could freely and consciously choose the one suitable for them. It should be
borne in mind, though, that a strategy that works well for one student may completely fail
with another and that for a concrete learning situation one strategy may work better than
another.
METHODOLOGY AND RESEARCH DESIGN
This study used the descriptive method of research to describe characteristics of
a population being studied. The researcher used books, journals and online references to
retrieve significant literature and studies that will support the theoretical anchorage of the
study.
The researcher used teacher-researcher-made vocabulary checklist to identify the
learners’ level in terms of vocabulary knowledge. The words are lifted from the prescribed
reading text on the K to 12 Grade 9 English. Ten words were lifted from the text, these
words were confirmed by the select teacher validators to be the difficult lexicons found in
the text. The respondents used the rating scale of; 4- I know it, 3- I recognize it in-context
, 2- I’ve heard it, but I don’t know what it means and 1-I never saw it before.
To determine the level of unlocking vocabulary, the researchers used two reading
texts prescribed in the K to 12 English for Grade 9. The pre-test highlighted ten words in the
text and a multiple choice type of test follows to identify the meaning of the word. On the
other hand, the post test is in the form of interactive vocabulary development instructional
materials.
Part III of the questionnaire is a checklist which identified the strategies in getting
word meaning. The rating scale used was 4- Used the strategy to a high extent, 3-Used the
strategy to a moderate extent, 2-Used the strategy to a low extent and 1-Never used the
strategy.
To identify the kind of vocabulary learning materials preferred to develop their
vocabulary, five vocabulary strategies were presented and the respondents will choose
by rating them as: 4- Strongly Agree, 3-Agree, 2-Disagree and 1-Strongly Disagree.
The five materials were confirmed by the select teacher validators as the materials that
support vocabulary development. In terms of the encountered difficulties in unlocking
word meanings, a five-item checklist presented the five difficulties affirmed by the teacher
validators to be the common difficulties encountered by the students in getting word
meanings. The rating scale was, 4- Strongly Agree, 3-Agree, 2-Disagree and 1-Strongly
Disagree.
To validate the learners’ responses to the questionnaire, a retrospective interview
followed using an interview guide to organize the process. The researcher used three
stages in gathering data. Pre-design, design and post design stage. The pre-design stage
includes the review of related literature and study, identifying the vocabulary level of
learners, identifying the learners’ encountered difficulties when getting word meanings,
identifying the processing skills used by the learners in getting word meanings, preparation
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Table 3. Correlated t- test on pretest and posttest on correct responses per item on Table 1. Vocabulary difficulties encountered by learners
the vocabulary test given to the respondents.
DIFFICULTIES ENCOUNTERED BY THE 4 3 2 1 Mean Rating
Test Mean T df p (one tail) conclusion STUDENTS IN UNLOCKING WORD
MEANING
Pretest 47 -19.05 9 <0.0001 significant
1.First encounter with the word. 395 2 0 0 3.99
Posttest 257.2
2.The words are not commonly used. 392 5 0 0 3.99
Data shows the computed correlated t-test of -19.05 which reveals the significant 3.The words are literary in nature. 395 2 0 0 3.99
difference between test scores on the vocabulary test. This means that learners perform 4.The words are not part of my day to day 397 0 0 0 4.00
better in unlocking difficult words when exposed to interactive instructional materials in vocabulary.
vocabulary learning. Students need multiple and various exposures to a word before they 5. There are no clues to the meaning of 394 2 1 0 3.99
fully understand that word and can apply it. They need also to learn words in context, the words
not stand alone lists that come and go each week. Of course the way we learn words in Mean Frequency 394.60 2.20 0.20 0.00 3.99
context, or implicitly, is by reading, then reading some more. (Alber, 2016)
Data shows the vocabulary difficulties encountered by the respondents with a mean
CONCLUSIONS rating of 3.99 to 4.00. The vocabulary difficulties are encountered to the highest extent at
a mean frequency of 394.60. This result reveals that students encountered difficulty in
The following conclusions were heaved in this study:
unlocking word meanings.
1. In terms of the learners’ description of vocabulary level, majority of the learners have
Helping students to develop a strong reading vocabulary requires more than
heard the word but they don’t know what it means. The learners’ emphasized that
having them look up words in a dictionary. Rather, students need instruction that will help
they heard the words from their teachers during the discussion yet these words are
them acquire new word knowledge and develop strategies to enable them to increase the
not part of their active vocabulary.
depth of that knowledge over time. To help students develop word knowledge in breadth
2. Interactive vocabulary development activities allow the students to unlock vocabulary
and depth, we must first recognize their obstacles, and then develop teaching practices to
competitively.
address those obstacles.
3. There is a significant difference between the pretest and post test scores of
the students on the vocabulary test. This means that learners perform better in Table 2. Vocabulary level of students using the interactive vocabulary worksheet
unlocking difficult words when exposed to interactive vocabulary learning activities in
vocabulary learning. QUESTION CORRECT % Correct INCORRECT % Incorrect
4. Interactive supplementary instructional materials may be designed to enhance RESPONSES RESPONSES
learners’ vocabulary development. The following instructional worksheet may 1 210 52.90 187 47.10
be suggested: Word Rating Sheet, Word Wall Climbing, Pictowords-Version 1, 2 211 53.15 186 46.85
Pictowords-Version 2, Act-Me-A-Word, Word Part Game, Post Your Word, Wordless
3 234 58.94 163 41.06
Picture Book, Synonyms Meaning Word Toss and Antonym Meaning Word Toss.
4 253 63.73 144 36.27
RECOMMENDATIONS 5 287 72.29 110 27.71
To further enhance this study, the researcher suggests the following 6 230 57.93 167 42.07
recommendations: 7 279 70.28 118 29.72
Teachers must assist the students to maximize their vocabulary learning strategies 8 301 75.82 96 24.18
and not to settle on basic and commonly used way of get- word meaning which is using
the dictionary. The respondents may be guided in using alternative strategy-based way of 9 269 67.76 128 32.24
unlocking word meanings. 10 298 75.06 99 24.94
Teachers must consider vocabulary learning as a significant part of the K to 12 Mean 257.20 64.79 139.80 35.21
Grade 9 English lessons to allow the learners understand the vocabulary of the text they
are reading. Data shows that the number of correct responses using the interactive vocabulary
worksheet gained a computed mean of 64.79 while the computed mean on the number
of incorrect responses is 35.21. Data discloses that interactive vocabulary development
activities allow the students to unlock vocabulary competitively.

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REFERENCES

Abdullah (2011). Put reading first: the research building blocks for teaching children to
read. Jessup, MD: National Institute for Literacy.
READING COMPREHENSION AND SCHOLASTIC PERFORMANCE OF Bilash. O.(2013) Improving Second Language Education http://www.educ.ualberta.ca/
HIGH SCHOOL STUDENTS: BASIS FOR READING COMPREHENSION staff/olenka.bilash/best%20of%20bilash/language%20learning%20strats.html
ENHANCEMENT PROGRAM Brown. K. ((2014) Response: Strategies for Vocabulary Instruction Part One http://blogs.
edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/02/response_
JHONATHAN S. CADAVIDO strategies_for_vocabulary_instruction_-_part_one.html
Master Teacher II/Senior High School Coordinator Cohen, Andrew (2011). Strategies in learning and using a second language (2nd ed.).
Talipan National High School – Senior High School Longman.Cunningsworth (2012)
Fan, R. (2010). The work of the National Literacy Panel. Presentation given at the Reading
ABSTRACT Research Institute of the International Reading Association, Reno, NV.
Garcia, L. (2014). Development of Supplementary Instructional Materials in Vocabulary
PURPOSE Development for First Year Learners. Thesis. Philippine Normal University Manila.
This study aimed to determine the reading comprehension level and scholastic performance of Grade Garcia, L. (2011). The Phenomenology of Proficient L2. Readers Vocabulary Processing
9 students of Atimonan National Comprehensive High School (ANCHS) and its relationship. Strategies in Content Area Texts. Dissertation. Philippine Normal University Manila.
DESIGN/ METHODOLOGY/ APPROACH Goodman. (2006). The Role of Word Consciousness in a Research-Based Vocabulary
The study used a descriptive-correlation method employing the quantitative approach to determine Program. In A. Farstrup & S. J. Samuels (Eds.), What research has to say about
the quantified correlation between the reading comprehension level and the scholastic performance reading instruction. Newark, DE: International Reading Association.
of the students. Graves, M. F. (2007). A vocabulary program to complement and bolster a middle-grade
comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.),
FINDINGS
Reading for meaning: Fostering comprehension in the middle grades. New York:
The study revealed that Grade 9 students have an average reading comprehension level and
proficient scholastic performance level in English was significantly correlated. As the school targeted Teachers College Press; Newark, DE: International Reading Association.
to achieve advanced working proficiency in reading and advanced level in scholastic performance Rose, Heath (2015). "Researching language learning strategies". In Paltridge, Brian;
of the students as stated in the School Improvement Plan, further enhancement of their skills was Phakiti, Aek. Research methods in applied linguistics. Bloomsbury.
conceptualized through the Reading Comprehension Enhancement Program.
Online Reference
RESEARCH LIMITATIONS/ IMPLICATIONS
This study focused on the identification of the reading comprehension level and scholastic performance
(in English) of 60 Grade 9 students of ANCHS for SY 2014-2015 as basis for the development of the
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/02/response_
Reading Comprehension Enhancement Program.
strategies_for_vocabulary_instruction_-_part_one.html
http://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber
PRACTICAL IMPLICATIONS http://www.adlit.org/article/19690/
The proposed program may be helpful in enhancing the reading comprehension level of Grade 9 http://www.learnnc.org/lp/pages/7079
students. http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/language%20
ORIGINALITY/ VALUE learning%20strats.html
Significant data on reading comprehension and scholastic performance were correlated for the
development of a reading comprehension program.
KEYWORDS
reading comprehension, scholastic performance, enhancement program
TYPE OF RESEARCH
Research Paper

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METHODOLOGY AND RESEARCH DESIGN
This section presents the sampling, the instrument, and the data collection taken
by the researcher and the statistical treatment used in the evaluation of the responses.
Sampling
The researcher selected a set of respondents consisting of twenty-five (25)
percent of the total population of the Grade 9 high school students of Atimonan National
Comprehensive High School: Special Science Class, Molave, Mahogany, Guijo, and Yakal.
The twenty-five (25) percent was composed of sixty (60) total number of respondents
where there are 12 respondents in each class.
The researcher applied the random sampling technique in choosing the number
of respondents. To get the 25% of the total sample of the Grade 9 high school students of
Atimonan National Comprehensive High School, all five sections namely Special Science
Class, Molave, Mahogany, Guijo, and Yakal were properly represented.
Instrument
A standardized test was provided to be answered by the respondents. It was
taken from the assessment tools in reading comprehension skills of Markham and Carlson
(2011). There is no need for the researcher to have the questionnaires to be face validated
and content validated.
The assessment tool for reading comprehension skill is composed of a total of one
hundred (100) questions. The questionnaire was divided into several distinct parts. Each
part was composed of an essay/reading material. Each part was composed of ten (10)
questions per set. For each question, one may find four options or choices to choose from.
The materials/contexts used portrayed several types of essays. The essays used include:
Basketball (Narration/Sequence), Why Are American Getting Older? (Cause/Effect),
Bioluminescence (Cause/Effect), Sleep Cycles (Classification), The Art World (Problem/
Solution), Competition (Classification), Mickey Mouse (Definition/Illustration), The New
Photography (Comparison/Contrast), Endangered Species (Persuasion/Justification) and
Levels of Vocabulary (Comparison/Contrast).
Data Collection
The researcher accomplished the study in a twofold manner namely: (a) actual
reading comprehension test administration phase and (b) test results and scholastic rating
evaluation phase.
Each respondent was given a set of questionnaires. They were given enough
time to accomplish the test questions. One hundred (100) questions are provided to the
respondents. These questions were taken from the ten (10) reading materials which they
were going to analyze. After the discussion of the time limit, the do’s and don’ts, and
the instructions, the test master gave the proper time to the students to accomplish the
questionnaires.
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INTRODUCTION
Reading comprehension assessment aims on determining the reading
comprehension performance of the Grade 9 students of Atimonan National Comprehensive
High School. This includes the process of determining whether the students reading
comprehension levels affect their scholastic performance in the second language subject.
According to Chall and Stahl (2010), reading is an activity characterized by the
translation of symbols, or letters, into words and sentences that have meaning to the
individual. The ultimate goal of reading is to be able to understand written material, to
evaluate it, and to use it for one's needs.
As one of the four macro skills, reading greatly affects and sometimes associated
with the other macro skills. Since reading refers to translation of symbols and letter, it
involves two major processes such as the language comprehension and the process of
decoding which are both necessary in understanding the meanings of the symbols.
De Guzman-Santos (2007, as cited in Cadavido, 2012) stated that testing is a
systematic procedure to determine the presence or absence of certain characteristics or
qualities of a learner. Assessment plays a vital role in determining the appropriate placement
of a student in terms of achievement and aptitude.
Testing and assessment decisions and procedures could substantially improve and
enhance the learners’ scholastic performance. These also serve as guides for the teachers
in improving the teaching-learning process and as assistance to policy makers in improving
the educational system. In like manner, poor or improper assessment procedures could
greatly and ambiguously affect the learners, the teachers and the administrators.
Assessing reading comprehension skills of the students is not that difficult since
it focuses mainly in language decoding and comprehension. Reading assessments and
learning build the foundation for a more positive future. A reading assessment for a child is
more important now than ever. These must be grounded in a cognitive skills approach in
order to be effective. Most reading assessments only determine if there is a problem. It is
necessary that a reading assessment is combined with a general learning profile to get at
the actual causes, and not just merely the symptoms of reading struggles. Early detection
would mean an early intervention with a result for proper reading promotion.
As an English language teacher, the researcher believes that reading assessment
is necessary so that proper intervention and remediation can be given to these students.
Assessment requires a great deal of time. Since, reading is connected to cognitive aspect
of learners, reading greatly influences the major academic or scholastic development
and improvement of the learners. Having problems with language decoding and reading
comprehension would mean big failures in most of the academic activities of the concerned
learners.
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From the sixty (60) respondents, thirteen (13) or 21.7% has the intermediate A. Actual Reading Comprehension Test Administration
working proficiency level of reading comprehension. It is also the highest among all the The actual reading comprehension test was administered among the students
scores. Twenty-three (23) respondents or 38.3% of the total population has the general in two days. The first part was administered on the first day while the second part was
working proficiency level of reading comprehension. Twenty-one (21) respondents or conducted during the second day. Each part was composed of five (5) selections and 50
35% of the population has the elementary level of reading comprehension while three (3) questions. The participants answered each part for 50 minutes with a total of 100 minutes
respondents or 5% of the population has the novice level of reading comprehension. This is for the whole test. The tests were answered using the answer sheet. The answers were
generally alarming. However, it is good that only few belong to this level. However, no one checked individually by the researcher.
(or 0%) has the general professional proficiency level and advanced working proficiency B.Test Result and Scholastic Rating Evaluation
level of reading comprehension. 1. Test Result Evaluation
The sum of the scores of the respondents in the reading comprehension test is The results of the test of the respondents were analyzed and assessed properly
2646 garnering a mean score of 44.1. In general, the reading comprehension level of and critically. The results were identified. Mean/Weighted mean was used in determining
the students of Atimonan National Comprehensive High School is under the intermediate the reading comprehension level of the Grade 9 students.
working proficiency level. 2. Scholastic Rating Evaluation
This is in consonance with the findings of Mercado (2013) who mentioned that The researchers asked the scholastic ratings of the respondents from their
comprehension is affected by the reader's knowledge of the topic, knowledge of language respective advisers. Their ratings were evaluated if there’s a significant relationship with
structures, knowledge of text structures and genres, knowledge of cognitive and met the results of their reading comprehension tests. Mean/Weighted mean was used in
cognitive strategies, their reasoning abilities, their motivation, and their level of engagement. determining the scholastic performance of the Grade 9 students.
3. Correlation of Test Results and Scholastic Rating
Table 2
The test result and scholastic rating of the respondents were evaluated to
Level of Scholastic Performance of the Respondents
determine if there’s a significant correlation between the two. It is important to know if
reading comprehension skills affect or do not affect the students scholastic performance.
Range Description Number of Students Percentage
Mean/weighted mean and Pearson-r formulas were used in assessing the significant
90-100 Advanced 1 1.7 correlation between reading comprehension level and scholastic performance of the Grade
85-89 Proficient 27 45 9 students.
80-84 Approaching Proficiency 21 35 Then, the researcher developed a reading comprehension program based on the
75-79 Developing 11 18.3 reading performance of the learners. The focus of the reading comprehension program
included the competencies on reading comprehension of the K to 12 Enhanced Basic
74 - below Beginning 0 0
Education Program.
Total 60 100
Sum of Average Grades 5158.25 100 RESULTS AND DISCUSSION
Mean of Average Grades 85.97 Table 1
Level of Reading Comprehension Proficient Level of Description of Reading Comprehension
75 is the passing rate Range Description Number of Students Percentage
100 – 85 General Professional Proficiency 0 0
In terms of their scholastic performance in English Language Arts, twenty-seven
(27) respondents or 45% of the population is above average. This is high since at least 84 – 69 Advanced Working Proficiency 0 0
50% of the population has better performance in the English subject. Twenty-one (21) 68 – 53 Basic Working Proficiency 23 38.3
respondents or 35% of the total population is considered average in terms of their English 52 – 37 Intermediate Working Proficiency 13 21.7
scholastic performance. However, eleven (11) respondents or 18.8% of the total population
36 – 21 Elementary 21 35.0
has the below average level of performance in the English Language Arts subject. With the
results, only one (1) respondent or the 1.7% of the total population performs outstandingly 20 – 1 Novice 3 5.0
in the English Language Arts subject. Total 60 100
The sum of the average grades of the respondents in their English Language Arts Sum of Scores 2646
subject is 5158.25 garnering a mean of 85.97. In general, the scholastic performance in the
Mean of Score 44.1
English Language Arts subject of the students of the Atimonan National Comprehensive
High School is under the proficient level. Level of Reading Comprehension Intermediate Working
Proficiency

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Reading is generally a complex process. There is a need for several skills to Hwang (2006, as cited in Del Moro, 2013) suggested that better scholastic
master the art of reading and the art of comprehension. This is in support that reading performance in English matters since almost all school subjects take the English subject
skills enable readers to turn writing into meaning and achieve the goals of independence, as the medium of instruction and assessment. By using a combination of high interest
comprehension and fluency. level, highly focused concentration and specific reading comprehension and reading speed
More importantly, reading skill has not been an achieved skill without the skills strategies, the new student reading skills capitalize on the brain's ability to grasp several
of vocabulary mastery and comprehension. As there is a need for comprehension, words at once. A friend and studies that dreaded subject together.
reading becomes a helpful skill if learners are able to improve their lexical abilities and
comprehension. Table 3
In terms of reading comprehension targets, various topics and/or competencies Analysis of Correlation between Reading Comprehension Level and Scholastic
are set for each grade level. These competencies are based on the curriculum guide by Performance
the K to 12 Enhanced basic Education Curriculum. As such, a program should really be in
line with the reading comprehension targets of the Department of Education on a particular Reading Quotient Mean Standard
level so that there will be the parallelism on the implementation of the targets. Deviation
Reading Pearson Correlation 1 .825*** 44.1000 15.47957
II. OBJECTIVES Sig. (2-tailed) .000
N 60 .60
The objectives of this Reading Comprehension Enhancement Program (R-CEP)
are as follows: Quotient Pearson Correlation .825*** 1 85.9708 3.84540
Sig. (2-tailed) .000
N 60 60
A. For Teachers
** Correlation is significant at the 0.01 level (2-tailed).
1. Respond to the target competencies in reading comprehension as prescribed by
the curriculum guide; The means for reading comprehension and English Language Arts performance
2. Improve the reading comprehension skills of the learners by assessing the are 44.1000 and 85.9708, respectively with standard deviations of 15.47957 for reading
appropriate reading materials to the levels of specific learners; and comprehension and 3.84540 for the English Language Arts performance.
3. Work easily on the target competencies with the help of the reading program It was found out that there is a significant correlation between the reading
guide responsive to the specifications of the curriculum guide for Grade 9 by the K to 12 comprehension level and the English Language Arts performance having a significant
Enhanced Basic Education Curriculum. correlation of .825 which is higher that the significant level at 0.01 level (2-tailed). Thus,
it can be deduced that the reading comprehension level of the students directly affects or
B. For Learners influences their scholastic performance in terms of the English Language Arts subject. It
1.Increase their level of reading comprehension through the use of the Reading can also be deduce that the lower the reading comprehension level will mean a possible
Comprehension Enhancement Program (R-CEP); low performance or grades in the subject, English Language Arts.
2. Advance their reading comprehension abilities considering the different modes The finding is similar to that of Carrell and Eisterhold (2010) in his study entitled
of actions that they will perform responsive to their needs and interests; and Teaching Reading Comprehension to ESL/EFL Learners: An Analysis reveals that reading
3. Be encouraged on the development of reading skills and the use of reading comprehension skills greatly affects one’s scholastic performance since in almost all
strategies by using the target language to convey instructions and course-related aspects of learning avenues, learner needs to use his/her reading comprehension skills.
information in written form.
READING COMPREHENSION ENHANCEMENT PROGRAM FOR GRADE 9
III. SUGGESTED PROCEDURES STUDENTS

The following procedures are hereby suggested to be undertaken in using R-CEP.
1. Before anything else, conduct first a pre-test focusing on their reading
comprehension of the leaners. Follow the competencies in creating the questions. Or, a
standardized test may be adapted for testing.
2. Create interesting activities focusing on reading comprehension for every week.
Each activity must be changed and updated every week. At the same case, each activity
must focus on the competencies set for reading comprehension.
I. RATIONALE
Reading is one of the four macro skills in language teaching-learning. It can be
seen as an interactive process between a reader and a text which leads to automaticity or
(reading fluency). In this process, the reader interacts dynamically with the text as he/she
tries to elicit the meaning and where various kinds of knowledge are being used: linguistic
or systemic knowledge (through bottom-up processing) as well as schematic knowledge
(through top-down processing).

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3. Following the period on when to do a particular competency, follow properly the

prescribed activities and the mode of action.
4. Provide activities that are based on the level of the learners. Regularly, check
Quarter Week Competencies Topic Mode of Procedures Success Persons
the learners’ level by providing proper assessment activities relative to the target lesson
(continued) Action Indicators Involved and/or competency.
1 4 Scan sequence Signals or The patterns 1. The students The students Students 5. After a year of implementation, provide a post test to determine if the learners’
signals or Connectors of ideas will be given a have Teacher reading comprehension levels have been improved.
connectors developed text based on scanned
to determine based on the the module (or sequence
patterns of idea connectors any available signals or IV. THE READING PROGRAM
development. or signals material). connectors
used will be 2. The signals or to determine The week number and the duration of the activity for both vocabulary and
identified. connectors will be patterns
scanned based of idea
comprehension are based on the latest curriculum guide for Grade 9 English of the
from the given development Department of Education under the K to 12 Enhanced Basic Education Curriculum.
text.
3. The patterns of
idea development Quarter Week Competencies Topic Mode of Procedures Success Persons
will be assessed Action Indicators Involved
based on the
connectors or 1 1-2 Share a prior Prior A text topic 1. A text topic will The students Students
signals used. knowledge about Knowledge will be be given to the have shared
a text topic provided for students. a prior
1 5-6 Skim to determine Skimming The author’s 1. The students The students Students the students 2. Discussion knowledge
key ideas and purpose will will be given a have Teacher to analyze will follow about a text
author’s purpose be assessed text based on skimmed to in relation through sharing topic
through the module (or determine to their prior of the learners’
skimming. any available key ideas knowledge knowledge about
material). and author’s about the the given topic.
2. Key ideas purpose given topic. 3. The students
will be identified will provide
based from the information on
given text. the topic about
3. The author’s their background
purpose will also knowledge.
be assessed
based on the
given text.

1 7-8 Make connection Prior Analysis on 1. The students The students Students
between the Knowledge the relations will be given a have made Teacher 1 3 Take note of Signals or The signals 1. The students The students Students
present text and between the text based on connection sequence signals Connectors or connectors will be given a have taken Teacher
previously read presently and the module (or between or connectors used and text based on note of
texts. previously any available the present to determine their functions the module (or sequence
read texts will material). text and patterns of idea will be any available signals or
be provided. 2. Key ideas will previously development determined. material). connectors
be assessed read texts given in a text. 2. The signals or to determine
based from connectors will be patterns
the presently taken note based of idea
previously read from the given development
texts. text. given in a
3. Connections 3. The functions text.
between the of the signals or
key ideas of the connectors used
previously and will be identified
presently read
texts will be
identified.

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Quarter Week Competencies Topic Mode of Procedures Success Persons

(continued) Action Indicators Involved
2 6 Sense the Linear and The 1. The students The Students Quarter Week Competencies Topic Mode of Procedures Success Persons
difference Non-Linear differences will be given students will Teacher
(continued) Action Indicators Involved
between linear Texts between sample linear and analyze the
and non-linear linear and non-linear texts. differences 1 9 Identify advance Graphic The advance The students The students Students
texts. non-linear 2. Key between organizers, Organizers organizers, will be given a have Teacher
texts will be information will linear and titles, subtitles, titles, subtitles text based on identified
assessed. be determined in non-linear illustrations, etc. or illustrations the module (or the advance
both linear and texts. given in a text. used in a any available organizers,
non-linear texts. given text will material). titles,
3. Linear and be determined 2. Graphic subtitles,
non-linear texts, by the organizers, titles, illustrations,
and their key learners. subtitles, and etc. given in
ideas will also be illustrations will a text.
differentiated. be identified
based from the
given text.
2 7 Interpret Non-Linear The 1. The students The Students
information found Texts information will be given students will Teacher
in non-linear found in sample non-linear interpret the 2 1 Compare and Comparison Similar 1. The students The students Students
texts such as non-linear texts. information contrast similar and Contrast information will be given will compare Teacher
diagrams, maps, texts such 2. Information on found in information presented sample texts and contrast
charts, etc. as diagrams, the given non- non-linear presented in in different based on the similar
maps, charts, linear texts will texts such different texts. texts will be module (or information
etc. will be be identified and as diagrams, compared and any available presented
interpreted. assessed. maps, contrasted. material). in different
charts, etc. 2. The texts.
information from
2 8 Match the Diagrams Proper 1. The students The students Students
each text will be
diagrams write-ups will will be given will provide Teacher
identified.
with their be matched diagrams. and match
3. The
corresponding to the given 2. The diagrams proper
information from
write-ups. diagrams. will also be write-ups to
the texts will be
assessed and the given
compared and
explained. diagrams.
contrasted.
3. The
explanations or 2 2-5 Get information Print Media Information 1. The students The students Students
the write-ups will from the various will be will be given print will get Teacher
be matched with print media retrieved medias such information
the diagrams. like brochures, from the as brochures, from the
pamphlets, various print pamphlets, various print
periodicals, and media like periodicals, and media like
2 9 Organize Graphic Information 1. The students The students Students
audio-visual brochures, audio-visual brochures,
information in Organizers will be will be given texts will organize Teacher
recordings. pamphlets, recordings. pamphlets,
various ways organized in or paragraphs. information
periodicals, 2. The given print periodicals,
(outlining, graphic various ways. 2. Key ideas will in various
and audio- medias will be and audio-
representations, be assessed. ways.
visual analyzed. visual
etc.) 3. The key ideas
recordings. 3. Key recordings.
or information
information from
will be organized
the given print
in various ways
media will also be
(outlining, graphic
determined.
representations,
etc.)

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Quarter Week Competencies Topic Mode of Procedures Success Persons

(continued) Action Indicators Involved
4 6-9 Judge the Social The relevance 1. The students The students Students
relevance and Awareness and worth will be given a will judge the Teacher
worth of ideas, and of ideas, text. relevance
Quarter Week Competencies Topic Mode of Procedures Success Persons
soundness Relevance soundness 2. The given text and worth
of author’s of author’s will be read and of ideas, (continued) Action Indicators Involved
reasoning, and reasoning, analyzed. soundness 3 1-3 Analyze a one act One Act Play One-act 1. The students The students Students
the effectiveness and the 3. The content of author’s play; and explain (Theme) play will be will be given a will analyze Teacher
of the effectiveness of the text will reasoning, how the elements assessed one-act play. the theme
presentation. of the be judged based and the specific to one-act focusing on its 2. The given of a one-act
presentation on the relevance effectiveness play contribute to theme. one-act play play.
will be judged. and worth of of the the development will be read and
ideas, soundness presentation. of its theme. analyzed.
of author’s 3. The theme of
reasoning, and the one-act play
the effectiveness will be identified.
of the
presentation.
3 4-6 Analyze a one-act One Act Play The images 1. The students The students Students
play; express (Images and the will be given a will analyze a Teacher
appreciation for and Literary literary one-act play. one-act play
V. IMPLEMENTATION, MONITORING, AND EVALUATION sensory images Devices) devices will 2. The given by focusing
used; and explain be analyzed one-act play on the
the literary using the one- will be read and images and
A. Implementation devices used. act play. analyzed. the literary
3. The images devices.
The program is good for one school year. A pre-test before the start of the program and the literary
devices used of
on the first month will be provided, while a post-test will also be given during the last month the one-act play
of implementation of the program. The program is good for one school year or ten months. will be identified.
Moreover, the activities are based on the target competencies set by the K to
3 7-9 Determine the Tone, Mood, One-act 1. The students The students Students
12 Enhanced Basic Education Curriculum provided by the Department of Education on tone, mood, Technique, play will be will be given a will analyze Teacher
January 2014. Each target competency for reading comprehension is good for the specified technique, and and Purpose assessed one-act play. the tone,
week or period set by the curriculum guide and competency period. purpose of the focusing on its 2. The given mood,
author. tone, mood, one-act play technique,
For implementation purposes, activities will be provided by the teacher. Activities technique, will be read and and purpose
will be provided for each week. To ensure the development of both skills, regular utilization and purpose analyzed. of a one-act
of a one-act 3. The tone, play.
and access to the program is highly desired. play. mood, technique,
and purpose of
the one-act play
B. Monitoring will be identified.
The teacher has to clearly monitor the reading comprehension enhancement
4 1-5 Relate text Social The text 1. The students The students Students
program every week for the skill development purposes. To ensure that the learners are content to Awareness content will will be given a will relate the Teacher
able to access the program regularly, the learners should submit their answers to the given particular social be related text. text content
activity. issues, concerns, to particular 2. The given text to particular
or dispositions in social issues, will be read and social issues,
real life. concerns, or analyzed. concerns, or
dispositions in 3. The content dispositions
C. Evaluation real life. of the text will in real life.
be related to
For evaluation purposes, the teacher should check the submitted the answers particular social
regularly. The checked items will be given equivalent scores which will be recorded for issues, concerns,
or dispositions in
monitoring purposes to see if the program is effective or not. real life.

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REFERENCES
Alyousef, M. (2011). Metacognitive reading strategies (2nd ed). United States of America:
St. Mary’s Publishing Company.
Cadavido, J. (2012). Reading comprehension level of the third year students of Lucban
Academy, SY 2011-2012 (Unpublished Research Paper).
Carrell, S. & Eisterhold, G. (2010). Culture in language focus. New York: St. Mary’s
Publishing Company
Chall, N. & Stahl, J. (2010). The linguistic macro skills: Keys to learning improvement.
United States of America: MacMillan Company.
Del Moro, F. (2013). Analysis on the cross cultural language to the reading comprehension
of learners (Unpublished Article).
Markham, R. & Carlson, S. (2011). Reading comprehension materials: Standardized tests.
USA: RST TESOL Company.
Mercado, J. (2013). Relationship between learning engagement and reading comprehension
(Unpublished Master’s Thesis, Bulacan State University).
Stanovich, H. (2010). Reading skills and comprehension. United States of America:
MacMillan Company.
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Vol. 2
FINDINGS
After analyzing the results of the study, the researchers arrived to the following
findings:
1. The reading comprehension level of the students of Atimonan National
Comprehensive High School is for high school level with a total score of 2646 and a mean
score of 44.1.
2. The scholastic performance of the respondents from ANCHS is at the proficient
level with a total average grade of 5158.25 and a mean of 85.97. Their general scholastic
performance is proficient.
3. Using weighted mean and Pearson-r, it was found out that there’s a significant
correlation between the reading comprehension level of the respondents and their
scholastic performance with result of .825 which is higher than the 0.01 level of significant
correlation. Thus, reading comprehension matters in the scholastic performance of the
students.
4. A reading comprehension enhancement program has been developed focusing
on activities based on different competencies for particular quarter and week. The activities
are based on the competencies set by the curriculum guide for Grade 9 of the K to 12
Enhanced Basic Education Curriculum.
CONCLUSIONS
Based on the findings, the researcher arrived to the following conclusions:
1. The Grade 9 students of Atimonan National Comprehensive High School have
average level of reading comprehension.
2. The Grade 9 students of Atimonan National Comprehensive High School have
proficient level of scholastic performance.
3. The reading comprehension level and the scholastic performance (for English)
are significantly correlated.
4.The Reading Comprehension Enhancement Program (RCEP) was developed to
enhance more the reading comprehension level of the learners from the average level to
the above average level, and the scholastic performance in English from proficient level to
advanced level.
RECOMMENDATIONS
Based on the findings and conclusions, the researcher recommends the following:
1. Provide special classes or time for reading comprehension skills enhancement.
2. Implement the reading remediation program to be attended by the students with
low reading comprehension level.
3. Provide reading items in all assessment tools to be given to the students. It
should at least composed ten (10) percent of the total items. This will generally help in
improving the reading skills and reading comprehension skills of the students.
4. Expose students to the different reading materials that will suit their year and
mental levels.
5. Parallel studies should be conducted to determine if reading comprehension
level has a significant correlation with the other fields or subjects of learning competencies.
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Leadership is an influence process requiring the abilities to diagnose the functional
task and maintenance requirements of an organization and to furnish actions that will fill
these requirements. Through such actions, the leader influences his personnel to perform
so as to accomplish missions (Olmstead, 2000, p. 21).
Usually, the school principals do not spend time talking about the need for integrating
management skill as they find it easier to effective perform to become an effective leader
(Caperina, 2010). Dettmer (2005) believes that many educational policymakers, school
administrators and teachers believe they can get it on their own and most of them will do
not just fine. Those having such views point out that many other students have immediate,
major problems to do by overworked teachers in busy, crowded, unfunded schools. They
believe that students who cannot make it without intensive special services must be served
first and foremost.
Although the particular characteristics of a leader seem to influence his success,
those that are essential vary considerably depending upon the circumstances. Leaders
who differ widely in abilities and traits are sometimes equally successful in the same or
similar situations. Therefore, although the personal characteristics of individual leaders
are certainly important, it is not fruitful to consider leadership as a universal pattern of
characteristics possessed by certain people. It is more useful to recognize the importance
of skills, attitudes, and actions that can be acquired by individuals who differ widely in their
inborn traits and abilities (Olmstead, 2000).
METHODOLOGY AND RESEARCH DESIGN
Research Design
The descriptive-correlation method of research was selected for this primarily due
to its usefulness in gathering relevant data especially on the elementary school principals
in the Division of Lucena City and the implication for the enhancement of Elementary
education. Descriptive analysis is the process of transforming raw data into tables and
charts to make better sense of the data and provide summaries. Data were coded and
tallied as frequencies and percentages and displayed in frequency distribution tables to
give a clear picture for relevance and comparison
It is also a correlation study as it attempted to test the significant relationship that
existed between the variables related to the person and profession of the Elementary
school principals.
Qualitative analyses were undertaken to determine the leadership behaviour
of elementary school principals and other data pertaining to them construed to have
substantial relationship to the elementary education. Qualitative data were coded line
by line using the constant comparative analysis. The process required the researcher to
thoroughly read data to get a sense of the information.
74
Vol. 2
LEADERSHIP BEHAVIOUR OF ELEMENTARY SCHOOL PRINCIPALS:
IT’S IMPLICATION TO THE ENHANCEMENT OF ELEMENTARY
EDUCATION
RESEARCHER: ROXANNE FAYE M. CAPERINA
Kindergarten Teacher
Lucena East III Elementary School
ABSTRACT
PURPOSE
To identify the different leadership behaviour of Elementary school Principals and its implication to
the enhancement of Elementary Education in the Division of Lucena City.
RESEARCH LIMITATIONS
To achieve the research aimed, 40 school administrators from the divisions of Lucena City, served
as respondents.
DESIGN/ METHODOLOGY/ APPROACH
It utilized the descriptive-correlation with the survey questionnaire as major research instrument.
Based on the result, most of the respondents could be characterized as transformational leaders well
as transactional leaders.
FINDINGS
The positive effect of the leadership behaviour for the enhancement of Elementary education program
were having trust and respect for fellow workers. For the improvement of leadership behaviour of
Elementary School Principals, found to be the most effective ways were stimulate conducive learning..
KEYWORDS
leadership behaviour, transformational leadership, Principal, elementary education
INTRODUCTION
Leadership is a process in which leaders and followers interact dynamically in a
particular situation or environment. Leadesrchip is a broader concept than that of leaders
and the study of leadership must involve more than just the study of leaders as individuals.
(Hughes, Ginnett & Curphy, 2006).
Middlewood and Abbott, (2012), stated that leadership should influenced others
action in achieving desirable ends. Leaders are people who shape the goals, motivation
and action of others. They initiate change to reach existing and new goals, while managing
well often exhibits leadership skills, the overall lfunction toward maintenance rather than
change.
Iqbal, Inayat, Ijaz and Zahid (2012) cited that when leaders interact with followers
they employ combination of traits, skills and behaviors that is called leadership style. The
style which leader adopt commonly based on combination of their beliefs, ideas, norms,
and values. Different theories and assumptions leads to a number of different leadership
styles that includes authoritarian, democratic and laissez faire. Transformational and
transactional leadership were also widely studied in order to identify the best possible way
for leaders to interact with their followers.
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Table 1 Research Locale

Leadership behaviour of Elementary School Principals in terms of Autocratic The research locale choosen for this research article was the City of Lucena.
Leadership Style It consist of four district namely the North district, East district, West district, and South
district. The main school in the Division of Lucena City is the West 1 Elementary School for
A. Autocratic Leader Weighted Mean Interpretation the West district, East 1 Elementary School for the East District, North 1 Elementary School
1. I act as the spokesperson of 4.18 Often for the North District and South 1 Elementary School. There are forty three schools in the
the group. Division of Lucena City.
2. I push for increased of 4.17 Often
production. Respondent of the Study
3. I decide what will be done 3.86 Often There are about forty three recognized Elementary schools in the Division of
and how it will be done.
Lucena City. The respondents were chosen through the use of stratified sampling since
4. I keep the work moving on 3.65 Often samples were taken from each school. Simple random sampling was also employed to
rapid pace. choose school principal since the study was concerned with the leadership behaviour.
5. I am reluctant to allow the 3.12 Occasionally
members any freedom of Data Analysis
action.
To realize the expected response, the researcher has constructed a questionnaire
Average Weighted Mean 3.80 Often
which was divided into several parts.
Table 1 exhibit the respondent’s leadership behaviour with respect to autocratic The first part deal with the demographic profile of the respondents in terms of
leadership style. personal and professional related variables such as gender, age civil status, position
As to autocratic leadership, the respondents could be describe as autocratic leader handled, highest educational attainment, length of teaching experience and number of
with average weighted mean of 3.80 equivalent to often with the most rated behaviours. “I hours relevant to training.
act as spokesperson of the group”,.”I push for increased of production.” , . “I decide what The second part look into the leadership behaviour displayed by the school
will be done and how it will be done”, and” I keep the work moving on rapid pace” with the principals in terms of the leadership style as autocratic, democratic, laissez-faire,
weighted mean of 4.18, 4.17, 3.86 and 3.65, respectively, all interpreted as often. charismatic, transformational, and transactional.
Autocratic Style is a a style of leadership in which the leader “uses strong, directive, The third part identified the perceived effects of the leadership behaviour on the
controlling actions to enforce the rules, regulations, activities and relationship in the work enhancement of the elementary education.
environment. Followers have little discretionary influence over the nature of the work, its The fourth part deal with the processes that elementary school principals employ
accomplishment, or other aspects of the work environment” (Nelson & Quick, 2003, p. to improved their leadership behaviour.
394). Lastly, the sixth part look into the significant relationship between the demographic
Table 2 profile of the respondents and their leadership behaviour.
Leadership behaviour of Elementary School Principals in terms of Democratic
Leadership Style RESEARCH RESULT AND DISCUSSION
A. Democratic Leader Weighted Mean Interpretation Analysis and Interpretation of the Data
I trust members to exercise good 4.27 Always The demographic profile of the respondents shows that female outnumbered male
judgement. Elementary School principals in the division of Lucena City. Most of the respondents are
I try out ideas in the group. 4.07 Often in the age bracket of 41-45 years of age. On the educational qualification, most of the
I permit the group to set its own pace 4.01 Often principals has a master’s degree with a total number of 24-36 hours of relevant training in
management and leadership training.
I permit the member to use their own 3.96 Often
judgement in solving problem.
I get swamped by details. 3.30 Occasionally
Average Weighted Mean 3.92 Often

Table 2 exhibit the respondent’s leadership behaviour with respect to democratic

leadership style.

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Table 4
As to democratic leadership, the respondents could be described as democratic
Leadership behaviour of Elementary School Principals in terms of Democratic
leader with an average weighted mean of 3.92 equivalent to often with the most highest
Leadership Style
rated behaviour “I trust the members to exercise good judgement” with a weighted mean
of 4.27 and interpreted as always . These were followed by the statements “ I try out ideas
A. Charismatic Leader Weighted Mean Interpretation in the group”, I permit the group to set its own pace” and “I permit the member to use their
I ask the group members follow 4.40 Always own judgement in solving problem. “With weighted means of 4.07, 4.01, 3.96, respectively,
standard rules and regulation interpreted as often.
I allow the group a high degree 4.38 Always Daft and Marcic (2009), supportive leadership involves leader behaviour that shows
of initiative concern for subordinates’ well being and personal needs. Leadership behaviour is open,
I stimulate others to rethink the 4.04 Often friendly and approachable and the leader creates a team climate and treat subordinate
way they are. as equal. Democratic Leader emphasis on performance and people. Assumes that “most”
I work diligently for a promotion. 3.60 Often people are honest, trustworthy, and will work hard to accomplish meaningful goals and
challenging work. Strives for a well organized and challenging work environment with
Average Weighted Mean 4.00 Often
clear objectives and responsibilities and gets the job done by motivating and managing
individuals and groups to use their full potential in reaching organizational as well as their
Table 4 exhibit the respondent’s leadership behaviour with respect to charismatic
own personal objectives.
leadership style.
As to charismatic leadership, the respondents could be described as charismatic
leader as they rated the behaviours in this part with a weighted mean of 4.08 equivalent Table 3
to often with the highest statement “I ask the group members follow standard rules and Leadership behaviour of Elementary School Principals in terms of Democratic
regulation “This was followed by the statement “I allow the group a high degree of initiative” Leadership Style
with the weighted mean of 4.38 interpreted as always.
Daft and Marcic (2009) noted that charismatic leader has the ability to inspire and A. Laissez-Faire Leader Weighted Mean Interpretation
motivate people to do more than they would normally do, despite of the obstacles and I allow my staff complete 4.27 Always
personal sacrifices. Followers transcend their own self-interests for the sake of the team. freedom in their work.
I am able to tolerate 4.07 Always
Table 5 postponement and uncertainly.
Leadership behaviour of Elementary School Principals in terms of
I turn the members loose on a 4.01 Always
Transformational Leadership Style
job and let them go out on it.
Average Weighted Mean 4.1 Always
A. Transformational Leader Weighted Mean Interpretation
I encourage the use of uniform 4.54 Always Table 3 exhibit the respondent’s leadership behaviour with respect to laissez-faire
procedures. leadership style.
I am willing to make changes. 4.48 Always As to laissez-faire leadership, the respondents could be described as laissez-faire
I let the members do their work 4.45 Always leaders with an average weighted mean of 4.27 equivalents to often with the most highest
the way they think best. rated behaviour “I allow my staff complete freedom in their work.”This was followed by the
I provide a good model for 4.42 Always statement “I am able to tolerate postponement and uncertainly.” With the weighted mean of
others to follow 4.07 interpreted as always. “I turn the members loose on a job and let them go out on it.”
I let some members have 3.56 Often With the weighted mean of 4.01 interpreted as always.
authority that i should keep. Daft and Marcic (2009) Laissez Faire Leader emphasis on performance and
people. Assumes that people are unpredictable and uncontrollable and that a leader’s job
Average Weighted Mean 4.29 Always
is to do enough to get by, keep a low Profile, stay out of trouble, and leave people alone as
much as possible. Relies on abdicating to whoever will rise to the occasion to get the job
Table 5 exhibit the respondent’s leadership behaviour with respect to done
transformational leadership style.

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Table 7 As to transformational leadership, the respondents could be characterized most

Leadership behaviour displayed by the administrator and Teachers in relation with of the time as transformational leaders having the most rated statement” I encourage the
leadership style use of uniform procedures” with the weighted mean of 4.29. These were followed by the
statement “I am willing to make changes.”, I let the members do their work the way they
Leadership Behaviour Weighted Mean Interpretation think best”” I provide a good model for others to follow”, With the weighted mean of 4.48,
1. Autocratic style 3.80 Often 4.45, and 4.42, interpreted as always.
2. Democratic style 3.92 Often Transformational leadership is relationship of mutual help and support that
develops followers into leaders. It occurred when one or more people work together in such
3. Laissez-faire style 3.51 Often
a way that a leaders and followers help to increase others motivation. (Gosling, Jones,
4. Charismatic style 4.00 Often Sutherland & Dijkstra, 2012).
5. Transformational style 4.29 Always
6. Transactional style 4.24 Always Table 6
Leadership behaviour of Elementary School Principals in terms of Transactional
The table 7 presents the leadership behaviour displayed by the administrator and Leadership Style
Teachers in relation with leadership style.
The table shows that Elementary School Principals could be characterized as A. Transactional Leader Weighted Mean Interpretation
transformational leaders as it got the highest average weighted mean of 4.29 interpreted as
I motivate staff for greater effort 4.65 Always
always. The Elementary school principals also can be described as transactional leaders
as shown by the average weighted mean of 4.24 interpreted as always. Furthermore, they I give special recognition when 4.65 Always
other work is very good
can also be thought as charismatic leaders with an average weighted mean of 4.00as
interpreted as often. I settle the conflicts they occur 4.54 Always
Jones and Jorge (2006) stated that transformational managers have a vision in the group.
of how good things could be in their work groups and organization’s structure, culture, I encourage overtime work. 3.70 Often
strategy, decision making and other critical processes and factors. Average Weighted Mean 4.24 Always
Table 8
Perceived effects of the Leadership behaviours on Enhancement of Elementary Table 6 exhibit the respondent’s leadership behaviour with respect to transactional
Education leadership style.
As transactional leadership, the respondents could be characterized as
STATEMENT Weighted Interpretation transactional leaders having average weighted mean of 4.18 equivalent to often with the
Mean most rated behaviours “I motivate staff for greater effort” and “I give special recognition
1 Strong sense of unity with the Elementary Program/ fellow workers. 4.29 Very high when other work is very good” with a weighted mean of 4.65 interpreted as always.
2 Possessing a healthy work attitude. 4.35 Very high According to Hoyle (2012) Transactional leaders attempt to balance initiating
3 Having trust and respect for fellow workers. 4.50 Very high
structure in order to get things done with meeting the needs of the people while things are
getting done. This type of leadership requires the integration of organizational goals and
4 Awareness and involvement in whatever is the happening with the 4.12 Very high
Public Elementary Education. expectations with the needs of the people doing the work. This style of leadership is based
in the dual organization where the bureaucratic side conflicts with the professional one
5 Showing mutual support/ cooperation to fellow workers. 4.49 Very high
6 Development of honesty, integrity, trustworthiness, and other 4.35 Very high
positive values among personnel.
7 Making personnel feel that they are regarded as partners in 4.30 Very high
mission.
8 Developing a kinship with personnel by assuring them that their 4.24 Very high
needs are understood.
9 Observing proper decorum and moral uprightness in the 4.32 Very high
performance of one’s job.
10 Providing personal support and baking innovators. 4.12 Very high
Average Weighted Mean 4.30 Very High

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Table 9 illustrates the ways that Elementary School Principals employ to improve their The table 8 presents the perceived effects of the Leadership behaviours on
leadership Behaviour. Enhancement of Elementary Education.
Based on the obtained mean, “Stimulating Conducive learning Environment” was The statement “Having trust and respect for fellow workers” ranked first with a
rated highest with a mean of 4.52, interpreted as highly effective. Iqbal, Inayat, Ijaz & Zahid mean of 4.50, interpreted as very high. Kinicki and Kreitner (2006) stated the consideration
(2012) cited that when leaders interact with followers they employ combination of traits, involves leader behaviour associated with creating mutual respect or trust and focuses on
skills and behaviors that is called leadership style. The style which leader adopt commonly a concern for a group members’ need and desired.
based on combination of their beliefs, ideas, norms, and values. Different theories and Showing mutual support /cooperation to fellow workers also has a very high
assumptions leads to a number of different leadership styles that includes authoritarian, effect on the leadership behaviour of the respondents for the enhancement of elementary
democratic and laissez faire. Transformational and transactional leadership were also education program, obtaining a mean of the 4.49. According to Daft and Marcic (2009),
widely studied in order to identify the best possible way for leaders to interact with their supportive leadership involves leader behaviour that shows concern for subordinates’ well
followers. being and personal needs. Leadership behaviour is open, friendly and approachable and
This was followed by showing self-confidence and commanding respects for his the leader creates a team climate and treat subordinate as equal.
authority, with a mean of 4.49, likewise interpreted as highly effective. Autocratic Style is Also having a very high effect on the leadership behaviour for the enhancement
a a style of leadership in which the leader “uses strong, directive, controlling actions to of Elementary Education program is based on the obtained mean of 4.35 are” Possessing
enforce the rules, regulations, activities and relationship in the work environment. Followers a healthy work attitude and Development of honesty, integrity, trustworthiness, and other
have little discretionary influence over the nature of the work, its accomplishment, or other positive values among personnel”. According to Warrick (n.d.), Human Relations Leader is
aspects of the work environment” (Nelson & Quick, 2003, p. 394). low emphasis on performance and a high emphasis on people. Assumes that “all” people
Exercising transparency in decision making followed with a weighted mean of are honest, trustworthy, self-motivated and want to be involved and that a participative,
4.48, interpreted as highly effective. Effective leadership in organizations occurs when “ permissive, and supportive work environment will lead to happy workers that are productive
managers take steps to lead in a way that is appropriate for the situation or context in which workers.
leadership occurs and for subordinate who are being led” (Jones & Jorge, 2006, p.512)
Table 9
Table 10 Ways that Elementary School Principals employ to improve their leadership
Relationship and significance level between the leadership behaviour and Behaviour
professional profile of the respondents
STATEMENT Weighted Interpretation
Variables Correlation Computed Critical Value Significance Mean
Coefficient (r) t-value (df=40) 1 Exercising transparency in decision making. 4.48 Highly effective
2 Showing self confidence and commanding respect for his authority. 4.49 Highly effective
Educational Significant at
3 Motivating the group to work effectively towards the realization of 4.32 Highly effective
Attainment 0.39 4.54 2.62 a= 0.01
organizational goal.
Hours of relevant Not Significance 4 Making good use of authority and material reward to motivate his/ 4.09 Very effective
training 0.08 0.86 1.98 at her subordinate to get things done
a=0.05
5 Inspire creativity and innovativeness for productive enhancement 4.23 Highly effective
of elementary education.
6 Promote and enhance learning process, commitment, dedication, 4.36 Highly effective
Table 10 shows the relationship and significance level between the leadership sincerity and loyalty in the Elementary Education.
behaviour and professional profile of the respondents. Among the variables, only the 7 Stimulate conducive learning environment. 4.52 Highly effective
educational attainment of the respondents was found to be significantly related to their 8 The elementary school principals provides motivational leadership 4.31 Highly effective
leadership behaviour with computed coefficient of 4.54 which is higher than the critical and serves as the role model of the Elementary teachers.
value of 2.62. 9 Provide and establish the climate of healthy relationship among 4.40 Highly effective
This denotes that educational attainment could also verify the leadership behaviour administrators, teachers, non teaching faculty and students toward
of the Elementary School principals in the Division of Lucena City. In addition to this, it can unity, solidarity and team work for the attainment of the Elementary
Education Program.
be held that the more educated a School Principal is, the more he/she is likely to behave
using the transformational or transactional types of leadership as shown in Table 4. 10 Showing team building ability by encouraging followers to share 4.34 Highly effective
the individual values, interests and hopes.
Average Weighted Mean 4.35 Highly effective

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4. Processes that Elementary School Principals employs to improve their leadership
behaviour
That “stimulating conducive learning environment” was rated highest with a mean
of 4.52, highly effective. It was followed by “display of self-confidence and commanding
respect for authority”, with a mean of 4.49, highly effective. “Exercising transparency in
decision making followed with a weighted mean of 4.48,highly effective.
5. Significant relationship between demographic profile and leadership
Since the computed correlation between leadership behaviour and the respondents’
age is equivalent to 2.42 and is higher than the critical value of 1.98, it is significant at
a=0.05. On the other hand, the computed correlation coefficient between leadership
behaviour and civil status of 1.68 was found to be significant since it is lower than the
critical value of 1.98.
Among the variables, only the educational attainment of the respondents were
found to be significantly related to their leadership behaviour with computed coefficient of
4.54 which is higher than the critical value of 2.62.
CONCLUSIONS
After an analysis of data gathered, the research revealed the following:
1. Most of the respondents were female, in their forty’s, some had a master’s degree and
some were working to obtain their doctoral degree.
2. Most of the respondents could be characterized as transformational leaders as well as
transactional leaders. Some can also be thought as charismatic leader. The respondents
had a very positive insight for Elementary Education and they are not autocratic leader.
3. The positive effects of the leadership behaviour for the enhancement of Elementary
education program were having trust and respect for fellow workers, display of mutual
support/ cooperation for fellow workers.
4. For the improvement of leadership behaviour of Elementary School Principals, the study
found that the most effective ways were stimulate conducive learning environment, display
of self confidence and commanding respect for his authority and exercising transparency
in decision making.
5. On the significant relationship of the respondents’ professional variables, only the
educational attainment of the respondents was found to be significantly related to their
leadership behaviour.
RECOMMENDATIONS
Based on the findings and Conclusion presented, the researcher recommends the
following:
1. The elementary School Principals should promote harmonious relationship in promoting
Elementary Education.
2. More activities promoting task engagement among Elementary School Principals and
their fellow workers.
3. School administrator should self assess periodically their leadership behaviour along
with the traits and style for the improvement of their leadership skills.
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According to hughes, Ginnett and Curphy (2002), educational program generally
have a positive effect on the leadership development. Thus, formal education and training
program can help one become a better leader. However it is important to note that these
programs vary substantially content and pedagogy and not all programs are appropriate for
all leaders.
Summary of Findings
The general findings of this study were stated as follows:
1. Demographic Profile
1.1.Personal Profile
1.1.1.The highest frequency belonged to bracket 41-45 with 20 respondents,
followed by 10 under bracket 36-40, 7 were 46-50 of age, 4 were aged 31-35 while
2 was aged 51-55.
1.1.2.Most of the respondents were female equivalent to 95% or 37 out of
43 compared to male which was only 6 or 5%.
1.2.Professional Profile
1.2.1.Of the 43 respondents, 22 got a master’s units, 15 got a master’s
degree, and 3 got a doctorate degree, while 3 were still pursuing a doctoral degree.
1.2.2.Most of the 43 respondents have undergone training and
accumulated 80 and above hours with 37 respondents, followed by 40 to 72 hours
with 4 respondents while the 2 remaining had a 24-36 hours.
2. Leadership Behaviour
The respondents could be characterized as most of the time transformational
leaders having the highest weighted mean of 4.29 and interpreted in this study as always
having the most rated statement “I encourage the use of uniform procedures.”
Meanwhile, the respondents could also be described as transactional leaders with weighted
mean of 4.24 equivalent to always with the most rated behaviours “I motivate staff for
greater effort” and “I give special recognition when others work is very good.” Furthermore,
they can also be taught of being charismatic leader as they rated the behaviour in this
part with a weighted mean of 4.40 defined in this study as always with the highest rated
statement “I ask the group members follow standard rules and regulation.
3. Perceived effect of the leadership behaviour of Elementary School Principals in
their respective schools
“Having trust and respect for fellow workers” ranked first with a mean of 4.50,
very high. “Showing mutual support / cooperation to fellow workers.” Also has a very high
effect on the leadership behaviour of the respondents for the enhancement of elementary
education. obtaining a mean of 4.49.
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WRITTEN COMMUNICATION ERRORS IN ENGLISH OF DEPED

REFERENCES
QUEZON SCHOOL PERSONNEL: BASIS FOR WRITTEN
COMMUNICATION ENHANCEMENT Barlett, L.D., Weisentein, G.R., & Etscherdt, S. (2002). Successful inclusion for educational
PROGRAM leaders. New Jersey: Merrill Prentice Hall.
Hughes, R.L., Ginnett, R.C., & Curphy, G.J. (2006). Leadership: Enhancing the lessons of
ANGELINA B. CASTILLO experience (5th ed.). New York: Mcgraw-Hill.
Education Program Supervisor I Hintze, J. (2005). Becoming an effective leader. Boston: Harvard Business School Press.
Division of Quezon Intrator, S.M.(2004). The engaged classroom. Educational Leadership 62(1).
JHONATHAN S. CADAVIDO Jones. G.R. & George. J.M. (2006). Contemporary management (4th ed.). New York:
Master Teacher II Mcgraw Hill.
Talipan National High School – Pagbilao, Quezon Kreitner, R., & Kinicki, A. (2004). Organizational behaviour (6th ed.). New York: Mcgraw
BERNADETTE A. ALONZO Hill.
Teacher I Olmstead, A.J. (2000). Executive leadership. USA publishing.
Quezon National High School – Lucena City Ornstein, A.C. & Lasley, T.J. (2004). Strategies for effective teaching (4th ed.). Boston:
MENARD N. RED McgrawHill.
Teacher II
Marcial V. Villanueva National High School – San Francisco, Quezon

ABSTRACT
PURPOSE
The main objective of this study was to determine the written communication errors in English of
school personnel of DepEd Quezon.
DESIGN/ METHODOLOGY/ APPROACH
This used discourse analysis method using textual analysis technique on errors and format of the
assessed written communications. Quantitative approach was used in quantifying the results.
FINDINGS
A number of errors have been committed in written communications in terms of letter format and
structure by both elementary and secondary school personnel. A number of errors have been
committed in written communications in terms of morphological, lexical, syntactical, and mechanical
features by both elementary and secondary school personnel. The Written Communication
Enhancement Training Program was developed to enhance the written communication competence
of all the school personnel in the Division of Quezon.
RESEARCH LIMITATIONS/ IMPLICATIONS
300 written communications submitted/forwarded to the division office for 2014 were analyzed.
PRACTICAL IMPLICATIONS
A WCEP for school personnel was conceptualized/developed to provide trainings to enhance their
skills.
ORIGINALITY/ VALUE
This provided significant data on the written communication skills of the school personnel, and a
training program was developed to enhance their skills.
KEYWORDS
written communication, letter format, morphology, syntax, lexicons, mechanics, training program
TYPE OF RESEARCH
Research Paper

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communications analyzed were selected using the random sampling technique. The written INTRODUCTION
communications utilized for analysis were the letters submitted to the Division Office for Commission of errors in using the English language is a very common notion
Fiscal Year 2014. among the non-native speakers of English. Filipinos, being non-native speakers, tend
to commit language errors in terms of speaking and writing. Language errors in spoken
Data Collection communication are tolerable; however, errors in written communication are objectionable
The data included the 300 written communications of elementary and secondary as the presence of errors can be seen as a very obvious phenomenon in the written texts.
school personnel of DepEd-Quezon. To maintain the confidentiality of the data, the Writing is a thinking process and is much more that an exercise (Verghese, 2005).
researchers were only allowed to assess the letters inside the Records Office. Learning to write using the second language as a medium is not an easy task. This skill
also includes the careful and purposeful selection and organization of ideas, facts, and/or
Data Analysis experiences.
The first language or the L1 is much different from the second language or L2.
The responses were tabulated, analyzed and evaluated by the researchers in Though both of these languages follow the different linguistic features and conventions, L2
order to assess the level of written communication competence in English of elementary learners tend to think in L1 and then translate it to L2 before transcribing it. This attitude
and secondary school personnel in the Division of Quezon. The results of the evaluation tends to become the cause of errors not only in grammatical and structural components but
were analyzed using the percentage formula in quantifying the results. The written more on the organization of ideas that one wants to portray.
communications were analyzed through the employment of error analysis approach Learning to write is learning to use grammar with ease and facts in some sequential
provided for letter structure and interlingual error taxonomy. order as tools. The ability to express one’s ideas in writing in a second or foreign language
and to do with reasonable coherence and accuracy is a major achievement (Celce-Murcia,
RESULTS AND DISCUSSION 2006). Non-native speakers of English are more exposed to errors in terms of writing.
Though native speakers also tend to commit errors in terms of grammatical underpinnings,
This section shows the presentation, analysis, and interpretation of the data they tend to commit linguistic errors as to structural and organization overviews.
gathered following the procedures of its own research design. As an institution, DepEd-Quezon in Region IV-A CALABARZON aims to improve the
Table 1 communication skills of all of its employees in each school. All school personnel are tasked
Common Errors Committed in Written Communications in Terms of Letter with reports and communication activities sent and forwarded to various administrative
Structure of School Personnel of the Division of Quezon centers in the division office. As such, school personnel must be competent enough in
terms of written communication competence focusing on letter structure or format, and
Errors Elementary Secondary Total Percentage interlingual taxonomy.
Inappropriate Business Letter Format 128 134 262 24.58 As may be determined by the results of the study, special program aiming to improve
Incorrect or Absence of Heading 44 28 72 6.75 and enhance the school personnel’s (especially the school heads) written communication
competence must be developed in order to create an academic community effective in
Incorrect or Absence of Salutation 56 78 134 12.57
writing communications that may be used in various purposes.
Incorrect Inside Address 48 63 111 10.41 Thus, error analysis is a helpful tool to help non-native speakers of English in
Inappropriate Font Size 32 17 49 4.60 understanding the different concepts of the different linguistic conventions. In here, the
Inappropriate Font Style 46 35 81 7.60 errors may be corrected by proper conceptualization on appropriate remediation program.
Inappropriate Margin and Spacing 37 26 63 5.91
Absence of Date 116 128 244 22.89
METHODOLOGY AND RESEARCH DESIGN
Absence of Complimentary Close 29 21 50 4.69
The study used the discourse analysis method using the textual analysis technique
TOTAL 536 530 1066 100.00
for language analysis on the errors and the format of the assessed written communications,
quantitative approach. The error analysis approach was also used to quantify the results
Table 1 presents the common errors in written communications in terms of letter
gathered on the analysis of the data.
structure of school personnel of the Division of Quezon.
Most of the errors committed were due to inappropriate business letter format
having a number of 262 or 24.58% total number of errors, and the absence of date with 244 Sampling
(22.89%) occurrences of errors. These were followed by incorrect or absence of salutation The study employed 300 (150 from elementary and 150 from secondary)
(134 or 12.57%), incorrect inside address (111 or 10.41%), inappropriate font style (81 or selected written communications of various purposes sent by elementary and secondary
7.60%), incorrect or absence of heading (72 or 6.75%), inappropriate margin and spacing school personnel addressed to different offices in the Division of Quezon. The papers or

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Table 1.2 (63 or 5.91%), absence of complimentary close (50 or 4.69%), and inappropriate font size
Common Errors Committed in Written Communications in Terms of Letter (49 or 4.60%).
Structure of Secondary School Personnel The results reveal that elementary school personnel committed more errors
composed of 536 occurrences, while secondary school personnel committed a total of 530
Errors Secondary Percentage errors. The data also showed that the errors on letter structure obtained a total of 1066
Inappropriate Business Letter Format 134 25.28 occurrences
Incorrect or Absence of Heading 28 5.28 Table 1.1
Incorrect or Absence of Salutation 78 14.72 Common Errors Committed in Written Communications in Terms of Letter Structure
Incorrect Inside Address 63 11.89 of Elementary School Personnel
Inappropriate Font Size 17 3.21
Errors Elementary Percentage
Inappropriate Font Style 35 6.60
Inappropriate Business Letter Format 128 23.88
Inappropriate Margin and Spacing 26 4.91
Incorrect or Absence of Heading 44 8.21
Absence of Date 128 24.15
Incorrect or Absence of Salutation 56 10.45
Absence of Complimentary Close 21 3.96
Incorrect Inside Address 48 8.96
TOTAL 530 100.00
Inappropriate Font Size 32 5.97
Table 1.2 presents the common errors in written communications in terms of letter Inappropriate Font Style 46 8.58
structure of secondary school personnel. Inappropriate Margin and Spacing 37 6.90
Most of the errors committed were inappropriate business letter format (134 or Absence of Date 116 21.64
25.28%), and absence of date (128 or 24.15%). These were followed by incorrect or absence Absence of Complimentary Close 29 5.41
of salutation (78 or 14.72%), incorrect inside address (63 or 11.89%), inappropriate font
TOTAL 536 100.00
style (35 or 6.60%), incorrect or absence of heading (28 or 5.28%), inappropriate margin or
spacing (26 or 4.91%), absence of complimentary close (21 or 3.96%), and inappropriate
font size (17 or 3.21%). The data also showed that the errors on letter structure obtained a Table 1.1 presents the common errors in written communications in terms of letter
total of 530 occurrences. structure of elementary school personnel.
Most of errors committed were due to inappropriate business letter format (128
Table 2 or 23.88%), and absence of data (116 or 21.64%). These were followed by incorrect or
Categories of Errors in Written Communications of School Personnel of the absence of salutation (56 or 10.45%), incorrect inside address (48 or 8.96%), inappropriate
Division of Quezon font style (46 or 8.58%), incorrect or absence of heading (44 or 8.21%), inappropriate
margin or spacing (37 or 6.90%), inappropriate font size (32 or 5.97%), and absence of
Errors Elementary Secondary Total Percentage complimentary close (29 or 5.41%). The data also showed that the errors on letter structure
Morphological 64 55 119 20.59 obtained a total of 536 occurrences.
Lexical 112 101 213 36.85
Syntactic 97 61 158 27.34
Mechanical 49 39 88 15.22
TOTAL 322 256 578 100.00

Table 2 presents the categories of errors in written communications of school

personnel of the Division of Quezon.
The results show that the most common errors committed by school personnel
were under the lexical category having a total of 213 or 36.85% of the total errors. This was
followed by the syntactical errors with 158 or 27.34% of total errors; morphological errors
with 119 or 20.59% of the total errors; and mechanical errors having 88 or 15.22% of the
total errors.

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Table 2.1.2 In the same case, the data also show that elementary school personnel committed
Lexical Errors in Written Communications of Elementary School Personnel more errors having a frequency of 322 than the secondary school personnel with 256
occurrences.
Errors Frequency Percentage
Table 2.1
Word Choice 40 35.71 Categories of Errors in Written Communications of Elementary School Personnel
Word Form 16 14.29
Preposition 24 21.42 Errors Frequency Percentage
Pronoun 16 14.29 Morphological 64 19.88
Spelling 16 14.29 Lexical 112 34.78
TOTAL 112 100.00 Syntactic 97 30.12
Mechanical 49 15.22
Table 2.1.2 presents the lexical errors in written communications of elementary TOTAL 322 100.00
school personnel.
Most of the errors committed focused on word choice composed of 40 or 35.71% Table 2.1 shows the categories of errors in written communications of elementary
of the total errors. This was followed by the word form errors having 24 occurrences or school personnel.
21.42% of the total errors. Lastly, word form errors, pronoun errors, and spelling errors The results show that most of the elementary school personnel committed errors
obtained 16 (14.29%) errors each. This category obtained a total of 112 occurrences of in terms of lexical errors composed of 112 occurrences or 34.78% of the total errors. This
errors. was followed by syntactic, morphological, and mechanical errors having the frequencies
of 97 (30.12%), 64 (19.88%), and 49 (15.22%), respectively. The data also reveal that the
Table 2.1.3
elementary school personnel committed a total of 322 errors.
Syntactic Errors in Written Communications of Elementary School Personnel
Table 2.1.1
Errors Frequency Percentage Morphological Errors in Written Communications of Elementary School Personnel
Word Order 12 12.37
Omitted Words or phrase 20 20.62
Errors Frequency Percentage
Verb Error 24 37.50
Unnecessary words or phrase 16 16.49
Noun-ending error 20 31.25
Run-ons 24 24.74
Article or determiner error 20 31.25
Fragments 25 25.78
TOTAL 64 100.00
TOTAL 97 100.00
Table 2.1.1 presents the morphological errors in written communications of
Table 2.1.3 presents the syntactic errors in written communications of elementary elementary school personnel.
school personnel. The data show that most of the errors committed were verb errors composed of 24
Most of the errors committed were due to fragments composed of 25 or 25.78% of or 37.50% of the total errors. This was followed by the noun-ending errors, and the article
the total errors. This was followed by run-ons, omission of words or phrase, unnecessary or determiner errors composed both of 20 or 31.25% of the total errors. This category
words or phrase, and word order having the frequencies of 24 (24.74%), 20 (20.62%), 16 obtained a total of 64 occurrences of errors.
(16.49%), and 12 (12.37%), respectively. This category obtained a total of 97 occurrences
of errors.

Table 2.1.4
Mechanical Errors in Written Communications of Secondary School Personnel

Errors Frequency Percentage

Punctuation 28 57.14
Capitalization 21 42.86
TOTAL 49 100.00

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Table 2.2.2 Table 2.1.4 presents the mechanical errors in written communications of elementary
Lexical Errors in Written Communications of Secondary School Personnel school personnel.
Most of the errors committed were due to the improper use of punctuations having
Errors Frequency Percentage
28 occurrences composed of 57.14% of the total errors, while capitalization errors got
Word Choice 34 33.66 a total of 21 errors or 42.86% of the total errors. This category obtained a total of 49
Word Form 13 12.87 occurrences of errors.
Preposition 26 25.75 Table 2.2
Pronoun 14 13.86 Categories of Errors in Written Communications of Secondary School Personnel
Spelling 14 13.86
Errors Frequency Percentage
TOTAL 101 100.00
Morphological 55 21.48

Table 2.2.2 presents the lexical errors in written communications of secondary Lexical 101 39.48
school personnel. Syntactic 61 23.82
Most of the errors committed under this error were word choice errors composed Mechanical 39 15.22
of 34 or 33.66% of the total errors. This was followed by preposition errors having a total TOTAL 256 100.00
of 26 or 25.75% of total errors. On the other hand, pronoun errors and spelling errors both
generated 14 or 13.86% of the total errors, while word form errors were composed of 13 or Table 2.2 presents the categories of errors in written communications of secondary
12.87% of the total errors. This category obtained a total of 101 occurrences of errors. school personnel.
Table 2.2.3 The results show that most of the errors committed were under the lexical category
Syntactic Errors in Written Communications of Secondary School Personnel composed of 101 (39.48%) occurrences of errors. This was followed by the syntactic,
morphological, and mechanical errors equivalent to 61 (23.82%), 55 (21.48%), and 39
Errors Frequency Percentage (15.22%) of errors, respectively. The data also reveal that the elementary school personnel
Word Order 9 14.75 committed a total of 256 errors.
Omitted Words or phrase 16 26.23 Table 2.2.1
Unnecessary words or phrase 21 34.43 Morphological Errors in Written Communications of Secondary School Personnel
Run-ons 9 14.75
Fragments 6 9.84 Errors Frequency Percentage
TOTAL 61 100.00 Verb Error 18 32.73
Noun-ending error 19 34.54
Table 2.2.3 presents the syntactic errors in written communications of secondary
Article or determiner error 18 32.73
school personnel.
Most of the errors committed were due to unnecessary words or phrases composed TOTAL 55 100.00
of 21 or 34.43%of the total errors. This was followed by omission of words or phrases
having 16 or 26.23% of the total errors. On the other hand, word order errors and run-ons Table 2.2.1 presents the morphological errors in written communications of
were both composed 9 or 14.75% of the total errors, while fragments got 6 or 9.84% of the secondary school personnel.
total errors. This category obtained a total of 61 occurrences of errors. Most of the common errors committed were noun-ending errors composed of
19 or 34.54% of the total errors. This was followed by verb errors and article/determiner
Table 2.2.4 errors both composed of 18 or 32.73% of total errors. This category obtained a total of 55
Mechanical Errors in Written Communications of Secondary School Personnel occurrences of errors.

Errors Frequency Percentage

Punctuation 20 51.28
Capitalization 19 48.72
TOTAL 39 100.00

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Competency Topic Mode of Procedures Success Persons Table 2.2.4 presents the mechanical errors in written communications of secondary
Action Indicators Involved school personnel.
Most of the errors committed were punctuation errors composed of 20 or 51.28% of
Write/Prepare Business Business 1. The school The school School
a business Letter (and letter (and personnel will personnel Personnel total errors while capitalization errors generated a total of 19 or 48.72% of the total errors.
letter using Format) memo/order be given sample are able to This category obtained a total of 39 occurrences of errors.
appropriate preparation) business letters. write correct
formal letter parts and 2. The sample business
format format will be business letters will letter following CONCLUSIONS
discussed. be analyzed based the prescribed
on parts and format. letter format. Based on the findings, the researchers arrived at the following conclusions:
3. The school 1. A number of errors have been committed in written communications in terms of letter
personnel (trainees) format and structure by both elementary and secondary school personnel.
will be given time 2. A number of errors have been committed in written communications in terms of
to prepare their morphological, lexical, syntactical, and mechanical features by both elementary and
own business letter secondary school personnel.
following the format.
Improve Morphology Morphological 1. Sample texts will The school School
English structures and be provided to the personnel Personnel RECOMMENDATIONS
language concepts will school personnel are able
proficiency with be discussed (trainee). to improve Based on the findings and conclusions, the researchers recommend the following:
the focus on and analyzed. 2. The texts will be their English 1. Adopt the proposed enhancement training program as division’s priority training project.
morphological assessed focusing language 2. Implement the written communication enhancement training program to be attended by
structures. on morphological skills with all school personnel of both public elementary and secondary schools in the Division of
features of the texts. the focus on Quezon.
3. The morphological morphological
3.Provide more English proficiency training programs to all school personnel to improve
features will be structures.
discussed and
their writing skills not only for written communications but so with the preparation of school
explained. reports, narratives, and the like.
4. The morphological 4. The Written Communication Enhancement Training Program was developed to enhance
errors found in the written communication competence of all the school personnel in the Division of Quezon.
the texts will be
corrected by the SUMMARY OF THE PROPOSED WRITTEN COMMUNICATION
participants as part ENHANCEMENT TRAINING PROGRAM
of the training.
Improve Lexicons Lexical 1. Sample texts will The school School A. Objectives
English structures and be provided to the personnel Personnel
language concepts will school personnel are able The proposed written communication enhancement training program aims to:
proficiency be discussed (trainee). to improve 1. Acquaint school personnel on the proper business letter format applicable to DepEd-
with the focus and analyzed. 2. The texts will be their English Quezon;
on lexical assessed focusing language 2. Provide information on the morphological, syntactical, lexical, and mechanical features
structures. on lexical features of skills with of the English language; and
the texts. the focus 3. Improve the written communication skills of the school personnel as effective
3. The lexical on lexical communicators.
features will be structures.
discussed and
explained. B. Proposed Procedures
4. The lexical errors The table shows the target competencies, topics, mode of action, procedures,
found in the texts will success indicators, and persons involved in this proposed training program.
be corrected by the
participants as part
of the training.

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Reflection • Research • Action

D. Monitoring
Competency Topic Mode of Procedures Success Persons
To determine if the school personnel have improved their written communication (Continuation) Action Indicators Involved
competence, pretest and posttest activities will be provided among the learners. Activities Improve Syntax Syntactical 1. Sample texts will The school School
provided among the school personnel during the training will also be checked regularly to English structures and be provided to the personnel Personnel
determine the level of improvement. language concepts will school personnel are able
proficiency be discussed (trainee). to improve
with the focus and analyzed. 2. The texts will be their English
E. Evaluation on syntactical assessed focusing language
For the evaluation purposes, written communications submitted to the Division structures. on syntactical skills with
features of the texts. the focus on
Office will again be monitored and checked to determine if the training program has been
3. The syntactical syntactical
an effective remedy. It can also serve as indicator in modifying the developed program. features will be structures.
discussed and
REFERENCES explained.
4. The syntactical
Al-Bainain, H. (2006). Students’ writing errors in ESL: A case study. Qatar: Qatar University errors found in
Press. the texts will be
Beach, D. (2007). Error analysis in complex writing assignments: A brief quantitative study. corrected by the
USA: George Mason University Press. participants as part
of the training.
Benson, C. (2002). Features of the English language.ELT Journal Volume 56/1 January
2002 © Oxford University Press. Retrieved from http://www3.oup.co.uk/eltj/hdb/
Volume_56/ Issue_01/freepdf/560068.pdf Improve Mechanics Mechanical 1. Sample texts will The school School
English structures and be provided to the personnel Personnel
Brown, H. D. (2002). Principles of language learning and teaching. Englewood Cliffs, N.J:
language concepts will school personnel are able
Prentice-Hall. proficiency be discussed (trainee). to improve
Cedar, P. S. (2004).Transferability and translatability of idioms by Thai-speaking learners with the focus and analyzed. 2. The texts will be their English
of English.Dissertation Abstracts International, 64(08), 2570. (UMI No. 3101068). on mechanical assessed focusing language
Celce-Murcia, M. (2006).Teaching English as a second language.Boston: Heinle and structures. on mechanical skills with
Heinle. features of the texts. the focus on
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the 3. The mechanical mechanical
accuracy and fluency of L2 student writing. Journalof Second Language Writing, features will be structures.
12 (3), pp. 267-296. discussed and
explained.
Chen, C., & Huang, F. (2003).L2 acquisition of subject-prominence by EFL students in
4. The mechanical
Taiwan.English Teaching & Learning, 27(4), pp. 99-122. errors found in
Erdogan, V. (2005).Contribution of error analysis to foreign language teaching.Mersin the texts will be
University Journal of the Faculty of Education, 1 (1). corrected by the
Ellis, R. (1996). Understanding second language acquisition. Oxford: Oxford University participants as part
Press. of the training.
Eun-pyo, L. (2002). Error analysis on medical students.writing. Eulji University, School
of Medicine.Retrieved from: http://www.paaljapan.org/resources/proceedings/
PAAL8/pdf/pdf053.pdf. C. Implementation
James, C. (2001). Errors in Language Learning and Use. London: Longman. It is desired that the proposed training program will be implemented regularly.
Reyes, L. R. (2014). Errors in written compositions of collegiate second language writers. Trainings should be provided by the Division Office among the school personnel regularly.
Lucena City: Enverga Publication. In this case, trainings should be done in groups. Separate trainings should be given among
Richards, J. C., and Schmidt, R. (2002).Dictionary of language teaching & applied teachers, school heads, and district supervisors. As much as possible, all school personnel
linguistics. Pearson Education Limited. London: Longman. should undergo the training in the training center so that information will come from first
Safraz, K. (2011). Error analysis of high school student essays. Accents Asia [Online], 2 hand sources. The training should be provided at least twice a year, preferably at the
(1), pp. 14-23. beginning of each semester. Activities in relation to the sample procedures will be provided
Verghese, C. P. (2005). Teaching English as a second language. India: Sterling Publishers during the series of trainings.
Private Limited.

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INTRODUCTION
Continuous improvement in the teaching-learning process is of paramount
substance in the in-road search for raising the learning achievement within the framework
of school enterprise. School principals are put into pressures on intensifying instructional
leadership accountabilities and standards by way of improving the mastery learning of
students as measured through the standardized test results (National Achievement Test).
This investigation was limited to the utilization of Content-Focused Instructional
Learning Scheme (CFILS). The scheme composed of calibrated instructional plan on
fifteen (15) competencies in each core subject area in Grade Six; Science, Mathematics,
English, Filipino and Heograpiya, Kasaysayan, Sibika (HEKASI) during the one-hour
extension on instructional time. The instruction included focused spelling scheme,
vocabulary development, mathematical word clues, graphic organizers, differentiated
learning activities and administration of parallel pretest and posttest in every lesson.
The research focused on the establishment of gathered data for comparative
analysis of National Achievement Test (NAT) parallel pretest and posttest as gauge
instrument to students’ mastery learning of desired competencies.
REVIEW OF RELATED LITERATURE
Some literature and previous researches that have implications and relevance
to this particular investigation are likewise presented. A commentary of de Cadiz (2010)
contended that a critical analysis of student achievement must be given utmost attention
by the educational agency of each country. In addition, Comia (2002) emphasized that
the most important attribute of an educational institution to acquire reputable disposition
is that it should provide quality instruction; such service must make the recipient acquire
the essential values, knowledge, habits and skills of the environment and time. Moreover,
Cortez (2002) commented that the pupils’ achievement level depends to a large extent on
how effective the teacher manages the instructional system. Teachers’ effectiveness on the
other hand, depends largely on the quality of the curricular and instructional decision that
the teachers made. As it has been said, the quality of learning achieved by the pupil’s lies
on the quality of teaching processes done the output of effective teaching therefore is a
productive learning. Early (2004) considered performance management as improving the
quality of teaching; focusing the student achievement; identifying professional needs and
meeting those needs as priority for improved performance.
The aforementioned literatures were found very useful as bases for this investigation
since its relevance does not go far beyond this piece of work specifically in the following:
in the commentary of Comia and Cortez, it stated that students achievement largely
influenced by the quality of instructions made by the teacher and careful analysis of the
performance of the school administrator. Likewise, focusing on the quality of teaching and
providing professional needs to teacher is strongly emphasized in the study of Early. The
action research was anchored in the Mastery of Learning Theory of Blooms and Kenneth
J. Smith Instructional Design Theory.
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Vol. 2
CONTENT- FOCUSED INSTRUCTIONAL LEARNING SCHEME
(CFILS):
AN INTERVENTIONAL APPROACH TO IMPROVE MASTERY
LEARNING
Dr. ELVIRA B. CATANGAY
Cavinti District, Laguna
Region IV-A CALABARZON
ABSTRACT
PURPOSE
This action research was intended to increase at least by 2% the school/district overall National
Achievement Test (NAT) mastery level using the Content-Focused Instructional Learning Scheme
(CFILS) as an intervention approach to need-based learning.
DESIGN/METHODOLOGY
The One-Group Pretest-Posttest design was utilized in the treatment of NAT parallel test given
to one-hundred percent (100%) grade six pupils in sixteen elementary schools with a total of 420
pupils in Cavinti District SY-2014-2015. The activities were undertaken during the one-hour extended
instructional time for 15 weeks. The researcher modeled this scheme through pretest, teach, test the
result, adapt procedure, teach and test again to the point of actual learning.
FINDINGS
The comparative analyses of the pretest and posttest revealed the significant increase during the
implementation scheme and attested by the recorded overall district national achievement rating
of 63.67 in SY 2014-2015 which is 4.74 greater than the previous year rating of 58.87 composed
of sixteen elementary schools. Twelve (12) out sixteen (16) elementary schools recorded a notable
increase from 2.12 to 19.06 respectively.
ORIGINALITY/VALUE
This action research was both heuristic and holistic in approach as encompasses the fifteen (15)
least-learned competencies in grade six five core subjects.
RESEARCH LIMITATIONS
This investigation was limited to the utilization of Content-Focused Instructional Learning Scheme
(CFILS) to 420 grade six learners during the one-hour extension on instructional time from September
to December of 2014 in the District of Cavinti, Laguna. This scheme undertook series of pretest and
posttest to complete the 15 weeks lessons calibrated from the National Achievement Test listed and
least learned competencies. The use of One-Group Pretest-Posttest is the simplest method of testing
the significant effect or impact of the intervention initiated. The occurring change between the results
of pretest at the beginning of the scheme and posttest at the end of the 15 weeks implementation
became the measure of comparison. Series of pretests and posttests were part of the instructional
process as a scheme.
KEY WORDS
Continuous Improvement, Focused Learning, Teaching-Learning Process
TYPE OF RESEARCH
Action Research Paper
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METHODOLOGY
The research utilized descriptive and qualitative designs to determine reasonable
facts and information of the action taken.
The developed testing instrument was conducted to four hundred twenty (420) or
one-hundred percent (100%) of grade six pupils in sixteen (16) elementary schools of the
district were the subject of the research for the school year 2014-2015.
Parallel test was validated by school heads and grade six teachers before the
administration of the pretest. After validation, orientation on the proceedings was likewise
undertaken. During the entire process of the intervention teachers were required to record
the class mean percentage scores of the pretest and posttest in every learning competency
indicated. Make comparative analysis and do appropriate instructional action to remediate
or reinforce the specific learning competency. The process is true to all core subjects until
the end of the implementation. (September to December)
The One-Group Pretest-Posttest design was utilized in the treatment of parallel
National Achievement Test (NAT) given to the grade six pupils at the end of the implementation
scheme. The activities were undertaken during the one-hour extended instructional time
for 15 weeks. The researcher modeled this scheme through pretest, teach, test the result,
adapt procedure, teach and test again to the point of actual learning. Series of pretests and
posttests were part of the instructional process as a scheme.

DATA INTERPRETATION AND ANALYSIS

Table 1 depicts the comparative analyses of one-group pretest and posttest results CONCEPTUAL FRAMEWORK
to validate the probable impact of the content-focused intervention learning scheme
initiated.

Table 1
Comparative Analyses of One-Group Pretest and Posttest
September – December 2014

Subject Mean Percentage Scores

Pretest Posttest Difference
English 41.99 74.13 32.14
Math 46.01 71.06 25.05
Science 44.79 70.89 26.10
HEKASI 38.15 64.38 26.23
Filipino 55.66 74.33 18.67
AVE 45.32 70.96 25.64

As depicted in the table, the 25.64 increase in mean percentage scores over
pretest proves that the initiated content-focused instructional learning scheme for Grade 6
can improve the achievement rating of the learners so as the mastery level in the NAT.

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CONCLUSION AND RECOMMENDATION Table 2 shows a significant increase in validation MPS of 18.99 over pretest.
This further supports the mastery level of the competencies as measured by the
The recorded increase is extremely attributed to the use of Content-Focused parallel test items.
Instructional Learning Scheme (CFILS). The provision of CFILS guide is helpful to teachers
as to content, relevance and time enhancement in the facilitation of directed and repeated Table 2
learning instructions towards mastery learning. Time enhancement provides more time for Validation Result of 75-Item Test
the students to accomplish the given tasks or activities with maximum participation and January 2015
involvement. It is recommended that the conduct of pretest and posttest in every lesson
should be sustained as best practice in all classroom instructions as one of the salient Subject Mean Percentage Scores
feature of this intervention approach. Pretest Validation Difference
English 41.99 63.15 21.16
Proponent’s Note: Math 46.01 71.06 25.05

The context of this investigation has started in SY 2009-2010 and realized the Science 44.79 62.76 17.97
full context in 2010-2011. The premature implementation in Southville 1 ES, Cabuyao HEKASI 38.15 55.38 17.23
District (which the author served as school principal) has gained 1.12 increase. In 2011, Filipino 55.66 69.22 13.56
the researcher was promoted and moved to Laguna Resettlement Community School AVE 45.32 64.31 18.99
(LRCS) in San Pedro District. The same intervention was initially introduced as far as NAT
is concern and recorded an increase of 2.31 from 42.85 to 45.23. In SY 2012-2013 more
Table 3 shows the comparative analyses of the pretest and posttest. It reveals the
refined and substantiated learning activities, formative tests were achieved in five core
significant increase during the implementation scheme and attested by the recorded overall
subject areas in grade six and registered an increase of 6.45 from 45.23 to 51.68.
district national achievement rating of 63.61 in SY 2014-2015 which is 4.74 greater than
The researcher was then promoted to PSDS 2013 and adopted the same for
compared to the previous year rating of 58.87 composed of sixteen elementary schools.
district-wide implementation. The recorded average increase of 4.74 is another milestone
Twelve (12) out sixteen (16) elementary schools recorded a notable increase from 2.12
for this intervention approach where 12 out of 16 elementary schools recorded a notable
to 19.06 respectively. The contributory factor of the intervention is best illustrated in the
increase from 2.12 to 19.06 respectively.
theoretical framework.
Moreover, same version of research paper was presented in the 1st Asia Pacific
Conference on Contemporary Research (APCCR 2015), Kuala Lumpur, Malaysia and Table 3
acclaimed as BEST PAPER in Education Track, October 3-4, 20 Comparative Analyses National Achievement Test Rate

Subject Mean Percentage

REFERENCES Scores
SY 2013-2014 SY 2014-2015 Difference
Early , Peter (2004) Leading and Managing Continuing Professional Development,
English 54.02 64.12 10.10
Developing People Developing Schools, printed in Great Britain by Crumwell
Press. Math 64.60 65.17 .57
Comia, V. (2002). Educational Psychology for Teachers: Reforming our Courses, Rethinking Science 50.91 59.56 8.65
our Roles. Educational Psychologist, 30, 143-157. HEKASI 53.91 60.32 6.41
De Cadiz, Gerry B. (2010). STUDENT Achievement: A Gauge for Attaining Quality Filipino 70.90 69.16 -1.74
Education. Eastern Visayas University, Tacloban City. A lecture paper presented
AVE 58.87 63.61 4.74
to doctoral students.
DepEd Order #90, s.2009 (REVISED Classroom Program that Reduces Teaching and
Learning Time in the Elementary level)
R.A 9155- Section 7 (Authority, Accountability and Responsibility of School Heads)
Letter E- No. 6 – Introducing new and innovative modes of instruction to achieve higher
learning outcomes
DM No.160 s. 2012 Maximizing Utilization of the National Achievement Test (NAT) Results
To Raise the Achievement Levels in Low Performing School
www.fammed.ouhsc.edu/.../pexpdes.htm www.utexas.edu/.../doc-analysis.php

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and their use of information and communication technologies (ICT) as instructional tools
are factors in helping meet the challenge of every school in preparing students with the
essential skills necessary for success in a rapidly changing, technology-driven kind of
society (Schoen & Fusarelli, 2008). Teachers are a very serious component for enabling
students to use technology and for teachers to use technology as a tool for instruction.
The researcher, as a member of the academe specializing in teaching computer
subjects and as the District ICT Coordinator of Silang II, was motivated to conduct this
study, which he believes will be able to provide the district data pieces of information on
how to establish an ICT training program to enhance the skills and knowledge of ICT
Coordinators in order to maintain and utilize effectively the computers of the school.
REVIEW OF RELATED LITERATURE
Basic Computer Skills include learning how to turn on/off the computer, connecting
different devices to the computer and manipulating the mouse. However, teachers of the
21st century need more than these basic skills. They need to incorporate computer use
in their teaching through the use of computer-aided instruction. In doing this, the teachers
should learn how to utilize different computer applications not only in making presentations,
and other instructional materials but also in creating reports, making grades and in keeping
the student records, and developing different evaluation activities, making examinations,
etc. (Wagmare & Budharam, 2012; van Braak et al, 2004; Masagca, 2008).
In response to this demand, schools from all over the world have been conducting
ICT training for teachers. In almost all countries in the Asia Pacific region, teachers are
being trained in all levels in the use of Information and Communications Technology (ICT)
(UNESCO, 2002). However, the number of teachers and occurrence of training vary from
country to country. The more advanced and progressive countries train almost all teachers
every year while others select and limit the number teachers to be trained (Tasir, 2012).
In the Philippines, the Department of Education and other non-government
agencies have launched programs for Teacher-education. These programs aim to equip
the teachers with the much needed ICT literacy that they will apply in teaching. The DepEd
ICT4E Strategic Plan is the most recent among these endeavors. This program aims to
enhance basic education and help the students develop their abilities to seek, to evaluate,
to organize and to present information; higher order thinking skills; habits of life-long
learning and an understanding of impact of ICT on their daily lives and the society. Other
studies also show that there are three main variables that would make the integration of
ICT tools as an easy process: namely, teachers’ ICT competency, teacher’s confidence
level in using the ICT and teacher’s satisfaction on ICT training programs (Tasir, 2012).
This only proves the great importance of ICT in instruction.
However, the success of efforts to integrate technology on teaching does not
only rely on teachers’ attitude toward the use of computers application alone (Garland &
Noyes, 2004; Sam, Othman & Nordin 2005; Seyal, Rahim & Rahman 2002) but also on
the students’ as well (Varank, 2006). This undertaking will not also materialized without
the support from the administrators. As mentioned in the study conducted by Chan et al
(2007), “The failure and success of the use of ICT in a classroom very much depends
on the implementers, the teachers and the administrators.” This only means that in order
for the teachers to be empowered, they need the necessary support structure from the
administration in order to improve performance. Thus ICT can play a major role not just in
learning outcomes, but in system governance as well.
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Vol. 2
NEEDS ASSESSMENT OF ICT COORDINATORS IN COMPUTER
HARDWARE SERVICING: BASIS FOR AN ICT TRAINING PROGRAM
Mark Airon P. Creus
Lalaan Central School, Silang II, Cavite
ABSTRACT
PURPOSE
The study aimed to develop an ICT Training program into different areas of Computer Hardware
Servicing. Main sources of data came from the 25 ICT Coordinators.
DESIGN/ METHODOLOGY
The researcher used Frequency and Mean in getting the profile and in assessing the levels of
competency in Computer Hardware Servicing. A validated questionnaire was designed for the
participants highlighting the 3 areas of Computer Hardware Servicing.
FINDINGS
The study showed that ICT Coordinators are competent in Assembly/Disassembly and Installing
Computer System while incompetent in Computer Networking. However, there are items in Assembly/
Disassembly and Installing Computer System have a fairly competent result. A need to have an
ICT Training Program will help the ICT Coordinators enhance their skills in Computer Hardware
Servicing. In the implementation of K to 12 that integrates ICT in education, the study can provide
information necessary for educational planning and decision making concerning ICT training.
PRACTICAL IMPLICATIONS
It will help them in maintaining properly the computers and orienting the teachers on its proper
utilization.
KEYWORDS
Computer Hardware Servicing, Assembly/Disassembly, Installing Computer System, Computer
Networking
CLASSIFICATION
Research Paper
INTRODUCTION
One of the most vital defining characteristics of our century today is that information
is increasing at a level too fast to catch up. In such an atmosphere, it is unavoidable
to develop, create, and update the different skills of every people in information-based
professions. Or else, their status and professional skills may be questionable.
From the given press release of the Department of Education dated last August 26,
2008, former Education Secretary, Jeslie Lapus said that Information and Communications
Technology (ICT) will serve as a tool but this will not teach the students. It is the teacher
who will continue to teach and impart learning. Therefore, the teachers should be fully
technologically equipped and updated in harnessing the full potential of technology
in improving learning outcomes. The effective use of Information and Communication
Technology as a pedagogical tool integrated to the subject being taught is for improving
the teaching and learning by the teacher to all his students. The pedagogy of teachers
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To assess the level of competency of ICT coordinators in Silang II District, the
researcher used a self-made questionnaire. It was administered to the respondents as
a measuring instrument in gathering the data. This questionnaire was mainly about the
level of competency of ICT coordinators in the areas of Computer Hardware Servicing
namely Assembly / Disassembly, Installing Computer System and Computer Networking as
stipulated in the Training Regulations of Computer Hardware Servicing from TESDA.
To present, analyze and interpret the data of the study, the frequency, mean were
used to determine the level of competency of ICT coordinators as assessed. Mean is the
sum of the scores in a distribution divided by the number of scores in the distribution. This
usually refers to the arithmetic mean that is the commonly known average.
Frequency. This usually refers to the number of times the event occurred or
the characteristics present in the study. A table of the raw data collected, including the
frequencies, is called a frequency distribution.
Mean. This usually refers to average that is used to derive the central tendency of
the data in question.
Technology changes so fast that it requires new skills and knowledge to be
mastered frequently. The successful implementation of ICT in teaching is only possible
when teachers have a deeper understanding of the principles and concepts. And the short
term exposure to technology would be inadequate in equipping them with the necessary
skills and knowledge for confident and masterful use of ICT in the classroom” (Albion &
Ertmer, 2002; Brown & Waschauer, 2006). Hence they need constant and rigid training to
fully use ICT in teaching (Kent & Facer 2004).
It is undeniable that the Department of Education has been doing its best to conduct
ICT trainings for teachers. But there is also a need to have trainings to the teachers
especially to all the ICT coordinators to properly maintain and utilized the computers
being given to every public school in the Philippines through their DepEd Computerization
Program.

RESEARCH RESULTS AND DISCUSSION

Table 2: Profile of ICT Coordinators in Silang II District

NUMBER OF YEARS AS ICT FREQUENCY PERCENTAGE

COORDINATOR
0-1 7 28
2–3 10 40
4-5 6 24
Figure 1. Paradigm of the Study
6 and above 2 8
METHODOLOGY AND RESEARCH DESIGN
Table 2 shows profile of ICT coordinators in Silang II as their number of years
being an ICT coordinator. Finding shows that 10 or 40% from 25 ICT coordinators are The descriptive method of research was utilized. The reason for using this method
serving as the ICT coordinator for 2 – 3 years while there are only 2 or 8% who are ICT is the fact that the study dealt with the assessment of the level of competency of ICT
coordinators for 6 years and above. coordinators. It involved gathering of information to find out to what extent of competency
are demonstrated by the ICT coordinators. The respondents of the study were the 25 ICT
coordinators of 25 public elementary schools under the District of Silang II.

Table 1. Scale Used in the Study (Likert Scale)

Scale Range Verbal Interpretation

5 4.21 to 5.00 Very Highly Competent
4 3.41 to 4.20 Highly Competent
3 2.61 to 3.40 Competent
2 1.81 to 2.60 Fairly Competent
1 1.00 to 1.80 Incompetent

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Table 4 shows the level of competency of ICT coordinators of Silang II in Computer Table 3: Level of Competency of ICT Coordinators in Assembly / Disassembly
Hardware Servicing under Installing Computer System. Result shows that ICT Coordinators
are highly competent in Installing Microsoft Office Programs like Word, Excel or other ASSEMBLY / DISASSEMBLY MEAN VERBAL INTERPRETATION
application in the computer and Installing Antivirus in the computer with a mean of 3.41 and 1. Removing and connecting 2.32 Fairly Competent
3.59 respectively. However, Formatting hardisk of the computer and Installing Windows hardisk in the system unit
Operating system in the computer using Flashdrive or USB got a fairly competent results 2. Removing and connecting 2.18 Fairly Competent
with a mean of 2.32 and 2.09 respectively. RAM in the system unit

Table 5: Level of Competency of ICT Coordinators in Computer Networking 3. Removing and connecting 2.45 Fairly Competent
power supply in the system
COMPUTER NETWORKING MEAN VERBAL INTERPRETATION unit.

1. Creating straight-through 1.64 Incompetent 4. Removing and connecting 2.05 Fairly Competent
and cross-over network cable. Video card in the system unit

2. Connecting two computers 1.82 Incompetent 5. Removing and connecting 4.00 Highly Competent
using network cable monitor in the system unit

3. Sharing a folder and file in 1.73 Incompetent 6. Removing and connecting 4.30 Highly Competent
the network. mouse and keyboard in the
system unit
4. Sharing a printer in the 1.77 Incompetent
network. OVERALL MEAN 2.88 Competent

5. Installing and configuring 2.05 Fairly Competent Table 3 shows the level of competency of ICT coordinators of Silang II in Computer
Router.
Hardware Servicing under Assembly / Disassembly. Result shows that ICT Coordinators
OVERALL MEAN 1.80 Incompetent are highly competent in removing and connecting monitor in the system unit with a mean
of 4.00 and removing and connecting mouse and keyboard in the system unit with a mean
Table 5 shows the level of competency of ICT coordinators of Silang II in Computer of 4.30. However, the rest of items under Assembly / Disassembly have fairly competent
Hardware Servicing under Computer Networking. Finding shows that ICT Coordinators results.
are fairly competent in Installing and configuring Router with a mean of 2.05. However, the The finding strengthens the claim of Brown and Warschauer (2006) that teachers
rest of the items under Computer Networking got an incompetent results with an overall perform better in using ICT when they are well grounded in the technology. Albion and
mean of 1.80. Ertmer (2002) state that teachers’ short-term exposure to technology would be inadequate
This affirms the claim of Truscott (2003) that technology requires new skills and in equipping the teachers with the necessary knowledge and skills for the confident and
knowledge to be mastered. Adaptation to it would only be possible based on a sound masterful use of ICT in classrooms.
understanding of the principles and concepts of ICT. In another study by Barnett (1994),
he reported that teachers who started out their careers in an era when technology was not Table 4: Level of Competency of ICT Coordinators in Installing Computer System
available would be difficult to convert to become users of modern technology.
INSTALLING COMPUTER SYTEM MEAN VERBAL
INTERPRETATION
1. Formatting hardisk of the computer 2.32 Fairly Competent
2. Installing Windows Operating system in the 2.77 Competent
computer using CD/DVD
3. Installing Windows Operating system in the 2.09 Fairly Competent
computer using Flashdrive or USB
4. Installing Microsoft Office Programs like Word, Excel 3.41 Highly Competent
or other application in the computer
5. Installing Antivirus in the computer like Avira, Avast, 3.59 Highly Competent
McAfee, etc..
OVERALL MEAN 2.84 Competent

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Reflection • Research • Action

As an output of this study, a proposed ICT Training Program for ICT coordinators of Table 6: PROPOSED ACTION TRAINING PROGRAM for ICT Coordinators of Silang II
Silang II is hereby presented by the researcher. Based from the findings of the study, the
COURSE SPECIFIC METHODOLOGY OPERATING MATE BUDGETARY TIME
proposed ICT Training Program will focus on the topics of the different areas in Assembly CONTENT OBJECTIVES DETAILS -RIALS REQUIREMENTS FRAME
/ Disassembly, Installing Computer System and Computer Networking that were assessed ASSEMBLY 1.To remove Working Desktop The participants of Desktop Meals for the April -
by the ICT coordinators as the respondents with Competent, Fairly Competent, and / DISASSEM and connect computer that will the training will be Computer resource persons May
Incompetent results. -BLY hardisk in the be utilized during the ICT Coordinators Hardisk, and members of the
system unit the training by the of Silang II District. RAM, Training Committee
The Proposed ICT Training will last for 3 months. Each area will be given one 2.To remove participants. The training will Power Computer parts
month which ICT coordinators will participate in the district of Silang II, using the available and connect The Smartboard be done through Supply and like Hardisk, RAM,
RAM in the and LCD Projector batches with 10-15 Video Card Power Supply and
ICT room in the schools. The training will be conducted by the trainers expert in Computer system unit with Doc Camera participants per LCD Video Card
Hardware Servicing, with the help of the district ICT coordinator as the facilitator. Different 3.To remove in the ICT batch. Projector Supplies like bond
and connect laboratory will be The venue of the Doc papers, flash drive,
activities will be done in conducting the training that will serve as an application of all power supply used by the Trainer training will be the Camera CD/DVDs to be used
the topics that will be discussed in the training. The participants will be given an actual in the system during the training. ICT room of the during the training
assessment to determine if the knowledge and skills that were presented in the objectives unit. Lalaan Central Honoraria for
4.To remove School in the district resource persons
of the training were attained by the ICT coordinators. and connect of Silang II Miscellaneous
Video card in Resource persons for printing and
the system are the IT experts in reproduction of
unit Computer Hardware handouts and
CONCLUSION Servicing modules
INSTALLING 1. Working Desktop The participants of Desktop Meals for the April -
In the light of the foregoing findings, the study showed that ICT Coordinators are COMPUTER To format the computer that will the training will be Computer resource persons May
competent in Assembly / Disassembly and Installing Computer System. Some items under SYTEM hardisk of the be utilized during the ICT Coordinators Hardisk, and members of the
computer the training by the of Silang II District. FlasDrive Training Committee
Assembly / Disassembly and Installing Computer System should be improved with a fairly 2. participants. The training will Windows Hardisk,
competent results like removing and connecting hardisk, RAM, Power Supply and Video To Install The Smartboard be done through Operating Supplies like bond
Card in the system unit, formatting hardisk and installing Window operating system in the Windows and LCD Projector batches with 10-15 Installer papers, flash drive,
Operating in the ICT participants per LCD CD/DVDs to be used
computer using flash drive and CD. system in laboratory will be batch. Projector during the training
Moreover, there is a need to improve on the level of competency of ICT coordinators the computer used by the Trainer The venue of the Honoraria for
using during the training. training will be the resource persons
in Computer Networking with an Incompetent result such as creating straight-through and Flashdrive or ICT room of the Miscellaneous
cross-over network cable, connecting two computers using network cable, sharing files, USB Lalaan Central for printing and
School in the district reproduction of
folder and printer in the network and installing and configuring router. of Silang II handouts and
Resource persons modules
are the IT experts in
Computer Hardware
RECOMMENDATION Servicing

In line with the findings of the study, the following recommendations are made: COMPUTER 1. Working Desktop The participants of Desktop Meals for the April -
NETWOR To create computers with the training will be Computers resource persons May
The study recommends that the district of Silang II should make the improvement of -KING straight- printer and router the ICT Coordinators Printer and members of the
the level of competency in Computer Hardware Servicing of ICT coordinators into different through and that will be utilized of Silang II District. Router Training Committee
cross-over during the training The training will FlashDrive Printer and Router
areas and make it a priority goal in the District Faculty Development Program. network cable. by the participants. be done through Cat5 Supplies like bond
A similar study should be conducted every year in order to assess the level of 2. The Smartboard batches with 10-15 Network papers, flash drive,
To connect and LCD Projector participants per Cable Crimper, Cat5
competency of ICT coordinators annually. two computers in the ICT batch. RJ-45 Network Cable, and
The proposed ICT training program should be implemented by the administrators using network laboratory will be The venue of the Crimper RJ-45, to be used
in every elementary school in Silang II district because of a need to improve the level of cable used by the Trainer training will be the LCD during the training
3. To during the training. ICT room of the Projector Honoraria for
competency of ICT coordinators in Computer Hardware Servicing in the areas of Assembly share a folder Lalaan Central resource persons
/ Disassembly, Installing Computer System and Computer Networking that will give a and file in the School in the district Miscellaneous
network. of Silang II for printing and
positive result in the maintenance and utilization of the computers in the school. 4. To Resource persons reproduction of
share a printer are the IT experts in handouts and
in the network. Computer Hardware modules
5. Servicing
To install and
configure
Router.

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Reflection • Research • Action

TEACHING WITH – ERROR ANALYSIS TO HIGH APTITUDE REFERENCES

MATHEMATICALLY – CHALLENGED
HIGH SCHOOL SENIORS WITH ALTER NATIVE CONCEPTIONS Albion, P. R., & Ertmer, P. A. (2002). Beyond the foundations: The role of vision and belief
in teachers’ preparation for integration of technology. Tech-Trends, 46(5), 34-38.
ON EXPONENTS AND LOGARITHMS
http://dx.doi.org/10.1007/BF02818306
Barnett, R. (1994). The limits of competence: knowledge, higher education and society.
Rommel S. de Gracia
Buckingham, UK: Open University Press.
rdgmel121@yahoo.com.ph
Brown, D., & Warschauer, M. (2006). From the university to the Elementary classroom:
NUEVA VIZCAYA GENERAL COMPREHENSIVE HIGH SCHOOL
Students’ experiences in learning to integrate technology in instruction. Journal of
Technology and Teacher Education, 14(3), 599-621.
ABSTRACT Chan et al. (2007).Computer Education for Classroom Teaching. Malaysia: McGraw-Hill.
PURPOSE Garland, K. J., & Noyes, J. M. (2004). Computer experience: A poor predictor of computer
This action research aimed to determine the mastery level, the common alternative conceptions and attitudes. Computers in Human Behavior, 20(6), 823-840.
the reduction rates of alternative conceptions on exponents and logarithms using Teaching with – Hogarty K.Y., Lang T.R. & Kromrey J.D. (2003). Another look at technology use in
Error Analysis (TWEA) as strategic instruction to High Aptitude Mathematically-Challenged (HAMC) classrooms: the development and validation of an instrument to measure teachers’
high school seniors. perceptions. Educational and Psychological Measurement 55,139–162.
Kent N., & Facer K. (2004). Different worlds? A comparison of young people’s Home and
DESIGN/METHODOLOGY/APPROACH
school ICT use. Journal of Computer Assisted Learning, 20, 440-455.http://dx.doi.
It used qualitative and quantitative approaches and action research type. TWEA framework utilized
the Test for Understanding Exponents and Logarithms (TUEL) and researcher-designed worksheets
org/10.1111/j.1365-2729.2004.00102.x
and activities.
Masagca. J. T. (2008). Teachers’ perspectives on the integration of information and
communication technologies (ict) in school counseling. International Journal of
FINDINGS Education and Development using Information and Communication Technology
HAMC students have difficulty recalling directly and applying the definition, properties, rules and laws (IJEDICT), Vol. 4, Issue 4, pp. 35-49.
of exponents and logarithms. They are incapable of solving exponential and logarithmic equations Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005). Computer self-efficacy, computer
which require higher cognitive level of thinking due to insufficient knowledge of combining properties,
anxiety, and attitudes toward the Internet: A study among undergraduates in
rules and laws to work with exponents and logarithms. TWEA increased students’ level of mastery
Unimas, Educational Technology & Society, 8(4), 205-219.
and reduced students’ alternative conceptions about exponents and logarithms.
Schoen, L., & Fusarelli, L. T. (2008). Innovation, NCLB, and the fear factor: The challenge
IMPLICATIONS of leading schools in the 21st century. Educational Policy. 22(1), 181-203.
The use of mathematical teaching framework like TWEA helps teachers realize students’ Seyal, A. H., Rahim, M., & Rahman, M. N. A. (2002). A study of computer attitudes of non-
understanding of mathematics concepts. computing students of technica1 colleges in Brunei Darussalam. Journal of End
KEYWORDS User Computing, 14(2), 40-47.
Teaching with-Error Analysis, High Aptitude Mathematically-Challenged, Alternative Conceptions on Tasir, Z. (2012). Relationship between teachers’ ict competency, confidence level, and
Exponents and Logarithms satisfaction toward ict training programmes: a case study among postgraduate
students. TOJET: The Turkish Online Journal of Educational Technology, 11(1)
TYPE OF RESEARCH 138-144
Action Research
Truscott, W. (2003). Six sigma: Continual improvement for businesses. Burlington, MA:
Butterworth-Heinemann.
UNESCO. (2002). Information and communication technologies in teacher education a
planning guide, Retrieved December 10, 2008, from http://unesdoc.unesco.org/
images/0012/001295/129533e.pdf
vanBraak J., Tondeur J. & Valcke M. (2004) Explaining different types of computer use among
primary schoolteachers. European Journal of Psychology of Education19,407–422.
Varank, İ. (2006). Eurasia journal of mathematics, science and technology education. Vol
2, No.3
Waghmare, D.S., Budharam, P.S. (2012). A study of the use of ict in the teaching-learning
process in secondary schools of solapur city. Indian Streams Research Journal,
2(11)

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R2A CALABARZON
Reflection • Research • Action
Anecdotal evidences from both students and teachers over the years have
consistently shown that topics on exponentials and logarithms are among the most abstract
units to learn, and teach as well, in secondary schools. Chua (2003) confirmed that even
though students can often perform the tasks that are given in the text and during the
examinations, their understanding of the fundamental concepts of these functions still
remains in doubt. Chua (2003) recommended that errors should be used as springboard
for cognitive conflict to provoke students’ thinking and to guide them correctly with their
alternative conceptions or misconceptions. For this strategy to work effectively as conceptual
change model, it is important to provide students with immediate feedback so that errors
and misconceptions are challenged as soon as they occur. Similarly, it is important to
engage students in an interactive discussion to talk about their work and perhaps to justify
their answers as well. Teaching with – Error Analysis needs a worksheet containing both
correct and incorrect solutions to some questions and can be given to students to directly
engage them in the error analysis and, at the same time, to encourage them to pursue
open-ended explorations and reflections.
In this study, the researcher examined the learning development of students’
alternative conceptions on common exponentials and logarithms. This way of
conceptualizing skills in exponents and logarithms provided a useful framework for thinking
about how students could think about these concepts since it provides details of how they
operate on the rules, properties and laws of exponents and logarithms. The review on the
clusters of misconceptions provided by Ayop et al. (2005), Allen (2006) and Cohen (2000)
provided an interest to the researcher to use as alternative conceptions’ nomenclature
on its identification from the high aptitude mathematically-challenged senior students of
Nueva Vizcaya General Comprehensive High School.
The study aimed to determine the level of mastery and alternative conceptions
of high aptitude mathematically – challenged senior students of Nueva Vizcaya General
Comprehensive High School (NVGCHS) in solving exponential and logarithmic equations
and expressions and to find the reduction rates of students’ alternative conceptions on
exponents and logarithms using Teaching with - Error Analysis (TWEA).
Hence, the following are the objectives of the study: 1) to determine the level of mastery of
the high aptitude mathematically – challenged senior students on exponents and logarithms;
2) to identify the common alternative conceptions of the high aptitude mathematically-
challenged senior students about exponents and logarithms; 3) to find if there will be a
reduction rate on students’ alternative conceptions about exponents and logarithms after
using the Teaching with– Error Analysis; and, 4) to determine if there is a significant
reduction on students’ alternative conceptions about exponents and logarithms after the
implementation of TWEA.
METHODOLOGY AND RESEARCH DESIGN
The study employed the descriptive (quantitative) and qualitative type of research
methods. It is also an action research since it is a form of investigation designed for use by
teachers which, according to Parsons and Brown (2002), is an attempt to solve problems and
improve professional practices in classrooms. Thus, this research was used to determine
the extent of effect of Teaching with – Error Analysis to high aptitude mathematically –
challenged seniors in increasing level of mastery and reducing alternative conceptions on
exponents and logarithms.
116
Vol. 2
INTRODUCTION
Students have many conceptions in learning Mathematics which hinder them to
progress and study the subject. Kesan and Kaya (2007) stated that the reason for such is
that students encounter difficulties in understanding scientific concepts. Learning concepts
in a non-meaningful may lead to misconception. Misconceptions are big impediment in
meaningful learning. Once misconceptions become permanent mistakes, they create great
difficulty in learning Mathematics.
Many studies have shown that misconceptions are permanent and continuous,
and at the same time they are not sufficient to make the student develop the right concepts.
However, according to Swan (2001), frequently, a “misconception” is not wrong thinking but
is a concept in embryo or a local generalization that student has made. It may in fact be a
natural stage of development.
Kelley (1997) discussed the vital role of identifying alternative conceptions in
the teaching-learning process. Conceptions can become a factor that impedes learners
to understand scientific principles and concepts. As a remedy, proper choice of teaching
strategies should be taken into account to prevent students’ consistent beliefs of concepts.
As stated by Glynn (2007), the use of analogy as a teaching strategy can aid
in prevention of alternative conceptions since it facilitates students in building bridges
between old to new knowledge. Analogy provides the relevance and motivation to learners
thus making them engage in learning. Analogy opens the learner’s mind to modify existing
knowledge and gain real and true learning.
The study of Ayop, Hoop and Singh (2005) showed that most Malaysian students
liked to skip certain important steps when working with logarithms. Moreover, among the
laws of logarithms, the first and second laws emerged to rank second and third respectively,
with the most frequent number of mistakes committed by the student-respondents. In their
study of logarithms, students mixed up exponential and logarithmic rules. In particular,
students often write log x – log y = log x/log y instead of the correct expression log x/y.
Students also linearize rules and produce such as log (a+b) = log a + log b or log (2x) =
2log x. Ayop et al. (2005) elaborated that when students are solving logarithmic equation,
students forget to check if the answer is in the domain. If students got two answers and
the first one checks, they tend to automatically eliminate the second choice. Students
often do not check this. This demonstrates the misconception. Chua (2003) posited that if
teachers are aware of common errors or misconceptions and their possible causes, they
can actually use them as opportunities for learning rather than see them as inevitable
problems. Since, teachers can engage students in a discussion of the answer to incorrect
solutions of exponentials or logarithmic problems. In the same study, errors can be used
as springboard for inquiry to address misconceptions during teaching. Berezovski (2004)
suggested that teachers should implement proper techniques in teaching exponentials and
logarithms so that students can acquire deep understanding of these topics.
Chua (2003) posited that errors can be used as springboard for inquiry to address
misconceptions in teaching-learning process. Teachers can involve students in activities
organized around the explicit study of some previously selected errors or impromptu errors
made by the students during the lessons. As suggested by the researcher, a worksheet
containing both correct and incorrect solutions to some questions on exponentials and
logarithms can be given to students to directly engage them to error analysis and at the
same time to encourage them to pursue open-ended explorations and reflections.
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Reflection • Research • Action

The respondents were chosen through a non – probability purposive sampling. A

1. Mastery Level on Exponents and Logarithms
purposive sample is selected based on the knowledge of a population and the purpose of
the study. The subjects are selected because of some characteristics (Reyes, 2003). High
RESULTS AND DISCUSSIONS
school seniors enrolled on the Engineering Science Education Program were classified as
Table 1 Level of Mastery of Exponents and Logarithms (Pre and Post Tests) high aptitude students and were further classified based on their first departmental scores
with topics on exponents and logarithms. Those with scores below 74% were categorized
Cognitive Level Pretest Posttest as mathematically-challenged students. Twenty eight (28) students from the two sections
Mean Percent Description Mean Percent Description of the ESEP program who were identified as respondents for the study.
The data gathering tools used in the study are the Test for Understanding
Knowledge 38% Low Mastery 68% Average Mastery
Exponents and Logarithms (TUEL), and a researcher-made TWEA worksheets which were
Mastery/ 30% Low Mastery 59% Average Mastery pre-administered to selected fourth year students under the Basic Education Curriculum
Comprehension
for validating the assessment tool. It yielded an internal consistency of 0.82 (Cronbach’s
Application 17% Very Low Mastery 74% Moving Towards Alpha) which is an indicator of a good classroom assessment tool.
Mastery A detailed item-by-item analysis was carried out by examining students’ responses
Overall 31% Low Mastery 67% Average Mastery for each test item using two categories; correct and incorrect answers. To determine
students’ level of mastery on exponents and logarithms, one point corresponds to each
High aptitude mathematically – challenged (HAMC) high school seniors have correct answer while zero for incorrect ones. The number of students who got correct
low mastery of exponents and logarithms. Particularly, the mean percent score along answer was transformed into percent and was described according to the slightly modified
the Knowledge category is about 38% described as low mastery, and, predictably when scales provided by Sheridan (2014).
items became more difficult, the mean percent score dipped to a level of about 30% along
Understanding/Comprehension category and to a very low of about 17% along Application Percent Score Qualitative Description
category. These findings suggest that most HAMC students were unsuccessful with routine 0 – 9.99 No Mastery
and familiar items, and, they did not perform as well when the items deviated slightly from
10 – 29.99 Very Low Mastery
the familiar items to those that involve applications of the laws, rules of exponents and
logarithms. These results are consistent with Chua (2003) and Ayop et al.’s (2005) findings 30 – 49.99 Low Mastery
on the lack of good understanding of exponents and logarithms among students and are 50 – 69.99 Average Mastery
less capable to solve problems which require higher level of cognitive thinking. 70 – 89.99 Moving Towards Mastery
Knowledge cognitive level of students has increased by 30% from 38% to an
90 and above With Mastery
average mastery of about 68%, while, an increase of 29% from low mastery of 30% to
an average mastery of about 59% along Comprehension level. An increase of about 34% Sheridan (2014)
from a very low mastery to nearing mastery of about 67% along Application level has
incurred. In general, there is a considerable increase in the level of mastery of exponents Reduction rates were computed using the Conceptual Diagnostic Test formula
and logarithms from 31% to an average mastery of 67%. given by Zeilik (2005). This was obtained by subtracting frequency score on the post-test
This indicates that Teaching with – Error Analysis helped the HAMC senior from the frequency score on the pre-test divided by the frequency score on the pre-test or
students increase their level of mastery on exponents and logarithms. These findings (pretest-posttest)/pretest%. Percent scores were categorized as low (below 39%), good/
validate and reflect increase level of mastery of exponents and logarithms as advanced in reasonable (40 – 70%) and high (71-100%). To determine if the reduction of the students’
the assessment results of TWEA activities 3 and 6 with respective mean scores of about alternative conceptions on exponents and logarithms is significant, McNemar Change Test
89% and 79%. was used and was set at 5% level of significance. Significant reduction was categorized into
positive and negative. Significant positive reduction occurs when alternative conceptions
2. Alternative Conceptions on Exponents and Logarithms were reduced while significant negative reduction occurs when alternative conceptions
were increased after the implementation of TWEA.
None of the HAMC students obtained full marked in the TUEL. The indication
of insufficient skills in solving exponents and logarithms indicates that students faced
difficulties when working with exponents and logarithms. These results reflect agreement
with Chua (2003) and Berezovski (2004) on students’ alternative conceptions while solving
exponents and logarithmic problems. They strongly concurred that students need some help
in learning and expanding their knowledge on these topics. These findings also validate the
category made for high aptitude seniors as mathematically-challenged students.

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An illustrative example of an alternative conception on indices (C7) shown in Table 2

Figure 1 which specifically presents the alternative conception of Diana when transforming Alternative Conceptions on Exponents and Logarithms
logarithmic expression to exponential form.
Codes Alternative Conceptions Frequency in TUEL
C1 Linearized Rules/Laws on Exponents 26
C2 Multiplying base with exponents 13
C3 Misconception about the Power Rule 22
C4 Misconception about the Quotient Rule 3
C5 Misuse of the definition of the negative exponents 18
C6 Incorrect use of previous law of exponent to expand 6
knowledge in other laws
C7 Incorrect change of logarithm to index form and vice 27
versa
C8 Simply cancelling out logarithmic notation/ Treating 14
Figure 1. Diana’s Solution to Item 11: Write log(x +1) = -2 in exponential form. logarithm as a variable
C9 Linearized logarithmic rules 28

First she equated (x + 1) with -2 as shown in the erasures of her solution. She C10 Wrong concept of antilogarithm 11
did not know the base of log(x+1) to be 10 and instead she used -2 which is on the right- C11 Misuse of one-to-one property of logarithm 14
hand side of the logarithmic equation. Consequently, the answer yielded was wrong due to C12 Misuse of inverse property of logarithm 23
incorrect change of logarithm to index form (C7). C13 Misconception about the Logarithm of a Product 11
On the other hand, Figure 2 shows Benedict’s solution to Item 7 where it asked to
C14 Misconception about the Logarithm of a Quotient 27
express 2log53 + 2log55 in a single logarithm.
C15 Misconception about the Logarithm of a Power 14

A serious alternative conception of students made in TUEL is the linearization of

Figure 2. Benedict’s Solution to Item 7: Express 2log5 3 + 2log5 5 as a single
logarithm.
His first two steps were correct using the logarithm of a product. Surprisingly, step
3 which is the final answer of Benedict shows linearization of a rule of logarithm where
9 and 25 seemed to be added in step 2 to arrive at log534. This solution manifests an
alternative conception on the linearized rules of logarithm (C9).
logarithmic rules (C9) which surfaced the highest frequency of 28. This is consistent with
Allen’s (2006) finding that most often students write log(a+b) as loga + logb or log(2x) =
2logx which are also observed from the HAMC students.
These are followed by incorrect change of logarithm to index form and vice versa (C7) and
having incorrect conception about the logarithm of a quotient (C14) which surfaced both
frequencies of 27. Other than that, among the three laws of logarithm, most of the students
(frequency = 27) made mistake when working with the logarithm of a quotient (C14). This
is consistent with Ayop et al.’s (2005) findings that the product and quotient rules emerged
to be the most common mistakes committed by students. Coherent with most frequent
observed alternative conceptions found in the results of TWEA activities 1 and 4, which are
misconception on the logarithm of a quotient and misconception about the power rule for
exponents.
Some (frequency = 23) of the HAMC students committed mistakes in using the
inverse property of logarithm (C12). Another serious alternative conceptions of students
made in TUEL are the linearized rules and laws of exponents (C1) and misused of the
negative exponents (C5) with respective frequencies of 26 and 18. These adhere with
Cohen as cited by Campo (2010) that most students have misconception on negative
exponents and often linearized rules and laws on exponents.

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Incorrect change of logarithm to index form and vice versa (C7) and simply
cancelling out logarithmic notation or treating logarithm as variable (C8) appeared to have 3. Reduction Rates of Alternative Conceptions
good reduction rates of about 59% and 64% respectively. Also, linearized rules and laws Table 3
on exponents (C1) and logarithms (C9) emerged to have good reduction rates of 69% and Reduction Rates of the Students’ Alternative Conceptions on Exponents and
68% respectively. Logarithms
On the other hand, misconception about the power rule (C3) for exponents and
misconception about the logarithm of a quotient (C14) showed reduction rates of 14% and Frequency in TUEL Reduction Description
19% respectively qualitatively described as “low” reduction rates. These should be notably Codes Alternative Conceptions Pretest Posttest Rates
addressed since these alternative conceptions surfaced to have high frequencies in the
pre-test of TUEL. C1 Linearized Rules/Laws on 26 8 69% Good
Exponents
4. Significant Reduction of Alternative Conceptions C2 Multiplying base with exponents 13 7 46% Good
C3 Misconception about the Power 22 19 14% Low
Table 4 Rule
McNemar Change Test on the Reduction of Students’ Alternative Conceptions C4 Misconception about the Quotient 3 3 0% Low
Rule
Items on TUEL Common p-values Description C5 Misuse of the definition of the 18 13 28% Low
Alternative negative exponents
Conceptions
C6 Incorrect use of previous law of 6 0 100% High
1. Solve for x in 49^(-2x)=1/7^(x+5) . C2 0.007 Significant + exponent to expand knowledge in
2. Find all x such that C5 0.092 Not significant other laws
(1/25)^3x-25^(x-2)=0. C7 Incorrect change of logarithm to 27 11 59% Good
3. Solve for x in the equation 5^(2log_5 C12 0.002 Significant + index form and vice versa
x)=4. C8 Simply cancelling out logarithmic 14 5 64% Good
4. Solve for x in the equation 2^(log_2 C12 0.039 Significant + notation/ Treating logarithm as a
x)=5. variable
5. Find a value of x such that C3 0.453 Not significant C9 Linearized logarithmic rules 28 9 68% Good
(2^(x/3))^2=(1/4)^3. C10 Wrong concept of antilogarithm 11 2 82% High
6. Express log520 – 2log510 as a single C14 0.002 Significant + C11 Misuse of one-to-one property of 14 20 -42% Low
number. logarithm
7. Express 2log5 3 + 2log5 5 as a single C9 0.002 Significant + C12 Misuse of inverse property of 23 3 87% High
logarithm. logarithm
8. Solve for x in the equation: C5 0.022 Significant + C13 Misconception about the Logarithm 11 10 9% Low
(81/16)^x=4/9 of a Product
9. Solve for x in the equation (2/3)^x=27/8. C3 0.109 Not significant C14 Misconception about the Logarithm 27 22 19% Low
10. Express 3log x-2log y-4logz as a C14 0.001 Significant + of a Quotient
single logarithm. C15 Misconception about the Logarithm 14 9 36% Low
11. Write log(x +1) = -2 in exponential C7 0.016 Significant + of a Power
form. Overall 42% Good
12. If log 2 ~ 0.301 and log 3 ~0.477, what C9 0.210 Not significant
is the approximate value of 2log3 + log6?
Among the highest observed frequency of alternative conception during the
13. Evaluate the expression 3log3 1/3. C7 0.103 Not significant pre-test, misconception about the inverse law of logarithm surfaced to have the highest
14. What is the value of log_(1/2) 16? C15 0.035 Significant - reduction rate of about 87%. This is followed by wrong concept of antilogarithm with a
15. Solve for x in 3x+1 + 1 = 2. C1 0.047 Significant + reduction rate of about 82%.

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Reflection • Research • Action

CONCLUSIONS Items on TUEL (Continued) Common p-values Description

Teaching with-Error Analysis helped increased students’ level of mastery on Alternative
exponents and logarithms. The teaching framework reduced students’ alternative Conceptions
conceptions on exponents and logarithms particularly on the inverse property of logarithm, 16. Evaluate 3log5 +2log2 -log5. C14 0.049 Significant +
antilogarithm, exponential laws/rules and logarithmic laws/rules and on changing logarithm 17. Express in terms of m and n the C14 0.250 Not significant
to index form and vice versa. expression logX24 given that log2 x = m
and log3 x = n.
18. Solve for x in 4x+1 + 2 = 3. C1 0.388 Not significant
RECOMMENDATIONS 19. Solve for x in log62+ log6 x = 2. C8 0.039 Significant +
Mathematics educators need to stress on the differences between distributive law 20. Expand completely the expression C15 0.549 Not significant
and multiplicative law with the laws of exponents and logarithms. Also, teachers may find log√((u^4 v^2)/w^3 )
good approaches to ensure that students understand the differences of the laws that occur 21. Find for the value of x in 2log(x+1) =0. C11 0.359 Not significant
in algebraic operations. To constantly watch the understanding of students on exponents 22. For what value of x is 9x -3x – 6 = 0? C1 0.047 Significant +
and logarithms, it is vital for teachers to have some test for seeking some information about
23. Solve for the value of x in logx 1/6 C7 0.267 Not significant
students’ level of understanding exponents and logarithms like the TUEL. Furthermore,
= - 1.
teachers have to clearly explain instructional words in logarithmic tasks like “express”,
“convert”, “find the value”, “evaluate”, “simplify”, “show” and the like. Since the framework 24. Evaluate (log 8)/(3 log 2 ). C15 0.180 Not significant
Teaching with - Error Analysis was found to help reduce alternative conceptions of high 25. Evaluate (log 27)/(log 3). C14 0.344 Not significant
aptitude mathematically-challenged students about exponents and logarithms, it is highly 26. Solve for x in log5(3x+4) = log5(5x-6). C11 0.547 Not significant
recommended for teachers to use the same as remediation to students with difficulties on * p –value is significant at 5 % level; + (positive) , - (negative)
such topics.
Thirteen (13) items on the TUEL emerged to have significant change with p-values
which are lower than 0.05. Twelve (12) items were found to have significant positive change
REFERENCES implying that students’ alternative conceptions associated with these items were reduced
after the implementation of the TWEA. One item (Item 14) surfaced to have significant
Allen, D. (2006). Mathematics and misconceptions. Retrieved from http://www.mathsyear negative change implying that the alternative conception associated with this item was
2000.co.uk/resources/misconceptions/index.html. increased which is misconception about the logarithm of a quotient (C14).
Ayop, S.K., Hoon, T.S., Singh, P. (2011). Working with logarithms. Faculty of Education, Among the alternative conceptions associated with the 12 items which had
University Teknologi MARA, 17, 402-500. significant positive changes were misconceptions about the power rule, linearization about
Berezovski, T. (2004). An inquiry into high school students’ understanding of logarithms. the laws and rules of exponents, misuse of the inverse property of logarithm, linearization of
Canada: Simon Fraser University. logarithmic laws, incorrect change of logarithm to index form and vice versa, misconception
Chua, B. L. (2003). Secondary school students’ foundation in mathematics: The case of about the logarithm of a quotient, wrong concept of antilogarithm and treating logarithm as
logarithm. Journal of Mathematics and Mathematics Education Academic Group, a variable or cancelling out logarithmic notation.
12(2), 103 – 150. Whereas, 13 items surfaced to have p-values higher than 0.05, which means
Cohen, J. (2000). Misconceptions and alternative conceptions in mathematics education. that students’ alternative conceptions associated with these items on the TUEL were not
Retrieved from http://www.springerreference.com/docs /html/chapterdbid/313 significantly reduced. Among the students’ alternative conceptions which were not reduced
293.html. were: misuse of the definitions of negative exponents, misconception about the logarithm of
Fleming, S. (2013). How to teach seventh grade math with error analysis? Retrieved from the product, misuse of one-to-one property of logarithm, misconception about the quotient
http://www.ehow.com/how_7434201_teach-grade-math-error analysis.html. rule and misconception about the logarithm of a power.
Glynn, S. M. (2007). Connect concepts with questions and analogies. Cases in middle and
secondary science education. Second Edition. Upper Saddle River, New Jersey.
Pearson Education. pp. 136-142.
Kelley, M. (1997). The role errors play in the learning and teaching of mathematics.
Choosing the questions. Journal of Mathematical Behavior. 17, 429-439.

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Reflection • Research • Action

Kesan, C. and Kaya,D. (2007). Determination of misconceptions that are encountered by

teacher candidates and solution propositions for relieving of these misconceptions.
The Turkish Online Journal of Educational Technology. Vol. 6 Issue 3 Article 3.
Ladhani, R. (2002). Logarithms. .Retrieved from http://www.math.utah.edu/html.
Merenluoto, R. J., & Lehtinen, M. C. (2002). Learning conceptual change: A generative
AP IV STUDENTS’ LEVEL OF HISTORICAL AWARENESS ON process. Science Education, 67(4), 498-508.
Parsons, J. and Brown T. (2002). How is an action research defined? Retrieved from http://
NATIONAL COMMEMORATIONS: BASIS FOR ENHANCING MONTHLY
www.nctm.org/uploadedFiles/Lessons_and_Resources /Grants _and_Awards/
ACTIVITIES html.
Reyes, C. Z. (2003). Elementary Statistics. Quezon City. National Book Store. pp.156.
Sherwin I. Diala Sheridan, H. W. (2014). Grading rubrics: Sample scales. Retrieved from http://www.brown.
Talipan National High School edu/sheridan-center/teaching-learning/assessing-student-learning/rubrics-scales/
Brgy. Talipan, Pagbilao, Quezon html.
Vosniadou, S. (2004). Extending the conceptual change approach to mathematics learning
ABSTRACT and teaching. Special Issue on Conceptual Change. Learning and Instruction 14.
445-451.
PURPOSE Zeilik, M. (2005). Misconceptions and their change in university-level astronomy courses.
This action research assessed the level of historical awareness of AP IV students at TNHS for SY The Physics Teacher, 36, 104-107.
2014-2015.
DESIGN/METHODOLOGY/APPROACH
The study is descriptive-evaluative in nature because it described the respondents’ level of historical
awareness before and after the implementation of the historical activities.
FINDINGS
The study revealed that there were marked differences in the level of historical awareness before
and after the implementation of historical activities.
RESEARCH LIMITATIONS
The study was limited to determining the significant difference that existed between respondents’
level of historical awareness before and after the implementation of historical activities.
PRACTICAL IMPLICATION
Integration of historical events should be intensified.
ORIGINALITY/VALUE
This paper evaluated the level of historical awareness on national commemorations in TNHS. Also, it
proved that historical events had been observed and implemented in AP IV classes at TNHS.
KEYWORDS
Historical Awareness, Commemorations
TYPE OF RESEARCH
Action Research

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have influenced the lives of others, as well as, the course of history. Ninoy Aquino had
joined the ranks of Filipino heroes like Rizal, Mabini, Bonifacio, Quezon and Magsaysay.
In relation to DepEd Order No. 43, there were other orders or laws promulgated in the
Philippines that aim to develop cultural awareness among Filipinos. Uy (2012) cited
the declaration of Republic Act No. 4846, otherwise known as the Cultural Properties
Preservation and Protection Act, which defines “national cultural treasure” as a unique
cultural property found locally, possessing outstanding historical, cultural, artistic and/
or scientific value which is highly significant and important to the country and nation”.
However, Uy (2012) cited in his article, that in October 4, ahead of the feast and coinciding
with the traditional enthronement of La Naval, the National Museum would declare Sto.
Domingo Church and all its liturgical objects as National Cultural Treasures – the highest
distinction the government can confer on a cultural property. Uy added that the declaration
followed Republic Act No. 4846, otherwise known as the Cultural Properties Preservation
and Protection Act, which defines “national cultural treasure” as a unique cultural property
found locally, possessing outstanding historical, cultural, artistic and/or scientific value
which is highly significant and important to the country and nation”.
Quizon (2011) cited that heroes like Rizal, Bonifacio, Ninoy, and others were
exemplary Filipinos who had done great achievements in the country. Nowadays, when a
Filipino is asked what she/he knows about Rizal, there’s the tendency that she/he would
say that Rizal is the image on the one-peso coin, or that he was the one shot in Luneta.
Knowledge of Rizal has been limited to knowing the streets named after him, or to the
characters in his novel. Deeper understanding has been blocked by the interest in such
things as the internet. Some Filipinos know Rizal only by name not realizing that Filipinos
have become what Rizal fought for all his life. Filipinos are capable of achieving great
things in life and live their heroes, they can excel in their ways. Patricia Page Bonifacio
(2010) said that Andres Bonifacio was not merely a revolutionary. He was a Filipino who
put his life on the line for a cause he believed in. He served not just as a champion for the
sake of bravery and bravado; he was also an example of a just, hopeful and humane hero
fighting against the desolate condition of his country. Aning (2012) said that Filipinos can
be heroes by answering the call of the times, by being of service to their fellow people,
whether it is corporation, a youth group or in one’s society.
METHODOLOGY AND RESEARCH DESIGN
The study was conducted in Talipan National High School, in Pagbilao, Quezon.
Talipan National High School is the biggest secondary school in the District of Pagbilao.
(TNHS FDP, 2014).
Talipan National High School, Araling Panlipunan Department is composed of
eight (8) teachers from Grade 7 to Fourth Year levels in SY 2014-2015. The researcher
who handled six (6) of the ten (10) sections in fourth year level at TNHS decided to conduct
this study because he was challenged about the active participation of the students in
historical activities thus he wanted to assess their level of historical awareness.
Using the Slovin’s formula, the researcher had two hundred twelve (212) fourth
year high school students as respondents from the total enrollees of four hundred fifty-
three (453) in SY 2014-2015. He had twenty-one (21) respondents as the sample size
from the ten (10) sections of fourth year curriculum. The additional two (2) students to
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Vol. 2
INTRODUCTION
The Department of Education (DedEd) issued DepEd Memorandum No. 43, s. 2014
on April 14, 2014 entitled 2014 Conduct of National Observances and Commemoration of
Historical Events. It aimed to raise the level of historical awareness of elementary and
secondary students relative to the significance of the national commemorations; instill in
the minds of the learners the greatness of the Filipino race, the legacy of their national
heroes, and the ideals of their nationhood; and reawaken the Filipino people especially
the youth of their responsibility and patriotic commitment to truly demonstrate the spirit of
heroism, patriotism, nationalism, unity, and national identity.
The proponent of the study was motivated to conduct this action research on
AP IV Students’ Level of Historical Awareness on National Commemorations: Basis for
Enhancing Monthly Activities to determine the fourth year students awareness on the
historical events stipulated in the DepEd Memorandum No. 43 and how the researcher
could be of help in enhancing the AP monthly activities for students. In the beginning of
School Year 2014-2015, the AP Department of TNHS guided by the DepEd memorandum
decided to integrate in AP IV classes the different programs or activities known as 2014
Historical Events Being Commemorated in the country such as: National Observances,
Other Historical Celebrations and DepEd Related Activities / Events / Programs. These
suggested programs were based on Presidential Proclamation, Executive Order,
Administrative Order and Republic Act according to the Enclosure to DepEd Memorandum
No. 43, s. 2014.
The Memorandum served as a guide to all public and private schools nationwide to
carry out meaningful activities integrated in related subject areas such as: Sibika at Kultura,
Heograpiya, Kasaysayan, at Sining (HEKASI), Araling Panlipunan, Values Education or
Edukasyon sa Pagpapakatao, Music, Arts, Physical Education and Health (MAPEH),
Filipino, and English during classroom discussions or school programs / events.
This study entitled “AP IV Students’ Level of Historical Awareness on National
Commemorations: Basis for Enhancing Monthly Activities” attempted to find out the level
of historical awareness of the AP IV students of TNHS before and after the implementation
of the historical activities.
BRIEF REVIEW OF LITERATURE
Guided by the DepEd Order, the researcher designed research-instrument
which contained indicators that would measure the respondents. In the formulation of
questionnaire, the researcher consulted different sources for information on historical
events. The statements in the research instrument were grouped according to significance
of the historical events, recognition of the greatness of Filipino race, legacy of Philippine
national heroes, ideals of nationhood, and sense of responsibility and patriotic commitment.
According to the article of Cruz (2013), in ancient Greek mythology a hero was
a man of great strength and courage who found favor with gods. In modern times, the
term “hero” is used to describe a person who possesses courage, nobility of spirit and
extraordinary exploits. Ernest Hemmingway described courage as showing “grace under
pressure”. The root of the word ‘hero” is the Greek word heros which means “to watch over
others”. Cruz (2013) added that heroes are persons, therefore, whose lives of courage
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complete the two hundred twelve (212) respondents were taken from the pilot section since
WAM Verbal they were observed to have full participation in the DepEd suggested activities. There was
(Continuation) Description a questionnaire for the fourth year students enrolled at Talipan National High School for
SY 2014-2015 as the research instrument. Questions were formulated with the help of
the information from DepEd memorandum, related literature and studies. The researcher
Recognition of the greatness of Filipino race 2.62 Aware
utilized the English language.
National commemorations / activities are held to… The researcher consulted the TNHS Research Coordinator for the validation of the
Appreciate the great Filipinos love for their country 2.91 Aware questionnaire and secured the approval of the TNHS Principal for the administration of the
Appreciate the sacrifices of great Filipinos in defense of their 2.90 Aware questionnaire. The researcher started the data gathering by developing an instrument which
motherland was a questionnaire that helped in determining the AP IV students’ level of historical/cultural
Appreciate great Filipinos act of putting life on the line for a 2.58 Aware awareness before the implementation of the historical activities during the beginning of SY
cause they believed in 2014-2015 which was administered and results were compared after the implementation of
Appreciate the true meaning of man that is to serve the 2.57 Aware
the historical activities during the end of SY 2014-2015.
people
Appreciate transformational Filipino leaders 2.51 Aware
RESULTS AND DISCUSSION
Appreciate honest and good Filipino leaders 2.67 Aware
The data gathered through the questionnaire were presented, analyzed and
Appreciate Filipinos who introduced globalization and 2.50 Less Aware
decentralized governance interpreted following the sequence of specific problems raised in this study.
Appreciate Filipino great leaders’ involvement in public and 2.53 Aware
Table 1
civic affairs
Frequency Distribution of Significance of the Historical Awareness on National
Appreciate Filipino leaders with high sense of value in 2.59 Aware Commemorations before the Implementation of Historical Activities for SY 2014-
friendship and fraternal relations within the community of
2015
nations
Appreciate the Filipino great leaders’ ability to make informed 2.44 Less Aware WAM Verbal
and reasoned decisions for the public good Description
Legacy of Philippine national heroes 2.64 Aware Significance of the historical events 2.63 Aware
National commemorations / activities are implemented to National commemorations / activities are held to…
sustain the following legacies…
Pay tribute to the Filipino freedom fighters 2.61 Aware
The Filipino national heroes influenced the lives of others. 2.60 Aware
Give today’s generation a better grasp of nation’s history 2.60 Aware
The Filipino heroes offered their service to fellow people. 2.58 Aware
Achieve an agreed social objective, converging interests, 2.48 Less Aware
The Filipino heroes lived a life characterized by a story of 2.67 Aware and actions of institutions, group and communities
change, courage and heroism.
Mobilize human and material resources in decision-making 2.58 Aware
The Filipino heroes in the mind of the youth. 2.86 Aware
Strengthen community’s conscience to ensure sustainability 2.42 Less Aware
The Filipino heroes bring people together in the name of 2.69 Aware
Reinforce close family ties and sense of community 2.66 Aware
solidarity and freedom.
belongingness
The Filipino heroes lived a just, hopeful and humane life. 2.57 Aware
Preserve national cultural treasure 2.78 Aware
The Filipino heroes defined a modern-day Filipino. 2.55 Aware
Appreciate more the beauty and wonders of the country 2.90 Aware
The Filipino heroes helped promote an effective, accountable 2.48 Less Aware
Promote the bountiful cultural heritage of the ancient 2.70 Aware
and transparent administrative management.
Filipinos
The Filipino heroes exemplified love and devotion to the 2.74 Aware
Boast the cultural wealth of the Philippines 2.60 Aware
country.
The Filipino heroes helped identified the people’s image. 2.62 Aware

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2.64, ideals of nationhood got a WAM of 2.59 and sense of responsibility and patriotic
WAM Verbal
commitment’s WAM of 2.57, and they were all verbally described as aware. For the
(Continuation) Description
SY 2014-2015, majority of fourth year high school students were aware of the national
commemorations/activities before the implementation of historical activities as suggested Ideals of nationhood 2.59 Aware
for this academic year integrating historical activities in Araling Panlipunan classes similar Historical activities are implemented to build national ideals
to their previous schooling which was from first year to fourth year high school. This goes such as...
to show that the fourth year high school students have acquired significant learning on the Concern for fellow Filipinos 2.67 Aware
historical activities integrated in their previous classroom discussions. Offering of self-sacrifice 2.50 Less Aware
Table 2 Awakening the sense of nationalism in every Filipino youth 2.62 Aware
Frequency Distribution of Significance of the Historical Awareness on National Achieving great things in life 2.68 Aware
Commemorations after the Implementation of Historical Activities for SY 2014-2015 Braveness of people who gave their lives so that future 2.69 Aware
generations will live in harmony as freedom-loving people
WAM Verbal Living in dignity and freedom 2.68 Aware
Description Upholding the rule of law 2.48 Less Aware
Significance of the historical events 3.29 Fully Aware Upholding the Constitution and obeying the laws 2.42 Less Aware
National commemorations / activities are held to… Engaging themselves local and national election. 2.47 Less Aware
Pay tribute to the Filipino freedom fighters 3.40 Fully Aware Living in accordance with good citizenship values 2.70 Aware
Give today’s generation a better grasp of nation’s history 3.29 Fully Aware
Achieve an agreed social objective, converging interests, 3.24 Aware Sense of responsibility and patriotic commitment 2.57 Aware
and actions of institutions, group and communities
Historical activities are implemented to enhance sense of
Mobilize human and material resources in decision-making 3.30 Aware responsibility and patriotic commitment as evidenced by
Strengthen community’s conscience to ensure sustainability 3.12 Aware students…
Reinforce close family ties and sense of community 3.24 Aware Passion for justice 2.52 Aware
belongingness Willingness to be civic-spirited 2.46 Less Aware
Preserve national cultural treasure 3.34 Fully Aware Engagement in the welfare and progress of Philippine life 2.49 Less Aware
Appreciate more the beauty and wonders of the country 3.43 Fully Aware Demonstration of honest public service. 2.55 Aware
Promote the bountiful cultural heritage of the ancient 3.23 Aware Demonstration of genuine love for country and people 2.69 Aware
Filipinos
Participation in achieving a specific development goal 2.61 Aware
Boast the cultural wealth of the Philippines 3.29 Fully Aware through self-reliant efforts
Support and active involvement in the community activities. 2.58 Aware
Recognition of the greatness of Filipino race 3.28 Fully Aware Active involvement in the promotion of welfare of the human 2.58 Aware
National commemorations / activities are held to… being as a member of society
Appreciate the great Filipinos love for their country 3.50 Fully Aware Unity and oneness in living productively. 2.58 Aware
Appreciate the sacrifices of great Filipinos in defense of their 3.39 Fully Aware Matter of commitment as a personal pledge to do something 2.58 Aware
motherland for the brighter future of the country.
Appreciate great Filipinos act of putting life on the line for a 3.31 Fully Aware
cause they believed in The verbal description above follows the following scales: 3.26-4.00 for fully aware,
Appreciate the true meaning of man that is to serve the 3.34 Fully Aware 2.51-3.25 for aware, 1.76-2.50 for less aware and 1.00-1.75 for not aware.
people Table 1 revealed that most of the respondents were aware of the national
Appreciate transformational Filipino leaders 3.19 Aware commemorations before the implementation of the historical activities for SY 2014-2015.
Appreciate honest and good Filipino leaders 3.34 Fully Aware
Significance of the historical events obtained WAM of 2.63, recognition of the greatness
of Filipino race had a WAM of 2.62, legacy of Philippine national heroes got a WAM of

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WAM Verbal WAM Verbal

(Continuation) Description (Continuation) Description
Upholding the Constitution and obeying the laws 3.11 Aware Appreciate Filipinos who introduced globalization and 3.14 Aware
decentralized governance
Engaging themselves local and national election. 3.19 Aware
Appreciate Filipino great leaders’ involvement in public and 3.15 Aware
Living in accordance with good citizenship values 3.26 Fully Aware
civic affairs
Appreciate Filipino leaders with high sense of value in 3.26 Fully Aware
Sense of responsibility and patriotic commitment 3.29 Fully Aware friendship and fraternal relations within the community of
Historical activities are implemented to enhance sense of nations
responsibility and patriotic commitment as evidenced by Appreciate the Filipino great leaders’ ability to make informed 3.15 Aware
students… and reasoned decisions for the public good
Passion for justice 3.34 Fully Aware
Willingness to be civic-spirited 3.17 Aware Legacy of Philippine national heroes 3.36 Fully Aware
Engagement in the welfare and progress of Philippine life 3.34 Fully Aware National commemorations / activities are implemented to
Demonstration of honest public service. 3.31 Fully Aware sustain the following legacies…
Demonstration of genuine love for country and people 3.30 Fully Aware The Filipino national heroes influenced the lives of others. 3.44 Fully Aware
Participation in achieving a specific development goal 3.27 Fully Aware The Filipino heroes offered their service to fellow people. 3.33 Fully Aware
through self-reliant efforts The Filipino heroes lived a life characterized change, 3.39 Fully Aware
Support and active involvement in the community activities. 3.27 Fully Aware courage and heroism.
Active involvement in the promotion of welfare of the human 3.26 Fully Aware The Filipino heroes in the mind of the youth. 3.50 Fully Aware
being as a member of society The Filipino heroes bring people together in the name of 3.43 Fully Aware
Unity and oneness in living productively. 3.32 Fully Aware solidarity and freedom.
Matter of commitment as a personal pledge to do something 3.28 Fully Aware The Filipino heroes lived a just, hopeful and humane life. 3.31 Fully Aware
for the brighter future of the country. The Filipino heroes defined a modern-day Filipino. 3.26 Fully Aware
The Filipino heroes helped promote an effective, accountable 3.20 Aware
The verbal descriptions above follow the following scales: 3.26-4.00 for fully aware, and transparent administrative management.
2.51-3.25 for aware, 1.76-2.50 for less aware and 1.00-1.75 for not aware. The Filipino heroes exemplified love and devotion to the 3.39 Fully Aware
Table 2 presents that the fourth year high school students of TNHS are fully aware country.
of the national commemorations after the implementation of the historical activities for The Filipino heroes helped identified the people’s image. 3.33 Fully Aware
the current academic year. Significance of the historical events obtained WAM of 3.29,
recognition of the greatness of Filipino race had a WAM of 3.28, legacy of Philippine national
heroes got a WAM of 3.36, ideals of nationhood and sense of responsibility and patriotic Ideals of nationhood 3.29 Fully Aware
commitment got a WAM of 3.29, they were all verbally described as fully aware. This Historical activities are implemented to build national ideals
means that they have refreshed their minds on the historical activities they conducted in such as...
their previous AP classes. They showed full awareness on the historical activities because Concern for fellow Filipinos 3.41 Fully Aware
they were active in participating in the historical activities and they were motivated and Offering of self-sacrifice 3.27 Fully Aware
involved as well as challenged on their role as graduating students. Awakening the sense of nationalism in every Filipino youth 3.33 Fully Aware
Achieving great things in life 3.40 Fully Aware
Braveness of people who gave their lives so that future 3.38 Fully Aware
generations will live in harmony as freedom-loving people
Living in dignity and freedom 3.32 Fully Aware
Upholding the rule of law 3.21 Aware

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RECOMMENDATIONS Table 3
Based on the conclusion, the researcher recommends that AP teachers use Significant Difference in the AP IV Students’ Level of Historical Awareness Before
this material in developing and enhancing historically-related activities and providing and After the Implementation of Historical Activities
meaningful classroom strategies in delivering lessons on historical activities. Likewise,
Variables Compared T-Value Decision Impression
future researchers may use this study as their reference material and guide in conducting
@ 0.05 Level
further studies related to level of historical / cultural awareness of the entire AP students
of TNHS and / or AP students of other schools in the implementation of the historical Significance of historical Computed Critical
activities. events 21.43 2.262 Reject Ho Significant
Recognition of the greatness Computed Critical
of Filipino race 26.36 2.262 Reject Ho Significant
REFERENCES
Legacy of Philippine Computed Critical
national heroes 41.23 2.262 Reject Ho Significant
Bantigue, J. A. and Rolloque, D. G. D. (2012). The role of teaching Philippine history
towards the development of national consciousness among tertiary students of Ideals of nationhood Computed Critical
SHC, SY 2011-2012, Sacred Heart College, Lucena City. 37.14 2.262 Reject Ho Significant
Bonifacio, P. (2010). Manila Bulletin, Volume 456, no. 01.
Sense of responsibility and Computed Critical
Cruz, E. S. (2013). The Philippine star, Volume 28, no. 124. patriotic commitment
DepEd Memorandum No. 43, s. 2014 (14 April 2014), Conduct of national observance and 21.43 2.262 Reject Ho Significant
commemoration of historical events
Garcia, A. G. (2014), Philippine Panorama, magazine of the Manila Bulletin. Ho: There is no significant difference in the AP IV students’ level of historical / cultural
Licuanan, P. (2014). Chapter IV, A moral recovery program: building a people – building a awareness before and after the implementation of historical activities.
nation The table above shows the test of significant difference of student’s level of historical
Loretizo, L. A. and Rodelas, B. A. Z. (2011). The effects of chami festival on the economic awareness before and after the implementation of historical activities. The following were
and cultural life of lucenahins, sacred heart college, lucena city. the computed t-value: significance of historical events was 21.43, recognition of the
Ortinero, A. M. (2011). Social dimensions of education, c & e publishing inc. greatness of Filipino race had 26.36, legacy of Philippine national heroes got 41.23, ideals
Sauler, E. and Aning, J. (2012). Philippine daily inquirer, vol. 27, no. 255. of nationhood obtained 37.14 and sense of responsibility and patriotic commitment had
Uy, J. R. (2012). Philippine daily inquirer, volume 27, no. 295. 31.43. The obtained t-values from the five (5) categories were all greater than the critical
Quizon, M. L. H. (2011). Philippine daily inquirer, volume 27, no. 22. value of 2.262. There was significant difference in the AP IV students’ level of historical
Talipan National High School, Faculty development plan, 2014 awareness before and after the implementation of historical activities.

CONCLUSION
On the basis of the results presented, it can be concluded that most of the
respondents were already aware of the historical events in terms of significance, recognition
of the greatness of Filipino race, legacy of Philippine national heroes, ideals of nationhood,
and sense of responsibility and patriotic commitment prior to the implementation of historical
activities for SY 2014-2015. Comparing the level of awareness of the fourth year students
of TNHS on the historical activities before and after the implementation of AP Department’s
historical activities, the result showed that there was a remarkable increase in the level of
awareness of the respondents. Hence, the researcher found out that the historical activities
implemented by the AP Department of TNHS helped the fourth year students in leveling up
their historical awareness.

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INTRODUCTION
“If there’s one goal of this conference, it’s to dispel the myth that bullying is just
a harmless rite of passage or an inevitable part of growing up. It’s not. Bullying can have
destructive consequences for our young people. And it’s not something we have to accept.”
These brave statements of US President Barack Obama at the Anti-bullying
Conference on March 10, 2011 point to the fact that bullying is already a widespread social
phenomenon that greatly affects the youth and their development in particular. These
declarations call for the exigency to address relative issues that surreptitiously plague the
educational system.
According to Snyder et al. as cited in American Educational Research Association
(2013), bullying is pervasive in all grades and all schools... It is observed across gender,
race, ethnicity, and socioeconomic status. One nationally representative survey found that
approximately 28% of students ages 12 to 18 reported being bullied at school during the
school year. Other studies have found comparably high percentages of students who admit
bullying their peers.
Bullying, in the report of Eriksen et. al. (2012), was defined by Olweus as an
aggressive behavior that involves unwanted, negative actions on the part of the child.
It also encompasses a pattern of behavior repeated over time, as well as an imbalance
of power between the bully and the victim. Farrington et al. (2011) argued that bullying
instances may take several forms, such as physical, verbal, emotional and sexual bullying,
and may transpire in written, spoken or digital means.
True to its vision of providing safe and child-friendly environment among the
student populace, the Department of Education unwaveringly extends its support to all
school levels on the combat for the existence, if not proliferation, of bullying instances
that variably affect student outcomes. Since the passage of RA 10627 (Anti-bullying Act of
2013), such a thrust has been the center piece of all institutional efforts to achieve a “bully-
free environment” that promotes uninhibited learning.
Despite the fact that each school staff is painfully aware of these incidents,
appropriate interventions are sometimes overlooked or issues are addressed erroneously.
Even students are caught in the “hazy zones” of misunderstanding for the problem persists
in the absence of concrete knowledge about bullying and difficulty in identifying whether an
event can be classified as bullying or not. Confusion settles in as to what “real bullying” is
and when “real bullying” happens. Thus, students who commit common childhood pranks
or simple misdemeanors are haphazardly and unfairly labeled as “bullies”.
On this perspective, the researcher ventured to study the level of awareness of
Talipan National High School students on Bullying Instances. He believes there is a way to
address this matter towards ensuring that students enjoy equal opportunity to succeed in a
safe, child-friendly and motivating school environment, as it is also a vital factor that affects
their physical, psychological, emotional and social well-being.
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THE LEVEL OF AWARENESS OF TNHS STUDENTS ON BULLYING
INSTANCES: BASIS FOR A PROPOSED BULLYING CONSCIOUSNESS
CAMPAIGN
OSCAR R. DUMA, JR., MA.Ed.
Secondary School Teacher I
Talipan National High School, Pagbilao, Quezon
Member, Teacher-Researchers Association of DepEd-Quezon, Inc.
Adviser, The Obelisk (The Official Student Publication of Talipan NHS)
ABSTRACT
PURPOSE
The paper aimed to evaluate the level of awareness of TNHS students on Bullying Instances for the
development of a Bullying Consciousness Campaign.
DESIGN/ METHODOLOGY/ APPROACH
Descriptive-evaluative research method was applied in the study. Following a randomized sampling
procedure, the population of 1,446 Grade 7 to 9 students was reduced to 314. To evaluate their
awareness level, the researcher employed a survey questionnaire. Data collected were analyzed
through the aid of standard statistical tools.
FINDINGS
The research revealed that the majority of respondents were less aware on Bullying Instances. They
find difficulty in distinguishing “authentic bullying” from inevitable antagonisms of social life.
RESEARCH LIMITATIONS/ IMPLICATIONS
The study only focused on the awareness level of students as regards Bullying Instances. There was
no attempt to evaluate the manifestation level or prominence of bullying in the said locale.
PRACTICAL IMPLICATIONS
Results call for concrete actions to offer better and deeper understanding of the concept. It beckons
school stakeholders to make a move in instilling awareness, especially among the youth, on bullying
instances that may already be seeping into the educational system.
ORIGINALITY/ VALUE
This study has proven significance of providing the learners a positive environment for them to make
the most of their quest for knowledge. It also holds true that children cannot fully learn in a climate of
fear for bullying is a serious matter that should never slip to ignorance or indifference.
KEYWORDS
Awareness, Bullying Instances, Consciousness Campaign
TYPE OF RESEARCH
Research Paper
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RESEARCH RESULTS AND DISCUSSION
PART I. DEMOGRAPHIC PROFILE
Figure 2. Respondents’ Sex Distribution
Figure 2 shows 189 male (60.19%) and 125 female respondents (39.81%).
It means there were 64 males (20.38%) more than females involved in the study,
which implies that most of the repondents are male.
Figure 3. Respondents’ Age Distribution
Figure 3 shows 97 respondents (30.89%) under the age group of 11-13, and 217
respondents (69.11%) under the age group of 14-16.
Respondents within 14-16 age brackets are 120 (38.22%) more than those in 11-
13 age brackets. This evidently shows that majority of the respondents came from the older
age group.
Figure 4. Respondents’ Grade Level Distribution
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Conceptual Paradigm
To evaluate the level of awareness of TNHS students on Bullying Instances, the
Input-Process-Output (IPO) framework was utilized.
Figure 1. The Research Paradigm
METHODOLOGY AND RESEARCH DESIGN
Conducted at Talipan National High School, the study employed descriptive-
evaluative research method. Out of 1,446 Grade 7 to 9 students, 314 were chosen as
respondents, following a random sampling procedure. A researcher-devised questionnaire
validated by experts was used as major data-gathering instrument. After seeking consent
from the principal, the questionnaires were administered and retrieved.
Data collected were computed electronically through Microsoft Excel and SSB
program, and treated statistically using standard statistical tools, such as Percentage
Rating, Weighted Arithmetic Mean (WAM), T-test, and Analysis of Variance (ANOVA).
The study likewise employed this continuum scale with corresponding verbal
descriptions:
3.26 – 4.00 = Strongly Agree (Not Aware)
2.51 – 3.25 = Agree (Less Aware)
1.76 – 2.50 = Disagree (Aware)
1.00 – 1.75 = Strongly Disagree (Fully Aware)
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Table 2. Respondents’ Level of Awareness on Verbal Bullying Figure 4 shows 103 respondents (32.80%) from Grade 7, and 117 (37.26%) from
Grade 8, while 94 (29.94%) comes from Grade 9.
INDICATORS WAM VERBAL DESCRIPTION Data illustrate that Grade 8 respondents are 14 (4.46%) and 23 (7.32%) more than
You were teased or poked fun. 3.01 AGREE that of Grades 7 and 9 respondents, respectively. It presents that majority of respondents
are sophomores.
You were ridiculed for your name or given 2.76 AGREE
inappropriate alias. Figure 5. Respondents’ Mental Ability Distribution
TOTAL 2.87 AGREE (LESS AWARE)

Table 2 illustrates that respondents are less aware of Verbal Bullying manifested
through an obtained WAM value of 2.87. They agreed to the idea that verbal bullying
happens when “you were teased or poked fun,” with the highest WAM value of 3.01,
equivalent to less aware. Respondents also agreed that verbal bullying happens when
“you were ridiculed for your name or given inappropriate alias,” with the lowest WAM value
of 2.76, equivalent to less aware.

Table 3. Respondents’ Level of Awareness on Emotional Bullying

INDICATORS WAM VERBAL DESCRIPTION

You were once blamed for being incompetent or 3.02 AGREE
weak. Figure 5 shows 20 (6.37%) and 120 (38.22%) respondents under Advanced (A)
You were humiliated with secrets revealed by a 2.78 AGREE and Proficient (P), respectively. Moreover, 126 (40.13%) and 48 (15.28%) respondents are
friend or classmate though you ignored it after a under Approaching Proficiency (AP) and Developing (D), correspondingly.
day or two. Data prove that respondents under Approaching Proficiency level are 106 (33.76%),
TOTAL 2.86 AGREE (LESS AWARE) 6 (1.91%), and 78 (24.85%) more than those under Advanced, Proficient, and Developing
levels, respectively.
Table 3 illustrates that respondents are less aware of the Emotional Bullying
manifested through an obtained WAM value of 2.86. They agreed to the notion that PART II. LEVEL OF AWARENESS ON BULLYING INSTANCES
emotional bullying happens when “you were once blamed for being incompetent or weak,”
with the highest WAM value of 3.02, equivalent to less aware. Respondents also agreed Table 1. Respondents’ Level of Awareness on Physical Bullying
that emotional bullying happens when “you were humiliated with secrets revealed by a
friend or classmate though you ignored it after a day or two,” with the lowest WAM value of INDICATORS WAM VERBAL DESCRIPTION
2.78, equivalent to less aware. You were kicked or tripped while playing with 2.87 AGREE
some friends.
Table 4. Respondents’ Level of Awareness on Cyber Bullying
You were tickled. 2.51 AGREE
INDICATORS WAM VERBAL DESCRIPTION TOTAL 2.68 AGREE (LESS AWARE)
You had received spams and other spiteful 3.03 AGREE
messages in your e-mail. Table 1 illustrates that respondents are less aware of Physical Bullying manifested
through an obtained WAM value of 2.68. They agreed to the fact that bullying happens
You were sent sexually offensive or homophobic 2.82 AGREE
messages online.
when “you were kicked or tripped while playing with some friends,” with the highest WAM
value of 2.87, equivalent to less aware. Respondents also agreed that physical bullying
TOTAL 2.92 AGREE (LESS AWARE)
happens when “you were tickled,” with the lowest WAM value of 2.51, equivalent to less
aware.
Table 4 illustrates that respondents are less aware of the Cyber-bullying manifested
through an obtained WAM value of 2.92. It shows they agreed by saying that cyber-bullying
happens when “you had received spams and other spiteful messages in your e-mail,”

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Table 7. ANOVA: Awareness Level on Physical Bullying as to Grade Level. which got the highest WAM value of 3.03, equivalent to less aware. Respondents also
agreed that cyber-bullying happens when “you were sent sexually offensive or homophobic
t-test value messages online” with the lowest WAM value of 2.82, equivalent to less aware.
Groups Being df Mean Computed Critical Decision Impression
Table 5. T –test: Awareness Level on Physical Bullying as to Sex.
Compared at 0.05
level of t-test value
significance
Groups Being df Mean Computed Critical Decision Impression
Level of dfb = 2 X = 2.76 0.791 3.35 Accept Not Compared at 0.05
Awareness on Y = 2.65 Significant level of
Physical Bullying dfw = 27 significance
according to Grade
Level dft = 29 Level of Awareness 18 X = 2.52 7.17 2.101 Reject Significant
on Physical Bullying Y = 2.93
X1 = Grade 7 between Male (X)
X2 = Grade 8 and Female (Y)
X3 = Grade 9
Presented in Table 5, the null hypothesis was rejected with the computed t- value
Presented in Table 7, data reveal that there is no significant difference in the of 7.17 which is 5.069 greater than its critical value of 2.101. The result is significant,
awareness level on Physical Bullying when respondents are grouped according to Grade revealing that girls got a mean value of 2.93 which is 0.41 more than the mean value
Level. Findings are justified by the computed f – value of 0.791 which is 2.559 lower of boys. Considering their sex, respondents differ in their awareness level on bullying
than its critical value of 3.35. Hence, the null hypothesis was accepted. Data prove that instances in terms of physical bullying.
respondents’ grade level does not affect their awareness on bullying instances in terms of
physical bullying. Table 6. T –test: Awareness Level on Physical Bullying as to Age.

Table 8. ANOVA: Awareness Level on Physical Bullying as to Mental Ability. t-test value
Groups Being df Mean Computed Critical Decision Impression
t-test value Compared at 0.05
level of
Groups Being df Mean Computed Critical Decision Impression
significance
Compared at 0.05
level of Level of Awareness 18 X = 2.76 1.67 2.101 Accept Not
significance on Physical Bullying Y = 2.65 Significant
between 11 – 13
Level of dfb = 3 X1 = 481.723 2.87 Reject Significant
years old (X) and 14
Awareness on 1.34
– 16 years old (Y)
Physical Bullying dfw = 36
according to X2 =
Presented in Table 6, the null hypothesis was accepted with the computed t- value
Mental Ability: dft = 39 2.33
of 1.67 which is 0.431 lower than its critical value of 2.101. The result is not significant,
X1 = Advanced (A) X3 = revealing that those under 11 – 13 age group got a mean value of 2.76 which is 0.11 more
X2 = Proficient (P) 3.02 than the mean value of those under 14 – 16 age group. Considering their age, respondents
X3 = Approaching do not differ in their awareness level on bullying instances in terms of physical bullying.
Proficient (AP) X4 =
X4 = Developing 3.27
(D)

Presented in Table 8, data show there is a significant difference in respondents’

awareness level on physical bullying when they are grouped according to mental ability.
The result is justified with the f-computed value of 481.723 which is 478.853 greater than
the critical value of 2.87. Hence, the null hypothesis was rejected.

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Table 10. T –test: Awareness Level on Verbal Bullying as to Age. Groups Being Compared Mean Scheff’es [F@a][k -1] Decision
Advanced (X1) vs. Proficient (X2) X1 = 1.34 310.01 8.61 Reject
t-test value
Advanced (X1) vs. Approaching 887.26 8.61 Reject
Groups Being df Mean Computed Critical Decision Impression Proficient (X3) X2 = 2.33
Compared at 0.05
level of Advanced (X1) vs. Developing X3 = 3.02 1170.07 8.61 Reject
significance (X4)
Level of Awareness 18 X = 3.27 9.84 2.101 Reject Significant Proficient (X2) vs. Approaching X4 = 3.27 148.35 8.61 Reject
on Verbal Bullying Y = 2.69 Proficient (X3)
between 11 – 13 Proficient (X2) vs. Developing 2775.54 8.61 Reject
years old (X) and 14 (X4)
– 16 years old (Y)
Approaching Proficient (X3) vs. 19.53 8.61 Reject
Developing (X4)
Presented in Table 10, the null hypothesis was rejected with the computed t- value
of 9.84 which is 7.739 greater than its critical value of 2.101. Result is significant, showing With reference to the mental ability being the variable tested, the Scheffe’s test
that respondents under 11 – 13 age bracket got a mean value of 3.27 which is 0.58 more indicates that Advanced (X1) vs. Proficient (X2), Advanced (X1) vs. Approaching Proficient
than the mean value of those under 14 – 16 age bracket. Considering their age, respondents (X3); Advanced (X1) vs. Developing (X4); Proficient (X2) vs. Approaching Proficient (X3);
differ in their level of awareness on bullying instances in terms of verbal bullying. Those Proficient (X2) vs. Developing (X4); and Approaching Proficient (X3) vs. Developing
who are 11 – 13 years old are less aware as regards verbal bullying than those who are (X4) with a Scheffe’s test value of 310.01, 887.26, 1170.07, 148.35, 2775.54 and 19.53
14 – 16 years old. respectively are found to have significant difference from one another. Result implies that
students with mental ability of Developing (D) are the least aware as regards physical
Table 11. ANOVA: Awareness Level on Verbal Bullying as to Grade Level.
bullying.
t-test value Table 9. T –test: Awareness Level on Verbal Bullying as to Sex.
Groups Being df Mean Computed Critical Decision Impression at
Compared 0.05 level of t-test value
significance Groups Being df Mean Computed Critical Decision Impression
Level of Awareness dfb = 2 X1 = 2.56 35.583 3.35 Reject Significant Compared at 0.05
on Verbal Bullying level of
according to Grade dfw = 27 X2 = 2.54 significance
Level Level of Awareness 18 X = 2.69 9.85 2.101 Reject Significant
dft = 29 X3 = 2.61 on Verbal Bullying Y = 3.14
X1 = Grade 7 between Male (X)
X2 = Grade 8 and Female (Y)
X3 = Grade 9
Presented in Table 9, the null hypothesis was rejected with the computed t- value of
Presented in Table 11, data reveal there is a significant difference in the awareness
9.85 which is 7.749 greater than its critical value of 2.101. Result is significant, revealing that
level on verbal bullying when respondents are grouped according to grade level. Findings
girls got a mean value of 3.14 which is 0.45 more than the mean value of boys. Considering
are justified by the computed f – value of 35.583 which is 32.233 greater than its critical
their sex, respondents are different in their level of awareness on bullying instances in
value of 3.35. Hence, the null hypothesis was rejected. Data show that respondents’ grade
terms of verbal bullying.
level does affect their level of awareness on bullying instances in terms of verbal bullying.

Groups Being Compared Mean Scheff’es [F@a][k -1] Decision

Grade 7 (X1) vs. Grade 8 (X2) X1 = 1.34 57.40 6.70 Reject
Grade 7 (X1) vs. Grade 9 (X3) X2 = 2.55 49.94 6.70 Reject
Grade 8 (X2) vs. Grade 9 (X3) X3 = 3.19 0.26 6.70 Accept

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(X4) with a Scheffe’s test value of 527.22, 1223.64, 1609.69, 144.46, 294.45 and 26.42
respectively are found to have significant difference from one another. Result implies
that students with mental ability of Developing (D) are the least aware as regards verbal
bullying.
Table 13. T –test: Awareness Level on Emotional Bullying as to Sex.
With reference to the grade level being the variable tested, the Scheffe’s test
indicates that Grade 7 (X1) vs. Grade 8 (X2) and Grade 7 (X1) vs. Grade 9 (X3) with a
Scheffe’s test value of 57.40 and 49.94 respectively are found to have significant difference
from one another.
Table 12. ANOVA: Awareness Level on Verbal Bullying as to Mental Ability.

t-test value Groups Being df Mean F- test value Decision Impression

Groups Being df Mean Computed Critical Decision Impression Compared Computed Critical at 0.05
Compared at 0.05 level of
level of significance
significance Level of dfb = 3 X1 = 1.34 656.336 2.87 Reject Significant
Level of Awareness 18 X = 2.65 13.49 2.101 Reject Significant Awareness on
on Emotional Y = 3.18 Verbal Bullying dfw = 36 X2 = 2.55
Bullying between according to
Male (X) and Mental Ability: dft = 39 X3 = 3.19
Female (Y)
X1 = Advanced (A) X4 = 3.46
Presented in Table 13, the null hypothesis was rejected with the computed t- value X2 = Proficient (P)
X3 = Approaching
of 13.49 which is 11.389 greater than its critical value of 2.101. The result is significant at
Proficient (AP)
0.05 level with 18 degree of freedom. The result also reveals that girls got a mean value of X4 = Developing
3.18 which is 0.53 more than the mean value of boys. Considering their sex, respondents (D)
differ in their level of awareness on bullying instances in terms of emotional bullying.

Table 14. T –test: Awareness Level on Emotional Bullying as to Age. Presented in Table 12, data show there is a significant difference in the respondents’
level of awareness on verbal bullying when they are grouped according to Mental Ability.
Result is justified with the f-computed value of 656.336 which is 653.466 greater than the
t-test value critical value of 2.87. Hence, the null hypothesis was rejected.
Groups Being df Mean Computed Critical Decision Impression
Compared at 0.05 Groups Being Compared Mean Scheff’es [F@a][k -1] Decision
level of
significance Advanced (X1) vs. Proficient X1 = 1.34 527.22 8.61 Reject
(X2)
Level of Awareness 18 X = 3.25 10.67 2.101 Reject Significant X2 = 2.55
on Emotional Y = 2.69 Advanced (X1) vs. 1223.64 8.61 Reject
Bullying between 11 Approaching Proficient (X3)
X3 = 3.19
– 13 years old (X) Advanced (X1) vs. Developing 1609.69 8.61 Reject
and 14 – 16 years (X4) X4 = 3.46
old (Y) Proficient (X2) vs. Approaching 144.46 8.61 Reject
Proficient (X3)
Presented in Table 14, the null hypothesis was rejected with the computed t- value Proficient (X2) vs. Developing 294.45 8.61 Reject
of 10.67which is 8.569 greater than its critical value of 2.101. Result is significant, showing (X4)
that respondents under 11 – 13 age group got a mean value of 3.25 which is 0.56 more Approaching Proficient (X3) vs. 26.42 8.61 Reject
than the mean value of those under 14 – 16 age group. Considering their age, respondents Developing (X4)
differ in their level of awareness on bullying instances in terms of emotional bullying.
Respondents who are 11 – 13 years old are less aware as regards emotional bullying than With reference to the mental ability being the variable tested, the Scheffe’s test
those who are 14 – 16 years old. indicates that Advanced (X1) vs. Proficient (X2), Advanced (X1) vs. Approaching Proficient
(X3); Advanced (X1) vs. Developing (X4); Proficient (X2) vs. Approaching Proficient (X3);
Proficient (X2) vs. Developing (X4); and Approaching Proficient (X3) vs. Developing

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Presented in Table 16, data show there is a significant difference in the Table 15. ANOVA: Awareness Level on Emotional Bullying as to Grade Level.
respondents’ awareness level on bullying instances in terms of emotional bullying when
t-test value
the they are grouped according to Mental Ability. The result is justified with the f-computed
value of 526.575 which is 523.705 greater than the critical value of 2.87. With this, the null Groups Being df Mean Computed Critical Decision Impression
hypothesis was rejected at 0.05 level of significance. Compared at 0.05
level of
significance
Groups Being Compared Mean Scheff’es [F@a][k -1] Decision
Level of Awareness dfb = 2 X1 = 3.16 30.960 3.35 Reject Significant
Advanced (X1) vs. Proficient X1 = 1.38 423.41 8.61 Reject on Emotional
(X2) Bullying according dfw = 27 X2 = 2.69
Advanced (X1) vs. X2 = 2.55 1001.28 8.61 Reject to Grade Level
Approaching Proficient (X3) dft = 29 X3 = 2.74
X3 = 3.17 X1 = Grade 7
Advanced (X1) vs. Developing 1345.51 8.61 Reject
(X4) X2 = Grade 8
X4 = 3.46 X3 = Grade 9
Proficient (X2) vs. Approaching 122.46 8.61 Reject
Proficient (X3)
Presented in Table 15, data revealed there is a significant difference in the
Proficient (X2) vs. Developing 259.35 8.61 Reject awareness level on emotional bullying when respondents are grouped according to Grade
(X4) Level. Findings are justified by the computed f –value of 30.960 which is 27.61 greater
Approaching Proficient (X3) vs. 25.38 8.61 Reject than its critical value of 3.35. Hence, the null hypothesis was rejected. Data show that
Developing (X4) respondents’ grade level does not affect their level of awareness on bullying instances in
terms of emotional bullying.
With reference to the mental ability being the variable tested, the Scheffe’s test
indicates that Advanced (X1) vs. Proficient (X2), Advanced (X1) vs. Approaching Proficient Groups Being Compared Mean Scheff’es [F@a][k -1] Decision
(X3); Advanced (X1) vs. Developing (X4); Proficient (X2) vs. Approaching Proficient (X3); Grade 7 (X1) vs. Grade 8 (X2) X1 = 3.16 51.04 6.70 Reject
Proficient (X2) vs. Developing (X4); and Approaching Proficient (X3) vs. Developing Grade 7 (X1) vs. Grade 9 (X3) 40.42 6.70 Reject
(X4) with a Scheffe’s test value of 423.412, 1001.28, 1345.51, 122.46, 259.35 and 25.38 X2 = 2.69
Grade 8 (X2) vs. Grade 9 (X3) X3 = 2.74 0.62 6.70 Accept
respectively are found to have significant difference from one another. Result implies that
students with a mental ability of Developing (D) are the least aware as regards emotional
bullying.
With reference to the grade level being the variable tested, the Scheffe’s test
Table 17. T –test: Awareness Level on Cyber-bullying as to Sex. indicates that Grade 7 (X1) vs. Grade 8 (X2) and Grade 7 (X1) vs. Grade 9 (X3) with a
Scheffe’s test value of 51.04 and 40.42 respectively are found to have significant difference
t-test value from one another.
Groups Being df Mean Computed Critical Decision Impression
Compared at 0.05 Table 16. ANOVA: Awareness Level on Emotional Bullying as to Mental Ability.
level of t-test value
significance
Groups Being df Mean Computed Critical Decision Impression at 0.05
Level of Awareness 18 X = 2.68 18.22 2.101 Reject Significant Compared level of significance
on Cyber Bullying Y = 3.28 Level of Awareness dfb = 3 X1 = 1.38 526.575 2.87 Reject Significant
between Male (X) on Emotional Bullying
and Female (Y) according to Mental dfw = 36 X2 = 2.55
Ability:
Presented in Table 17, the null hypothesis was rejected with the computed t- dft = 39 X3 = 3.17
X1 = Advanced (A)
value of 18.22 which is 16.119 greater than its critical value of 2.101. Result is significant, X2 = Proficient (P) X4 = 3.46
revealing that girls got a mean value of 3.28 which is 0.6 more than the mean value of boys. X3 = Approaching
Considering their sex, respondents differ in their level of awareness on bullying instances Proficient (AP)
in terms of cyber-bullying. X4 = Developing (D)

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Groups Being Compared Mean Scheff’es [F@a][k -1] Decision Table 18. T –test: Awareness Level on Cyber-bullying as to Age.
Grade 7 (X1) vs. Grade 8 (X2) X1 = 3.22 98.48 6.70 Reject
t-test value
Grade 7 (X1) vs. Grade 9 (X3) 49.57 6.70 Reject
X2 = 2.71 Groups Being df Mean Computed Critical Decision Impression
Grade 8 (X2) vs. Grade 9 (X3) 8.31 6.70 Reject
Compared at 0.05
X3 = 2.86 level of
significance
With reference to the grade level being the variable tested, the Scheffe’s test Level of Awareness 18 X = 3.31 14.71 2.101 Reject Significant
indicates that Grade 7 (X1) vs. Grade 8 (X2), Grade 7 (X1) vs. Grade 9 (X3) and Grade 8 on Cyber Bullying Y = 2.75
(X2) vs. Grade 9 (X3) with a Scheffe’s test value of 98.48, 49.57, and 8.31 respectively are between 11 – 13
found to have significant difference from one another. years old (X) and 14
– 16 years old (Y)
Table 20. ANOVA: Awareness Level on Cyber-bullying as to Mental Ability.
Presented in Table 18, the null hypothesis was rejected with the computed t- value
t-test value
of 14.71 which is 12.609 greater its critical value of 2.101. Result is significant, showing
Groups Being df Mean Computed Critical Decision Impression that respondents under 11 – 13 age group got a mean value of 3.31 which is 0.56 more
Compared at 0.05 than the mean value of those under 14 – 16 age group. Considering their age, respondents
level of
differ in their level of awareness on bullying instances in terms of cyber-bullying. Those
significance
who are 11 – 13 years old are less aware as regards cyber-bullying than those who are
Level of Awareness dfb = 3 X1 = 1.43 601.083 2.87 Reject Significant 14 – 16 years old.
on Cyber Bullying
according to Mental dfw = 36 X2 = 2.59 Table 19. ANOVA: Awareness Level on Cyber-bullying as to Grade Level.
Ability:
dft = 39 X3 = 3.27
t-test value
X1 = Advanced (A)
X2 = Proficient (P) X4 = 3.47 Groups Being df Mean Computed Critical Decision Impression
X3 = Approaching Compared at 0.05
Proficient (AP) level of
X4 = Developing significance
(D) Level of Awareness dfb = 2 X1 = 3.22 53.232 3.35 Reject Significant
on Cyber Bullying
Presented in Table 20, data show there is a significant difference in the respondents’ according to Grade dfw = 27 X2 = 2.71
level of awareness on bullying instances in terms of cyber bullying when they are grouped Level
according to Mental Ability. Result is justified with the f-computed value of 601.083 which is dft = 29 X3 = 2.86
598.213 greater than the critical value of 2.87. Hence, the null hypothesis was rejected. X1 = Grade 7
X2 = Grade 8
X3 = Grade 9
Groups Being Compared Mean Scheff’es [F@a][k -1] Decision
Advanced (X1) vs. Proficient (X2) X1 = 1.43 478.92 8.61 Reject Presented in Table 19, data reveal there is a significant difference in the
Advanced (X1) vs. Approaching 1209.14 8.61 Reject respondents’ awareness level on cyber-bullying when they are grouped according to
Proficient (X3) X2 = 2.59 Grade Level. Findings are justified by the computed f – value of 53.232 which is 49.882
Advanced (X1) vs. Developing 1480.46 8.61 Reject greater than its critical value of 3.35. Hence, the null hypothesis was rejected. Data show
X3 = 3.27
(X4) that respondents’ grade level does affect the level of awareness on bullying instances in
Proficient (X2) vs. Approaching X4 = 3.47 166.12 8.61 Reject terms of cyber-bullying.
Proficient (X3)
Proficient (X2) vs. Developing (X4) 275.32 8.61 Reject
Approaching Proficient (X3) vs. 13.72 8.61 Reject
Developing (X4)

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RECOMMENDATIONS
Based on the conclusions, the following actions were offered:
1. In collaboration with stakeholders, TNHS may strengthen its anti-bullying policies and
consciousness campaigns that include bullying definitions, ways of detecting bullying
instances, and procedures for reporting and appeals.
2. The office of the Guidance Counselor may review and enhance the school’s disciplinary
code to adopt bullying policy manuals and incident reporting forms.
3. Teachers, administrators, parents, and students may be provided with responsive
trainings to increase knowledge of recognizing and handling bullying concerns.
4. The TNHS research committee may conduct an annual “school climate survey” to guide
the school’s future bullying awareness campaign.
5. Through homeroom classes, advisers may implement educational programs designed
to help students understand, prevent and eliminate bullying.
6. Trained subject teachers may integrate bullying consciousness themes across the
curriculum.
REFERENCES
American Educational Research Association. (2013). Prevention of bullying in schools,
colleges, and universities: Research report and recommendations. Washington,
DC: American Educational Research Association.
Eriksen, K. (2012). The Effects of Bullying: Review. Vol 24, pp. 14-16.
Farrington, D. , Lösel, F., Loeber, R. and Ttofi, M., (2011). Do the victims of school bullies
tend to become depressed later in life? A systematic review and meta-analysis
of longitudinal studies. Journal of Aggression, Conflict and Peace Research, pp
63–73.
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Vol. 2
With reference to the mental ability being the variable tested, the Scheffe’s test
indicates that Advanced (X1) vs. Proficient (X2), Advanced (X1) vs. Approaching Proficient
(X3); Advanced (X1) vs. Developing (X4); Proficient (X2) vs. Approaching Proficient (X3);
Proficient (X2) vs. Developing (X4); and Approaching Proficient (X3) vs. Developing
(X4) with a Scheffe’s test value of 478.92, 1209.14, 1480.46, 166.12, 275.32, and 13.72
respectively are found to have significant difference from one another. Result implies that
students with mental ability of Developing (D) are the least aware as regards cyber-bullying.
CONCLUSIONS
Based on the findings of the study, the following conclusions were drawn:
1. In Terms of the Demographic Profile
Majority of the respondents are male. Most of them belong to the older age group
of 14-16, and are in Grade 8. Considering their mental ability, the students are under
Approaching Proficiency (AP) level at the time of the study.
2. In Terms of the Level of Awareness on Bullying Instances
It can be gleaned on the results that most of the respondents are less aware of
Physical, Verbal, Emotional, and Cyber Bullying instances; that is to say, students can
hardly identify whether a particular incident is bullying or not.
3. In Terms of the Significant Difference in the Respondents’ Awareness Level
With respect to Physical Bullying, it has been found out that students differ in their
awareness level when they are grouped as to sex and mental ability. The result further
implies that those under the Developing (D) level are the least aware when it comes to
physical bullying instances. In contrary, respondents do not differ in their awareness level
when grouped as to age and the grade level does not affect their awareness about physical
bullying.
With respect to Verbal Bullying, it has been revealed that students differ in their
awareness level when they are grouped as to sex and age. Furthermore, respondents
aged 11-13 are learned to be less aware than those aged 14-16 when it comes to verbal
bullying instances. It is clear that the grade level does not affect their awareness and that
respondents under the Developing (D) level are the least aware in view of verbal bullying.
With respect to Emotional Bullying, it is resolved that students differ in their
awareness level when they are grouped as to sex and age. In addition, respondents aged
11-13 are found to be less aware than those aged 14-16 when it comes to emotional
bullying instances. It can also be observed in the results that the grade level does not affect
their awareness and that students under the Developing (D) level are the least aware as
regards emotional bullying.
With respect to Cyber-bullying, it has been found out that students differ in their
awareness level when they are grouped as to sex and age. Still, respondents aged 11-13
are less aware than those aged 14-16 when it comes to cyber-bullying instances. Research
data have shown that the grade level does not affect their awareness. Results further imply
that respondents under the Developing (D) level are the least aware on account of cyber-
bullying.
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INTRODUKSYON
Epekto ng Paggamit ng Iba’t ibang Estratehiya sa Pagtuturo ng
Malaki ang tungkuling ginagampanan ng mga guro sa pagkatuto ng mga mag- Asignaturang Filipino sa Pagkatuto ng mga Mag-aaral
aaral. Ang bawat guro ay naghahangad na maaunawaan ng mga mag-aaral ang kanyang
itinuturo, kaya nararapat lamang na gumamit siya ng angkop na dulog, pamaraan,
Ma. Helen G. Magnaye
estratehiya at teknik para matuto at matugunan ang pangangailangan bunga ng pagkakaiba-
Punong-guro I
iba ng kanyang mga mag-aaral. Ang paggamit ng dulog ay isang mabisang instrumento
Lungsod ng Calamba
upang magkaroon ng epektibong interaksyon sa pagitan ng guro at mag-aaral habang
Castor Alviar National High School
sila’y nagbabahaginan ng kanilang kaalaman, karanasan, pananaw at paniniwala (Tabec
et al. 2014).
Modernong pagtuturo at teknolohikal na pagbabago sa ika–21 siglo ang pokus ABSTRAK
ng kumpetisyon sa mga paaralan ngayon, (Hidalgo ,2000). Ang modernong pagtuturo
LAYUNIN
ay ganap na malaman ang pakinabang sa mga mag-aaral at guro. Mas pinalawak ang Ang pag-aaral na ito ay naglalayong mabatid ang epekto ng paggamit ng iba’t ibang estratehiya sa
mga konsepto sapagkat mas nakikita ng mga mag-aaral ang nais ipahiwatig ng tiyak na pagtuturo ng asignaturang Filipino sa pagkatuto ng mga mag-aaral na nasa ikasampung baitang sa
paksa. Castor Alviar National High School taong aralan 2015-2016.
Sa ganitong kalagayan, ang responsibilidad ng guro at mag-aaral ay nabago na
at ang nilalayon ay mahubog ang mga mag-aaral para sa habang buhay na pagkatuto DISENYO AT METODOLOHIYA
Ang pangunahing kagamitan sa pag-aaral na ito ay ang mga talatanungan tungkol sa sariling
(lifelong learner). Sa pagbabagong ito, nagkaroon ng ibang papel ang guro na hindi laging
pagkakakilanlan, mga dinamikong kagamitan na ginagamit ng mga guro sa paggamit ng iba’t ibang
nagdidikta sa mga mag-aaral kung ano ang gagawin at ang mga mag-aaral na dati ay estratehiya sa pagtuturo, at maging ang epekto nito sa intelektuwal, emosyonal at sosyal na aspeto
laging naghihintay sa sasabihin ng guro kung ano ang gagawin (Liwanag, 2013). ng mga mag-aaral at ang kahalagahan nito sa asignaturang Filipino.
Ayon kay Beetham (2007), ang mga gawain ng pagkatuto ay tumutukoy sa interaksyon ng
mga mag-aaral sa loob ng kaligirang interaksyunal (kasangkapan at kaparaanan) tungo sa SAKLAW AT LIMITASYON
planadong kahihinatnan na sinusuportahan naman ng mga taong may ispesipikong papel Ang binigyan ng mga talatanungan ay mga mag-aaral na nagmula sa ikasampung baitang na
nahahati sa limang pangkat. Kumuha lang ng limampung bahagdan sa bawat pangkat para
gaya ng guro.
sa random sampling na may kabuuang isang daan at labing walo (118). Ang pag-aaral na ito ay
Sa pamamagitan ng mga estratehiya sa pagtuturo, mas napalalawig ang isinagawa sa Castor Alviar National High School. Ang binigyan ng mga talatanungan ay mga mag-
pakikisalamuha ng mga mag-aaral sa loob ng silid-aralan. Ipinaliwanag ni Gurney (2007), aaral na nagmula sa ikasampung baitang na opisyal na nakatala sa taong 2015-2016.
na kung ang guro ay hindi handa, maaaring hindi niya magampanan ang kanyang
responsibilidad bilang isang guro. Kung ang guro ay may kahandaan sa kanyang RESULTA
Ayon sa naging resulta ng pananaliksik, napag-alaman na batid ng mga mag-aaral ang mga
pagtuturo at handa niyang ibahagi ito sa kanyang mga mag-aaral, mas makikita ang ganap
estratehiyang ginagamit ng guro sa pagtuturo ng asignaturang Filipino kaya naging magkaayon o
na epektibong relasyon ng pagtuturo sa pagkatuto. Nagiging matibay na pundasyon ng
magkalapit ang sagot ng dalawang pangkat ng respondente ay dahil nagagampanan ng guro na
mga mag-aaral sa pakikinig at pakikilahok sa talakayan sa loob ng silid. sila ay pasiliteytor para sa deliberasyon ng leksyon samantalang ang mga mag-aaral ay para sa
Ayon naman kay Eravoke (2010), nakatuon sa pagtukoy kung papaano pagproseso ng kanilang mga natanggap na kaalaman.
nakaaapekto sa mga mag-aaral ang sama-sama at tulong-tulong na pag-aaral sa loob ng
silid-aralan. Sa pamamagitan nito, makikita ang iba't ibang abilidad na nakaiimpluwesya sa ORIHINALIDAD O VALYU
Ang saliksik na ito ay oral at poster na representasyon.
mga mag-aaral upang makamit ang minimithi sa isang grupo.
Pinatunayan ni Moreso (2009) ang kultura noon ay nagbabawal na ang mga MGA SALITANG DAPAT BIGYANG DIIN
mag-aaral ang magsagawa ng mga gawaing pansilid, ngunit sa kabilang banda ang epekto, estratehiya at pagtuturo.
pagkakaroon ng kooperatibo sa talakayan ay makatutulong upang maintindihan ang aralin
URI NG PANANALIKSIK
nang sama-sama. Ito ay makatutulong upang maging aktibo ang mga mag-aaral sa loob Action Research
ng silid habang pinapanood nila ang ginagawang gawain ng kanilang kamiyembro.
Ang guro ang nagsisilbing tagapatnubay/pasiliteytor lamang sa iba't ibang gawain
sa silid-aralan at ang mga mag-aaral naman ay aktibong nakikilahok sa iba't ibang gawaing
pangkomunikasyon. Sa pakikipag-ugnayan ng mga mag-aaral sa kapwa mag-aaral,
kailangang bigyan sila ng pantay na pagkakataong makilahok sa iba't ibang gawain upang
malinang ang kani-kanilang kasanayan.
Nabuo ngayon ng mananaliksik na kinakailangang malaman ang mga epektibong
pamamaraan o estratehiya sa pagtuturo ng asignaturang Filipino.

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LIKERT SCALE METODOLOHIYA

Dalas ng paggamit ng mga estratehiya sa pagtuturo ng asignaturang Filipino
Disenyo ng Pag-aaral
Indikasyon Rating Scale Numerical Value Ang mananaliksik ay gumamit ng pamaraang descriptive. Ito ay ginamit ng
Pinakamadalas gamitin 3.50-4.00 4 mananaliksik upang makalap ang mga kinakailangang impormasyon , kaalaman,tugon at
Madalas gamitin 2.50-3.49 3 puna tungkol sa paggamit ng iba’t ibang estratehiya sa pagtuturo ng asignaturang Filipino.
Ang pananaliksik na ito ay naglalaman ng mga impormasyon sa paglalarawan, pagtatala,
Madalang gamitin 1.50-2.49 2
pagsusuri at pagpapakahulugan sa pakasang “Epekto ng Paggamit ng iba't ibang
Hindi kailanman ginamit 1.00-1.49 1 Estratehiya sa Pagtuturo ng Asignaturang Filipino sa Pagkatuto ng mga mag-aaral na nasa
Ikasampung baitang ng Castor Alviar National High School Taong Aralan 2015-2016”.
Antas ng Epekto ng Estratehiya Sa Pagtuturo ng Asignaturang Filipino Ang mga kalahok sa isinagawang pananaliksik ay nagmula sa ikasampung baitang
sa Castor Alviar National High School. Ito ay kinabibilangan ng Pangkat Diamond, Jade,
Indikasyon Rating Scale Numerical Value Pearl, Sapphire at Ruby. Ang Pangkat ng Diamond ay binubuo ng 13 babae at 10 lalaki,
Lubusang nakaaapekto 3.50-4.00 4 ang Pangkat Ruby ay binubuo ng 12 babae at 12 lalaki, ang Pangkat Pearl ay binubuo
Nakaaapekto 2.50-3.49 3 ng 11 babae at 12 lalaki, samantalang ang Pangkat Jade ay binubuo ng 11 babae at
13 lalaki, habang ang Pangkat Sapphire naman ay binubuo ng 12 babae at 12 lalaki.Sa
Hindi Gaanong Nakaapekto 1.50-2.49 2
kabuuang bilang ng mga kalahok ay binubuo ng 118 mag-aaral.
Hindi Kailanman Nakaaapekto 1.00-1.49 1 Ang mananaliksik ay gumamit ng Random Sampling.

Positibong Naidudulot Ng Paggamit Ng Iba’t Ibang Estratehiya Sa Pagtuturo Sa Pamamaraan ng Pananaliksik

Asignaturang Filipino
Upang matiyak na ang mga kagamitan na ginamit ng mananaliksik ay wasto,
sumangguni muna sa ibang mga guro o mga dalubguro sa asignaturang Filipino. Ang mga
Indikasyon Rating Scale Numerical Value
talatanungan ay dumaan sa masusing pagwawasto at tiniyak na ang mga pinagkuhanang
Lubos na Sumasang-ayon 3.50-4.00 4 karagdagang impormasyon ay likha ng mga dalubhasa at propesyonal. Isinangguni rin ito
Sumasang-ayon 2.50-3.49 3 sa isang dalubhasang istatistisyan upang matiyak na wasto ang pagsusuring istadistikal.
Di- Sumasang-ayon 1.50-2.49 2 Bago magsagawa ng ng pag-aaral ang mananaliksik ay tiniyak na muna ang
Hindi Kailanman Sumang- 1.00-1.49 1 limampung bahagdan ng populasyon ng nasabing paaralan. Isang araw ang inilaan sa
ayon pagsagot ng mga mag-aaral pagkatapos ng kanilang klase

KINALABASAN NG PAG-AARAL
Upang mabatid ang epekto ng paggamit ng iba’t ibang estratehiya sa pagtuturo
ng asignaturang Filipino sa pagkatuto ng mga mag-aaral na nasa ikasampung baiting ng
Castor Alviar National High School taong aralan 2015-2016, ang nagsaliksik ay nakakuha
ng mga kasagutan sa mga tanong na inilahad sa ibaba.
1. Ano-ano ang iba’t ibang estratehiyang ginagamit sa pagtuturo ng asignaturang Filipino?
Talahanayan 1
Iba’t Ibang Estratehiyang Ginagamit sa Pagtuturo ng Asignaturang Filipino
Pagsusuring Istadistikal
Matapos makuha ang mga pinasagutang talatanungan, ang mga datos ay kailangan
na bilangin, tuusin at bigyang pakahulugan gamit ang mga wastong pagsusuri sa istatistikal.
Gumamit ang mananaliksik ng istadistikang palarawan ng mga impormasyon gamit ang
Kadalasan (Frequency) at Bahagdan(Percentage Distribution), at Kabuuang Kinalabasan
(Weighted Mean) sa pagsusuri at pagpapakahulugan sa mga datos at impormasyon
Gumamit din ng Likert Scale ang mananaliksik sa pagbibigay pakahulugan sa mga
indikasyong ginamit sa talatanungan.

Mag-aaral Guro
Mga Estratehiya Bilang Porsyento Bilang Porsyento
1. Pagkatutong nakabatay sa suliranin 116 98 5 100
2. Estratehiyang Pagtuklas 110 93 5 100
3. Pagsasagawa ng kilos 113 93 5 100

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estratehiyang ginagamit sa pagtuturo ng asignaturang Filipino ay ang Pagkatutong

Mag-aaral Guro
nakabatay sa suliranin, samantalang ang estratehiyang pagsasagawa ng kilos ay
inayunan ng isang daan at labingtatlo (113) o 96% na mag-aaral, sa isang banda, isang Mga Estratehiya (Continuation) Bilang Porsyento Bilang Porsyento
daan at sampu (110) o 93% naman ang nagsabing Estratehiyang pagtuklas, Pangkatang 4. Simulasyon 94 80 5 100
talakayan at Isahang pagkatuto ang ginagamit sa pagtuturo ng mga guro. 5. Pangkatang Talakayan 110 93 5 100
Ang Mock Meeting ay naranasan ng tatlumpung tatlo (33) o 28% sa pagkatuto 6. Pagbuo ng Journal 85 72 3 60
ng asignaturang Filipino. Tatlumpu’t siyam (39) o 33% ng mga mag-aaral ang nagsabi na
7. Repleksyon 91 77 3 60
ginagamit ang Di-inaasang talumpati, samantalang apatnapu’t walo (48) o 41% ng mga
mag-aaral ang nakaranas ng Learning Contract at limampu (50) o 42% ang naturuan 8. Mga Gawaing Transcoding 69 33 5 100
gamit ang Jigsaw. 9. Mga Gawaing Biswal 95 81 5 100
Ayon naman sa tatlo (3) o 3% ng mga guro ang Pagbuo ng Journal, Repleksyon, 10. Kolaboratibong Pagkatuto 108 92 4 80
Learning Together, Students Team-Achievement Division, Jigsaw, Mock Meeting at Think- 11. Isahang Pagkatuto 110 93 5 100
Pair-Share ay ginagamit nila sa pagtuturo ng Filipino.
12. Pangkatang Pagkatuto 108 92 4 80
2. Gaano kadalas ng paggamit ng mga estratehiya sa pagtuturo ng asignaturang Filipino. 13. Brainstorming 104 88 4 80
14. Paglalakbay-isip 89 75 4 80
Talahanayan 2
Dalas ng paggamit ng mga estratehiya sa pagtuturo ng asignaturang Filipino 15. Di-inaasahang Talumpati 39 33 4 80
16. Learning Contract 48 41 4 80
Mag-aaral Guro 17. Activity Card 84 71 4 80
Mga Estratehiya Weighted kahulugan Weighted Kahulugan 18. Learning Together 105 89 3 60
mean mean
19. Students Team-Achievement 100 85 3 60
1. Pagkatutong nakabatay 3.24 Madalas gamitin 3.4 Madalas gamitin Division
sa suliranin
20. Jigsaw 50 42 3 60
2. Estratehiyang 3.10 Madalas gamitin 3.6 Pinakamadalas gamitin
21. Mock Meeting 33 28 3 60
Pagtuklas
22. Think-Pair-Share 98 83 3 60
3. Pagsasagawa ng kilos 3.23 Madalas gamitin 3.8 Pinakamadals gamitin
23. Debate 86 73 4 80
4. Simulasyon 3.10 Madalas gamitin 3.6 Pinkamadalas gamitin
24.. Joint Story Telling 102 86 5 100
5. Pangkatang Talakayan 3.24 Madalas gamitin 3.8 Pinakamadalas gamitin
25. Unfinished Story 72 61 4 80
6. Pagbuo ng Journal 2.65 Madalas gamitin 3.8 Pinakamadalas gamitin
26. Pag-aaral ng kaso 90 76 4 80
7. Repleksyon 3.03 Madalas gamitin 4 Pinakamadalas gamitin
27. Panayam 68 58 5 100
8. Mga Gawaing 2.81 Madalas gamitin 4 Pinakamadalas gamitin
Transcoding 28. Story Board 104 88 5 100
9. Mga Gawaing Biswal 3.03 Madalas gamitin 3.8 Pinakamadalas gamitin 29. Balitaan 56 47 4 80
10. Kolaboratibong 3.14 Madalas gamitin 3.6 Pinakamadalas gamitin 30. Imaginary History 89 75 4 80
Pagkatuto 31. Inquiry Teaching 103 87 5 100
11. Isahang Pagkatuto 3.07 Madalas gamitin 3.6 Pinkamadalas gamitin 32. Fish Bowl 77 65 5 100
12. Pangkatang 3.08 Madalas gamitin 3.4 Madalas gamitin 33. KWL Technique 82 69 5 100
Pagkatuto
34. Pandulaang Pagtatanghal 106 90 5 100
13. Brainstorming 2.83 Madalas gamitin 3.8 Pinakamadalas gamitin
35. Mga Laro 66 56 4 80
14. Paglalakbay-isip 2.94 Madalas gamitin 4 Pinakamadalas gamitin
15. Di-inaasahang 2.65 Madalas gamitin 4 Pinakamadalas gamitin Ipinakita sa talahanayan 1 ang iba’t ibang estratehiyang ginagamit sa pagtuturo ng
Talumpati asignaturang Filipino.
16. Learning Contract 2.65 Madalas gamitin 4 Pinakamadalas gamitin Ayon sa mga isang daan at labing-anim (116) o 98% na mag-aaral, ang mga

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Talahanayan 3 Mag-aaral Guro

Antas ng Epekto ng Estratehiya Sa Pagtuturo Ng Asignaturang Filipino
Mga Estratehiya Weighted kahulugan Weighted Kahulugan
(Continuation) mean mean
Mag-aaral Guro
17. Activity Card 2.83 Madalas gamitin 3.8 Pinakamadalas gamitin
Mga Estratehiya Weighted kahulugan Weighted Kahulugan
mean mean 18. Learning Together 3.24 Madalas gamitn 3.8 Pinakamadalas gamitin
1. Pagkatutong nakabatay 2.71 Nakaaapekto 3.8 Lubusang 19. Students Team- 2.86 Madalas gamitin 3.6 Pinakamadalas gamitin
sa suliranin nakakaapekto Achievement Division
2. Estratehiyang 3.07 Nakakaapekto 4 Lubusang 20. Jigsaw 2.61 Madalas gamitin 3.6 Pinakamadalas gamitin
Pagtuklas nakakaapekto 21. Mock Meeting 2.66 Madalas gamitin 4 Pinakamadalas gamitin
3. Pagsasagawa ng kilos 2.91 Nakaaapekto 4 Lubusang 22. Think-Pair-Share 3.07 Madalang 4 Pinakamadalas gamitin
nakakaapekto gamitin
4. Simulasyon 2.76 Nakakaapekto 4 Lubusang 23. Debate 2.91 Madalas gamitin 4 Pinakamadalas gamitin
nakakaapekto
24.. Joint Story Telling 2.81 Madalas gamitin 4 Pinakamadalas gamitin
5. Pangkatang Talakayan 3.23 Nakaaapekto 4 Lubusang
nakakaapekto 25. Unfinished Story 2.94 Madalas gamitin 3.8 Pinkamadalas gamitin

6. Pagbuo ng Journal 2.64 Nakakaapekto 3.8 Lubusang 26. Pag-aaral ng kaso 2.55 Madalas gamitin 3.8 Pinkamdalas gamitin
nakakaapekto 27. Panayam 2.66 Madalas gamitin 4 Pinakamadalas gamitin
7. Repleksyon 2.97 Nakaaapekto 3.6 Lubusang 28. Story Board 3.47 Madalas gamitin 4 Pinakamadalas gamitin
nakakaapekto 29. Balitaan 2.91 Madalas gamitin 4 Pinakamadalas gamitin
8. Mga Gawaing 2.55 Nakakaapekto 3.4 Nakakaapekto 30. Imaginary History 2.98 Madalas gamitin 3.8 Pinakamadalas gamitin
Transcoding
31. Inquiry Teaching 2.79 Madalas gamitin 3.8 Pinakamadalas gamitin
9. Mga Gawaing Biswal 3.14 Nakaaapekto 3.4 Nakakaapekto
32. Fish Bowl 2.93 Madalas gamitin 4 Pinakamadalas gamitin
10. Kolaboratibong 2.91 Nakakaapekto 3 Nakakaapekto
Pagkatuto 33. KWL Technique 2.98 Madalas gamitn 4 Pinakamadalas gamitin

11. Isahang Pagkatuto 2.83 Nakaaapekto 3.4 Nakakaapekto 34. Pandulaang 3.16 Madalas gamitin 4 Pinakamadalas gamitin
Pagtatanghal
12. Pangkatang 2.94 Nakakaapekto 3.6 Lubusang
Pagkatuto nakakaapekto 35. Mga Laro 2.94 Madalas gamitin 3.8 Pinakamadalas gamitin

13. Brainstorming 2.94 Nakaaapekto 3.8 Lubusang

nakakaapekto 3.50-4.00-Pinakamadalas Gamitin (PG), 2.50-3.49-Madalas gamitin (MG), 1.50-
14. Paglalakbay-isip 2.86 Nakakaapekto 3.8 Lubusang 2.49- Madalang Gamitin (MG) 1.00-1.49- Hindi Kailanman gamitin
nakakaapekto
Tinalakay sa Talahanayan 2 ang dalas ng paggamit ang mga estratehiya sa
15. Di-inaasahang 2.42. Nakaaapekto 3.6 Lubusang
pagtuturo ng asignaturang Filipino.
Talumpati nakakaapekto
Ayon sa mga mag-aaral, ang iba’t ibang estratehiyang nakalista sa taas ay
16. Learning Contract 2.54 Nakakaapekto 4 Lubusang madalang gamitin, at hindi pa kailanman nagagamit sa pagtuturo sa kanila.
nakakaapekto
Kasalaungat sa isinasagot ng mga mag-aaral, ang iba’t ibang estratehiyang
17. Activity Card 2.65 Nakakaapekto 4 Lubusang nakalista sa taas ay pinakamadalas kung hindi man ay madalas nilang nagagamit sa
nakakaapekto pagtuturo ng Filipino.
18. Learning Together 2.72 Nakaaapekto 4 Lubusang Ayon sa nagging resulta ng pananaliksik, napag-alaman na marahil hindi alam
nakakaapekto ng mga mag-aaral ang mga estratehiyang nabanggit kaya nagiging magkasalungat ang
19. Students Team- 2.79 Nakakaapekto 4 Lubusang kanilang kaalaman sa kaalaman ng kanilang mga guro.
Achievement Division nakakaapekto
3. Paano nakakaapekto ang estratehiya sa pagtuturo ng Asignaturang Filipino?
20. Jigsaw 2.79 Nakaaapekto 4 Lubusang
nakakaapekto

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Talahanayan 4 Mag-aaral Guro

Positibong Naidudulot Ng Paggamit Ng Iba’t Ibang Estratehiya Sa Pagtuturo Sa
Mga Estratehiya Weighted kahulugan Weighted Kahulugan
Asignaturang Filipino (Continuation) mean mean
Mag-aaral Guro 21. Mock Meeting 2.41 Nakakaapekto 3.8 Lubusang
nakakaapekto
Positibong naidudulot ng Weighted kahulugan Weighted Kahulugan
paggamit ng iba’t ibang mean mean 22. Think-Pair-Share 3.03 Nakaaapekto 3.6 Lubusang
estratehiya sa pagtuturo sa nakakaapekto
asignaturang Filipino. 23. Debate 2.69 Nakaaapekto 3.8 Lubusang
1. Nagagampanan ng isang 3.61 Lubos na 4 Lubos na nakakaapekto
guro nang maayos ang sumasang-ayon sumasang-ayon 24.. Joint Story Telling 2.74 Nakakaapekto 3.4 Lubusang
pagiging isang pasiliteytor/ nakakaapekto
tagapayo 25. Unfinished Story 2.61 Nakaaapekto 3.4 Lubusang
2. Napalalabas ang iba’t ibang 3.24 Lubos na 4 Lubos na nakakaapekto
abilidad at kakayahan ng mga sumasang-ayon sumasanga-yon 26. Pag-aaral ng kaso 2.50 Nakaaapekto 3 Nakakaapekto
mag-aaral.
27. Panayam 2.83 Nakakaapekto 3.6 Lubusang
3.Nakatutulong upang maging 3.62 Lubos na 4 Lubos na nakakaapekto
aktibo sa talakayan sumasang-ayon sumasang-ayon
28. Story Board 2.69 Nakaaapekto 3.6 Lubusang
4. Natututo upang maging 3.48 Sumasang-ayon 3.8 Lubos na nakakaapekto
aktibo sa talakayan sumasang-ayon
29. Balitaan 2.95 Nakaaapekto 3.6 Lubusang
5. Napatitibay ang kanilang 3.52 Lubos na 3.8 Lubos na nakakaapekto
kooperasyon at samahan sumasang-ayon sumasang-ayon
upang makamit ang layunin ng 30. Imaginary History 2.86 Nakakaapekto 3.2 Nakakaapekto
grupo. 31. Inquiry Teaching 2.86 Nakaaapekto 3.2 Nakakaapekto
6.Napatitibay ang relasyon ng 3.54 Lubos na 4 Lubos na 32. Fish Bowl 2.79 Nakaaapekto 3.8 Lubusang
guro at ng mga mag-aaral sa sumasang-ayon sumasang-ayon nakakaapekto
loob ng silid. 33. KWL Technique 2.79 Nakakaapekto 4 Lubusang
7. Nakapagbabahagi ng mga 3.5 Lubos na 4 Lubos na nakakaapekto
ideya at mga saloobin. sumasang-ayon sumasang-ayon 34. Pandulaang 2.93 Nakaaapekto 4 Lubusang
8. Nakatutulong sa mga mag- 3.30 Sumasang-ayon 4 Lubos na Pagtatanghal nakakaapekto
aaral upang mabigyan ng sumasang-ayon 35. Mga Laro 3.04 Nakaaapekto 4 Lubusang
atensyon ang pag-aaral. nakakaapekto
9.Napadadali ang paraan ng 3.53 Lubos na 4 Lubos na
pagkatuto ng mga mag-aaral. sumasang-ayon sumasang-ayon
3.50-4.00-Lubusang Nakaaapekto (LN), 2.50-3.49-Nakaaapekto (N), 1.50-2.49-
10. Nahihikayat ang mga mag- 3.55 Lubos na 4 Lubos na
Hindi gaanong Nakaaapekto (HGN) 1.00-1.49- Hindi Kailanman Nakaaapekto
aaral na tumuklas ng bagong sumasang-ayon sumasang-ayon
kaalaman. Ipinakita sa Talahanayan 3 ang antas ng epekto ng estratehiya sa pagtuturo ng
asignaturang Filipino.
3.50-4.00-Lubos na Sumasang-ayon (LS), 2.50-3.49-Sumasang-ayon (S), 1.50- Ayon sa mga mag-aaral, ang mga nabanggit na estratehiya ay nakakaapekto sa kanilang
2.49- Di-Sumasang-ayon (DS) 1.00-1.49- Hindi kailanman sumang-ayon pagkatuto sa asignaturang Filipino.
Ayon sa sagot ng mga guro, lubusang nakaaapekto at nakaaapekto ang mga estratehiyang
Ang Talahanayan 4 ay tumatalakay sa positibong naidudulot ng paggamit ng iba’t nakalista sa itaas sa kanilang pagtuturo sa asignaturang Filipino.
ibang estratehiya sa pagtuturo sa asignaturang Filipino.
Ang mga mag-aaral ay lubos na sumasang-ayon na nagagampanan ng isang guro 4.Ano ang positibong naidudulot ng paggamit ng iba’t ibang estratehiya sa pagtuturo sa
nang maayos ang pagiging isang pasiliteytor/tagapayo na may weighted mean na 3.61. asignaturang Filipino?
Napalalabas ang iba’ ibang abilidad at kakayahan ng mga mag-aaral na may weighted
mean na 3.24. Nakatutulong upang maging aktibo sa talakayan na may weightad mean

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TALASANGGUNIAN
A.Mula sa Aklat
Pagkalinawan.,(2010). "Epekto ng Paggamit ng mga Kagamitan at iba't ibang pamamaraan
sa pangkatang gawain sa pagtuturo ng asignaturang Filipino sa ikatlong antas sa
mataas na paaralan ng Kapayapaan sangay ng Lunsod ng Calamba".
Peter Jarvis, (2010). “Teaching Styles and teaching methods
Yap-Patron, (2013). “Effective Classroom Management and making the first days of class
significant to the learners”
B.Mula sa Internet
http://udr.slu.edu.ph:8080/jspui/handle/123456789/472
Website:http://aleihsmickshiey.blogspot.com/2011/09/tradisyunal-at-alternatibong-
pagtuturo.html KONKLUSYON
Website: http://wol.jw.org/en/wol/d/r27/lp-tg/1102001118
Website: http://www.academia.edu/4437797/Introduksyon_Fernandez_Lim
http://lemsafhire.blogspot.com/2011/09/tradisyunal-at-kooperatibong-pagtuturo.html
Website: http://www.academia.edu/4217366/baby_thesis
http://www.slideshare.net/lourise/research-paper-in-filipino
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na 3.62. Natututo ang mag mag-aaral na magtiwala sa kanilang sarili na may weighted
mean na 3.48 . Napatitibay ang kanilang kooperasyon at samahan upang makamit ang
layunin ng grupo na may weighted mean na 3.52.Napatitibay ang relasyon ng guro at ng
mga mag-aaral sa luob ng silid na may weighted mean na 3.54. Nakapagbabahagi ng mga
idea at mga saluobin na may weighted mean na 3.50.Nakatutulong sa mga mag-aaral
upang mabigyan ng atensyon ang pag-aaral na may weighted mean na 3.30.Napadadali
ang paraan ng pagkatuto ng mga mag-aaral na may weighted mean na 3.53 at nahihikayat
ang mga mag-aaral na tumuklas ng bagong kaalaman na may weighted mean 3.55.
Samantalang ang mga guro ay lubusang sumasangsang-ayon sa mga positibong
naidudulot na mga estratehiya sa pagtuturo ng Filipino.
1. Ang pagkatutong nakabatay sa suliranin ay ang kalimitang ginamit na estratehiya
dahil wala masyadong materyales sa pagtuturo ang ihahanda at ang Mock Meeting ang
pinakamadalang na gamiting estratehiya dahil hindi interesado ang mga mag-aaral sa
ganitong estratehiya.
2. Ayon sa naging resulta ng pananliksik, napag-alaman na batid ng mga mag-aaral ang
mga estratehiyang nabanggit kaya naging magkaayon o magkalapit ang kasagutan ng
guro at mag-aaral.
3. Nagiging interesado ang mga mag-aaral sa tinatalakay kapag iba’t ibang estratehiya
ang ginagamit ng mga guro.
4. May mga estratehiyang magaganda pero hindi angkop sa mga mag-aaral.
Rekomendasyon
1.Ang paaralan ay dapat magsagawa ng buwanang School Learning Action Cell (SLAC)
session na ang paksa ay tungkol sa paggamit ng iba’t ibang estratehiya para naman sa
ibang asignatura.
2. Ang mga guro ng Filipino ay hinihikayat magsagawa ng Action Research para malaman
ang iba pang epektibong estratehiya sa pagtuturo ng Filipino.
3.Ang guro bago magturo ay maglaan ng limang minuto para sa motibasyon para maging
handa ang mga mag-aaral sa pagkatuto.
4.Bigyang pansin ng mga punong-guro ang mga estratehiyang ginagamit ng mga guro sa
pagtuturo
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Reflection • Research • Action

INTRODUCTION
For decades, raising the quality of education has been a major concern of countries
worldwide. Efforts towards this end include introduction of new approaches and strategies,
improvement of instructional materials and reformation in the educational system itself.
These reforms in education have been implemented in order to address the changing PROJECT-BASED LEARNING IN PHYSICS: A CLASSROOM
demands in the global community. These initiatives are deemed important in preparing our
students to be successful in the rapidly evolving global economy (Daggett, 2014). ETHNOGRAPHY
Paradigm shifts in instruction have been established by curriculum implementers, from the
traditional teacher-centered to the student-centered and more active instruction. These are Erick John H. Marmol
efforts to provide the learners with more meaningful learning experiences through rigorous Education Program Supervisor, LRMDS DepEd Naga City
and relevant instruction.
The 21st Century stirs a different demand in terms of education and literacy. The ABSTRACT
schools are tasked to develop students imbued with 21st Century Learning Skills, in order
PURPOSE
for them to be career and future-ready. “Globalization is hence catalyzing education reforms
It determined how Project-Based Learning is implemented in teaching Physics and the manifestations
around the world”. (Sahlberg, 2004 p. 69). Most of the countries tailor-fit the educational of learning observed during the project implementation. The findings were utilized to come up with a
reforms on the needs of the global community. The teachers are required to come up Manual for Implementing Project-based Learning.
with different ways of delivering instruction focused on development of these 21st Century
Learning Skills. DESIGN/ METHODOLOGY/ APPROACH
Educational reforms have been established in the Philippines in response to the The study aimed to capture a holistic picture of how PjBL is implemented, thus classroom ethnography
was utilized. The researcher documented the process of PjBL implementation and came up with a
challenges posted by globalization. Reforms were also enforced due to the results of various
rich analysis of the data.
international assessments. Reports from various sources underscore the observation that
the performance of Filipino students in international assessment is comparatively way FINDINGS
below the standard. The PjBL implemented were classified as design-type projects. They were introduced through
The Trends in International Mathematics and Science Studies (TIMSS) 2003, thought provoking, complex, challenging and realistic problems or tasks. The students were involved
in the three stages of PjBl and have manifested, conceptual understanding, process skills, attitudes
revealed that the average of fourth grade students in Science is only 332, this is below the
towards learning and Higher Order Thinking Skills.
international average of 489. This holds true to the performance of Grade 8 students with
an average of 377, which is also below the international average of 473. RESEARCH LIMITATIONS/ IMPLICATIONS
“Science and Technology (S&T) are critical inputs for economic development and The study did not focus on determining the effect of PjBL through experimental methods, rather it
poverty alleviation. Advances in scientific and technological knowledge made possible the focused on the implementation and how it can be effective in improving learning outcomes.
significant reductions of poverty and improvements in the quality of life in both developed PRACTICAL IMPLICATIONS
and developing countries throughout the 20th century” (Watson, Crawford and Farley, Findings were used to craft a Manual for implementation of PjBL.
2003, p 1). Thus, in the curriculum reforms being done, scientific and technological
literacy should be given importance. Stanely Fischer (2005) stated that knowledge and ORIGINALITY OF RESEARCH
The research is deemed original and different from the other existing researches about Project-Based
technological innovation are important to economic growth. He also mentioned that
Learning (PjBL) since it focused on a deeper and richer context of the process of implementation. It
technological knowledge should expand steadily if a country wishes to be on the forefront. also resulted to a manual that can be utilized by the teachers on how to effectively implement PjBL.
Physics is one of the basic sciences undertaken by students in the secondary and tertiary
levels. It is considered as one of the foundations for courses such as engineering and other KEYWORDS
related courses. Successful astronauts, engineers and scientists need a good foundation in Project-based Learning (PjBL), Classroom Ethnography, Higher Order Thinking Skills
physics in order to perform their tasks effectively. Consequently, educators and researchers TYPE OF RESEARCH
are continually in search of solutions to the problems related to science education. These Mixed-methods anchored on ethnography
solutions include conduct of studies on curriculum development, particularly on teaching
strategies and approaches. Most of them focus on inquiry, a creative and essential aspect
in learning (Miller, 1994 in Buera 2008). A study on the effect of Guided Inquiry Laboratory
in Physics found that this approach was effective in enhancing students’ conceptual
understanding and higher order thinking skills as well as the science process skills (Buera,
2007).

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METHODOLOGY AND RESEARCH DESIGN
The study used the quantitative and qualitative designs in seeking answers to the
problems about Project-Based Learning in Physics. This study made use of classroom
ethnography as its major method for addressing the problems in this study. In-depth
analysis of journal entries and survey were used to supplement data gathered from the
observations generated from classroom ethnography. The triangulation of sources of data
was intended to present a holistic picture of the phenomenon under study – the Project-
Based Learning as it happened in the Science classes in the Philippine Science High
School at Goa, Camarines Sur. In the conduct of classroom ethnography, the researcher
documented the experiences of the key informants during the sessions by observing and
interviewing them.
Data source triangulation as applied in the study made use of a variety of
instruments to collect data in studying a phenomenon at hand, thereby, enhancing the
validity of conclusion made (Fraenkel and Wallen, 2006).
The data for the study were gathered using various tools that include:
a. Interview Guide for Teachers on the Types of Projects Given to Students
The interview guide was purposely constructed in order to seek answer for the
first problem which is about the projects assigned to the students. The interview guide was
anchored on the characteristics of PjBL that were revealed in some studies. The interview
guide includes some questions like what types of projects are given to the students, when
the projects were given and other questions. The questions are based on the following
indicators: question or problem orientation, involvement of students, project duration,
relevance of the project and method of assessment.
b. Observational Checklist on the Development of Projects
The observational checklist on the development of projects was designed to
answer the third question, which is to identify how the students developed the projects
during the planning stage, data gathering and construction, as well as in the presentation
of the outputs. This instrument has a set of indicators on the right portion and on the left
part is the scoring. The scoring ranges from highly observed, observed and not observed.
The researcher was the one who accomplished this instrument.
c. Attitudes Inventory Scale
This attitude inventory scale was constructed by the researcher to determine the
attitudes of the students towards learning physics. The data from this instrument were related
to the impact of project based learning on the attitudes and motivation of the students. This
instrument was composed of ten statements that discussed the student views regarding
the discussion and understanding of the concept being taught. The students were asked to
put an “x” the indicator that corresponds to their choice. The indicator ranged from “strongly
agree” to “strongly disagree”. The responses of the students were categorized through an
arbitrary points or limits adopted by the researcher. This is of Likert type, using the scale
as follow:
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Hodgins (2009) stated that PjBL helps make learning relevant and useful to
students by establishing connections to life outside the classroom, addressing real world
concerns, and developing real world skills. Many of the skills learned through PjBL are
those desired by today's employers, including the ability to work well with others, make
thoughtful decisions, take initiative, and solve complex problems. Thus, this approach is
deemed to be significant in the development of the 21st Century Learning Skills of the
learners.
Project-based Learning was found to be significant in improving the conceptual
understanding of the students as well as developing critical thinking skills and motivation
of the students. Several studies supported this, such as the ones conducted by Intel, BIE,
Boaler, Railsback, Thomas, Jorgen and Howard, Solamo, Magnuzewski, Lamsden, Herron
and others.
Some studies such as those of Thomas and Intel, mentioned that PjBL can result
to failure if not used properly. There are some challenges, however, posed by PjBL such
as the challenge of fully transforming the learning process to a more active one and giving
the students the proper problem. Problems should not be very easy nor abstract; instead,
they should be well-defined and challenging. Moreover, one of the objectives of PjBL is
to develop the future roles of learners, therefore the problems given should be tangible
through production of artifacts. Students under PjBL should be able to learn to appreciate
the projects and relate them to the real world.
The reviewed studies focused on determining the effects of Project- Based Learning
on the students’ learning. Some focused on the multi - disciplinary learning. Others focused
on the impact of PjBL on motivation of the students and still others on the development of
critical thinking of the students. These studies were successful in determining the answers
to their problems. These studies gave significance to the current study by providing
similarities such as the problem that revolved around the effects of project-based learning.
Some similarities with the current study were the techniques utilized to answer the prevailing
problems, one of which is the use of journals to determine the opinions and ideas of the key
informants. This study is different from the studies reviewed in a number of aspects. For
one, this study did not focus on the effects of PjBL but on how it is implemented in Physics.
Instead of determining its effect in learning, the researcher observed manifestations of
students’ learning during the development of the projects. The manifestations of learning
where categorized in terms of conceptual understanding, psychomotor or process skills and
attitudes towards Physics. The study also implemented classroom ethnographic research
which has not yet been utilized in any previous studies stated above. Thus, these were the
gaps bridged by the study.
This study is a modest attempt to address the challenges in education reforms
and to come up with solutions to the problems in Physics Education revealed by surveys
and studies. Specifically, it determined the process on how Project-Based Learning is
implemented in teaching Physics and the manifestations of learning observed during the
project development. The findings were utilized to come up with a Manual for Implementing
Project-based Learning.
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(1) realistic or based on real life situations, (2) trigger the curiosity of the students, (3) trigger
the students to investigate, (4) parallel to the objectives of the lesson, (5) are measurable,
(6) drive the students to learn the concept of the lesson, (7) are appropriate to the skills of
the students, (8) require students to come up with decisions and judgments, (9) are thought
provoking, (10) challenge students to use higher order thinking skills, (11) are connected
to previous knowledge, (12) stimulate thinking and reasoning, (13) open- ended and not
limited to one correct answer only, (14) their complexity depend on the time frame, and (15)
can be assessed using some assessment tools.
1. b. Data revealed that the students were involved in the different stages of project
making specifically, in the planning stage, device construction and the presentation of
projects. Observations conducted by both the teacher and the researcher revealed that
each student actively participated. The teacher divided the students into smaller groups to
ensure their participation. Involvement of the students included, brainstorming with each
other, planning and designing, construction of the device, testing the device, presenting
and assessing the outputs.
1. c The projects were constructed by the students following definite time duration
given to them by their teacher. The freshmen and junior students were given a month to
finish the project, while the sophomore students were given three weeks. The duration of
the project was allotted for the planning, construction and presentation of the outputs. Data
revealed that the time given to the students was sufficient since they were able to comply
with all the requirements. The students were able to construct good outputs with the given
time duration.
1.d. The projects assigned to the students were found to be relevant in learning the
concepts in Physics. Moreover, the projects were also relevant in developing the cognitive
skills, psychomotor skills and affective skills of the students. The students learned the
concepts in Physics while doing the project. The project itself challenged the students to
have a first-hand encounter with the concepts. The concepts used to be theories only, but
because of PjBL, the theories were translated to real-life applications. The projects given
were parallel to the objectives of the lessons, therefore they were relevant to the learning
process.
1. e. The projects were assessed during the presentation stage. The teacher
and the students assessed the outputs. The teachers utilized different sets of criteria in
assessing the outputs. The students were purposely involved in the assessment in order
for them to learn and realize the strengths and weaknesses of their outputs. The students
were asked by the teachers to give comments regarding their project, they were also asked
to give suggestions for the improvement of their outputs.
The Project-based Learning in Physics Implemented during the School Year 2009-2010
were summarized in the table 1.
2. The projects developed by the students were relevant to the problems given to them.
The projects are of good quality, durable, efficient and significant in developing learning.
The projects developed were the following: Catapult, Water Rocket, and Roller coaster.
The catapult was made of pieces of Popsicle stick and, barbecue stick. It was designed to
be fully functional and to meet the criterion of being able to throw an object to a distance
of more than 10.0 meters. The students learned that the loading arm highly affects the
performance of the catapult. The water rocket was made of 1.5-liter plastic bottle and paper
folder. It was launched exceeding 50.0 meters. Through the water rocket the students
learned how to compute for the launch angle and how it affects the range travelled by the
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d. Journal Entries
The journal entries included four parts A, B, C and D respectively. Part A consisted
of questions regarding their comment about (1) the process of Project-Based Learning:
Planning Stage, Data Gathering/ device construction and Presentation of outputs, (2)
the Extent of difficulty of the project, (3) Group mates and (4) Performance during the
project making. Part B is for the concepts learned by the students. Part C is all about the
procedures done by the students during the development of the project. The last part is for
the students’ assessment of their projects in terms of the quality, durability, efficiency and
significance to learning.
e. Observational Checklist for Process Skills
The observational checklist was constructed to determine the psychomotor skills
manipulated during the development of the projects. The researchers checked on the
choices that range from “highly observed” to “poorly observe”. Results from these checklists
were categorized and scaled as follows:
f. Daily Logs
The daily log is the record of the events inside the classroom, one of the instruments
utilized in ethnography. A daily log is in narrative form. Data drawn from this instrument
substantiated the data from the other instruments in order to determine the effects of project
based learning in terms of the attitudes and motivation. The daily log was accomplished
by the researcher and the data was treated qualitatively. The daily log included the events
occurring inside the classroom as well as the changes in the behavior of the students.
The qualitative data were gathered through actual observations, researcher’s log,
student journal entries, interview guides and video footages. The quantitative data were
gathered through the observational guide for skills and the attitude inventory scale.
The key informants of the study were freshmen, sophomore and junior students of Philippine
Science High School Bicol Region Campus (PSHS-BRC/ PISAY). The teachers handling
these students were also considered as key informants.
The researcher conducted observations during the planning stage, construction
and presentation of the outputs. The interviews for teachers and students were conducted
after the presentation of outputs. The data from interviews, student journals and write-ups
were content analyzed. Frequency count and weighted mean were statistical tools used
for the quantitative data drawn from the Attitude Inventory and the Observational Guide
for Process Skills. While information were drawn from clips taken during the course of the
classroom observations.
RESEARCH RESULTS AND DISCUSSIONS
The following salient findings were generated based on the data gathered and analyzed:
1. The Project-Based Learning implemented were design type projects, the learners were
required to construct devices following some criteria set by the teachers.
1a. The projects were introduced using a problem or a task. These problems or
tasks were found to be output-based and required the students to understand and learn the
concepts in their classes. The problems or tasks have the following unique characteristics:
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3.c. The outputs were assessed by the teachers during the presentation. The
presentation is in form of test and oral interview (informal defense). The testing was
conducted together with the devices of the other students. The teacher asked the students
some questions regarding the device such as the concepts that they have learned as
well as the procedures in doing the project. The teachers found out that the projects were
successfully done by the students based on their answers on the questions regarding the
concepts that they have learned. The students were also involved in the assessment of the
device, they were asked by their teacher to rate their device and enumerate the strengths
and weaknesses of the device. Moreover, they were also asked how they could improve
their device or outputs. The projects were not only limited to the construction of the device
but also engaged students in activities that would help them learn the concepts in physics.
This was verified by the teacher through the written reports or write-ups submitted by
the students as well as the answers given during the oral interview. Students learning
were manifested in this stage through the students’ ability to make generalizations and
by presenting them in front of the teacher and fellow students. Moreover, the skills were
shown in terms of conceptual understanding, process skills and attitudes. In this stage,
it was found that the students have gained knowledge regarding the concepts behind
their projects. They were able to translate this learning through presentation that they
shared with their classmates. The students were excited, thrilled and challenged regarding
the projects that they have made. During the presentation and testing of outputs it was
observed that the students were very engaged. After the presentation it was noted that the
students felt satisfied with the result. The manifestations of learning during planning stage
are summarized in the table 4.
In addition, it was found that the students learned concepts that are parallel to
the objectives of the lesson. These concepts were learned as the students engaged
themselves in the different tasks of PjBL. The concepts learned by the students include
(1) the effect of height to gravitational potential energy, (2) effect of height to the speed
of the roller coaster, (3) conservation of energy, (4) the effect of the launch angle to the
range of projectiles, (5) the effect of the amount of water in the flight of water rocket, (6)
aerodynamic designs of water rocket, (7) mechanical advantage of levers, (8) the effect of
the length of the loading arm to the displacement of the load thrown by catapults. In addition
to these, it was determined that development of projects resulted to the development of
higher order thinking skills (HOTS) of the learners. The HOTS manifested by the students
are: (1) decision making, (2) creative thinking, (3) problem solving and (4) critical thinking.
CONCLUSIONS
The Project-Based Learning in Physics implemented were classified as design-type
projects. They were introduced through thought provoking, complex, challenging and
realistic problems or tasks. The teachers involved the students in all the stages of PjBL such
as planning stage, data gathering, presentation and assessment of projects. Moreover, the
PjBL were administered in a long term span averaging from 3-4 weeks and were found
to be relevant in the objectives or topics of the subjects. The PjBL were assessed by
the teacher using reliable tools such as detailed criteria and rubrics. Hence, the PjBL in
Physics implemented were qualified as true PjBL.
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rocket. The last project (roller coaster) varied in terms of the materials utilized, the most
unique is the one made of flat spaghetti pasta and illustration board. Through these the
students learned the law of conservation of energy. Figures 1 and 2 show the different
projects constructed by the students.
3.a. During the planning stage the teacher gave the questions/ problems and
oriented the students regarding the project. In this stage, the teacher gave the deadline
of the project as well as the criteria for grading the projects. The teacher divided the class
into smaller groups in order to have a more effective learning. In this stage the teacher
facilitated the learning process, instead of giving a traditional lecture or discussion. The
students on the other hand worked with their group mates and planned for the projects.
They had brainstorming activities and delegation of tasks with their group mates. The
conceptual understanding skills manifested by the students were focused on recalling
previous concepts and relating them with the problems or tasks. These concepts being
recalled by students include Newton’s Laws, work and energy. The students related
these during the conceptualization of the projects. Other skills include brainstorming with
group mates, asking for questions and analyzing problems if they will lead to science
investigations and identifying information needed for the project. Process skills were also
manifested by the students in the planning skills; nonetheless, the skills were focused
more on planning and designing of experiments or investigations. Other skills that were
considered as manifestations of learning are predicting and formulating testable hypotheses
devising and planning the experiment, and deciding what to do with variables. These skills
played a vital role in the success of the projects. The students were able to come up with
good experimental designs during the planning stage. In addition, some manifestations of
positive attitude were also observed in this stage such as working with others, motivated
to answer the data and being curious about the task. The manifestations of learning during
planning stage are summarized in the table 2.
3.b. The students started to gather and collect data after planning for the project.
They collected data from existing books and other references such as the internet. Some
students also consulted some teachers to verify if their designs would work. The students
did some computations in order to come up with good designs. The teacher in this stage
only supervised the activities of the students to ensure their safety. The students followed
different procedures for building the devices, but all of them followed a systematic way
of constructing the devices. They utilized the instruments properly and they have utilized
correct materials. The devices were constructed by the students without external help.
Testing was conducted by the students in order to ensure that the devices were working
properly. Some manifestations of learning were observed during the second stage of
project development in terms of conceptual understanding, process skills and attitudes.
These skills were focused on, researching, consultation with experts, manipulating
the variables, performing the investigations and constructing the devices. Most of the
manifestations of learning were observed in this stage because this is where the students
learned the concepts through research and actual experiments. The teachers revealed
during the interviews that the students have immersed themselves in the project, they have
conducted researches and consultations with expert. The students mentioned during the
interview that they enjoyed constructing the outputs because they can easily relate with
the topics. The attitudes demonstrated by the students include being motivated to construct
the projects, actively involved in the construction and enjoy working with group mates. The
manifestations of learning during planning stage are summarized in the table 3.
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Gonzales, P., Guzman, J.C., & Partelow L. (2004). Highlights from the Trends in International
Mathematics and Science Study (TIMSS) 2003. United States of America: National
Center for Education Statistics.
Herron, S.S. (2008). The wheel garden: project based learning for cross section education.
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Heick, T. (2013). The paradigm shift: 4 goals of 21st century learning. Teach Thought
Intel® Teach to the Future. (2003). Project-based classroom: bridging the gap between
education and technology. training materials for regional and master trainers.
Jorgensen, D. O. and R.P. Howard. (2009) Project based learning: a professional
engineering practitioner learning paradigm. Central Queensland University.
Australia.2005.http://www.deansconference.com/media/papers/18_Paper_
Howard+Mark+Jorgensen_15_Year_Journey_v5.pdf.
Knoll, M. (1997). The project method: Its vocational education origin and international
development. Journal of Industrial Teacher Education.
Lardizabal, A. S. (1995). Principles and methods of teaching. Philippines: Phoenix
Publishing House Inc.
Magnuszewski, P. (2009) An experiment with the project-based approach to physics
teaching at wroclaw university of technology institute of physics. Wroclaw
University of Technology.
Railsback, J. (2002). Project-based instruction: creating excitement for learning.
Portland, OR: Northwest Regional Educational Laboratory. http://www.nwrel.org/
request/2002aug/index.html*
Thomas, J.W. (1998) Project-based learning: overview”. Novato, CA: Buck Institute for
Education.
Thomas, J.W. (2000). A review of research on project-based learning. San Rafael, CA:
Autodesk. www.k12reform.org/foundation/pbl/research
Sahlberg, P. (2004). Teaching and globalization. International Research Journal of
Managing Global Transitions.
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The projects developed by the students that showcased group efforts were
catapults, water rockets and roller coasters. These projects were relevant to the tasks or
problems given to them, thus significant to the objectives of the lesson. The outputs were
of good quality, durability, efficiency and significance in the development of learning.
The projects were developed by the students following the three stages of Project
Based Learning: planning, device construction and presentation. The students were also
involved in the assessment which is a good quality of PjBL. The students performed
systematic and scientific procedures during each stage of project development. During
the project development, conceptual understanding skills, process skills and attitudes
towards learning Physics were demonstrated by the students as manifestations of learning.
Moreover, science process skills and higher order thinking skills (HOTS) were also
manifested by the students.
RECOMMENDATIONS
In view of the findings and conclusions of this research, it is recommended that in
implementing PjBL, the teacher should involve the students in the critiquing of the students.
In addition, in assessing PjBL, the teacher should utilize a reliable tool to determine
the projects’ durability, efficiency and significance in the development of learning. In
implementing PjBL, the teachers should use the Researcher-developed PjBL Manual as
a guide. Finally it is recommended that Project-Based Learning be implemented in other
fields of science such as Biology and Chemistry, to develop the higher order thinking skills
process skills and positive attitudes towards Physics.
REFERENCES
Bentillo, E. (2003). Supervision of science and mathematics teaching. (Philippines: National
Institute for Science and Mathematics Education Development, University of the
Philippines.
Beyer, B. K. (2000).Teaching thinking skills—defining the problem. (A. L. Costa Ed.),
developing minds: a resource book for teaching thinking Alexandria, VA: ASCD.
Buera, F. (2008) “Guided Inquiry Laboratory in Physics: Conceptual Understanding, High
Thinking Skills, Science Process Skills and Attitudes of Students. Legazpi City:
Bicol University Graduate School.
Bustos, A.S. and Esperitu S. (1996), Psychological, anthropological and sociological
foundations of education foundations of education. Quezon City: Katha Publishing
Co.,Inc.
Calderon, J.F. et.al. (1993) Methods of research and thesis writing. Manila: National
Bookstore, Inc.
Calmorin, L.P. (1994) Educational research measurement and evaluation (2nd ed). Manila:
National Bookstore, Inc.
Daggett, B. (2014). Addressing current and future challenges in education. Rexford, N.Y:
International Center for Leadership in Education.
Fraenkel, J. and Wallen N. (1993). How to design and evaluate research in education”,
(2nd ed). New York: Mc Graw Hill, Inc.
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INTRODUCTION
“Physical fitness is not only one of the most important keys to a healthy body,
it is the basis of dynamic and creative intellectual activity.” -John F. Kennedy
The nutrition of the child is one of the most important aspects that enable then
to study properly and perform their duties within and outside of the school. Health once EFFICIENCY OF CONSTATE FOR ASSESSING HEALTH STATUS OF
neglected, can greatly affect the performance of the child in his class. Malnutrition evidently STUDENTS
affects students’ attendance. One of the programs of DepEd is the school feeding program
for undernourished students. The students who are classified as “wasted” and “severely JESTER C. NICODEMUS
wasted” are the priority target of this program. The tool used to determine if the student SENIOR EDUCATION PROGRAM SPECIALIST
is undernourished is the nutritional status report performed by teachers by computing for DEPED CAVITE CITY, SCHOOLS DIVISION OFFICE
the body mass index (BMI). This is achieved by obtaining the height and weight and then
comparing the computed BMI to a table of data along with the student’s age to classify
their health status. This survey is performed from the beginning (June to July) and End
(February to March) of the school year. ABSTRACT
This study determined the effectiveness of the computer-based program developed PURPOSE
in Microsoft Excel that automatically compute the age, body mass index (BMI) and classify This study sought to determine the efficiency of Computerized Nutritional Status Template
it according to the five health categories namely; severely wasted, wasted, normal, (CONSTATE) in assessing the health status of the students.
overweight and obese.
DESIGN/METHODOLOGY/APPROACH
The investigation utilized the simple experimental design. It uses three methods in computing the
age, BMI and health classification of the students namely: Manual, Semi-manual and the computer-
METHODOLOGY AND RESEARCH DESIGN based.
The Division of Cavite City is composed of twelve (12) public elementary school and FINDINGS
two (2) secondary schools. According to the interviews conducted on the division medical Teachers who used the CONSTATE finished the nutritional status report in 2 hours or less and rated
staff and selected teachers on both elementary and secondary schools, the researcher the effectiveness of the computer-based program as excellent.
found out that the nutritional status report is quite bothersome task to perform for two basic
RESEARCH LIMITATIONS/IMPLICATIONS
reasons; (1) Computation is mostly done manually or by calculator, even with the presence
The study has been conducted at Porta Vaga Elementary School. The school has been strategically
of computers, the teachers mostly used it for format and typing of documents but not for selected for the researcher is the current parent supervisor/coordinator.
computing and; (2) Classifying the BMI of the student is quite inconvenient for the teachers
for they have to look at a table of values to determine the level of health for the student. PRACTICAL IMPLICATIONS
Both accuracy and readiness of data is affected due to the constraints encountered in It is suggested that the public schools should continue the implementation of CONSTATE for easy
preparing the report. and efficient report generation and to further enhance productivity of teachers.
The abovementioned problem has led the researcher to develop a computer-based ORIGINALITY/VALUE
program using Microsoft Excel that will automatically compute the age, body mass index, The paper presents evidence that shows the link between effectiveness of CONSTATE in computing
classifies and summarizes the BMI of the students. the student’s age, BMI and its classification and to easily generate report on selected DepEd Health
The study on the nutritional status of Filipino public school children can be Forms.
traced back on May 19, 1979 as indicate in the Ministry of Education and Culture (MEC) KEYWORDS
memorandum no. 130 s. 1979 for which the School Health and Nutrition Centre conducted BMI, health, nutrition, computerized, template
a research on the nutritional status of Filipino children throughout the thirteen (13) regions
as the basis and evaluation of the impact of the School Health Nutrition Program. They PAPER TYPE
Action Research
assess the nutritional status of the children using their height and weight.
On February 7, 1980, a follow-up study was conducted superseding MEC
memorandum no. 33 s. 1980. The objective is to compare the nutritional status taken from
June 1979 and March 1980 still by getting the height and weight of the student.
On July 3, 1995, by virtue of the DECS Order no 41 s. 1995, the Department
adopted a revised 1985 Weight and Height Reference Standard for Filipino Children

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developed by the nutritional status of the children, in order to assess the magnitude of
malnutrition in a community/population group.
On March 25, 2003, the Department released DepEd Order no. 21 s. 2003 entitled
“the use of the International Reference Standard (IRS) in determining the Nutritional
Status (NS) of Filipino Children”. It states that IRS shall be used to conduct the nutritional
assessment of the children in which the nurses shall be fully responsible for the conduct
of such assessment at the start (June to July) and End (February to March) of the school
year. Teachers are enjoined to assist in the assessment, more specifically on the weight
and height of children below 10 years of age. The use of IRS in the assessment of
Nutritional Status (NS) reflects the maximum growth potential of children without limiting
the competitive potential within the boundaries of their country. The reports of the NS of
children shall be submitted to the School Health and Nutrition Centre before the 15th of
October for the baseline data; and 15th of April, of the following year for the endline data.
The revised Nutritional Status Report Forms (NSRF) instructions on how to use the revised
form and the International Growth Tables shall be used for ready reference and possible
replication at the local level.
As of 2012, the country’s primary completion rate is only 73.7%, according to
NSCB. Poverty and poor nutrition are some of the factors related to school dropouts.
This present study has been conducted at Porta Vaga Elementary School. The school has
Figure 1 been chosen since the researcher is the current parent supervisor/coordinator.
Research Paradigm Showing the Efficiency of the Microsoft Excel Program to the Porta vaga Elementary school consists of four hundred eighty three (483) students and
Computation of Nutritional Status and accomplishment of selected DepEd Health sixteen (16) teacher-respondents. All teacher-respondents used the software program
Forms developed from Microsoft Excel to determine the age, body mass index (BMI), classification
and summary of the students’ BMI.
RESEARCH RESULTS AND DISCUSSION The investigation utilized the simple Experimental type of research using 3
A. Teachers profile variables. Treatment 1 was the manual method where the respondents computed the
student’s age, BMI and classified them using only paper and pencil; Treatment 2 was semi-
Table 1: Teachers profile according to position/designation; length of service; manual where the respondents did the same but this time with the aid of a calculator, lastly;
educational attainment; computer skills Treatment 3 was where the respondents used CONSTATE to perform the same task.
The respondents consisted of four hundred eighty three (483) students and sixteen (16)
Teachers Profile According to: teacher-respondents of Porta Vaga Elementary school.
The instrument used in the data gathering was a questionnaire-checklist for the
Position/Designation Frequency Percentage teacher-respondents. The questionnaire for the teacher-respondents contained three
Teacher I 7 44% major parts:
Teacher III 4 25% Part I Teacher Profile included: position/designation, years in service, educational
Teacher III 4 25% attainment and perceived level of computer skills.
Part II measured the level of speed in accomplishing the nutritional status template using
Master Teacher I 1 6%
manual, semi-manual and computerized method.
Part III measured the level of efficiency of the CONSTATE for computing nutritional status
Length of Service of students.
5 years and below 10 63%
Rating Scale & Description Interval Score Interpretation
6 - 10 years 5 31%
5- Strongly Agree 4.51 – 5:00 Excellent
16 - 20 years 1 6%
4- Agree 3.51 – 4.50 Very Good
3- Uncertain 2.51 – 3.50 Good
Educational Attainment
2- Disagree 1.51 – 2.50 Fair
1-Strongly Disagree 1.00 – 1.50 Poor

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that it would take them more than 4 days to finish the report in spite the presence of the
Teachers Profile According to:
calculator to aid them in computing due to some constraints like preparing the lesson plan,
visual aids and other school activities. Six to thirteen percent responded (6-13%) that they Position/Designation Frequency Percentage
could finish the same task in 3 to 4 days. This maybe due to their length of service and (Continuation)
long exposure in preparing the report considering that they already developed a pattern Bachelor's Degree 10 62%
and strategy in producing the needed results. On the other hand, all of the teachers (100%) Master's Unit 6 38%
finished the report using the computer-based method in just 1 day specifically 2 hours and
below. This can be attributed to the software program’s automation properties.
Perceived Computer
Table 3.1 Respondents Distribution of Responses for Perceived Level of Efficiency Skills
of CONSTATE Average 15 94%
Above-average 1 6%
Indicators Criteria No. of Percentage
Responses
The above table shows the distribution of teachers according to position/designation.
1. The computer-based program is user- Strongly Agree 13 81% It reveals that seven (7) or 44% are Teacher I, Teacher II and Teacher III positions both
friendly or easy to use Agree 3 19% have 4 (25%), and only 1 (6%) is a Master Teacher.
2. It reduces time and effort in finishing Strongly Agree 14 88% In terms of length of service, a total 10 (63%) of the respondents were with 5 and
the Nutritional Status Report Agree 2 13% below years of service, while a total 5 or 31% have already been in the service for 6 – 10
years and only one (1) has been in the service for 16 – 20 years.
3. The results are accurate including the Strongly Agree 16 100%
On the basis of educational attainment, it was revealed that only 10 or 62% of the
age, BMI and BMI description.
respondents have Bachelors’ degree and only 6 or 38% of the teachers are with Masters’
4. Easy to explain and teach the program Strongly Agree 16 100% units.
for other teachers
In addition to the teachers’ profile in terms of perceived computer skills, it was
5. I’ll recommend this program to other Strongly Agree 16 100% revealed that 15 or 94% of the respondents rated their computer skills as average and only
teachers one (1) or 6% has above average skills in computer operations.

The above table shows the distribution of distribution of responses for perceived Table 2: Level of Speed in finishing the grading sheet according to Manual Method,
level of efficiency of CONSTATE. It reveals that in Item 1, 13 or 81% of the respondents Semi-Manual Method and CONSTATE Method
strongly agree that the computer-based program is user friendly or easy to use. Item 2 also
shows that 14 or 88% of the respondents strongly agree that the computer-based program Indicator Duration in finishing No. of Respondents Frequency
reduces time and effort in finishing the nutritional status report. For the remaining items, all the Nutritional
or 100% of the respondents strongly agree that the computer-based programs produced template
results that are accurate, easy to explain and teach to others teachers and surely would 1. Manual Method More than 4 days 16 100%
recommend the program to other teachers.
2. Semi-Manual More than 4 days 13 81%
Method
4 days 2 13%
3 days 1 6%

3. CONSTATE Method 1 day (2 hours and 16 100%

below)

The above table reveals the respondents level of speed in finishing the grading
sheet. Sixteen (16) or 100% of the respondents answered that it would take them more
than 4 days using the manual method. Still a large portion of the respondents (81%) said

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REFERENCES Table 3.2 Respondents perceived level of efficiency of the CONSTATE for
accomplishing the Nutritional status report.
Rodriguez, Fritzie, “Latest PH Nutrition Survey reveals little progress in beating hunger”,
July 10, 2014 Indicators Mean SD Description
http://www.rappler.com/move-ph/issues/hunger/61824-2013-national-nutrition-survey 1. The computer-based program is user- 4.81 0.397 Excellent
DepEd Order no. 21 s. 2003, “The use of the International Reference Standard (IRS) in friendly or easy to use
determining the Nutritional Status (NS) of Filipino Children”, March 25, 2003
2. It reduces time and effort in finishing 4.88 0.336 Excellent
DECS Order no 41 s. 1995, Utilizing the 1995 FNRI-PPS Tables in Determining the the Grading sheet
Nutritional Status of Schoolchildren, July 3, 1995
3. The results are accurate including the 5.00 0.000 Excellent
MEC memorandum no. 33 s. 1980, February 7, 1980
age, BMI and BMI description
MEC memorandum no. 130 s. 1979, May 19, 1979
4. Easy to explain and teach the program 5.00 0.000 Excellent
for other teachers
5. I’ll recommend this program to other 5.00 0.000 Excellent
teachers
OVERALL MEAN 4.94 0.150 Excellent

The above table reveals that the teacher-respondents strongly agree that the
efficiency of CONSTATE for accomplishing the nutritional status template report as
perceived by the teachers was excellent with an overall mean of ( X = 4.94).

CONCLUSION
Based on the findings of the study, the following conclusions were drawn.
1. Teachers need more time in finishing the nutritional status report if they use manual
computation of even with the use of devices such as calculators.
2. Computer-based programs like Microsoft Excel enables the teachers to finish the
nutritional status report in a much shorter time and minimal efforts.
3. Based on the perception of the teachers, the level of effectiveness of the Computer-
based Program is Excellent

RECOMMENDATIONS
1. The program must be implemented to promote more efficient and effective method of
preparing reports; thus, enhancing productivity of teachers as the time and effort spent in
accomplishing the said reports shall be minimized.
2. There’s a need to capacitate/orient division as well as both all elementary and secondary
schools personnel on the use of the computer-based program so they can also benefit from
the features of the program.
3. It is recommended that this study be replicated in other schools or divisions to validate
the results.

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INTRODUCTION
The Philippines is gearing its way to internationalization. With the globalization
and the challenge of the forthcoming ASEAN integration, alignment of the Philippine AN ASSESSMENT OF THE EFFECT OF ONE MINUTE MULTI-MEDIA
education system in line with global standards is evidenced by the implementation of K to MOTIVATIONAL DEVICE IN TEACHING SCIENCE
12 curriculum. A deep and rigorous planning on the country’s educational system reform
has just began 5 years ago. Revision has been finally made to cope with the demands of Paul Gence L. Ocampo Ph. D. EM
globalization and ASEAN 2015. gence03@gmail.com
As stated on Republic Act No. 10533, the Enhanced Basic Education Act of 2013 San Roque National High School
section 2: The State shall establish, maintain and support a complete, adequate, and Division of Antipolo City
integrated system of education relevant to the needs of the people, the country and society-
at-large. Likewise, it is hereby declared the policy of the State that every graduate of basic ABSTRACT
education shall be an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards excellence, the foundations for Purpose
The research was designed to assess the effect of One Minute Multimedia Motivational Device in
learning throughout life, the competence to engage in work and be productive, the ability
teaching science.
to coexist in fruitful harmony with local and global communities, the capability to engage in
autonomous, creative, and critical thinking, and the capacity and willingness to transform Design
others and one’s self. The research utilized experimental method of research using weighted mean, mean difference,
standard deviation, probability test and standard t-test to answer the study’s statement of the
The above legal provision stresses the need for functional basic education problem. Pre-test and post test were given to experimental and control group to assess the effect
system that will develop productive and responsible citizens equipped with the essential of the motivation strategy.
competencies, skills and values for both life-long learning and employment. With the
deemed standards of the K to 12 program, teachers should innovate teaching strategies Findings
The study revealed that the device is an effective tool in improving the students’ performance based
that will blend the K to 12 standards and with the present education situation. As stated
on the post test scores.
in DepEd CALABARZON Regional Memorandum entitled “Nurturing Transparent, Ethical
and Accountable (TEA) Governance dated March 14, 2014 issued by Dr. Diosdado San Practical Implications
Antonio, there is a call for imperative brand of public service summarized on the Acronym The research contributes as warm up or motivation technique that enables the students to be
“SCOUTERS ROCK”. Letter O from this acronym emphasized the need to optimize and more active in teaching-learning process which is fitted to the K to 12 curriculum. The result of the
utilize ICT in improving access to quality basic education services. Yet in reality, problems research recommends modernization of classrooms facilities in terms of audio visual devices.
regarding lack of classrooms, large student teacher ratio and insufficient ICT equipment Originality/Value
in public elementary and secondary schools still exist. Low performance of students in This study is the first study to be conducted to examine technique which enhances student’s interest
National Achievement Test is also a reality in the country and in the Division of Antipolo City in the lesson prior to lesson proper
as reflected in NAT results for the last 5 years.
Keywords
Despite the major efforts of the government in filling those gaps in education, One Minute Multimedia Motivational Device, Motivation, Teaching Technique
including the implementation of powerful programs and performance evaluation among its
staff, still, snail-movement development is reflected among the major client and product of Type of Research
Action Research
education - the students.
In San Roque National High School, poor performance of students in Science is
reflected through its Division Performance Test means of 54.81 (SY. 2011-2012), 44.46
(SY. 2012-2013) and 44.79 (SY. 2013-2014) respectively. The performance dismal results
in the National level showed the following means of 31.34 (SY. 2010-2011), SY. 33.61
(2011-2012), and 32.93 (SY. 2012-2013) respectively.
Thus a motivational strategy in line with the 21st century learning process and 21st
century learners is the primary focus of this study. This research studied a new innovative
direction in teaching that in turn would be beneficial to the new dimension of teaching-
learning process.

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A pre-post test design requires that you collect data on study participants’ level of
performance before the intervention took place (pre-), and that you collect the same data
on where study participants are after the intervention took place (post). This design is the
best way to be sure that your intervention had a causal effect. The “Minute to Win It” games provided such activities where students were motivated to try
To get the true effects of the program or intervention, it is necessary to have both a
treatment group and a control group. As the name suggests, the treatment group receives the
intervention. The control group, however, gets the business-as-usual conditions, meaning
they only receive interventions that they would have gotten if they had not participated in
the study. By having both a group that received the intervention and another group that did
not, researchers control for the possibility that other factors not related to the intervention
(e.g., students getting accustomed to a test, or simple maturation over the intervening
time) are responsible for the difference between the pre-test and post-test results. It is also
important that both the treatment group and the control group are of adequate size to be
able to determine whether an effect took place or not. While the size of the sample ought
to be determined by specific scientific methods, a general rule of thumb is that each group
ought to have at least 30 participants.
Unlike a descriptive study, an experiment is a study in which a treatment, procedure,
or program is intentionally introduced and a result or outcome is observed. The American
Heritage Dictionary of the English Language defines an experiment as “A test under
controlled conditions that is made to demonstrate a known truth, to examine the validity of
a hypothesis, or to determine the efficacy of something previously untried.”
True experiments have four elements: manipulation , control , random assignment
, and random selection . The most important of these elements are manipulation and
control. Manipulation means that something is purposefully changed by the researcher
in the environment. Control is used to prevent outside factors from influencing the study
outcome. When something is manipulated and controlled and then the outcome happens,
it makes us more confident that the manipulation “caused” the outcome. In addition,
experiments involve highly controlled and systematic procedures in an effort to minimize
error and bias which also increases our confidence that the manipulation “caused” the
outcome.
The data for the assessment of the effect of One Minute Motivational Multimedia
Device were taken during the conduct of the actual teaching using the above mentioned
strategy. The homogeneous section was divided into two groups; the control groups which
underwent the traditional priming activity and the treatment group which were subjected
to the innovated motivational strategy. Pre-test was given to both groups. The students’
participation was measured in terms of number of students’ response during the activity
and during the discussion which were recorded independently by research assistant. Post
test was given to both the treatment and control group to assess the effect of the motivation
strategy. For the heterogeneous group of student, the same procedure above was applied
to the control and treatment group.
Table 1 presents the total population and number of students for the control and
treatment group coming from the two type of section.
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Students’ interest and engagement are important to improving learning. Motivating
students is one of the biggest struggles for educators, and taking a motivational experience
and linking it to meaningful learning is even more difficult for educators (Bateman, 2012).
them; the games were intriguing but required no athletic or high mental abilities.
The mechanics and nature of the game Minute to Win It is no doubt an exciting
way of capturing students’ attention which can be applied as a priming activity. It can also
serve as a springboard to enforcing the teaching of the lesson. Several studies proved that
innovation to mode of teaching strategy helps develop students’ interest to learn.
Availability of teaching/learning resources and teachers` motivation enhance the
effectiveness of schools as these are basic things that can bring about good academic
performance in the students (Maicibi,N.A., 2003).
It can be gleaned from the statement of Maicibi that provision of learning resources
and motivation are two intertwined factors that cannot be separated to produce quality
learning outcome for students. Minute to Win It is an exciting motivating learning resources
that may enhance student development outcome.
With the fast change in the modern phase of the educational system, and with
the limit of available time for teaching-learning process due to the increasing student to
teacher ratio and insufficient classroom, teachers as facilitator of learning should innovate
a motivation teaching strategy that will cope up with the inadequate time for teaching.
According to Smith (2011), understanding classroom social dynamics and
encouraging positive interactions between students and teachers allow for a managed
classroom. From the statement of Smith it can be reflected that a better managed
classroom situation atmosphere can be produced from positive interaction for learning and
social dynamics between students and teachers. One way of doing this social dynamics is
through motivation.
Motivation is an integral part of every teaching-learning process yet sometimes
neglected by teachers. In a 21st century education, motivations are often best delivered
through multimedia and Information and Communication device and equipment such as
LED television, radio, Digital Light Processor, amplifiers, speakers, internet, computers
and laptops. Even the use of cell phone is now employed as a powerful tool to motivate
students’ critical thinking upon starting a lesson.
It should be noted that this study uses Minute to Win It as a multimedia motivational
device and as a priming activity. It should not however consume most of the time for
teaching and learning process. It should only be a stimulator for better introduction of the
lesson and as a tool for effective teaching-learning process to occur.
RESEARCH METHODOLOGY
This research used experimental study design. According to National Center for
Technology Innovation Website, an experimental study is a type of evaluation that seeks
to determine whether a program or intervention had the intended causal effect on program
participants. There are three key components of an experimental study design: (1) pre-
post test design, (2) a treatment group and a control group, and (3) random assignment of
student-participants.
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It is shown in the table that the homogeneous treatment group obtained a mean Table 1
of 3.067 and standard deviation of 1.484 in the pre-test improving to a mean of 6.867 with Population of Students of the Subject Type of Section which will be Use as a
a standard deviation of 1.613 and a mean increased of + 3.300 which is +1.356 higher Control Group and Treatment Group
than the mean increase of the control group which only +1.944 as revealed from the pre-
test mean of 2.733 with standard deviation of 1.760 to post test mean of 4.667 having a SAMPLE SAMPLE
standard deviation of 2.578. It can be glimpse in the table that the Homogeneous treatment SECTION POPULATION POPULATION POPULATION
group performs better that the control group as revealed by its greater increase from pretest (Control Group) (Treatment Group)
to post test scores. It implies that the One Minute Multimedia Motivational Device has a Grade 7 – Aguinaldo 60 30 30
positive effect on increasing pre to post test scores in a homogeneous group. Grade 7 – Laurel 75 30 30
TOTAL 133 60 60
Table 3
Computed Mean, Standard Deviation and Mean Increase of Pre-test and Post-test San Roque National High School has a total student population of 1018 for Grade-7
of Heterogeneous Treatment and Control Group for this School Year. The subject of the study includes two sections from the classes of
the researcher for the school year 2014-2015 with sixty (60) students from each section,
Homogeneous Pre-Test Post-Test Mean Increase Mean Incr. Aguinaldo and Laurel.
Group Type Mean SD Mean SD (Pre-test to Post Test) Diff. To determine the level of performance of the homogeneous treatment group and
Treatment Group 3.967 1.564 5.333 1.373 +1.366 control group in terms of pre test and post test, weighted mean, mean difference and
0.066 standard deviation were used.
Control Group 3.067 0.944 4.367 1.650 +1.300
To determine the level of performance of the heterogeneous treatment group and
control group with respect to participation, weighted mean, mean difference and standard
Table 3 reveals that the heterogeneous treatment group obtained a mean of 3.967
deviation was used.
and standard deviation of 1.564 in the pre-test increasing to a mean of 5.333 with a standard
deviation of 1.373. The mean increased was + 1.366 which is +0.066 higher than the mean To find out if is there significant difference on the post test and participation of
increase of the control group which only +1.300 as shown from the pre-test mean of 3.067 homogeneous and heterogeneous treatment groups and control groups with respect to the
with standard deviation of 0.944 to post test mean of 4.367 having a standard deviation of different aspects, standard t-test was used.
1.650. It is indicated in the table that the heterogeneous treatment group performs better
In determining if there was significant difference on the post test and participation
that the control group as presented by its greater increase from pretest to post test scores.
of homogeneous and heterogeneous male and female treatment groups, standard t-test
It implies that the One Minute Multimedia Motivational Device has a positive effect on
and probability was used.
increasing pre to post test scores in a heterogeneous group.
The findings in Tables 2 and 3 support the study of Maicibi,N.A (2003) that teachers` RESULTS AND DISCUSSION
motivation can bring about good academic performance in the students
The Level of Performance of the Homogeneous and Heterogeneous
Table 4 Treatment Group and Control Group in Terms of Pre-test, Post-test and Student Participation
Computed Mean, Standard Deviation and Mean Difference of Students Participation During the Discussion
of Homogeneous Treatment and Control Group
Table 2
Homogeneous Group Number of Responses Mean Computed Mean, Standard Deviation and Mean Increase of Pre-test and Post-test
Type Mean SD Incr.Diff. of Homogeneous Treatment and Control Group
Treatment Group 3.433 0.504
2.000 Homogeneous Pre-Test Post-Test Mean Increase Mean Incr.
Control Group 1.433 0.858 Group Type (Pre-test to Post Test) Diff.
Mean SD Mean SD
Treatment Group 3.067 1.484 6.867 1.613 +3.300
+1.356
Control Group 2.733 1.760 4.667 2.578 +1.944

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Table 6 presents the computed mean of 3.067 for homogeneous group and Table 4 shows that the average response from every student in the homogeneous
3.967 for heterogeneous group has a mean difference of 0.900 at 58 degrees of freedom treatment group was 3.433 which is 2.00 higher compared to the average response of
produced a T value of -2.29 and P value of 0.026 for the treatment groups. The T value and the control group which was only 1.433 for every student. The table indicates that the
P value reveals that there is significant difference on the result of pre-test between the two Homogeneous treatment group performed better than the control group as revealed by its
types of treatment group. It means that pre test scores of heterogeneous treatment group number of responses. It implies that the One Minute Multimedia Motivational Device had a
was greatly affected by the One Minute Multimedia Motivational Device. positive effect on improving the responses in a homogeneous group. Moreover, it indicates
that the device brought excitement on students as indicated by the higher responses. The
Table 7 findings in table 4 also support the study of Maicibi, N.A (2003) that teachers` motivation
Significant Difference on Post Test Scores Between Homogeneous and can bring about good academic performance in the students.
Heterogeneous Treatment Group
Table 5
Type of Treatment Total Number of Students’ Participation of Homogeneous Treatment and Control
Mean Mean Diff. DF T Value P Value VI
Group Group Measured in Terms of Responses From the Motivation to Post Discussion
Homogeneous 6.867 Homogeneous Group Number of Responses Mean
1.534 58 3.96 0.000 S
Heterogeneous 5.333 Type Mean SD Incr.Diff.

Treatment Group 4.067 0.254

Table 7 presents the homogeneous group’s computed mean of 6.867 and 2.700
heterogeneous group’s mean of 5.33 has a mean difference of 1.534 at 58 degrees of Control Group 1.367 0.928
freedom. These produced a T value of 3.96 and P value of 0.000 for the two treatment Table 5 reveals that the average response from every student in the heterogeneous
groups. The T value and P value implies that there is significant difference on the result of treatment group was 4.067 which is 2.700 higher compare to the average participation of
post-test between the two group types. It means that post test scores on Homogeneous the control group which was only 1.367 for every student. Table 5 shows that that the
treatment group was affected by the One Minute Multimedia Motivational Device. heterogeneous treatment group performed better that the control group as revealed by
Table 8 higher number of responses. It implies that the One Minute Multimedia Motivational Device
Significant Difference on the Participation Between had a positive effect on improving the responses in a homogeneous group. Moreover,
Homogeneous and Heterogeneous Treatment Gro it indicates that the device brought excitement on students as indicated by the higher
participation. The findings in table 4 also support the study of Maicibi,N.A (2003) that
Type of Treatment teachers` motivation can bring about good academic performance in the students.
Mean Mean Diff. DF T Value P Value VI
Group
Table 4 and 5 also implies that the one minute multimedia motivational device
Homogeneous 3.433 creates stimulating environment that motivate students and help them attain cognitive
0.634 58 -6.15 0.000 S
Heterogeneous 4.067 gains. This also means that the one minute multimedia motivational device stimulates
positive interaction between the teacher and students which is parallel to the study of Smith
As shown in Table 8, the homogeneous has a computed mean of 3.433 while the (2011).
computed mean of heterogeneous group is 4.067. The mean difference of 0.634 at 28
degrees of freedom produced a T value of -6.15 and P value of 0.000 for the two treatment Significant Difference on the Result of Homogeneous and Heterogeneous Treatment
groups. The T value and P value concludes that there is significant difference on the Group with Respect to the Different Aspects
participation of the two types of groups. The result implies that the One Minute Multimedia
Motivational Device significantly affects the number of responses of the heterogeneous Table 6
treatment group as compared to the Homogeneous group. Significant Difference on Pre Test Scores Between Homogeneous and
Heterogeneous Treatment Group
Significant Difference on Post-test and Participation Between Male and Female
Homogeneous and Heterogeneous Treatment Group Type of Treatment
Mean Mean Diff. DF T Value P Value VI
Group
Homogeneous 3.067
0.900 58 -2.29 0.026 S
Heterogeneous 3.967

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Table12 Table 9
Significant Difference on Participation Between Heterogeneous Male and Female Significant Difference on Post-test Scores Between
Control Group Homogeneous Male and Female Control Group

Gender Mean Mean Diff. DF T Value P Value VI Gender Mean Mean Diff. DF T Value P Value VI
Male 4.75 Male 7.50
1.14 28 1.49 0.149 NS 1.93 28 3.62 0.001 S
Female 3.61 Female 5.57

Table 12 reveals that the computed mean for heterogeneous male group is 4.75 Table 9 presents the homogeneous male group computed mean of 7.50 and
while the computed mean for female group is 3.61. The mean difference of 1.14 at 28 females’ mean of 5.57 has a mean difference of 1.93 at 28 degrees of freedom. These
degrees of freedom produced a t value of 1.49 and P value of 0.149. The t value and P value produced a t value of 3.62 and P value of 0.001 implies that there is significant difference
concludes that there is no significant difference on the participation of two types of groups. on the result of post-test between the two types of respondents. The table implies that the
The result indicates that in a heterogeneous group, the effect of One Minute Multimedia One Minute Multimedia Motivational Device has greater effect on the post test scores of
Motivational Device in male and female is just the same with respect to participation. the male respondents in a homogeneous group.
CONCLUSIONS Table 10
Significant Difference on Post-test Scores Between
Based on the findings presented, the following conclusions were drawn:
Heterogeneous Male and Female Control Group
1. Homogeneous and heterogeneous treatment group performed better than the
control group in terms of scores in pre test, post test and participation. Gender Mean Mean Diff. DF T Value P Value VI
2. The effect of One Minute Multimedia Motivational Device varied significantly from Male 5.80
0.93 28 1.64 0.112 NS
homogeneous to heterogeneous group. It had a greater positive effect in terms of Female 4.87
post test for homogeneous group while it had a greater positive effect in terms of
participation in heterogeneous group. Table 10 shows that the computed mean for heterogeneous male group is 5.80
while the computed mean for heterogeneous female group is 4.87. The mean difference
3. The effect of One Minute Multimedia Motivational Device in homogeneous male
of 0.93 at 28 degrees of freedom produced a t value of 1.64 and P value of 0.112 for
and female group in terms of post test varied significantly while the effect was not
the heterogeneous groups. The t value and P value indicates that there is no significant
significant in terms of participation. In heterogeneous male and female group, the
difference on the number of responses of two types of groups. The result implies that in
effect of One Minute Multimedia Motivational Device was not significant in terms
a heterogeneous group, the effect of One Minute Multimedia Motivational Device in male
of post test and participation.
and female is just the same in terms of post test scores.
RECOMMENDATIONS Table 11
1. The use of One Minute Multimedia Motivational Device is highly recommended to Significant Difference on the Participation Between
be used as an effective tool in improving student performance. Homogeneous Male and Female Control Group
2. Further trials should be conducted to further validate the effect of the device in Gender Mean Mean Diff. DF T Value P Value VI
homogeneous and heterogeneous in terms of different aspects.
Male 3.56
3. More experiments should be conducted to support the findings of this study in 0.27 28 0.51 0.612 NS
Female 3.29
terms of the significant effect of One Minute Multimedia Motivational Device
between male and female groups of respondents. Table 11 reveals that the computed mean for homogeneous male group is 3.56
4. As the study produced a good result on the use of multimedia device in teaching, while the computed mean for female group is 3.29. The mean difference of 0.27 at 28
classrooms in different schools should be provided with TV, DLP, Amplifier and degrees of freedom produced a t value of 0.51 and P value of 0.612. The t value and P value
other audio visual equipment to encourage better learning results. indicates that there is no significant difference on the participation of two types of groups.
The result implies that in a homogeneous group, the effect of One Minute Multimedia
5. Teachers training on the use of One Minute Multimedia Motivational Device are Motivational Device in male and female is just the same with respect to participation.
highly encourage.

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REFERENCES
A. Books
AN ASSESSMENT OF THE STATUS OF STVEP IN CALAMBA Maicibi, N.A. (2003) Human Resource Management Success. Net Media
BAYSIDE NHS: Publication., Ltd. Uganda
IMPLICATIONS FOR DEVELOPING AN ENHANCEMENT PROGRAM
B. Unpublished Materials / Thesis / Dissertation
Bateman, A. (2011) “Using Games from the Television Game Show Minute to Win It To
Andrea D. Sembrano Increase Students Interests, Engagement and Knowledge In Probability and
Isabelita R. Hizon Ed. D. Statistics” University of Wisconsin-River Falls
Calamba Bayside National High School Smith, S J. ( 2011) “ Examining Student Behavior through the Implementation of Classroom
Palingon, Calamba City Meetings”.University of St. Thomas.
ABSTRACT
C. Internet Resources
Purpose “EXPERIMENT” American Heritage Dictionary of the English Language https://ahdictionary.
To assess the status of Strengthened Technical-Vocational Educational Program (STVEP) in com/word/ search.html?q=experiment
Calamba Bayside National High School (CBNHS) and develop an enhancement program to further
“MINUTE TO wordsWIN IT” http://en.wikipedia.org/wiki/Minute_to_Win_It
improve the status of STVEP in CBNHS.
Design/Methodology/Approach “EXPERIMENTAL STUDY” http://www.nationaltechcenter.org/index.php/products/at -
The research design used was the Descriptive method. The study used the 29 STVEP teachers and research-matters/experimental-study-design/
383 fourth year students of Calamba Bayside National High School, School Year 2014-2015. “TEA GOVERNANCE DEPED REGION IV-A Memorandum” https://depedrizal.wikispaces
com/file/view/1st+Indorsement+0333.pdf
Findings “TRUE EXPERIMENTS” http://ori.hhs.gov/education/products /sdsu/ gloss.htm
The study revealed that the STVEP objectives, physical structure and administrative capability were
all highly manifested, the teachers performed proficiently and the STVEP students are in approaching
proficiency level. A correlation exists between the status of STVEP and academic performance of
the students.
Research limitations/implications
The study is limited to assessing the status of Calamba Bayside National High School in the
implementation of STVEP Program.
Originality/Value
Strengthening the Program
Keywords
Strengthened Technical Vocational Education Program (STVEP); Status; Enhancement Program
Type of research
Full-blown research

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maximize the implementation of STVEP to boost the performance of the students both on
technical competencies and academic learning areas.
BRIEF REVIEW OF RELATED LITERATURE AND STUDIES
The study is anchored on Babalola’s (2003) description of human capital theory.
Babalola (2003) described human capital theory as the rationality behind investment in
human capital and it is based on three arguments: the new generation must be given
the appropriate parts of the knowledge which has already been accumulated by previous
generations; the new generation should be taught how existing knowledge should be
used to develop new products, to introduce new processes and production methods and
social services; and people must be encouraged to develop entirely new ideas, products,
processes, and methods through creative approaches.
Human capital investments is the core of the implementation of STVEP in Calamba
Bayside National High School as manifested in the school’s thrust on giving high premium
to improving both the academic and technical skills of their students.
The World Bank (2006) report stated that the acquisition of entrepreneurial skills
for self-employment is a major factor in the design of Vocational Technical Education
Programme because high quality skills require appropriate training equipment and tools,
adequate supply of training materials and practice by learner. Other requirements include
training manuals and qualified teachers with experiences. However, such categories of
workers are also on high demand in the labour market, but could be suitably motivated for
part time instruction in technical and vocational colleges
Johnson and Adams (2004), cited that Institutions require well-equipped
workshops to produce the right caliber of people, skilled enough and are self-reliant. A
teacher of vocational and technical subject must not only teach, but must use methods that
will enhance students’ acquisition and sustenance of knowledge, skills and self-concept
formation as well as interest. This calls for the necessity of acquiring high quality skills
through appropriate training with adequate facilities and technically enriched environment.
In the study of Guiner (2013), he mentioned the basic principles that govern and
influence the design and development, organization and management, and implementation
of Technology Education as a component of Philippine Education. These principles are
basic or fundamental truths that explain why technology education is essential in the
education and training of learners and harnessing them as a powerful force in nation
building. Most importantly, they serve as guidelines in planning, developing, organizing,
managing, implementing, evaluating and monitoring this educational program.
He also gave the specific basic principles of technology education as follows:
(1) Technology education must be planned to support and enhance the socio-economic
development goals and programs of the country. (2) Technology education must be
designed to meet diverse education and training needs of people. It must provide general
technology education, technical and vocational education, undergraduate and graduate
programs in various technologies relevant to the country’s development. (3)Technology
education is more effective if the students have adequate general education to serve as
foundation or tool to learn technical knowledge and skills. (4) General technology education
must equip people to acquire functional technological literacy which is very essential in the
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INTRODUCTION
Many reforms have taken place in Philippine Education to assure quality
performance among students. Curricula have been developed to respond to the needs of
students, the school and the community to produce students who will someday comprise
the required labor force of the country. The implementation of the K to12 program is one
of the major transition in Philippine education where Kindergarten and Senior High School
have been added to Basic Education (Alferez, 2012).
Even before the implementation of the K to12 program, Calamba Bayside National
High School has already been training its students for various technical and vocational
skills. The curriculum being implemented in the School is the Strengthened Technical
Vocational Education Program and is the only technical-vocational school in the City of
Calamba. The school has the support needed from the government but still needs further
improvement in the facilities as well as instruction to be ready for future demands of its
clientele.
As mandated in DepEd Order No. 42, series of 2008 Calamba Bayside National
High School was included in the list of implementers of Strengthened Technical – Vocational
Education Program (STVEP) school year 2008 – 2009. In the guidelines provided in DepEd
Order No. 68, series of 2012, the Department of Education aimed to sustain the initial gains
of the STVEP in providing high school graduates with opportunities to acquire certifiable
vocational and technical skills for employment or entrepreneurship. Skills development is
central to improving productivity. In turn, productivity is an important source of improved
living standards and growth. Other critical factors include macroeconomic policies to
maximize opportunities for pro-poor employment growth, an enabling environment for
sustainable enterprise development, social dialogue and fundamental investments in basic
education, health and physical infrastructure (Gagne, 2005).
The study of Tungol (2014) which determined the readiness level of Calamba
Bayside National High School as an accredited Technical Education and Skills Development
Authority (TESDA) testing center showed that its school administrators assessed its
readiness for TESDA accreditation since the school has prepared its teachers, students
and school itself through different relevant programs and activities they conducted. But the
study also found lapses on the school’s readiness specifically on enhancement of teachers’
skills, availability of modules in each specialization, availability of equipment, supplies and
services needed to support the curriculum as well as monitoring and evaluation of the
training development program for the students. On the other hand, the school proved its
capability to be an assessment center, particularly in bread and pastries and dressmaking.
In the school’s Annual Accomplishment Report for fiscal year 2013, the school principal
reported that based on the learners’ achievement, 90% of the fourth year students who took
the assessment test received NC II certification in all the four major fields of specialization
such as Food Technology, Garments, Electrical and Consumer Electronics. On the fifth year
of implementation of STVEP, teachers and students proved their capability to gain higher
level of performance in NC II. The students’ performance in the National Achievement Test
(NAT) however, was not significant in terms of increase.
Based on the aforecited facts, the researchers decided to assess the status of
Strengthened Technical-Vocational Educational Program (STVEP) in Calamba Bayside
National High School (CBNHS and eventually develop an enhancement program that will
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Communication Technology (ICT) and software skills and technical drawing.
Alferez (2012) attempted to assess the implementation of the Strengthened
Technical and Vocational Education Program - Competency Based Curriculum (STVEP-
CBC) in Region x. The study found that both administrators and teacher respondents were
assessed as Very Satisfactory on items of Competency Assessment and Certification,
Instructional and Teacher Support Material, Curriculum Instruction, Program and Project
Management and Monitoring and Evaluation. On one hand, both respondents registered
as only Satisfactory on the aspect of facilities and services. This can be due to the fact
that budgetary allocation in this area was insufficient. On the other hand, assessments
of administrators and teachers varied. Administrators were assessed as excellent,
teachers were assessed as satisfactory on the items on Human Resource Development,
Property Supply Management, Fiscal Management and Physical Plant Facility. Such
high assessments of the two groups were attributed to their satisfaction level on the
implementation of the different programs. The professional profiles of the respondents may
also have relevance on the effectiveness of the implementation of the programs. Additional
budgetary allocation and enhancement trainings for both teachers and administrators were
recommended. Likewise, regular monitoring has been recommended to be undertaken to
keep track of the effective and efficient implementation of the program.
Department of Education Secretary Armin Luistro reiterated that the department
believes that tech-voc high school program will play a significant role in raising the quality
of high school graduates in the country toward employment here and abroad or toward
entrepreneurship. Through it, they can contribute more significantly to revenue generation,
jobs creation, and to national development as a whole. DepEd continues to raise the quality
of tech-voc programs by providing a competency-based curriculum, hosting teachers'
trainings, acquiring physical facilities, developing instructional materials, and other logistics
support. It was also mentioned that DepEd is working closely with TESDA in the operation
of tech-voc high schools since TESDA's mandate is management of technical education
and skills development in the country. The department complements the government's
program for economic recovery and social uplift by addressing the job skill mismatch in the
labor market and providing tech-voc high school students with the opportunities to acquire
TESDA-certifiable technical, vocational, industrial and other relevant skills.
Moreover, Perkins (2009) stated that the effectiveness of all education systems
depends critically on the quality of teaching and learning in the classrooms, workshops,
laboratories and other spaces in which the education takes place. While outstanding
teachers engaged students, well-designed courses, facilities which are fit for purpose,
and a good level of resources are necessary if any kind of educational provision is to
be excellent, they alone are not sufficient. The real answers to improving outcomes from
vocational education lie in the ‘classroom’, in understanding the many decisions ‘teachers’
take as they interact with students.
The aforementioned literature and studies support the present study.
METHODOLOGY AND RESEARCH DESIGN
The study used the descriptive-correlational design of research to facilitate an
efficient analysis of the data gathered in the study. The collection of data was done by
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society. (5) Specialized technology education must prepare people for gainful employment
and/or provide upgrading and continuing education and training for those who are already
employed. (6) Technology education must be so designed as to match the manpower
needs of the various sectors of the world of work. (7) Technical and vocational institutions
must seek the cooperation and participation of industry and other sectors with respect
to policy formulation, strategic planning, curriculum development, on-the-job training, and
other mutually beneficial efforts.
Moreover, the following were also considered by Guiner as part of the technology
education principles: it must contribute to the overall development of individual as an
effective member of the family and society; must be supported with adequate funds
for operation and maintenance, up keeping and improving facilities and for instruction,
research and extension services; its quality must be insured through effective admission
policies, curriculum improvement, faculty development, improvement of facilities and
logistics, instructional processes, testing and evaluation and management system; must
be supported by effective technology teacher education programs which should include
short term technical/vocational teacher training, pre-service teacher training leading to
a baccalaureate degree, masteral and doctoral programs; must be implemented with
adequate facilities (classrooms, shops, laboratories, equipments, tools, etc.) and logistics
(instructional supplies and materials); must be carried out by professionally-trained teachers
with industrially and or occupationally-related experiences; and to be effective; must be
supported with research and development; and must provide extension education for those
who are out-of-school youth, unemployed, underemployed and others who are desirous to
develop skills for employment.
In the Philippines, technical-vocational education became the jurisdiction of
Technical Education and Skills Development Authority (TESDA) as legally mandated
through RA 7796 otherwise known as the TESDA Act of 1994. At present, Technical
Vocational Education and Training (TVET) provides education and training opportunities
to prepare students and other clients for employment. It also addresses the skills training
requirements of those who are already in the labor market and would need to upgrade or
develop new competencies to enhance employability and improve productivity.
The Decentralizing Management of the Strengthened Technical-Vocational
Education Programme (STVEP) was initiated SY 2007-2008 school year. This programme
stresses the department’s goal related to the technical-vocational education programme,
which is “to equip high school students with relevant skills through the Strengthened
Technical-Vocational education Programme (STVEP) in order to prepare them for higher
education, the world of work and for entrepreneurship”. In order to realize this goal,
140 priority technical-vocational high schools have been strengthened by the provision
of competency-based curriculum and training, physical facilities, instructional materials,
manpower requirements and other logistical support. In the DepED Order No. 42, other
interested high schools were also encouraged to implement the STVEP. The 140 priority
technical-vocational high schools are: (1) agricultural high schools focusing on vegetable
production, food processing, animal production and crop production; (2) schools of
fisheries teaching fish capture, fish culture and fish processing; and (3) schools of the
arts and trade covering electrical technology, electronics, machine shop technology,
automotive mechanics, civil technology, welding, computer technology, Information and
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In terms of teachers’ competencies, the study has found that teachers are proficient utilizing a questionnaire-checklist. The descriptive method was used in determining
in terms of diversity of learners (X̅ = 4.29),planning assessing and reporting (X̅ = 4.26), and descriptive information with regard to the current status of STVEP in Calamba Bayside
curriculum content and pedagogy (X̅ = 4.22). National High School (CBNHS) and its relation to the students’ academic performance. The
study used the STVEP teachers and fourth year students of Calamba Bayside National
The Teacher Performance Index (TPI) of CB-PAST Primer describes proficient
High School (CBNHS). These two groups of respondents were both totally enumerated.
when performance often exceeds expectations in most areas but are not consistent. These
The instrument used in this study was a survey questionnaire based on the TESDA’
areas are instructional competence, home school and community linkages, and personal
evaluation of accreditation center. The survey questionnaire was distributed to collect
growth and professional development. Moreover, the teacher displays a high level of
the respondents’ assessment of the status of STVEP in terms of its physical structure,
performance related skills, abilities, initiatives and productivity, exceeding requirements in
administrative capability and teachers’ competency. The second instrument were the Form
many of the areas. It is also indicated in the primer that the teacher performance results shall
137 (Permanent Records) of the students from 1st to 3rd Grading Period.
continuously feedback to the teacher’s professional development and the school outcomes
The frequency and percent distributions were used in presenting the profile of the
as well as to the standards and competencies. The dynamic developmental cyclical system
respondents. To establish the relationship between STVEP status and academic
assures that every school learner shall be nurtured in a conducive learning environment
performance of the students, the Pearson product-moment correlation was used. SPSS
by quality teachers who are performing well and who are willing to continuously grow and
software was also used for data analysis.
professionally develop.
STVEP Manual of Operations (2010), article 3, section 1: C, the teaching RESEARCH RESULTS AND DISCUSSION
strategies or instructions are flexible to accommodate related activities outside the school
On the Status of Strengthened Technical-Vocational Educational Program (STVEP)
like practicum in the work environment. Schools are encouraged in this regard to enter into
in Calamba Bayside NHS
a partnership with local industries for the students’ exposure and work experience.
Article 7 of the manual also mandated the following: It is a framework for the TVE Table 1
personnel to develop their personal, professional and organizational skills, knowledge and Status of STVEP in Calamba Bayside NHS
abilities. It also includes opportunities, such as employee’s training, career development,
Teachers Students Composite
performance management and development, coaching, succession planning, key ASPECTS
employee identification, assistance and organization development. X̅ VI X̅ VI X̅ VI
1. Objectives 4.17 HM 4.19 HM 4.18 HM
On the Academic Performance of STVEP Students
2. Physical Structure 3.57 HM 3.67 HM 3.62 HM
Table 2 3. Administrative Capability 4.00 HM 3.82 HM 3.91 HM
Academic Performance of Fourth-Year 4. Teacher Competencies
STVEP Students
4.1 Diversity of Learners 4.44 P 4.13 P 4.29 P
Performance Level Scale Frequency Percent 4.2 Curriculum Content & Pedagogy 4.36 P 4.08 P 4.22 P
Advanced (A) 90 & above 15 3.92 4.3 Planning, Assessing & Reporting 4.39 P 4.12 P 4.26 P
Proficient (P) 85 – 89 170 44.39 General Assessment 4.40 P 4.11 P 4.25 P
Approaching Proficiency (AP) 80 – 84 113 29.50 OVERALL ASSESSMENT 3.99 HM
Developing (D) 75 – 79 78 20.37
Legend: 4.50 – 5.00, Extremely Manifested (EM); 3.50 – 4.49, Highly Manifested (HM);
Beginning (B) 74 & below 7 1.83
Total 383 100.00 2.50 – 3.49, Manifested (M); 1.50 – 2.49, Moderately Manifested (MM);
Average 83.41 1.00 – 1.49, Not Manifested (NM)
Interpretation Approaching Proficiency
The result implies that Calamba Bayside National High School complies with
The result implies that most of the students have reached the proficient level of the requirements for the STVEP in its endeavor of delivering services among students in
performance which is a good indication that they are in the right progress of learning. terms of learning and acquiring skills. The school’s endeavor is in line with the objectives
Since the study uses the academic performance based on the third grading period result, of STVEP and the administrative capability of the school administrators. The study has
this could mean that they still have the last grading period to reach the advanced level of noticed that the least assessed is the school’s physical structure which is attributed to the
performance. still on-going progress of school development plan.

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The results imply that the physical structure, administrative capability, and
teachers’ competencies have negligible influence on the academic performance whereas
the manifestation of attainment of objectives of STVEP has a slightly higher impact. The
factors that are considered in the study have no substantial bearing on the academic
performance. It is, however, noteworthy that the students’ interest, motivation and innate
technical-vocational abilities are not considered. Technical-vocational subjects are best
learned by doing. This is the principle of Dewey that is very much applicable to technical-
vocational program like the STVEP. Physical structure and administrative capability are
support to the program and have no direct influence on students’ performance. The
teachers’ competencies mainly provide the cognitive requirements of the program. It is the
students themselves that have to learn by doing that counts.
Huntly (2003) described that “a competent teacher is able to make conscious
choices and exercise judgement over the relative importance of elements which impact
on successful student learning outcomes. Competent teachers set rational goals and
realistic means by which these may be achieved, although their teaching may not yet be
characterised by fluidity or flexibility.”
CONCLUSIONS
Based on the findings of the study the following conclusions were drawn:
1. Calamba Bayside National High School complies with the requirements of the
STVEP in its effort of delivering services among students in terms of learning and
acquiring skills. The school’s endeavor is in line with the objectives of STVEP and
the administrative capability of the school administrators. The study revealed that
the least assessed was the school’s physical structure which is attributed to the still
on-going progress of school development plan.
2. Most of the students have reached the proficient level of performance which is a
good indication that they were in the effective learning development. Since the
study used the academic performance based on the third grading period result,
this could mean that they still have the last grading period to reach the advanced
level of performance. Based on the over-all average, the students are in the
approaching proficiency level of performance which means that the students have
developed the fundamental knowledge and skills and core understandings and,
At the proficient level of performance according to DepEd Order No. 31, s. of 2012,
the student has developed the fundamental knowledge and skills and core understandings,
and can transfer them independently through authentic performance tasks. The advanced
level, on the other hand, is that the student exceeds the core requirements in terms of
knowledge, skills and understandings, and can transfer them automatically and flexibly
through authentic performance tasks.
The study also discovers that there are many students who are left in the developing
and beginning level of performance which is contrary to the objectives of the teaching-
learning process. In the same DepEd order, it states that the students at the beginning level
struggle with their understanding; prerequisite and fundamental knowledge and/ or skills
have not been acquired or developed adequately to aid understanding. The developing
level, on the other hand, is that the students in this level possesses the minimum knowledge
and skills and core understanding but needs help throughout the performance of authentic
tasks. These two levels of performance is acceptable only for the first and second quarter
of school year wherein the students are just starting to learn and develop skills.
Lastly, based on the over-all average, the students are in the approaching proficiency
level of performance which means that the students have developed the fundamental
knowledge and skills and core understandings and, with little guidance from the teacher
and/ or some assistance from peers, can transfer these understandings through authentic
performance tasks. This level of performance is quite good but not after the third quarter
of school year in which students are expected to be at the proficient or advanced level of
performance.
On the STVEP Status as Related to the Academic Performance of Students
Table 3
Correlation between STVEP Status and Academic
Performance of Students
VARIABLES Academic Performance
Pearson Correlation 0.328
1. Objectives
Interpretation weak positive
Pearson Correlation -0.013
2. Physical Structure
Interpretation very weak negative

with little guidance from the teacher and/ or some assistance from peers, can Pearson Correlation -0.05
3. Administrative Capability
transfer these understandings through authentic performance tasks. The students Interpretation very weak negative
are at an acceptable level of performance based on assessment standards but 4. Teachers’ Competencies
could have been better since the assessment was done after the third quarter of Pearson Correlation 0.126
4.1 Diversity of Learners
the SY wherein they are expected to be at the proficient or advanced level. Interpretation very weak positive

3. The physical structure, administrative capability, and teachers’ competencies have 4.2 Curriculum Content & Pearson Correlation 0.15
negligible influence on the academic performance whereas the manifestation Pedagogy Interpretation very weak positive
of attainment of objectives of STVEP has a slightly higher impact. The factors 4.3 Planning, Assessing & Pearson Correlation 0.148
that are considered in the study have no substantial bearing on the academic Reporting Interpretation very weak positive
performance. It is, however, noteworthy that the students’ interest, motivation Pearson Correlation 0.155
and innate technical-vocational abilities are not considered. Technical-vocational General Competencies
Interpretation very weak positive
subjects are best learned by doing. This is the principle of Dewey that is very much
Pearson Correlation 0.116
Overall Status
very weak positive

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Persons Time Success

Key Areas Objectives STRATEGIES
Involved Frame Indicators applicable to technical-vocational programs like the STVEP. Physical structure and
To improve Adapting the School May 100% ICT administrative capability are support to the program and have no direct influence on
ICT facilities Adopt-a-School Administrator 2015 facilities students’ performance. The teachers’ competencies mainly provide the cognitive
and other Program and other
communication NGOs/ communication requirements of the program. It is the students themselves that have to learn by
devices for devices shall doing that counts.
administrative Private have been
Administrative purposes Individual improved or
acquired RECOMMENDATIONS
Capability
To enhance Conduct of School July 100% of the The following are the recommendations of the researchers based on the
the readiness SLAC sessions Administrator 2015 school staff shall conclusions drawn:
of school staff have improved
for necessary Head Teacher readiness to
services TVE render services 1. The teachers need to be fully-oriented on the STVEP objectives, physical structure
School Staff and administrative capability. Each one of them including the school administrators
To improve Full conduct of School May At least 75% need to be reminded that they are in this profession to deal with common objectives
teachers’ professional Administrator 2015 of the teachers and goals. Teachers must also be genuinely concerned with each performance
performance on and skills shall have
TVE integration development Head Teachers improved their indicator for them to be guided as they exercise their duties as educators.
Teachers’ among TVE/Related performance
Performance teachers as a Subjects at the end of 2. The teachers must conduct different action researches that will boost the students’
result of: school year
- consultation Teachers 2015-2016 learning process. Teachers must also considered in determining some factors that
- evaluation may affect students’ learning with skills and related subjects.
- action plan
Students’ To improve Integration of School April 100% of the 3. The school administrators, along with head teachers must develop innovative,
Performance students’ the following Administrator to May module shall timely and efficient instruction that can boost the performance of the students.
performance methods* in 2015 have been
skills and the teaching Head Teachers prepared and 4. The enhancement program offered in this study is highly recommended for
academic learning TVE/Related Development of implemented
competence process: Subjects module implementation.
At least 75%
-Learning by Teachers June of the students THE PROPOSED ENHANCEMENT PROGRAM
2015 shall have
watching to March reached the The researchers proposed an enhancement program which is expected to further
-Learning by 2016 proficient level
practicing of performance improve the implementation of Strengthened Technical Vocational Program (STVEP) in
-Learning Implementation by the end of Calamba Bayside National High School (CBNHS).
through of module third quarter
feedback Persons Time Success
-Learning Key Areas Objectives STRATEGIES
Involved Frame Indicators
through
conversation To improve Inclusion in School May 100% of the
-Learning by ventilation, the School Governing 2015 funds for the
teaching and acquisition Improvement Council mentioned
helping of fire Plan (SIP) physical
-Learning by
extinguisher, to fund the structure shall
“real world
problem solving Physical and installation improvement have been
-Learning Structure of fire alarms of ventilation, made available
through inquiry acquisition
-Learning by of fire
being coaching extinguisher,
-Learning by and installation
competing of fire alarms
-Learning
through
simulation

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REFERENCES

Alferez, Reynilda C. (2012) Implementation of Strengthened Technical Vocational Education

QUALITY MANAGEMENT PRACTICES AND ORGANIZATIONAL Program – Competency Based Curriculum, Northern Mindanao, Philippines,
PERFORMANCE OF REGION IV-A (CALABARZON) JPAIR Multidisciplinary Journal, Vol 7, No 1 (2012)
IN IMPLEMENTING ENGINEERING AND SCIENCE EDUCATION
Babalola (2003) Application of Human Capital Theory to Educational Systemfound in
PROGRAM Almendrez, L. (ed., 2011) Human Capital Theory: Implications for Educational
Development. Conference Paper
Dr. Alvin D. Sta. Maria
Division of Santa Rosa City
DepEd Order No. 42, s. (2008) Official List of Additional 121 tech-Voc High Schools to
Implement the STVEP-CBC Effective 2008-2009

ABSTRACT
Department of Education. (2010). Enhanced K+12 Basic Education Program [online].
PURPOSE http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new.pdf [Accessed
The study examined the influence of quality management practices on the organizational performance August 2014].
of schools in Region IV-A in the implementation of Engineering and Science Education Program.
DESIGN / METHODOLOGY/APPROACH Gagne, R. (2005) Principles of instructional design (5th Ed.) Belmont, CA: CA: Wadsworth/
The research design used the combination of qualitative and quantitative techniques. The instrument Thompson Learning
used was researcher-made survey questionnaire.
Guiner, Dante B. (2013) Competencies of Technology and Livelihood Education (TLE)
FINDINGS Instructors: Input to a Training Module in Industrial Arts. A Dissertation, Don
The following came out to be significant predictors in organizational performance; leadership and
Mariano Marcos Memorial State University.Bacnotan, La Union, Philippines.
governance, curriculum and instruction, learners development, organizational structure, mission,
vision and goals, performance management, top management commitment, information and
knowledge management and continuous improvement. Luistro, A. (2012). DepEd to strengthen tech-voc program in public high school. Retrieved
from http://e-turo.org/?q=node/1760
RESEARCH LIMITATIONS
The study might not cover all possible factors influencing total quality management (TQM) becausit Perkins, D. (2009). Making Learning Whole: How seven principles of teaching can transform
was conducted only in selected schools that could limit it’s scope. education. San Francisco: Jossey-Bass.
PRACTICAL IMPLICATION
The result provided insights into the use of TQM as useful guide in the development of policy and Tungol, Danilo (2014). Level of Readiness of Calamba Bayside National High School for
decision making program for the school. TESDA Accreditation. Unpublished Master’s Thesis. LCBA
ORIGINALITY/VALUE
World Bank, FAO, IFAD (2006). Gender in Agriculture Sourcebook. Washington DC. The
The study developed a quality assurance framework for quality policy development and performance
management system. International Bank for Reconstruction and Development. The World Bank

KEYWORDS
Quality Management Practices, Organizational Performance, Educational Quality
TYPE OF RESEARCH
Descriptive Research

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RESEARCH RESULTS AND DISCUSSION INTRODUCTION

Profile of the Respondents In today’s world, organizations are facing the growing challenges from global
competition and more sophisticated customers in terms of what they want and what
Table 1 their changing needs are. Organizations are facing the kind of competition that was not
Profile of the Respondents envisaged a few years ago. They have to compete with goods and services from all over
Variables Frequency Percentage
the world and satisfy a more educated and high-tech customer. What is satisfactory to
the customers today may not be regarded as such tomorrow as their expectations are
1. Gender
continuously changing. The organization must be viewed as a system, and the work people
Female 193 75.1 do within the system must be seen as ongoing processes. In addition, there has been
Male 64 24.9 a consistent breakthrough in science and technology over the last couple of decades.
2. Age One service industry of paramount importance in the public sectors of nations is that of
education. It is the quality of education that shapes the long-term prosperity and well-being
21-25 18 7.0
of both nations and their people.
26-30 44 17.1
31-35 69 26.8
Quality is the most important issue in education, business, and government. Quality
management is a vehicle that educational professionals can use to cope with the “forces
36-40 37 14.4
of change.” The quality of education will improve when administrators, teachers, staff
41-50 49 19.1 and school board members develop new attitudes that focus on leadership, team work,
51-55 40 15.6 cooperation,accountability and recognition.Total quality is achieved by good examples by
3. Civil Status the top management and by involving people from all organizational levels. There must
be total involvement in the quality transformation. Schools must do things better tomorrow
Single 81 31.5
than they did yesterday. Operationalization of School Based Management practice at the
Married 64 24.9 school level is evident and they became legitimate source of quality circles.
4. Length of Service
“As TQM finds its way into schools, more and more educators are discovering
1-5 66 25.7 the natural fit that quality principles and practices have with their own aspirations for the
6-10 77 30.0 continuous improvement of education.”
11-15 43 16.7
John Jay Bonsting
16-20 29 11.3
METHODOLOGY AND RESEARCH DESIGN
21 and above 41 16.0
5. Highest Educational The research made use of the combination of qualitative and quantitative design.
Attainment The respondent composed of administrators and teachers in twelve public schools in
Bachelor’s Degree 41 16.0
Region IV-A implementing Engineering and Science Education Program. The instrument
used was researcher-made survey questionnaire. Statistical tools were percentage, mean,
w/ Master’s units 153 59.5
and standard deviation and regression analysis to determine the effect or influence of
Master’s Degree 40 15.6 independent variables.. The locale of the study consisted of twelve secondary schools with
w/ Doctorate units 18 7.0 a total of 38 administrators and 218 teacher-respondents were utilized in the study. The
Doctorate Degree 5 1.9 questionnaires were sent through LBC courier and were administered by the school heads
following the written instructions. The questionnaires were personally retrieved from each
6. Present Designation
school-respondent.
Teacher 195 75.9
Master Teacher 23 8.9
Head Teacher 27 10.5
Principal 9 3.5

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Half thirteen or 50 percent] of the administrator-respondents involved in this study Table shows the frequency and percentage distribution of respondents according
are entirely new in the administration with 1 to 5 years in their respective administrative to gender, age, civil status, length of service, highest educational attainment, and present
positions as shown in Table 2. designation.
The table further reveals that one or 3.85 percent of the twenty-six administrators Majority of the respondents are female (193 including 75 percent of the total
who responded in the study has already been in the position for more than twenty-one respondents). Only sixty-four or 25 percent are male.
years, four or 15.38 percent with 16 to 20 years, three or 11.54 percent from 11 to 15 years,
As presented, the study involved six (6) age bracket distributed as follows: eighteen
while five or 19.23 percent with 6 to 10 years in the position.
(18) or 7 percent of the respondents belong to the youngest cluster 21 to 25, forty-four (44)
Years in the Teaching Position of the Respondent or 17 percent are 26 to 30, sixty-nine (69) or 27 percent are from the median class 31 to 35
years old,thirty-seven (37) or 14 percent are of ages 36 to 40 years old, forty-nine (49) or
Table 3 19 percent are from the age group 41 to 50, while forty (40) or 16 percent from 51 years
Teacher-Respondents by Their Years in the Teaching Position old and above.
As shown in the figure, eighty-one (81) or 31.5 percent of the respondents are
Years in the Admin Position Frequency Percentage single while majority of the respondents, 176 equivalents to 68.5 percent are married.
26 and above 4 2.20
Sixty-six or 26 percent have served for 1 to 5 years, seventy-seven or 30 percent
21-25 10 5.50 have served for 6 to 10 years, forty-three or 17 percent have served for 11 to 15 years,
16-20 10 5.50 twenty-nine or 11 percent have served for 16 to 20 years and forty-one or 16 percent have
11-15 19 10.43 served for 21 or more years in the academe.
6-10 49 26.92 The respondents comprising forty-one or 16 percent are holders of bachelor’s
1-5 90 49.45 degree, one hundred fifty three or 59.5 percent have earned units in masters, forty or 15.6
Total 182 100.00 percent with master’s degree, eighteen or 7 percent with doctorate units while only five or
1.9 percent of the total respondents are holders of doctorate degree.
Almost half [ninety or 49.45 percent] of the 182 teacher-participants are new in The study also revealed that the majority of the respondents involved in the
their teaching positions. Forty-nine or 26.92 percent have been teaching for 6 to 10 years, study are teachers ranking Teacher 1 to Teacher 3. They comprise 75.9 percent of the
nineteen or 10.43 percent from 11 to 15 years, ten or 5.5 percent for both 16 to 20 and 21 to total respondents’ equivalent to one hundred ninety-five, twenty-three master teachers
25 years. Only four equivalents to 2.20 percent are in their 26 and above years in teaching. equivalent to 8.9 percent, twenty-seven head teachers comprising 10.5 percent and nine
principals’ equivalent to 3.5 percent. The above distribution depicts a usual percentage
distribution considering a common teachers and administrators ratio.
School Profile
Years in the Administrative Position of the Respondents
School-Based Management (SBM) Level
Table 2
Table 4
Administrator-Respondents by Their Years in the Position
School-Based Management Level of Accreditation
Years in the Admin Position Frequency Percentage
Level Frequency Percentage
21 and above 1 3.85
Level 1 10 83.33
16-20 4 15.38
Level 2 2 16.64
11-15 3 11.54
Level 3 0 0.00
6-10 5 19.23
Total 12 100.00
1-5 13 50.00
Total 26 100.00

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Strategic Planning Process Table 4 presents the school profile in terms of SBM level of accreditation. As
presented, ten out of the twelve (12) schools involved in this study have Level 1 SBM
Table 6 accreditation. These comprise 83.33 percent of the total respondent schools. The
Mean Perception of the Respondents on the remaining two (2) is SBM Level 2 accredited which is equivalent to 16.64 percent. None of
Strategic Planning Process Practices Observed the subject schools’ is accredited Level 3. This further reveal that schools need to reflect on
the process in developing School Improvement Plan (SIP) or in the Annual Improvement
Indicator Mean SD Interpretation Plan (AIP) to improve management system’s capacity in achieving and sustaining good
performance to reach level 3 of accreditation.
1. Mission, Vision and Goals 4.25 0.62598 Great Extent
2. Organizational Structure 4.22 0.63360 Great Extent Perceived School’s Educational Quality
3. Performance Management 4.15 0.61546 Great Extent
Table 5
Legend: Mean Perception of the Respondents on the
Educational Quality of the School
Interval Score Interpretation
4.51 – 5:00 Very Great Extent Indicator Mean SD Interpretation
3.51 – 4.50 Great extent 1. Leadership and Governance 4.23 0.57678 Agree
2.51 – 3.50 Moderate Extent 2. Curriculum and Instruction 4.37 0.55150 Agree
1.51 – 2.50 Minimal Extent 3. Learner Development 4.30 0.50832 Agree
1.00 – 1.50 Least Extent
Legend:
Table 6 presents mean perception of the strategic planning process practices
Interval Score Interpretation
observed. The mean rating of 4.25 and a standard deviation of 0.62598, practices on
mission, vision, goals appeared observed to a “great extent”. This signified that schools 4.51 – 5:00 Strongly Agree
have a clear mission and statement of goals and objectives and it adapts to the educational 3.51 – 4.50 Agree
needs of the local community. The mean rating of 4.22 and a standard deviation of 0.63360, 2.51 – 3.50 Uncertain
organizational structure appeared observed to a “great extent”. This make known that
1.51 – 2.50 Disagree
faculty and staff at all levels are aware of their duties and responsibilities and the school
ensures compliance with applicable local and national laws, standards, and regulations. 1.00 – 1.50 Strongly Disagree
The mean rating of 4.15 and a standard deviation of 0.61546 on performance management
appeared observed to a “great extent”. It express the schools commitment to the welfare of Table 5 presents the mean perception of the respondents on the educational
the student’s and teacher appreciate their crucial role because they are encouraged by the quality of the school. Overall, for a mean rating of 4.23 with a corresponding standard
school to share good practices. deviation of 0.57678, it appears that respondents agree that leadership and governance
is present in the schools. It is significant to note that the respondent schools agreed to the
Process Management Approaches skillful role of the head teachers and principals that refers to the organizational operations
and reflective of the process and practices of educational management.. The overall mean
Table 7 rating of 4.37 (SD=0.55150) evidently shows that curriculum and instruction is also present
Mean Perception of the Respondents on the in the schools. Most of the principals and majority of the teachers mentioned that their
Process Management Approaches Observed curriculum goes beyond the DepEd Learning Competencies. It appears, however, that for
some schools it is more of a function of a kind of curriculum package which at the outset
Indicator Mean SD Interpretation has been developed to address the unique needs of the school. The mean rating of 4.30
(SD = 0.50832) is a clear indication that practices on learner development is also present
1. Top Management Commitment 4.02 0.68685 Great Extent
in the schools. The administrators and teachers concretely show their concern both in and
2. Continuous Improvement 3.99 0.69529 Great Extent outside the classrooms. They all go out of their way to talk with the students, and listen
3. Information and Knowledge Management 4.03 0.63495 Great Extent to their academic and personal concerns that can have a strong impact and serve as role
models for the students.

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b. Awards & Recognitions Received by the Students from 2009 to 2012 Legend:

Table 9 Interval Score Interpretation

Awards and Recognitions Received by the Students from 2009 to 2012 4.51 – 5:00 Very Great Extent
3.51 – 4.50 Great extent
Level Frequency Percentage
2.51 – 3.50 Moderate Extent
International 12 17.39
1.51 – 2.50 Minimal Extent
National 15 21.73
1.00 – 1.50 Least Extent
Regional 15 21.73
Division 15 21.73 Table 7 presents the process management approaches observed by the
District 12 17.39 respondents. The mean rating of 4.02 (SD = 0.68685), the respondents observed to a
Total 69 100.00 great extent practices on top management commitment. The management focuses on the
improvement of their performance and the school has a framework for quality improvement.
In terms of the number of awards and recognitions received by the students from The mean rating of 3.99 (0.69529), the respondents observed to a great extent on continuous
2009 to 2012, Table 9 presents that there were twelve (12) awards equivalent to 17.39 improvement. Top management ensures plans for continuous improvement that employs
percent received by the students both for the district and international levels. Fifteen (15) goal and interventions to improve learners’ outcomes and ensures plan for continuous
each or 21.73 percent were received by the students for the division, regional, and national improvement are aligned with their vision and mission of the school and expectation for
levels. There were a total of 69 awards and recognitions received by the students from student learning. The mean rating of 4.03 (SD = 0.63495) the respondents observed to a
2009 to 2012 with an almost equal percentage distribution from the various levels. great extent on information and knowledge management. The school maintains a secure,
accurate, and complete student record system in accordance with DepEd regulations and
2. Faculty and Staff Results
the school use the student assessment data in making decisions that impact continuous
improvement of teaching and learning processes.
a. Performance Appraisal System for Teachers (PAST) Results

Table 10 School Performance

Performance Appraisal System for Teachers (PAST) Results
1. Student Learning Outcomes
School Year Mean SD Interpretation a. NAT Performance
2nd Sem., 2011-2012 4.01 0.30491 Very Satisfactory
Table 8
1st Sem., 2011-2012 4.00 0.24740 Very Satisfactory National Achievement Test (NAT) Results
2nd Sem., 2010-2011 3.99 0.24690 Very Satisfactory School Year Mean SD
Average 4.00 0.22863 Very Satisfactory 2011-2012 48.93 11.85416
Legend: 2010-2011 50.54 11.93982
2009-2010 52.87 11.53275
Interval Score Interpretation
Average 50.78 11.39962
4.51 – 5:00 Outstanding
3.51 – 4.50 Very Satisfactory In terms of student learning outcomes, the results of the National Achievement Test
2.51 – 3.50 Satisfactory (NAT) from 2009 to 2012 are presented in Table 8. The table reveals the decreasing trend
1.51 – 2.50 Fair
of the student NAT performance from 2009 to 2012. From there, the performance of the
students from the three (3) consecutive school years is 50.78.
1.00 – 1.50 Poor

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Legend: The faculty and staff outcomes in terms of PAST results are presented in Table 10.
As revealed, teachers performed very satisfactory from the three (3) consecutive semesters
Interval Score Interpretation considered in this study. There is a slight increase in the performance of the teachers as
4.51 – 5:00 Outstanding indicated by the mean performance ratings from 2010 to 2012. The performance rating of
3.51 – 4.50 Very Satisfactory the teachers is generally very satisfactory as indicated by the mean rating of 4.00 with a
2.51 – 3.50 Satisfactory standard deviation of 0.22863.
1.51 – 2.50 Fair
b. Awards and Recognitions Received by Faculty and Staff
1.00 – 1.50 Poor
Table 11
On leadership and governance, Table 12 presents the performance of the Awards and Recognitions Received by Faculty and Staff
administrators from 2010 to 2012 in terms PASSA. As revealed, the performance of the
administrators during the first two (2) semesters (2nd Sem. 2010-2011 and 1st Sem. Level Frequency Percentage
2011-2012) are both outstanding as indicated by the mean performance rating of 4.56
International 5 2.71
(SD = 0.52705). A slight decrease in the performance was reflected during the 2nd Sem.
2011-2012 at 4.44 (SD = 0.52705). Overall, the mean performance rating of the subject National 30 16.30
administrators is 4.52 (SD = 0.44444) which implies outstanding PASSA results. Regional 43 23.37
Division 67 36.41
b. Awards and Recognitions Received by Administrators District 39 21.19
Total 184 100.00
Table 13
Awards and Recognitions Received by Administrators
On awards and recognitions received by faculty and staff, Table 11 presents the
Level Frequency Percentage distribution from the various levels. Sixty-seven (67) or 36.41 percent of the total awards
received are from the division level, forty-three (43) comprising 23.37 percent from the
International 0 0
regional level, thirty-nine (39) or 21.19 percent from the district level, thirty (30) or 16.30
National 4 28.57 percent from the national level, while only five (5) equivalent to 2.71 percent were received
Regional 4 28.57 from the international level. It appears that there is a greater number of awards and
Division 5 35.71 recognitions received by the teachers/staff from the division level while a small percentage
District 1 7.14 from the international level.
Total 14 100.00 3. Leadership and Governance

a. Performance Appraisal System for School Administrators (PASSA) Results

Table 13 presents the awards and recognitions received by the administrators
from the district to the international levels. As presented, a total of fourteen (14) awards
Table 12
& recognitions were received distributed as follows: five (5) or 35.71 percent from the Performance Appraisal System for School Administrators (PASSA) Results
division level while four (4) equivalent to 28.57 percent for both the regional and national
level. It appears one (1) or 7.14 percent from the district level, administrators do not have
School Year Mean SD Interpretation
international awards and recognition.
2nd Sem., 2011-2012 4.44 0.52705 Very Satisfactory
4. Customer-Focused Outcomes
1st Sem., 2011-2012 4.56 0.52705 Outstanding
Table 14 2nd Sem., 2010-2011 4.56 0.52705 Outstanding
Mean Perception of the Respondents on School Performance Average 4.52 0.44444 Outstanding

Indicator Mean SD Interpretation

1. Customer-Focused Outcomes 3.83 0.58805 Very Satisfactory

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Factors Influencing Organizational Performance Legend:

Table 16 Interval Score Interpretation

Regression of Independent Variables on Student Learning Outcomes 4.51 – 5:00 Outstanding
3.51 – 4.50 Very Satisfactory
Standardized Beta
Factor t Sig. 2.51 – 3.50 Satisfactory
Coefficient
Leadership and 1.51 – 2.50 Fair
0.344 4.634 0.000
Governance 1.00 – 1.50 Poor
Top Management
0.353 3.528 0.000
Commitment
Table 14 shows the mean rating of 3.83 (SD = 0.58805) for the school performance
Curriculum and on customer-focused outcomes appears to be very satisfactory. The small values of the
0.260 3.495 0.001
Instruction standard deviations manifest a somewhat common perception by the respondents.
Information
and Knowledge 0.247 2.463 0.014 5. Budgetary & Financial Outcomes
Management
Table 15
Adjusted R2 = 0.740 Mean Perception of the Respondents on School Performan
F-value = 11.208
Sig. = 0.000 Indicator Mean SD Interpretation
Budgetary and Financial Outcomes 3.87 0.63879 Very Satisfactory
As presented in Table 16, four (4) factors two (2) quality dimensions and two (2)
process management approaches) appeared to have significant influence on student Legend:
learning outcomes.
Interval Score Interpretation
The adjusted R2 (coefficient of determination) equivalent to 0.740 indicates that 4.51 – 5:00 Outstanding
74 percent of the amount in variation of student learning outcomes can be attributed to
3.51 – 4.50 Very Satisfactory
the variation in leadership and governance, top management commitment, curriculum and
instruction, and information and knowledge management. The remaining 26 percent may 2.51 – 3.50 Satisfactory
be due to other unexplained factors that may not have been included in this study. The 1.51 – 2.50 Fair
F-value of 11.208 affirmed this hypothesized causal relationship which is highly significant 1.00 – 1.50 Poor
at the 0.000 level.
As revealed, leadership and governance with a beta weight of 0.344 is highly
significant at the 0.000 level. This implies statistically that for every standard deviation unit Table 15 reveals that the subject schools appear to have a very satisfactory
increase in leadership and governance, there is a corresponding 0.344 standard deviation budgetary and financial outcome as indicated by the mean rating of 3.87 (SD = 0.63879).
unit increase in student learning outcome. All computed values of standard deviations are small enough to affirm little variations in the
respondents’ assessment of this school performance indicator.
The same causal relationship is established between information and knowledge
management and student learning outcome. As presented in the table, the positive beta
of the information and knowledge management (0.247; Sig. = 0.014) also implies that for
every standard deviation unit increase in information and knowledge management likewise
causes a 0.247 standard deviation unit increase in student learning outcome.

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As presented in Table 18, five (5) factors three (3) quality dimensions, one (1) Table 17
strategic planning process, and one (1) process management approach appeared to have Regression of Independent Variables on
significant influence on customer focus outcomes. Leadership and Governance Outcomes

The adjusted R2 (coefficient of determination) equivalent to 0.450 indicates that

Standardized Beta
45 percent of the amount in variation of customer focus outcomes can be attributed to Factor t Sig.
Coefficient
the variation in leadership and governance , physical resource management, learner
Stakeholders’
development, measurement and analysis, and quality policy development. The remaining 0.731 2.833 0.025
Relationship
55 percent may be due to other unexplained factors that may not have been included in this
study. The F-value of 70.489 affirmed this hypothesized causal relationship which is highly Adjusted R2 = 0.467
significant at 0.000. F-value = 8.023
Sig. = 0.025
As revealed, leadership and governance from the quality dimensions also
appeared to have a significant influence on customer focus outcomes as indicated by the
beta coefficient of 0.337 (Sig. = 0.000). The positive beta weight implies a direct causal As presented in Table 17, one (1) factor (stakeholders’ relationship) appeared
relationship which statistically means every standard deviation unit increase in leadership to have significant influence on leadership and governance outcomes. As revealed,
and governance influences a 0.337 standard deviation unit increase in customer focus stakeholders’ relationship with a beta weight of 0.731 is highly significant at the 0.025 level.
outcome. As shown, physical resource management with a beta weight of 0.291 is highly This implies statistically that for every standard deviation unit increase in, stakeholders’
significant at 0.000. This implies statistically that for every standard deviation unit increase relationship there is a corresponding 0.731standard deviation unit increase in leadership
in physical resource management, there is a corresponding 0.291 standard deviation unit and governance outcomes. This further means that good stakeholders’ relationship
increase in customer focus outcome. improves leadership and governance outcomes.
As presented, learner development with a beta weight of 0.175 is highly significant The adjusted R2 (coefficient of determination) equivalent to 0.467 indicates that
at the 0.004 level. This implies statistically that for every standard deviation unit increase 46 percent of the amount in variation of leadership and governance outcomes can be
in learner development, there is a corresponding 0.175 standard deviation unit increase attributed to stakeholders’ relationship. The remaining 54 percent may be due to other
in customer focus outcome. This further means that good learner development improves unexplained factors that may not have been included in this study. The F-value of 8.023
customer focus outcomes. affirmed this hypothesized causal relationship which is highly significant at 0.025.
While one (1) among the process management approaches entered into the Table 18
regression analysis appeared to have significant influence on customer focus outcomes Regression of Independent Variables on Customer Focus Outcome
as manifested by their corresponding beta weights and probability values. The regression
results show that measurement and analysis provides a significant influence on customer Standardized Beta
focus outcome as indicated by the beta weight of 0.427 with a probability value at the 0.000 Factor t Sig.
Coefficient
level. Statistically it means that every standard deviation unit increase in measurement and
Measurement and
analysis, there is a corresponding 0.427 standard deviation unit increase in customer focus Analysis
0.427 5.940 0.000
outcome.
Leadership and
0.337 5.791 0.000
There is one (1) causal relationship among strategic planning process that is Governance
established between quality policy development and customer focus outcome. As presented Physical Resource
in the table, the positive beta of the quality policy development (0.290; Sig. = 0.000) also 0.291 4.814 0.000
Management
implies that for every standard deviation unit increase in quality policy development likewise Quality Policy
causes a 0.290 standard deviation unit increase in customer focus outcome. 0.290 4.035 0.000
Development
Learner Development 0.175 2.909 0.004

Adjusted R2 = 0.450
F-value = 70.489
Sig. = 0.000

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increase in budgetary and financial outcomes. This further means that good stakeholders’ Table 19
relationship improves budgetary and financial outcomes. Regression of Independent Variables on Budgetary and Financial Outcom

As shown, benchmarking with a beta weight of 0.197 is highly significant at the 0.038 level.
Standardized Beta
This implies statistically that for every standard deviation unit increase in benchmarking, Factor t Sig.
Coefficient
there is a corresponding 0.197 standard deviation unit increase in budgetary and financial
outcome. This further means that good benchmarking improves budgetary and financial Leadership and
0.403 6.257 0.000
Governance
outcomes.
Physical Resource
There is one (1) causal relationship among strategic planning process that is 0.212 3.577 0.000
Management
established between performance management and budgetary and financial outcome. Performance
As presented in the table, the positive beta of the performance management (0.282; 0.282 3.117 0.002
Management
Sig. = 0.002) also implies that for every standard deviation unit increase in performance
Stakeholders’
management likewise causes a 0.282 standard deviation unit increase in budgetary and Relationship
0.265 2.627 0.008
financial outcome.
Continuous
0.226 2.086 0.020
Improvement
CONCLUSIONS Benchmarking 0.197 2.067 0.038
1. The school-based management level 1 accreditation significantly influences the
Adjusted R2 = 0.441
performance of the school.
F-value = 67.958
2. The top three quality domains of the school, such as: leadership and governance, Sig. = 0.000
curriculum and instruction, and learner development, significantly influence the
performance of the school. As presented in Table 19, six (6) factors, three (3) quality dimensions, one (1)
3. The top three strategic planning processes: organizational structure, mission, vision strategic planning process, and two (2) process management approaches appeared to
and goals, and performance management significantly influence the performance have significant influence on budgetary and financial outcomes.
of the school. The adjusted R2 (coefficient of determination) equivalent to 0.441 indicates that 44
4. The top three process management approaches of the school, such as: top percent of the amount in variation of budgetary and financial outcomes can be attributed to
management commitment, continuous improvement, information and knowledge the variation in leadership and governance , physical resource management, stakeholders’
management, significantly influence the performance of the school. relationship, continuous improvement, benchmarking, and performance management. The
remaining 56 percent may be due to other unexplained factors that may not have been
5. There are four (4) factors that appeared to have significant effect on student learning included in this study. The F-value of 67.958 affirmed this hypothesized causal relationship
outcomes: leadership and governance, curriculum and instruction, top management which is highly significant at 0.000.
commitment, and information and knowledge management.
As revealed, leadership and governance from the quality dimensions also
6. Stakeholders’ relationship appeared to have significant influence on leadership and appeared to have a significant influence on budgetary and financial outcomes as indicated
governance outcomes. by the beta coefficient of 0.403 (Sig. = 0.000). The positive beta weight implies a direct
7. There are five (5) factors that have significant influence on customer focus outcomes: causal relationship which statistically means for every standard deviation unit increase
leadership and governance, physical resource management, learner development in leadership and governance influences a 0.403 standard deviation unit increase in
from quality dimensions, quality policy development from strategic planning process, budgetary and financial outcome.
and measurement and analysis from process management approach. As shown, physical resource management with a beta weight of 0.212 is highly
8. Six (6) factors have significant influence on budgetary and financial outcomes, significant at the 0.000 level. This implies statistically that for every standard deviation
namely: leadership & governance, physical resource management, and stakeholders’ unit increase in physical resource management, there is a corresponding 0.212 standard
relationship; one (1) strategic planning process; performance management, and two deviation unit increase in budgetary and financial outcome.
(2) process management approach: continuous improvement and benchmarking. As presented, stakeholders’ relationship with a beta weight of 0.265 is highly
significant at the 0.008 level. This implies statistically that for every standard deviation unit
increase in stakeholders’ relationship, there is a corresponding 0.265 standard deviation unit

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REFERENCES
Bostingl, J.J. (2001). Schools of Quality, 3rd Edition. Thousand Oaks, California: Corwin.
Delors, Jacques. (2003). “UNESCO, Minesterial Round Table on Quality of Education.”
UNESCO Journal , Paris.
MBMQA Criteria .(2000). Malcolm Baldrige National Quality Award 2000 Criteria for central to their development.
Performance Excellence. National Institute of Standards and Technology.
Marzano, R., Walters, T., McNulty, B.(2005). School Leadreship that Works: from Research
to Results. U.S.A.,ASCD Publication.
Perez, M. (2006). Managing Change: A Strategic Approach to Organisational Dynamics,
4th Edition. Harlow: Pearson Education.
Pragojo, D.I. , and Sohal A.S.(2004).” The Multidimensionality of TQM Practices in
Determining Quality and Innovation Performances – An Empeherical Examination.”
Tecnovation.
Sallis, E.(2003) . Total Quality Management in Education, 3rd Edition. USA: Stylus
Publishing Inc. School Press.
Senge, P.N. (2000). Schools that Learn. New York: Doubleda
226
Vol. 2
RECOMMENDATIONS
1. Practice strategic planning and process management approaches to promote
school climate. Leader should be a resource provider, modeled expected behavior,
and built the capacity of the staff. Schools should institutionalized quality training as
processes tool.
2. Improve continuously the programs and projects focused on students’ interest as
3. Involve management staff, teaching staff, and other stakeholders in the development
of the vision and skills in leadership, management, interpersonal communication,
problem solving and creative cooperation to improve further strong link and
partnership.
4. Improve the leadership continuously and ensure teamwork, effective learning, and
organization. Teaching and learning process have to be guided by TQM models and
evaluation carried out on all aspects especially classroom process.
5. Develop and maintain an effective control of physical environment and resources
of the school.
6. Recreate their work processes using philosophy, quality tools, and methods that
require teamwork, training and extensive collection and analysis of data that will
provide opportunity to conceptualize a systematic change for the schools.
7. Make systematic changes that deviate from the concept of the traditional education
if the data confirm the need and they must have the discipline to manage the
changes.
8. Develop a quality framework to support and improve teachers’ work and expect the
learners to achieve and raise standards.
9. Larger target population frame and all other related pertinent indicators that may
have significance in school outcome and performance measures may be included
in future research.
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INTRODUCTION
The Department of Education is strongly committed to support student health and
well -being through its curriculum in schools that offer opportunities that promote physically
fit individuals who love eating healthy food. Schools are encouraged to implement
comprehensive health and well – being programs, including food and nutrition education.
Foods eaten at school contribute significantly to students' daily nutrients Intake
and also have a significant influence on the development of their eating habits, growth
ASSESSMENT ON THE QUALITY OF SCHOOL CANTEEN FOOD
patterns and energy levels. School canteens and other school food services are important SERVICE AT WENCESLAO TRINIDAD NATIONAL HIGH SCHOOL:
educational resources, providing a model that guides student food choices. BASIS FOR IMPROVED CANTEEN SERVICES
On the other hand, there are lots of students in public schools with meager
allowance for snacks in the public schools; therefore it is necessary that daily food served
JHOAN OLDAN – SUAREZ
in the school canteen are assured to be within the mean of the students considering the
Teacher III
nutritive value of the food items being served to them. However, there are other factors
Wenceslao Trinidad National High School
in the process which are not given attention which may adversely affects the school
Laurel, Batangas
food services. Based on this, the researcher thinks that there is a need for a thorough
assessment of the food service of the school canteen.
ABSTRACT
Review of Related Literature This study assessed the quality of school canteen food service at Wenceslao Trinidad National High
The school setting is a crucial part of the social environment that shapes eating behaviour, School for the management to identify the quality of the service they are rendering and help them
realize the need to objectively solve the problems encountered in the canteen operations, therefore
especially that children’s food preferences are learned through repeated exposure to foods.
improve their services. The descriptive method of research was utilized and the information was
School food services are an integral part of the school environment and are an ideal site
gathered through the use of a survey questionnaire. The findings of this study revealed that the
to focus efforts on improving the nutrition of schoolchildren (Drummond &Sheppard, 2011). quality of school canteen food service to different dimensions is very satisfactory, though there
The establishment and operation of school canteen is important in developing love are some aspects thatneed improvements. The results of this study provided some insights and
and interest in buying nutritious and healthy food among students and school personnel, information on how canteen managers will improve the school canteen food service for the benefit of
making it possible for them to enjoy nutritious and healthy food at affordable prices during the clients who must be served and satisfied.This research is limited to the assessment of the quality
the school day. The canteen should also provide a variety of foods and dishes that enhance of school canteen food service and it did not seek to include solutions on how the canteen will be
the skills and knowledge learnt in the classroom about food and nutrition (Maniquiz, 2009). operated but rather suggests and recommends on how to improve canteen services.This research is
In this connection, a provision which embodied in DepEd Order No. 8, s. 2007 on of great importance for improving the school canteen food services.
Revised Implementing Guidelines on the Operation and Management of School Canteens KEYWORDS
in Public Elementary and Secondary Schools, stressed out that, the school canteen shall School Canteen, Food Service, Improved Canteen Services
help eliminate malnutrition among pupils/students and shall serve as a venue for the
TYPE OF RESEARCH
development of their desirable eating habits.
Action Research

Conceptual Framework
The entire research process is presented in the conceptual paradigm below.
INPUT PROCESS OUTPUT

Assessment of School
Canteen Food Service

• Price of Commodities
Administration of
• Canteen Staff Improved Canteen
Questionnaires
• Canteen Facilities Services
• Quality of Food Data Gathering
Served Procedures
• School Canteen
Guidelines

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Results and Discussions Research Design

This part of the research presents the analysis and interpretation of data with The descriptive method of research was used to assess the quality of food service at
tables and graphs as part of illustration. The presentation and discussion are organized Wenceslao Trinidad National High School Canteen as basis for its improvement. The data
according to the order of the questions. and information were gathered through the use of a survey questionnaire as an instrument.
The random sampling technique was used to determine the number of respondents per
Table 1 group.
Mean Distribution of the Quality of School Canteen
Food Service in terms of Price of Commodities
Respondents of the Study
A. Price of Commodities – refers to the Mean Interpretation Rank The respondents of this study were one hundred twenty (120), consisted of eighty (80)
cost of food and other commodities students from different grade/year levels, twenty (20) teaching staff and twenty (20) non -
offered in the school canteen. teaching staff. They were selected regardless of their age, gender and grade or position
1. Healthy food choices are sold at competitive 3.89 Very Satisfactory 1 level.
prices.
2. The canteen sells food at affordable prices. 3.54 Very Satisfactory 3 Population and Sample Size
3. The canteen provides cheap but nutritious 3.84 Very Satisfactory 2
The target population of the study includes students from different grade/year
food for snacks and lunch supplements.
levels, the members of the faculty and the non-teaching staff. To maintain the adequacy
4. The canteen offers cost saving meals to the 3.28 Satisfactory 5 and balance of the results of this study, the researcher used the stratified random sampling
customers as in value or combo meal.
technique. An equal number of respondents were taken from each stratum of the
5. Variation in prices of food depends on quality 3.43 Satisfactory 4 population.
and quantity.
Average 3.5967 Very Satisfactory
Research Instrument

Table 1 shows the assessment of the respondents to the school canteen food
service in terms of price of commodities. Among the indicators in the price of commodities,
the first three itemsare interpreted as very satisfactory. Such items are (1) Healthy food
choices are sold at competitive prices (WM – 3.89); (3) The canteen provides cheap but
nutritious food for snacks and lunch supplements (WM – 3.84); (2) The canteen sells food
at affordable prices (WM – 3.54). The remaining indicator weighted mean ranged from
3.43 to 3.28 and interpreted as satisfactory. This finding revealed that food costing is very
important. If the price of the food will high and there is no cost saving meals offered to
the clientele, they will no longer visit the canteen instead they will bring their own snacks
brought outside the school, or will bring cooked food from their home.
The researcher utilized a questionnaire – checklist to gather pertinent data. The
questionnaire consists of structured series of questions based on the specific statements
of the problem of this study. It consist of two parts;
Part I includes items that identify the respondents gender, grade/position level and
their frequency of visit to the school canteen.
Part II contains the statement that assess the quality of food service of the school
canteen in terms of (a) price of commodities; (b) services rendered by the canteen staff; (c)
utilization of canteen facilities; (d) quality of food served; and (e) implementation of school
canteen guidelines.
To be able to assess the food service of the school canteen, the respondents rated
each statement using Likert 5 – point scales. The response scale code used and the
verbal description of each were as follows:

Range Rating Verbal Interpretation

4.50 – 5.00 5 Outstanding
3.50 – 4.49 4 Very Satisfactory
2.50 – 3.49 3 Satisfactory
1.50 – 2.49 2 Moderately Satisfactory
0.49 – 1.49 1 Not Satisfactory

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Table 3 shows the assessment of the respondents of school canteen food service Table 2
in terms of canteen facilities. The highest mean obtained from the perception of the Mean Distribution of the Quality of School Canteen
respondents was in Item No. 1: Chairs and tables are properly arranged for comfort and Food Service in terms of Canteen Staff
pleasant atmosphere (WM = 4.02), which is interpreted as very satisfactory. On the other
hand, the lowest mean value computed was on Item No. 4: There is enough space to B. Canteen Staff – those who are in Mean Interpretation Rank
accommodate the diners (WM = 3.50), also interpreted as very satisfactory. charged to supervise, manage and assist
Facilities and equipment help the canteen staff to prepare food, and render service the canteen services.
to the customers properly and with ease. A well-managed school canteen is expected to 1. Staffs are appropriately dressed. 3.94 Very Satisfactory 1
utilize all the present canteen facilities properly.
2. Staffs are polite, friendly and approachable. 3.90 Very Satisfactory 2
Enough space to accommodate the diners should be given more emphasis to
improved canteen services since it falls to the lowest rank. It may be better if an additional 3. The canteen staff offers assistance in the 3.71 Very Satisfactory 3
choice of food.
canteen building will be constructed to accommodate the diners and to facilitate ease in the
storing, preparation and serving of food. 4. Staffs are sensitive to the needs of their 3.58 Very Satisfactory 4
clientele.
Table 4 5. The staffs are always available in meeting the 3.57 Very Satisfactory 5
Mean Distribution of the Quality of School Canteen needs of the clientele.
Food Service in terms of Quality of Food Served Average 3.7400 Very Satisfactory

D. Quality of Food - This refers to the Mean Interpretation Rank Table 2 shows that the respondents perceived the entire indicators of services
aspect of food which describes or of canteen staff as very satisfactory. Their rank and weighted mean are consecutively
characterized food service in terms of written as follows: Staffs are appropriately dressed (3.94); Staffs are polite, friendly and
nutrition, palatability, variety, appearance approachable (3.90); The canteen staff offers assistance in the choice of food
and satisfaction. (3.71); Staffs are sensitive to the needs of their clientele (3.58); and item no. 5,The
1. The canteen sells healthy choices of food and 4.01 Very Satisfactory 1 staffs are always available in meeting the needs of the clientele (3.57) obtained the lowest
drink with nutritional value. rank. This finding shows that among the five indicators, the last item should be given more
emphasis and therefore be improved.
2. There is limited intake of food containing 3.68 Very Satisfactory 3
saturated fat, added salt, added sugar and Table 3
alcohol.
Mean Distribution of the Quality of School Canteen
3. The clients enjoyed variety of foods from the 3.52 Very Satisfactory 5 Food Service in terms of Canteen Facilities
different food groups which contain a wide range
of nutrients.
C. Canteen Facilities - It refers to the Mean Interpretation Rank
4. Appearance of foods served is appealing and 3.77 Very Satisfactory 2 chairs, tables, tools, utensils, and
presentable.
other cooking equipment used in food
5. Affordable and nutritious food are available 3.55 Very Satisfactory 4 preparation and dining.
anytime possible.
1. Chairs and tables are properly arranged for 4.02 Very Satisfactory 1
Average 3.7050 Very Satisfactory comfort and pleasant atmosphere.
2. Provide appropriate places for cooking, 4.01 Very Satisfactory 2
washing, storage of utensils and food display.
Table 4 shows the assessment of the respondents of school canteen food service 3. The equipment and working areas are 3.74 Very Satisfactory 3
in terms of quality of food served. Based on the assessment of the respondents on the arranged efficiently to save time and effort.
quality of food served, it indicates that all indicators were interpreted as very satisfactory 4. There is enough space to accommodate the 3.50 Very Satisfactory 5
with the first item: The canteen sells healthy choices of food and drink with nutritional value diners.
as rank 5. The canteen is well ventilated, lighted and 3.65 Very Satisfactory 4
clean.
Average 3.7850 Very Satisfactory

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Table 6 1 and Item No. 3: The clients enjoyed variety of food from the different food groups
Assessment of the Three Groups of Respondents to the which contain a wide range of nutrients got the lowest rank, though, both were interpreted
Quality of School Canteen Food Service as very satisfactory.
The findings indicated in Table 4 shows that the canteen management should be
DIMENSIONS STUDENTS TEACHING NON TOTAL INTERPRETATION careful in serving quality food to better serve and satisfied their clientele.
STAFF TEACHING WM
STAFF Table 5
Price of Commodities 3.74 3.33 3.29 3.60 VS Mean Distribution of the Quality of School Canteen
Food Service in terms of School Canteen Guidelines
Services Rendered by 3.81 3.55 3.64 3.74 VS
the Canteen Staff
E. School Canteen Guidelines –this Mean Interpretation Rank
Canteen Facilities 3.99 3.42 3.31 3.79 VS
refers to the policy being implemented in
Quality of Food Served 3.89 3.45 3.23 3.71 VS canteen operation.
School Canteen 4.23 3.78 3.66 4.06 VS 1. Food served are within the DepEd Policy and 4.03 Very Satisfactory 3
Guidelines Standards.
2. Necessary requirements needed in the 4.00 Very Satisfactory 4
Table 6 shows that the assessment of the three groups of respondents to the operation were complied.
quality of the school canteen food service to different dimensions were “Very Satisfactory”. 3. Canteen strictly follows the guidelines and 3.96 Very Satisfactory 5
This implies that the respondents are satisfied with the quality of school canteen food criteria on selection and hiring of staff.
service at WTNHS.
4. Canteen personnel have granted the required 4.20 Very Satisfactory 1
Figure 1 health permit.
5. Staffs are oriented with their roles and 4.09 Very Satisfactory 2
responsibilities.
Average 4.0567 Very Satisfactory

In terms of school canteen guidelines, Table 5 shows that all indicators were
interpreted as very satisfactory with a weighted mean ranges from 4.20 to 3.96. Among
the indicators in school canteen guidelines, Item No. 4, Canteen personnel have granted
the required health permit (WM – 4.20) rank first; Next in rank is Item No. 5, Staffs are
oriented with their roles and responsibilities (WM – 4.09); Rank 3 is Item No. 1, Food served
are within the DepEd Policy and Standards (WM – 4.03); While Item No. 2, Necessary
requirements needed in the operation were complied (WM – 4.00) got the fourth rank; Item
no. 3: Canteen strictly follows the guidelines and criteria on selection and hiring of staff
got the lowest weighted mean of 3.96. Although the implementation of school canteen
guidelines was interpreted as very satisfactory, the school canteen guidelines may be
revised in order to tighten or improved the policy and to ensure the quality of food service
of the school canteen since it falls to the lowest rank.

Further, a graph presented in Figure 1 shows that among the different dimensions,
the implementation of school canteen guidelines got the first rank, followed by canteen
facilities, services rendered by the canteen staff, quality of food served and the lowest rank

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Mean F-value p-value Interpretation goes to the price of commodities. Even though clients were satisfied to the quality of school
(Continuation) canteen food service, there are some aspects in each dimension which are in need for
improvement to better serve its clientele.
C. Canteen Facilities NON 3.3100 9.184 .000 Significant
- It refers to the chairs, TEACHING
tables, tools, utensils, Figure 2
TEACHING 3.4200
and other cooking
equipment used in food STUDENT 3.9950
preparation and dining. Total 3.7850
D. Quality of Food NON 3.2300 8.469 .000 Significant
- This refers to TEACHING
the aspect of food TEACHING 3.4500
which describes or
characterized food STUDENT 3.8875
service in terms of Total 3.7050
nutrition, palatability,
variety, appearance
and satisfaction.
E. School Canteen NON 3.6600 6.065 .003 Significant
Guidelines - this TEACHING
refers to the policy TEACHING 3.7800
being implemented in
canteen operation. STUDENT 4.2250
Total 4.0567

Table 7 shows that among the three groups of respondents, students consistently Meanwhile, a graph presented in Figure 2 revealed that among the three groups
gave a higher rating in their assessment among the five dimensions; in price of commodities, of respondents, students consistently gave a higher rating in their assessment in all
students weighted mean is 3.74 compared with 3.29 and 3.33 of non-teaching staff and dimension, while the non – teaching staff always gave the lowest rating.
teaching staff rating respectively. In terms of their assessment on canteen staff, students
again gave higher rating of 3.81 while non-teaching staffs rating is 3.64 and teaching staffs Table 7
rating is 3.55 so as with the other areas. As seen on the table, in all the areas of assessment, Significant Difference in the Assessment of the Non-teaching Staff, Teaching Staff
the non-teaching staff rating is the lowest among the three groups of respondents. and Students Respondents to the Quality of School Canteen Food Service
There is a significant difference in the assessment of the three respondents to
price commodities, canteen facilities, quality of food served and school canteen guidelines Mean F-value p-value Interpretation
since the significant p-value obtained is less than 0.05. A. Price of NON 3.2900 5.430 .006 Significant
On the other hand, there is no significant difference in the assessment of the Commodities - refers TEACHING
respondents in terms of canteen staff since the p-value obtained is greater than 0.05. to the cost of food and TEACHING 3.3300
other commodities
offered in the school STUDENT 3.7400
canteen. Total 3.5967
B. Canteen Staff NON 3.6400 .931 .397 Not Significant
- those who are in TEACHING
charged to supervise, TEACHING 3.5500
manage and assist the
canteen services. STUDENT 3.8125
Total 3.7400

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CONCLUSIONS Table 8
Proposed Action Plan to Improved Canteen Services
1. That the assessment of the three groups of respondents to the quality of school canteen
food service at Wenceslao Trinidad National High School Canteen is “Very Satisfactory”.
ACTION PLAN ON SCHOOL CANTEEN FOOD SERVICE IMPROVEMENT
2. That there is a significant difference in the assessment of the three groups of respondents
to canteen facilities, quality of food served and school canteen guidelines; while there is no
significant difference in the assessment of the respondents in terms of price of commodities PROBLEMS OBJECTIVES STRATEGIES MANPOWER DURATION EXPECTED
and services rendered by the canteen staff. OUTPUT
3. That the proposed action plan will help improve the quality of food service of the school Price of To be able to meet ►Offer Canteen Year Round Customer
canteen. Commodities and satisfy the Combo Meal Manager Satisfaction
needs of the school ►Plan day to Canteen Staff
canteen clientele. day menu
Canteen To efficiently and ► Canteen Canteen June Improved
RECOMMENDATIONS Staff effectively attend Staff Ori Manager Services
to most of the entation Canteen Staff
1. That the proposed plan of action may be presented to the proper authorities to customers' needs. ► Specific
serve as basis for improved canteen services. Job Function
2. That the proposed plan of action to improve the quality of food service of the Canteen To provide more ► Solicit School May Constructed
school canteen may be adopted and implemented. Facilities space for the or seek Administrator additional
3. That a similar study may be conducted to determine the extent of improvement of the diners. donations Canteen canteen
To equip with from LGU, Manager building
quality of school canteen food services.
complete kitchen NGOs and
and dining utensils. Private Sector
Quality of To help understand ► Use Canteen Year Round Customer
REFERENCES
Food Served the benefits of variety of Manager Satisfaction
healthy diet. foods rich in Canteen Staff Healthy
Bautista, L. et. al. (2009).Educational Statistics.ISBN No. 978 – 971 – 0169 – 03 – To provide the nutrients Food
0.Polytechnic University of the Philippines Open University System, Mabini clients with Choices
Campus, Sta. Mesa, Manila. nutritious yet
affordable foods.
Birion, J. C. et. al. (2005).Thesis and Dissertation Writing Without Anguish.Mutya Publishing
House, Inc. Valenzuela City. School To select the best ► Follow Canteen May Responsible
Chan, Felicidad S. &Infante, Ma. Ofelia G. (1993). Technology and Home Economics Food Canteen applicants fitted for the proper Manager Staff
Guidelines the job. selection
Management and Services II. Phoenix Publishing House, Inc. Quezon City.
To define the staffs and hiring of
Drummond, Claire and Sheppard, Lorraine.Examining Primary and Secondary School roles, functions and canteen staffs
Canteens And Their Place Within The School System: A South Australian Study. responsibilities.
(Thesis, 2011)
Franco, Ernesto A. et. al. (1998). Management in the Philippine Setting. National Book Table 8 discusses the possible activities as a suggestion on how to improve the
Store, Inc. Mandaluyong City. quality of canteen services. On the first column are the problems presented, on the second
Manantan, Victoria T. &Tabbada, Epifania V. (1995). Technology and Home Economics column are the objectives with regards to the problem, the third column enumerates the
Foods Management and Service II. Phoenix Publishing House, Inc. Quezon City. strategies in carrying out the objectives, the next column is manpower or the persons
Maniquiz, Arlene B. Canteen Administration and Operation at Maysan National High involved in making the strategies possible, next is the duration or the time frame when it is
School: An Assessment. (Thesis, 2009) to be done and last is the expected output after the different activities were carried out.
Pedigon, Grace P. (1989). Food Service Management in the Philippines. U.P. College of
Home Economics. Diliman, Quezon City.

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HTTP://WWW.PANDC.ORG.AN/SERVICES/CANTEENMANAGEMENT.HTM.
HTTP:///SEARCH.YAHOO.COM/CANTEENMANAGEMENT.THE SCHOOL CANTEEN
HANDBOOK (1999).DEPARTMENT OF EDUCATION. TASMANIA
HTTP://WWW.HINDAWI.COM/JOURNALS/JEPH/2012/415746/
HTTP://WWW.EDUCATION.VIC.GOV.AU/DOCUMENTS/SCHOOL/PRINCIPALS/
MANAGEMENT/GFYLMANMGT.PDF
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