COLLEGE OF EDUCATION Student Research Journal Panipad-Sipadwvsu.edu.ph/wvsu-old/files/pdf/COEpublication/2014 publication.pdf · Using Slovin’s formula, 322 were identified as respondents

WVSUCOLLEGE OF EDUCATION

Student Research Journal

Vol. XII, No. 1 September 2014

Panipad-Sipad

Table of Contents

The Relevance of a College Publication to the Information needs of Students in a Teacher Education Institution .......... 1 Joey Amaquin Michael Elisteria Mark Angelo Fuertes G.L. John Haro

Technology-Mediated Instruction (T-MI): An Augmentation Technique in a Professional Education Course .............................................................. 15 Irish S. Elarde Rex S. Paulino Shane Jay D. Solis Michie Joy T. Tobianosa Aivon T. Villanueva

The Mathematics Performance of the Grade 7 Students Vis-A-Vis the K to 12 Grade 7 Mathematics Teachers’ Least-Mastered Topics .................. 35 Shiela Mae L .Cordero Katleen Claire R. Efondo Aljon T. Fiel Lovella G.Gepala Catherine Marie G.Gicano

Preparedness of BSED Pre-Service Teachers on Becoming Global Educators .......................................... 53 Kean Jean C. Adorna Exzylyn T. Analista Iysa Marie B. Balderas Cleofe B. Chico Cristine Mae C. notado

ISSN # 2243-99-00

Awareness of Peace Education Knowledge, Attitudes, Values and Skills (KAVS) of M.Ed. (ECE) Students: Basis for Program Development ....................................................... 67 Ilona Jean P. Espinosa Grace B. Ortega Emmarie B. Panganiban April Joy n. Samar Fe Melissa P. Tabares

Coping Mechanisms Employed by Fathers having Intellectually Gifted Children .............................................. 86

Joselle Marie L. Alojado John Kevin P. Arevalo Maria Salome B. Cerbas Ilyena Marie V. Palaypay

Antas ng Kamalayan sa K to 12 Basic Education Curriculum ........................................................................ 96

Ivy Rose C. Cabillon Leonisa C. Calimotan Gaymarie G. Hingpit Jeanette T. Tacuban

Personality Traits and English Oral Proficiency of Second Language Learners .............................................112 Christy Luz L. Bogador Ronalyn D. Derecho Dhanie A. Diana

Tiny Steps: Stories of School Children in the Seven Cities of Alimodian .................................................125 neljane Aldep Jhieneva Ambid MC Grace Canaya Christine Joy Tanedo Math Self-Efficacy and Mathematical Problem-Solving Performance of Elementary Pupils ....................................137 Sharmagne Gay T. Calfoforo Mark Gregory L. Masculino Isabel C. Estremadura Josephine M. Segovia Ian B. Oranio

Resolution No. 83, S. 2001

Approving the publication of a Student Research Journal for all colleges, and approving further that a journal fee of TWO HUNDRED PESOS (Php200.00) shall be collected from the students upon enrolment in their first research course.

Approved

WVSU - College of Education Student Research Journal

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THE RELEVANCE OF A COLLEGE PUBLICATION TO THE INFORMATION NEEDS OF STUDENTS IN A TEACHER

EDUCATION INSTITUTION

Joey AmaquinMichael Elisteria

Mark Angelo FuertesG.L. John Haro

Bachelor in Secondary Education (English)

Adviser: Hazel Villa, MJour.

Abstract

This study aimed to measure SILAK Publication’s level of relevance to the information needs of the students of West Visayas State University-College of Education (WVSU- COE) with the assumption that there are no significant differences in SILAK Publication’s level of relevance to the information needs of WVSU-COE students when grouped according to year level and degree program. Using Slovin’s formula, 322 were identified as respondents from among 1,648 students enrolled in the second semester of school year 2012-2013. A validated researcher-made questionnaire with a list of information needs categorized into course-related, personal-related, social-related, and school-related was administered among the respondents. After data were gathered and analyzed, it was found that there are significant differences in SILAK Publication’s level of relevance to the information needs of WVSU-COE students when grouped according to year level,but none when grouped according to degree program. In general, results show that SILAK Publication is very relevant to the information needs of WVSU-COE students.

Background of the Study and Conceptual FrameworkIntegrating and applying the concepts of patriotism, nationalism, and

social consciousness in the curriculum are some of the aims of Philippine public education. It is through campus publications that information about the school is disseminated to the students, and it is also through the publications’ opinion pages that views on current events concerning them are expressed. It must be noted as well that the production of campus publications is one of various student rights, which enables free expression of opinions and the use of effective academic and administrative functions of the school (Primero, 1993, cited in Ang, 2001).


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Republic Act No. 7079 or “An Act Providing for the Development and Promotion of Campus Journalism and for Other Purposes”, commonly known as the “Campus Journalism Act of 1991”, mandates Philippine colleges and universities of the existence of campus publications and the promotion of press freedom at the campus level. This is to reinforce values, to stimulate analytic and imaginative thinking, and to build the character and the discipline of the Filipino youth. In view of this policy, programs that will enhance the students’ journalistic skills shall be undertaken while advancing the practice of responsible and free journalism (Campus Journalism Act, 1991).

As a public information arm, a campus publication has as one of its functions the dissemination of information on the campus’ good performance and achievements to the student body. Doing so helps the school achieve its students’ support of its activities and programs, which are basically aimed at student growth and development. Moreover, this prepares the students to become responsible citizens living in a society that is governed with the ideals of democracy (Ang, 2001). In turn, the campus administration should give its full support and encouragement to the staff of the campus publications.

Campus publications, being the providers of firsthand information to students, teachers, and the community and being forms of mass media, are conveyors of ideas, opinions, and information that should reach the people’s awareness. Spears and Lawshe (1979) have summarized the functions of campus publications into: (1) educating the community of the school and (2) aiding the students by providing them opportunities for interesting writing (cited in Ang, 2001). The second function provided by Spears and Lawshe implies that campus publications not only expose campus journalists to writing journalistic articles (e.g., news, feature, opinion, etc.) but also enable self-expression through creative writing (i.e., the writing of poems, short stories, essays, etc.).

Furthermore, school papers also serve as training grounds for future journalists. Cruz (1973) pointed to campus publications as venues for the preparation of campus writers, training them to write varied types of news stories, feature stories, critical reports, etc. (cited in Ang, 2001). These are preparatory to actual staff work wherein the students themselves organize, manage, and improve the school paper. Tan (1994) further believed in the campus journalists’ significant roles in forming strong public opinion, which is essential for a society to be active in the face of socioeconomic and political crises (cited in Ang, 2001).


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Press freedom is one of the provisions of the Philippine Constitution embedded in Section 4 of Article III (Bill of Rights): “No law shall be passed abridging the freedom of speech, of expression, or of the press, or the right of the people peaceably to assemble and petition the government for redress of grievances” (Philippine Constitution, 1987). However, not every right is absolute. Journalists, including campus journalists for that matter, must abide by their Code of Ethics.

Furthermore, Ang (2001) stated that having a campus publication is important to the school system, especially if that school upholds quality education. In this sense, quality education refers not only to effective instruction brought about by efficient teachers and good facilities but also to a sub-system abiding by an advocacy; thus, the existence of campus publications is necessary. The good quality of a campus publication’s outputs is reflected on the quality of its newsletter, broadsheet, magazine, literary folio, and other issues and how these are relevant to the information needs of its target readers and clientele.

Thus, SILAK Publication was founded in 1979 in response to the need of having a student publication that would inform the students of issues concerning them. Having consistently won the Best Departmental Publication award from 1989 to 1991, SILAK Publication was awarded the Gawad Graciano Lopez-Jaena, which it held until 1995, by the Philippine Information Agency (PIA). This makes SILAK Publication the only recipient of the award in WVSU and the first in Region VI (Western Visayas). It was from 2002 to 2005 that the publication had once again held the distinction (Salvilla and Sontillanosa, 2007).

This account proves that the articles published and released by SILAK Publication in its broadsheet, magazine, literary folio, and other issues have already transcended the assessment of its performance and excellence. What this study aimed to look into is the assessment of its relevance, whether the information provided by SILAK Publication is indeed relevant to the information needs of the students of West Visayas State University-College of Education (WVSU-COE) or not and to what extent.

Below is the graphical representation of the conceptual framework of the current study.


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Figure 1. Relevance of SILAK Publication to information needs of WVSU-COE students of varying degree programs and year levels.

Statement of the Problem This study aimed to look into SILAK Publication’s level of relevance

to the information needs of WVSU-COE students. Specifically, this study sought to answer the following questions:

1. What is SILAK Publication’s level of relevance to the information needs (course-related, personal-related, social-related, and school-related) of WVSU-COE students when grouped:

a. as a whole; b. according to year level; and c. according to degree program?

2. Is there a significant difference in SILAK Publication’s level of relevance to the information needs of WVSU-COE students when grouped according to:

a. year level, and b. degree program?

Hypothesis In view of the previously stated questions, the following null

hypothesis was generated: There is no significant difference in SILAK Publication’s level of

relevance to the information needs of WVSU-COE students when grouped according to:

a. year level, and b. degree program.

Research Design This study aimed to measure SILAK Publication’s level of relevance

to the information needs of the students of West Visayas State University-College of Education (WVSU-COE), who were enrolled in the second semester of school year 2012-2013. Specifically, the study wanted to measure SILAK Publication’s level of relevance to the information needs of

Year Level of Students

Degree Program of Students

Relevance of SILAK to the information needs among WVSU-COE students


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WVSU-COE students when grouped as a whole and according to areas of information needs, year level, and degree program. Furthermore, the study was pursued to determine whether there were significant differences in SILAK Publication’s level of relevance to the information needs of WVSU-COE students when they were grouped according to year level and degree program or none.

This is a quantitative-inferential study that includes a validated questionnaire with a list of information needs namely course-related, personal-related, social-related, and school-related. Respondents

There were 322 respondents identified through stratified random sampling using Slovin’s Formula, a formula used to calculate an appropriate sample size from a population, out of 1,648 WVSU-COE students. Data was provided by WVSU’s Management Information System (MIS). The respondents were WVSU-COE students enrolled in the second semester of school year 2012-2013.

The respondents were classified into degree program, which were the Bachelor in Elementary Education (BEEd), Bachelor in Secondary Education (BSEd), and Bachelor in Special Education (BSpEd), and year level.

Table 1 Breakdown of respondents According to year Level and degree Program

Degree Program First Year Second Year Third Year Fourth Year TotalBEEd 29 29 26 26 110BSEd 35 29 29 29 132BSpEd 26 16 19 19 80

TOTAL 90 87 71 74 322

InstrumentData-Gathering Instrument. The instrument was a validated

researcher-made questionnaire composed of a list of information needs, which were categorized into course-related, personal-related, social-related, and school-related.

The questionnaire was validated by experts in the fields of language, journalism, and statistics. The validators were professors of WVSU and were familiar with the issues published by SILAK Publication, while the statistical validator was from another university.


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The respondents were asked to evaluate SILAK Publication’s level of relevance to their information needs through a Likert scale, with 5 as “highly relevant”, 4 as “very relevant”, 3 as “relevant”, 2 as “fairly relevant”, and 1 as “not relevant”.

Research Process and Procedure. After the instruments were administered and gathered, the frequency count, the mean (M), and the standard deviation (SD) were taken. After which, Analysis of Variance (ANOVA) was used to evaluate whether there were significant differences among the variables. Then, to identify what specific areas had significant differences, the Post-Hoc Analysis was used. Under the guidance of a statistician, numerical data were obtained using the Statistical Package for Social Sciences (SPSS).

The scale of measurement used to ascertain the level of relevance of each item included in the instrument is hereby indicated.

Mean Interpretation

5.00 – 4.21 4.20 – 3.41 3.40 – 2.61 2.60 – 1.81 1.80 – 1.00

Highly Relevant Very Relevant

Relevant Fairly Relevant Not Relevant

Results and Discussion

Descriptive Data Analysis When grouped as a whole, WVSU-COE students produced a mean

of 3.77 with regard to SILAK Publication’s level of relevance to their information needs. Based on the scale of measurement previously presented, the mean, falling in between 3.41 and 4.20, corresponds to “very relevant”. This means that students, when taken as a whole, consider the information provided by SILAK Publication to be very relevant to their information needs. Table 2 shows the data.


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Table 2 Mean of SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students when grouped as a Whole

N Maximum Minimum M SDAs a whole 322 0.95 5.00 3.7701 0.68268 TOTAL 322

When grouped according to areas of information need (course-related, personal-related, social-related, and school-related), results show that the school-related area of information is considered by WVSU-COE students to be most relevant (M=4.0), followed by the personal-related area of information (M=3.8) and the course-related area of information (M=3.7). The social-related area of information is ranked lowest (M=3.6), but this area still corresponds to “very relevant”. Furthermore, the students gave similar ratings in the personal-related area (SD=0.74) and had varied ratings in the social-related area (SD=0.78). Data are presented in Table 3.

Table 3Mean of SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students When grouped According to Areas of Information needs

Areas of Information

Needs N Maximum Minimum Mean SD

Course-Related 322 1.40 5.00 3.7197 0.76457 Personal-Related 321 1.00 5.00 3.8017 0.73975

Social-Related 321 1.40 5.00 3.6179 0.78107

School-Related 321 1.20 5.00 4.0025 0.76990

TOTAL 321

When the data gathered was classified according to year level, WVSU-COE students agree that the information provided by SILAK Publication is “very relevant” (M=3.78). The mean of scores by year level, on the other hand, is not too diverse. The first year students, however, show greater deviation (SD=0.72) with the second year students showing the least diversity (SD=0.63). Additional information is provided in Table 4.


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Table 4 Mean of SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students When grouped According to year Level

Year Level N Mean SD First Year 90 3.9400 0.72155 Second Year 87 3.6029 0.63417 Third Year 71 3.6873 0.63424 Fourth Year 74 3.8399 0.68890 TOTAL 322 3.7702 0.68268

Lastly, when the results were grouped according to degree program, SILAK Publication was able to deliver very relevant information to the students (M=3.78). When ranked, SILAK Publication was proven to be most relevant for BSEd students (M=3.84), followed by the BEEd (M=3.76) and the BSpEd (M=3.67) students, respectively. Moreover, students taking up BEEd had diverse ratings as to levels of relevance (SD=0.73), while students taking up BSpEd had close levels of relevance based on their ratings (SD=0.63). Table 5 shows further information.

Table 5 Mean of SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students When grouped According to degree Program

Degree Program N Mean SD Bachelor in Elementary Education

90 3.9400 0.72155

Bachelor in Secondary Education

87 3.6029 0.63417

Bachelor in Special Education

71 3.6873 0.63424

TOTAL 322 3.7702 0.68268

Pertaining to the question of whether there are significant differences in SILAK Publication’s level of relevance to the information needs of WVSU-COE students or none, the results show that when grouped according to year


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level, there was a significant difference (p=0.005). This is shown in Table 6.

Table 6 differences in SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students When grouped According to year Level

Sum of Squares Df Mean Square F Sig.Between Groups 5.878 3 1.959 4.335 0.005Within Groups 143.726 318 0.452 TOTAL 149.604 321

In particular, the level of significant difference was immense among the following groups: (1) first year and second year students (p=0.001), (2) first year and third year students (p=0.018), and (3) second year and fourth year students (p=0.027). Numerical data are shown in Table 7.

Table 7differences in SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students Among year Levels

Finally, as supported by the numerical data yielded through Analysis of Variance (ANOVA), it was found out that there was no significant difference when WVSU-COE students were grouped according to degree program (p=0.208). Table 8 shows this result.


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Table 8. differences in SILAK Publication’s Level of relevance to the Information needs of WVSU-COE Students When grouped According to degree Program

Sum of Squares df Mean Square F Sig. Between Groups 1.466 2 0.733 1.579 0.208Within Groups 148.137 319 0.464 TOTAL 149.604 321

Conclusions In view of the findings, the following conclusions were generated: 1. SILAK Publication was successful in delivering very relevant

information to its clientele, the WVSU-COE students. 2. SILAK Publication was successful in delivering very relevant

information regarding the different degree programs, the varied everyday topics such as lifestyle and well-being, the community, and the University.

3. SILAK Publication was successful in catering to the information needs of WVSU-COE students in all year levels and in all degree programs.

4. When grouped by year level, the information needs of WVSU-COE students vary.

5. When grouped by degree program, WVSU-COE students have similar information needs.

Recommendations Considering the findings of the study and the generated results and

implications from these findings, the following recommendations were made:

1. A more extensive research must be conducted for the University publication considering the different courses offered in the University with their respective year levels. Other departmental publications can also conduct the same study.

2. A more extensive research on the same topic must be conducted considering sex as a variable.

3. There must be a discussion on the variety of topics including the perspectives of the different year levels among the members of SILAK Publication’s editorial staff, so that information provided in the publication’s issues will be relevant not only to some but also to all year levels.


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4. The SILAK Publication editorial staff should be well-represented with respect to the degree programs, owing to the assumption that the number of students who write for the publication under a certain degree program could affect the publication’s level of relevance to the information needs of the students when grouped according to degree program. The screening for new members of SILAK Publication’s editorial staff should also consider the applicants’ degree programs, not only their journalistic and creative writing skills as shown in their outputs during the written test.

5. Since the categories and the corresponding items in the instrument are found to be very relevant to the students’ information needs, SILAK Publication must use the data as springboard or blueprint in planning for their articles, so as to cater to the information needs that students find to be very relevant to theirs.

6. Since the social-related area of information is the least relevant in rank, SILAK Publication should focus on this area for improvement. Since the school-related area is found to be the most relevant in rank, SILAK Publication should focus on this strength in catering to the students’ information needs.

References

Ang, I. P. S. (2001). Evaluation of campus publication of the College of Education, West Visayas State University for the past decade, 1990 to 2000 (Unpublished undergraduate thesis). Iloilo City, PH: West Visayas State University.

Campus Journalism Act (1991). Retrieved from http://www.chanrobles.com /republicactno7079.htm#.UU0VfBcrrfw.

Salvila, L., & Sontillanosa, M. (2007, June to October). SILAK: Its dawn and ascension. Stepping out of the Fairy Tale Delusion, 20 (3), 8-10.


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TECHNOLOGy-MEDIATED INSTRUCTION (T-MI): AN AUGMENTATION TECHNIqUE IN A PROFESSIONAL

EDUCATION COURSE

Irish S. ElardeRex S. Paulino

Shane Jay D. SolisMichie Joy T. Tobianosa

Aivon T. Villanueva

Adviser: DR. MA. ASUNCION CHRISTINE V. DEQUILLA

Abstract

This study sought to investigate the effects of technology-mediated augmentation in the performance of the professional education course, The Teaching Profession, of the second year Bachelor in Secondary Education students with majors in Math, Filipino, and Social Science of West Visayas State University, College of Education. Sixty students (60) were selected and match-paired through their Standardized Aptitude Test for Teachers (SATT) scores. One group of 30 was exposed to T-MI augmentation, while the other group of 30 subjects were exposed to the conventional face-to-face make-up session. This is a quasi-experimental study. The respondents were given pretest-posttest professional education course examinations for the coverage of three chapters based on their course content. descriptive and inferential statistics were used to determine their performance and whether there was a significant difference in the results of the pretest and posttest scores as well as the mean gain scores between the two groups set at 0.05 level of significance. A questionnaire was further used to gain insights on the subjects’ perceptions on the augmentation technique-technology mediated instruction. The results showed a significant difference in the mean of the pretest and posttest scores of both groups in favor of the group exposed to Technology-Mediated Augmentation. This indicates a positive impact on the performance of the students. With the use of interview protocols, the subjects exposed to the use of Technology-Mediated Instruction augmentation expressed positive gains in the learning of salient concepts and in their ability to participate meaningfully in discussions despite certain limitations in technology.


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Background and Theoretical Framework of the Study The teaching profession is both a mission and a vocation. When one

is called to be a teacher, he is sent into the world to accomplish a mission, to teach.

As noted in the World Education Report (UNESCO, 1998), education worldwide is facing a significant challenge in preparing students and teachers for “future ‘knowledge-based’ society” during a time when most teachers are not prepared to use Information and Communication Technology and “the majority of existing school buildings, even in the most developed countries, are not equipped to integrate the new information and communication technologies.”

In recent years, the teaching profession has been struggling to keep pace with the changes in society and the accompanying challenges of the technological world. The Teacher Education Development Program (TEDP) in 2005 stated that there should be Competency-Based Teacher Standards that will allow both the pre-service and the in-service teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning. Some of the performance indicators that teachers should have are the needs to keep abreast with recent developments in education, to utilize Information and Communication Technology to enhance teaching and learning, and to deliver accurate and updated content knowledge using appropriate methodologies, approaches and strategies.

Furthermore, the Commission in Higher Education (CHED) promulgated CHED Memorandum Order Number 30 Series of 2004 (CMO 30 s. 2004), otherwise known as Revised Policies and Standards for Undergraduate Teacher Education Curriculum to keep pace with the demands of global competitiveness. It emphasized the quality pre-service teacher education is a key factor in quality Philippine education. In the Philippines, the pre-service preparation of teachers for the primary and the secondary educational sectors is a very important function and responsibility that has been assigned to Higher Education Institutions (HEIs).

Notably, all the efforts to improve the quality of education in the Philippines are dependent on the service of teachers who are properly prepared to undertake the various important roles and functions of teachers. As such, the highest standards have to be set in defining the objectives, components, and processes of the pre-service education curriculum.


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As prescribed for in the Competency Standards of CMO 30 s. 2004, graduates of the Teacher Education Institutions (TEIs) are teachers who can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning. Section 10 of the memorandum articulates that one of the various components of the curriculum for pre-service teachers is the Professional Education Courses. These courses represent the component of the curriculum that aims to develop the range of knowledge and skills needed in the practice of the teaching profession. All the courses are taught using wide range of teaching-learning approaches and student assessment procedures, including whenever possible the use of some educational technology.

Technology then is viewed as link to new knowledge, resources and high order thinking skills in classrooms and schools worldwide. Personal computers, online services, Word Wide Web, and other innovative technologies have enriched curricula and altered the types of teaching available in classrooms. School’s access to technology is increasing steadily everyday and most of these newer technologies are now even used in traditional classrooms (Bilbao et al., 2012). Technology acts as cognitive support, promotes collaboration as well as independent learning, and provides support to the solution of meaningful problems (Goldman et al., 1999).

Rogers (2000) emphasized in his study of technology integration for the higher education that in order for the universities to remain competitive in the new millennium, they must have cohesive training programs with an emphasis on learning and provide adequate technical support that will assist technology into instruction. With National Technology Competencies being prepared for the K to 12 Curriculum, it only stands to reason that technology competencies for higher education must also be implemented. However, it is important to note that requiring a set of skills or technology competencies for each instructor does not insure technology will be used in classrooms or that it will be used to enhance instruction. Implementing technology may be a catalyst, but effective use of technology requires adequate training in technology and learning styles, as well as adequate technical support.

Dobozy (2012) cited that despite the long-standing tradition of classical knowledge-transmission approaches in higher education delivered face-to-face through lecture-style oration in front of a large number of students showing varying degrees of interest, demands that HEIs produce lifelong learners and ‘e-ready citizens’ are slowly but steadily changing pedagogical practices in HEIs and elsewhere. The recently released report


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of the social impact of ICTs commissioned by the European Union (EU) coupled with the Education Services Australia (ESA) report highlights the need to recognize the Rusch’s (2008) conceptualized term ‘‘ICTisation’’ of people’s lives as becoming a fast approaching reality (EU, 2010; ESA, 2010). Unsurprisingly, the increased ICTisation of all aspects of people’s lives, from tele-Government, tele-Health to tele-Learning (commonly referred to as eLearning), has contributed to the view that education reform is urgently needed. This leads to the acceptance of technology-mediated education as the norm rather than the exception, because, in part, “individuals who can navigate, comprehend, and utilize new knowledge sources will have a competitive advantage in the 21st Century” (Elrod & Somerville, 2007).

The instructional effects of media have provided a platform for diverse opinions. On one hand, Clark (1983, 1994) maintained that media do not influence learning in any condition. In contrast, Kozma (1994) argued that technologies such as computers and video influence learning by interacting with an individual’s cognitive and social processes in constructing knowledge. More recent literature has supported Kozma’s above argument. Thus, many researchers suggest assessing learners’ psychological factors before formal distance instruction (Ross, 1998) in order to individualize instruction. The current study investigates the interface of technology and education through the use of online sessions to augment class instruction.

Through the use of internet to aid instruction, students in the classroom and other locations, such as a computer laboratory or home, can access instructional material. Furthermore, Technology-Mediated Instruction (T-MI) enables the amplification of the modality of instruction with new acquirements for the learners which bridges and involves generation gap among learners, teacher and school’s epistemology, content, policy and long-term planning.

Statement of the Problem This study intended to find out the viability of Technology-Mediated

Instruction and the Conventional Face-to-face Instruction as augmentation modalities in the professional education course, The Teaching Profession of prospective teachers.

Specifically, this study aimed to answer to the following questions: 1. What is the mean performance in the pretest and posttest of the

group exposed to augmentation through Technology-Mediated Instruction and group exposed to augmentation using Conventional Face-to-face Instruction?


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2. Is there a significant difference in the mean gain scores in the professional education course examination between the group exposed to augmentation through Technology-Mediated Instruction and the group exposed to augmentation using Conventional Face-to-face Instruction?

3. How does the group exposed to augmentation through Technology-Mediated Instruction perceive this kind of modality?

Hypotheses Based on the preceding questions, this null hypotheses was formed: 1. There is no significant difference in the mean gain scores in

the professional education course examination of the group exposed to augmentation through Technology-Mediated Instruction and group exposed to augmentation using Conventional Instruction.

Theoretical Framework of the Study The Social Learning Theory of Bandura (1977) posits that learning

from each other creates a social context which in turn brings about interaction amongst the individuals. Interaction is a communication process between a participant and other participants either face to face or in an online environment. Cognitive and social interactions occur in communications amongst learners. Likewise, according to Vygotsky’s (1978) Social Development Theory, social interaction plays a fundamental role in the development of cognition, whereby participants learn from each other through sharing of knowledge, skills and experiences (Yeo and Quek, 2011).

As the constructivist theory has permeated the pedagogies of content areas, so too, it applies to the integration of technology in these same areas. Many of the constructivist practices in teacher preparation programs and technology integration are derived from the works of Vygotsky (1978) and Papert (1980). Constructivists believe that students learn best by actively constructing their own knowledge. When a learner is confronted with new knowledge, the learner’s intentions and previous experiences are all essential elements in determining what becomes of the knowledge.

Technology-Mediated Instruction or virtual classrooms, there is less dependence on rote learning, repetitive tests and a ‘one size fits all’ type of instruction, and more use of experiential discovery, engaged learning, differentiated teaching and the building of character through innovative and effective teaching approaches and strategies (Subramaniam et al, 2011).

The relationship between teaching and learning is based very much on the types and levels of activity that the teaching engenders in the learners. Contemporary educational thought supports the notion that students learn


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through a process of constructing knowledge. In other words, learning takes place in contexts, and that learners form or construct much of what they learn and understand as a function of their experiences in situation (Schunk, 2000).

The instructor is no longer seen as the source of information but as a co-learner, a collaborator, and a facilitator of learning. Jonassen (2000) states the “role as the teacher must change from purveyor of knowledge to instigator, promoter, coach, helper, model, and guide of knowledge construction”. The student becomes more responsible for and interacts with the process of his/her own learning as the classroom is no longer teacher centered.

Moreover, facilitators or online tutors should have a design—where proposed constructions are negotiated and evolve toward goals, just as goals for the design are negotiated and evolve—is a process of conversation. Frameworks from conversation theory as a structure for the architecture of conversations (Pask 1975) and a schema for modeling the evolution of conversations (Pangaro 2001) connects how instruction and learning happens in an online class.

Additionally, training complex decision-making tasks; allowing users to have goals when using software; creating a web search experience that does not feel like using a typewriter; avoiding unnecessary expenditure of the human cost—the energy, time, attention, and stress—required to get what people want while using computers (Pangaro, 2008).

The studies of Subramaniam (2011) Jonassen (2000), Pangaro (2011), and Yeo and Quek (2011), present that through learning online or Technology-Mediated Instruction, students are given the chance to interact among themselves through sharing ideas that enhance their learning through the facilitation of the online tutor or teacher with the set of clear goals or objectives.

Conceptual Framework In this view, the researchers deemed it necessary to find out the outcome

of the performance in the pretest and posttest scores of group exposed to augmentation using Technology-Mediated Instruction and the performance in the pretest and posttest scores of group exposed to augmentation which fosters the students’ interest to the course and improving their learning abilities.

Figure 1 conceptualizes the study. It shows the effect of modality of instruction, namely, Technology-Mediated Instruction and Conventional Instruction as independent variables to the performance in the professional


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education course examination of the students which serves as the dependent variable.

Performance includes the test scores of the students in the professional education examination through the series of pre-tests and post-tests given.

Figure1. The Research Paradigm

Technology-Mediated Instruction can be used to improve access and to provide alternate learning modalities, to reach individuals that might not readily make it to a campus, or who might have difficulty with a traditional campus approach.

Instruction of any kind, using any delivery method, should start by establishing high standards of performance which are clearly defined and articulated. In line with this, T-MI creates unique opportunities for the communication of expectations, but the same standards for quality curriculum hold for T-MI as for traditional modes (Chickering and Ehrmann,1996).

Furthermore, varied learning styles, multiple intelligences and multi-sensory inputs can be addressed through various delivery methods including technology-mediated instruction. Students have varied learning styles, and many traditional campus-based delivery methods emphasize as in glemodality, such as the lecture. Various technologies can provide an array of delivery techniques which can match the diverse learning styles accommodating the auditory, visual and kinesthetic, or various combinations when appropriately designed (Chickering and Ehrmann,1996).

The researchers summarized that Technology-Mediated Instruction (T-MI) offers additional instructional delivery tools and strategies which complement those currently in the academy. Accordingly in this study, when used appropriately, T-MI facilitates learning and the interactions between the student and the faculty. T-MI should be considered to be another modality of instruction and treated in the same way as other delivery methods. Good teaching practice seeks the appropriate modality, and good practice

Modalityof Instruction

• Technology-Mediated Instruction

• Conventional Instruction

Performancein the Professional Education Course Examination


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recognizes the needs of the learner and the facilitator. As rapid advancements in technology continue to happen everyone should be mindful of their potential as instructional tools,when placed in the hands of qualified and trained faculty.These are tools that might allow us to reach students in new ways.

Research DesignThe quasi-experimental method of research was employed. This

involves the examination of the outcomes as to what experimental design does; however, it does not involve randomly assigning participants to treatment and control groups. A quasi-experimental study might compare outcomes for individuals receiving program activities with outcomes for a similar group of individuals not receiving program activities. This type of study also might compare outcomes for one group of individuals before and after the group’s involvement in a program known as pre-test/post-test design (Moore, 2008).

As indicated in the study of Kristin Anderson Moore, Ph.D. on Quasi-Experimental Evaluations (2008), quasi-experimental evaluations can provide information on who is being served by a program. They can also reveal whether a program is reaching truly disadvantaged children or whether, as is often the case, program participants are primarily coming from the more advantaged segment of the eligible population. Based on a program’s logic model, expected outputs and outcomes can be identified. If these are tracked over time, program managers can confirm that expected changes are happening. If that is not the case, this situation signals a need to look deeper and identify factors that may be keeping anticipated changes from actually happening.

Shadish et al., (2002) stated that quasi-experiments share with all other experiments a similar purpose—to test descriptive causal hypotheses about manipulable causes—as well as many structural details, such as the frequent presence of control groups and pretest measures, to support a counter factual inference about what would happen in the absence of a treatment. Quasi-experimental designs are the best design available to use in some field studies in which one wants to make causal inferences.

These quasi-experimental tools can be extremely useful for finding out which mode of implementation works best. This statement was stated in the Results Measurement Unit of the International Finance Corporation,World Bank Group.

The independent variables in the study were the modalities of instruction that The Teaching Profession students have while the dependent


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variable is the performance of the students in the professional education course examination.

The RespondentsThe respondents of the study were 60 students composed of 30

Second Year Bachelor in Secondary Education majors in Filipino and Social Science students assigned to Condition A and 30 Bachelor in Secondary Education major in Mathematics designated to compose Condition B who had experienced the modalities of instruction which are the Technology-Mediated, and Conventional Instruction, respectively. The content course, EDUC 212, otherwise known as The Teaching Profession was the learning context of the study. Three Chapters comprised the content of the lessons.

By definition, quasi-experiments lack random assignment. Assignment to conditions is by means of self-selection, by which units choose treatment for themselves, or by means of administrators election, by which teachers, bureaucrats, legislators, therapists, physicians, or others decide which persons should get which treatment. However, researchers who use quasi-experiments may still have considerable control over selecting and scheduling measures, over how non-random assignment is executed, over the kinds of comparison groups with which treatment, groups are compared, and over some aspects of how treatment is scheduled (Campbell et al., 2002).

To avoid biases, the respondents were match-paired using their score in their Standardized Aptitude Test for Teachers (SATT) 2011scores. A toss-coin was done to determine the augmentation technique assigned to each class. The class composed of Filipino and Social Studies Majors had the augmentation through the use of Technology-Mediated Instruction while the class of Mathematics Majors had the augmentation using the Conventional Instruction. The instruments that were used were the researcher-made pretest and posttest questionnaires composed of items based on Chapters One to Three of reference text, The Teaching Profession.

The questionnaire consisted of a personal data sheet and a 25-item multiple-choice test, adapted from the LET Reviewer of Lorimar Publishing 2011 in relation to the lessons. The students answered the test using a LET-like answer sheet during the pretest and posttest administration. There was also an essay part examination wherein students elaborated their educational philosophy.

Another instrument used was the questionnaire based on the preferences, attitudes and perception of the students toward theTechnology-Mediated Instruction as an augmentation technique used in the Professional Education Course. The questionnaire triangulated this study in terms of the


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performance of the students in the professional education course.The questionnaire consisted of personal data and of eight completion-

type questions. The personal data included information about the students’ name, year and section and the date. The second part contained details regarding students’ preferences, attitudes or perceptions toward the modality of instruction they were into and how it affected their performance in the professional education course examination.

ProcedureThe researchers constructed questionnaires: first was for three pretests

and three posttests in the form of multiple-choice and an essay adapted from the LET Reviewer of Lorimar Publishing 2011 aligned to the first three chapters of The Teaching Profession textbook of Bilbao et al. (2012). Second, the researchers constructed a questionnaire with the personal data, attitudes and perceptions of the learner engaged in the T-MI.

The questionnaires were first deliberated by the researchers and were submitted to the thesis adviser for suggestions, corrections, and validation. In the manner of the posttest, same content was used in its previous pretest although items and choices were jumbled and randomized, respectively.

The researchers obtained permission to conduct the study from the Office of the Dean of the College of Education, West Visayas State University. The questionnaires were personally administered by the researchers to the respondents through the supervision of the subject teacher of the course EDUC 212 to the respondents on the dates from November 14 and 15, 2012, December 12 and 13, 2012, January 12 and 13, 2013, January 30 and 31, February 6 and 7, and February 13 and 14.

The respondents were briefed on the items in the questionnaires and the manner in responding to these items.

To gather a more reliable and more naturalistic data, the respondents, at first were given a natural way of giving examination by the subject teacher.The course facilitator herself administered the examinations. After series of pretests and posttests, students were asked of their approval in using their tests scores.

For every chapter of the book by Bilbao et al. (2012), students under Condition A were given an opportunity to have an online class.

The pretests were administered before every chapter was discussed and the posttest was given after every chapter was already tackled by the course facilitator.

After the series of examinations (pretestsandposttests), the students in Condition A were given the questionnaires that served as the researchers’


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bases on how they perceived the augmentation through Technology-Mediated Instruction.Analysis of Data

After retrieving both the questionnaires from the respondents, the data were tallied, analyzed, and then subjected to statistical treatment.

Results were interpreted using the following statistical tools:Descriptive and Inferential statistics were used to determine the

effect of augmentation through Technology-Mediated Instruction and the augmentation using the Conventional Instruction in the performance in the professional education course examination.

Frequency count. This was used to determine the number of students who had significantly made differences to the series of pretests and posttests in the professional education course examinations.

Furthermore, it was used to find out the preponderance of the students’perceived responses in the augmentation using the Technology-Mediated Instruction.

Mean. The mean was used to ascertain the students on how Condition A and Condition B performed in the professional education course examinations.

Percentage. This was used to determine the number of acquired test scores or raw score to a particular professional education course examination divided by the total score multiplied by100.

t-test. This was used to find out the significant difference of the performance of the pretest and posttest scores of the group exposed to augmentation through Technology-Mediated Instruction and the pretest and posttest scores of the group exposed to augmentation using Conventional Instruction.


Descriptive and Inferential Data AnalysesTo determine the mean performances in the pretest and posttest of the

group exposed to the augmentation through Technology-Mediated Instruction and the group given the Conventional Face-to-face Instruction as a make-up session, the t-test for independent samples was used. The Independent-Samples t-test procedure compares means for two groups of cases.The group exposed to augmentation through technology-mediated instruction and the group exposed to augmentation using conventional instruction.

Table1 shows the mean performance of the Group A exposed to


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augmentation through Technology-Mediated Instruction and the Group B exposed to an augmentation using the conventional face-to-face instruction as a make-up session. It also presents the significant difference of the mean performance of both groups exposed to the two varying modalities of augmentation.

Table1Mean Scores and the Significant difference of the Performance of the Pretest and Posttest Scores of the group Exposed to Technology-Mediated Instruction and the group Exposed to Conventional Instruction. Category Mean t-value df sig.(2-tailed) Chapter 1- Pre T-MI 8.90 0.813 58 0.420 CI 9.33Chapter 1- Post T-MI 14.40 5.766 58 0.000 CI 11.30Chapter 2- Pre T-MI 12.27 0.586 58 0.560 CI 11.93Chapter 2- Post T-MI 11.30 4.261 58 0.000 CI 14.33Chapter 3- Pre T-MI 11.07 1.741 58 0.087 CI 9.77Chapter 3- Pos 1.741 58 0.087 T-MI 13.33 0.432 58 0.667 CI1 3.03__________________________________________________________________________ p>.05


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As shown in Table1, the pretest mean score in Chapter I of the group exposed to Technology-Mediated Instruction (T-MI) is 8.90 while the Conventional Face-to-face Instruction is 9.33. In Chapter II, the pretest mean score of the group exposed to T-MI is 12.27. On the other hand, it is 11.93 for the group exposed to C-I. Moreover, the pretest mean score in Chapter III of the group given T-MI exposure is 11.07 while the group augmented with the Conventional Face-to-face instruction is 9.77.

There was no significant difference in the pretest scores of Chapter One (p<.420), Chapter Two (p<.560), and Chapter Three (p<.087) of both groups. This indicates that at the initial phase the two groups were comparable.

Furthermore, Table 1 indicates that the mean performance of both groups in their pretest and posttest scores is significant. With the group exposed to augmentation through Technology-Mediated Instruction, there was a significant difference in the mean performance of the students in the pretest and posttest scores of the professional course examination. Accordingly, with the group exposed to augmentation using the Conventional Instruction, there was also a significant difference in the mean performance of the students’ pretest and posttest scores in the professional education course examination.Therefore, this indicates that both augmentation techniques are effective in improving performance.

To determine whether there is a significant difference in the performance of both groups, the t-test was used. The t-test procedure compares the means of two variables for a single group. The procedure computes the differences between values of the two variables for each case and tests whether the average differs from 0.

After the treatment of T-MI and CI as augmentation techniques, the results showed a significant difference in the posttests of Chapter One (p<.000) and Chapter Two (p<.000). On the other hand, there was no significant difference in the posttest of Chapter Three (p<.667). This was probably due to the fact that 84% of the test items were included in the midterm in as much as the posttest was administered during the midterm exam. Because of this condition, all the students may have prepared well for the major assessment, hence the similar turn out of scores (T-MI group,13.33M and CI group,13.03 M).

Table 2 presents the results of the Paired Sample Test showing the significance of difference of the performance in the professional education course examination in the pretest and posttest scores of the group exposed to


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augmentation through Technology-Mediated Instruction and group exposed to augmentation using Conventional Instruction.

Table 2results Showing the difference between Condition A Exposed to Augmentation through Technology-Mediated Instruction and Condition B Exposed to Augmentation using Conventional Instruction____________________________________________________________ Category t- value Df Sig.(2-tailed)

Technology-MediatedInstruction AugmentationChapter 1 PreMC 10.900 29 0.000Chapter 1 PostMC Chapter 2 PreMC 1.936 29 0.063Chapter 2 PostMC Chapter 3 PreMCChapter 3 PostMC1 4.729 29 0.000

Category t- value Df Sig.(2-tailed)Conventional Instruction AugmentationChapter 1 PreMC 10.900 29 0.000Chapter 1 PostMC Chapter 2 PreMC Chapter 2 PostMC 1.936 29 0.063Chapter 3PreMCChapter 3 PostMC 4.729 29 0.000P>.05


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As shown in Table 2, notably there is a significant difference in the results of the pretest and posttest scores of both groups in the two chapters of the professional education course examination, although there was no significant difference in the Chapter 2 pretest and posttest scores (p<0.063) of the professional education course examination.

The time allotted to the posttest of Chapter 3 fell on the midterm exam and due to limited time, the items for the posttest were included in the major exams. Apparently, the students may have reviewed and studied, hence, the improved performance of both groups.

Through the interview protocols, the researchers gathered the respondents’ perceptions and attitudes towards Technology-Mediated Instruction augmentation. They are as follows:

1. Uninhibition to Express Ideas. The respondents can freely express their ideas without any hesitation. It made learning easier for them because they can actively and confidently participate during discussions.

2. Novelty of Modality prepup the learning. The online sessions were great experience for them and they really had fun at the same time they learned something new. Online sessions were also great opportunity for them to experience and to learn new methods as they actively interacted with their classmates. Technology-Mediated Instruction augmentation was helpful in easily learning concepts in a topic through expressing the students’ ideas and learning from it. Moreover, it was effectively useful in developing technical skills as students were exposed to modern interactive way of teaching methodology. Technology-mediated instruction was a convenient way for the students to widen their ideas and to understand concepts well. It gave them the opportunity to have knowledge of an exciting medium of instruction.

3. Becoming Information Managers. The online sessions helped the students in understanding better the concepts. The question posted by the online facilitator and discussions wherein the participants were freely given the chance to participate guided their understanding. Some answered the questions based on their own concepts and ideas while some opened another site which served as online reference which provided immediate answers to the questions.

Just as there were advantages in using the new modality, there were also limitations.

1. One of the major difficulties met by online students was the fast-paced questioning of the online facilitator. The level of difficulty sometimes intervened in the immediate flow of answers from the students. Next, they


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often meet difficulty in logging on the site. Complexity in entering the site results in their late attendance and lack of concentration in the class. Another hindrance is the slow internet connection which delays the flow of discussion during class.

2. Another demand of the modality is that students are quick and more techno-savvy. Course participants should practice their computer skills especially their typing ability which sometimes, if not present in the learner, interrupts the flow of ideas since learners lack the skill. Familiarization with the site greatly helps the constant participation during online sessions. They should also study in advance the lessons for them to freely share their ideas. It implies that having the main book, The Teaching Profession helps the learner. Since the teacher’s role in this type of modality is mainly that of a facilitator of their learning, they should not miss any chance to participate since it will boost their self- confidence in recitation. They can enjoy and be active on this new opportunity.

3. Online facilitators should give proper orientation about online learning as students have less difficulty in using modern methodology and to develop easily their technological skills. In giving the topic, tutors need to be knowledgeable enough to cater to the questions from the students, to give feedback, and to ask follow-up questions and to have clear and specific objectives during discussions. They need to be patient through giving enough time to the students in answering each question, appropriate to the students’ capabilities. Thus, online tutors need to continue this mode of instruction or approach because it exposes students to utilize and enhance modern technological skills.

References

Bilbao, P., Corpus, B., Llagas, A., & San Juan, G. (2012). The teaching profession. Metro Manila, PH: Lorimar Publishing Co., Inc.

Rogers, D. L. (2000). A paradigm shift: Technology integration for higher education in the new millennium. Educational Review, Arkansas Tech University, Professional Development Institute, USA. Retrieved February 23, 2013 from http://www.google.com.ph/url?sa=t&rct=j&q=effect%20of%20technology%20mediatedinstruction%20in%20the%20teacher%20higher%20education%20pdf


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Yeo, T.M. & Quek, C.L. (2011). Investigating design and technology students’ peer inteactions in a technology-mediated learning environment: A case study. Retrieved January 23, 2013 from http://www.ascilite.org.au/ajet/ajet27/yeo.pdf


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THE MATHEMATICS PERFORMANCE OF THE GRADE 7 STUDENTS VIS-A-VIS THE K TO 12 GRADE 7

MATHEMATICS TEACHERS’ LEAST-MASTERED TOPICS

Shiela Mae L .Cordero Katleen Claire R. Efondo

Aljon T. FielLovella G. Gepala

Catherine Marie G.GicanoBachelor in SecondaryEducation (Mathematics)

March 2013

Adviser: DR. ELVIRA ARELLANO

Abstract

This descriptive study aimed at determining the mathematics performance of the grade 7 Students vis-a-vis the K to12 grade 7 Mathematics Teachers’ Least Mastered Topics. Specifically, this study sought to answer the following questions: (1) What is the mastery level of the grade 7 students in the least mastered mathematics topics of their mathematics teacher? and (2) How do the ranks of the least mastered topics of the teachers compare to those of the students? The respondents of this study were the 401 randomly selected grade 7 students at public secondary schools in Iloilo City during the school year 2012-2013. The instrument used was the researcher-made test constructed purposely for the study. It was submitted for validation through a panel of three field experts. Results show that the top 2 competencies that are least-mastered by the teachers are also top least-mastered competencies by the students.results further show that the students also did not master the teachers’ six least-mastered mathematics topics, namely: (2) uses Venn diagram to represent sets, subsets, and set operations; (1) solve problems involving sets; (5) solve problems involving real numbers; (6) defines and describes the union and intersection of sets and complement of a set; (4)describes and illustrates well-defined sets, subsets, universal set and null set; and (3) solve problems involving measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage (meter reading). These results confirm that students’ learning is greatly determined by the teachers’ content knowledge. Spearman rho results show that there is a moderate relationship between teachers’ least mastered topics and those of the student.


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Background and Theoretical Framework of the Study“Education is the most powerful weapon which you can use to change

the world,” says Nelson Mandela. In the Philippine setting, the parents/folks usually says that, “Education is a key to success; the only treasure they can give to their children that can’t be stolen”. Sadly, however, the quality of Philippine education and its output are deteriorating to such distressing levels that the country now ranks among the poorest performers in East Asia. The Philippines ranked 69th in educational system, 112th in science and math, and 76th on internet access. Specifically in the field of mathematics, the rank of the mathematical competency of the students in the Philippines is third from the lowest as stated in the TIMSS (Trends in International Mathematics and Science Study) 2003.

To cope with the changes happening in the world, President Benigno Simeon C. Aquino III says that, “We need to add two years to our basic education. Those who can afford to pay, they get up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.” To realize what the president have said, the DepEd crafted a new curriculum, the K to12 which started this school year 2012-2013 for Grades1 and 7.

The DepEd prepared a massive training for Grades1 and 7 teachers under the government’s K to12 Basic Education Curriculum. To prepare the region’s teachers for the shift in the education curriculum this school year, the Western Visayas Region conducted a month-long training for the first batch of Grade 7 teachers under the government’s K to12 Basic Education Curriculum last May 7 to June 8, 2012. The training was divided weekly with a specific subject matter to be discussed with Science and Math teachers on the second week.

On the last day of each training, an End of Program Assessment with nine components was answered by the teacher-trainees to assess the effectiveness of the implementation of the mass-training of the K to12 Basic Education Curriculum. In the said End of Program Assessment, it was found out that the teachers’ 10 least mastered topics in mathematics are as follows: (1) solves problems involving sets; (2) uses Venn Diagrams to represent sets, subsets and set operations; (3) uses a compass and straight edge to construct line segments and angles and construct perpendiculars and parallels; (4) analyzes, interprets accurately and draws conclusions from graphic and tabular presentations of statistical data; (5) finds inductively using models and algebraically the product of two binomials, product of a sum and difference of two terms and square of a binomial; (6) solves


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problems involving measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage (meter reading); (7) describes and illustrates well-defined sets, subsets, universal set and null set; (8) solve problems involving real numbers; (9) defines and describes the union and intersection of sets and complement of a set; and (10) collects or gathers statistical data and organizes the data in a frequency table according to some systematic considerations.

In connection to this, the researchers decided to conduct a study which aims to determine the performance of students in the least-mastered mathematics topics after having been taught by the trained Grade 7 teachers.

Figure 1. Framework of the Study

Rank of least-mastered Rank of least-masteredtopics of the teachers* topics of the students

*Considering that all the topics involved are the same.

Statement of the ProblemThis study aimed to determine the mathematics performance of the

Grade 7 students vis-a-vis the K to12 mathematics teachers’ least-mastered topics.

Specifically, this study sought to answer the following questions:1. What is the mastery level of the Grade 7 students in the least-

mastered mathematics topics of their mathematics teacher?2. How do the ranks of the least-mastered topics of the teachers

compare to those of their students?

Research DesignThis study made use of the descriptive design to determine the

competencies of Grade 7 students on the least mastered mathematics topics of their mathematics teachers and to find out if there exists a relationship between the ranks of the least-mastered mathematics topics of the teachers in comparison to those of their students.

As cited by Sevilla et.al. (1984) in the book, An Introduction to research Methods, descriptive method is designed for the investigation to gather information about existing conditions. Furthermore, in the descriptive study, no attempts are made to change behavior or condition; rather, one


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measures things as they are.The descriptive approach was used in the study since the researchers

want to find out the current situation of the Grade 7 students who have been taught by the Mathematics teachers who have been trained to teach Grade 7 mathematics under the K to12 curriculum but with least-mastered topics.

The RespondentsThe respondents of this study were the 401 randomly selected Grade

7 students in public secondary schools in Iloilo City during the school year 2012-2013. They were taken from 2 regular classes of each teacher who have attended the K to12 training in WVSU.

Data-Gathering InstrumentsThe data needed for this study were obtained through the objective

type of test constructed by the researchers. An objective test is intended to measure an individual’s abilities and to be scored without bias or judgment (Education.com, 2006).

The instrument used was the researcher-made test constructed purposely for the present study. The test covers only the teachers’ six least-mastered mathematics topics that are taken during the first and second grading period out of the teachers’ ten least-mastered topics for the whole curriculum year. The teachers’ six least-mastered mathematics topics are the following: (1) solves problems involving sets; (2) uses Venn Diagram to represent sets, subsets, and set operations; (3) solves problems involving measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage (meter reading); (4) describes and illustrates well-defined sets, subsets, universal set and null set; (5) solves problems involving real numbers; and (6) defines and describes the union and intersection of sets and complement of a set.

Data-Gathering ProcedureThe researchers constructed an objective type of test. A hard copy was

sent to experts in the field to review and validate the test items.Next, the researchers secured a permit to conduct the study by giving

a letter to each public high school in Iloilo City, namely: Buntatala National High School, Iloilo City National High School, Jalandoni Memorial National High School and La Paz National High School. A letter requesting the conduct of a survey was given to each of these public high schools in Iloilo City. After the test was conducted, the results were tallied, tabulated, analysed and interpreted.


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Data AnalysisThe study made use of descriptive statistical analysis. The Mean was

treated as the average score of each student in each competency. Percentage of the mean out of the total score for each competency was taken to identify the rank of the mastery level of the students. The rank of the least-mastered mathematics topics of the students and the teachers were compared using the Spearman Rho. The result is interpreted to identify if they have no, weak, moderate strong, strong, or very strong relation.

The standard deviation of each competency was taken to determine how much variation “dispersion”of the score of the students exist from the mean.The mean-score of the students to the passing score of each competency was then compared. The side of the mean (left or right) where most of the students’ scores fell was then located.


Descriptive Data AnalysisThe findings of the study were revealed through the use of descriptive

tools such as mean and standard deviation.Mastery Level of the Grade 7 Students in the Least Mastered

Mathematics Topics

Table 3grade 7 Students’ Performance in the K to12 Least Mastered Mathematics Topics

Competencies Standard Mean Deviation Rank

Uses Venn diagram to represent sets,subsets, and set operations 0.41 1.06 1Solves problems involving sets 0.55 0.79 2Solves problems involving real numbers 0.73 1.49 3Defines and describes the union and intersection of sets and complement of a set. 1.11 1.39 4Describes and illustrates well-defined sets, subsets, universal set and null set 2.62 1.41 5Solves problems involving measurements such as perimeter, area,weight, time, speed, temperature, volume/capacity and utilities usage 2.57 6(meter reading)


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Results show that among the six least-mastered competencies of the mathematics teachers, the mean-score (0.41) of the students incompetency no.2 (Uses Venn Diagram to represent sets, subsets, and set operations) is rank no.1 (lowest) and has a standard deviation (SD) of 1.06; followed by competency no.1 (Solves problems involving sets) at 0.55 is rank no.2 with SD of 0.79; then competency no.5 (Solves problems involving real numbers) at 0.73 is rank no.3 with SD of 1. 49.

Table 4Passing Score (75% of the total score)

SCORES PASSING SCORE

6 4.5 7 5.2514 10.5

Figure 3. Students’ mastery of competency no.1 (solve problems involving sets)


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The graph shows that the mean-score of the students in competency number 1(Solves problems involving sets) is 0.55, and is located at the left of the passing score which is 4.5. It also shows that 99.50% (399 students) of the students is at the left or below the passing score, and 0.50% (2 students) is at the right or above the passing score. This means that 99.50% of the students failed to master competency number 1 and only 0.50% of the students have mastered competency number1.

Figure 4. Students’ mastery of competency no.2 (uses Venn Diagram to represent sets, subsets, and set operations).

The graph shows that the mean-score of the students in competency number 2 (Uses Venn Diagram to represent sets, subsets, and set operations) is 0.41 and is located at the left of the passing score which is10.5. It also shows that 100% (401 students) of the students is at the left or below the passing score, and 0% (0 students) is at the right or above the passing score.This means that 100% of the students failed to master competency number 2 and none of the students have mastered competency number 2.


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Figure5: Students’Mastery of Competency no. 3 (solve Problems involving measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage (meter reading)).

The graph shows that the mean-score of the students in competency number 3 (Solves problems involving measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage [meter reading]) is 2.57 and is located at the left of the passing score which is 5.25. It also shows that 97.26% (390 students) of the students is at the left or below the passing score, and only 2.74% (11 students) is at the right or above the passing score. This means that 97.26% of the students failed to master competency number 3 and only 2.74% of the students have mastered competency number 3.


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Figure 6. Students’ mastery of competency 4 (describes and illustrates well-defined sets, subsets,universal set and null set).

The graph shows that the mean-score of the students in competency number 4 (Describes and illustrates well-defined sets, subsets, universal set and nullset) is 2.62 and is located at the left of the passing score which is 5.25.It also shows that 96% (385 students) of the students is at the left or below the passing score, and 4% (16 students) is at the right or above the passing score. This means that 96% of the students failed to master competency number 4 and only 4% of the students have mastered competency number 4.


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Figure 7. Students’ mastery of competency no.5 (solve problems involving real numbers).

The graph shows that the mean-score of the students in competency number 5 (Solves problems involving real numbers) is 0.73 and is located at the left of the passing score which is 4.5. It also shows that 93.27% (374 students) of the students is at the left or below the passing score, and 6.73% (27 students) is at the right or above the passing score. This means that 93.27% of the students failed to master competency number 5 and only 6.73% of the students have mastered competency number 5.


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Figure 8. Students’ mastery of competency no.6 (Defines and describes the union and inter section of sets and complement of a set).

The graph shows that the mean-score of the students in competency number 6 (Defines and describes the union and inter section of sets and complement of a set) is 1.11 and is located at the left of the passing score which is 5.25. It also shows that 98.25% (394 students) of the students is at the left or below the passing score, and only1.74% (7 students) is at the right or above the passing score. This means that 98.25% of the students failed to master competency number 6 and only1.74% of the students have mastered competency number 6.

Comparison of the least mastered topics of the teachers compared to those of the students Through the use of the mean and the percentage of the mean based on the total score of each competency, the students’ and teachers’ competency rank is presented in the table below.


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Table 5Student and Teacher’s Competency rank

Competency/Teachers’ Ranks No.ofPoints Mean % Students’

Ranks

1. Solves problems involving sets. 6 0.55 9.19 2

2. UsesVenn Diagram to represent sets, subsets, and set operations 14 0.41 2.92 1

3. Solves problems involving measurements such as perimeter, 7 2.57 36.66 5 area, weight, time, speed, temperature,volume/capacity and utilities usage (meter reading)4. Describes and illustrates well-

defined sets, subsets, universal set 7 0.73 12.18 6 and nullset

5. Solves problems involving real numbers 6 0.73 12.18 3

6. Defines and describes the union and intersection of sets and 7 1.11 15.85 4 complement of a set.

The table shows competency no. 2 (Uses Venn Diagram to represent sets, subsets, and set operations) ranks first as the least in the students’ performance; competency no.1 (Solves problems involving sets) ranks second; competency no.5 (Solves problems involving real numbers) ranks third; competency no.6 (Defines and describes the union and intersection of sets and complement of a set) ranks fourth; competency no.3 (Solves problems involving measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage [meter reading])ranks fifth; competency no.4 (Describes and illustrates well-defined sets, subsets, universal set and nullset) ranks sixth.

The comparison between the rank of the teachers’ least-mastered mathematics topics and the rank of the students’ least-mastered mathematics topics were determined using Spearman Rho Formula. In the interpretation of the Spearman Rho, the following table was used:


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Table 6Spearman rho Interpretation

Spearman rho Description

Above 0.8 Very Strong

0.6- 0.79 Strong

0.4 - 0.59 Moderate

0.2- 0.39 Weak

Below 0.19 No relation

The result of the Spearman Rho is 0.485714 or approximately 0.49 which shows that there is a moderate relationship between teachers’ rank and students’ rank. The mastery level of the teachers in the six competencies is moderately related to the mastery level of the students. The competency that ranked no.1 among the teachers ranked no.2 among the students; the competency that ranked no. 2 among the teachers ranked no.1 among the students; the competency that ranked no.3 among the teachers ranked no.5 among the students; the competency that ranked no.4 among the teachers ranked no.6 among the students; the competency that ranked no.5 among the teachers ranked no.3 among the students; and the competency that ranked no.6 among the teachers ranked no.4 among the students.

The more revealing result is that the top 2 competencies that are least-mastered by the teachers are also the top 2 least-mastered by the students.

ConclusionsThe results lead to the following conclusions:The mastery level of the students on the six least-mastered mathematics

competencies of the teachers is below the passing score. This means that the students did not master the teachers’ six least-mastered mathematics topics.

Findings confirmed that students’ learning is greatly determined by the teachers’ content knowledge.

The teachers’ least-mastered mathematics topics is moderately related to the students’ rank of the least-mastered topics.This means that in some ways, the mastery level of the students in some competencies were slightly related to the teachers’ least-mastered competencies.


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RecommendationsThe conclusions of this research suggests the following

recommendations: The curriculum developers need to provide more beneficial programs

and conduct more trainings for teachers to enhance their skills regarding these least-mastered topics.

The policy makers have to strictly monitor the teachers’ classroom performance and they should see to it that the teachers follow the guidelines and the module of the K to12 curriculum.

The school administrators need to have an immediate response to the needs of the teachers and the students for the achievement of the goal of the curriculum. There must be programs (remedial classes) for the teachers and the students.

Teachers need to undergo more trainings for the development of their teaching skills so as to improve the performances of the students. There is a need to develop or enhance the teaching strategies that they will use.

Research needs to be done on the succeeding topics of the Grade 7 curriculum in mathematics, to determine the performance of the students.

References

Education.com.(2006). glossary of education: Objective test. Retrieved from http://www.education.com/definition/objective-test/

Sevilla, C., Ochare, J., Punsalan, T., Regala B., and Uriarte, G. (1984). An introduction to research methods. Manila, PH: Rex Bookstore.


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PREPAREDNESS OF BSED PRE-SERVICE TEACHERS ON BECOMING GLOBAL EDUCATORS

Kean Jean C. Adorna Exzylyn T. Analista

Iysa Marie B. Balderas Cleofe B. Chico

Cristine Mae C. Notado Bachelor in Secondary Education

(Major in Physics)

Adviser: SHIRLEY R. JUSAYAN, Ed.D

Abstract

This descriptive-correlational study aimed at determining the level of preparedness of BSEd pre-service teachers on becoming global educators. Specifically, this study sought to answer the following questions: (1) What is the level of preparedness of BSEd pre-service teachers on becoming global educators in terms of teaching competency as an entire group?; (2) What is the level of preparedness of BSEd pre-service teachers on becoming global educators in terms of teaching performance?; (3) What is the level of preparedness of BSEd pre-service teachers on becoming global educators in terms of knowledge of various educational systems outside the Philippines? (4) What is the level of BSEd pre-service teachers’ perception of their attitudes and experiences and their preparedness on becoming global educators?; and (5) Is there a significant relationship among BSED pre-service teachers’ level of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines on becoming global teacher, perception of their attitudes and experiences, and perception of their preparedness on becoming global educators? The respondents of this study were the 40 BSEd pre-service teachers with majors in English, Mathematics, Science, Filipino and Social Science of West Visayas State University-Main Campus who took their student teaching during the first semester of the academic year 2012-2013. They were selected through stratified random sampling procedures. The instruments were submitted for validation through the panel of four validators. Suggestions for the improvement of the instruments were integrated in the final draft. These were pilot tested to 29 BSEd Science Majors of Western Visayas College of Science and Technology-La Paz Campus for reliability. The final


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instruments were implemented to the actual respondents of the study. The statistical tests used were the mean and standard deviation for descriptive analysis and Spearman Rho for inferential statistics. The findings of the study were: (1) the BSED pre-service teachers were proficient on becoming global educators in terms of teaching competency; (2) the BSEd pre-service teachers were highly prepared on becoming global educators in terms of their teaching performance based on their student teaching grades; (3) the BSEd pre-service teachers were slightly knowledgeable of the various educational systems outside the Philippines; (4) the BSEd pre-service teachers perceived that they were highly prepared on becoming global educators; (5) there is no significant relationship among BSED pre-service teachers’ level of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines and their perception of their preparedness on becoming global educators. However, there is a relationship between teaching competency and teaching performance of the BSEd pre-service teachers.

Background of the Study The 21st century is inescapable. This age connotes globalization aptly

cared for everyone by information society, trade liberalization, superior technology and people mobility. The third millennium will be powerful by information and its allied forces. The time is most opportunate to globalize the higher education system to synchronize the country’s pace with global trends among organizations and dynamic working groups (Botengan, 1999).

Tertiary education is confronted with this challenge of preparing itself to accomplish its mission adequately in a world of transformation and to satisfy the demands of the 21st century society – a society of knowledge, information and education.

This mission of becoming global educators is outlined in UNESCO’s (1974) Recommendation on “Education for International Understanding, Cooperation, and Peace.” This calls on teachers in schools around the world to promote an international dimension and a global perspective in education at all levels; understanding and respect for all peoples, their cultures, values and ways of life; awareness of the increasing global interdependence between peoples and nations; abilities to communicate with others; awareness of the rights and duties of individuals, social groups and nations towards each other; understanding of the necessity for international solidarity and co-


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operation; and readiness on the part of the individual to participate in solving the problems of his/her community, country and the world at large.

In addition to knowledge and skills, the third aspect a global teacher should acquire, which Development and Intercultural Education Project (2006) courses aim to develop is attitude. This leads to the question: “What makes a global teacher?” In other words, why do some students go on to incorporate the global and justice dimension of education as an integral part of their teaching, others who may have attended the same courses, see this aspect as peripheral or irrelevant to their practice? The answer possibly lies in the attitude. The motivational factor is the key to whether a student teacher will build knowledge based on his relation to his/her development and intercultural education and acquire the necessary skills by incorporating his/her perspective into teaching. Some of the students will have learnt interesting activities which they may use as one-off or sporadic exercises. Others may develop an approach to their entire teaching career.

Some of the materials in the Literature Review Global and Justice Perspectives in Education (2005) were useful to consider in the context of motivation and attitude. The literature review presented and analyzed Irish and international literature on the factors which influenced teachers’ incorporation of global and justice perspectives in their teaching. As expected, whole-school issues such as ethos and leadership figure strongly as facilitating factors, as do aspects such as time, make-up of the student body and the availability of resources.

The DICE literature review found that certain life experiences can influence a teacher’s value system and how they incorporate this into their professional environment. This in turn can determine the extent to which their teaching methodologies reflect global and justice perspectives.

Fitzgerald (2003) highlights that “For those teachers who did not have the same life experiences, they did not exhibit the same awareness of social injustice or a desire to bring about change in society. The underlying cause of this differentiation between the two groups of teachers was found to lie in a differing value system between the teachers, arising from having different personal experiences in life.”

Theoretical Framework This study is concerned with the preparedness of BSED pre-service

teachers on becoming global educators. The globalization of higher education is the mandate for this millennium

(Arroyo, 1999). Since the world is fast changing, educators are faced with this challenge of preparing themselves in a world of transformation and


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to meet the requirements of this generation – a society of knowledge and information on global technologies, global education systems and diversity.

According to Bilbao (2006), to become a global teacher, one should be equipped with the various educational systems outside the country; master skills and competencies which can address global demands; and possess attitudes and values that are acceptable to multicultural communities.

Figure 1 shows the schematic relationship of teaching competency, student teaching performance, knowledge of the various educational systems outside the Philippines and perception of their attitudes and experiences as related to BSED pre-service teachers’ perception of their preparedness on becoming global educators.

Independent Variable Dependent Variable

Teaching Competency

Student Teaching BSED Pre-servicePerformance Teachers’ Perception of their Preparedness on Becoming Global EducatorsKnowledge of the Various Educational Systems outside the Philippines

Perception of their attitudes and Sexperiences

Figure 1. A paradigm conceptualizing the relationship between variables.

Statement of the Problem This study aimed to find out the preparedness of the BSED Pre-service

teachers on becoming global educators. Specifically, this study sought answers to the following questions: 1. What is the level of preparedness of BSED pre-service teachers on

becoming global educators in terms of teaching competency?


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2. What is the level of preparedness of BSED pre-service teachers on becoming global educators in terms of teaching performance?

3. What is the level of preparedness of BSED pre-service teachers on becoming global educators in terms of knowledge of various educational systems outside the Philippines?

4. What is the level of BSED pre-service teachers’ perception of their attitudes and experiences on becoming global educators?

5. Is there a significant relationship among BSED pre-service teachers’ level of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines, perception of their attitudes and experiences and their preparedness on becoming global educators?

Hypothesis The following hypothesis was sought from this study: There is no significant relationship among BSED pre-service teachers’

level of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines, perception of their attitudes and experiences and their preparedness on becoming global educators.

Research Design The descriptive-correlational method of research was used in this study.

This method was used to determine if two or more variables are associated with each other. The independent variables in this study were teaching competency, teaching performance, knowledge of various educational systems outside the country and perception of their attitudes and experiences, while the dependent variable is the perception of the preparedness of the BSED pre-service teachers on becoming global educators.

The ParticipantsThe respondents of this study were the 40 BSED pre-service teachers

with majors in English, Mathematics, Science, Filipino and Social Science of West Visayas State University-Main Campus who took their student teaching practicum during the first semester of academic year 2012-2013. They were selected through stratified random sampling procedure.

Date Gathering Instruments To gather the necessary data, researchers constructed a 3-part

questionnaire. Part 1 was about the various educational systems outside the Philippines; Part 2 was about the perception of attitudes and experiences of the BSED pre-service teachers on becoming global educators; and Part 3


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determined the preparedness of BSED pre-service teachers through the use of Terminal Competency Assessment of the WVSU Learning Assessment Center and Student Teaching Grades during the first semester of academic year 2012-2013.

To ensure the validity of the instrument, the questionnaire underwent validation process. Suggestions for the improvement of the instruments were integrated in the final draft. The instruments were pilot tested with the pre-service teachers at Western Visayas College of Science and Technology-La Paz Campus for reliability.

The final instruments were conducted to 40 BSED pre-service teachers of West Visayas State University-Main Campus who took their student teaching on the first semester of academic year 2012-2013.

Data Gathering ProcedureIn the conduct of this study, the researchers followed several steps: First, the researchers conducted pilot testing to 29 BSED pre-service

teachers of Western Visayas College of Science and Technology-La Paz Campus for the reliability of instruments.

The permission to conduct the study was sought from the advisers of BSED students. The respondents were gathered and the purpose of the study was explained to them briefly before the actual testing.

Frequency count was used to obtain the number of respondents. The questionnaires were given to the respondents personally by the

researchers and proper guidance in answering was facilitated. All data were gathered, tabulated and subjected to statistical tools.

Data Analysis Procedure The data obtained were subjected to descriptive and inferential

statistical tests. Mean and standard deviation was used to determine the level of

preparedness of BSED pre-service teachers in terms of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines, perception of their attitudes and experiences, and perception of their preparedness on becoming global educators.

Spearman Rho was used for determining the significant relationship among BSED pre-service teachers’ level of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines on becoming global teacher, perception of their attitudes and experiences, and perception of their preparedness on becoming global educators.


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Descriptive Data Analysis The descriptive findings of the study show the level of preparedness

of BSED pre-service teachers in terms of teaching competency, teaching performance, and knowledge on various educational systems outside the Philippines, perception on their attitudes and experiences, and perception of their preparedness on becoming global educators. For this purpose, mean and standard deviation were employed. Level of preparedness of BSED pre-service teachers on becoming global educators in terms of teaching competency

The BSED pre-service teachers’ results in the terminal competency assessment specifically in the teaching competency served as the basis in determining the level of their teaching competence.

Table 4.1 Level of Preparedness in Terms of Teaching Competence

Subject Mean SD Description Science 60.75 8.58 Proficient Filipino 53.13 4.09 Proficient Social Science 51.75 8.28 Proficient Mathematics 56.75 7.85 Proficient English 59.63 9.32 Proficient Total 56.40 8.24 Proficient

Scale Description < 25% Novice 25.1% 49.99% Basic 50% 74.99% Proficient > 75% Advance

The means obtained for the BSED pre-service teachers’ teaching competence with majors in Science (M=60.75), Filipino (M=53.13), Social Science (M=51.75), Mathematics (M=56.75) and English (M=59.63) revealed that they were all Proficient. As an entire group, the mean (M=56.40) obtained indicated that the BSED pre-service teachers were Proficient in their teaching competence.


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The standard deviation obtained which ranged from 4.09-9.32 showed narrow dispersion of scores.

Table 4.2 Level of Preparedness in Terms of Teaching Performance

Subject Mean SD Description Science 1.16 0.19 Highly Prepared Filipino 1.22 0.09 Highly Prepared Social Science 1.22 0.16 Highly Prepared Mathematics 1.06 0.12 Highly Prepared English 1.13 0.13 Highly Prepared Total 1.16 0.15 Highly Prepared

Scale Description 1.0 - 1.24 Highly Prepared 1.25 - 1.49 Moderately Prepared 1.5 - 1.74 Slightly Prepared 1.75 - 1.99 Prepared 2.0 – 2.24 Less Prepared

The means obtained for the BSED pre-service teachers’ teaching performance with majors in Science (M=1.16), Filipino (M=1.22), Social Science (M=1.22), Mathematics (M=1.06) and English (M=1.13) showed that they were Highly Prepared.

As an entire group, the mean (M=1.16) obtained indicated that the BSED pre-service teachers were Highly Prepared in their teaching competence.


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Table 4.3 Level of Preparedness in Terms of Knowledge of Various Educational Systems Outside the Philippines

Subject Mean SD Description Science 1.38 0.91 Slightly

Knowledgeable

Filipino 2.18 0.61 Moderately Knowledgeable

Social Science 2.22 0.67 Moderately Knowledgeable

Mathematics 1.69 0.63 Slightly Knowledgeable

English 2.23 0.83 Moderately Knowledgeable

Total 1.93 0.78 Slightly Knowledgeable

Scale Description 1.0-0.9 Highly Knowledgeable 1.9-2.0 Moderately Knowledgeable 2.9-3.0 Slightly Knowledgeable 3.9-4.0 Knowledgeable

The means obtained for the BSED pre-service teachers’ knowledge on various educational systems outside the Philippines with majors in Filipino (M=2.18), Social Science (M=2.22) and English (M=2.23) revealed that they were Moderately Knowledgeable. However, the means obtained with majors in Science (M=1.38) and Mathematics (M=1.69) revealed that they were Slightly Knowledgeable. As an entire group, the mean (M=1.93) obtained indicated that the BSED pre-service teachers were Slightly Knowledgeable in the various educational systems outside the Philippines.


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Table 4.4 Level of Preparedness in Terms of Perception of Attitude and Experiences

Subject Mean SD Description Science 3.10 0.48 Highly Prepared Filipino 3.19 0.92 Highly Prepared Social Science 3.18 0.71 Highly Prepared Mathematics 3.23 0.34 Highly Prepared English 3.60 0.30 Highly Prepared Total 3.26 0.60 Highly Prepared

Scale Description 3.1 – 4.0 Highly Prepared 2.1-.3.0 Moderately Prepared 1.1 – 2.0 Slightly Prepared 0 – 1.0 Not Prepared

The means obtained for the BSED pre-service teachers’ perception on becoming Global Educators with majors in Science (M=3.10), Filipino (M=3.19), Social Science (M=3.18), Mathematics (M=3.23) and English (M=3.60) revealed that they were Highly Prepared. As an entire group, the mean (M=3.26) obtained indicated that the BSED pre-service teachers were Highly Prepared on becoming global educators.

Inferential Data Analysis The BSED pre-service teachers’ preparedness on becoming global

educators is assumed to vary according to teaching competence, teaching performance, knowledge on various educational systems outside the Philippines, perception of their attitudes and experiences, and perception of their preparedness on becoming global educators. Spearman Rho was used to determine the significant relationship of BSED pre-service teachers’ level of teaching competency, teaching performance, knowledge of various educational systems outside the Philippines, perception of their attitudes and experiences and their preparedness on becoming global educators.


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Table 4.5 relationship among BSEd Pre-service Teachers’ Teaching Competency, Teaching Performance, Knowledge of Various Educational Systems Outside the Philippines, Perception of their Attitudes and Experiences, and Perception of their Preparedness on Becoming global Educators

Variables Knowledge on Educ. Systems

Perception of Attitudes and Experiences

Teaching Performance

Teaching Competency

Knowledge on Educ. Systems Pearson Correlation Sig. (2-tailed) N

1

-40

0.193

0.234 40

.212 .08840

-0.098 0.54740

Perception Attitudes and Experiences Pearson Correlation Sig. (2-tailed) N

0.193 0.234 40

1-40

0.089 0.585 40

0.090 0.579 40

Teaching Performance Pearson Correlation Sig. (2-tailed) N

0.212 0.188 40

0.089 0.585 40

1-40

-0.558** 0.0000 40

Teaching Competency Pearson Correlation Sig. (2-tailed) N

0.098 0.547 40

0.090 0.579 40

-0.558** 0.000 40

1-40

**P<0.01

Table 4.5 showed the Spearman Rho test performed for the variables teaching performance, teaching competency, knowledge on various educational systems outside the Philippines, perception of attitudes and experiences, and perception of preparedness on becoming global educators.


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It also reflected that BSED pre-service teachers’ teaching performance has a significant relationship with their teaching competency (r=-0.558;p<.0.01) on their preparedness on becoming global educators. However, there is no significant relationship among the other variables: teaching competency, teaching performance, knowledge of various educational systems outside the Philippines, perception of attitudes and experiences and preparedness on becoming global educators. All data obtained in Spearman Rho which showed significant relationship were lower than 0.01 alpha.

Conclusions In view of the preceding findings, the following were concluded: 1. The BSED pre-service teachers were proficient in their teaching

competency. This is probably due to some factors such as their own level of preparedness and competence and likewise the teachers who taught them in their professional subjects. Moreover, students’ interest is also a factor to consider.

2. The BSED pre-service teachers were highly prepared when it comes to student teaching as reflected in their grades. This result might be due to different strategies and methodologies their cooperating teacher want them to use, thus they are given the privilege to do their best. The different learning environments of the pre-service teachers were also a determinant to reckon with.

3. The BSED pre-service teachers were highly prepared on becoming global educators. They probably perceived that they already possess the knowledge, attitudes and skills to be a global educator.

4. The BSED pre-service teachers were slightly knowledgeable on the various educational systems outside the Philippines. This might be due to lack of emphasis on the subject on which the topic is taught. Students may likewise lack interest on the topic.

5. Preparedness of BSED pre-service teachers on becoming global educator is not significantly related with the level of their teaching competency, teaching performance, knowledge of various educational systems outside the Philippines and their attitudes and experiences. There are other factors to be considered like their socio-economic status and other probable environmental situation that might affect their preparedness on becoming global educators.


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Recommendations Based on the findings and conclusions of this study, the following

recommendations were made: 1. Pre-service teachers must also develop awareness about the various

educational systems outside the Philippines so that they will be prepared for the demands as global educators.

2. Curriculum managers and administrators must review their curriculum for every discipline to obtain higher proficiency in teaching.

3. Professional education subjects must be given much emphasis to ensure competence in teaching.

4. A similar study should be conducted on BEED and BSPED pre-service teachers so that a holistic picture of the preparedness of becoming global teacher can be made.

References

Arroyo, G. M. (1999). An excerpt on 3rd AUAP General Conference- Keynote Speech.

Bilbao, Purita P. et. al. (2006). The teaching profession. Quezon City, PH: Lorimar Publishing Co., Inc.

Botengan, K. C. An excerpt on 3rd

AUAP General Conference- Welcome Remarks (1999).

Fritzgerald. (2003). Quoted in Literature Review, DICE (2005)

Development and Intercultural Education Project. (2006) Retrieved March 21, 2012 from http://www.diceproject.org/ uploadedfile/relationshipbetweenDEandICE.pdf

Literature Review Global and Justice Perspective in Education (2005). Retrieved March 21, 2012 from http://www.diceproject.org/upload/uploadedfile/LitReviewnew.pdf

UNESCO.(1974). Recommendations on Education for International Understanding, Cooperation and Peace. Retrieved March 21, 2012 from http://www.unesco.org/education/nfsunesco/pdf/Peace_e.pdf http://Icdinternational.org. Retrieved March 21, 2012.


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AWARENESS OF PEACE EDUCATION KNOWLEDGE, ATTITUDES, VALUES AND SKILLS (KAVS)

OF M.Ed. (ECE) STUDENTS: BASIS FOR PROGRAM DEVELOPMENT

Ilona Jean P. EspinosaGrace B. Ortega

Emmarie B. PanganibanApril Joy N. Samar

Fe Melissa P. Tabares

Abstract

The present study was undertaken to find out the level of awareness of M. Ed (ECE) students: basis for program development classified according to academic preparation, length of service and workplace on peace education knowledge, attitudes, values and skills. The respondents of the study were all 30 M.Ed. (ECE) students of West Visayas State University duly enrolled in Sy 2012-2013. The data gathering instrument used was an awareness questionnaire-checklist adapted from guiller P. Pendon’s thesis on “Awareness of Peace Education Knowledge, Attitudes, Values and Skills of Pre- Service Teachers”.The study utilized the survey method to collect, analyze, and interpret data on the level of awareness of the M.Ed. (ECE) students on peace education knowledge, attitudes, values and skills. The data obtained from this investigation were tallied, computer processed, analyzed, and interpreted. When taken as an entire group, the M.Ed. (ECE) students were “very aware” of peace education, knowledge, attitudes and values, and skills areas. When classified as to length of service, the M.Ed. (ECE) students having 10 years and below teaching experience were “very aware” while the M.Ed. (ECE) students having above 10 years of teaching experience were “extremely aware”. As to academic preparation, both ECE graduates and non-ECE graduates were “very aware”. When classified as to workplace, M. Ed. (ECE) students coming from both the private and public schools were “very aware” of the peace education (KAVS). When taken as an entire group, the M.Ed. (ECE) students were “very aware” on the attitudes and values area of peace education. When classified as to length of service, the M.Ed. (ECE) students were “very aware” on values of peace education. When grouped according to academic preparation, they were “very aware”. And


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as to workplace, teachers from the private schools were “extremely aware” while teachers of the M.Ed. (ECE) students from the public school were “very aware”. When classified as to length of service, M.Ed. (ECE) students having 10 years below and above teaching experience had no significant difference in the level of awareness on peace education knowledge, attitudes, values and skills. When classified as to academic preparation, both ECE and Non-ECE graduates did not differ significantly in the level of awareness on peace education knowledge, attitudes, values and skills. When classified as to workplace, M.Ed (ECE) students working in public and private schools had no significant difference in the level of awareness on peace education knowledge, attitudes, values and skills.

Background and Theoretical Framework of the Study Mahatma Gandhi once stated, “If we are to reach real peace in this

world we shall have to begin with the children.” Lasting peace may depend on educating future generations into the competencies, perspectives, attitudes, values, and behavioral patterns that will enable them to build and maintain peace. To understand how to make peace education effective and sustainable, it is first necessary to define the nature of peace and peace education. In order to build programs to achieve the goals of peace education, it is necessary to understand the social science theories on which the programs need to be based. Finally, the steps of conducting an effective and sustainable peace education must be understood (World Encyclopedia of Peace, 1986).

In the classroom, peace education aims to develop skills, attitudes, and knowledge with co-operative and participatory learning methods and an environment of tolerance, care, and respect. Through dialogue and exploration, teachers and students engage in a journey of shared learning. Students are nurtured and empowered to take responsibility for their own growth and achievement while teachers care for the wellbeing of all students. The practice of peace education is an opportunity to promote the total welfare of students, advocate for their just and equitable treatment of youth, and promote individual and social responsibility for both educators and learners. Through pedagogy and social action, peace educators demonstrate that there are alternatives to violence (Hudson, 1992).

Peace Education does not teach students what to think, but rather how to think critically. In the process, its holistic and participatory approach may conflict with more traditional curriculum design or strict standards-based schooling. Peace education aims not to reproduce but to transform. It consists of people “consciously striving to educate their successors not for the existing state of affairs but so as to make possible a future better


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humanity” (John Dewey, Democracy and Education, 1994). And with this task comes significant challenges and opportunities for all involved.

One way to meet the challenges of peace education is to build bridges of support among key participants. Just as learning takes place in a broader social context and not exclusively in schools or classrooms, so peace education relies on families, communities, and social networks to affect positive and lasting change. The notion “think globally, act locally” is central to educating for a culture of peace in that it links theory with practice, international issues to individual efforts. As a peace educator, one need not work alone. The international peace education community is active and growing through networks, publications, global campaigns, national initiatives, and international programs. Concerned citizens, educators and activists of all ages around the world are promoting and building peace through education (Ferguson, 1986).

Peace education is more effective when it is adapted according to the social and cultural context and the needs of a society. It is enriched by that society’s cultural and spiritual values along with universal human values. Peace education program must build on the foundation laid with young children, and this reinforces the view that in some ways the most important teacher in the whole system is the teacher of young children interacting closely and harmoniously with the parents and families (Balasooriya, 2001).

At present, a few teacher education programs are preparing teachers with the required skills and knowledge to teach peace education.

The West Visayas State University has a program for Masters in Education specializing in Early Childhood Education, however there was no baseline study conducted to ascertain the level of awareness of these M. Ed. (ECE) students on peace education areas: knowledge, attitudes, values, and skills.

Peace education is aimed at teaching individuals the information, attitudes, values, and behavioral competencies needed to resolve conflicts without violence and to build and maintain mutually beneficial, harmonious relationships. There are many approaches to peace education, many of which are based on ideology, practical experience, and good intentions. What is lacking is peace education programs based on theories validated by research that can be operationalized into practical procedures.

This study is anchored on the Social Interdependence Theory (dealing with cooperation and competition).The social interdependence perspective of cooperative learning presupposes that the way social interdependence is structured determines the way persons interact with each other. Moreover,


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outcomes are the consequence of persons interactions. Therefore, one of the cooperative elements that have to be structured in the classroom is positive interdependence or cooperation. When this is done, cooperation results in promotive interaction as group members encourage and ease each other’s efforts to learn (Johnson, Johnson, & Holubec, 1998).

In view of this, the researchers found it necessary to determine the level of awareness of M.Ed. (ECE) students of West Visayas State University on peace education knowledge, attitudes, values, and skills when grouped according to academic preparation, length of service and work place. The succeeding diagram shows the relationship of the variables in the current study.

IndependentVariable DependentVariable

Academic Preparation Awareness on PeaceLength of Service Education Knowledge,Workplace Attitudes,Values and Skills

Figure 1. Awareness on Peace Education knowledge, attitudes,values, andskills as influenced by academic preparation, length of service, and workplace.

Statement of the Problem and Hypothesis This study aimed at ascertaining the awareness on peace education

knowledge, attitudes, values and skills of M.Ed. (ECE) students enrolled during SY 2012-2013 at West Visayas State University.

Specifically, this sought to answer the following questions: 1. What is the level of awareness of M.Ed. (ECE) students on peace

education knowledge, attitudes, values, and skills when taken as an entire group and grouped according to academic preparation, length of service and workplace?

2. Is there a significant difference in the awareness of M.Ed. (ECE) students on peace education knowledge, attitudes, values, and skills when grouped according to academic preparation, length of service and workplace?


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The present study posited this hypothesis: 1. There is no significant difference on the peace education knowledge,

attitudes, values and skills when taken as an entire group and when grouped according to academic preparation, length of service and workplace.

Research Design This study employed the survey method of research. Survey research

is the technique of gathering data by asking questions to people who are thought to have desired information (Kendra, 2002).

Survey research is used by students to assess their own learning, by teachers to assess student learning, by teachers to assess their own learning and by parents to assess their children’s behavior. Surveys have been used to assess knowledge of conflict resolution concepts, ways of handling a hypothetical conflict, self-image and school climate, to name but a few possibilities (Kendra, 2002).

The study aimed to ascertain the awareness level of M.Ed. (ECE) students at West Visayas State University. The data collection analysis was based on a questionnaire-checklist.

Respondents The respondents of the study were all 30 M.Ed. (ECE) students of

West Visayas State University Graduate School duly enrolled in SY 2012-2013.

Respondents of this study were made aware of the nature and purpose of this investigation that the data collected was only used for scientific purposes. Responses were considered confidential and their individual identity, anonymous.


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Table 1Profile of the Respondents as to Academic Preparation, Length of Service and Workplace

Categories F %Entire group 30 100Length of Service 10 years and below 26 86.7 Above 10 years 4 13.3Academic Preparation ECE Graduates 17 56.7 Non ECE Graduates 13 43.3Workplace Private 16 53.3 Public 14 46.7

Statistical Data Analysis The following statistical tools were used in the statistical treatment of

the data gathered from the study.The mean was used to find out the peace education knowledge,

attitudes, values and skills of the M. Ed (ECE) graduate students when classified as to academic preparation, length of service, and type of school taught.

Standard deviation was utilized to find out the variability of the respondents’ responses from the mean.

Statistical Package for Social Sciences (SPSS) and Microsoft Excel Software were used in getting statistical computation.

Research Instrument The data gathering instrument that was used in the study was an

awareness questionnaire-checklist adapted from the study of Guiller P. Pendon on “Awareness of Peace Education Knowledge, Attitudes, Values and Skills of Pre-Service Teachers”.

The instrument consisted of two parts. Part One, personal data, required the name, academic preparation, length of service and type of school taught by the respondents. Part Two, the instrument proper, contained forty-two (42) item statements from the respondents’ level of awareness on peace education knowledge, attitudes, values, and skills. Twenty three (23) items comprised the knowledge area, twelve (12) items on the attitudes and values, and seven (7) items on the skills areas.


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There were five levels to be determined: “unaware”, “somewhat aware”, “aware”, “very aware”, and “extremely aware”.

“Unaware” means that the respondents were not familiar on concepts on peace education knowledge, attitudes, values, and skills areas.

“Somewhat Aware” means that the respondents had very little familiarity on concepts on peace education knowledge, attitudes, values, and skills areas.

“Aware” means that the respondents had high familiarity on concepts on peace education knowledge, attitudes, values, and skills areas.

“Very Aware” means that the respondents had higher familiarity on concepts on peace education knowledge, attitudes, values, and skills areas.

“Extremely Aware” means that the respondents had the highest familiarity on concepts on peace education knowledge, attitudes, values, and skills areas.

In determining the results an arbitrary scale was used, as follows:

Scale of Mean Description 1.0 – 1.80 Unaware 1.81 – 2.60 Somewhat Aware 2.61 – 3.40 Aware 3.41 – 4.20 Very Aware 4.21 – 5.0 Extremely Aware


Descriptive Data AnalysisLevel of Awareness on Peace Education of M. Ed (ECE) Graduate

Students Taken as Entire Group and Grouped According to Knowledge, Attitudes, Values and Skills. Table 2 shows the level of awareness on Peace Education of M.Ed.(ECE) graduate students when taken as an entire group and grouped according to length of service, academic preparation and workplace. When classified to length of service, those 10 years and below were “very aware”(M=3.77, SD=0.59) while those with length of service above 10 years were “extremely aware”(M=4.33,SD=0.29). When classified as to academic preparation, both ECE graduate (M=3.77, SD=0.69) and Non ECE graduate (M=3.94, SD=0.43) were “very aware”. When classified as to workplace, M. Ed (ECE) graduate students from both private (M=4.00,SD=0.57) and public (M=3.67,SD=0.58) schools, were “very aware”.


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Generally, the level of awareness on Peace Education KAVS of M.Ed.(ECE) graduate students was “very aware” (M=3.84,SD= 0.59).

Table 2Level of Awareness of M.Ed (ECE) graduate Students on Peace Education Knowledge Taken as an Entire Group and Classified According to Length of Service, Academic Preparation and Workplace

Categories Mean SD Description Entire Group 3.84 0.59 Very Aware Length of Service 10 years and below 3.77 0.59 Very Aware Above 10 years 4.33 0.29 ExtremelyAwareAcademic Preparation ECE Graduate 3.77 0.69 Very Aware Non ECE Graduate 3.94 0.43 Very AwareWorkPlace

Private 4.00 0.57 Very Aware Public 3.67 0.58 Very Aware

Scale of Mean Description1.0 – 1.80 Unaware1.81 – 2.60 Somewhat Aware 2.61 – 3.40 Aware 3.41 – 4.20 Very Aware 4.21-5.0 Extremely Aware

The data in Table 3 shows that when taken as an entire group, the M.Ed (ECE) graduate students were “very aware” on attitudes and values of peace education (M=4.18,SD=0.60).

When classified as to length of service those 10 years and below, (M=4.14,SD=0.63) were “very aware” while those with length of service above 10 years, (M=4.42, SD=0.22) were “extremely aware”.

When classified as to academic preparation, both ECE graduate (M=4.16, SD=0.65) and Non ECE graduates (M=4.20,SD=0.56) were “very aware”.


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When classified as to workplace, those who were on private employment (M=4.23, SD=0.54) were “extremely aware” while those in public employment (M=4.18, SD=0.60) were “very aware”.

Table 3Level of Awareness of M.Ed (ECE) graduate Students on Peace Education Attitudes and Values Taken as an Entire Group and Classified According to Length of Service, Academic Preparation and Workplace

Categories Mean SD DescriptionEntire Group 4.18 0.60 Very AwareLength of Service

10 years and below 4.14 0.63 Very AwareAbove 10 years 4.42 0.22 Extremely Aware

Academic PreparationECE Graduate 4.16 0.65 VeryAwareNon ECE Graduate 4.20 0.56 Very Aware

WorkplacePrivate 4.23 0.54 Extremely AwarePublic 3.67 0.58 Very Aware

Scale of Mean Description1.0 – 1.80 Unaware1.81 – 2.60 Somewhat Aware2.61 – 3.40 Aware3.41 – 4.20 Very Aware

The data in Table 4 show that when taken as an entire group, the M.Ed (ECE) graduate students were “very aware” on attitudes and values of peace education (M=4.10,SD=0.60).

When classified as to length of service, the M. Ed. (ECE) graduate students 10 years and below (M=4.03, SD=0.67) were “very aware” while M.Ed (ECE) graduate students above 10 years (M=4.32,SD=0.49) were “very aware”.

When classified as to academic preparation, the ECE graduate (M=4.04, SD=0.70) and Non ECE graduates (M=4.12, SD=0.58) were “very aware”.


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When classified as to workplace, those in private employment (M=4.08, SD=0.64) were “extremely aware” while those in public employment (M=4.00, SD=0.74) were “very aware”.

Table 4Level of Awareness of M.Ed. (ECE) graduate Students on Peace Education Skills Taken as an Entire Group and Classified According to Length of Service, Academic Preparation and Workplace

Categories Mean SD Description

Entire Group 4.10 0.60 Very Aware Length of Service 10 years and below 4.03 0.67 Very Aware Above 10 years 4.32 0.49 ExtremelyAwareAcademic Preparation ECEGraduate 4.04 0.70 Very Aware Non ECE Graduate 4.12 0.58 Very AwareWorkplace Private 4.08 0.64 Very Aware Public 4.00 0.74 Very Aware

Scale of Mean Description1.0 – 1.80 Unaware1.81 – 2.60 Somewhat Aware2.61 – 3.40 Aware3.41 – 4.20 Very Aware

Inferential Data AnalysisThe Mann-Whitney U-Test was used to determine the significance

of difference in level of awareness on peace education knowledge, attitudes and values, and skills of M.Ed. (ECE) graduate students when classified as to length of service, academic preparation and workplace.

Table 5 shows the Mann-Whitney U-test result for the significant difference in the level of awareness on Peace Education knowledge according to academic preparation, length of service and workplace. The table reveals that there is no significant difference according to academic preparation (U=92.50, Sig=0.457>0.05), length of service (U=22.00,Sig=0.171>0.05) and workplace (U=72.00, Sig=0.101>0.05).Therefore the null hypothesis is accepted.


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Table 5Mann-Whitney U-Test Result for the Significant Difference in Level of Awareness on Peace Education Knowledge when grouped According to Length of Service, Academic Preparation and Workplace

Categories Mean Rank U Sig

Length of Service10 years and below 14.35 22.00 0.071Above 10 years 23.00

Academic PreparationECE Graduate 14.44 92.50 0.457

Non ECE Graduate 16.88Workplace

Private 18.00 72.0 0.101Public 12.64

The study of Pendon (2008) seems to support the same thought as of the present study when length of service was used as one of the variables while the study of Palma (2008) contradicts the result of this study because it showed a significant difference on the awareness level of respondent when classified as to length of service.

Table 6 shows the Mann-Whitney U-test result for the significant difference in the level of awareness on Peace Education attitudes and values according to academic preparation, length of service and workplace.The table reveals that there is no significant difference according to academic preparation (U=102.50, Sig=0.742>0.05), length of service (U=43.00, Sig=0.617>0.05) and workplace (U=105.00,Sig=0.790>0.05).Therefore, the null hypothesis is accepted.


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Table 6Mann-Whitney U-Test Result for the Significant Difference in Level of Awareness on Peace Education Attitudes and Values when grouped According to Length of Service, Academic Preparation and Workplace

Categories Mean Rank U Sig

Length of Service 10 years and below 15.15 43.00 0.617 Above 10 years 17.75Academic Preparation ECE Graduate 15.03 102.50 0.742 Non ECE Graduate 16.12Workplace

Private 15.91 105.50 0.790Public 15.04

The study of Ganancial (2010) and Diamante (1997) contradict the result of this investigation when academic preparation was used as one of their variables, while the study of Pendon (2008) seems to support the same thought as of the present study.

Table 7 shows the Mann-Whitney U-test result for the significant difference in the level of awareness on Peace Education skills according to academic preparation, length of service, and workplace. The table reveals that there is no significant difference according to academic preparation (U=102.50, Sig=0.742>0.05), length of service (U=39.50,Sig=0.461>0.05) and workplace (U=98.50, Sig=0.580>0.05).Therefore the null hypothesis is accepted.

Categories Mean Rank U SigLength of Service 10 years and below 15.02 39.50 0.461 Above 10 years 18.63Academic Preparation ECE Graduate 15.03 102.50 0.742 Non ECE Graduate 16.12Workplace

Private 16.34 98.50 0.580Public 14.54


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The study of Biton (1997) showed significant difference which contradicts to the recent study when workplace was used as a variable.

Conclusions In view of the findings, the following conclusions were deduced. Experience is essential in the establishment of awareness. 1. The study proves that the M.Ed. (ECE) students are better in

integrating peace education KAVS in their field. Maybe they were able to attend a peace education class in the baccalaureate degree. M.Ed. (ECE) students who have rendered service for more than 10 years have richer and wider knowledge on peace education. On the other hand, M.Ed. (ECE) students whose lengths of service fall below 0 years are not much aware of peace education. Although they have awareness on knowledge, yet they still need to gain more information on peace education. There is no hindrance for someone to be aware of peace education KAVS.

2. It was proven that regardless of academic preparation, M.Ed. (ECE) students have the privilege and full potential to be aware of peace education KAVS. They are given the opportunity to spread and to share with others the importance of peace in their lives. Academically prepared or not, they have the capability to work and advocate for peace. And also, there is no hindrance to learning about peace wherever one’s workplace may be. That is why teachers coming from private and public schools have the reason to teach peace education to learners. The awareness of peace education is open to everyone who is willing to embrace the importance of peace.

Recommendations The results of the study shall justify the following recommendations: 1. Peace education must be integrated in all subject areas for better

understanding of how to address the arising problems of cultural diversity on peace especially in Early Childhood Education.

2. Peace education training and seminars must be done to all the teachers so that they would have knowledge on how to educate their students for peace.

3. The creation of peace education program or movement must be given emphasis by the government for promotion of peace.

4. Peace education must be done in some social networking sites to create and build a strong foundation against conflict, war and violence.

5. Thorough and comprehensive researches must follow in order to widen the perspective on peace education knowledge, attitudes, values and skills.


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References

Biton, A. P. (1997). Team relationship, monitoring behavior, and leadership qualities as correlates to productivity among secondary school administrators in Iloilo.

Diamante, A. L. (1997). Correlates of teacher performance among the faculty of the West Visayas State University.

Ganancial, S. D. (2010) Teachers dominant communication style as related to teaching performance .

Johnson, D. W. & Johnson, R. T. (2006). Peace education for consensual peace: The essential role of conflict resolution. Journal of Peace Education, p. 147-174.

Palma, N.H. (2008). Teaching style, creativity and performance of social studies.

Pendon, M.P. (2008). Extent of inclusion skill of regular education teachers.


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COPING MECHANISMS EMPLOyED By FATHERS HAVINGINTELLECTUALLy GIFTED CHILDREN

Joselle Marie L. AlojadoJohn Kevin P. Arevalo

Maria Salome B. CerbasIlyena Marie V. Palaypay

Bachelor of Special EducationMarch 2013

Adviser: PROF. ANGELITA D. GERMINAL

Abstract

The study aimed to find out the coping mechanisms employed by fathers having intellectually gifted children. It intended to find out the profiles of the identified fathers when grouped according to: age, educational attainment, and socio-economic status; and the coping mechanisms employed by fathers of intellectually gifted children when grouped as a whole and according to: age, educational attainment, and socio-economic status. This study made use of descriptive research approach to gather data from selected respondents and was administered in SPEd-ISEC. Eleven fathers of intellectually gifted children answered the questionnaire-rating scale made by the researchers. The ages of the fathers range from age 34-45. Most of the respondents belong to the age range of 34-39 and a small number belong to the age range of 44-55. When grouped according to educational background, majority of the respondents are college graduates and only a few have a Masteral/doctorate degree. When grouped according to their socio-economic status, most of the respondents belong to the high-income families and middle-income families and only a few belong to the low-income families. In general, it shows that most of the participants mainly employ problem-focused strategies as their coping style in dealing with their child who is intellectually gifted. The study showed that most fathers in different age levels employ problem-focused strategies as their coping style when dealing with their child who is intellectually gifted. Fathers who have different educational attainment also show that they use problem-focused strategies. In each level of socio-economic status, the most employed coping mechanism by fathers is the problem-focused strategy.


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Background of the Study The presence of a father has been positively associated with the

outcomes in several aspects of a child’s life. Men were born and raised with the cultural norm to be the family breadwinner with less involvement in their children’s educational concerns. It has been proven that fathers today are more present in the everyday lives of their children than they were several generations ago.

With the progress on the quality of life as a concept towards the new millennium, the new information, new understanding and new approaches to help men become more focused and open on their children’s educational status, and how probably they will be able to cope with the stress of such situation.

Coping mechanisms can be described as the sum total of ways in which individuals deal with the minor to major stress and trauma. Some of these processes are unconscious ones, others are learned behavior, and still others are skills they consciously master in order to reduce stress, or other intense emotions like depression. Not all coping mechanisms are equally beneficial, and some can actually be very detrimental.

People also learn coping mechanisms as they progress through life. Some people tend toward coping mechanisms that are helpful, while others choose defense mechanisms that can actually increase stress. The person who uses stress as a reason to exercise is learning and expressing a healthy coping mechanism. The person who turns to alcohol or drugs, eating disorders, or workaholic behavior is using coping mechanisms that are both dangerous and unhealthy.

It has been acknowledged that the presence of a gifted child can create special problems for a family (Bridges, 1973; Ross, 1964). Ross (1964) noted that the child-rearing behavior of parents is usually derived from the model of the “normal” child. When the child does not conform to the expectations for a “normal” child, parents often have a difficult time coping with the child. For example, parents may fear that, because their child is “different”, the child may become socially maladjusted (Bridges, 1973). Also, a gifted child can elicit feelings of inadequacy in parents. This may happen in two ways: Parents may feel that they are not prepared to provide the emotional support for a “different” child (Bridges, 1973), or parents may feel that they cannot provide the educational resources or intellectual stimulation needed to help the gifted child to develop his or her unique abilities (Bridges, 1973; Ross, 1964). Sometimes parents have felt so threatened by the ability and uniqueness of their gifted child that they have found it easier to ignore or reject the uniqueness of that child (Laycock, 1951-52). However, Bridges


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(1972) also found that parents may become excited because a bright child can be a step up in socioeconomic status. This becomes a problem only when parents have inordinate expectations about their child’s achievement. Ross (1964) stated that the difference between the intellectual capacity of the gifted child and other family members will determine the degree of problem for those children and their parents. In addition, “the discrepancy between the intellectual and socio-emotional development of the gifted child often creates stress for the child and parents alike” (Ross, p. 160).

Theoretical Framework of the StudyThis study is anchored on Dabrowski’s theory of personality

development base on a multilevel, hierarchical view of life. The theory suggests that individual developmental potentials are important factors in determining the course personality growth. Developmental potentials includes three aspects: special talents and abilities, a physiological measure of neural reactivity Dabrowski called overexcitability (OE), and a factor describing an inner motivation to develop. Individuals with strong developmental potential tend to experience frequent and intense crises (positive disintegrations) that create opportunities for the development of an autonomous, self-crafted personality. Dabrowski observed that gifted and creative populations tend to exhibit increased levels of developmental potential and thus may be predisposed to experience the process of positive disintegration. While recent work has focused on the link between overexcitability and giftedness, indeed, many (most) with the developmental potential will not be classified as gifted, and many gifted will display little overall developmental potential. A brief overview of Dabrowski’s theory and its relevance for gifted individuals are presented.

Statement of the ProblemThis study was conducted to determine the coping mechanisms

employed by purposively chosen fathers of intellectually gifted children.

MethodologyThis study made use of descriptive research approach to gather

data from selected respondents. The researchers used researcher-made questionnaires which were subjected for validation. The questionnaire-checklist was used to determine the coping mechanism of fathers having children who are intellectually gifted.


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RespondentsThe respondents in this investigation were determined through

the suggested fathers by the teachers of SPED-ISEC. Eleven fathers of intellectually gifted children answered the questionnaire-checklist made by the researchers.

Data Analysis ProcedureSince this is a case study, the researchers analysed the data through

interpreting each result and relating this to the said situation and through the use of descriptive analysis.


This study aimed to determine the coping mechanisms employed by purposively chosen fathers of intellectually gifted children. It specifically intends to determine the profiles of the identified fathers when grouped according to: age, educational attainment, and socio-economic status.

It also aimed to determine the coping mechanisms employed by fathers having intellectually gifted children when grouped as a whole and according to: age, educational attainment, and socio-economic status.

Determination of the Profile of Identified FathersEach father was given the same set of questionnaires-rating scale to be

answered privately. In each questionnaire, they filled in their age, educational attainment and socio-economic status.

The ages of the fathers range from age 34 to 55. Out of 11 fathers, 4 or 36% belong to the age range of 36-37, 3 or 27% belong to the age range of 44-45, 2 or 19% belong to the age range of 54-55, 1 or 9% belong to the age range of 34-35 and 1 or 9% belong to the age range of 38-39.

Educational attainment describes whether he is a high school graduate, college graduate, or attained masteral or doctorate degree. Out of 11 fathers, 8 or 73% are college graduate and 3 or 27% holds a masteral or doctorate degree.

When grouped according to socio-economic status, wherein; Low-income family’s annual income ranges from Php 50,000.00-Php 70,000.00; Middle-income family’s annual income ranges from Php 71,000.00- Php 180,000.00; High-income family’s annual income ranges from Php 181,000.00 and above.

Out of eleven fathers, 5 or 45% belong to high-income family, 4 or 36% belong to the middle-income family, and 2 or 19% belong to low- income family.


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Table 1Profiles of the Identified Fathers

Categories Number of Respondents %Age 36-37 4 36

44-45 3 2754-55 2 1934-35 1 938-39 1 9

Educational attainment College Degree 8 73Masteral/Doctoral Degree 3 27

Socio-econonomic Status High-Income Family 5 45 Middle-Income Family 4 36 Low-Income Family 2 19

The Coping Mechanisms Employed by Fathers having Intellectually Gifted Children when Grouped as a Whole

The researchers recorded their answers using a measurable tally system. Table 2 shows the frequency of the chosen coping mechanism employed by fathers having intellectually gifted children in general. These coping styles have been broadly categorized as Appraisal-Focused, Problem- Focused, and Emotion-Focused. Coping mechanism employed by fathers having intellectually gifted children who are 11 all in all or 100% of them is Problem-Focused strategy.

In general, it shows that the participants mainly employ problem-focused strategies as coping style. The variables which are age, educational attainment and socio-economic status did not affect the result of the study in general.

Table 2 The Coping Mechanisms Employed by Fathers Having Intellectually gifted Children when grouped as a Whole

AF PF EF Total %When grouped as a whole 0 11 0 11 100Total 0 11 0 11 100


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The Coping Mechanisms Employed by Fathers having Intellectually Gifted Children when Grouped According to Age

It shows that most fathers in different age levels employ problem-focused strategy in coping with their child who is intellectually gifted. Fathers in the higher age level can cope better than fathers who are younger, in a way that fathers who are younger showed that they have a tendency to use affective-focused mechanism in coping with their intellectually gifted child. When fathers reach a higher age level the tendency of using affective-focused mechanism is lesser. Using the factor age, fathers whose age range is 36-37, 4 or 36% use the problem-focused strategy in coping. Fathers whose age ranged is 44-45, 3 or 27% use the problem-focused strategy. Fathers whose age range is 54-55, 2 or 19% use the problem-focused strategy. Fathers whose age range is 34-35, 1 or 9% use the problem-focused strategy and fathers whose age range is 38-39, 1 or 9% use the problem-focused strategy.

Table 3 The Coping Mechanisms Employed by Fathers of Intellectually gifted Children when grouped According to Age

Age EF PF AF Total %36-37 0 4 0 4 3644-45 0 3 0 3 2754-55 0 2 0 2 1934-36 0 1 0 1 938-39 0 1 0 1 9Total 0 11 0 11 100 The Coping Mechanisms Employed by Fathers having Intellectually Gifted Children when Grouped According to Educational Attainment

Most respondents have college degrees and some pursued masteral and doctoral degree. Fathers who have different educational background all employed problem-focused strategy as their coping mechanism. Fathers who have attained a degree most likely have stable jobs that would lessen the involvement in their child’s educational development, but as the table shows, they also contribute, support and take part in their child’s progress. Using the factor of educational attainment, 8 or 73% who attained a college degree used Problem-Focused Strategy in coping and 3 or 27% who have a masteral degree used Problem-Focused Strategy.


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Table 4 Coping Mechanisms Employed by Fathers of Intellectually gifted Children when grouped According to Educational Attainment

Educational Attainment AF PF EF Total %College Degree 0 8 0 8 73Masteral/Doctoral Degree 0 3 0 3 27Total 0 11 0 11 100

The Coping Mechanisms Employed by Fathers having Intellectually Gifted Children when Grouped According to Socioeconomic Status

The whole table showed that in each level of socioeconomic status, the most employed coping mechanism is the problem-focused strategy. Despite the difference in socioeconomic status, fathers from low-income status to high-income status employed the same coping mechanism. Although some fathers may encounter financial instability, they find ways or alternatives to support the needs of their child such as asking support from sponsors or relatives, looking for other job opportunities, engaging in small business, working overtime, and others. So, fathers who belong in the low-economic status take it as a challenge and not a hindrance in terms of supporting the needs of their child financially. Fathers from different socio-economic status exert effort in providing financial assistance to their child who is intellectually gifted. Using the factor socioeconomic status, 5 or 45% from the high-income family used problem-focused strategy in coping. 4 or 36% from the middle-income family used problem-focused strategy in coping, and 2 or 19% from the low-income family used problem-focused strategy.

Table 5Coping Mechanism Employed by Fathers of Intellectually gifted Children When grouped According to Socio-economic Status

Socioeconomic Status AF PF EF Total %High-Income Family 0 5 0 5 45Middle-Income Family 0 4 0 4 36Low-Income Family 0 2 0 2 19Total 0 11 0 11 100


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ConclusionsOn the basis of the findings of the study, the following conclusions

were derived:1. Fathers use Problem-Focused Strategy since they chose to take control

of the situation. They want to be directly involved in supporting their child’s progress.

2. Using Problem-Focused Strategy helps fathers determine the pros and cons of having a child who is intellectually gifted.

3. Fathers being introvert in nature, show that they may exhibit less constant communication with their children (i.e. fathers who are workaholic tend to spend less time with their children); however, they make sure that the demands of having a gifted child should be met.

4. Children who have better relationship with their fathers excel in their academic and extra-curricular activities.

5. Fathers who employed Problem-Focused Strategy address the problem in a positive way that provides desirable outcome for both parents and child such as excellent performance in academics.

RecommendationsIn light of the conclusions presented, the researchers forward the

following recommendations:1. Since being a father of a child who is intellectually gifted requires

more finances, future researchers can pursue a study focusing on what possible alternatives or actions a father might do in order to meet or cope with the said demands.

2. Aside from fathers, future researchers may also look into the mother’s point of view on how she copes with or reacts to certain changes and demands of having a child who is intellectually gifted.

3. Future researchers can also propose a study concerning the impact of having an intellectually gifted sibling to a brother or a sister who performs on an average level.

4. Future researchers may also engage in a study involving general education teachers and how they academically cope with having a gifted student in a general education classroom.

5. Future researchers can do a study concerning to what point can a family financially provide the demands of having an intellectually gifted child.


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References

Davidson Institute for Talent Development. A review of research on parents and families of gifted children. Retrieved from www.davidsongifted.org/db/articles_id_10198.aspx

Broger, B. & Zeni, M. (2011). Fathers’ coping mechanisms related to parenting a chronically ill child: Implications for advanced practice nurses. Journal of Pediatric Health Care, 25 (2), 96-104.

Silverman L. & Kearney K. Parents of extraordinary gifted. Hoagie’s Gifted Education Page. Retrieved from www.hoagiesgifted.org/parents_of_eg.htm

Lamson, S.L. (1987). Parenting attitudes and behaviors: A comparison of parents of gifted young children with parents of young children who are not identified as being gifted (Doctoral dissertation, Kent State University). dissertation Abstracts International. 49. 788.

Moss, E.S. (1983). Mothers and gifted preschoolers teaching and learning strategies. Paper presented at the meeting of the American Educational Research Association, Montreal.

Karnes, M.B., & Shwedel, A. M. (1987). Differences in attitudes and practices between fathers of young gifted and fathers of non-gifted children: A pilot study. gifted Child Quarterly, 31(2), 79-82.

Karnes, M.B., Shwedel, A. M., & Steinberg, D.A. (1984). Styles of parenting among parents of young gifted children. roeper review. 6(4), 232-235.

Colangelo, N., & Dettman, D.F. (1983). A Review of Research on Parents and Families of Gifted Children. The Council for Exceptional Children Vol. 50, No. 1, pp. 20-27.

Clausing-Lee, M.S. (1992). Qualitative study of patterns in attitudes, values and behaviors among fathers of gifted and non-gifted children in selected preschools. Retrieved from Oregon State University 2004 information website www.ir.library.oregonstate.edu/xmlui/handle/1957/36322


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ANTAS NG KAMALAyAN SA K TO 12 BASIC EDUCATION CURRICULUM

Ivy Rose C. Cabillon Leonisa C. Calimotan Gaymarie G. Hingpit Jeanette T. Tacuban

Batsilyer sa Edukasyong Sekundarya (Filipino)

Tagapayo: LOREY F. TANALEON, M.A. Ed

Abstrak

Ang pag-aaral na ito ay naglalayong masukat ang antas ng kamalayan ng mga pre-service teachers tungkol sa K to 12 Basic Education Curriculum. nilalayon din ng pag-aaral na ito na malaman kung may makabuluhang pagkakaiba ang antas ng kamalayan sa K to 12 BEC ng mga pre-service teachers nang pinangkat ayon sa kanilang medyor at ayon sa ilang aspeto ng K to 12 BEC. Ang mga tagatugon ng pag-aaral na ito ay ang 30 mag-aaral o 20% ng kabuuang bilang ng mga pre-service teachers buhat sa Kolehiyo ng Edukasyon sa Pamantasang Estado sa Kanlurang Bisayas na kumukuha ng Batsilyer ng Edukasyong Sekundarya na nagmemedyor sa English (8), Math (9), Filipino (3), Social Science (4) at Science (6). nakalap ang mga datos ng pag-aaral na ito sa pamamagitan ng talatanungang binuo ng mga mananaliksik at ipinataya sa tatlong guro na nagsanay tungkol sa K to 12 Basic Education Education. ginamit ang katampatang-tuos (mean) at standard deviation sa pagtiyak ng antas ng kamalayan ng mga pre-service teachers. Ang Analysis of Variance naman ang ginamit sa pagtukoy ng makabuluhang pagkakaiba ng antas ng kamalayan ng mga pre-service teachers nang pinangkat batay sa kanilang medyor at sa mga sumusunod na aspeto: nilalaman ng Kurikulum, Batayang Konseptwal, Pagpapatupad, Istratehiya at Pagtataya. Batay sa resulta ng pag-aaral, mataas ang antas ng kamalayan ng mga pre-service teachers sa kabuuan na walang makabuluhang pagkakaiba ang antas ng kamalayan sa K to 12 BEC ng mga pre-service teachers nang pinangkat batay sa medyor at sa ilang aspeto. Ang mga pre-service teachers ay may mataas na antas ng kamalayan sa K to 12 BEC, samakatuwid ang mga pagsasanay at ang pagsasanib ng K to 12 BEC sa iba’t ibang aralin na ginawa ng Kolehiyo ng Edukasyon ay naging makabuluhan at epektibo, at masasabi na ang Kolehiyo ng Edukasyon ng


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Pamantasang Estado sa Kanlurang Bisayas ay nagbigay-tuon at halaga sa mga bagong pagsulong sa larangan ng edukasyon. Batay sa natuklasang resulta inilalahad ang mga sumusunod na rekomendasyon: Una, para sa namamahala ng Kolehiyo ng Edukasyon, mainam na panatilihin ang mga nasimulang pagsasanay na huhubog pa at mas lalo pang mahantad ang mga magiging guro sa ating kolehiyo at nang maging hantad ang mga mag-aaral ng Kolehiyo ng Edukasyon sa mga pagbabago sa kurikulum. Ikalawa, mas bigyang tuon sana ng mga taong sangkot sa pagpapatupad ng kurikulum na ito na damihan pa ang pagsasanay, lalung-lalo na sa aspetong Pagpapatupad at gawing madalas at mahaba ang panahon ng pagsasanay sa K to 12 Basic Education Curriculum.

Balangkas ng Pag-aaral Kasabay ng globalisasyon, nagbabago ang mga pananaw at

pangangailangan ng bawat tao. Kapansin-pansin ang pagbabago sa sistema ng edukasyon upang matugunan ang hinihingi ng isang globalisadong lipunan. Isa sa mga pangunahing pagsulong ng ating sistemang pang-edukasyon ay ang pagpapatupad ng Grade 7 ng K to 12 Basic Education Curriculum. Ipinatupad ang kurikulum na ito sapagkat napagtanto ng ating pamahalaan at ng Kagawaran ng Edukasyon na ang Pilipinas ay isa sa mga bansa sa Asya na may 10 taon ng Basic Education. Dahil dito, ipinatupad ng pamahalaan ang Grade 7 ng K to 12 Basic Education Curriculum (BEC).

Ayon sa DepEd Order No. 31, s. 2012 sa taong panuruan 2012-2013, ang K to 12 Basic Education Curriculum ay ipapatupad sa unang baitang at ikapitong baitang sa lahat ng pampublikong paaralang elementarya at sekundarya.

Hangarin ng K to 12 Basic Education Curriculum ang mapalawak at mapalalim ang kaalaman at kakayahan ng mga Pilipinong mag-aaral. Tunguhin ng K to 12 Basic Education Curriculum na makapagpatapos ng mga mag-aaral na may sapat na kakayahang humarap sa makabagong panahon. Ang pagkakaroon ng mataas na kalidad ng edukasyon bilang isang pangmatagalang solusyon sa kawalan ng trabaho, malnutrisyon at kahirapan. Itinakda ng House Bill 6643 ang pinahusay na Basic Education Program na sumasaklaw sa isang taong universal kindergarten education, anim na taong elementarya, at anim na taon sa sekundarya. Ang edukasyong pansekundarya ay binubuo ng apat na taong junior high school at dalawang taong senior high school. Ipinagkaloob ng batas na ito sa Department of Education (DepEd), Commission on Higher Education (CHED) at Technical Education and Skills Development Authority (TESDA) ang kapangyarihang mangasiwa sa


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pagbalangkas at pagdisenyo ng mga detalye ng Basic Education Curriculum. (De Guzman, 2012).

Layunin ng K to 12 Basic Education Curriculum na magkaroon ng mga gradweyt na nagtataglay nang sapat na katatasan sa mga pangunahing kakayahan (hal. Gramatika, Matematika atbp.) upang lubusang mahubog ang kanilang mga sarili: malinang ang kakayahang kontrolin ang sariling damdamin at handang humarap sa hamon ng buhay, may kamalayang panlipunan, aktibo at nakikilahok sa mga pampubliko at sibikong gawain at nakapagbabahagi sa maunlad, pantay at makataong lipunan, may sapat na kahandaan sa mundo ng trabaho at kalakaran o sa mataas na antas ng edukasyon, nasa tamang edad na para magtrabaho at may kakayahang humarap sa mga pandaigdig na hamon.

Sa mabilis na reporma ng edukasyon, kakikitaan ng sigasig ang pamahalaan sa pagpapatupad ng nasabing kurikulum at upang maging maganda ang bunga ay lubos na inihahanda ang mga guro sa mga panibagong aralin. Upang maging handa ang Kagawaran sa pagharap ng bagong hamong dala ng reporma sa edukasyon, binibigyang tuon ang paglinang ng kakayahan ng mga guro at binibigyan sila ng mga pagkakataong mahantad sa bagong kurikulum.

Naging abala ang bawat sektor sa pagpapatupad ng Grade 7 ng K to 12 Basic Education Curriculum at halos lahat ay nakatuon sa paghahanda ng mga guro sa pagtuturo ng mga aralin. Napapansin na sa pagbabagong ito hindi gaanong nabigyan ng pansin ang mga pre-service teachers. Sila ay magiging guro din ng bagong kurikulum kaya kailangang may sapat din silang kaalaman at kamalayan upang maging handa sa pagtuturo ng mga aralin sa bagong kurikulum.

Sa kabila ng mga pagbabago ng kurikulum hindi natin maikakaila na may mga stakeholders na hindi hantad sa mga pagbabago at gugustuhin pa nilang manatili sa mga nakasanayan na. Ang mga kamalayang ito ay hindi natin maipipilit sa isang tao bagkus ito ay kusang nararamdaman at nakikita sa pamamagitan ng ating mga karanasan. Gayunpaman, bilang mga guro sa hinaharap kailangan nating magkaroon ng kaalaman at kamalayan sa mga pagbabago lalung-lalo na sa larangan ng edukasyon. Kailangan ng mga pre-service teachers na magkaroon ng kamalayan sa mga pagbabagong dala ng globalisasyon sa ating edukasyon sapagkat sila ang dapat na manguna sa pagbibigay ng mga impormasyon at sa paghikayat na tanggapin ang mga pagbabago lalung-lalo na kung ito ay para sa ikabubuti ng bawat mamamayang Pilipino.

Nilalayon ng pag-aaral na ito na masukat ang kamalayan ng mga pre-service teachers tungkol sa K to 12 Basic Education Curriculum. Nilalayon


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din ng mga mananaliksik na malaman ang antas ng kamalayan ng mga tagatugon na magiging batayan ng kahandaan ng mga pre-service teachers sa pagharap sa hamon ng bagong kurikulum. Nilalayon din ng pag-aaral na ito na malaman kung may makabuluhang pagkakaiba ang antas ng kamalayan sa K to 12 BEC ng mga pre-service teachers nang pinangkat ayon sa kanilang medyor at ayon sa ilang aspeto ng K to 12 BEC.

Paradima Malayang Salik Di-malayang Salik

Pre-Service Teachers • English • Mathematics • Filipino • Social Science • Sciences

Larawan 1: Kaugnayan ng malayang salik at di-malayang salik.

Paglalahad ng Suliranin Ang pag-aaral na ito ay naglalayong masukat ang antas ng kamalayan

sa K to 12 Basic Education Curriculum ng mga pre-service teachers sa Kolehiyo ng Edukasyon sa Pamantasang Estado sa Kanlurang Bisayas.

Bilang pagtitiyak, nilalayon ng pag-aaral na ito na masagot ang mga sumusunod:

1. Ano ang antas ng kamalayan sa K to 12 Basic Education Curriculum ng mga pre-service teacher sa kabuuan at nang sila ay pangkatin batay sa kanilang medyor?

2. Ano ang antas ng kamalayan sa K to 12 Basic Education Curriculum ng mga pre-service teachers batay sa mga sumusunod na aspeto: Balangkas, Nilalaman ng Kurikulum, Pagpapatupad, Istratehiya at Pagtataya?

3. Ano ang antas ng kamalayan sa K to 12 Basic Education Curriculum ng mga pre-service teachers sa mga sumusunod na aspeto: Balangkas, Nilalaman ng Kurikulum, Pagpapatupad, Istratehiya at Pagtataya, nang pinangkat sila ayon sa kanilang medyor?

4. Mayroon bang makabuluhang pagkakaiba ang antas ng kamalayan sa K to 12 Basic Education Curriculum ng mga pre-service teacher nang sila ay pinangkat batay sa kanilang medyor at ayon sa mga aspeto ng nasabing kurikulum?

Antas ng Kamalayan sa K to 12 basic Education Curriculum • Nilalaman ng kurikulum • Pagpapatupad • Batayang Konseptwal • Istratehiya • Pagtataya


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Ipotesis Walang makabuluhang pagkakaiba ang antas ng kamalayan sa K

to 12 Basic Education Curriculum ng mga pre-service teachers nang sila ay pinangkat batay sa kanilang medyor at ayon sa mga sumusunod na aspeto: Balangkas, Nilalaman ng Kurikulum, Pagpapatupad, Istratehiya at Pagtataya.

Konseptwal na Balangkas Kinilala ng Commission on Higher Education (CHED) ang Kolehiyo

ng Edukasyon ng Pamantasang Estado sa Kanlurang Bisayas bilang Center for Teaching Excellence sa buong Kanlurang Bisayas, dahil dito naging isa sa mga layunin ng Pamantasan na ang mga gradweyt ay handa na sa pagiging guro at may sapat nang kasanayang maging epektibong guro. Kailangang matiyak ng Pamantasang ito ang kahandaan at kagalingan ng mga pre-service teachers upang mapanatili ang karangalang natamo. Kalakip ng pagpapanatili ng karangalang ito, ang Kolehiyo ng Edukasyon ay nagbibigay pansin sa mga bagong pagsulong sa larangan ng edukasyon lalung-lalo na ang pagbabago sa kurikulum. Nagdaraos ng mga seminars at workshops ang Kolehiyo ng Edukasyon upang maihantad ang mga mag-aaral at guro sa mga pagbabagong ito. Dahil dito, napagtanto ng mga mananaliksik na gawin ang pag-aaral na ito upang malaman ang antas ng kamalayan sa bagong kurikulum ng mga pre-service teachers sa K to 12 Basic Education Curriculum.

Ang mga Tagatugon Ang mga tagatugon ng pag-aaral na ito ay ang mga pre-service

teachers buhat sa Kolehiyo ng Edukasyon sa Pamantasang Estado sa Kanlurang Bisayas na kumukuha ng Batsilyer ng Edukasyong Sekundarya na nagmemedyor sa English, Math, Filipino, Social Science at Science. Kinuha ang 20% ng kabuuang bilang na kumakatawan sa bawat medyor sa pamamagitan ng Random Sampling (fishbowl technique). Ipinakikita sa datos ang kabuuang bilang na 30 mga tagatugon: 8 na mga English medyor, 9 na mga Math medyor, 3 na mga Filipino medyor, 4 na mga Social Science medyor at 6 na mga Science medyor. Makikita ang datos sa Manghad 1.


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Manghad 1 Pagpapangkat-pangkat ng mga Tagatugon ayon sa Medyor

Medyor (Populasyon) Tagatugon %

English (41) 8 20Filipino (16) 3 20Math (42) 9 20Science (32) 6 20Social Science (18) 4 20Kabuuan (147) 30 100

Ang Instrumento Isang pagsusulit ang inihanda ng mga mananaliksik at ginamit ito upang

matamo ang mga kinakailangang datos. Ang pagsusulit ay binubuo ng 50 aytem na maraming pagpipilian at may dalawang bahagi. Ang unang bahagi, Personal Datasheet ay tungkol sa personal na impormasyon ng tagatugon. Ang pangalawang bahagi, ang Pagsusulit na maraming pagpipilian, ito ay binubuo ng mga datos tungkol sa K to 12 Basic Education Curriculum na sumasaklaw sa mga sumusunod na aspekto: Nilalaman (10 aytem), Batayang Konseptwal (10 aytem), Pagpapatupad (10 aytem), Istratehiya (10 aytem) at Pagtataya (10 aytem).

Ang talatanungan ay ipinasuri sa tatlong guro sa Filipino na sumailalim sa pagsasanay sa K to 12 BEC upang matiyak ang katumpakan ng bawat aytem. Sinunod ang mga puna at rekomendasyon ng tagapayo at ng mga tagasuri at inihanda na ang talatanungan para sa pagsasagawa ng pilot-testing.

Matapos ang pilot-testing ay dumaan sa pagsusuri ang mga aytem at buhat sa 50 aytem na pagsusulit ay naging 30 dahil may mga aytem na hindi masyadong epektibo. Kung kaya’t napagkasunduan ng mga mananaliksik na alisin ang mga ito. Ang 30 napaghusay na mga aytem ay ang pinal na pagsusulit na ibinigay sa mga tagatugon.

Upang matukoy ang antas ng kamalayan sa K to 12 Basic Education Curriculum ng mga Pre-Service Teachers, binuo ang mga sumusunod na iskala kalakip ang angkop na deskripsyon gamit ang katumpakang-tuos ng mga iskor ng kabuuang bilang ng mga tagatugon.


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Iskala Deskripsyon 24.01- 30.00 Napakataas 18.01- 24.00 Mataas 12.01- 18.00 Katamtaman 6.01- 12.00 Mababa 0.00- 6.00 Napakababa

Samantala, binuo naman ang susunod na iskala kalakip ang angkop na deskripsyon upang matukoy ang antas ng kamalayan ng mga tagatugon sa iba’t ibang aspeto na binubuo ng tig-aanim na aytem at nang pinangkat sila batay sa kanilang medyor.

Iskala Deskripsyon 4.81 – 6.00 Napakataas 3.61 – 4.80 Mataas 2.41 – 3.60 Katamtaman 1.21 – 2.40 Mababa 0 – 1.20 Napakababa

Paraan ng Pag-aaral Ang talatanungan ay binuo batay sa limang aspetong saklaw ng

K to 12 BEC. Ang limang aspeto ay ang mga sumusunod: Nilalaman ng Kurikulum, Batayang Konseptwal, Pagpapatupad, Istratehiya at Pagtataya. Ang bawat aspeto ay binubuo ng 6 na aytem.

Ang Nilalaman ng Kurikulum, ito ay tungkol sa mga pangunahing konsepto sa K to 12 Basic Education Curriculum. Ang Batayang Konseptwal, ito ay tungkol sa istruktura at sanligan ng kurikulum. Ang Pagpapatupad ay tungkol sa mga batas, kautusan at programang kaugnay sa pagsasakatuparan ng bagong kurikulum. Ang Istratehiya ay tungkol sa mga pamamaraan at pamantayan sa pagtuturo. Ang Pagtataya ay naglalaman ng mga paraan ng pagsusukat sa mga kaalaman at kakayahan ng mga mag-aaral.

Pagtitipon ng mga Datos Bago ang aktwal na pagsagot sa pagsusulit ng 30 mga Pre-service

Teachers ay gumawa ng liham ang mga mananaliksik para sa dekana ng Kolehiyo ng Edukasyon upang pahintulutang ibigay ang pagsusulit sa mga tagatugon. Pagkatapos pagtibayin ng tagapayo ang liham at pinahintulutan ng dekana ay personal na pinangasiwaan ng mga mananaliksik ang pagbigay ng pagsusulit.


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Iniwasto ang mga pagsusulit at kinuha ang pangkalahatang iskor na ginamit sa pag-aaral. Binigyang pakahulugan ang mga nakalap na datos batay sa iskala.

Pang-istadistikang Pagtalakay sa mga Datos Ang mga datos na natipon sa pag-aaral na ito ay itinuos sa pamamagitan

ng mga sumusunod. Katampatang-tuos (Mean). Katampatang-tuos ang ginamit sa pag-

aaral na ito upang matukoy ang antas ng kamalayan sa kabuuan ng mga tagatugon sa istadistikang pagtalakay at nang pinangkat sila batay sa kanilang medyor.

Standard Deviation. Ang Standard Deviation ay ginamit upang malaman ang antas ng kamalayan ng mga tagatugon sa iba’t ibang aspeto ng K to 12 nang pinangkat ang mga tagatugon batay sa kanilang medyor. Ginamit din ang standard deviation upang matiyak ang kaisahan ng mga pre-service teachers ayon sa kanilang antas ng kamalayan sa K to 12 BEC. Itinakda sa 0.05 ng pagkamakabuluhan ang istadistikang imperensyal.

Analysis of Variance (ANNOVA). Ang Analysis of Variance ang ginamit sa pagtukoy ng makabuluhang pagkakaiba ng antas ng kamalayan ng mga pre-service teachers nang pinangkat batay sa kanilang medyor at sa mga sumusunod na aspeto: Nilalaman ng Kurikulum, Batayang Konseptwal, Pagpapatupad, Istratehiya at Pagtataya.

Deskriptibong Pagsusuri ng mga Datos Layunin ng pag-aaral na ito na matiyak ang antas ng kamalayan sa K

to 12 Basic Education Curriculum ng mga pre-service teachers.

Antas ng Kamalayan ng mga Pre- Service Teachers sa Kabuuan at nang Pinangkat Batay sa Medyor

Ipinapakita sa mga inilalahad na datos na Mataas (M=23.80 ) ang antas ng kamalayan ng mga pre-service teachers sa K to 12 BEC. Nang pinangkat ang mga tagatugon batay sa kanilang medyor, ipinakikita ng mga datos na mataas ang antas ng kamalayan ng mga nagmemedyor sa English (M=20.13), Filipino (M= 20.0), Social Science (M= 18.50) at Math (M= 18.56), habang may katamtamang antas ng kamalayan ang mga nagmemedyor sa Science (M= 17.83).


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Makikita sa Manghad 2 ang mga datos.

Manghad 2 Antas ng Kamalayan ng mga Pre-Service Teachers sa Kabuuan at nang Pinangkat Batay sa Medyor

Kategorya Katampatang-Tuos Deskripsyon A. Kabuuan 18.97 Mataas B. Medyor English 20.13 Mataas Filipino 20.0 Mataas Math 18.56 Mataas Science 17.83 Katamtaman Social Science 18.50 Mataas

Iskala Kahulugan 24.01- 30.00 Napakataas 18.01- 24.00 Mataas 12.01- 18.00 Katamtaman 6.01- 12.00 Mababa 0.00- 6.00 Napakababa

Antas ng Kamalayan ng mga Pre-Service Teachers Batay sa Ilang Aspeto ng K to 12 BEC

Batay sa kinalabasan ng mga datos, ipinapakita na ang mga pre-service teachers ay may mataas na antas ng kamalayan sa aspetong Batayang Konseptwal (M=4.50), Istratehiya (M=4.40) at Pagtataya (M=4.10), samantala, katamtaman ang antas ng kamalayan ng mga pre-service teachers sa aspetong Nilalaman (M=3.07) at sa Pagpapatupad (M=2.90).

Inilalahad sa Manghad 3 ang mga datos.

Manghad 3 Antas ng Kamalayan ng mga Pre-Service Teachers Batay sa Ilang Aspeto ng K to 12 BEC

Aspeto Katampatang-tuos Kahulugan Nilalaman 3.07 Katamtaman Batayang Konseptwal 4.50 Mataas Pagpapatupad 2.90 Katamtaman Istratehiya 4.40 Mataas Pagtataya 4.10 Mataas


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Iskala Kahulugan 4.81 – 6.00 Napakataas 3.61 – 4.80 Mataas 2.41 – 3.60 Katamtaman 1.21 – 2.40 Mababa 0 – 1.20 Napakababa

Antas ng Kamalayan sa Ilang Aspeto ng K to 12 BEC ng mga Tagatugon nang Pinangkat Batay sa Kanilang Medyor

Batay sa kinalabasan ng pag-aaral, ipinakikita ang antas ng kamalayan sa ilang aspeto ng K to 12 BEC ng mga tagatugon nang pinangkat batay sa kanilang medyor, mataas ang antas ng kamalayan ng pre-service teachers na nagmemedyor sa Filipino (M=3.67), samantala, katamtaman naman ang antas ng kamalayan ng mga nagmemedyor sa Social Science (M=3.25), English (M=3.38), Math (M=2.44) at Science (M=3.17) sa aspetong Nilalaman. Sa aspetong Batayang Konseptwal, napakataas ang antas ng kamalayan ng mga pre-service teachers na nagmemedyor sa English (M=4.88) at Filipino (M=5.43) habang mataas ang antas ng kamalayan ng mga pre-service teachers na nagmemedyor sa Social Science (M=3.75), Science (M=4.00) at Math (M=4.56).

Sa aspetong Pagpapatupad naman, makikita sa resulta na katamtaman ang antas ng kamalayan ng mga pre-service teachers na nagmemedyor sa Filipino (M=2.67), Math (M=3.11), English (M=3.13) at Social Science (M=3.25) samantala mababa ang antas ng kamalayan ng pre-service teachers na nagmemedyor sa Science (M=2.17).

Sa kabilang dako, sa aspetong Istratehiya ay napakataas ang antas ng kamalayan ng pre-service teachers na medyor sa Science (M=4.83), samantalang mataas ang antas ng kamalayan ng mga pre-service teachers sa Filipino (M=3.67), Social Science (M=3.75), Math (M=4.44) at English (M=4.64). Makikita sa aspetong Pagtataya na mataas ang antas ng kamalayan ng mga pre-service teachers na medyor sa Science (M=3.67), Math (M=4.00), Social Science (M=4.50), English (M=4.13) at Filipino (M=4.67).

Matutunghayan sa Manghad 4 ang mga datos.


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Manghad 4 Antas ng Kamalayan sa Ilang Aspeto ng K to 12 BEC ng mga Tagatugon nang Pinangkat Batay sa Kanilang Medyor

Nilalaman Batayang Konseptwal Pagpapatupad Istratehiya Pagtataya

Kategorya

Katam- Diskripsyon Katam- Diskripsyon Katam- Diskripsyon Katam- Diskripsyon Katam- Diskripsyon

patang-tuos patang-tuos patang-tuos patang-tuos patang-tuos

Filipino 3.67 Mataas 5.33 Napakataas 2.67 Katamtaman 3.67 Mataas 4.67 Mataas

Social Science 3.25 Katamtaman 3.75 Mataas 3.25 Katamtaman 3.75 Mataas 4.5 Mataas

English 3.38 Katamtaman 4.88 Napakataas 3.13 Katamtaman 4.63 Mataas 4.13 Mataas

Math 2.44 Katamtaman 4.56 Mataas 3.11 Katamtaman 4.44 Mataas 4.0 Mataas

Science 3.17 Katamtaman 4.0 Mataas 2.7 Mababa 4.83 Napakataas 3.67 Mataas

Iskala Deskripsyon 4.81 – 6.00 Napakataas 3.61 – 4.80 Mataas 2.41 – 3.60 Katamtaman 1.21 – 2.40 Mababa 0 – 1.20 Napakababa

Makabuluhang Pagkakaiba ng Antas ng Kamalayan ng mga Tagatugon nang Pinangkat Batay sa Kanilang Medyor

Batay sa mga nakalap na datos, ipinapakita ng resulta na walang makabuluhang pagkakaiba sa antas ng kamalayan ng mga pre-service teachers nang sila ay pinangkat batay sa kanilang medyor, na ipinakita sa pamamagitan ng kanilang f value na 0.545 na mas mataas sa alpha level na 0.05.

Matutunghayan sa Manghad 5 ang mga datos.

Manghad 5 Makabuluhang Pagkakaiba ng Antas ng Kamalayan ng mga Tagatugon nang Pinangkat Batay sa Kanilang MedyorSquares df Mean Square f Sig. Sum ofTotal 24.036 4 6.009 .787 .545Within Groups 190.931 25 7.637Between Groups 214.967 29


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Makabuluhang Pagkakaiba ng Antas ng Kamalayan ng mga Tagatugon sa Ilang Aspeto ng K to 12 BEC

Ipinakita sa resulta na walang makabuluhang pagkakaiba sa antas ng kamalayan ng mga pre-service teachers ayon sa ilang aspeto ng K to 12 BEC na ipinapakita sa pamamagitan ng kanilang f value na mas mataas sa alpha level na 0.05.

Makikita sa Manghad 6 ang mga datos.

Manghad 6 Makabuluhang Pagkakaiba ng Antas ng Kamalayan ng mga Tagatugon sa ilang Aspeto ng K to 12 BEC

Sum of Squares df Mean Square f SigNilalaman

Between Groups 5.519 4 1.380 1.217 .329Within Groups 28.347 25 1.134Total 33.867 29

Batayang Konseptwal Between Groups 6.986 4 1.747 2.644 .057

Within Groups 16.514 25 .661Total 23.500 29

Pagpapatupad Between Groups 4.686 4 1.172 1.463 .243Within Groups 20.014 25 .801Total 24.700 29

Istratehiya Between Groups 4.853 4 1.213 .716 .589Within Groups 42.347 25 1.694Total 47.200 29

Pagtataya Between Groups 2.825 4 .706 .988 .432Within Groups 17.875 25 .715Total 20.700 29

Kabuuan Between Groups 24.036 4 6.009 .787 .545Within Groups 190.931 25 7.637Total 214.967 29


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KongklusyonBatay sa kinalabasan ng pag-aaral, nahango ang mga sumusunod na

kongklusyon: Ang mga pre-service teachers ay may mataas na antas ng kamalayan

sa K to 12 BEC, samakatuwid ang mga pagsasanay at ang pagsasanib ng K to 12 BEC sa iba’t ibang aralin na ginawa ng Kolehiyo ng Edukasyon ay naging makabuluhan at epektibo.

Ipinapakita rin na handa na sa pagtuturo ang mga pre-service teachers sakaling makapagturo sila sa ilalim ng bagong kurikulum.

Batay sa kinalabasan ng pag-aaral masasabi na ang Kolehiyo ng Edukasyon ng Pamantasang Estado sa Kanlurang Bisayas ay nagbigay-tuon at halaga sa mga bagong pagsulong sa larangan ng edukasyon. Hindi nagkulang ang Kolehiyo sa pagbibigay suporta sa mga pre-service teachers at sa paghantad sa kanila sa bagong kurikulum.

RekomendasyonBatay sa mga natuklasang resulta ng pag-aaral, inilalahad ang mga

sumusunod na rekomendasyon: 1. Para sa namamahala ng Kolehiyo ng Edukasyon, mainam na

panatilihin ang mga nasimulang pagsasanay na huhubog pa at mas lalo pang mahantad ang mga magiging guro sa ating kolehiyo at nang maging hantad ang mga mag-aaral ng Kolehiyo ng Edukasyon sa mga pagbabago sa kurikulum.

2. Mas bigyang tuon sana ng mga taong sangkot sa pagpapatupad ng kurikulum na ito na damihan pa ang pagsasanay, lalung-lalo na sa aspetong Pagpapatupad at Nilalaman, at gawing madalas at mahaba ang panahon ng pagsasanay sa K to 12 Basic Education Curriculum.

3. Sa ating pamahalaan, lalung-lalo na sa Kagawaran ng Edukasyon, kailangang maglaan pa nang sapat na pondo para sa mga materyales at mga gabay upang magamit ito sa pagpapatupad ng kurikulum at sa ikadadali ng pagkatuto alinsunod sa hinihingi ng kurikulum na ito.


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Talasanggunian

Ayco, J. G. et al. (Marso 2012). Kinder to 12 Curriculum in the Philippines: As perceived by Mathematics teachers of public high school in Iloilo City (Di-nailathalang tesis). Pamantasang Estado sa Kanlurang Bisayas, Lungsod ng Iloilo:

DepEd Order No. 31 s.2012. Guidelines of the Implementation of the Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013.

Espina, B., Borja, F., at Morga, C. (2012). Competencies of grade 7 Teachers In Filipino and their readiness to Implement the grade 7 Basic Education Curriculum.

Espiritu, C. C. at Dacanay, A. G., (2000). Pananalikisik (Isang Primer), Maynila: Rex Bookstore.

Mayos, N. S. et al (2008). Ang guro ng bagong milenyo: Mga kagamitang panturo sa Filipino. Cabanatuan City, PH: JIMCY Publishing House.

Silubrico-Fayo, M. (2004). Modyul sa pagkatuto ng wikang Filipino para sa ikatlong baitang ng mga mag-aaral sa Elementarya (Di-nailathalang tesis). Pamantasang Estado sa Kanlurang Bisayas, Lungsod ng Iloilo.


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PERSONALITy TRAITS AND ENGLISH ORAL PROFICIENCy OF SECOND LANGUAGE LEARNERS

Christy Luz L. Bogador Ronalyn D. Derecho

Dhanie A. DianaBachelor of Secondary Education

(English)

Adviser: MA. ASUNCION CHRISTINE V. DEQUILLA, Ph.D.

Abstract

This correlation study aimed to determine the effects of personality traits to the English oral performance of the second language learners. This study involved 20 fourth year students of Iloilo City national High School Special Class; ten of them are extraverts and also ten of them are introverts. The Eysenck Personality Questionnaire – rSS was used to determine the students’ personality traits. The oral story retell task was administered to elicit their oral production by making the subjects tell their own story based on the ten wordless pictures. Their oral production was recorded and transcribed for analysis. The oral proficiency was measured by means calculating the linguistic measures of its indicators: Oral Fluency, Lexical Complexity, Syntactic Complexity and Accuracy. The statistical tools used were the Mean, Standard deviation, Mann-Whitney U-Test, and Spearman’s rho. results indicated that the extravert students outperformed the introvert students in the oral fluency and accuracy. However, the introvert students outperformed the extravert students in the lexical complexity and syntactic complexity. This study found out that there is a significant difference between personality traits and lexical complexity. The utterances of the introvert students were more complex in terms of using lexical items in English. Furthermore, this study also found out that there is a significant relationship between oral fluency and syntactic complexity but there are no significant relationships among other oral proficiency indicators regardless of their personality traits.

Background and Conceptual Framework of the StudyMany factors influence the second language learning process. Yet one

of the most important elements for Second Language Acquisition research to explain is the great individual variability Second Language learners


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obtain in their respective L2s (Gass, 1988). It has been frequently observed that different learners attain highly different levels of L2 proficiency even though the circumstances in which these learners acquire a target language are almost identical. This interindividual variation can be accounted for by learner-internal factors. Johnson (2001) divides the variables that contribute to differences between individual language learning into three categories: cognitive, affective and personality variables. Cognitive factors include various forms of mental information processing (Ellis, 1990); affective factors involve among others motivation and anxiety (Ehrman et al., 2003) and personality variables are mostly associated with a set of personality traits (Skehan, 1989).

In recent years, there has been increasing interest in the relationship between personality types and second language learning. Personality types have been studied in terms of their influence on, or correlations with second language learning, especially language learning skills such as, speaking, writing, reading, vocabulary, and grammar. The personality trait extraversion-introversion has received considerable critical attention. Some researchers have found that this personality type has little or no correlation with oral performances of second language learners. However, others have stated that extraversion-introversion correlates significantly with oral performance, especially fluency, accuracy, lexical complexity and syntactic complexity. In the light of these contradictory results, this study aims to add evidence to one side or the other by reinvestigating the correlation between extraversion-introversion and oral performance. Finally, it is worthwhile to say that due to contradictory findings on the correlations between extraversion/introversion and oral performance including fluency, accuracy, lexical complexity and syntactic complexity another study should be conducted to look at the correlation between personality trait extraversion-introversion and second language learners’ oral performance.

Conceptual Framework of the StudyThe conceptual framework of this study is represented in the paradigm

that follows:

Extravert Students Oral Proficiency Introvert Students • Oral Fluency • Lexical Complexity • Syntactic Complexity

Figure 1. Correlation between the effects of students’ personality traits on students’ oral proficiency.


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Statement of the ProblemThis study aimed to determine the relation between students’

personality traits and their oral proficiency. Specifically, this study sought to answer the following questions:

1. What is the English oral proficiency of students when grouped according to:

a) Extraverts b) Introverts

2. Is there a significant difference in the English oral proficiency between extraverts and introverts?

3. Is there a significant relationship between oral fluency, lexical complexity, syntactic complexity and accuracy?

HypothesesIn the light of aforementioned research questions, the null hypotheses

are formulated. 1. There is no significant difference in the English Oral Proficiency of

extraverts and introverts. 2. There is no significant relationship between oral fluency, lexical

complexity, syntactic complexity and accuracy.

Research DesignThis study is a correlation of the students’ personality traits and

their English oral proficiency. It determined the effects of extraversion and introversion to students’ English oral proficiency.

ParticipantsThe Eysenck Personality Questionnaire – Revised Short Scale (EPQ-

RSS) was administered to 45 fourth year students of Iloilo City National High School – Special Science Class, School Year 2012 – 2013. The results revealed that out of 45 students, only ten of them are introverts and the rest are extraverts. So the researchers narrowed down the number of participants to ten extraverts and ten introverts so that there will be equal number of participants for both personality types. Thus, the final number of participants is only 20; ten for extraverts and ten for introverts. Table 1 represents the respondents’ profile.


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Table 1. Profile of the RespondentsCategory f %

A. Entire Group 20 100

B. As to Personality Traits ExtravertIntrovert

Total

1010 20

5050 100

Data Gathering Instrument The students’ oral speech production in their L2 was tapped by means

of an oral retell task based on a wordless picture story. A retell narrative was selected involving the creation of a story based on 10 wordless pictures.

Students’ personality traits were determined by the Eysenck Personality Questionnaire- RSS (Eysenck & Eysenck, 1991), a concise version of the EPQ which computes an individual’s degree of Psychoticism, Extraversion and Neuroticism by means of self-reported answers to 48 yes-no questions. Examples of the questions concerning degree of extraversion include the following: Do you usually take the initiative in making new friends? Are you inclined to keep in the background on social occasions? Do you like mixing with people? Do you like going out a lot? The higher one scores on the 12 items of the extraversion-introversion scale, the more one tends towards the extraversion personality trait. In theory an introvert will obtain a score of 0 to 6 and an extravert would score between 7 and 12. In practice, extraversion scores in the normal population approximate a normal curve with averages ranging between 6 and 8 (Sanderman et al., 1995; Matthew & Deary, 1998). According to Dewaele & Furnham (1999: 512-513), these people will share characteristics of both extraverts and introverts and they are sometimes labeled “ambiverts”.

Data Gathering ProcedureThe researchers went to Iloilo City National High School to gather

data for the study. First, the students were made to answer the EPQ-RSS to determine their personality trait. Following the EPQ-RSS manual, students were asked not to think about the questions too long and to answer each question truthfully by checking either “yes” or “no”. They were assured that there were no wrong answers or trick questions and that the information


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they provided would be treated with discretion. After the students answered the EPQ-RSS, the oral retell task was administered in one shot activity. During the data collection, the researchers assigned two quiet rooms easily accessible to the students so as not to interfere with regular school activities. From the moment students entered the interview room, they were addressed in English. After a brief introduction, they were asked to turn the papers lying in front of them. Once the interviewer had established that the respondent was not yet acquainted with the task at hand, they were given instructions to describe the series of drawings immediately and under a time pressure of three minutes. This procedure was created to reduce the effects of pre-task and online planning. Each story was audio-recorded and transcribed for analysis.

Data Analysis The students’ responses to EPQ-RSS were used to determine their

personality traits. Those who scored from 0-6 were considered introverts and those who score from 7-12 were considered extraverts. After determining their personality traits, students’ oral responses were analyzed next.

Each recorded oral retelling was transcribed for analysis. The oral fluency, lexical complexity, syntactic complexity and accuracy of each recording were determined by calculating its linguistic measures. Oral fluency was measured using the average of “Speech Rate A” (Siegman, 1987; Dewaele & Furnham, 2000) and “Speech Rate B”. “Speech Rate A” includes all syllables into the count while “Speech Rate B” only computes meaningful syllables per minute and consequently leaves out all those phenomena that are related to hesitation. Lexical Complexity was measured by means of type-token ratio in which the total number of word types is divided by the total number of word tokens. Syntactic Complexity was computed by means of analyzing students’ utterances and calculating the total number of T-Units. T-Unit is “a measure of the linguistic complexity of sentences, defined as the shortest unit which a sentence can be reduced to and consisting of one independent clause together with whatever dependent clauses is attached to it” (Oya, Manalo, and Greenwood, 2004, p. 847). The accuracy dimension, finally, was likewise evaluated by dividing the total number of errors by the total number of clauses. The Mann-Whitney U-Test was used to determine if there is a significant difference in the English oral proficiency between extraverts and introverts while the Spearman’s rho was used to determine if there is a significant relationship between oral fluency, lexical complexity, syntactic complexity and accuracy.


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ResultsDescriptive Data Analysis

The descriptive findings of the study revealed the students’ English oral proficiency when grouped according to their personality traits. Results are presented in the Table 2 that follows.

Table 2English Oral Proficiency of Students when grouped According to their Personality Traits

Oral Lexical Syntactic AccuracyFluency Complexity Complexity

Mean SD Mean SD Mean SD Mean SD

Extravert 124.4000 25.67727 0.4760 0.06736 5.3000 1.23942 1.9072 1.23942

Introvert 117.6000 22.83735 0.5330 0.05716 5.6000 2.87518 1.4438 0.79420

Total 121.0000 23.90662 0.5045 0.06747 5.4500 3.39466 1.6755 1.04065

The descriptive analysis used is the measure of central tendency like mean and standard deviation of the English Oral Proficiency of the students when grouped according to their personality traits. Results showed that the mean of the extravert students in oral fluency (mean=124.4000) is greater than that of introvert students (mean=117.6000). The mean of the extravert students in lexical complexity (mean=0.4760) is lesser than that of the introvert students (mean=0.5330). The mean of the extravert students in syntactic complexity (mean=5.3000) is lesser than that of introvert students (mean=5.6000). The mean of extravert students in accuracy (mean=1.9072) is greater than that of introvert students (mean=1.4438). Results indicated that the extravert students outperformed the intravert students in the oral fluency and accuracy. However, the intravert students outperformed the extravert students in the lexical complexity and syntactic complexity.

Inferential Data Analysis This study attempted to ascertain the significant difference in the

English oral proficiency between extraverts and introverts. The Mann-Whitney U-Test set at .05 alpha level was used for the purpose of determining the difference of the English oral proficiency between extraverts and introverts. Moreover, it also attempted to test the significant relationships of the oral fluency, lexical complexity, syntactic complexity and accuracy. The


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Spearma’s rho set at .05 alpha level was used for the purpose of determining the relationships between oral fluency, lexical complexity, syntactic complexity and accuracy.

The Mann-Whitney U-Test results revealed that there was a significant difference existing in the English oral proficiency between extraverts and introverts. Results are presented in Table 3.

Table 3 Difference in the English Oral Proficiency Between Extraverts and Introverts

Personality Traits Mean Rank U Sig. Oral Proficiency extravert

introvert 11.30 9.70

42.000 .579

Lexical Complexity extravert introvert

7.65 13.35

21.500 .029*

Syntactic Complexity extravert introvert

9.60 11.40

41.000 .529

Accuracy extravert introvert

11.70 9.30

38.000 .393

*The mean difference is significant at the .05 level.Table 3 reveals a significant difference between lexical complexity

and introverts, U=21.500 p<.05. From the aforementioned value, the null hypothesis which stated that, no significant difference existed in the English oral proficiency between extraverts and introverts was rejected.

The relationship between the oral fluency, lexical complexity, syntactic complexity and accuracy is shown in Table 4.


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Table 4relationship Between Oral Fluency, Lexical Complexity, Syntactic Complexity and Accuracy

Oral Fluency

Lexical Syntactic Complexity Complexity

Accuracy

Oral Fluency Correlation Coefficient Sig. (2-tailed) N

1.000

20

-.314 .178

20

.476* .034

20

-.135 .571

20

Lexical Complexity

Correlation Coefficient Sig. (2-tailed) N

-.314 .178

20

1.000

20

-.085 .722

20

-.226 .337

20 Syntactic

Complexity Correlation Coefficient Sig. (2-tailed) N

.476* .034

20

-.085 .722

20

1.000

20

-.169 .477

20 Accuracy Correlation

Coefficient Sig. (2-tailed) N

-.135 .571

20

-.226 .337

20

-.169 .477

20

1.000

20

*Correlation is significant at the 0.05 level (2-tailed).

The table shows that a positive and significant relationship was observed between oral fluency and syntactic complexity with probability value of .034.

From the aforementioned value, the null hypothesis which stated that, no significant relationship existed between oral fluency, lexical complexity, syntactic complexity and accuracy, was rejected.

Conclusions Based on the findings of this study, the following conclusions were

drawn: It can be gleaned from the results that extravert students outperformed

the introvert students in the oral fluency and accuracy; however, the introvert students outperformed the extrovert students in the lexical complexity and syntactic complexity that their personality traits really affect their oral performance. The findings revealed that oral fluency is related to syntactic complexity. It follows that when a bilingual learner is orally fluent, he can express himself better and therefore, uses complex structures to capture his thoughts through language. In language learning, oral proficiency is related to one’s personality regardless one is introvert or an extravert. His personality trait affects the totality of his oral performance.


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Recommendations Based on the findings and conclusions, the following were

recommended: 1. The results of the present investigation should be furnished to

the school, specifically to the English facilitators, in order to oversee and evaluate the relevance of the study to the program to meet the demands of the language learners.

2. Since students have different backgrounds, it is strongly recommended that English teachers initially consider the assessment of students’ personality traits to find out the best language learning strategies that could best cater to their needs and develop them as good language learners.

3. Teachers should implement their teaching goals and strategies in accordance with students’ varying levels of English language oral proficiency and their personality styles.

4. Teachers should implore various activities to enhance the English oral proficiency of the students.

5. It is further recommended that researchers who wish to study the same or similar line of inquiry should consider other non-linguistic factors such as motivation, intelligence, age, interest, and home background among others.

6. It is likewise recommended that a replication of this study with other possible variables may be further conducted to confirm the result of the present study.

References

Abali, F. (2006). The effect of personality traits extroversion/introversion on verbal and interactive behaviors of learners. (Unpublished master’s thesis). Bilkent University, Ankara.

Dewaele, J.M. (2005). Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal, 89, 367- 380.

Dewaele, J.M., & Pavlenko, A. (2002). Emotion vocabulary in interlanguage. Language Learning 52 (2), 263-322.

Ehrman, M. E. (1996). Understanding second language learning. Sage Publications, Inc.


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Ellis, R. (1990), Eysenck, S. B. G. (1975). Manual of the Eysenck Personality Questionnaire (adult and junior). London: Hodder & Stoughton.

Eysenck, H. J. (1959). Manual of the Maudsley Personality Inventory. London: University of London Press.

Eysenck, H. J., & Eysenck, S. B. G. (1964a). Manual of the Eysenck Personality Inventory. London: University of London Press.

Eysenck, H. J. (1982). Personality, genetics and behavior: selected papers. New York: Praeger.

Eysenck, H.J. (Ed) (1970). readings in extraversion-introversion – theoretical and methodological issues.

London: Staples Press. Eysenck, H. J. (1952). The scientific study of personality. London: Routledge & Kega Paul.

Eysenck, H. J., & Eysenck, S. B. G. (1976). Psychoticism as a dimension of personality. London: Hodder & Stoughton.

Gass, S. (1988), Integrating research areas: a framework for second language studies. Applied Linguistics 9, 198-217.

Johnson, D. M. (1983). Natural language learning by design: A classroom experiment in social interaction and second language acquisition. TESOL Quarterly, 17, 55-67.

Rossier, R. (1976). Extraversion-introversion as a significant variable in the learning of oral English as a second language.

Skehan, P. (1996), A Framework for the implementation of task-based instruction. Applied Linguistics, 17, 33-62.

Skehan, P. (1989), Individual differences in second-language learning. London: Edward Arnold.


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TINy STEPS: STORIES OF SCHOOL CHILDREN IN THE SEVEN CITIES OF ALIMODIAN

Neljabe AldepJhieneva Ambid

MC Grace CanayaChristine Joy Tanedo

Adviser: Prof. Rejie F. Palmos

Abstract

This qualitative study was conducted using a narrative inquiry approach to describe and understand the experiences of pupils living far from school, their struggles and challenges, happiness and lessons learned. Specifically this study smart to answer the following questions: (1) What are the struggles and challenges experienced by the pupils who are living far from school? (2) What makes the pupils happy despite their long journey in going to school? (3) What are the lessons learned by the pupils who are living far from school? The four grade VI pupils were chosen purposively by virtue of the distance of their home from school and their willingness to join in the study. The data were gathered with the use of in-depth interview with the pupils and the researchers. It was recorded in a digital recording gadget. A duly validated set of questions constructed by the researchers was used as guide during interviews. The researchers also used informal interviews among respondent’s relatives to discuss further about the experiences of these pupils. data were gathered, analyzed, and interpreted to reach findings from where the conclusions and recommendations were drawn. The study found out that pupils who live far from school experienced walking in the rain, crossing strong current of the river, tracing uneven path, and enduring their tired bodies as they walk everyday from home to school .The feeling of happiness helped these pupils continue their pursuits of knowledge despite the hardships met. Interestingly, they learned the value of sacrifice, perseverance and commitment towards the goal that they need to attain. They realized that patience should be the virtue of every individual who lives far from school in order to continue, to strive and to undertake challenges in order to succeed.


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Background of the StudySprawling amidst the verdant hills of Southwest Central Iloilo is a

town that is beautiful, productive and peace loving.Traversed by the rippling Aganan River, this town of some 35,712 people thrives content on its colorful history and a bright future that every citizen looks forward to. This town is called Alimodian.

Occupying an irregular area of 14,000 hectares, it lies on the Southwestern plains of Panay. It is situated at122 28o North Latitude and10 460 to 40560 East Latitude. The town has an annual income of 49, 168,990.00, (as of 2009 budget), thus, it is classified as a 3rd class community. Farming is the main occupation of the people, with the landtilling sector composing almost 66% of the total workforce. It has 51 barangays which are clumped around the Poblacion, making a united mass of communities that fears God, respects everyone and strives for mutual betterment (Amantillo & Caparanga,1985).

Among these barangays, here is one unique area which takes 25 kilometers from the town. The beautiful panoramic view of Seven Cities which composed of 7 barangays beckons visitors from far and near places to savor the hospitality of its friendly people.

Theoretical Framework of the StudyThis study used qualitative format of research to have suitable ideas

about describing experiences of pupils living far from school.According to Punch (2005), qualitative research is of specific relevance to the study of social relations and relating to the facts of life. The essential features of qualitative research are the appropriateness of every method and theories which used the recognition and analysis of different perspectives, the researchers’ reflections on their research as part of knowledge production and the variety of approaches and methods.

This study is anchored on the theoretical perspectives of interpretivism in order to have deeper understanding on the experiences of pupils who are living far from school. Interpretivism refers to approaches emphasizing the meaningful nature of people’s participation in social and cultural life.Researchers working within this tradition analyze the meaning of people confer upon their own and others’ actions. Klein and Myers (1999) considered that interpretivism plays a crucial role in interpretive research in information systems. Theory is used as a ‘sensitizing device’ to view the world in a certain way. Particular observations can be related to abstract categories and to ideas and concepts that apply to multiple situations.


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Narrative is a powerful tool or methodology in sharing of knowledge and it captures the emotion of the moment described. According to Bamberg & Mc Cabe (2011), narrative inquiry is devoted to providing a forum for theoretical, empirical, and methodological work on narrative. It draws upon a variety of approaches and methodologies as a way to give contour to experience and life, conceptualize and preserve memories, or hand down experience and values to future generations. Based on the definition of Clandinin and Connelly (1990), narrative inquiry is a method that uses stories, auto biography, journals, field notes, conversations, interviews, family stories and life experiences as data sources. It focuses on the organization of human knowledge more than merely the collection and processing of data. It also implies that knowledge itself is considered valuable and noteworthy even known by only one person.

Story telling is another method being used. Story telling is the means by which cultural heritage is passed down from one generation to another. Children’s involvement with a story that is being told is almost instantaneous. The story teller is the medium through which a story comes to life, adding a unique flavor through voice, choice of words, body language and pacing. It is also a wonderful way to share traditional literature and stories of the past, whether historical events or even personal lifestories. Interview is also one of the main data collection tools in qualitative research.It is a very good way of accessing people’s perception, meanings, definition of situations and construction of reality. It is also one of the most powerful ways of understanding others.

Statement of the ProblemThis study aimed to understand the experiences of pupils who are

living very far from school and its effect on their academic performance and other factors.

Specifically, this study sought answers to the following questions:1. What are the struggles and challenges experienced by the pupils

who are living far from school?2.What makes the pupils happy despite their long journey in going to

school?3.What are the lessons learned by the pupils who are living far from

school?


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Research DesignThis study aimed to describe the happiness, struggles and challenges

as well as the lessons learned by the pupils living far from school in the Seven Cities of Alimodian.

In order to describe the experiences of pupils living far from school, the qualitative study using interpretivist perspective took the method of narrative inquiry. Tan (2009) simply described narrative as a story that tells sequence of events that is significant for the narrator on his or her audience.Feldman et al. (2004) following Czarniawska’s and Franzosi’s definition of narrative, identified the plot present in the story that ties together different parts of events, experiences or actions into a meaningful whole. According to Young (1996) in Cerbo (2012), through the events the narrative includes, excludes, emphasizes, the storyteller itself, illustrate his or her version of the action but also provides an interpretation or evaluative commentary on the subject. In addition, the sequencing of narrative form is important because its structure reveals what is significant to people about various practices, ideas, places and symbols.

Aside from interviews, a number of data collection method were used like journals, field notes, letters, conversations, interviews, family stories, photos and life experiences (Clandinin and Connelly, 1999). It was used as basis of getting information and capturing different stories and life experiences that happen in the lives of the respondents.

It is based firmly in the premise that, as human beings, people come to understand and give meaning to their lives through story (Andrews, Squire and Tambokou, 2008). Thus, the researchers believe that narrative inquiry is a more appropriate method to describe and tell the respondents’ own stories and experiences.

RespondentsThe respondents of the study were four Grade VI elementary pupils of

Cabacanan Elementary School who are living far from school. These pupils live between 4 to 6 kilometers away from school. Their ages vary from 12 and above and purposively selected by the researchers.

The respondents in this study were selected based on their free consent and experiences regarding home and school distance. Participants and parents’ consent to become the subjects of the study was solicited first after rapport was established with them. With due respect to the respondents, other sensitive information about their personal data were not divulged to remain its confidentiality. Only the stories and some important information told by the respondents themselves were considered.


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InstrumentFor the purpose of this study, the validated researcher-made interview

guide was utilized. It contained questions that focused on pupils’ personal experiences such as struggles, happiness and their lessons learned by living far from school in the Seven Cities of Alimodian.

The researchers also used informal interviews among the parents, teachers, friends and some relatives of the respondents to discuss and give further information about the experiences of these pupils.

With the consent of the respondents, recorders were used during the one-on-one interview, with the agreement not to publish the said recording but with the purpose to validate what they said.

ProcedureThe researcher initially discussed with the adviser the experiences

of the pupils living far from school. The adviser suggested that qualitative research will be used in the study. After it, permit of the study was made.

The researchers met and talked with each other and the adviser about the initial plan in conducting the study. After an hour of discussion, the researchers decided to go to the Seven Cities of Alimodian where the study was conducted. The researchers need to have an amount of money to spend for fare in riding a motorcycle in 25 kilometers travel from town to Seven Cities, as well as the expenses during the stay in the place.

Prior to that event, a dialogue was made between the researchers and the principal of the school regarding the study. The researchers gathered information from the principal and identified who are those pupils qualified as the respondents. After listing the names of those pupils, the researchers chose four pupils who have most interesting stories from the initial interview.The researchers met the respondents and asked whether they are willing to be part of the study, and they positively responded to the request.

Permission was also asked from the parents through letters regarding the approval of making their child as a respondent. The researchers visited the place of the respondents to experience how far they walk or how the real scenario happened to these pupils during class days. The researchers personally interviewed the respondents with their consent to honestly answer the given question in the areas of concern in this study.

The one-on-one interview with the participants lasted at least one to two hours each, depending on their responses, readiness and willingness to answer the questions. The whole event was a recollection of their stories which was gathered through the individual interviews.


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Rapport was established with the participants by starting with non- threatening questions. Smooth and spontaneous interaction was facilitated between the researchers and the respondents.

In this study, the researchers were directly involved in gathering the data, no other persons were allowed to see any information in the study to secure its privacy.

Thereafter, the data were gathered and subjected for data analysis ortriangulation.

Data AnalysisData analysis is performed on various forms of human communication.

This may include various permutations of written documents, photographs, motion pictures or video tape and audio tape (Berg &Latin, 2008).

The Narrative Inquiry data analysis comprises all the information gathered outcome of the interview and one to one discussion.

Narrative Inquiry is an approach to understanding and researching the way people create meaning of their lives as narratives. It is important to create meaning and understand people’s experiences. Narrative inquiries not only focus on stories, but also on the organization and the collection of human knowledge which is considered as valuable even when known by only one person.

Cerbo (2012) posited that a narrative researchers’ main responsibility is to interpret the stories people tell. Riessman (2000) subsumed under the methodological approach of narrative inquiry, the ultimate end of narrative analysis is to study the ways by which humans experience the world (Shabani- Varaki, 2003).Writing a narrative is a collaboration between the researcher and his or her informants.

The stories of experience are shaped through discussion with the research subject in dialogue.

Through interviews, the data gathered are joint production of interviewee and respondents described by Riessman (2000) as a form of “interactional accomplishment”.

The researchers made an interview with the respondents using the local dialect of Alimodian which is “Kinaray-a”. The transcribed interviews were also translated into English. After the interview, data were gathered, recorded and one detailed analysis of the respondents’ feedback was made, combining them with narrative stories and personal experiences.

As soon as all the recorded data had been transcribed, line-by-line analysis of respondents’ responses was made collaborating them with field notes of the researchers and personal anecdotal accounts.


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As cited in the undergraduate study of Arguelles et al. (2010), the data and information gathered were analyzed in comprehensible combination of data. To make sense of this data, themes were identified, formed and reassessed from their own stories, interviews gathered and photographs taken until a set of themes emerged. The information and data gathered were recorded, organized, analyzed and finalized until all the information collected seen the real stories and experiences of the study which the research team approved.

Results

The data of this study were presented in an unconventional form.Out of the gathering phase, four lived experiences emerged, each with some differences but nevertheless united by some common threads.

The following are the retelling of the real life experiences of four school children who live far from school. Their stories were made and constructed out of the actual narratives they shared.

Some titles were used, which were based in their own description and experiences to make the story more interesting.

“The Only Hope”Carla is the eldest among the 3 siblings in their family. She is12 years

old and currently a graduating pupil of Cabacanan Elementary School and hopefully finishes her elementary education with flying colors. She is a simple nice girl with simple dreams, who wants to make her family proud of her. She is friendly, kind-hearted,and responsible to her family and friends.She is the eldest in the family that is why she is called the hope of the family.

Carla is physically healthy, has wavy hair and with a fair complexion.She is shy, a soft spoken child yet sincere with her words. She is also cheerful but modest and who does her work with passion and happiness. She is a docile child who patiently obeys her parents and trusts God in all her endeavors. Carla is a loving sister to her younger siblings, who takes good care and watches them whenever their parents are not around.

She is very responsible in doing household tasks and routines everyday.She is very dedicated towards her studies and has the virtue of perseverance to finish her studies and fulfill her dreams for her family’s good future.

Carla’s Flow of TearsCarla’s father and mother are very supportive of her. They always

encourage her to pursue her studies inspite of the difficulties they encounter


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in life. Carla’s father earned money from making different furniture like “papag” and bamboo cabinets in their barangay because they do not have a farm to cultivate. They originally came from the Province of Antique and decided to transfer to Alimodian because of chaotic environment there. “nagsal-yo kami gya kay indi kami kasaho ka lugar didto, rako mga takawan kag kagamo bala haw, kapin pa kay mga lapad lupa didto ti rako mga pananom, gina-pamuol nanda (We have transferred here, because we didn’t like the ambiance of the place, due to the unnecessary happenings that since there is vast land some of the people there tends to steal the vegetation of others)”. But it seems that the income is not enough to support all the expenses in the family, so her mother decided to work in the city to earn money to support the expenses and needs of the children. Her mother shares that, “nag-obra ako sa siyudad para makabulig sa gasto para sa ka bataan, mga darwa man ka tuig ang obra ko pay daw nakita ko nga waay na-maintain ka kabataan ko ang grades nanda kay waay ako gya nga naga- atipan ka nanda. (I worked in the city for two years in order to support for the expenses of my children, however, I noticed that their grades were low because I am not there to take good care of them)”. That’s the reason why her mother decided to stop working in the city and return home for the family. Despite their financial instability, her parents are so supportive of Carla’s extra-curricular activities. “Bisan waay kami kwarta, gapangutang kami para may ipabalon sa iya kung magpanaw sanda sa banwa mag contest, kuntento man lang kung pira ipabalon, waay man nagareklamo (Even if we don’t have any enough money, we’re just seeking someone else to lend us money in order to send her to the contest in town, and she is contented with the amount that we give her; she never complains at all.”

Carla’s perseverance to go to school and joining different contests and activities make her parents proud of her. To help her mother and father was her main reason why she needs to pursue her studies. “Para makabulig kay nanay kag tatay (To help my mother and father).” Carla answered the question with flowing tears. Despite financial problem and the long distance of their home to school, she is floundering to finish her studies in order to help her family. Carla learns the value of sacrifice that success comes from a person who is full of patience and has faith in God. She appreciates the love and support of her family, her tears signifies that she is very eager to finish her studies and do everything to help her family and make them proud of her.


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Extra ChallengeCarla wakes up at 5 in the morning and starts to fix herself together

with her younger siblings for a new journey in going to school. It takes one hour for them to walk a 4-kilometer road off to school. “Kung dasig ka mapanaw, mga 30 minutes, pay abtan gid isa ka oras kung kuri, kapin pa kung ga-uran (If you walk fast, it will take you 30 minutes but if you walk slow, it will take 1 hour especially if it is raining).” Carla also shared that sometimes she does not eat her breakfast because she does not want to be late in school.

Everyday, she needs to take the muddy and rocky road before reaching school. And if it rains hard, it is very difficult for them because they need to cross the stream. “ginahulat lang namon sa may pihak sapa nga may masugat kung magmunog ang uran kay waay ti taytay (Sometimes if heavy rain comes, we just wait for someone to fetch us in another side of the stream since there is no bridge).”

Despite these circumstances, Carla’s eagerness to finish her studies prevails. Her dedication towards her studies is always in her mind and heart that no matter what obstacles come along, she is ready to face and surpass it with positive response and enthusiasm.

Carla’s Little HappinessCarla is a strong and courageous girl that has something to be proud

of. In spite of the difficulties she encountered, she manages to join some activities in school. Her parent’s full support and encouraging advice makes her persevere to bring home a bacon whenever she joins a contest.

Carla joins activities such as Read-a-Thon and Girl Scout Encampment.She has won second place in English Essay Contest and a representative of the school in Science Quiz Bee District Level. She is also a consistent honor pupil since Grade 1.

“Small but with a Big Heart”Jessa is the second child among the four children in their family. She

is 12 years old and a Grade VI elementary pupil in Cabacanan Elementary School. She is one of the top pupils in their class. She lives in their small bamboo hut or “bahay-kubo”, together with her family. She is thin and small, dark-skinned and with long and shiny hair. She is very industrious and responsible with the household chores. She helps cultivate their farm (pananom).She also sells “puso ng saging” and papaya fruits during market day.


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Being a student, she is very zealous towards her studies and foresees the future positively. In fact, despite her physical imperfections and the criticisms of others, she did not mind it rather she considers it as a gift from God that even in that situation she can still manage and can do something to make her family proud of her.

Journey Begins…It was a cold, windy morning, while the sun starts to rise in the east and

the rooster starts to crow begging for food, Jessa’s family starts to rise and prepare for their respective task to be done. Jessa’s father unties his carabao and begins to work on the farm while her mother is busy preparing food and doing household chores for the family. Jessa and her little sister took a bath, ate their breakfast, fixed themselves and got ready to go to school early in the morning because they need to spend time walking a 5-kilometer road to school. It takes 1 hour for them to walk because they need to pass some muddy way and cross the stream in order to be in school ahead of time.

Challenge to UndertakeA day is not always a guarantee that it is in a good condition, thus,

sometimes when the rain starts to pour heavily, the stream gets flooded.It is hard for Jessa and her little sister to go to school. “Kung magbaha gani kag dalum ang tubig, ga-absent kami (If heavy rain comes and the water is so deep, we have to be absent in class).”

Sometimes they need to sacrifice their meal in order to be early in school. According to her cousin, her mother gave them only ₱5.00 for their provisions. “Lima lang ka pesos tao ni nanay nanda nga balon kag tung-on pa nanda nga tatlo dia. (Her mother gave them ₱5.00 for their “baon”and three of them will divide it).” “Ti kung tatlo sila tag ₱1.50 kananda, ang ₱1.00 bakal nanda dia ka butong-butong para sa dapli sa igma (If three of them will divide it, each of them will have ₱1.50 so they are going to use ₱ 1.00 to buy sugar candy that will be their viand for lunch).” Jessa reveals that walking 4 kilometers everyday from home to school is very tiring and stressful but Jessa’s persistence in going to school motivates her to finish her studies no matter what circumstances may happen. She quotes that, “Bisan amo dia sitwasyon namon waay gid ako gahambal nga mag-untat sa akon pag-eskwela (Inspite of the situation we have, I never thought to quit schooling.)


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Tracing the Road to HappinessShe stresses that despite the distance of their home to school, she

is happy that she is in school learning and acquiring knowledge for her preparation in the near future. Jessa believes that through education, she can fulfill her dreams and help her family to have a better life in the future.

Since Grade 1, she belongs to the cream of the crop in the class. In her soft voice one can feel her determination to continue her study despite their low socio-economic condition. In connection with this, Jessa joins different activities in their school such as Girl Scout and Read-A-Thon.She also won first place in the National History Quiz Bee in District Level and she belongs to the team to represent the District of Alimodian in the Congressional Level.

She has a dream in life that she wants to achieve, that is to become a teacher, a molder of young minds. This goal and her desire to help her family motivates her to finish her studies and become strong to face the new chapter of her life.

“The Big Brother”Manuel is the seventh child among the eight siblings in their family.

He is 16 years old and a Grade VI pupil of Cabacanan Elementary School. He is tall, with fair complexion, husky and good-looking boy and with a perfect pair of teeth where his lovely smile can be seen everytime he speaks and glances at people. Manuel is physically healthy and emotionally mature, and a valiant pupil who always thinks, decides and does well in whatever circumstances that come along his journey in life. He is dutiful and amiable to the people he meets everyday. In fact, he is older than his classmates but he still continues his studies in spite of some negative comments from the people around him. “May mga bata nga iban nga naga kadlaw-kadlaw kanakon kay gurang takun sa mga classmates ko pay waay lang ah, maeskwela takun mo (There are times that some children laugh at me because I am older than my classmates but I don’t mind it, I want to pursue my studies)!”

In school, his teachers would always say that, “Si Manuel ang bata nga pirte mapisan kag mabinuligon gid sa mga ulubrahon sa eskwelahan kag daw mga bugto na lang diah mga classmates na, ginabuligan na gid (Manuel is a child who is very industrious and very helpful in all of the activities in school and his classmates is just like his younger brothers and sisters).” He is one of the responsible pupils in their school and once they have activities like camping in school, he serves as the “Manong” or the “Big Brother” of his classmates.


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Manuel is an obedient child and a dedicated pupil in school and home. He does his work without any little utter of words about complaining on his work.

He is also an optimistic boy who works with passion and by having a positive outlook in life. He helps his parents on their farm and also doing household chores respectively. His mother added that even if Manuel has to walk for an hour to reach their home yet he still manages to help them on the farm whenever he goes home early. He loves his family so much that according to him, “Tapuson ko gid pag-eskwela ko para makabulig gid ako kay nanay kag Tatay kag mga bugto ko para magtawhay man pangabuhi namon sa pira ka adlaw (I will finish my studies in order to help my parents and my siblings so that we will have a better life someday).” A positive spirit can be clearly seen in his eyes and great action of dedication towards success.This valiant boy has a dream of becoming a policeman someday.

Super ManuelManuel’s journey begins, when one can still see the dew drops in the

leaves of plants, the bird begins to “tweet” and the chicken jump off from their instant sleeping bed as the tickling clock start to ring. Manuel and the whole family started to wake up and do their respective task for each day. Manuel offered a silent prayer first to have bountiful blessings and graces in the start of the day. His father began to walk to the farm to attend their crops and start plowing their fields before the sun sees the beauty of the world.

His mother prepared their nutritious breakfast “laswa” and started doing her everyday routines. Manuel fed their chicken, fetched a pail of water and took a bath together with his younger siblings. They ate their breakfast and fixed themselves going to school. They need to be early because they need to walk for an hour before reaching the school. In their journey going to school, they passed a stream, crossed the river and started to make foot prints in them just to be in school early.

Manuel said that sometimes, he needs to sacrifice his studies because he needs to help in his father’s work on the farm. Even if it is against his will, he needs to do as told and he follows his parents in order to have food to eat. “Indi ko ka eskwela kis-a kay gaobra pa ako sa uma para nga may makaon man kami (I cannot go to school sometimes because I have to work on the farm so that we can have something to eat)”. He shared that sometimes he feels tired in going to school. “(Alay gid kahig ko kag kapoy gid pirme kay gatabok pa kami sa sapa (I am always tired because we need to cross the stream).” He needs to continue steadfastly and be determined enough to finish his studies.


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In spite of the challenges that come in his life, he never thought to stop schooling. Sometimes he feels tired of walking back and forth and with an empty stomach, but he needs to sacrifice and pursue his studies in order to help his family and to have a better life someday.

His Joyous Disposition…Manuel is a happy boy with a simple disposition of happiness in

life, to be with himself and reach his goal in life. Manuel’s parents are very supportive to him that is why he joins several activities in school. He is an active and nimble Boy Scout member and even one of the participants in the Regional Boy Scout Jamborrette held in Bingawan, Iloilo. His teachers and his classmates are very gratified of him for being a hard-working and diligent pupil. He is always trusted by their teachers to help in different school activities. “Kung may boy scout gani ginadara gid na namon kay tana ang ginasarig-sarigan magdala sang mga kawayan, hakwat ka mga gamit, mapisan man nga bata mo (When we have Scouting, we always bring him to help in carrying bamboos used in tents and in lifting some things needed for the camp)!”

He spends also his valuable time helping his parents on the farm. He sometimes plows the field to be used in their plantation, which is their main source of income. For Manuel, to attain success, one should learn to sacrifice and be patient of whatever obstacles he may encounter along his way. For the simple things that he made on giving importance to his education, he can value the hardships and sacrifices rendered by his parents in order to continue and finish his studies.

“Responsible Eden”Eden is the only child in the family. She is 13 years old, a silent girl

but always keeps smiling every time people meet her. She is a cute and charming girl that looks innocent. She is a physically healthy child where one can see the enthusiasm in her personality. Eden lives with her mother in a bamboo house which stands alone beside the ranging mountains over the hills. Their place is surrounded by plants, fruit bearing trees and with a deep-wide lagoon which creates a fascinating ambiance in the hillock. She was born in a broken family where her father abandoned them since she was young. She is living with her mother and uncle. “Halin pag gamay ko, waay gid ako ka kita kay Tatay, kag may pamilya tana nga iban hambal ni nanay.(Since I was young, I didn’t see my father because my mother told me that he has another family).” Eden grows up without her father’s presence and she did not experience how to live life with a father who stands as the head of the family.


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She is very industrious and responsible since she is the only one who can help her mother in doing their household chores and her uncle who help them cultivate their farm. “Si nanay man garaado kung kaisa, pay may Tiyo ako nga gabulig kanamon (Sometimes my mother is the one who plows the field but I have my uncle who helps us).” She is a great companion of her mother in doing things on the farm like planting raddish, peanuts and other rootcrops. Eden is a persistent young lady who always obeys her mother on whatever task given to her. Every Sunday, they go down the mountain and go to the market and sell their goods. Whatever profit they get, it will eventually be their money to be used in buying their needs and necessities inside their house.

Eden’s Hundred StepsEvery day is a new journey for Eden to experience walking in a

mud and crossing several streams. At 6 in the morning when the sun shines upon the earth, Eden starts to trace the 6-kilometer way down to school. She walks alone to school bringing a hope for a brighter tomorrow. She continues striving in whatever difficulties coming in her way like walking in the steepy and abrupt hill, passing in the wild forest and feeling the droplets of the rain. “Kung mag-uran gani kag magbaha ginahulat ko pa maghubas ang tubig sa sapa para makatabok kag makauli (If heavy rains pour, I will wait until the water level has reduced so that I could go home).” Her teacher said that despite Eden’s home distance from school, she never came late. In fact those pupils who are living far from school come to school earlier than those pupils living near the school. “Kung kaisa gadalagan ako madulhog para indi ako malate, ti amo dia kis-a gakadagpa ako (Sometimes I run fast as I could so that I will not be late that’s why sometimes I strumble).” There are times that Eden came home late and starved for food. “Kung hapon don ako kauli, dasig ako mapanaw kay nagutom ako (In the afternoon, I walkfast because I am hungry).”

Eden has determination in going to school everyday but sometimes her strong body becomes weak and her firm muscles gets tired thus sometimes she cannot go to school. Behind this reality, Eden’s strong desires to finish her studies urge her to take hundred steps everyday.

A Simple JoyEden’s happiness being in school cannot be valued by material things

in spite of the distance of her home to school, no single clamor comes out in her mouth. In fact she enjoys walking alone. “nalipay gid ako kay naka eskwela ako kag waay ko gid naisip nga mag-untat (I’m happy that I am in


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school and I never thought to quit schooling). Her mother added that, “Waay man tana matak-an magpanaw kag waay man naga reklamo nga tamad tana mag-eskwela ah. Ako lang gani naluoy kana kis-a kay gaparigos tana ka balhas na (She never gets tired of walking and she also never complains to stop schooling. I feel pity to her because sometimes she gets too much sweat while walking home).” She also joins some activities like Girl Scout which enables her to interact and socialize with others even if she lives far from school. Moreover, it is the nature of a child to play but for Eden she needs to neglect her personal interest to enjoy herself rather she takes her valuable time reading her notes and some books.

Analysis: Making Sense of the NarrativesExperiences of the Pupils Living Far from SchoolBased on the narratives of the respondents about their experiences,

the researchers were able to construct three themes such as struggles and challenges, happiness and lessons learned. The following themes described the usual experiences of the pupils who are living far from school.

Struggles and ChallengesPupils who live far from school encountered some similarities with

their experiences. This shows the different problems and circumstances that they encountered along the way while walking every day from home to school.

The Uneven PathCarla, Jessa, Manuel and Eden are some of the pupils who walk 4 to

6 kilometers before reaching school. One can see the similarities of their experiences in terms of struggles and challenges they have encountered along their journey such as walking the muddy and rocky way, crossing the streams and passing along the steepy hill. These challenges give a thrilling adventure to their lives that even in their young age, they are already embracing the struggles in their life.

Walking in the RainIt is difficult for them to go to school especially when it is raining,

they need to walk on the muddy and slippery road, take off their slippers and began to feel the cold and dazzling rain. They get wet and shivering in cold before reaching home thus sometimes they got headache and influenza.

They also admit that they need to wait for someone to fetch for them in crossing the streams if the water is too deep. “Kung kis-a kung mag-uran


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ti todo, ang dalan puerte gid ka lao kag danlog tapos kung kis-a indi kami katabok sa sapa kay nagabaha. (Sometimes when the heavy reain comes, it is difficult for us because the road becomes muddy and slippery, then sometimes we cannot cross the stream because of flood).”

They also shared their experiences that sometimes hinder them in going to school such as waking up early in the morning to prepare themselves, skipping to eat their foods in order to be early in school. They do not have time to entertain themselves because they need to go home early.

Tired BodiesThey feel tired of walking back-and-forth from home to school and

helping their parents in doing household chores that was assigned for them, like plowing the field, planting root crops and vegetables. “Kapoy gid magpanaw sa eskwelahan kada adlaw pay sige lang ah, ang mga kabudlay nga naagyan namon may padulungan gid nga mayad sa pira ka adlaw. It is very tired to walk to school every day, but these difficulties can lead us to a better future).” They also shared that sometimes they experience to stumble while running down the hill so that they will not be late. Sometimes they could not do their assignment in the evening because they are tired of walking from school.

Struggles, trials and challenges that come along the way keep these individuals to be strong in every undertaking they experienced in life. These also motivate them to strive in order to reach their goals in life so that they may not experience it again later on. These problems are just the reality that comes in the life of these children. One must face them with a great dedication, faith in God and perseverance to reach the peak of success. They cherish and value the experience that they had encountered, because this can create great impact to their own personal lives to have a meaningful and fruitful living.

HappinessThe experiences of the pupils along their journey also imply the

same feeling and emotions in terms of happiness. Despite of the struggles and challenges they have encountered they can still be happy and keep on striving towards their goal of success. This helps them to be inspired and motivated to finish their studies. Here are the most significant one:

“I feel happy in school.” This was the feeling that they shared being in school despite of the far distance of their home to school. According to them, each day of life is a gift of happiness in going to school in spite of whatever


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circumstances along their journey. They both feel proud of themselves when having a great achievement in school. “Lipay gid kami kung kaeskwela kami kag taas amon score sa test. (We are happy if we got high scores during exams.”

Everyday is a new journey for them leading to the path of a new beginning which embraces success and achievements in life. As a child they believe that they will be their families’ hope by means of acquiring good education as what the saying tells, “the best preparation for tomorrow is doing your best today.” “nasadyahan man kami magpanaw bisan rayo balay namon kay kaeskwela kami adlaw-adlaw (We are happy that even if our home is far from school, at least we are studying).” They also feel happy in school because they are inspired with their teacher that creates difference in their lives.

“I’m blessed.” They have emphasized the value of great dedication and strong commitment in order to finish their studies. They are very determined to pursue their studies to achieve success in life, help their families to have a better future someday so that they can make their parents proud of them. “Biskan pigado sige lang ah!, gatinguha man kami makatapos gid kay didyan ang ginikanan namon nga nagasuporta (Even if we are financially challeged, we are striving to finish our studies because our parents are there to support us).” As it is quoted, poverty is not a hindrance to success in life. They feel blessed that they are in school because they are lucky enough to acquire education in spite of the situation that they are living far from school. They are blessed among those children who did not go to school because their parents preferred to let them quit schooling to find a work or job in order to help their family. They also feel fortunate because in spite of their present life situation their parents are very supportive, give them love, care and understanding. One of the parents said that, “Kung kis-a gapangutang kami para may ibayad sa aramutan kag hirimuon sa eskwelahan. (Sometimes we borrow money from others so that we can pay the activities needed in school).” They are also lucky with their teacher’s great enthusiasm that inspires them to continue pursuing their studies. Their friends’ positive influence and strong acceptance for who they are make them blessed in life as a pupil and as an individual.

“I feel so proud.” As pupils in school, they have joined some academic and extra-curricular activities. Every child is unique who possesses hidden talents and capabilities that must be developed in school. The pupils have something to do, share and show what they’ve got to make the people around them proud of what they have contributed to their school. They both join and participate in the school activities and competition like Quiz Bee, MTAP


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Challenge, Scouting and some contest in district and municipal level. They have garnered some awards and recognition that make their parents proud of them. “gaintra man kami sa Quiz Bee, read-A-Thon, MTAP kag Scouting (We join in Quiz Bee, Read-A-Thon, MTAP kag Scouting).” They are very big attributes of their school as representatives in some competitions. They both bring pride and honor to the school.

Lessons LearnedThe Beginning. . .Behind the reality of their far distance of home to school, positive

disposition and hard work is observed as they manage to wake up early in the morning at 4 or 5 o’clock. They are responsible enough in preparing their breakfast and fixing themselves in going to school. Even if they spend time walking for an hour, they can still reach school ahead of time. “gabugtaw gid kami aga pa para maghimos kay magpanaw pa kami naan paadto sa eskwelahan (We woke up early in the morning to prepare and fixed everything because we need to spend time walking going to school).” In spite of the fact that they are tired of walkiing back and forth every day, they can still manage to do some of their household chores and help their parents on the farm. “Kung kis-a kapoy gid eh! Pero handum gid namon nga makatapos kag makabulig kay nanay kag tatay (Sometimes it is very tiring but it is our dreams to finish our studies and help our parents).” After tracing the long journey, they can still work on their assignments and study their lessons in preparation for tomorrow’s new challenge of life. They also learned to strive and work hard to finish their studies. They all show the spirit of eagerness to learn and portray a positive disposition towards the fulfillment of their ambitions in life.

In the midway . . .Perseverance and commitment is seen as they walked under the rain,

tracing some muddy and slippery roads, crossing the rippling flow of water in the stream, passing the abrupt hill as well as embracing the cold breeze of air early in the morning before reaching the schools. These make them patient in facing the struggles in life in going to school every day. “Bisan waay kami ti balon kag daple, pay nagatinguha gid kami nga makatapos sa amon pag-eskwela (Eventhough that we don’t have viands and provisions when we go to school, still we are very determined to finish our studies).” One can see the virtue of perseverance and commitment in the eyes of these pupils. They are open-minded of the things that happened to them. “Mayad


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nga paminatasan ang amon ginapakita kay indi basehan ang karayuon ka amon balay sa pagtinguha para makatapos sa amon pag-eskwela (We learned proper attitudes and values from our experience and we believe that the home to school distance factor doesn’t hinder us to finish our studies).” Patience for them is a virtue that needs to be learned in order to survive and reach their goals in life.

Towards the end . . .The value of sacrifice, self and family is the virtue of persons living

far from school who still continue to undertake the challenge along their journey just to be in school every day. With this great dedication and sacrifices, they believe that success comes within a person who is full of patience and faith in God. “Sakripisyo lang anay ah, waay man ti mahimo mo (We need to sacrifice because we don’t have a choice).” They learned the value of sacrifice because they believe that after the struggles and challenges they encountered they can be able to survive.

Here are the key findings of the study:1. The study found out that pupils who live far from school experienced

walking in the rain, crossing strong current of the river, tracing uneven path, and enduring their tired bodies as they walk everyday from home to school.

2. The feeling of happiness helped these pupils continue their pursuit of knowledge despite the hardships met.

3. Interestingly, they learned the value of sacrifice, perseverance and commitment towards the goal that they need to attain.They realized that patience should be the virtue of every individual who lives far from school in order to continue, to strive and to undertake challenges in order to succeed.

ConclusionsIn view of the foregoing findings, the following conclusions were

drawn:1. Pupils living far from school believed that the distance of their

home does not urge them to quit schooling instead they considered these as a challenge that gives them courage and strength to face the demands of life. The challenges they have encountered turned the respondents into goal- oriented and persistent individuals.

2. To help their family was one of their major goals. Their family served as an inspiration for them to strive hard as they valued the sacrifices and hardships of their parents. Their parents served as a helping hand and warmth in times of hardships.


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3. They also felt glad and happy as they make foot prints in the mud everyday. They still perceived good life, by having a positive disposition that hopes for a bright tomorrow.

4. Sacrifice, commitment, perseverance and hard work were the ingredients in the attainment their goals. These also strengthened their faith in God.

RecommendationsFrom the findings and subsequent conclusions, the researchers would

like to offer the recommendations or suggestions that may benefit the following:

1. Parents should properly support, give strong encouragement and motivation for continued education.

2. The government should allocate adequate budget to the area where education is needed especially in the deprived, underprivileged and underserved communities.

3. School administrators should be aware of the experiences of their pupils who take a few kilometers walk from home to school in order to better understand their difficulties encountered and show the much needed care and support.

4. Pupils living far from school must make these experiences as a salient point to continue striving. The distance of their home to school is not a hindrance to finish their studies and help their family to have a better future.

References

Arguelles, M. et al. (2010) “I will survive” Challenges and lessons learned by the pre-service teachers with their absentee cooperating teachers (Unpublished Undergraduate thesis). West Visayas State University, La Paz, Iloilo City

Andrews, M., Squire, C. & Tambokou, M. (Eds.) (2008). doing narrative research.

Bamberg, M. & McCabe, A. (2011). narrative inquiry.

Berg, B. L., (2009). Qualitative research methods for social sciences. Boston, Massachusets; USA: Allyn & Bacon, boston.


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Cerbo, C. (2012). A glimpse to Pisay history (Unpublished, Graduate dissertation). West Visayas State University, La Paz, Iloilo City.

Clandinin, F. M & Connely, F.M. (1999). Stories of experiences and narrative inquiry. Educational research, pp. 2-14.

Clandinin, D.J. & Connely, F.M.(2000). narrative inquiry: Experiences and story in qualitative research. San Francisco:USA.

Klein, H. & Myers, M.D (1999). A set of principles for conducting and evaluating interpretive field students.

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MATH SELF-EFFICACy AND MATHEMATICAL PROBLEM-SOLVING PERFORMANCE OF ELEMENTARy PUPILS

Sharmagne Gay T. CalfoforoMark Gregory L. Masculino

Isabel C. EstremaduraJosephine M. Segovia

Ian B. OranioBachelor in Elementary Education (General Education)

March 2013

Adviser: Dr. Genesis G. Camarista

Abstract

This survey was conducted in one of the public central elementary schools in the division of Iloilo Province during the school year 2012-2013. Seventy (70) grade Six pupils were utilized as participants of the study. They were chosen using the two-stage cluster sampling. After the participants were identified, they were given a short overview of the study and the researcher-made instruments were administered to them. The instruments were validated by three mathematics professors. The researchers measured only the participants’ math self-efficacy and mathematical problem-solving performance. After the data-gathering, the results were run using the Special Package for Social Sciences (SPSS). Means, percentages and standard deviation were used for descriptive statistics while Spearman rho, set at .05 level of significance was used for inferential statistics. It was found that the participants have moderately high math self-efficacy when taken as a whole and when grouped according to sex. Meanwhile, it was revealed in their actual math problem-solving performance that they performed moderately low when taken as a whole and when grouped according to sex. On the other hand, Spearman rho showed that there was a significant relationship between math self-efficacy and mathematical problem-solving performance.

Background and Theoretical Framework of the Study Mathematics has been considered as a necessary part of general education and has become a required subject in the curriculum across instructional levels (Salandanan, 2006).

Fernandez and Hadaway (as cited in Camarista, 2006) said that the primary goal of mathematics teaching and learning for all levels of


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mathematics education is for all students to develop the ability to solve a wide variety of complex mathematics problems - that is to develop mathematical power which includes the ability to explore, conjecture, and reason logically; to solve non-routine problems; to connect concepts within mathematics and between mathematics and the real world situations; and acquiring mathematical power also requires development of personal self-confidence and a disposition to pursue, and use quantitative and spatial information in solving performance irrespective of the level of intellectual ability, and correlates strongly with academic outcomes, such as performance in problem solving, attitudes towards mathematics and math anxiety (Pajares & Graham, 1999).

Moreover, attributions of success (Weiner, 1985; 1992) and belief in one’s efforts (Dweck, 2000) have substantial influences on learning with the implication that effrots to learning and attitudes towards persistence have benefits due to the enhancement of convictions to do something.

Thus, Von Glasersfeld (1989) averred that sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. These feelings of competence and belief in one’s potential to solve new problems according to Prawat and Floden (1994) are derived from first-hand experience of mastery of problems in the past and are much more powerful than any external acknowledgement and motivation. This linked up with Vygotsky’s “zone of proximal development” where learners are challenged within close proximity to, yet slightly above, their current level of development. By experiencing the successful completion of challenging taks, learners gain confidence and motivation to embark on more complex challenges (http://www.freewebs.com/timah/literaturereview.htm).

In addition, Brownstein (2001) said that learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery for this captures their motivation and builds on previous successes to enhance learner confidence. This is in line with Vygotsky’s zone of proximal development, which can be described as the distance between the actual development level (as determined by independent problem-solving) and the level of potential development (as determined through problem-solving under adult guidance or in collaboration with more capable peers).

Reusser (2000) argues that “children are active individuals who genuinely construct and modify their mathematical knowledge and skills through interacting with the physical environment, materials, teachers, and other children.” Thus, productive disposition acknowledges the potentially


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important role of learner’s culture and socialization in the process of working with mathematics (DeCorte & Verschaffel, 2006; Lave, 1993; Schoenfeld, 1992).

Moreover, it was also stated in the Scaffolding Theory (a theory based also on the Social Development Theory of Learning) by Russian psychologist Lev Vygotsky that “social interaction plays a functional role in the process of cognitive development” (htf://www.ehow.co.uk/facts_7589113_bruners-theory-scaffolding.html). In Vygotsky’s view, the learner does not learn in isolation. Instead learning is strongly influenced by social interactions, which take place in meaningful contexts. Children’s social interaction with more knowledgeable or capable others and their environment significally impact on their ways of thinking and interpreting situations. The communication that occurs in this setting with more knowledgeable or capable others (parents, teachers, peers, others) helps the child construct an understanding of the concept (Bransford, Brown, & Cocking, 2000). Thus, the learner develops or constructs new understanding by elaborating on their prior knowledge through the support provided by more capable others (Raymond, 2000) and this is in lieu of the Theory of Contructivism which states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by trying to make sense of something on their own with the teacher as a guide to help them along the way (Brooks, J. and Brooks, M., 1993).

Therefore, the educator’s role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning that may modify existing knowledge and allow for creation of new knowledge. The learning goal is to achieve the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality (Lombardi, 2011).

Moreover, in problem-solving, Vygotsky (1978) mentioned that the Zone of Proximal Development (ZPD) is the “distance between the actual level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (http://ro.uow.edu.au/cgi/viewcontent/cgi?article=1043&context=edupapers).

Therefore, the self-efficacy of the learners which contributes a lot in their problem solving performance may also affect their mathematical success. Also, it could provide teachers with information on what particular area to focus on when teaching mathematics. Along this view on self-efficacy, researchers were prompted to conduct this particular study.


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Paradigm

Math Self-efficacy Mathematical Problem- solving Performance

Figure 1. Paradigm showing the relationship of variables in the study.

Statement of the ProblemGenerally, this study aimed to determine the math self-efficacy and

mathematical problem-solving performance of the participants in one of the public central elementary schools in the Division of Iloilo Province during the school year 2012-2013.

Specifically, this study sought to answer the following questions:1. What is the level of math self-efficacy and mathematical problem-

solving performance of the participants when taken as a whole group and when classified as to sex?

2. Is there a significant relationship between the math self-efficacy and mathematical problem-solving performance of the participants?

Hypothesis 1. Math self-efficacy has no significant relationship on Mathematical problem solving performance of the participants when taken as a whole group and when classified as to sex.

Research DesignThis research survey was conducted in one of the public central

elementary schools in the Division of Iloilo Province during the school year 2012-2013. According to Shuttleworth (2008), descriptive design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way. On the other hand, according to Colorado State University (2013) survey research, the researcher selects a sample of respondents from a population and administers a standardized questionnaire to them. Moreover, Wikipedia.com (2012) added that with a representative sample, that is, one that is representative of the larger population of interest, one can describe the attitudes of the population from which the sample was drawn. Further, one can compare the attitudes of different populations as well as look for changes in attitudes over time.


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The ParticipantsThe participants of the study were the 70 Grade Six pupils in one

of the public central elementary schools in the division of Iloilo during the school year 2012-2013 who were chosen using the two-stage cluster sampling. This represents two-thirds of the whole Grade Six population of the school. According to Castillo (2009), cluster sampling may be used when it is either impossible or impractical to compile an exhaustive list of the elements that make up the target population and subjects are obtained by selecting groups or clusters first and then, from each cluster, the researcher selects the individual subjects by systematic random sampling wherein the researchers chose to include the entire cluster in the final sample rather than a subset from it because the sample is not enough.

From this number of participants, 26 (37%) were boys and 44 (63%) were girls.

The participants were given a short overview of the study and the instruments used were explained to them. Instructions for each instrument were clearly emphasized to the participants before the administration starts. It was also emphasized to them that the result will be handled with extreme confidentiality and it will not affect their Mathematics grades. This encouraged them to answer honestly, eliminating the pressure.

Instruments Math Self-efficacy Scale (MSES). The self-efficacy instrument which

was constructed by the researchers was based on the topics listed in the Philippine Elementary Learning Competency (PELC) for Grade Five. The instrument is a prediction of the participants’ capability, thus they are not required to solve problems. Rather, it asked them to rate themselves unto what level they perceive themselves to successfully solve the worded-problems if it will be given to them in a multiple-choice format. The 6-point Likert scale ranges from 1 (no confidence at all) to 6 (complete confidence). Items in the instrument were constructed from varying levels of difficulty (easy, average and difficult). High scores mean high level of confidence.

The following scale was be used to interpret the means obtained.Math Self-Efficacy

Scale Description 5.00-6.00 High 4.00-4.99 Moderately High 3.00-3.99 Average 2.00-2.99 Moderately Low 1.00-1.00 Low


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Mathematical Problem Solving Test. The researchers’ 30-item constructed test was validated by three Mathematics professors. The problems were similar to the Mathematical Self-Efficacy Test but the names of the persons used in the problems were changed. The order of the items was also changed. An answer key with solution was prepared to aid in checking the items. Every correct answer with complete solution was given 6 points. One point was given to every correct answer. Scores ranging from 2-5 were given to the participants who performed some of the operations that lead to the answer but did not complete the solution. Points given were correlated with the 6-point Likert scale.

The following scale was used to interpret the means that were attained.

Mathematical Problem Solving Scale Description 150-180 High 120-149 Moderately High 90-119 Average 60-89 Moderately Low 30-59 Low

Data Gathering ProcedureThe participants were the 70 selected Grade Six pupils in one of the

public central elementary schools in the Division of Iloilo Province during the school year 2012-2013 who were chosen using the two-stage cluster sampling. From the six sections of the grade six, the researchers chose two sections or two-thirds of the whole population to be the sample randomly. The instruments were administered in one day. After the pupils completed the test, they were given a short break to eliminate boredom. The researchers scheduled one day for the administration of the instruments in one venue.

After answering, the researchers retrieved the instruments for checking, encoding analysis and interpretation of data.

Statistical Data AnalysisThe data gathered in this study were subjected to appropriate

descriptive and inferential analysis using the Statistical Package for Social Sciences (SPSS). The following statistical tools were used in interpreting the results of the study.


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Descriptive Data AnalysisMeans of the scores in all tests and rating scales of each group were

used to measure the pupil’s level of math self-efficacy and mathematical problem solving performance.

Standard Deviation was used to determine the participants’ homogeneity and heterogeinity in the different areas of investigation.

Percentages were used to show the distribution of participants in different classifications.

Inferential Data AnalysisSpearman rho, set at .05 level of significance was used to compare the

relationship between self-efficacy and problem-solving performance of the participants.

Results

Descriptive Data AnalysisThe mean scores, showed the level of pupils’ math self-efficacy and

mathematical problem-solving performance. Standard deviations were employed to determine the participants’ homogeneity and heterogeneity in the various areas of investigation. Percentages were utilized to show the distribution of participants according to different classifications.

Demographics. The participants were the 70 selected Grade Six pupils in one of the public central elementary schools in the Division of Iloilo Province during the school year 2012-2013. Selection of the participants was based on the two-stage cluster sampling done by the researchers.

Table 1 presents the frequencies and percentages of the participants when taken as a whole and when classified as to sex.

Table 1distribution of the Participants as to Entire group and Sex

Categories F %Entire Group 70 100%A. SexB.

Male 26 37% Female 44 63%


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It can be gleaned from Table 1 that out of 70 participants, 26 (37%) pupils were male and 44 (63%) were females.

Level of the Participants’ Math Self-Efficacy and Problem-Solving Performance. Results show that the scores of the participants in Math Self-efficacy ranged from 2.97 to 5.83. Possible scores ranged from 1 (no confidence at all) to 6 (complete comfidence) on the 6-point Likert scale. Basing on Table 2, the mean scores of the participants’ self-efficacy in mathematics was moderately low to high. In terms of the pupils’ mathematical problem-solving performance, their scores ranged from 33-163. Possible scores ranged form 30-180.

The results, as reflected in Table 2, show that as a whole, the math self-efficacy of the participants is moderately high (M=4.81) while their mathematical problem-solving perfiomance is moderately low (M=86.24). When classified as to sex, the males’ math self-efficacy is moderately high (M=4.83) while their mathematical problem-solving performance is moderatly low (M=83.62). The females’ math self-efficacy is moderately high (M=4.79) while their mathematical problem-solving performance is moderately low (M=87.80).

Table 2 shows that the means, descriptions, and standard deviations of pupils’ scores when taken as a whole and when classified as to sex.

Table 2Math Self-efficacy and Mathematical Problem Solving Performance of the Participants when taken as a Whole and When Classified as to Sex

Categories Math Self-efficacy Mathematical Problem-Solving Performance M D SD M D SDEntire Group 4.81 MH 0.68 86.24 ML 28.68Sex Male 4.83 MH 0.72 83.62 ML 27.99 Female 4.79 MH 0.67 87.80 ML 29.28

Legend: M=Mean; D=Description; SD= Standard Deviation

Table 2 shows that the standard deviation of the participants in math self-efficacy is low (SD= 0.68) which means that they are more or less homogeneous in terms of their perception of their capability to solve the problem successfully. Whereas, in mathematical problem-solving


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performance, the standard deviation is big or high (SD= 28.68) which means that some participants got high scores while others got low scores. In other words, variability is shown in terms of their problem-solving performance.

Inferential Data Analyses Spearman Rank-Order Moment Correlation, set at 5.0 level of

significance was utilized to determine the relationship between the pair of variables included in the study. It revealed that the relationship between the participants’ math self-efficacy amd mathematical problem-solving performance was significant (=.511, =.000).

Findings from the Spearman rho are summarized in Table 3.

Table 3Spearman Rho’s Results on the Relationship between Math Self-efficacy and Mathematical Problem Solving Performance of the Participants

Variable N-70 Mathematical Problem Solving Performance probMath Self-Efficacy 511** .000 ** < .01

The null hypothesis, which states that there is no significant relationship between math self-efficacy and mathematical problem-solving performance, is rejected.

ConclusionsOn the basis of the findings, the following conclusions were made: It

seemed that the participants have moderately high perceptions of themselves; that they can solve successfully the given mathematical problems; that the said mathematical problems were within their capacity and skills. Thus, it could be perceived that the reasons for such moderately high self-efficacy of the pupils were maybe because they believed that their mathematical abilities will give them the assurance that they could reach the exact answers for the mathematical problems given. Also, it can be assumed that they believed that their knowledge of the given mathematical problems is wide and diverse enough or that they have already encountered such problems during their past mathematics lessons or mathematics textbooks. However, the actual problem-solving performance of the participants, being moderately low means that they find the problems or they could be easily distracted by


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words that makes the problem complex. This is parallel with the study of Bandura (as cited in Pajares, 1996) which stated that students’ beliefs about their capabilities to successfully perform academic taks, or self-efficacy are strong predictors of their capability to accomplish such tasks.

Although the mean scores of the participants in math self-efficacy and mathematical problem-solving performance are not of the same level, yet they are significantly related. It can be surmised, then, that the math self-efficacy could determine the mathematical problem-solving performance of the participants. It is therefore concluded from the results that math self-efficacy could possibly determine the mathematical problem-solving performance of the participants. This is also in parallel with the study of Pajares and Kranzler (1995) when they found that the influence of self-efficacy on math performance was as strong as the influence of general mental ability. Meanwhile, Collins (1982) affirmed that across ability level, students whose self-efficacy is higher are more accurate in their mathematics computation and show greater persistence on difficult items than those students whose self-efficacy is low.

Recommendations Based on the findings, the following are highly recommended: The Department of Education could design a curriculum that can enhance the self-efficacy and problem-solving skills of elementary pupils, not only in mathematics but also in other disciplines so that they will become aware of the importance of problem-solving skills as they could integrate this in real life situations. Also, the Department of Education and other related organizations are urged to conduct intensive seminars that can improve the teaching strategies and techniques of mathematics teachers.

The school administrators and principals should emphasize to mathematics teachers to take seriously the teaching of Mathematics in the introduction of new skills or concepts among elementary pupils. Mathematics should be taught with mastery and should ensure that pupils must have grasped and mastered the skills and concepts introduced before proceeding to new ones.

The mathematics teachers should design lessons, activities, and authentic assessments that could enhance and improve self-efficacy and problem-solving skills of pupils with understanding that self-efficacy is a strong determinant in the success of accomplishing problem-solving. It is much encouraged that Mathematics teachers should motivate pupils by using reinforcement so as to develop positive perception of efficacy in


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problem-solving. It is also suggested that Mathematics teachers should build a strong foundation of mathematics skills and concepts and should not just be contented with the assurance that mastery of fundamental skills can give, should not only focus on routine problems but also give attention to non-routine ones and should enhance the comprehension skills of the pupils with regards to problem-solving. The elementary pupils should be able to realize that interest towards Mathematics must come from within themselves because if they are motivated that can carry out mathematical problem-solving performance which their teachers expect from them.

It is also suggested that further research studies should be conducted on the relationship between self-efficacy and actual mathematical problem-solving performance and other factors that could affect these variables which were not mentioned in the present study. Also, other researchers are encouraged to conduct other studies related to the improvement of mathematics instruction inside the classroom.

References

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, and experience & school. Washington, DC: National Academy Press.

Brooks, J. and Brooks, M. (1993). In search of understanding: The case for constructivist classrooms, ASCd.

Camarista, G. (2012). Creativity, self-efficacy, anxiety and problem- solving performance of the potential Mathematically gifted (An Unpublished Dissertation). West Visayas State University, La Paz, Ilolio City, Philippines.

Castillo, J. J. (2009). Cluster sampling. Retrieved March 2012 from: http://www.experiment-resources.com/cluster-sampling.html

Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Essays in Social Psychology. Philadelphia, PA: Psychology Press.


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Glaserfeld, E. (1989). Constructivism in education. Oxford, England: Pergamon Press.

Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology. 21, 325-344 (1996) Article No. 0025.

Scoenfeld, A. H. (2006). Mathematics teaching and learning. In P. A. Alexander, & P. H. Winne (eds.), Handbook of Educational Psychology (pp. 479-510). New Jersey: Lawrence Erlbaum Associates.

Survey Research. (2012). Wikipedia, The Free Encyclopedia. Retrieved form http://en.wikipedia.org/wiki/Survey_research

COLLEGE OF EDUCATION Student Research Journal Panipad-Sipadwvsu.edu.ph/wvsu-old/files/pdf/COEpublication/2014 publication.pdf · Using Slovin’s formula, 322 were identified as respondents

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