Development and Validation of a Worktext Using Morrison Method

7/23/2019 Development and Validation of a Worktext Using Morrison Method

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WORK TEXT USING MORRISON METHOD

___________________

A Research Presented

To the Faculty of College of Teacher Education

Southern Luzon State University

___________________

In Partial Fulfillment of the Requirements

For the Degree Bachelor of Secondary

Education

___________________

By

Magboo, Jennifer L.

Salayo, Elaine C.

April, 2009


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APPROVAL SHEET

In partial fulfillment of requirements for the degree Bachelor of Science in

Secondary Education, this research paper entitled WORKTERXT USING MORRISON

METHOD has been submitted by Magboo, Jennifer L. and Salayo, Elaine C. who arerecommended for oral examination.

Prof. CARMELITA C. PLACINO

Research Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Science in Secondary Education by the oral examination committee.

Prof. ANITA B. AQUINO Prof. JUANCHO M. BABISTA

Member Chairman

Accepted as partial fulfillment of the Degree of Bachelor of Secondary Education

Major in English.

TERESITA V.DELA CRUZ, Ed. D. WALBERTO MACARAAN, Ed. D.

Dean, College of Teacher Education Vice President, Academic Affaires

DATE: _______

ii


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ACKNOWLEDGMENT

The researchers would like to extend their recognition and respect to all those

wonderful people who in one way or another have given their helping hands in making this

study successful. We would never forget all the support and encouragement we got from

them.

To my beloved family, my parents Mario and Mercedes Magboo, and my brother

Jeffer who supported the research financially and morally;

To my classmates and friends who become my morale booster in times of failures

and hardships;

To BSEd IIIA- English and MAPEH majors, board mates, and super best friends;

To my Ez Ai barkada, (Irybz, Dang Liby, and Kath);

To my mhares (Jeanne, Jeny and Raj);

To my loving and supportive husband, Allan Ronald G. Salayo, who has been

always there encouraging and helping me to make this research noteworthy;

To the authors of the books and other published materials that serve as our

references;

To the pool of evaluators who give their truthful comments and suggestions for the

improvement of the developed material;

To our research adviser, Prof Carmelita Placino for her deep concern to complete

the requirements for this research;

And most of all to Almighty God, for bestowing us strength and wisdom that

enabled us to pursue and reach success.

-J.L.M.

-E.C.S.

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DEDICATION

To my parents, friends, and teachers,

This is humbly dedicated to you.

-Mhare

iv


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DEDICATION

To my parents,

To my parents-in-law,

To my daughter Euna and lastly,

To my husband Allan,

This is proudly dedicated to you.

-Aesse-

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TABLE OF CONTENTS

Title Page.i

Approval Sheetii

Acknowledgment....iii

Dedication....iv

Table of ContentsviList of Tables...viii

List of Figure...ix

Abstract...x

Chapter

I The Problem and Its Setting Introduction..1

Background of the Study..2

Statement of the Problem.....3Significance of the Study.....4

Scope and Delimitations..5

II Review of Related Literature and Studies

Review of Related Literature6

Related Studies.11

Research Paradigm...14Definition of Terms..15

III Methodology

Research Design.17

Population and Sampling....17Research Instrumentation...............18

Procedure....18

Statistical Treatment....21

The Developed Work Text......22

IV Presentation, Analysis and Interpretation of Data...................................23

V. Summary, Conclusions and Recommendations Summary.30

Findings...32

Conclusions..33

Recommendations....33

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Bibliography 34

Appendices

A Letter to the Respondents.36B Open-Ended Interview Question.37

C Questionnaire...38

D Computation of Weighted Mean.40E Lesson Plan.44

Curriculum Vitae

Magboo, Jennifer L..45

Salayo, Elaine C..59

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LIST OF TABLES

Table Title Page

1 Summary on the Comments and Suggestions for theDeveloped Work Text....23

2 Weighted Mean Distribution on the Acceptability of theWork Text in Terms of Content..26

Weighted Mean Distribution on the Acceptability of

the Work Text in Terms of Organization.27

4 Weighted Mean Distribution in Terms ofPresentation...28

Weighted Mean Distribution in Terms of Appeal to

the Target User..29

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LIST OF FIGURE

Figure Title Page

1 Input. Process. Ouput Model in the Development of a Work Text

Using Morrison Method14

ix


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Title of Research : WORK TEXT USING MORRISON METHOD

Researchers : Magboo, Jennifer L.

Salayo, Elaine C.

Name/ Address of College of Teacher Education

Institution : Southern Luzon State University

Adviser Prof. Carmelita C. Placino

Year Written : A.Y. 2008- 2009

____ ____ _____ _____ _____ _____ _____ _____ ______ ______ ______ ____

ABSTRACT

This study dealt with the development and determination of the acceptability level

of a work text using Morrison method in English II. The researchers sought to find whether

a new instructional material can be developed in teaching English II; whether there are

parts of the developed material that need to be reviewed, revised, deleted or changed based

on the comments and suggestions of the pool of experts; whether the developed work text

using Morrison method can be accepted in terms of content, organization, presentation and

appeal to the target user. The study was conducted in a three-fold manner namely: the

development of instructional tool, descriptive analysis of the respondents comments and

suggestions through structured interview and evaluation of the responses through the

questionnaire. The researchers selected two sets of evaluators. The first set composed of 7

evaluators who gave comments and suggestions for the revision of the material and the

second phase of evaluation composed of 15 evaluators who rated the acceptability level of

the revised material. A set of structured questions and a questionnaire were used as

instrument to recognize the part that needs to

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be revised and to know the level of acceptability of the material. Results show that the

developed material was face validated on the general weighted mean of 3.46 and a scale

description of highly acceptable. Hence, it was concluded that developed work text using

Morrison method was very acceptable; that the use of a work text using Morrison Method

is highly acceptable tool in teaching Literature and Grammar. Based on the findings and

conclusions, the researchers recommend that a work text using Morrison method in English

II can be used to test its effectiveness.

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CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Nowadays, learning comes in an easy-come-easy go basis. It comes in a process of

dispensing knowledge to an empty vessel which is the mind of the learner and then passes

like a sponge where learners can easily forget what they have learned. These are common

problems that schools are encountering. Teachers are using Morrison method as a tool for

teaching mastery but it was not that effective because the students couldnt absorb well a

particular lesson in one sitting. The reasons are lack of time re-teaching and lack of time

preparing the pre- quiz.

Morrison (1989) believed that teaching with mastery is an urgent need among

schools of today, that is why he developed the mastery (pre-test- teach- test- re teach- re-

test- post test) formula. It is the best way to develop an approach to learn in which material

is organized into units that students must master in order to progress to the next level.

Effective learning requires an instructional material that will encourage students to

reflect and use their ideas in relation to the facts and information they gathered. A work

text as an instructional material is an important tool in the process of learning. It does not

only enhance knowledge, thinking skills, and communicative competence of the learner but

enables them to achieve the learning objectives effectively and interestingly.

Moreover, Dunn and Dunn (2000) developed a learning style that will make

individuals learn and have their own unique ways of mastering new and difficult subject-

matter while enjoyment is given consideration. If Morrison method will be used in a work


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text, student will have better opportunity to adopt their own learning strategies and attain

mastery.

Based on the aforementioned theories, the researchers found out that a work text

can be formulated following a mastery formula. It is then realized that a work text must not

only include a mastery technique but also various learning styles.

BACKGROUND OF THE STUDY

Students are having hard time adjusting their traits when they reach high school for

it is the time they become adolescence, also known as the storm age because adolescents

are confused in everything they do. We all know that high school, is the stage where

student finds way to adopt one selfs strategy on how to improve mastery and learning. If

the individual differences are not considered, instead of developing mastery, they will stick

on what they only learned. Thus, if students will be given opportunities to master verb and

adjective through a work text, students own strategy of mastery will be enhanced.

Laboratory High School of Southern Luzon State University is not using a work

text as a tool in teaching but Morrison method of teaching is practiced. Right after the

lesson, as always, the teacher prepares a quiz to determine whether the students understand

and master the lesson. But something seemed lacking for the students got low

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scores not noticing that a technique is not enough. It will be more effective if the technique

or the method is used in a work text. With this, mastery is easier for the students.


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Prior to that importance, the researchers have decided to develop a work text using

Morrison method as a technique in order to acquire mastery of the subject matter. The

researchers thought that the developed work text using Morrison method is a great help not

only for the teacher but most especially for the students.

STATEMENT OF THE PROBLEM

This study dealt with the development and determination of the acceptability level

of a work text using the Morrison Method in selected topics in English II.

Specifically, it sought to answer the following questions.

1. What instructional material can be developed in teaching selected topics in

English II?

2. Are there parts of the developed material that need to be reviewed, revised,

deleted or changed based on the comments and suggestions of the pool of experts?

3. What are the levels of acceptability of the developed work text using the

Morrison Method in terms of:

3.1 Content

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3.2 Organization

3.2. Presentation

3.3 Appeal to the target user


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SIGNIFICANCE OF THE STUDY

The researchers have learned that a particular lesson could not be remembered if

that lesson is not reviewed by the teacher. It only means that every lesson, especially

literature, is easier to remember and master if there is re-teaching and provided by a

material that help the students. Thorndike in his Law of Exercise agreed that the more

response is repeated, the more or longer it is restrained. It coordinates as the test and the

teaching is repeated.

Morrison method is a mastery technique thats why it is considered as one of the

most important ways to retain what students have learned. Work texts, a kind of

instructional material, are said to be the best tool in teaching especially in helping the

students to gain mastery. Prof. Babista, a Language professor in Southern Luzon State

University, told in his class that the best way for the students to master a particular lesson is

by giving them a preview of the lesson through a pre-test so that when students read the

literary piece, students will focus on the parts which are included in the pre-test. The pre-

test is a hint on what and where to concentrate in the lesson. Surely, the students will get

high scores after answering the post test. Not only that, the students will have a

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greater percentage of mastering the lesson.

Since the developed work text is equipped with activities and prepared tests,

teachers are able to unlock difficulties in learning, especially on grammar.


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SCOPE AND DELIMITATION

This study covers the development and determination of the acceptability level of a

work text using the Morrison Method. The evaluators are consisted of 22 teachers from

different schools in Quezon province.

The said work text consists of grammar and literature respectively. The topics are

verb and adjective because English II focuses on grammar. The researchers modified the

Pena- Florida model. It follows the sequence: pretest (Beginners Lair), teach (Literary

Corner with the Grammarians Corner), test (Mastery), re-teach (Introspection Corner), and

posttest (Wizards Dominion).

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES


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This chapter discusses the concepts and findings from various literatures and

studies which the researchers gathered from books, journals, newspapers and online

resources to show that there is a necessity to employ new teaching methods to fit the nature

of the learners and to suit the needs of the society through a work text using Morrison

method. Thus, the researchers found references as guide on how to prepare a Work Text

Using Morrison Method.

There are many tested methods for teaching mastery of the subject matter but few

are considered reliable. The Morrison Method, a five-step teaching plan named after its

developer, H.C Morrison, consists of the following steps: (Good, 1989)

First step is exploration which determines the pupils perceptive

background and mastery of the work of unit.

The teacher gives the general overview or the lesson of the unit work

through a presentation.

Next is assimilation that happens when the pupils actively investigate and study a

unit work. The students should pass a mastery test.

Organization takes place when the class gathers together the arguments of the units

into a logical coherent outline.

And the recitation phase is the mastery of the unit. Student will give series of talks of what

he learned, the teacher and the class act as the audience.

The outstanding feature of the Morrison Method of teaching is the so-called

Mastery Formula: pretest, teach, test the results, adapt procedure, teach and test again to

the point of actual learning. Actually, the procedure follows: pretest, teach, test, re-teach

and final test.

Pretest is finding out what the pupils know and do not know about the lesson.

Teacher is presenting the lesson and teaching what the pupils do not know. Testing is


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done to find out what the pupils have assimilated in the first teaching of the subject-

mater. Re-teach is a review of what the pupils failed to answer in the first test to the point

of mastery. This is winding up for the final test of mastery. In mastery test, pupils are

expected to have almost perfect score. They have mastered the lesson of the unit work.

For one reason or another, especially if the teacher believes that the pupils do not

know anything about the lesson, the first step, that is, pretest maybe omitted. Hence the

following steps may be followed: teach, test, re-teach, mastery test.

Mastery technique also adopted Piagets Cognitive Development Theory. The said theory

has 2 key processes in mental development assimilation and accommodation. Assimilation

refers to the filtering or modification of the new knowledge from the environment to form a

part of the already existing one. This undergoes the third step

teaching plan of the Morrison method. On the other hand, accommodation refers to the

modification of ones internal pattern of understanding to suit reality. This undergoes the

5th step of Morrison method the modification of what he learned.

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Maslows Theory of Self-actualization backs up the mastery technique. Self-

actualization one of the need of an individual to realize and maximize is potentials. Once

the highest level is fulfilled, mastery is easier to achieve.


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According to Dole et al. (1991), students acquire a set of hierarchically ordered

sub-skills that sequentially build toward comprehension ability. Having mastered these

skills, readers are viewed as experts who comprehend what they read.

Emotions are another factor influencing the mastery of a particular topic. It is close

related to needs and motivation. Feelings determined behavior and behavior on learning is

also said to be an enduring or a more or less permanent change which is not do.

A learning theory according to Bigge and Hunt (1980) is a systematic integrated

outlook in regard to the nature of the process whereby people relate their ability to use both

themselves and their environment more effectively. Apperception refers to a process of

associating new ideas with those that already exist in the mind.

Since education is an integral part of every individual, it must make students feel

that they learn, feel and achieve learning. That is why learning styles are being considered.

Experiences will show them the importance of real education, as being learners and being

mentors, as well-the constant succession of such experiences will leave an impact on the

student-influence on their personality, and behavior, line of thinking- that is one way or

another to stimulate and guide them toward better learning (Glaser, 1885).

The continuous development of new teaching methods was focused to the series

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of problems faced in the academic world, specifically the teaching of communicative

approach. To attain mastery of the subject matter (primarily a traditional approach) while

learning is enjoyed, learning styles are injected in this study.


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Learning according to Dunn, (2000) as cited by Sarah Church, an American writer,

is a way where every person processes, internalizes and studies new and challenging

materials. The cornerstone of the Dunn and Dunn Learning Style model is that most people

can learn and that individuals each has his own unique ways of mastering new and difficult

subject-matter.

The Dunns Learning Style, in connection to Morrison Method (mastery

technique), is complex and encompasses five strands of 21 elements that affect each

individuals learning. Some of these elements are biological, and others are developmental.

Style changes over time. A summary of these is provided below (Dunn, 2000).

Tenedero (2005) in his columns in Manila Bulletin, agreed and give more

elaborate the definition on Dunn and Dunns Learning Style. He said that teaching

students through a method that best matches their learning styles make sense.

Learning can also be used in leadership strategies. Knowing the learning styles of

the workforce can go away in improving working relationships, productivity and

maximizing potentials.

Tenedero adds that there is no best way to teach children to read at the same

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time using the same method. Each must be taught through a method that most closely

matches his/her perceptual strengths and global/ analytic processing style.


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An analytic and auditory student usually learns through efficient phonics

approach. Phonics is a method that requires children to hear and remember the differences

among sounds; it is a decoding process.

Some students are global and auditory. They should be read to everyday. Global/

auditory learners enjoy listening to stories and gradually learn to remember the content,

recognize the phrases and mimic tonal patterns, and repeat whole passages without being

pressured to do so.

These students begin reading by looking at a book and repeating what they have

heard, and before anyone realizes what is happening, they actually recognize words and

then soon develop mastery on it.

Bruner, the great cognitive psychologist in Sevilla (2003), believed that learning

can be far more lasting when it is sustained by intrinsic motivation than when it is driven

by more motivation: Extrinsic and Intrinsic. Extrinsic motivation results from using

positive rewards to achieve target behavior. Teachers can influence the students

determination to succeed through their behavior and statements.

Mastery Technique opposes rote learning that avoids understanding the inner

complexities and inferences of the subject that is being learned and instead focuses on

memorizing the material so that it can be recalled by the learner exactly the way it was

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read or heard. The major practice involved in rote learning techniques is learning by

repetition, based on the idea that one will be able to quickly recall the meaning of the


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material the more it is repeated. Rote learning is used in diverse areas, from mathematics to

music to religion. Although it has been criticized by some schools of thought, rote learning

is a necessity in many situations.

Morrison Method has never been excused from criticisms just like any other

methods and approaches being proposed and practiced in the field of education. So, it is

better that this method be modified and evaluated through a more intensive way.

RELATED STUDIES

Since the study is viewed as unique in the sense of material type and concept,

content and approaches, the researchers did still consider studies relative to the

development and acceptability of various resources in making a work text.

There is a body of educational research that emphasizes the importance of

consideration of the teachers role when writing instructional materials (Smith, 1999). New

models are being proposed for instructions that are learner-driven and learner-centered. In

this manner, frameworks can be developed that may allow instruction to be designed in a

way so that students can maximize their learning and teachers can meet expectations that

will lead to the creation of mastery and retention of learning.

Regarding the development of a work text, Flood et.al (1991) as cited by Javier and

Guinto, claimed that teachers reported used of instructional materials during 90-95%

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of classroom time, and texts, workbooks and manuals) about 70%of that time. In this

regard majority of the time spent in schools are religiously dedicated to the use of texts

relevant to the topic and or subject-matter, at hand.

Rea and Fetalco (2008) conducted a study on the development and acceptability of

a proposed modified learning by teaching(LdL) model and its teaching manual, they point

out that a teaching manuals give a great impact on the learning competency of the students

in various aspects. They had developed a material which the researchers included in the

basis of making their proposed work text.

Nicoll (2003) in the study of Panaligan (2004) defines instructional material as any

tool used during the instructional process. He also stated that learning may occur as a result

of habituation or classical conditioning, seen in many animal species, or as a result of more

complex activities such as play, seen only in relatively intelligent animals and humans.

Because of these related studies, the researchers have a better idea applying

Morrison method on a work text to produce a better instructional material.

Conceptual Framework

From the review of the related literature and studies, the researches conceptualized

that a work text can be used to attain the mastery of each student in various topics in

English II. It assists the teacher or the instructor on delivering their instructions in a clear

manner, making the students understand them with retention.

Learning styles were given emphasis by the researchers which was equated

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using the mastery formula (pretest- teach- test- re teach- post test). The pattern for the

instructional process became well-known as the Morrison plan (also called the Morrison

Method). Morrisons conception of mastery learning served as precursor to the

individualized instruction and mastery learning through the use of a work text.

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Research Paradigm

Input Process

Compilation and selection 1. Selection of topics

Of researchers gathered from 2. Preparation andarrangement of:Books, journals, newspapers, and 2.1 Topics

Related Readings from 2.2 ObjectivesVarious studies 2.3 Questions

Lesson Plan 2.4 Activities3. Lay out of the

whole Material

Output


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Fig. 1 Input-Process-Output Model in the Development of a work Text using MorrisonMethod

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This study uses the Input-Process-Output (IPO) model in presenting the research

paradigm. As shown in figure 1, inputs include the literature gathered through researches

and selected readings that serve as a guide in the development and acceptability of work

text using Morrison Method (mastery technique). Inputs have been processed through

getting selected topics from English Communication Arts and Skills II and making a

various activities for students to answer the work text following the mastery formula (pre-

test-teach-test-re teach-post test, method). The results are evaluated to measure the

acceptability of the work text. Set of questionnaires are given to English teachers. The

output is the developed and accepted work text.

Definition of Terms

To understand better the thesis, here are some definitions for the specific words:

Acceptability is the formal acknowledgment of the proposed research.

Accuracy means conformity to the fact, precision and exactness.

Analytic is reasoning or acting from a perception of the parts and interrelations of the

subject.

CollaborativeLearning is a situation where in both teachers and students learn from the

fact and suggestion supplied by each other.


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Formula is a set of words, symbols, or rules for use in a ceremony or procedure.

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Integrated Learning is learning acquired by the student through a unified kind of

teaching approach.

Instructional Material isany kind of material that is used in the teaching-learning process

wherein it serves as an aid for better and easier comprehension of a particular lesson.

Learn Ability is the level of ability or capability of a person to learn and comprehend a

particular lesson.

Mastery is the act process of mastering a desires lesson or topic.

Mentoring isanother term of teaching or counseling students wherein it is a must that a

mentor is wise and expert.

Taskis a piece assigned work for the students.

Technique is the systematic procedure by which a complex task is accomplished through a

personal performance.

Work Text is another type of module but it is more concentrated on the task to be learned

and accomplished by the students


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CHAPTER III

METHODOLOGY

This chapter presents the research design, the population and sampling and research

instrumentation, statistical treatment, and the developed work text.

RESEARCH DESIGN

The study is descriptive research using qualitative and quantitative approaches. The

study was carried out in three-fold manner, the development of instructional tool, revision

of the material based on the evaluators comments and suggestions and evaluation of the

responses through the questionnaire in order to determine the level of its acceptability.

POPULATION AND SAMPLING

The evaluation was carried out by two groups of pool of evaluators consisted of (7)

English educators for the structured interview and another (15) English educators for the

acceptability of the material. The evaluation of the material is limited only to content and

face validation.


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The work text was revised through the responses that are gathered by the

researchers from the evaluators since the acceptability of the work text produced depends

on how they assess the significant points of the work texts, the strengths and weaknesses.

The researchers selected the topics on verb and adjective as the grammar lesson for

the for the developed work text.

RESEARCH INSTRUMENTATION

Since the aim of mastery is to retain ideas through the easiest way, the researchers

have thought of developing a work text using Morrison method for a better technique.

Planning of the Material

English II includes literary materials but focuses in teaching grammar especially on

the parts of speech. Because of this, the researchers have chosen literary materials that

would serve as a springboard for the grammar lesson. The researchers also prepared a

lesson plan for each topic that serves as guide for the work text using Morrison method.

Procedure

The researchers developed a work text using Morrison method for the discussion of

the lessons and for evaluation of the activities in the easiest manner. The procedure use by

the researchers in the preparation of a work text was as follow:

1. The researchers prepared a brief lesson plan for the work text to serve as a guide of

how the work text using Morrison method should be used.


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2. The researchers read and browsed English Communication Arts and Skills II and

decided to use verb as the main topic for Station I and adjective for the Station II

respectively.

3. The researchers chose a suitable literary piece for each station. The Man Who

Drank with Death was chosen for the first station because it was incorporated with

verb and The Fisherman was chosen for the last station because the poem narrates

description of feelings and the things that surrounds him using adjectives.

4. The objectives were set to determine what the students should learn in every lesson.

5. Pre-test and posttest were prepared based on the objectives. Before and after the

pre-test/ posttest, the researchers included a time record to let the students assess

their time whether they are fast or slow in answering it. The Pre-test and Post Test

was only used as part of the work text.

6. The next step was the preparation of activities. There are two sets of activity for

each lesson. First is the so- called Mastery. The researchers decided that it should

be focused on the grammar. Second is the so- called extra activity that focused on

the students own way of mastering the lesson/topic through essay and story map.

Other facts that should be mastered in the literary pieces are included in the pre-

test/ posttest.


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7. In Morrison method, re-teaching is very significant. The work text has a review for

the literary piece and grammar lesson called Introspection Corner. Reviewing 19

is one of the factors that make students mastery successful.

8. The last procedure is the polishing of the work text using colored borders and

graphic designs/pictures. The designed work text represents simplicity of every

Filipino students

Data Gathering Procedure

After the development of the work text, the researchers gathered data for the

acceptability of the said material. The procedure is as follows:

1. The researchers prepared a structured interview approved by the research adviser

that was distributed to the pool of evaluators for the first set of evaluation.

Structured interview was needed to know the strengths and weaknesses of the work

text through their comments and suggestions.

2. After the pool of evaluators evaluated the work text, responses were analyzed to

know which part should be revised and what should be added in the work text.

3. The evaluated work text was used in order to determine the level of its acceptability

through a self-made questionnaire.

4. The last part of the data gathering procedure was the revised Work Text Using

Morrison Method.


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STATISTICAL TREATMENT

To definitely determine the validity of the developed assessment tool, the

statistical treatment was utilized using weighted mean.

Formula:

WM = 4f + 3f + 2f + f

N

Where: WM = the sum of multiplied number of frequencies divided by N

F = frequency

M = number of respondents

The validity of the work text was determined by using the scale as follows:

Point Score Range Interval Scale Description

4 3.25 4.00 Highly Acceptable

3 2.5 3.24 Acceptable

2 1.75 2.49 Fairly Acceptable

1 1.00 1.79 Not Acceptable


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THE DEVELOPED WORK TEXT

The succeeding pages present the assessment tool that was developed by the

researchers. The evaluation was carried out by two groups of pool of evaluators consisted

of (7) English educators for the open-ended interview and another (15) English educators

for the acceptability of the material.


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22

CHAPTER IV

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

This chapter presents an analysis of the data based from the results of the

respondents. This also contains the data through which the proposed material was accepted.

Table 1

Summary on the Comments and Suggestions of the First Phase of Evaluation for the

Developed Work Text on Selected Topics on English II.

Comments Suggestions Assessment

Respondent A -add more exercises - adequate space for

writing activity-comprehension response

-material is unique

Respondent B -give lots of exercises-pay attention on spacing

and punctuations

-more space for the writingexercises

-very nice

Respondent C - exercises/activities are

very nice, interesting

-add activities in station 1

-more activities and

enrichment activities

-good in

individualized

masteryRespondent D - mastery process is very

effective

-more space

-revision of topic

-specified the topic-more activities

-quite good

- will be a great

help in the masteryof the students

Respondent E - functional-topics are relatively

suited -mastery will be

achieved

-additional contextualizedgrammar exercises

-worthwhile andsystematic guide in

individualized

mastery- student will be

more motivated.

Respondent F __________________ __________________ - a goodinstructional

-provides

everything

Respondent G -add more activities -add adequate and correct

spacing

-design of the cover

-this material is

very suitable for

the studentsmastery technique


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Table 1 shows the respondents comments and suggestions in the open-ended

interview questions

Respondent A found loopholes as other respondents had also found. They are the

incorrect position of direction and name, spacing, and incorrect grammars. Respondent As

comment was to add more exercises which we did. The respondent suggested for adequate

space in writing activity. Although noticed some loopholes, the respondent assessed the

work text and said that the material is unique and nice.

Respondent B and Respondent A had the same comments and suggestions which

the researchers followed and corrected. Respondent B added that the page numbers should

be put in the lower right corner but the researchers didnt consider this. The researchers

hadnt changed the position of the page numbers because students could easily the page

number if it is put in the upper right corner. The assessment of the work text is nice

according to respondent B.

Respondent C suggested putting the authors name after the poem which the

researchers did. The respondent also suggested enrichment activities which the researchers

did not consider. The work texts purpose is for easy mastery of the lesson. The researchers

thought that the pre-test, test, extra activity, and posttest are enough activities for the work

text. The third respondent commented that the presentation of activities is very nice and

interesting. The work text is good I individualized mastery, as said by the respondent.

Respondent D had found lots of loopholes on the topic, objectives, incorrect

grammar, and spacing which the researchers changed and corrected. The respondent

24

suggested to revise the topic and to add more activities. The researchers modified the


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topics for the improvement of the material. Even though the respondent saw some

loopholes, she assessed the material and said that the mastery process is very effective.

Respondent E said that the work text should focus on the unlocking of difficulties.

The researchers considered this and revised some questions in the pre-test as well as in the

posttest. She also suggested adding contextualized grammar exercises which the

respondents did. Respondent E praised the work text and said that the sequence deigned I

functional, topics are relatively suited to the level of understanding of 2 nd year students, the

material is worthwhile and lastly, the mastery of learning will be achieved by the students.

Respondent Fs assessment regarding the work text was nice. The respondent said

that the material can serve a good instructional material in English II. The respondent also

said that the work text provides everything that the students need to learn in the lesson.

Respondent G found loopholes like wrong grammar and wrong punctuations which

the researchers corrected. She suggested revising the design of the cover which we did. The

last respondent said that the material is very suitable for the students mastery.

25

Table 2

Weighted Mean Distribution on the Acceptability of the Work Text

in Terms of Content

Statements 4 3 2 1 WM Scale

Description


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1. The content of the work text are parallel

to the objectives set.

6 9 3.4 HA

2. The lessons included in the work text

contain clear instructions and set ofprocedure.

8 7 3.53 HA

3. The concepts and ideas presented areappropriate to the age, maturity and

experience of the target user.

7 8 3.46 HA

4. The work text can be linked to its

intended outcome which is the mastery of

the lesson.

5 8 2 3.2 A

G

eneral Weighted Mean=3.39

HA

Table 2 shows the acceptability of the developed work text using Morrison Method

in selected topics in English II as to Content. The content of the Work Text is parallel to

the objectives set which has the weighted mean of 3.4 with the scale description of highly

acceptable. The lessons included in the work text contain clear instructions and set of

procedure with a weighted mean of 3.53 a scale description of highly acceptable.

Regarding Tenederos concept of appropriate topic for the level of the learners, the

concepts and ideas presented are appropriate to the age, maturity and experiences of the

target user which has a weighted mean of 3.46 that scales as highly acceptable. The work

text can be linked to its intended outcome which is the students

26

mastery as patterned in H.C. Morrisons Morrison Method which has a weighted mean of

3.2 with the scale description of acceptable. The general weighted mean of the developed

work text as to content is 3.39 with the scale description of highly acceptable.

Table 3



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in Terms of Organization


Description

1. The topics are well organized. 8 7 3.53 HA

2. The work text shows consistencyin the series of activities offered.

15 4 HA

3. The flow of activities is coherentand not confusing.

8 7 3.53 HA

4. Observes appropriate grammar

and punctuations.

6 9 3.4 HA

GWM

= 3.61

HA

Table 3 shows the acceptability of the developed work text using Morrison Method

in selected topics in English II as to organization. The topics are well- organized which has

a weighted mean of 3.53 with the scale description of highly acceptable. The work text

shows consistency in the series of activities offered which has a weighted mean of 4.0 with

the scale description of highly acceptable. The flow of activities is coherent and not

confusing which the Morrison method requires regarding its steps on mastery. The work

text observes appropriate grammar and punctuations which has a weighted mean of 3.4

with the scale description of highly acceptable. The general weighted mean of the

developed work text as to organization is 3.61 with the scale description of highly

acceptable.

27

Table 4


in Terms of Presentation


Description

1. The work text has adequate 11 4 3.73 HA


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margins, legible type face and

comfortable type size.

2. The material has presented in a

way students will easily understandthe content procedure.

14 1 3.93 HA

3. The work text is presented at apace that allows review and

reinforcement of activities.

1 14 3.06 A

4. The work text has sufficient space

provided for students responses.

5 8 2 3.2 A

5. The design and appearance of awork text are exceptionally different

from other available materials in

circulation.

10 5 3.6 HA

GWM

=3.51

HA

Table 4 shows the evaluation of the acceptability level of the work text using

Morrison Method in selected topics in English II as to presentation. The work text has

adequate margins, legible type face and comfortable type size which have a weighted mean

of 3.75 with the scale description of highly acceptable. The material has presented in a way

students will easily understand the content which has a weighted mean of 3.93 with the

scale description of highly acceptable. The work text is presented at a pace that allows

review and reinforcement of activities which the researchers have adopted on Morrison

method for further mastery of the lesson.

28

The work text has sufficient space provided for students responses which has a weighted

mean of 3.2 with the scale description of Acceptable. The design and appearance of a work

text are exceptionally different from other available materials in circulation as Guinto and

Rea had also done when they developed an instructional material proving that a new


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instructional material can be created. The general weighted mean of the developed work

text as to presentation is 3.51 with the scale description of highly acceptable.

Table 5


in Terms of Appeal to the Target User


Description

1. The work text is worth for time,effort and experience of students.

9 6 3.6 HA

2. The work text stimulates students

to be proficient in the rules ofgrammar and on applying it.

5 7 3 3.13 A

3. The work text enables the

students to develop his/her creativity

and skills of self-expression.

6 6 3 3.2 A

4. The work text can serve as anew

learning material in mastering

English II.

11 2 2 3.6 HA

5. The work text enables the

students to enhance mastery.

5 7 3 3.13 A

GWM

=3.33

HA

29

Table V shows the evaluation of the acceptability level of the work text using

Morrison Method in selected topics in English II as to appeal to the target user. The work

text is worth for time, effort and experience of students which has a weighted mean of 3.6

with the scale description of highly acceptable. The work text stimulates students to be

proficient in the rules of grammar and on applying it which has a weighted mean of 3.13


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with the scale description of acceptable. The work text enables the students to develop

his/her creativity and skills of self-expression as Dunn relates what really learning meant,

which has a weighted mean of 3.21 with the scale description of Acceptable. The work text

can serve as anew learning material in mastering English II which has a weighted mean of

3.6 with the scale description of highly acceptable. The work text enables the students to

enhance mastery which the Morrison technique was meant for, which has a weighted mean

of 3.13 of acceptable .The general weighted mean of the developed work text as to appeal

to the target user is 3.33 with the scale description of highly acceptable.

.

30

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents brief summary, findings, conclusions and the

recommendations.

SUMMARY


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This study was conducted to develop and to determine the acceptability of a work

text using Morrison Method on selected topics in English II. Having this in mind the

researchers sought to answer the following problems:

1. What instructional material can be developed in teaching selected topics in

English II?

2. Are there parts of the developed material that need to be reviewed, revised,

deleted or changed based on the comments and suggestions of the pool of experts?

3. What are the levels of acceptability of the developed work text using the

Morrison Method in terms of:

3.1 Content

3.2 Organization

3.2. Presentation

3.3 Appeal to the target user

The researchers selected 22 teachers in English from different schools in Quezon as

respondents. A questionnaire was administered to determine the acceptability of the

developed work text.

The researchers utilized the qualitative-quantitative approaches to gather the

necessary data. The study was conducted in a three-fold manner namely: the development

of instructional tool, revision of the material based on the evaluators comments and


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suggestions and evaluation of the responses through the questionnaire in order to determine

the level of its acceptability.

After the work text has been evaluated, the work text was scrutinized and revised

based on the comments and suggestions given by the pool of evaluators. The revised work

text was rated for acceptability from another set of evaluators.

FINDINGS

After analyzing the results of the study the researchers arrived at the following

findings:

1. A work text using Morrison Method as an instructional material can be developed in

teaching selected topics in English II.

2. There are parts of the developed material that need to be reviewed, revised, deleted or

changed based on the comments and suggestions of the pool of experts.

3. The levels of acceptability of the developed work text using the Morrison Method are

Highly Acceptable in terms of Content, Organization, Presentation and Appeal to the

Target User.

32

CONCLUSIONS

Based on the findings the researchers arrived at the following conclusions:

1. The use of work text in teaching Morrison Method was very effective in the students

mastery.

2. The application of adjective and verb in the work text using Morrison Method provides

mastery of the rules of grammar.


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3. The concept of applying Morrison Method in a work text allows individualized mastery.

4. The work text using Morrison method is ready for recommendation to test its

effectiveness.

RECOMMENDATIONS

From the review of the findings and conclusions, the following recommendations

are completed.

1. A follow up study regarding the use of work text in teaching other discipline can be

conducted in the future.

2. Valuing and enrichment activities can be added to the text if the lesson will concentrate

in Literature rather than in Grammar.

3. In using Morrison Method, teachers can create and design their own pattern as long as

mastery of the learner is emphasized with the use of pre test and post test.

4. A work text using Morrison method in English II can be used in any regular class to test

its effectiveness.

33

BIBLIOGRAPHY

A. Books

Calderon, Jose (1998) Principles and Practices of Teaching 1. Quezon City: Great

Books Trading.

Corpuz, Brenda et. Al. (2006) Principles of Teaching 2 . Quezon City: Lorimar

Publishing Inc.


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Amurao, Ma. Lina Pamela et. al. (1995) How to Speak English Fluently .Tarlac, Tarlac:

Books on Wheels Enterprises.

B. Magazines and Journals

Tenedero, Henry The Role of Motivation in LearningBreakthrough in Education,

Manila Bulletin July 7, 2005.

Mendoza, Ivy Lisa. Mastery in Learning Manila Bulletin June 22, 2006

C. Manuals and Pamphlets

Dela Cruz,Teresita V. (2008). Motivational Factors in Learning Facilitating Learning.

Southern Luzon State University.

D. Unpublished Materials

Fetalco, Rhona Joy and Rea, Shiela Nina (2008) Development and Acceptability of A

Proposed Modified Learning by Teaching(LdL) Model and its Teaching Manual

34

Guinto, Nicanor and Javier, Ruel (2008) Development and Acceptability of A Work Text

on Selected Topics in English IV Using the Communicative Approach and

Performance-Based Assessment Technique (Undergraduate Thesis Southern

Luzon State University )

E. Online Resources


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Churchen, Sarah (2005) Learning Styles , retrieved on Feb16, 2009 www.learning

styles.com. Learning In Unique Ways

_____http://www.morrison._methods_in_education_by_hc_morrison.com

_____http://www.etsy.com/masterytechnique.phpuser_id.

35

APPENDICES
http://www.learning/http://www.learning/


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Appendix A

LETTER TO THE RESPONDENTS

Republic of the Philippines

Southern Luzon State UniversityCollege of Teacher Education

Lucban, Quezon

Sir/ Maam:

The undersigned are third year students of SLSU- CTE taking Bachelor of

Secondary major in English. In partial fulfillment of the requirements in English 15:

Language Research, they are currently conducting the study entitled Work Text UsingMorrison Method

In connection with this, the researchers have chosen you to be one of the pool ofevaluators who will validate the said material since you are one of the competent persons

who could provide good evaluation to the developed instructional tool.

Accordingly, we are asking for your approval regarding this matter.


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We hope to merit your most favorable response.

Thank you and God bless you.

Respectfully yours,

Ms. Jennifer Magboo(sgd)

Ms. Elaine Salayo(sgd)

Noted by:

Prof. Carmelita C. Placino(sgd)Thesis Adviser

36

Appendix B

OPEN-ENDED INTERVIEW QUESTIONS

Name of Evaluator: ____________________ Date of Evaluation: _________

School: _____________________________Please answer the following questions. Your responses will be highly considered in the

improvement of the material.

1. What suggestions can you give to improve further the material?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

2. What are the loopholes that you have noticed upon scrutinizing the material?________________________________________________________________________

________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________


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_________________________________________________________________________

_________________________________________________________________________

____________________________________________________________________

3. What can you comment about the mastery process of the material?

_________________________________________________________________________________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

___________________________________________________________________

4. How will you assess the material as an instructional material in individualized

mastery?

________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

___________________________________________________________________

37

Appendix C

QUESTIONNAIRE


COLLEGE OF TEACHER EDUCATIONLucban,Quezon

QUESTIONNAIRE

A QUESTIONNAIRE TO EVALUATE THE ACCEPTABILITY LEVEL OF THE

WORKTEXT USING MORRISON METHOD IN SELECTED TOPICS IN ENGLISH II

Kindly rate the developed work text according to the following criteria: content,

organization, presentation, and appeal to the target user by using the scale below.Read the following statements carefully and tick on the appropriate column that

corresponds to your answer.

Use the following scale.

4-Highly Acceptable (HA)


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3-Acceptable (A)

2-Fairly Acceptable (FA)

1-Not Acceptable (NA)

STATEMENTS 4 3 2 1

I.CONTENT

1. The contents of the work text are parallel to the

objectives set.

2. The lessons included in the work text contain

clear instructions and set of procedure.

3. The concept s and ideas presented are

appropriate to the age, maturity and experience of the

target user.

4. The work text can be linked to its intended

outcome which is the students mastery of the lesson.

38

II. ORGANIZATION 4 3 2 1

1. The topics are well-organized.

2. The work text shows consistency in the

series of activities offered.

3. The flow of the activities is coherent and

not confusing.

4. Observes appropriate grammar and

punctuations.

III .PRESENTATION 4 3 2 1

1. The work text has adequate margins, legible

type face and comfortable type size.


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2. The material was presented in a way

students will easily understand the content

procedures.

3. The work text is presented at a pace that

allows review and reinforcement of activities.4. The work text has sufficient space is

provided for students responses.

5. The design and appearance of the work text

are exceptionally different from other available

materials in circulation.

39

IV. .APPEAL TO THE TARGET USER

1. The work text is worth for time, effort and

experience of students.

2. The work text stimulates student to be

proficient in the rules of grammar and on applying

it.

3. The work text enables the students to

develop his/ her creativity and skills of self-

expression.

4. The work text can serve as a new learning

material in mastering English II.

5. The work text enables the students to

enhance mastery.


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40

Appendix D

COMPUTATION OF THE WEIGHTED MEAN

Computation of Weighted Mean

1. Content 2. Organization

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f

N N

4(6)+3(9) 4(8)+3(7)15 15

24+27 32+21

15 15

3.4 3.53

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f +f

N N4(8)+3(7) 4(15)

15 15

32+21 6015 15


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3.53 4

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f +f N N

4(7)+3(8) 4(8)+3(7)

15 1528+24 32+21

15 15

3.46 3.53

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f +f

N N

4(5)+3(8)+2(2) 4(6)+3(9)15 15

20+24+2 24+27

15 15

3.2 3.4

41

3. Presentation 4. Appeal to the Target User

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f

N N

4(11)+3(4) 4(9)+3(6)15 15

44+12 36+18

15 15

3.73 3.6

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f

N N4(14)+3(1) 4(5)+3(7)+2(3)

15 15

54+3 20+21+615 15

3.93 3.13

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f

N N

4(1)+3(14) 4(6)+3(6)+2(3)

15 15


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4+44 24+18+6

15 15

3.06 3.2

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f

N N4(5)+3(8)+2(2) 4(11)+3(2)+2(2)

15 15

20+24+4 44+6+615 15

3.2 3.6

WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f N N

4(10)+3(5) 4(5)+3(7)+2(3)

15 15

40+15 20+21+615 15

3.6 3.13

42

Appendix E

A BRIEF LESSON PLAN IN ENGLISH II

I. Objectives

A. Conjugate words according to the intended tense of the verb.

B. Determine the Appropriate past form of the verb.

C. Trace the flow of the featured story.

II. Subject Matter

A. Topic: The Man Who Drank With Death (Grammar Lesson: Verb)

B. Reference: Dexterity in English II

By Magboo, Jennifer and Elaine Salayo pp. 3-14C. Instructional Material:

Work Text

III. Methodology

a) Unlocking of Difficulties


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Answering of Pre-test

b) Lesson Proper

Discussion of the story and the lesson in grammarc) Answering of the first activity

d) Giving the students a review of the story and the lesson in grammar

e) Answering of the extra activity

IV. Evaluation

Answering of Post test

43

I. Objectives

A. Write an essay according to the students experiences.

B. Retain facts from the poem.C. Identify the proper suffix for the particular word.

II. Subject Matter

A. Topic: The Fisherman (Grammar Lesson: Adjective)

B. Reference: Dexterity in English IIBy Magboo, Jennifer and Elaine Salayo pp. 19-29

C. Instructional Material:

Work Text

III. Methodology

a) Unlocking of Difficulties

Answering of Pre-testb) Lesson Proper


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Discussion of the story and the lesson in grammar

c) Answering of the first activity

d) Giving the students a review of the story and the lesson in grammare) Answering of the extra activity

IV. Evaluation

Answering of Post test

44

CURRICULUM VITAE


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JENNIFER L.MAGBOO

[email protected]

PERSONAL DATA

Date of Birth: August 14, 1990

Place of Birth: Sariaya, Quezon

Addres: Villa Salvamen Gibanga Sariaya, Quezon

Cotact No. : 09106163447

Gender: Female

Civil Status: Single
mailto:[email protected]:[email protected]


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Nationality: Filipino

Religion: Roman Catholic

Parents

Mother: Mercedes Magboo

Father: Mario Magboo

EDUCATIONAL BACKGROUND

Tertiary:


Third Year College 45

2006 onwards

Secondary:

Sariaya Institute

2002-2006

Primary:

Balubal Elementary School

1996-2002

AFFILIATIONS

Language Society, Member

Sharians League of Students, Member

SEMINARS ATTENDED

Seminar on Family Planning and HIV/ Aids

SLSU-CTE Audio-Visual Room, March 2007


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Refined Secondary Education Curriculum Seminar

SLSU- CTE Audio -Visual Room, Sept 2007

Concept-Based on Selected Secondary Subjects and Lesson Demonstration

SLSU-MHDP Audio -Visual Room, Feb 2008

Seminar Workshop in Campus Journalism

SLSU-CTE Audio- Visual Room, Oct 2008

Turui, Sulati, Artehi

SLSU-JR Hamlet Hall

March, 2008

46

AWARDS AND RECOGNITIONS

First Place, Matira ang Matibay Quiz Show

Celebration of Buwan ng Wika, 2008

First Place, Ist Science Wizard Quiz Show

Science and Technology Week, 2008

Second Place, Pinoy Henyo Quiz Show

Celebration of Buwan ng Wika, 2007

Second Place, Tagisan ng Talino Quiz Show

Celebration of Foundation Day, 2007

10th Place in Copy Reading

Seminar on Campus Journalism, 2008

10th Place in Editorial Writing

SLSU-CTE Audo- Visual Room, 2008

Partial Academic Scholar


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1st and 2nd Semester 2006

Partial Academic Scholar

1st and 2nd Semester 2007

Meritorious Awardee, Sariaya Institute, 2006

Over-all Champion, UP Oroquieta Intellectuals Quiz, S.M. City Lucena, 2006

Ist Place, UP Oroquieta- History and Current Events Category, S.M. City Lucena,

2006

3rd Place, UP Diliman Patalasang Lahi, Diliman, Quezon City, 2006

Champion,UP Kalilayan Tagisan, Lopez, Quezon, 2005

2nd Place, Manuel S. Enverga Foundation Quiz Show, S.M. City Lucena, 2005

Over-all Champion, UP Oroquieta Intellectuals Quiz, S.M. City Lucena, 2005

Ist Place, UP Oroquieta- General Information Category,S.M. City Lucena, 2005

Ist Place, Science Quiz Bee

1st Place English Quiz Bee

1st Place Filpino Quiz Bee

2nd Place Spelling Bee 47

2nd Place Super Quiz Bee

1st Place Super Quiz Bee

Sariaya Institute 2002-2006

Valedictorian, Balubal Elementary School, 2006

Leadership Award

Loyalty Award


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48


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Personal Data

Name: Elaine Cangayo Salayo

Age: 21

Status: Married

Nationality: Filipino

Address: Narra St. Countryside Subd. Lucban, Quezon

Can Communicate in: Tagalog and English

Favorite Books: Bible, Angels and Demons, The Killing Dance, and Timawa

Favorite Movies: Clueless, Pa-siyam, Katorse, Tatlong Taong Walang Dyos

Motto: In this life there are two kinds of people, bullies and losers. In reality there

is another option between the two, and that is being a preacher, a teacher.

49

Educational Background

Level School Course Year

Primary Level Pel-1 Lucban, Quezon 2000

Secondary Level SLPC Laboratory High School

Lucban, Quezon 2004


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Tertiary Level Sacred Heart College Lucena, BA-Communication

SLPC Lucban, Quezon (Undergraduate) 2004-05

Sacred Heart College Lucena and BEED PRE-Elementary

SLPC Lucban, Quezon (Undergraduate) 2005-06

TESDA Lucban, Quezon Finishing Course for

Call Center Agents

(Graduated) 2007

SLSU Lucban, Quezon BSED Major in English present

Affiliations

Former Staff of Junior Kingfisher

Journalist Students of Laboratory High School

TKPA Dance Troup (Sacred Heart College)

Matya Satra Dance Troup (SLSU)

50

Seminars Attended

Seminar Place Date

Panel Discussion of Extra Sensory School of Arts and Science

Perception: Its Moral and Ethical SLSU Lucban, Quezon

Implications March10,

2005

Training for Call Center Agents Information Technology and


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Telework Services Bldg. May15, 2007-

SLSU Lucban, Quezon June15, 2007

Refined Secondary Education SLSU College of Teacher

Curriculum Seminar Room Lucban, Quezon Sept.28, 2007

Concept-based on Selected Audio- Visual Room of

Secondary Subjects and Marcelo H. Del Pilar

Lesson Demonstration Bldg. SLSU Lucban Feb.1, 2008

Seminar Workshop on CTE Audio- Visual

Campus Journalism SLSU Lucban, Quezon Oct.23, 2008

Awards

Best in Phonetics

Honor Student

Best in Oration

2nd Placer in Oratory Contest

10th Placer in News Writing 51

Development and Validation of a Worktext Using Morrison Method

Documents