Thesis presentation

ASSESSMENT OF LINGAP PANGKABATAAN PROGRAMS TO THE LITERACY AND SOCIAL RESPONSIBILITY LEVEL AS PERCEIVED BY THE

LEARNERS IN CUBAO’S POOREST COMMUNITY(YEAR 2012 – 2013)

CHAPTER 1:THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDIES

According to Nelson Mandela, “Education is the most powerful

weapon that you can use to change

the world”. It is essential to social

and human development for it is

in education that our lives will transform.

In the first few years, UNESCO announced that there are more

than 900 million illiterates in the

developing countries. Behind these numbers are some 113 million children who have no

access to primary education, these are

the children who lived in poverty.

According to UNICEF, one of UNESCO program, because of poverty,

children fail to develop critical thinking and

learning skills. They’ve developed a program

called Early Child Development (ECD), it creates awareness in

families and communities as partner in uplifting

lives against poverty and also to provide basic

education among children.

IN THE PHILIPPINES, ILLITERACY HAS GROWN INTO 15MILLION IN THE LAST 6 YEARS (EDECIO DELA TORRE, PRESIDENT OF CIVIL SOCIETY NETWORK FOR EDUCATION REFORMS)

In pursue of illiteracy reduction, Education for All Movement (EFA) was established in 1990. It is a global commitment to provide basic education for all and contribute to the global pursuit of the

eight Millennium Development Goals

(MDGs), it was adopted by 189 countries and with UNESCO as the leading institution.

As stated in the Philippine Constitution of 1897, education is the right of everyone. In pursuant to this law,

there are many organizations in our country that provide

services in reducing the number of illiteracy in

our country due to poverty, one of these is Lingap Pangkabataan

Incorporated (LPI)

In the Field Theory of Kurt Lewin, the people, their

surroundings and conditions depend closely

on each other, the society has great effect in

human development. LPI, is a social

development organization committed themselves in providing basic education and also developing children to become an effective

member of the society. They works with street-

working children in Cubao’s poorest

community.

They developed two programs, Child-focused

Community-based Development Program (CCDP) and Situation Oriented Approach to

Early Childhood Education (SOAECE).

CCDP aims to strengthen the community while SOAECE is based on UNICEF Early Child Education Program

which to provide basic education among

children who lives under poverty.

LPI. adopted Lewin’s Social Responsibility Theory in correlation with his Field Theory

and the main purpose of this research is to identify the impact of LPI programs, SOAECE and CCDP in reducing

illiteracy among children as well as to

appraise if these programs have an

effect to their recipients in becoming a socially responsible person.

THEORETICAL FRAMEWORK

In Kurt Lewin’s theory known as the Field theory, it stresses the effect of the society to

human development, especially on behavior. In

psychology, it is a conceptual

model of human behavior.

Lewin drew from physics and mathematics to construct his theory.

From physics, he borrowed the concept of the field as psychological field or “life space”, it is the locus of a person’s experiences and needs. In geometry, he adopted

topology to map the spatial relationships of

goals and solutions contained in regions within a life space.

His mathematical representation of life

space also accounted for directions of pathways

toward a goal and amount of attraction or

repulsion toward a given object in the space. He

also postulated that persons strive to

maintain equilibrium with their environment; a tension (need) will

stimulate locomotion (activity) to reinstate the

equilibrium.

Since there is an idea of “need and activity” and its forces affects

the latter, it shows that human behavior,

influences by the major forces from its society, will create its values in

life and will see the ideal society, there for

creating their own force to be part of the

society and executing their responsibility.

Field theory in connection with social responsibility, pertains to the effects of forces that constitute to the

individual in the society should have resulted to having participated and

executing its responsibility to the society for this will

balance the equilibrium between the society

and the people.

Now, education is every Filipino’s right, it will stabilize their

status in the society. In these theories

presented, the idea of entwining the two is

anchored to the Philippine Constitution

of 1897, Article XIV, The Education,

Science and Technology, Arts,

Culture and Sports.

SIGNIFICANCE OF THE STUDY

This study will be a significant endeavor in the improvement of literacy rate as well as the values formation of the poorest children or

street-working children in Cubao specifically in the barangay of E. Rodriguez.

This research will also be helpful in serving as guide in the assessment of the effects of LPI

programs to help uplift the lives of these children.

For others, the study can be a source of valuable up-to-date information which can be very valuable for their own similar studies on

the subject matters well.

STATEMENT OF THE PROBLEM

The main purpose of this research is to determine if the two programs of the Lingap Pangkabataan (SOAECE and CCDP) helps reduce the illiteracy level and building a better social responsibility especially among children of three barangays of Cubao’s poorest community, specifically in E. Rodriguez. Basically, the proponents intend to solve the following problems:

1. What is the profile of the respondent in terms of :

a. Personal backgrounda.1. gender?a.2. age?a.3. number of months in the program?

b. Family background

b.1. Father’s educational background and occupation?

b.2. Mother’s educational background and occupation?

b.3. Parents’ marital status?

b.4. Number of siblings?

2. What is the level of literacy of the learners as assessed by the respondents?

3. What is the level of social responsibility of the learners as assessed by the respondents?

4. Is there a significant relationship between the levels of literacy and social responsibility?

CHAPTER 2REVIEW OF RELATED LITERATURE AND OTHER STUDIES

In this study, Field Theory will be used where in the social environment is the dynamic

field which have great impact, in an interactive way, with human consciousness in solving social problems.

United Nations Children's Fund (UNICEF) saw the importance of this theory. It created the

program Early Child Development (ECD), that was

designed on how different sectors can work together. It

aims to promote child development through the support of families and

communities.

In our country, the KAAKBAY CDI, said that poverty here has

reached a point where education is no longer a right but a privilege.

The public school system was further found to have failed in

teaching the requisite competence in order for the young age to

become responsible, productive, and self-fulfilling human beings.

Linggap Pangkabataan Inc., is an organization that had perceived

this social problem. Being funded by UNICEF, it also created a program based on ECD, the

Situation-oriented Approach to Early Childhood Education

(SOAECE) and Community-based Development Program (CCDP)

Since it is the moral obligation of everyone to help, by giving poor children a head start in life, LPI, UNICEF and its partners, aim to

obtain the balance between society and people.

FIELD THEORY AND THE SOCIETY

Field theory is a psychological theory which examines patterns of interaction between the

individual and the environment. It tackles about human behavior as a function of both the person and the environment in which the

behavior takes place, including the social parameters.

There’s a dynamic interaction of elements in the field and these are the organized

perceptions of an individual that are being laid upon the field/society.

LINGAPPANGKABATAAN

LingapPangkabataan Incorporated, as a social

development organization, has touched the life of more than

18,000 Filipino children including their families. It is

directly assisting 2,500 children and youths in Metro Manila and other selected provinces and

reaching out to more than 3,000 children-at-risk through their

various programs implemented by local project partners

nationwide. Lingap aims to give needy children in the poorest

communities a good start in life ensuring basic education as well

as community development program to the families of the

children.

CONCEPTUAL FRAMEWORK

In this framework, the Field Theory of Kurt Lewin was used to conceptualized the

impacts of the Lingap Pangkabataan Inc.

Programs to Cubao’s poorest community, and understand the effect of the program in illiteracy

reduction for better social responsibility by

the use of Social Responsibility Theory.

RESEARCH HYPOTHESIS

In order for the researchers to seek for the answers to the problems stated in this research specifically in problem number 4 in the Statement of the Problem, the proponents used two hypotheses, namely, the null hypothesis H0, and the alternative hypothesis H1. That is,

H0: There is no significant relationship between the literacy level and social responsibility level of the learners of Lingap Pangkabataan in Barangay E. Rodriguez Sr.

H1: There is a significant relationship between the literacy level and social responsibility level of the learners of Lingap Pangkabataan in Barangay E. Rodriguez Sr.

VARIABLES

In his research, we denoted the LPI educational programs as independent variables, a driving force that reduces the illiteracy rate of the street children of Cubao. The illiteracy rate as the dependent variable and the effect of the said programs to the literacy and social responsibility of the said subject of this study.

CHAPTER 3RESEARCH METHODOLOGY

Research Design Descriptive Statistics: The proponents used

the descriptive method in summarizing the properties and behavior of the sample data. This method includes the measures of central tendency (the weighted mean), measures of variability (standard deviation), tabular method, percentage and rank. The proponents used questionnaires to gather data that they needed in this research. The response of the respondents was quantified using a scale that is introduced in the remaining section of this chapter.

POPULATION AND SAMPLING

The respondents of this research are the LPI’s learners of barangay E. Rodriguez under the programs of SOAECE and CCDP. The age bracket of the respondents is from 5 years old and above. The population is composed of the biggest barangay namely E. Rodriguez. The population comprises of 118 students with 51 boys and 67 girls as of February 2013. Table 3.1 shows the summary of the population of LPI learners in Barangay E. Rodriguez.

To get the respondents for this study, the proponents selected the 50% of the population or 59 individuals that was chosen randomly using the Quota Sampling technique. Table 3.2 shows the result of the quota sampling method. As stated from above, the proponents computed the 50% of the population or 59 individuals. Out of 59 samples, 26 or 44.07% are male and 33 or 55.93% are female.

DATA GATHERING INSTRUMENTS

This consists of the students’ assessment on how effective is the SOAECE and CCDP programs.

The questionnaire is composed of two parts: Part 1 is about the Profile of the Respondents in terms of their name, age bracket, gender; and their parents’ profile and their respective educational attainment, employment status, marital status, and the respondent’s number of siblings., and Part 2 is the Self-assessment of Pupil Competencies, it contains two sub-parts, the learners’ Assessment of Basic Competencies and the learners’ Assessment of Acquired Values and Social Responsibility.

VALIDATION OF THE INSTRUMENT

The data gathering instrument was derived from the unpublished field study research paper of Lingap Pangkabataan Inc. in SOAECE last 2010. The statistical tools used in their research paper were designed to measure and evaluate the pupil competencies and the pupil’s parent involvement. The proponents adopt some of the parts of the questionnaires of LPI SOAECE research and modify it for the purpose of data gathering. The said instrument from SOAECE was said to be standardized and therefore it was proven to be effective measuring tool for assessing the students’ level of literacy as assessed by both the respondents and their program facilitators.

DATA GATHERING PROCEDURES

In gathering data, the proponents scheduled an initial visit to Lingap Pangkabataan Inc. located in Ermin Garcia Street, Cubao, Quezon City. Written reports and list of current students where provided by LPI coordinator. After the finalization, questionnaires were given to LPI students randomly who have direct bearing of the study. There were also home visitation in Barangay E. Rodriguez and questionnaires were provided to respondents who have benefited to LPI programs.

STATISTICAL TREATMENT OF DATA

Frequency and Percentage Distribution Table Method:

where:

P = percentage for a category

f = frequency or number of response per category

N = total number of respondents.

Ranking Method:

where:R1 – the rank of one

variable as arranged in chronological order

R2 – the rank of the other variable.

Weighted Mean:

where:f = frequency or

number of responses

x = weight of response

N = total number of respondents.

Likert Scale: was used in this research to interpret or describe the computed weighted mean for each question.

Standard Deviation:

PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENT

TO INTERPRET THE RESULT OF COMPUTED R, TABLE 3.5 WAS USED TO GIVE A GENERALIZATION BETWEEN THE SETS

OF LEVELS OF LITERACY AND SOCIAL RESPONSIBILITY.

CHAPTER 4PRESENTATION, ANALYSIS, AND INTERPRETATION

The test of relationship between the computed weighted means of the assessment of basic literacy competencies and the assessment of acquired values and social awareness, the following hypotheses were tested:

H0: There is no significant relationship between the literacy level and social responsibility level of the learners of Lingap Pangkabataan in Barangay E. Rodriguez.

H1: There is a significant relationship between the literacy level and social responsibility level of the learners of Lingap Pangkabataan in Barangay E. Rodriguez.

Profile of the Respondents in Terms of Gender

Profile of the Respondents in Terms of Age.

Profile of the Respondents in Terms of Numbers of Months Spend in LPI

Profile of the Respondents in Terms of Their Father’s Educational Background

Profile of the Respondents in Terms of Their Father’s Employment Status.

Profile of the Respondents in Terms of Their Mother’s Educational Background

Profile of the Respondents in Terms of Their Mother’s Employment Status

Profile of the Respondents in Terms of Their Parent’s Marital Status

Profile of the Respondents in Terms of the Number of Siblings.

SUMMARY OF THE ASSESSMENT OF THE RESPONDENTS REGARDING THEIR LEVEL OF LITERACY

SUMMARY OF THE RESPONDENTS REGARDING THEIR LEVEL OF SOCIAL RESPONSIBILITY

COMPUTATION OF CORRELATION ANALYSIS BETWEEN THE LEVELS OF LITERACY AND SOCIAL RESPONSIBILITY USING THE MICROSOFT EXCEL™

Result of computation for the relationship between the set of weighted values of the levels of literacy and social responsibility

CONCLUSION 1. Profile of the

respondents in terms of:

Personal backgrounda.1. gender

Out of 59 respondents, 26 or 44.07%

composed of male.33 or 55.93% are female. The figures show that

the female respondents are dominant than the

male.

a.2. age Out of 59 respondents, 2

or 3.39% are from age bracket 5 and below, 13 or 22.03% are from 6 – 8 age group, 35 or 59.32%

are from 9 – 12 age bracket, 6 or 10.17% are from 13 – 15 age group, and 3 or 5.08% are from 16 and above age group. These figures show that most of the respondents

are from the age group of 9 to 12 years old.

a.3. number of months in the program

Out of 59 respondents, 14 or 23.73% has been participating in their programs for about a

month and below, 6 or 10.17% for 2 to 3

months, 4 or 6.78% for 4 to 5 months, and 35 or

59.32% for 6 months and beyond. Figures show that most of the respondents

have been in the programs for 6 months

and above.

b. Family background b.1. Father’s

educational background and occupation

Out of 59 respondents, 13 or 22.03% have father who’ve finished elementary, 34 or 57.63% have finished high school, 2 or 3.39% have finished vocational courses, and 10 or 16.95% have collegiate level. Figures shows that most of the respondents’ father have only finished high school level.

54 or 91.53% have fathers who are currently working and 5 or 8.47% are unemployed. It shows that most of the respondents’ fathers are currently employed.

b.2. Mother’s educational background and occupation

Out of 59 respondents, 11 or 18.64% have mother who finished elementary, 32 or 54.24% have finished high

school, 2 or 3.39% have finished vocational courses, and 14 or

23.73% have collegiate level. The figures shows that most of the respondents have mother who only finished high school level.

Out of 59 respondents, 38 or 64.41% have mothers who are

currently working and 21 or 35.59% are unemployed. These

figures show that most of the respondents’ mothers are

currently employed.

b.3. Parents’ marital status

Out of 59 respondents, 43 or 72.88% have

parents who are married, 10 or 16.95% who are living together and 6 or 10.17% who have divorce parents.

These figures show that most of the

respondents belong to a complete family.

b.4. Number of siblings Therefore, out of 59

respondents, only 1 or 1.69% said that he is the only child of his parents, 33 or 55.93% said that

they have 2 to 4 siblings, 14 or 23.73% said that

they have 5 to 6 siblings, 8 or 13.56% said that they have 7 to 8 siblings, and 3

or 5.08% said that they have 9 or more siblings. Most of the respondents answered that they have

2 to 4 siblings.

2. Level of literacy of the learners as assessed by the

respondents. The computed grand weighted mean is equal to

4.20, it follows that the level of literacy of the

learners of Lingap Pangkabataan Inc. in

Barangay E. Rodriguez is in High Level, that is, they

meet the standard or essential skills needed to

become literate individuals.

Level of social responsibility of the

learners as assessed by the respondents.

Since the grand weighted mean is 4.48,

therefore, it follows that the level of social responsibility

of the learners of Lingap Pangkabataan Inc. in

Barangay E. Rodriguez is evaluated as Very High

Level, that is, they exceed the standard or essential skills needed to become social and community

responsible individuals.

Is there a significant relationship between the

levels of literacy and social responsibility?

The computed value of correlation was r = -

0.091397915 and its computed value has an interval 0.00 -

±0.24, therefore the relationship between the sets of weighted means of levels of literacy and

social responsibility is negligible, that is, there is no significant

relationship between the given set of variables. Thus, the levels

of literacy and social responsibility are independent, they do not affect the values of

each other.

RECOMMENDATIONS

The researcher recommends the continuous implementation of Lingap Pangkabataan programs, SOAECE and CCDP because of its effectiveness regarding illiteracy reduction and inculcating social responsibility among its recipients. We also recommend that LPI should extend its programs to other poor Metropolitan areas. In addition to these, colleges and universities should provide NSTP volunteers (National Service Training Program) to assists and help LPI in attaining their objectives.