Education

LITERACY EDUCATION IN THE PHILIPPINES: A SURVEY ON WHAT’S HOT AND WHAT’S NOT

The International Literacy Association (ILA) annually conducts survey to identify key issues in literacy education that are “hot” and “not hot.” This survey helps literacy scholars and reading specialists in conducting research studies that are deemed timely in the discipline. Although ILA has been doing this constantly, one limitation of this survey is that the results are limited by geographical constraints and are Western in all aspect. In this milieu, this paper provides an exploration on identifying the issues in literacy that are “hot” and “not hot” in the Philippines. The respondents of this study were made up of teachers, educational administrators, and graduate students of reading education (PhD). Their perspectives were woven together to unravel literacy issues that are receiving positive and negative stances in the Philippines. Finally, this paper aims to become an impetus for local scholars to establish touchstones on suitable and vital topics in literacy education which they can utilize in creating appropriate and apt research for the betterment of Philippine education

MATHEMATICS INTEREST AND THE SCHOLASTIC PERFORMANCE OF THE GRADE 7 STUDENTS

Factors affecting math interest is a good benchmark for teachers in order to increase the students’ understanding and appreciation in mathematics. This study would like to determine the factors that contributed to the math interest of junior high school students and how these factors have affected their scholastic performance. The data were collected using questionnaires. These were distributed to the 210 Grade 7 students chosen using a stratified random sampling design. The factors were correlated with the grades of the students up to the 3rd Grading period. This investigation found that teacher qualities and the strategies employed strongly affect the students’ interest but factors such as math anxiety, students’ attitude and classroom condition can predict the scholastic performance. Thus, teachers may affect interest but the students’ perception can affect their grades. It is recommended that teachers utilize more strategies to raise the level of interest and give due attention to the students’ attitudes in order to address their need to understand math. create a positive learning environment employing relevant real life problems so students appreciate Mathematics as a tool that can be used in life and that the guidance office may provide counseling sessions to students with high math anxiety.

THE EFFECTS OF COOPERATIVE LEARNING METHODOLOGY ON THE ORAL PROFICIENCY OF THIRD YEAR STUDENTS OF PITOGO HIGH SCHOOL

The oral proficiency test was given to both the experimental and control group which served as the pre-test and post-test. The pre-test was administered before the researcher handled the two classes for twelve weeks. Statistical treatment was used such as t-test of dependent sample to determine whether there was a significant difference on the oral proficiency of the students before and after the implementation of the experiment. On the other hand, the t-test of independent sample was utilized to determine the significant difference between two groups. The gained mean score was not dramatic because the length of time carried during the intervention was not sufficient. More over the researcher found out that the fourth quarter period was not appropriate time to extract data because there are distractions when classes are about to end. That is, students’ focus on the lesson is affected. Another reason is that students’ apprehension on communication is still observed in every small group of students. The t-test of dependent samples revealed that there is a significant difference between the pre-test and post-test both the experimental and control group on the oral proficiency of the students. Naturally, it is expected to have an increase from pre-test to post-test because the researcher employed an intervention. This means that cooperative learning had an influence/impact on the oral proficiency of the students but this influence is quite minimal. On the other hand, the t-test of independent sample revealed that there is no significant difference between the experimental and control group which means that cooperative learning has no impact on the oral proficiency of the students. This interpretation is more valid because the purpose of this study is to investigate if there is a significant difference between the experimental group and control group.

THE DROP EVERYTHING AND READ (DEAR) PROGRAM AND THE READING PREFERENCES, VOCABULARY AND COMPREHENSION SKILLS

The Drop Everything and Read (DEAR) Program, the Reading Preferences, Vocabulary and Comprehension Skills of the Teacher Education Students were the focus of the study. Specifically, this study aimed to: (1) determine the level of implementation of the DEAR Program; (2) determine the reading preferences of the students; (3) find out the level of vocabulary skills of the students; (4) find out the level of comprehension skills of the students; (5) determine if there is a significant relationship between the following variables under study: the level of implementation and the reading preferences; level of implementation and vocabulary skills; level of implementation and comprehension skills; the reading preferences and comprehension skills; the reading preferences and vocabulary skills; and, the vocabulary skills and comprehension skills of Teacher Education Students. In addition, this study aimed to get information on how these TES think and feel about the implementation of the DEAR Program, the insights gained in terms of vocabulary skills, moral lessons obtained and reflections/reactions cited. The study used the DEAR logs submitted by the TES for the level of implementation, moral lessons obtained and reflections/ reactions cited. For the level of vocabulary and comprehension skills, the researcher conducted a test validated by a Language Expert of the school. For the reading preferences, it used a survey, and for the issues and concern and insights of the program, the researcher used group interviews to students. For relationships there is no significant relationship between the level of implementation and the reading preferences, the level of implementation and vocabulary skills, level of implementation and comprehension skills, reading preferences and vocabulary skills, and between reading preferences and comprehension skills. On the other hand, there is a significant relationship between the vocabulary and comprehension skills of the students. Based on the findings of the study, first, the DEAR Program has not strengthened Teacher Education students’ vocabulary and comprehension skills level for some levels are low and some are moderate. Second, the preferred reading materials by TES were non-fiction but this has no bearing with their vocabulary skills and comprehension skills for it does not show significant relationships.

COMMUNICATIVE LANGUAGE TEACHING STRATEGIES ON GRADE VI PUPILS’ READING COMPREHENSION SKILLS

The study was conducted to determine if Communicative Language Teaching (CLT) Strategies affect the reading comprehension skills of the Grade VI pupils. It employed a mixed method which involved both qualitative and quantitative type of researches. The quantitative part included pre-test and post-test as well as the survey questionnaires answered by the pupils. Data gathered for the quantitative part were analyzed using frequency counts, percentages, and weighted means. The study was experimental in nature that utilized two groups, the experimental and the control group. The control group made use of the traditional method which is teacher-centered while the experimental group was taught using the seven CLT strategies. Results showed that CLT strategies are more effective as compared to the traditional method. Significant difference existed between the two different methods in addressing the reading comprehension skills of the pupils at 0.01significance level. Correlation analysis further proved that highly significant relationship exists between the role play strategy and the reading comprehension of the pupils. However, no significant relationship was found between the reading comprehension of the pupils and the other CLT strategies – Information Gaps (p=0.462), Games (p=0.200), Language Exchange (p=0.058), Interview (p=0.089), Pair Work (p=0.077), and Learning by Teaching (p=.307). Among the seven strategies employed in Communicative Language Teaching, role playing was the most preferred by the pupils.

SCHOOL BASED MANAGEMENT (SBM) AS CORRELATES TO ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS IN QUEZON CITY

The School-Based Management (SBM) is a system of public education which is systematic and consistent decentralization to the school level of authority and responsibility to make decisions on significant matters related to school operations within a centrally determined framework of goals, policies, curriculum, standards and accountabilities. Thus, this study is primarily aimed to evaluate the implementation of the School Based Management (SBM) as correlates to the academic performance of selected public high schools. The researcher used a descriptive research of a correlation type in determining the respondents’ impression on the existence of the School-Based Management and the results of the National Achievement Test from the School Year 2010-2013. The data gathered were treated through the use of Pearson’s r, Standard Deviation, Kruskal Wallis and the Games-Howell Post Hoc Test. Results show that There is significant differences on the dimension of SBM particularly on the aspect of Leadership and Governance and the stakeholders such as the principal and community and the department heads and community. Likewise, there is significant differences between the stakeholders principal and department head, principal and faculty, principal and alumni, principal and community, principal and parent, and community and parent and the SBM dimension on Curriculum and Learning.

EFFECTIVENESS OF POSITIVE DISCIPLINE TECHNIQUE IN THE ABSENTEEISM RATE AMONG PUBLIC ELEMENTARY PUPILS

This action research aimed to determine the effectiveness of Positive Discipline Technique (PDT) as an intervention among public elementary pupils’ absenteeism rate. The researcher used an action research mixed-method evaluative research design. The pupils with the highest rate of absenteeism during the first semester of S.Y. 2018-2019 and their respective subject teachers from a public elementary school in Caloocan City were voluntarily participated in the study. According to the gathered demographic profile of the pupil participants, it revealed that pupils who have the highest absenteeism rate were male. It showed that majority of the pupil participants have grades of 76-79%. Furthermore, it revealed that families who earned less have the most numbered of pupil participants who were always absent in the class. The researcher tried to categorize the most shared theme reflected by each participant’s response to the interview that purposely asked. After the implementation of PDT, there was a marked of improvement on the area of pupils’ attendance based on the pupils’ attendance form and assessment made by their respective subject teachers. The particular intention of this action research is to enhance the attendance of public elementary pupils by employing PDT. Using this technique will help teachers maintain an atmosphere conducive to learning and support an inclusive learning environment that eventually creates a positive school climate.

THE EFFECTIVENESS OF THE REMEDIAL INSTRUCTION IN ENGLISH AT NEGROS ORIENTAL STATE UNIVERSITY BAYAWAN-STA. CATALINA CAMPUS

This study aimed to determine the effectiveness of English Remedial Instruction in Negros Oriental State University Bayawan-Sta. Catalina Campus (NORSU BSC). The respondents were English Plus freshmen students. The research is descriptive and correlational in natur. The statistical tools utilized are frequency distribution, percentage, Pearson r (Pearson product moment correlation coefficient), repeated measure design (pretest and posttest) and weighted mean. The study revealed that majority are males with average grade in secondary school English IV at satisfactory level, whose parents’ educational qualification are at the elementary level, with monthly family income at the poverty threshold. It also showed that the students obtained an average proficiency level in English language as revealed in the posttest. There was also a significant difference on the results of the pretest and the posttest to the students’ English language proficiency level and a significant relationship was found between students’ English language proficiency level and their profile in terms of secondary school English IV grade and sex. Lastly, factors specifically oral communication in English, communicating in written English, and exposure to English language had moderate influence to the students’ English language proficiency level.