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Multidiciplinary Journal
Multidiciplinary Journal
EDITOR IN CHIEF
ASSOCIATE EDITORS
Rolando A. Alimen, Ph. D., John B. Lacson Foundation Maritime University - Molo
MANAGING EDITOR
JPAIR
Philippine Association of Institutions
for Research
iii
TABLE OF CONTENTS
1 Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
HENRY C. ENCABO
v
EDITORIAL POLICY
JPAIR: Multidisciplinary Journal National Peer Reviewed Journal
vi
or other experts to referee the manuscript. In some cases, the authors may suggest
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have an excellent track record as researchers in the field as evidenced by researches
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• Unconditional acceptance
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referees’ and editorial board’s recommendations
• Outright rejection
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INTRODUCTION
FRAMEWORK
3
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Participants
Measures
4
Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
Procedure
Data Analysis
RESULTS
Data Set 1
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Canonical Canonical
Canonical R2 F df Probability
Function Correlation
6
Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
Figure 1.0 Model for the first canonical function illustrating the
canonical loadings and correlation
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Canonical Canonical
Variables
Function 1 Function 2
Data Set 2
Analysis for the second data set yielded two (2) statistically
significant canonical functions (p=0.00; 0.03). Multivariate tests show
that the derived canonical roots, taken together, are significant.
Canonical correlation for both functions is positive and shows direct
relationship between independent and dependent variate. However,
the strength of the canonical correlation in first function (0.64) is more
prominent than that of the second function (0.11). In the first function,
the amount of variance in student satisfaction variate that is explained
by student’s perception of the instructional quality variables is 41% in
comparison to the 1% in the other function. This means that while
the second function is statistically significant, its relative importance
is lesser compared to that of the first function. The analysis however,
takes note of the significance that the canonical and cross-loadings of
the second function.
8
Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
Canonical Canonical
Canonical R2 F df Probability
Function Correlation
Figure 2.0 Model for the first canonical function of Data Set 2
illustrating the canonical loadings and correlation
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Figure 3.0 Model for the second canonical function of Data Set 2
illustrating the canonical loadings and correlation
Figure 2.0 and 3.0 shows the models for the first and second
canonical functions respectively. In the first function, the variate for the
predictor variable is strongly influenced by student’s perception of the
usefulness (0.85), convenience (0.83), accessibility (0.82), and adequacy of
facilities (0.81). Among the teaching related variables both the student’s
perception of the subject matter knowledge (0.70) and teaching strategies
(0.71) of the faculty has the most influence. Student’s perception
on rapport (0.61) has, again, the least influence among the predictor
variables. Figure 2.0 shows a similar trend to that of the findings in the
first data set as shown in figure 1.0. This may be taken to indicate some
consistency on the model.
The second function, however, shows a different structure. Some
variables have showed negative canonical loadings, which indicate
an inverse relationship with their respective variates. In addition, the
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Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
variables on the safety of facilities (0.40) and rapport with students (0.11)
seem to influence their variates better than in the way it did in the
first function. Interestingly, the student’s perception on the safety of
the facilities (0.40) teaching strategies of the faculty (0.15) and rapport with
students (0.11) remained to be largely influencing its variate. This may
be taken to indicate that perceptions are robust predictors of its variate.
It is also interesting to note that the findings in the canonical cross-
loadings show a similar pattern or trend to that of the findings on the
canonical loadings in the first data set (see Table 2.0). Facilities related
variables still largely influence the variate in student satisfaction
while, subject matter knowledge and teaching strategies are the most in
influential among teaching related variables.
On the other hand, while canonical cross-loadings are almost
negligible in the second function, it is notable that the student’s
perception on the teaching strategies (0.02) of the faculty and the safety
of facilities (0.05) remained to be positively most influential to student
satisfaction.
Canonical Canonical
Function 1 Function 2
DISCUSSION
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Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
CONCLUSIONS
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LITERATURE CITED
Buttle, F.
1995 SERVQUAL: Review, critique, and research agenda. European
Journal of Marketing. 30(1), 8-32.
Garcia-Aracil, A.
2009 European graduates’ level of satisfaction with higher
education. Higher Education, 57, 1-21.
14
Canonical Correlation Analysis of Student Perception on
Instructional Quality and Satisfaction
Mont, O.
2003 Customer satisfaction: review of literature and application
to the product-service systems. Powerpoint Presentation :
International Institute for Industrial Environmental Economics,
Lund University.
Shulman, L.
1992 September-October. Ways of seeing, ways of knowing, ways of
teaching, ways of learning about teaching. Journal of Curriculum
Studies, 28, 393-396.
Shulman, L.
1986 Those who understand: Knowledge growth in
teaching. Educational Researcher, 15 (2), 4-14.
Shulman, L.
1987 Knowledge and teaching: Foundations of the new
reform. Harvard Educational Review, 57 (1), 1-22.
Wang, Y.S.
2003 Assessment of learner satisfaction with asynchronous
electronic learning systems. Information & Management. 41, 75–
86
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INTRODUCTION
Education in its broadest sense is any act that has formative effect
on the mind, character or physical ability of an individual. It plays
an important role in the life of an individual since it provides him
the necessities for living and relating with others. Hence, education
process must be very effective.
The success and effectiveness of education lies in many factors. To
properly put into effect the said process, one primary factor to consider
is an environment conducive for learning. Evidently, a lesser number
of students in a class influences the conduciveness of the environment.
With a limited number of students in a class, instructors can easily
18
Class Size and Academic Performance
of BISU-MC Engineering Students
FRAMEWORK
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Class Size and Academic Performance
of BISU-MC Engineering Students
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of his life space. Changes in any of these forces are likely to result in
changes of behavior. It also emphasized the properties and structure of
the field or surrounding or setting in which behavior occurs. Students
should be exposed in a well-organized classroom so that the behavior
of the students will be developed and that learning would be achieved
(Meece, 2002).
This study is also anchored on Thompson’s Attribution Theory
which states that people will attempt to maintain Self-image.
Therefore, when they do well in an activity, they are likely to attribute
their success to their own efforts or abilities; but when they do poorly,
they will believe that their failure is due to factors over which they
have no control. It means that, as much as people would like to give
the attributions of all their success and achievements to themselves,
they as well hate to accept blame of all their failures instead throw
the blame to the factors in their environment that is beyond their
control, believing that this could not lessen their good self-image in
fact increase or maintain it. In relation to our study, if students are
performing poorly in the class they most likely attribute their failures
into the environmental factors that is beyond control. One of those is a
less conducive classroom due to big class size.
In view thereof, the above facts served as basis for the researchers
to conduct this study. They perceived that the class environment
particularly class size has a great impact on the students’ academic
performance.
The study determined the correlation between class size and academic
performance of BISU-MC engineering students.
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Class Size and Academic Performance
of BISU-MC Engineering Students
Null Hypothesis
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Research Instrument
In conducting the study, the researchers used the students’ final
grades in English 1, English 2, Filipino 1, and Filipino 2 which were
copied from the records obtainable at the University Registrar’s Office.
The students’ final grades in their academic subjects and the profile
of class size made up the data to be analyzed using statistics.
24
Class Size and Academic Performance
of BISU-MC Engineering Students
≤50 F % R >50 F % R
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62 1 2.38 15.5
63 1 2.38 15.5
64 2 4.76 9.5
65 1 2.38 15.5
66 1 2.38 15.5
69 2 4.76 9.5
71 1 2.38 15.5
Rank 1 of the 1st group is the class size of 45 that got a frequency of
4 or 16.67% while rank 1 of the second group is the class size of 58 with
a frequency of 6 or 14.29%.
If the classroom area of the Engineering Building is taken
into consideration, it is expected that majority of the students had
experienced a classroom which was too crowded.
26
Class Size and Academic Performance
of BISU-MC Engineering Students
Very
1.6 – 2.0 13 54.17 1 12 28.57 2
satisfactory
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Tabular Level of
Difference between Computed z Description
Value Significance
28
Class Size and Academic Performance
of BISU-MC Engineering Students
Level of
Computed r Interpretation
Significance
Relationship between
Class Size
Slight
and the Academic
Correlation,
Performance 0.32 0.05 df
Definite but Small
Relationship
CONCLUSIONS
LITERATURE CITED
Reganit, A.A.
2004 Essentials of Student Learning. Mutya Publishing House:
Valenzuela City.
Bustos, A.S.
1996 Psychological, Anthropological, and Sociological Foundations of
Educations. Katha Publishing Co., Inc.: 388 Quezon Avenue,
Quezon City.
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Gonzalos, C.L.
2008 Students’ Perception on Classroom Environment in Relation
to Their Academic Performance. Central Visayas State College
of Agriculture, Forestry and Technology, Tagbilaran City
Campus, Tagbilaran City.
WEB SOURCES
http://cea.fiu.edu.documents/classsize_rschud.doc
http://www.voxeu.org/index/php?q=node/4471
http://www.carsu.edu.ph/index.php/class-size-in-the-university.html
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INTRODUCTION
32
Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
RESPONSES
College BEED
WM AE WM AE
Legend:
AWM - Average Weighted Mean
AE - Adjectival Equivalent
WM - Weighted Mean MC - Much Competent
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RESPONSES
College BEED
WM AE WM AE
1. Develops and
demonstrate
4.66 MC 4.53 MC 4.59 MC 2
problem-
solving skills.
2. Uses a variety
of instructional
strategies, 4.66 MC 4.48 MC 4.57 MC 4
resources and
materials.
3. Structures the
use of time to
4.69 MC 4.42 MC 4.55 MC 5
facilitate student
learning
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
4. Provides learning
experiences
which enable
students
to transfer
4.74 MC 4.41 MC 4.58 MC 3
principles and
generalizations
to situations
outside the
school.
5. Demonstrate
knowledge of the 4.78 MC 4.68 MC 4.73 MC 1
subject matter
Legend:
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RESPONSES
College BEED
ITEMS Instructors Students AWM AE
WM AE WM AE
1.Demonstrates proper
4.81 MC 4.53 MC 4.67 MC
listening skills.
2.Expressess a positive
personal attitude
4.85 MC 4.53 MC 4.69 MC
towards the teaching
profession.
3.Provides feedback
to learners on
4.75 MC 4.29 MC 4.52 MC
their cognitive
performance
Legend:
AWM - Average Weighted Mean
AE - Adjectival Equivalent
WM - Weighted Mean
MC - Much Competent
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
RESPONSES
College BEED
ITEMS Instructors Students AWM AE
WM AE WM AE
1.Maintains an environment
in which students are 4.49 MC 4.33 MC 4.41 MC
actively working on task.
2.Develops students’
feedback, evaluation skills, 4.59 MC 4.35 MC 4.47 MC
and self-evaluation.
4. Implements an effective
classroom management
4.59 MC 4.37 MC 4.48 MC
system for positive student
behavior.
5. Assists students in
discovering and correcting 4.73 MC 4.53 MC 4.63 MC
errors and inaccuracies.
Legend:
AWM - Average Weighted Mean
AE - Adjectival Equivalent
WM - Weighted Mean
MC - Much Competent
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RESPONSES
College BEED
ITEMS Instructors Students AWM AE
WM AE WM AE
1. Acts as an appropriate
model in terms of ethics, 4.91 MC 4.73 MC 5.58 MC
attitudes and values.
2. Participates actively
during in-service 4.76 MC 4.49 MC 4.62 MC
trainings.
3. Understands and
follows school policies,
procedures and their 4.83 MC 4.66 MC 4.74 MC
effects including
professional standards.
4. Shows evidences of
cooperation with others 4.75 MC 4.45 MC 4.50 MC
in planning and teaching.
5. Accepts responsibility
4.82 MC 4.55 MC 4.69 MC
with enthusiasm.
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
RESPONSES
College BEED
ITEMS Instructors Students AWM AE RANK
WM AE WM AE
2. Finds difficulty in
connecting new
3.26 SA 3.32 SA 3.29 SA 4
information with past
experience.
3. Exhibits poor
comprehension in
3.28 SA 3.37 SA 3.32 SA 2
grammar and other
related courses.
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4. Finds difficulty in
receiving new 3.21 SA 3.27 SA 3.24 SA 5
information.
5. Encounters serious
difficulty in making school 3.19 SA 3.42 SA 3.30 SA 3
work.
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
RESPONSES
College BEED
ITEMS Instructors Students AWM AE RANK
WM AE WM AE
1. Possess poor
vision and sense of 3.02 SA 2.96 SA 2.96 SA 4
hearing.
2. Gets discouraged
when mistakes are 3.03 SA 3.00 SA 3.00 SA 3
corrected.
3. Keeps on
transferring from
one seat to another 2.97 SA 2.91 SA 2.91 SA 5
due to auditory
problem.
Legend:
AW - Average Weighted Mean
AE - Adjectival Equivalent
WM - Weighted Mean
MC - Much Competent
FC - Frequently Competent
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RESPONSES
College BEED
ITEMS Instructors Students AWM AE RANK
WM AE WM AE
1. Feels unable to
3.16 SA 3.08 SA 3.12 SA 2
associate with others.
2. Experiences
3.15 SA 3.35 SA 3.25 SA 1
emotional problem.
3. Feels inferior to
participate in class 3.09 SA 3.05 SA 3.07 SA 3
activities.
4. Develops negative
attitude towards 3.05 SA 2.92 SA 2.99 SA 4
school work.
5. Perceives being
unwanted to join the 2.87 SA 2.95 SA 2.91 SA 5
group.
Average Mean 3.06 SA 3.07 SA 3.07 SA
Legend: AWM- Average Weighted Mean AE - Adjectival Equivalent
WM - Weighted Mean MC - Much Competent
FC - Frequently Competent
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
RESPONSES
College BEED
ITEMS Instructors Students AWM AE RANK
WM AE WM AE
1. Occupies
overcrowded 2.99 SA 3.11 SA 3.05 SA 3
classroom.
2. Holds classes in
an environment
2.95 SA 3.08 SA 3.02 SA 4
not conducive to
learning.
3. Exhibits negative
behavior due to 2.84 SA 2.95 SA 2.90 SA 5
influence of peers.
4. Occupies a
classroom with
poor ventilation 3.07 SA 3.21 SA 3.14 SA 2
and lighting
facilities.
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5. Finds difficulty to
borrow textbooks
and other
3.42 SA 3.61 FA 3.52 FA 1
references due to
limited number of
copies.
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
RESPONSES
College BEED
ITEMS Instructors Students AWM AE RANK
WM AE WM AE
1. Shows authority
3.35 SA 3.49 SA 3.42 SA 1
in the classroom.
2. Ignores student’s
opinions and 2.95 SA 2.98 SA 2.97 SA 3
reaction.
3. Plays favorites
and unwanted 2.85 SA 2.98 SA 2.92 SA 5
remarks.
4. Gets irritated
when students
cannot
2.87 SA 3.04 SA 2.96 SA 4
immediately
follow
instruction.
5. Imposes strict
3.19 SA 3.44 SA 3.31 SA 2
discipline.
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VARIABLES RESPONSES
Instructors Students AWM AE R
Competencies of
Instructors WM AE WM AE
1. Planning, Teaching Materials 4.72 MC 4.42 MC 4.57 MC 4
2. Instructional Strategies and
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to the Factors Affecting the Academic Performance of Students
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CONCLUSIONS
ACKNOWLEDGMENT
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Competencies of Instructors: Its Correlation
to the Factors Affecting the Academic Performance of Students
LITERATURE CITED
Aquino, G. V.
1989 Principles and Methods of Effective Teaching. Second Edition.
Mandaluyong City.National Book Store.
De Guzman, Z.D.
1998 Suggestions for Training Children-How to Study Effectively.
The Philippine Journal of Education. Volume LXXVI .
Ornstein A.C.
1990 Strategies for Effective Teaching. New York: Harper Collins
Publishers Inc.
Salandanan, G. G.
2005 Teaching and the Teacher. Quezon City, Metro Manila.
Sanchez, J.G.
1996 Supervision as management and development in the
Philippine Setting. Manila: saint Bernadette Publishing Inc.
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52
Correlates of Word Problem Solving Capabilities
in Algebra of the First Year Engineering Students
INTRODUCTION
Algebra is the first mathematics subject taken by the first year college
students. The same subject is also part of the secondary education
curriculum. Despite the commonality of topics being discussed in the
course, it has been observed that students still dislike the subject. The
cognitive factors include the type of language, comprehension, and
conceptual, computational, process skills of the students. The social
factors of the students also include the interaction of the student with
peers and with the teachers. Their social integration includes informal
friendships, supports groups, and contact with the faculty.
FRAMEWORK
The study aimed to identify the correlation that affect the problem
solving capabilities of first year engineering students of De La Salle
Lipa. The data analyzed were the responses given by 176 first year
students enrolled in the Engineering Programs of De La Salle Lipa
during the first semester of school year 2008-2009.
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Correlates of Word Problem Solving Capabilities
in Algebra of the First Year Engineering Students
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got perfect scores in the given word problems. Those respondents may
be regarded as possessing excellent problem solving capability. Most
of the respondents (66 or 37.5%) had scores from 60 to 79. The students
were characterized as possessing high problem solving capabilities.
The average score of the respondents is 50.48. The respondents who
got a high score were able to solve the problems using the following:
step-by-step process; they easily determine the goal of the problem
correctly and able to find the correct relationships among the pieces
of information given in the problem; and they were able to make a
correct representation of the problem situation. The respondents who
got a low score did not use the step-by-step process; showed poor
comprehension of the problem by not being able to determine the
problem goal correctly; and did not know what formulas to be used.
The students perceived problem solving as helping them to
develop the mind and teaching them to think to a large extent (4.11).
Students recognize the importance or the use of mathematics and
problem solving in their lives. Mathematics is a work of the mind and
requires a lot of thinking process. The students perceived that they see
to it that they understand their classmate’s solution to a problem before
they agree with it (mean of 4.02). Results show that they don’t just
agree with their classmates’ solution unless they see how they came
up with the answers. Two items of the ten attitude scale had affected
the students’ problem solving capabilities to a small extent with a
mean of 3.35 to 3.42. The students perceived that they never give up
on a problem (mean of 3.42), and to a small extent (3.35), they don’t
skip parts that require them to do problem solving. Results revealed
that persistence and patience in solving problems is manifested in the
students to a lesser degree. Most students would like to do problem
solving haphazardly such that when they have the answers, they
would not redo it or try other ways of solving them.
Taking notes in class affected their problem solving capabilities
to a large extent (3.91). They also believed that copying notes during
lecture helps them to be familiar with different kinds of formulas. They
said their notes gave them something to read when they study their
lessons at home. The students reported that reviewing word problems
that they have solved has affected their problem solving capabilities
(3.82). Results show that some of the students reviewed their solutions
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Correlates of Word Problem Solving Capabilities
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Correlates of Word Problem Solving Capabilities
in Algebra of the First Year Engineering Students
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students reported that they are greatly helped when the teacher gives
examples as guides, and when she/he gives the step-by-step process.
Likewise, when the teacher gives comments to students’ solutions and
when the teacher finds ways to help the students, problem solving could
be made easier. Asking the teacher for classifications when confused in
a particular problem affects their problem solving capabilities only to
a small extent (3.30).
It is a teacher’s responsibility to focus on every student’s learning
and present the material clearly so that students should pass the
subject. Both the student and the teacher should have a proactive
attitude towards mathematics education. Adequate assistance from
the teacher is necessary to alleviate the student’s fear of solving word
problems. The students learn best when they are active rather than
passive learners.
Planning and organizational skills and attention factors can impact
on math skills. It is important for students to understand the nature of
their math difficulties and the reasons underlying them, so they can
explain their needs to their instructors. It shows that the correlation
analysis between the problem solving capabilities and the personal,
cognitive, and social factors were all found to be direct. Correlation
analysis between the problem solving capabilities and the personal
factors were found to be direct. This means that as the perception
on the personal factors increases, the problem solving capabilities
also increases. When students viewed mathematical word problems
as something that challenges the mind and makes them think, it
allowed them to do better. The use of varied strategies in studying
also resulted in higher performance. Taking down notes and making
regular reviews of the lesson could develop the memory techniques in
problem solving. The relationship was found to be significant.
The relationship between the cognitive factors and the problem
solving capabilities was also found to be positive. This means that as
the perception on the cognitive factors increases, the problem solving
capabilities likewise increases. The relationships were significant.
It was shown that students who better understood the language
of mathematics perform better. The use of familiar terms and the
conciseness of the presentation helped the students in the process of
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Correlates of Word Problem Solving Capabilities
in Algebra of the First Year Engineering Students
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Regression model:
Y = -45.0254 + 1.8021 (personal) + 14.4588 (cognitive) + 10.6874
(social)
CONCLUSIONS
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Correlates of Word Problem Solving Capabilities
in Algebra of the First Year Engineering Students
between the personal, cognitive, and social factors and the students’
capability to solve word problems, alternative hypotheses is accepted.
Of the three factors, the cognitive and the social factors had significant
effects on the student’s problem solving capabilities, alternative
hypotheses is accepted.
RECOMMENDATIONS
LITERATURE CITED
Boulter, L. T.
2002 Self-concept as a predictor of college freshmen academic
adjustment. College Student Journal. (June, 2002).
Chick, H. (n.d.)
The future of the teaching and learning of algebra. University
of Melbourne. www.edfac.unimelb.edu.au.
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Laniog, M. SJ.
2001 Problem solving skills of selected students in college algebra,
SY 2000-2001: A case analysis. Unpublished thesis. DLSU,
Manila.
Lugo, M. D.
2005 Factors Affecting Word Problem Solving Capabilities in
Algebra of the First Year Engineering Students of the De la
Salle Lipa: Basis for Teaching Strategy. Unpublished thesis.
PLM, Manila.
Perry, A. B.
2004 Decreasing math anxiety in college students. College Student
Journal.
Weist, L. S.
2002 Focus on Learning Problems in Mathematics.
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INTRODUCTION
66
Development and Validation of Modules
in English 2: Writing in the Discipline
FRAMEWORK
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68
Development and Validation of Modules
in English 2: Writing in the Discipline
major hypotheses; the input hypothesis which suggests the idea that
“comprehensible input +1” a kind of formula in the selection of text,
tasks and activities for the learners to be challenging and motivating
for their optimum learning. The modules must bear tasks and activities
something beyond the familiar and a little beyond their experience. In
writing, the students must have the schema on other language skills
such as grammar, spelling, vocabulary and punctuations so that he
can process and organize his thoughts on paper. Writing requires
knowledge and focuses thought. Meanwhile, in order to write
students must have something to say and he must have the schema on
the different stages of process approach in writing. According to Kroll
(19991) in Rico and Weed (2006) the process approach is particularly
important for English learners who are developing their oral language
skills at the same time their written skills because it involves more
interaction, planning and reworking.
The process approach is a very significant approach as to give the
learners opportunities to explore in processing their thoughts and
ideas into their papers. It is therefore practical to consider that there is
actually a writing procedure involved in composition writing. These are
the three general stages; pre-writing, writing and post- writing. These
allow the students to organize, develop and refine concepts and ideas
that make writing a rewarding activity. Writing is a very essential skill
to be mastered among the learners. However, learning to write is not an
overnight task. As Gershovich in Warner (2008) points out, “Freshmen
English isn’t a magic pill you take to make yourself write well for the
rest of your college career”. Mastery of this language skill is long and
a continuous process. In this sense, college instructors play the very
significant role in helping their learners achieve and master the skill.
To design self-instructional materials needed in a particular discipline
is tough but challenging so that students from the different walks of life
are able to benefit from it. The development of instructional materials
provide the students a variety of activities of academic writing that
enable them to articulate their ideas properly even with considerable
attention of accuracy rather than on the fluency of the language use.
Most people agree that writing skills are equally important and yet
oftentimes not adequately taught in the classrooms. It is in this view
that the researcher has conceptualized and to this effect the researcher
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OBJECTIVES
70
Development and Validation of Modules
in English 2: Writing in the Discipline
Sections/ Course N
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Development and Validation of Modules
in English 2: Writing in the Discipline
them to develop their skill in writing. “It is good; it will not consume time
for nothing because of the many activities that will make our time useful in
improving our learning especially in writing”, one student commented.
“The modules are very interesting and very challenging to use for learning
process. It enhanced my writing skill and it developed more my critical
thinking ability. It stirred up my curiosity and insightful understanding about
the subject that were thoroughly explained in these modules. It motivated me
a lot,” other students added.
Not Not
Format 4.48 4.60 4.65 0.77030 3.89
Rejected Significant
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CONCLUSION
The study concludes that the varied activities and techniques used
in the modules were very helpful to the learners, and the tandem of
teaching and learning was evident allowing the students to work
independently;the modules were very relevant and very useful for use
in the class because these answer the need of the students to improve
writing skill; the format, contents and organization of the modules
were generally commendable as perceived by the three- group of
evaluators.
LITERATURE CITED
Alcantara, R. D.
2003 Teaching Strategies for the Teaching of Communication Arts:
Listening, Speaking, Reading and Writing. Katha Publishing
Co. Inc. Makati City
74
Development and Validation of Modules
in English 2: Writing in the Discipline
Clarpondel, J.C.
2002 Proposed materials in Teaching Writing for Second Year High
School Students. Unpublished Thesis. PNU, Manila.
Delfin, L. B.
2004 Development and Validation of Modules for Supplementary
Reading for Grade IV Pupils. Unpublished Thesis. PNU,
Manila.
Emotin, M.D.
2003 Pronunciation Difficulty of Kamayo Students of Barobo
National High School: Basis for the Development of Oral
English materials. Unpublished Thesis. PNU, Agusan del Sur.
Gayeta, M. S.
2002 Improving the Compositions of Students through process
Approaching Writing. Unpublished Thesis. PNU, Manila.
Kilem, MJ.G.
2000 The Development, Validation and Effectiveness of a Workbook
on the Reading Skills Achievement Level of College Freshmen
Students. Unpublished Dissertation. Cagayan Capitol College,
Cagayan de Oro C ity.
Nicosia, G.
2005 Developing an On-line Writing Intensive Course: Will It Work
for Public Speaking? Retrieved from http:// www.adprima.
com/ijim.htm.
Prado, J.O.
2004 Reading- based Instructional Materials and the Development
of the Language Proficiency of College Freshmen Students
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Salandanan, G.
2009 Teacher Education ( Revised Edition) Katha Publishing
Co. Inc. Makati City
Schutz, R.
2007 Stephen Krashen’s Theory of Second Language Acquisition
retrieved from http://www.sk.com/br/sk-krash.html.
Smith, K.J
2009 Instructional Design Theory retrieved from http://www.
ic.arizona.edu/ic/edp511/isd1.html.
Vitasa, Z. O.
2006 Development and Validation of Prototype Instructional
Materials in Reading for Freshmen Engineering Students.
Unpublished Thesis. PNU, Manila.
Warner, F.
2008 Improving Communication Is Everyone’s Responsibility.
Retrieved from http:// www.heldref.org.
Worley, P.
2008 Not Just for English Classes: Writing Skills Essential in Tech Ed
Today. Retrieved from http:// www. Techdirections.com/
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MARCIANA P. DE VERA
dr.marsha_devera@yahoo.com
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INTRODUCTION
78
Dialects, Beliefs and Practices
of the Tinguians of Abra
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80
Dialects, Beliefs and Practices
of the Tinguians of Abra
San Ramon
Moyadan Manabo
Catacdegan
Boliney
Nasadiit Bucloc
Sallapadan
As gleaned from the table, Inlaud is the dialect that the majority or
fourteen (14) municipalities speak; Adasen, Maeng and Nasadiit come
next with three (3) municipalities each. Banao and Mabaka having two
(2) municipalities each; and Binnongan, Gubang and Moyadan with
one (1) municipality each.
However, looking closely at the table, it is noticed that there are
some barrios in the mentioned municipalities that speak some other
dialects like in Ba-i, Lagayan and Bacooc, Lagangilang wherein Adasen
is spoken; and in Mataragan, Malibcong wherein Mabaka is used by
the natives. But the differences in their dialects are not hindrances for
understanding. This agrees with the findings of Begnalen (2009) that
their dialects although spoken differently have commonalities, thus;
they understand each other.
Tribes Origin
Balatok These were the people who came from the coastal towns of Cagayan
These were the same group of people who came from the coastal towns of
Belwang
Cagayan
Could be the predecessors of the Inla-uds and probably the group who landed
Binongan first in the Ilocos coastal towns then moved upward to where they are now.
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Traces their origin from the Mountain Province through the mountain towns of
Moyadan Ilocos Sur.
Practices
1. Tani/Tampa
2. Danun or Kalkalimusta
3. Katulagan/Puon/Sab-ong(Dowry)
1. Kwarta (Money)
2. Daga (lot)
3. Carabao
4. House
5. Farm
4.Sillot / Beddel as a sign of engagement
5.Singing of the Salidummay
6. Dancing of the Lab-labbaan
findings of Rosal and Somera (2003) that the parents of both parties
have already agreed to have their children, even when they were still
inside the wombs of their mothers, to be married when the time comes.
The Danun or kalkalimusta was done as related by Guinaban and
Dumasing (2010) to retain their property and power. When the man
and his parents go for the Danun or Kalkalimusta, the most respected
elder or panglakayen of their place accompanied them.
The Katulagan of the Puon/Sab-ong was tackled in the forms
ofmoney, lot and animal title or declaration preferably carabao,house
and farm land. According to Dugayen, Sad-ang and Rivas (2010), the
Sab-ong was very important for the couple as well as their parents and
friends. The Sab-ong served as the property that the couple used to
start their married life.
The Sillot/Beddel (beads or batek) is left to the woman as a sign of
their being engaged. This was worn until marriage. Pariῆas, Aquino
and Taverner (2010) said that the Danun was not complete without
singing the Salidummay and dancing the Lab-labbaan. This was also
a sign of their unity.
Practices
1. Somebody was sent for the Billite as to the exact date of marriage.
2. Marriage was done in the house of the bride.
3. The marriage was officiated by the most respectedPanglakayen (elder).
4. Uggayam and drinking of Basiwere done on the eve and during the wedding.
5. After the ceremony, the imbentaryo of the Puonwas read.
6. The couple danced theTadek accompanied by the Gansa
7. The Sab-it or Bitor and Parwad were done as the couple danced.
8. Patan-aw was done after the marriage in the house of the groom.
As shown in the Table, the date of the marriage has to be known
by all the relatives and friends of the couple through the Billite a
month prior to the exact date because during those days, the means
of communication was very hard. The marriage among the Tinguians
was done in the house of the bride and officiated by the most respected
Elder or Panglakayen of the place. This is an evidence of the high
respect and belief towards their Elders.
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Practices
Wake (Bagungon)
1.The dead is bathe and clothe with the Tinguian dress and
decorated with theBatekbut removed when buried.
2. The wake lasted only for a maximum of three days.
3.Somebody did the Bekkaang
4.The dead was seated in an armchair or lied in a papag.
Burial (Panagipumpon)
1.The Albaab (Dung-aw) with Basi was done while waiting for the
arrival of the relatives and guests.
2.The Taradyo (Namin) was collected from every house
3.The Batakan started when the relatives arrived.
4.The Sangsangngit/ Uggayam was done for the duration of the wake.
5.The Palpalubos was done before the dead was buried.
6. Everybody danced the Wagwag/Balliwes.
7. The dead was buried in their yard, under their house or under their stairs.
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Dialects, Beliefs and Practices
of the Tinguians of Abra
Practice
1. The nine-day prayer starts on the night the dead was buried.
2. The following day, all the members went to the river for the Gol-gol.
3. The old woman applies oil on the hair of all the members of the bereaved
family before all of them plunged into the river at the same time.
4. No one looked back when going home so as not to be forgetful.
5. The Waksi was done after a year of mourning by the bereaved family
During the first night that the dead was already buried,they started
praying for nine days. The following day,everybody went to the river
for the Golgol. An old woman performs the ceremony before applying
oil. The oil was mixed with the burned rice straw(arutang).After that,
they plunged into the river at the same time. All the clothes that the
bereaved family used were thrown into the river. This was a belief that
all the worries and misfortunes that come went with those thrown into
the river. When they went home, nobody should look back to prevent
them from being forgetful. The waksi showed close family ties because
it was done after a year.
The table reflects that the following beliefs and practices are no
longer practiced orobserved today. Tampa/Tani, Danun, Dowry, Lab-
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Dialects, Beliefs and Practices
of the Tinguians of Abra
CONCLUSIONS
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marriage. Wakes lasted only for three days because their deads were
not preserved before. The Beccaang was done to inform the relatives
and friends about the death of a person.
5. The Tadek was danced accompanied by the Gansaduring
marriage and burial ceremonies. The Uggayamand the Salidummay
were sung during death and Danun respectively. The Balliwes was
danced after the burial of their dead. TheGolgol was done after the
burial. The Lay-og was the means of remembering their deads and at
the same time reunion.
6. Wakes, Lay-og, Namin/Taradyo and Tadek still hold true
today. Today, Tani/Tampa, Danun, and Sab-ongare no longer practiced
when marriages are planned. Beccaang and Billite are now obsolete
to inform their relatives during death and marriage. Deads are now
buried in cemeteries.
LITERATURE CITED
Begnalen, N.B
2009 ”Mapping and Inventory of the Tingguian Ethno-Language”
(Published Research) Research Journal, Abra State Institute of
Sciences and Technology. Vol.7 No. 1 June, Lagangilang, Abra,
Philippines.
INTERVIEWS
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Dialects, Beliefs and Practices
of the Tinguians of Abra
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JANE D. NAVALTA
jane_d_navalta@yahoo.com.
College of Teacher Education,
Nueva Vizcaya State University,
Director, University Review Center
INTRODUCTION
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FRAMEWORK
92
Determinants of L.E.T. Performance of the
Teacher Education Graduates in a State University
Profile of Respondents
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94
Determinants of L.E.T. Performance of the
Teacher Education Graduates in a State University
Fifty eight or (84%) of the examinees from the BEEd passed the
Professional Education while 11 or (16%) failed. for BSEd, 21 or (57%)
passed while 16 or (43%) failed. From the BSIE, 1 or (33%) passed and 2
or (67%) failed while 4 or (44%) passed from the BSAEd and 5 or (55%)
failed. From the BSAExt, 1 or (50%) passed and 1 or (50%) failed. From
the BSMath, 9 or (90%) passed and 1 or (10%) failed while 3 or (100%)
from the BSHT passed. In general, 97 or (73%) of the examinees passed
the Professional Education part of the LET while 36 or (27%) failed.
This means that there were more Professional Education passers than
those who failed.
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96
Determinants of L.E.T. Performance of the
Teacher Education Graduates in a State University
other. Females’ LET performance was statistically the same with the
male counterpart. This conclusion was based on the T- value of -0.29
together with the significant value of 0.77.
Degree/ Course
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GPA
*Significant
Table 4 points out that by using the Scheffe post hoc test, it was
identified that graduates with GPA of 1.25 to 1.50 performed better in
the LET than those graduates with GPA of 2.50 to 2.75. Graduates with
GPA of 1.50 to 1.75 performed better in the LET than those with GPA
which ranged from 2.0-2.25 and 2.50-2.75. Likewise, those graduates
with GPA of 1.75 to 2.00 performed better in the LET than those with
GPA of 2.00-2.25 and 2.50 to 2.75.
English Proficiency
Mean
Scheffe Sig.
Difference
below 40.00 vs. 70.00- above 8.967 0.031
40.00-49.99 vs. 60.00-69.99 5.580 0.005
40.00-49.99 vs. 70.00- above 8.642 0.014
40.00-49.99 vs. 50.00-59.99 3.663 0.049
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Determinants of L.E.T. Performance of the
Teacher Education Graduates in a State University
Table 5 points out that by using the Scheffe post hoc test, it was
identified that graduates with English proficiency of 70 percentile
rank and above performed better in the LET than those graduates
with English proficiency percentile ranks of 40.00-49.99 and less than
40. Likewise, graduates with English proficiency percentile scores of
50.00- 59.99 and 60.00-69.99 performed better than those students with
English proficiency percentile ranks of 40.00-49.99.
Gender
LET
Correlation Matrix
r Sig
Gender 0.031 0.721
Degree Course 0.290 0.210
GPA -0.560* 0.000
English Proficiency 0.413 0.001
Admission Test Score 0.380 0.210
*Significant (0.05)
Degree Course
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GPA
The higher the grade point average of the graduate, the higher was
the expected performance in the LET. This conclusion was based on
the r-values of -0.560 together with the significant value of <0.001. This
supports the claim of (Stotsky, 2003) that grade Point Average is one
main factor associated with the LET performance of students.
English Proficiency
100
Determinants of L.E.T. Performance of the
Teacher Education Graduates in a State University
CONCLUSIONS
RECOMMENDATIONS
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ACKNOWLEDGMENTS
LITERATURE CITED
Duque, N. C.
1999 “The Quality of Education” The Modern Teacher.
Stotsky, P.
2007 Teacher Licensure Tests: Their Relationship to Mathematics
Teachers’ Academic Competence and Student Achievement in
Mathematics. Education Working Paper Archive (http://www.
uark.edu/ua/der/People/stotsky.html (accessed January 2010).
WEB SOURCES
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ALMA B. MOHAGAN
almohagan@gmail.com
Biology Department, Central Mindanao University
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INTRODUCTION
Entry Protocol
Prior to the issuance of Gratuitous permit (GP); a Prior Inform
Consent (PIC) was secured from Camiguin DENR during PAMB
meeting. The PIC was released last July 2010 after the board resolution.
GP application was done by sending a proposal of the study and a
104
Diversity and Status of Butterflies in
Mt. Timpoong and Mt. Hibok-hibok, Camiguin Island, Philippines
request letter to the DENR and PAWD in December 2009. The Wildlife
GP application was approved last July in which it has a permit no.
2010-01.
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106
Diversity and Status of Butterflies in
Mt. Timpoong and Mt. Hibok-hibok, Camiguin Island, Philippines
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and Sodhi (2005) reported endemicity and larval host plant specificity
are significant for butterflies. Butterflies were negatively affected by
anthropogenic disturbance but may respond to different components
in the habitat (i.e., structure and resources).
For the local status of butterflies there are many locally very
rare species in Mt. Hibok-hibok and many common species in Mt.
Timpoong. This indicates that the number of individuals in every
butterfly species is higher in Mt. Timpoong than of the same species
in Mt. Hibok-hibok. This may be due to weather conditions, flowering
seasons of food plants and availability of food plants, geographic
locations and disturbance of the site which happened in Mt. Hibok-
hibok like volcanic eruption. It also indicates that only few individuals
were observed in Mt. Hibok-hibok.
CONCLUSIONS
Mt. Timpoong and Mt. Hibok-hibok are the home of eighty one
species of butterflies and eighteen endemic species. Of these, forty
one species are in Mt. Hibok-hibok and seventy three species in Mt.
Timpoong. Butterfly abundance is high in the agroecosystem and
montane forest in Mt. Timpoong. Diversity level using Shannon-
Weiner index showed fair except for the mossy forest of Mt. Hibok-
hibok (H’=0.91). Diversity of endemic butterfly is low (22%) for Mt.
Timpoong and Mt. Hibok-hibok.
RECOMMENDATIONS
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Diversity and Status of Butterflies in
Mt. Timpoong and Mt. Hibok-hibok, Camiguin Island, Philippines
ACKNOWLEDGMENTS
The authors would like to extend their most sincere gratitude and
thanks to all the people who enabled them to complete the paper. To
their family for all the love and support. To Dr. Victor Amoroso and
late Dr. Cecilia Amoroso for their valuable suggestions and corrections
for the better outcome of the paper. To the Commission on Higher
Education (CHED) for the financial support. DENR Cagayan de Oro
and DENR Camiguin for the permit and allowing the authors to
conduct the study in Mt. Hibokhibok-Mt.Timpoong complex. To
the faculty and staff of the Graduate School and the Department
of Biology for the training and support. To all the porters and guides
for helping them in the entire sampling. Above all, to the Heavenly
father for the knowledge, wisdom and strength. To all butterfly and
environment lovers, the authors dedicate this piece of work.
LITERATURE CITED
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Treadaway, CG.
1995 Checklist of Butterfly in the Philippine Islands
(Lepidoptera:Rhopalocera). Nachrichten des Entomologishen
Vereins Apollo, Suppl. (14):7-118, Frankfurt am Main. Journal
Frankfort Germany
MT. TIMPOONG
MT. HIBOK-
FAMILY/SPECIES
HIBOK
agroecosystem
agroecosystem
dipterocarp
Montane
montane
mossy
I-HESPERIIDAE
2
1.Aeromachus musca mabile
2.Ancestroides negrita 2
3.Caltoris cormasa 2
4.Caltoris philippina philippina 1
5.Hasora mixta mixta 1
6. Notocryta paralysos volux 1
7. Oriens californica 1
8. Pothanthus omaha bione 1
9. Potanthus mingo mingo 3 10 10
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Diversity and Status of Butterflies in
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II-LYCAENIDAE
18.Catochrysops strabo
21 21
luzonensis
19.Catochrysops cnejus cnejus 2
20.Deodonix epijarbas epijarbas 2
21.Euchrysop cnejus cnejus 23 14
22.Hypolycaena sipylus
3
tharrytas
23.Jamides bochus pulchrion 19 17
24.Jamides celeno lydanuis 3 10 26 18 5
25.Lampides boeticus 6 11 17 16 4
26. Nacaduba berenice 11 8 3
27.Rapala caerulescens 1
28. Rapala danoma 2
29.Rapala scintilla nemana 1
30.Rapala varuna nada 3 1 5
III-NYMPHALIDAE
31.Amathusia phidippus 2
32. Anosia melanippus edmondii 9 6
33. Cyrestes maenalis rizali 4
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IV-PAPILIONIDAE
57.Atrophaneura semperi
1
apthonia
58.Atrophaneura semperi
1
semperi
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Mt. Timpoong and Mt. Hibok-hibok, Camiguin Island, Philippines
59.Graphium agamemnon
2 5 4 2
agamemnon
60.Graphium sarpedon sarpedon 1 6 2
61.Menelaides deiphobus
1 2 11 4
rumanzovia
62.Menelaides helenus hystaspes 1 8 5 2
63.Menelaides polytes ledebouria 1 11 5 2
64.Pachliopta aristochiae
2 1 1
philippus
65.Pacliopta kotzebuena
15 2
philippus
66.Papilio demolinus libanus 2 4
67.Triodes rhadamanthus 1 7 2
V-PIERIDAE
4 11 22 21 2
74.Eurema blanda vallivolans
75.Eurema brigitta roberto 2 1 9 16 11 4
76.Eurema hecabe tamiathis 7 14 17 11
77.Eurema sarilata sarilata 5
78.Eurema simulatrix
11 8
mycalleneus
79.Eurema simulatrix
11 5
simulatrix
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Vari-
MI SD SE TI TS
ance Shan- MCI
Sample
non
H’
Montane (H) 1.38 10.6 3.26 0.37 109 29 1.46 2.34
Mossy (H) 0.23 1 14 0.11 18 8 0.90 0.22
Agroecosystem
3.35 34.6 5.9 0.66 265 30 1.48 7.63
(H)
Agroecosystem
6.27 64 8 0.9 495 50 1.70 14.11
(T)
Dipterocarp (T) 2.98 35.1 5.92 0.67 235 22 1.34 7.74
Montane (T) 0.82 1.67 1.29 0.15 65 29 1.46 0.37
Vari-
Sample MI SD SE TI TS Shannon MCI
ance
H’
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INTRODUCTION
118
Gleaning, Drying and Marketing
Practices of Sea Cucumber in Davao Del Sur, Philippines
OBJECTIVES
The focus of this study was on the gleaning and drying practices
of sea cucumber in Davao del Sur. Specifically, the objectives of this
study were the following: (1) to determine the demographic profile of
gleaners and processors of sea cucumber; (2) to document the gleaning,
drying and marketing practices on sea cucumber in Davao del Sur; (3)
to identify common species of sea cucumber harvested and utilized
for drying; (4) to trace the geographic flow of dried sea cucumber
produced from the province of Davao del Sur; and (5) to find out
problems related to gleaning and drying practices of sea cucumber.
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Socio-Demographic Profile
Majority of the gleaners were at the age range of 31-40 years old
(39%) while processors were mostly at the age range of 51 years old
and above (36%). Mostly involved in gleaning and processing activities
were males and married with having 3 dependents for gleaners (24%)
while processors disclosed to have 5 and above number of dependent
(36%).
Most of the gleaners and processors attained only elementary
level of education. Also, most of the gleaners (53%) and processors
(55%) were into gleaning and processing activity for less than ten
years and considered their respective activity as their major source of
livelihood. However, both gleaners and processors have other source
of livelihood which most of them worked as laborer in their respective
communities.
120
Gleaning, Drying and Marketing
Practices of Sea Cucumber in Davao Del Sur, Philippines
Variable f %
7 19
Manual/ Hand picking during low tide
29 81
Basis for conducting the activity
Weather Condition
Low Tide
21 72
18 62
Time observed for the conduct of the activity
Early Morning
5 14
31 86
Evening
4-6 **
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122
Gleaning, Drying and Marketing
Practices of Sea Cucumber in Davao Del Sur, Philippines
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124
Gleaning, Drying and Marketing
Practices of Sea Cucumber in Davao Del Sur, Philippines
CONCLUSIONS
RECOMMENDATIONS
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LITERATURE CITED
Yobueno, S.
2007 Resource Assessment of Sea Cucumber ( Holothuria) in
Davao Gulf. SPAMAST Research Journal. Vol. 5, Number 1&2,
2008.
WEB SOURCES
http:/www.mb.cmph/issues/205/84/oped 200540413252,html
http://bayharvest.com./process/misc.pdf
http//www.ehow.com/facts
http;//www.itmonline.org/arts/seacucumber.htm
http.//www.allbusiness.com
http://bayharvest.com./process/misc.pdf
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INTRODUCTION
128
LCCB as a Professional Learning
Community (PLC) in the Eyes of the Faculty
learn (SEDL, 2000). On the other hand, Hord (1997) states that PLCs
“extend classroom practice into the community; bringing community
personnel into the school to enhance the curriculum and learning
tasks for students; or engaging students, teachers, and administrators
simultaneously in learning.”
Moreover, the Ontario Ministry of Education (2005) defines a
PLC as “a shared vision or running a school in which everyone can
make a contribution, and staff is encouraged to collectively undertake
activities and reflection in order to constantly improve their students’
performance.” The concept of ‘community’ is being presented as
a crucial element to the success of PLCs where the process should
be reflective and where both individual and community growth is
achieved. Along this line, Senge (2005) believes that it is no longer
sufficient to have one person learning for the organization and further
suggests that when teams learn together there are beneficial results for
the organization.
Gajda (2005) concurs that a major principle of PLCs is that people
learn more together than if they were on their own. The idea of team
learning is an interesting concept that teachers work to promote in
their classrooms but often do not practice in their professional lives.
Edgerson & Kritsonis (2006) assert, “programs and systems are not
the measure of success, but success is measured through committed
and dedicated individuals within systems, engaged in healthy and
systematic collaboration as a result of established relationships.
Fullan (2005) reveals that numerous studies document the
fact that professional learning communities or collaborative work
cultures at the school and ideally at the district level are critical for
the implementation of attempted reforms. Truly, if schools are to be
significantly more effective, they must break from the traditional
remote model upon which they were created and embrace a new
model that enables them to function as learning communities (Dufour
and Eaker 1998). Instead of ‘organization’ the term ‘community’ places
greater emphasis on relationships, shared ideals, and a strong culture
– all factors that are critical to school improvement. The challenge
therefore for educators is to create a community of commitment – a
professional learning community.
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FRAMEWORK
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Community (PLC) in the Eyes of the Faculty
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LCCB as a Professional Learning
Community (PLC) in the Eyes of the Faculty
Research Design
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Research Locale
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Data-gathering Instrument
Data-gathering Procedure
Statistical Treatment
Mean (for problem 1), rank (problem 2), and one-way analysis of
variance (problem 3) were utilized to statistically tabulate the data
gathered.
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faculty to make decisions, (3) faculty and stakeholders may not have
accessibility to key information, (4) administrators are not proactive
and not responsive to address areas where support is needed, (5) when
opportunities may not be provided for faculty to initiate change, (6)
administrators do not share responsibility and rewards for innovative
actions, (7) administrators fail to participate with faculty in sharing
power and authority, (8) leadership is not promoted and nurtured
among faculty members, or when (9) decision-making takes place at a
limited level in the community.
Across all dimensions of professional learning community in
the context of the school organization of LCC Bacolod, there is a
significant difference in the perceptions of the teaching personnel
when they are grouped according to their teaching classification, that
is, (1) Administrators, (2) Integrated School, (3) SARFAID, (4) SBIT, (5)
SHTM, (6) SLAE. There are varying perceptions as to how attributes of
a professional learning community are practiced and observed in the
College.
CONCLUSIONS
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RECOMMENDATIONS
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LITERATURE CITED
Barth, R.
1991 Restructuring schools: Some questions for teachers and
principals. Phi Delta Kappan, 73(2), 123–128.
Brandt, R.
1995 (November). On restructuring schools: A conversation with
Fred Newmann. Educational Leadership, 53(3), 70-73.
DuFour, R.
2004 “Schools as learning communities,” Educational Leadership,
61(8) p 6-11.
Fullan, M.
2001 The New Meaning of Educational Change. New York: Teachers
College Press. p 74.
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Gajda, R.
2007 Evaluating the imperative of intraorganizational collaboration.
American Journal of Evaluation, 28(1), 26-44.
Haberman, M.
2004 Can Star Teachers Create Learning Communities? Schools as
Learning Communities , 52-56.
Hord, S.M.
1997 Professional Learning Communities: What are they and why
are they important? Issues about Change. 6(1).
Marzano, R.
2003 What works in schools: Translating research into action. Alexandria,
VA: ASCD.
Ministry of Education.
2005 Education for all: The report of the expert panel on literacy
and numeracy instruction for students with special education
needs, kindergarten to grade 6. Ontario Education, ISBN
0-7794-8060-0 Retrieved November 16, 2006
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LCCB as a Professional Learning
Community (PLC) in the Eyes of the Faculty
Reeves, D.
2005 Putting it all together: Standards, assessment, and accountability
in successful professional learning communities. In R. Dufour,
R. Eaker, & R. Dufour (Eds.), On common ground: The power of
professional learning communities (pp. 45-63). Bloomington, IN:
Solution Tree (formerly national Educational Service).
Richard Dufour, R. D.
2008 Revisiting Professional Learning Communities at Work: New
Insights for Improving Schools. Bloomington, IN: Solution Tree
Press.
Rosenholtz, S.
1989 Teacher’s workplace: The social organization of schools. New York:
Longman.
SEDL.
2000 Launching Professional Learning Communities: Beginning
Actions. Issues about Change , 1.
Senge, P.
2000 Give me a lever long enough...and single handed I can move
the world. In The Jossey-Bass Reader on Educational Leadership
(pp.13-25). San Francisco: Jossey-Bass.
Sparks, D.
2005 Leading for transformation in teaching, learning, and
relationships. In R. Dufour, R. Eaker, & R. Dufour (Eds.), On
common ground: The power of professional learning communities
(pp. 155-175). Bloomington, IN: Solution Tree (formerly
national Educational Service).
Wignall, R.
1992 (June). Building a collaborative school culture: A case study of one
woman in the principalship. Paper presented at the European
Conference on Educational Research, Enschede, The
Netherlands.
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INTRODUCTION
“It is only through the heart that one can see rightly, what is
essential is invisible to the naked eye.” If we were to base the concept
of living on the very essence that Antoine St. Exupery expressed in his
novelette Little Prince, cognition would play a limited role in the life of
the Mentally Challenged. For in the quest to formulate the best possible
interventions suitable to the specific needs of the mentally challenged;
countless researches were focused on their cognitive domain hoping
to increase their already depleted mental quotient. But have we not
been informed by the same scientific researches and experiments that
there was not a single assurance that showed any improvement in the
I.Q. level?
In the country’s current curricula of educating the mentally
challenged students, cognitive, social, and sheltered workshop skills
dominated the priority listings. There has been minimal, if not none that
focuses on the affective domain of the MC’s education. It was observed
that there were specific numerous instances that MCs displayed their
vast capacity to feel. Meaning not only that they were reduced to
tantrums when they were confronted with their “triggers”; but rather,
they too were reduced to complete admiration when confronted with
people whom they were attracted to.
Just as “Sam” (I am Sam the Movie) shared his passion to a normal
woman with whom he bore a child. That resulted to the conflict in the
true-to-life film that starred Sean Penn and Michelle Pfieffer. In the
film, Sam was a mentally challenged father who raised his child single-
handedly. The custody of the child became the subject of a court battle
between Sam and the child’s mother. Sam must have been at par with
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the normal man in the aspect of his affective skills, since he was able
to share passion with a normal woman and eventually earned the love
and trust of his daughter, who chose to be with him rather than with
her mother.
Does a mentally disabled individual, without the mental capacity
to even run a cash register, have the right, much less the capability
to raise a child? Should we as a society, allow mentally disabled
individuals to raise children? Or even marry? Wilkins (2002) makes
a compelling argument that “love is the most important ingredient
in raising a child, and as we learn from Sam, mentally challenged
individuals are definitely capable of giving love”.
Persons with mental retardation in United States have legal rights to
marry and to procreate in the hope of leading normal lives. They obtain
jobs, marry, and raise children. The normalization principle among the
MCs is also applied in the Philippine setting but unfortunately limited
to their academic development, not in their socio – cultural aspect.
It has been observed that there were pupils with MR in SPED
schools who manifest affection towards their teachers, classmates, or
anyone of the opposite sex. How can a 16 - year old lad with an IQ of
a 7 year old exhibit attraction toward the opposite sex? Could it be
that although their intellectual ability is low, their affective domain is
normal? There were some mentally challenged persons who even got
married and had children.
This study did not attempt to criticize, nor prayed to put a stop
to cognitive studies (of MC’s), but rather to tap other possible area of
focus in the attempt to establish a possible avenue of intervention. This
also attempted to reshape and educate the way people think about
the concept of love among people with developmental disabilities by
unraveling their affective domain.
This study is conducted with the hope to pave a way in the
advancement of another possible field of focus by describing the
affective domain of the MC’s trusting that it could somehow propose
an effective intervention for specific types of MCs. The study helped
identify what is important for people with Mental Retardation to
succeed in living with normal people.
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FRAMEWORK
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goals, dreams?” – you betcha [sic] they do. Look in their eyes, watch
their faces, listen to their voices. They, each of them, want to be all
they are capable of being. Each has unique abilities and ways to both
participate and contribute. Each may have a mental disability, but each
is able. It falls to us to find the ways to help them express themselves –
to listen with all our senses, not just our ears”.
Gensley (1973), as cited in Sage Journals (2009) noted that so much
attention had been given to a [special] child in the cognitive domain
that affective and the psychomotor domain had been neglected. She
added that cognitive, affective and psychomotor behaviors are implicit
in every learning experience. Gowan (no year), as cited by Gensley in
Sage Journals (2009) has noted that cognitive processes must be related
to affective process to generate creative behavior.
The emotional maturity of individuals who are diagnosed with
mental retardation is generally a function of how severely impaired
they are. Severely mentally retarded individuals are generally
more emotionally immature than are individuals with mild mental
retardation (Reynolds and Dombeck,2006). Mercer (1973), as cited
by Smith et al (2006) suggests that individuals are labeled mentally
retarded as a function of their performance in social situations.
But what role does affective domain play in the emotional
“maturity” or “immaturity” of MR’s? Emotion as described by
Dworetsky (1985), as cited by Carlson and Hatfield (1992) is a complex
feeling – state involving conscious experience and internal and overt
physical responses that tend to facilitate or inhibit motivated behavior.
Plutchik (1984) as cited by Carlson and Hatfield (1992) defined it as
an inferred complex sequence of reactions to a stimulus and includes
cognitive evaluations, subjective changes and behavior designed to
have an effect upon the stimulus that initiated the complex sequence.
Emotion then is a genetic and acquired motivational predisposition
to respond experientially, physiologically and behaviorally to
certain internal and external variables. Emotions include cognitive,
physiological, and behavioral elements. In describing the affective
domain of the mentally challenged, the researcher believes that one
must understand all three aspects of emotion.
Mowrer (1960) as cited by Carlson and Hatfield (1992) for one
argues that the emotions play a central role, indeed an indispensable
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(1973) and Andron and Sturm (1973). These studies suggest that there
may be little correlation between the level of an individual’s mental
functioning, as measured by IQ scores, and his or her performance as
a marriage partner (Vitello and Soskin,1985).
In a society where one out of two marriages ends in divorce, it
would be preposterous to argue that mentally retarded persons are
more prone to unsuccessful marriages. As with non-retarded persons,
retarded persons may find marriage less than idyllic. Therefore, even if
high rates of divorce were found among retarded persons, this should
not be used as a justification to deny them the right to marry or remarry
(Linn & Bowers, 1978 as cited by Vitello and Soskin,1985). Unlike most
nonretarded persons, retarded persons, who have been segregated
from contact with the opposite sex and denied normative socialization
processes, may be less prepared for marriage. Again, the remedy is
not to deny these retarded persons the right to marry, but to create
more normalizing environments with supportive family services (e.g.,
family-life education counseling) (Vitello and Soskin, 1985).
Mentally retarded persons are perceived as being at greater sexual
risk in our society. Families with retarded relatives are concerned about
the unfortunate consequences (e.g., sexual abuse and pregnancy) that
may result from programmatic efforts to increase social interactions
between retarded and non retarded people. These legitimate concerns
need to be balanced against the right of mentally retarded persons to
express themselves sexually and to have a family life of their own.
In acknowledging these rights, care-providers, including parents,
will have to play as important an educative role as a protective role
in order to enable mentally retarded persons to develop heterosexual
and familial relationships to the degree to which they are responsible
(Vitello and Soskin, 1985).
The other side of the modern reproductive policy debate argues
that many individuals with mental retardation are not capable of
understanding the ramifications of procreating. This is especially
true when severe intellectual functioning deficits are present. Many
mentally retarded women may not be able to comprehend fully what
is happening to their bodies during pregnancy, for example. Mentally
retarded parents can legitimately be expected to have an extraordinary
amount of difficulty raising a child on their own. Then there are
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or at home are the subjects of the study. The Snowball approach was
employed, where subjects studied were chosen or referred to by their
teachers, parents, significant others or caregivers.
To reinforce the observable affective behaviors as manifested by
the mentally challenged students, their teachers, parents, significant
others, caregivers, and the person they were attracted to were also
interviewed to describe their perceptions and reactions to the MC’s
socio-emotional aspects. The mentally challenged students were also
interviewed in an informal, conversational manner, regardless of their
erratic response, hoping to gather their perceptions and feelings for
others. Aside from classroom observations, home visits and interviews,
anecdotal records from the teacher and parents were also reviewed by
the researcher. An informed consent form was secured to assure the
security of the subjects in any event that will expose them to any form
of danger and violation to their rights or any violation thereof in the
directive of research ethical standard.
RESULTS
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But the vocal expression is different knowing that the laughter of the
mentally challenged is without inhibition, loud, and without any
reason at all. Normal individuals laugh only when prompted.
II. How MCs Manifest Attraction and Affection to Others and How
they React on the Same
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When the parents were asked if they would allow their special
child to marry someday, the parents were even dreadful and offended
with the idea considering it as highly impossible. Parents consider it
too risky to leave their special children to be carried away with their
emotion. Most them feared of unwanted pregnancy for the mentally
challenged daughters. Others, feared of rape.
Another fear a parent had, perhaps even more prevalent than the
fear of separation, was the thought of their child being sexually active
and possibly producing children. The parents did not agree to their
child getting married or having a special relationship with a member
of the opposite sex. They were concerned about the possibility of their
child bearing children. Most felt that their children were not capable of
meeting the demands of caring for a small infant, let alone facing the
demands of a lifetime of child rearing.
DISCUSSION
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CONCLUSION
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Community (PLC) in the Eyes of the Faculty
LITERATURE CITED
Atkinson, R.L.
1983 Introduction to Psychology. Harcourt Brace Jovanovich
Publishers. California.
Heward, W.L.
2003 Exceptional Children. An Introduction to Special Education.
7th Edition.Pearson Education, Inc. New Jersey..
Punch, K.F.
1998 Introduction to social research: Quantitative and qualitative
approaches. London: SAGE Publications.
Sanchez, C.A.
1996 General Psychology. Rex Book Store. Manila, Philippines.
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Smith, M.B.
2006 Mental Retardation: An Introduction to Intellectual Disabilities.
7th Edition. Pearson Merrill Prentice Hall.
Cohen, S.B.
2008 Does the Autistic Child Have a“Theory of Mind?”.MRC
Cognitive Development Unit. London. Cognition. 1985. pdf.
File.
Gensley, J.
2009 The Gifted Child in the Affective Domain. Gifted Child
Quarterly Vol. 17 No. 2. 1973. Sage Journals Online.http://gcq.
sagepub.com/.
160
LCCB as a Professional Learning
Community (PLC) in the Eyes of the Faculty
Pandey, R.
2009 Love, Love and Love Alone. Why Should the Mentally
Challenged Should Not Have A Baby?. Tehelka Magazine, Vol
6, Issue 31, Dated August 08, 2009. <Tehelka.com>.
Alcarde, C.A.
2007 Alternative Learning System (ALS) Skills of A Child with
Mental Retardation Using Arts and Crafts. A Seminar Paper
for the Degree Master in Special Education Major in Mental
Retardation. Cebu Normal University. May.
Marshall, G. Director.
1999 The Other Sister. With Diane Keaton and Julliette Lewis. Buena
Vista Films. February.
Nelson, J. Director.
2005 I am Sam. With Sean Penn, Michelle Pfeiffer and Dakota
Fanning. New Line Cinema. September.
WEB SOURCES
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Sachteleben, M.K.
2009 I AM SAM: A Film Review. http://www.associatedcontent.
com/article/1702177/film_review_essay_and_critical_analysis.
html.May 05, by:
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HERMABETH O. BENDULO
VIOLETA B. FELISILDA
SOUTHERN LEYTE STATE UNIVERSITY
Philippines
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INTRODUCTION
164
Morphological Analysis
of Gay’s Spoken Discourse
This study not only identified the meaning of common gay terms
but also analyzed the morphological structure of the spoken discourse
of gays in SLSU-Tomas Oppus in School Year 2010-2011.
MATERIALS AND METHODS
Research Site
The study was conducted within the Tomas Oppus campus of
Southern Leyte State University. The campus is located in Barangay
San Isidro, Tomas Oppus, Southern Leyte. Tomas Oppus is a 5th class
municipality and San Isidro is situated along the seashore. Being a
teacher-training institution with almost a thousand enrollees, the
flagship curricular offering of the campus is Bachelor of Science in
Elementary Education (BEEd) and Bachelor of Science in Secondary
Education (BSEd). These are courses attractive mostly to female and
gay students.
Research Instrument
A researcher-made and self-administered questionnaire was used
in the study. This is a one-page questionnaire divided into two parts.
Part I identified the demographic profile of the respondents which
include their age, civil status, and year level. Part II provides two
columns. In the 1st column the respondents will write the gay words/
phrases as many as they could, and the corresponding meanings of
each will be written in the 2nd column.
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of Gay’s Spoken Discourse
girlfriend/
bayu apuch oral sex
boyfriend
abas noisy ibal lips
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168
Morphological Analysis
of Gay’s Spoken Discourse
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wanggitz old
yots gay
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of Gay’s Spoken Discourse
sagovey rice
White or fair
itufyang
complexion
kawuv flower
lisuf gun
afmar go anywhere
tilaf buy
a-as where
kanabu companion
gatae give
okang mine
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id di Not
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of Gay’s Spoken Discourse
aw wa Nothing
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Morphological Analysis
of Gay’s Spoken Discourse
otda adto go
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176
Morphological Analysis
of Gay’s Spoken Discourse
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178
Morphological Analysis
of Gay’s Spoken Discourse
juninams a while ago ganina clipped into nina + prefix ju and suffix ms
jusketeroms mosquito net musketero clipped into usketero + prefix j and suffix ms
jamong all of you kamo clipped into amo + prefix j and suffix ng
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shung-agiya to cook Dung-ag clipped into ung-ag + prefix d and suffix iya
putting the
jupit pennies between ipit clipped into pit + prefix j
upper thighs
Some gay terms are derived by straightly using the existing terms
but with affixes attached. Words as zerowena, and yesterday are
some of the words employing this process. Table 7 contains gay terms
by using word straight with affixation.
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CONCLUSION
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LITERATURE CITED
Lance, L. M.
2008 Social inequality on the college campus: a consideration
of homosexuality. College Student Journal. FindArticles.
com. http://findarticles.com/p/articles/mi_m0FCR/is_3_42/
ai_n28008972/; accessed on 25 Apr, 2011.
Casabal, N.V.
2008 Gay Language: Defying the Structural Limits of English
Language in the Philippines. Master’s Thesis, Lyceum of
Subic Bay, Philippines. http://150.ateneo.edu/kritikakultura/
images/pdf/kk11/gay.pdf; accessed on 25 April, 2011
Daniel, R.
2010 Gay Families. http://e-articles.info/e/a/title/Gay-Families/;
accessed on 26 April, 2011
Aniga, F.
2005 (March), “Homosexual Students and their Social Responsibility
and Acceptability: Gender Awareness, Development Integration”.
Unpublished Masters’ Thesis, Southern Leyte State University-
Tomas Oppus, San Isidro, Tomas Oppus, Southern Leyte.
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Perceptions of Secondary
School Teachers on the Utilization
of Educational Technology
VICPHER D. GARNADA
vdgarnada@yahoo.com
J.H. Cerilles State College
Dumingag Campus
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INTRODUCTION
184
Perceptions of Secondary School
Teachers on the Utilization of Educational Technology
185
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186
Perceptions of Secondary School
Teachers on the Utilization of Educational Technology
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seminars. They felt their lack of knowledge and skills on the utilization
of available educational technology.
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Teachers on the Utilization of Educational Technology
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Perceptions of Secondary School
Teachers on the Utilization of Educational Technology
Adjectival
Statement WAM
Equivalent
1. I believe I can teach well even when educational technology 3.55 Agree
is not available.
2. Students are dehumanized when educational technology 3.00 Uncertain
alone is used in institution.
3. Educational technology should be considered by the teacher 3.25 Uncertain
as a solution to problem of teacher’s shortage.
4. In any teaching-learning situation, teachers need no help 2.46 Disagree
from any source.
5. Television adds interest but teaches little. 2.89 Uncertain
6. The use of educational technology per se makes teacher 2.33 Disagree
redundant.
7. Educational technology should be considered by the teacher 3.27 Uncertain
as a device which saves teacher preparation.
8. Educational technology like television, radio, video, cassette, 2.02 Disagree
etc. are manufactured not for learning, but for relaxation.
9. The use of educational technology per se does not make 2.11 Disagree
better use of teacher’s time and sooner or later the teacher
may be declared unwanted.
10. Educational technology dictates to the teacher and thus limits 2.19 Disagree
his freedom.
11. Course of instruction taught by radio, tapes and recorders are 2.30 Disagree
bad because they not specify what the role of teacher will be.
12. Computer-assisted instruction is ineffective because it does 2.25 Disagree
not make better use of teacher’s time.
13. The major use of educational technology is to assist the 4.21 Agree
teacher by enhancing his/her effectiveness in the classroom.
14. The use of educational technology should be encouraged in 4.25 Agree
school because it enhances the work of teachers.
15. Teachers use educational technology because they see it as a 4.23 Agree
partner in progress.
16. I believe I can only teach well when I use educational 3.05 Uncertain
technology.
17. Both educational technology and teacher are indispensable 3.76 Agree
to each other.
18. The effectiveness of any teaching-learning situation depends 4.07 Uncertain
on the combination of teacher and educational technology.
19. No matter what method a teacher employs, without the use 2.82 Agree
of educational technology the quality of such learning is poor.
20. Educational technology, when used with teacher, provides 4.19 Uncertain
the teacher with the means of extending the horizon of
experience.
OVERALL MEAN 3.11
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Teachers on the Utilization of Educational Technology
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t = .623 cv = 1.645
df = 164 p = .05
The findings reveal that the computed t-value of .62 does not
exceed the critical value of 1.645 with 164 degrees of freedom at .05
level of significance; hence there is no sufficient evidence to reject the
null hypothesis. Therefore, there is no significant difference variation
as to the responses of public and private secondary school teachers
toward the role of educational technology utilization.
Both groups manifested similar responses regarding the role of
educational technology utilization. The unavailability of these media
leads to the lack of skills of knowledge of teachers.
CONCLUSIONS
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Teachers on the Utilization of Educational Technology
LITERATURE CITED
Becker, H.J.
2001 How are teachers using computers in instruction? Paper
presented at the 2001 meeting of the American Educational
Research Association. Retrieved: January 28, 2009 from http://
www.crito.uci.edu/tlc/FINDINGS/special3/
Cakir, I.
2006 The Use of Video as an Audio-Visual Material in Foreign
Language Teaching Classroom. The Turkish Online Journal of
Educational Technology , 5(4), 71-72.
Fullan, M.
2000 The three stories of education reform. Phi Delta Kappan,
81(8), 581–584.
Mehlinger, H. D.
1996 School reform in the information age. Phi Delta Kappan, 400-
407.
Rockman, I. F.
2004 Integrating information literacy into the higher education
curriculum: Practical models for transformation. San Francisco,
CA: Jossey-Bass.
Taiwo, S.
2009 Teachers’ Perception of the Role of Media in Classroom
Teaching in Secondary Schools. The Turkish Online Journal of
Educational Technology, V8, pp.82-83.
Williams M.D.
2000 Integrating Technology Into Teaching and Learning; Concepts
and Applications. Jurong, Singapore: Pearson Education Asia
Pte Ltd.
Weathersbee, J.C.
2008 “Impact of Technology Integration on Academic Performance
of Texas School Children”.Internet.Applied Research Projects.
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January 27, 2009.
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LIZA CASTOR
University of Northern Philippines
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INTRODUCTION
Plants are used by man in a variety of ways. Some are used for
landscaping and ornamentation, others for medicine while some
plants are also used in botanical pesticides.
Insect pests have been one of man’s most serious problems. Insects
are great nuisance because they increase in number, they cause diseases
such as H-fever, malaria, dengue, filariasis, etc. and they destroy crops.
Most pesticides today are synthetic and petroleum-based
chemicals. The increasing use of these pesticides poses dangers to
every living organism in the food chain.
It has been estimated that to develop a pesticide costs 45 million
dollars. Considering the cost and the environmental problems
that synthetic pesticides bring, the agricultural sector is looking for
alternatives order to switch to natural pesticides. In the countryside,
for example, some people burn dried peelings of lanzones to drive
away mosquitoes.
Another great social concern at present is expensive medicines that
ordinary people cannot afford to buy. The Department of Science and
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Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
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FRAMEWORK
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Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
The first frame shows the plant parts of barsanga which were used
as input variable in the study.
The second frame shows the processing variables. They refer to
the main processes involved in the study. These processes were: the
air-drying and extraction process and qualitative test (phytochemical
screening) and pesticidal test.
The third frame shows the output variables which refer to the
findings of this study as barsanga having therapeutic and pesticidal
properties.
Bañez, (2002) performed phytochemical screening of linlina-
aw (Peperomia pellucida Linn.) and determined its analgesic, diuretic
and antihypertensive properties. This is similar to the present study
because she also determined the chemical properties present in the
plant. They differ in the pharmacological aspect, because vermifugal
properties and toothache drop test were done. These were not included
in the previous study. Other aspects are herbal polvoron making with
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202
Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
This section presents the design of the study, the materials used,
the experimental procedures and statistical treatment of the study.
A. Materials
Qualitative Tests
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B. Method
The leaves, stems and roots were finely cut into small pieces. Five
hundred grams of the finely cut materials were placed in an Erlenmeyer
flask and were weighed in a balance. The material was completely
submerged in a sufficient amount of ethyl alcohol, stoppered and
soaked for twenty-four hours. Then it was filtered through a glass
funnel.
The plant material was rinsed with 95% ethyl alcohol. Garbling
was done by removing all extraneous matters such as insects, dirt,
dust, etc. Extraction was done in water bath and rotavap apparatus.
The filtrates were concentrated under vacuo to about fifty milliliters.
The exact volume of the concentrated extracts was measured. The
extracts were transferred in tightly stoppered containers were stored
inside a refrigerator. The extracts were ready for chemical analysis.
In the first test tube, 1 milliliter aliquot and a few drops of Mayer’s
reagent were added. The formation of precipitate upon the addition of
the Mayer’s reagent was suggestive of the presence of alkaloids.
In the second test tube, a few drops of Wagner’s reagent were
added and a precipitate for Wagner’s test indicated a positive result.
Test for Flavonoids (Color test). Two milliliters of the leaf extract
was treated with two ml 10% hydrochloric acid and magnesium
turnings. Red coloration was indicative of flavonoid presence.
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Materials/Equipment
Procedure
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Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
Statistical Treatment
To test the data that were gathered in this study, the following
statistical tools were employed.
RESULTS
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malaria and dilate the pupil of the eye (US Educator Encyclopedia,
1987 p.61). The leaves, stems and roots of barsanga could be a potential
cure for the above-mentioned illnesses.
THERAPEUTIC ALCOHOLIC
INDICATORS
COMPONENTS EXTRACT
Tannins. A heavy precipitation in the mixture upon the addition of
gelatin solution was observed which indicated a positive result.
Recent reports show that tannins have potential medicinal value.
They could be used as a treatment for diarrhea and extensive burns
and maybe used for relief of various rectal disorders and excretion.
They can also be used in the treatment of bedsore and weeping ulcers.
These tannins were also formerly used for sore throat and stomatitis
(Anderson, 1985, p. 490). Therefore, the plant could be potential source
of treatment of the above-mentioned diseases.
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Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
No. Of
Frequency Of Effect-Iveness
Kinds Of Species Morta-
Species Sprays Time Rank
Pesticides Treated Lity
1. Ants Organophosphate 10 5 9 10 (sec) 2
Barsanga 10 5 10 10 (sec) 1
Carbamate 10 5 7 12 (sec) 3
2. Aphids Organophosphate 10 3 9 9 (sec) 1
Barsanga 10 3 8 10 (sec) 2
Carbamate 10 3 7 11 (sec) 3
3. Houseflies Organophosphate 10 7 9 19 (sec) 1
Barsanga 10 7 8 20 (sec) 2
Carbamate 10 7 8 22 (sec) 3
4 .
Organophosphate 10 6 9 14 (sec) 1
Mosquitoes
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Barsanga 10 6 9 15 (sec) 2
Carbamate 10 6 8 18 (sec) 3
5. Cock-
Organophosphate 10 8 8 3 (min) 1
roaches
Barsanga 10 8 7 3 (min) 2
Carbamate 10 8 6 4 (min) 3
As seen in Table 2 with the ants as test animals, “barsanga”
ranked first because after 10 seconds, all the test animals died (10);
Organophosphate ranked second with 9 ants dead after 10 seconds;
and the last was Carbamate with seven dead after 12 seconds.
With the aphids, houseflies, mosquitoes and cockroaches as test
animals, Organophosphate ranked first as far as efficacy is concerned
followed by barsanga and last was Carbamate.
From the above data, it could be observed that the bigger the insect
the harder it was to kill it.
Sum of Critical
Source of Variation df MSS f-ratio Interpretation
Squares Value
Total 15.7333 14
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Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
ORGANO-
PESTICIDES BARSANGA CARBAMATE
PHOSPHATE
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RECOMMENDATIONS
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Phytochemical and Pesticidal Properties
of Barsanga (Cyperus rotundus Linn.)
LITERATURE CITED
Alcantara, J.
1985 Insecticidal Activity Screening and Identification of Two Major
Crystalline Fractions in Ageratum Conyzoides L. Unpublished
Masters Thesis, U.P. Los Baños, 1981.
Anderson, B.
1985 Remington’s Pharmaceutical Sciences. Pennsylvania: Mack Pub.
Co., 1975.
Bañez, S. S.
1995 Phytochemical Screening and Pharmacological Testing of Sanggumay
Orchid (Dendrobium superbum Reichb). UNP Research Journal,
1995.
Bañez, S. S.
2001 Toxicologic Analysis of Linlinna-aw (Peperomia pellucida Linn.)
UNP Research Journal.
Capal
1992 A Manual on Extraction Procedures and Microbiological Assay of
Medicinal Plants. Manila: DOST.
Isleta, N. I.
1992 Herdin Current Awareness. Herdin: PCHRD.
Rejesus, M. B.
1975 Insecticidal Activity of Selected Plants with Emphasis on Marigold
and Makabuhai. Manila: NRCP Annual Report.
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Quisumbing, E.
1951 Medicinal Plants of the Philippines. Manila: Bureau of Printing.
Santos, A.
1985 Phytochemical Screening of Medicinal Plants. Manila: UST
Research Center.
WEB SOURCE
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INTRODUCTION
216
Poverty’s Political Face: The Case
of Pasil, Cebu City
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The basic aim of this study is to present the political face of poverty
using barangay Pasil in Cebu City as a case. The political face of poverty
actually refers to the description of the kind of politics experienced by
the poor. This political face must be expressed and articulated by the
poor themselves.
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Poverty’s Political Face: The Case
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Poverty’s Political Face: The Case
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any value, it’s just that they see its use very differently. An evidence for
this is the fact that despite their consensus that cheating does happen
in their barangay during election they consider such to be normal, and
they believe that nothing can be done to change such.
Cheating which has become part of the system in the barangay’s
election is also a form of deprivation on the part of the poor in the
exercise of their political right. Although this paper does not seek to
fault as to who cheats who nevertheless it is not without basis to say
that the pervasion of cheating does not make the process credible,
and if the entire process cannot be trusted then the legitimacy of the
governance of the system is also questionable. The problem of cheating
in Pasil – and of course the poor as among those most vulnerable to its
ill-effects corroborated by no less than the Parish Priest of the area,
according to him:
Genuine participation in a democratic system is not expressed
merely by voting. Voting is not the end in a democratic system; in fact
it is merely the means to an end. It is as Abueva, quoting Huntington
(1991), would call the minimal or procedural meaning of democracy –
albeit political participation. As such there must be something more in
democracy than just voting, in other words and within the context of
this study, political participation cannot be assessed only in terms of
the people’s involvement more so “mere presence” on the election day
in their respective precincts. Abueva (1997: 2) argues that a political
system is optimally and substantively democratic if:
“[B]eyond fulfilling the minimal, procedural criterion, the people’s
will is being effected in the processes of governance, and the declared
constitutional and legal purposes and policies are being achieved
through the functioning of governmental and political institutions, in
relations to democratic norms and expectations.”
The poor’s perception of elections and their said-to-be electoral
participation show that despite their involvement in the actual voting
of candidates and their presence in the precincts on the day of the
election, there has never been much participation.
Arnstein (1969) as cited by the Combat Poverty Agency (2009)
identifies eight (8) levels of participation that can be further group into
three (3) types (see Table 11), the highest level being citizen control and
the lowest manipulation. The attendance, queuing, and voting of the
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The deprivation of political rights also affects the two other kinds
of rights: social and economic (Co, Fernan and Santa Ana 2007).
Sen’s view in Development as Freedom is once again instructive in this
context:
“The deprive people tend to come to terms with their deprivation
because of the sheer necessity of survival, and they may, as a result,
lack the courage to demand any radical change, and may even adjust
their desires and expectations to what they ambitiously see as feasible”
(1999: 63).
Social and Economic rights being generally understood as those
entitlements that people use in order to deal with others and in the
pursuit of self-expansion practically need the most basic entitlements
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to life, liberty, and property. This means that in the absence of political
and civil rights, social and economic rights are impossible to achieve.
“Economic unfreedom can breed social unfreedom just as social or
political unfreedom can also foster economic unfreedom” (Sen 1999: 8).
The Indian economist’s point is that the poverty has serious effects to
a person’s life and this means being limited in the capability to expand
in the different dimension of life. He does not argue however for a
one way reading of the causal relation between economic freedom and
political freedom. Meaning to say it could also be that the reason why
the person lives in a condition of poverty despite an income is due to
the very limited opportunities to expand or improve one’s condition.
The reason why people are asked to participate in the electoral
process is for them to choose the best person who is not actually
expected to make them rich in an instance – but someone who governs
the locality and perform the constituent and ministrant functions of
the State in order to insure the people’s political and civil freedoms. It
would be hoped that the people can lead their lives in a space where
opportunities are available, and where threats and coercions are
absent. And so is this the case in Pasil?
The experience of manipulation in Pasil during elections is the one
of the reasons why they have been fixed in a location and space that
has defined their lives and identities as a people and not the other way
around. One would get to wonder for example why there is a relatively
significant number of unemployed and sick people in a barangay
where people are supposed to be free to choose those persons that
could help them in their problems; and again, the caveat is, that in
principle as well as in practice the elected officials are supposed to help
and not solve all the problems. But this help, understood in the context
of democracy, is not just any form of whispering to the political elites
in the higher level, more so not to broker for the poor in some kind of
a bargaining process. It must be understood as governance that has a
vision and function of creating opportunities for the people to improve
their lives.
It was said at the onset that not everyone in Pasil. There are
moneyed individuals in the barangay and against their improved lives
is the very contrast of the poor’s disabilities to perform due to lack
of education and social network. Interestingly, these poor have been
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of Pasil, Cebu City
perceived as more active and even more interested than those who
belong to classes B and C in the area. To borrow the description of
the kagawad who was interviewed, the difference in the participation
among the rich (mgadatu), middle class (he calls it pobrenga middle)
and the poor (pobrengapobregyud)
Ironically, the poor are not so much the beneficiaries of the
politicians whom they have supported and placed in power. One old
woman admitted that she really does not know their locality’s policies.
For one there seems to be some confusion from her end as to what
policies are and how it differs from ordinary rules. If by policies we
mean the over-all set of principles governing the barangays direction,
then rules that carry sanction on gambling, cleanliness, etc are not
policies.
Such complex distinction set aside – considering their academic
nature, still it is evident that the poor’s condition of deprivation is
evidenced by the fact that the barangay itself has not translated into
concrete things the deliverables that the poor are expected to bring.
The implementation of programs on cleanliness may be cited here as
a typical example. RA 7160 clearly provides that one of the things that
the Sangguniang Barangay should do (duty) is to “organize regular
lectures, programs, or for on community problems such as sanitation,
nutrition, literacy, and convene assemblies to encourage citizen
participation in government” (sec. 391 [17]). The villager’s policies
remain to be inadequate in addressing the seemingly perennial
problems of health, order, and more importantly sanitation. As regards
sanitation, the problem of the drainage is a concrete issue that shows
the less attention given by officials to the people’s problems.
The effect of this is that the poor’s condition of deprivation has been
continually sustained not just in terms of the absence of money, the
lack or absence of capability in genuinely participations in politics, but
above all – concrete and physically structured in their isolated locations
– a real condition in a physical location that has literally prohibited
them in expanding in several things. For example, it is their location
and condition that makes them vulnerable to human rights violation;
privacy is lessened in the absence of secure doors and gates and clear
boundaries. Poor sanitation makes them physically weak. All these
being the picture – the face of poverty it is understandable we believe
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of how easy it is for them to be contrasted from those who are not like
them. Such contrasts now come in the form of wealth, strength, literacy,
good health, and above all power – which are characteristics possessed
by a few men in their area. The contrasts being sustained, then the
political face of poverty is the face of a complexity of deprivations in
the different areas of political participation.
Policy is supposed to be the very litmus test as to whether elections
and representation are genuine. “Democracy is put to the test of policy
performance – the capacity of institutions and leader to deliver what is
promised and expected” (Abueva 1994; Miranda 1997). What we seen
unfortunately in Pasil is the opposite.
CONCLUSION
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of Pasil, Cebu City
LITERATURE CITED
Abueva, J.V.
1997 “Philippine Democratization and the Consolidation of
Democracy Since the 1986 Revolution: An Overview of
the Main Issues, Trends and Prospects” in Democratization:
Philippine Perspectives. Quezon City: University of the Philippines.
Arnstein, S.
1969 “A Ladder of Citizen Participation” in Journal of the American
Institute of Planners vol. 35: 216–24.
Chambers, R.
2007 Poverty Research: Methodologies, Mindsets and Multidimensionality
(working paper 293). Brighton: Institute of Development
Studies.
Chambers, R.
2006 “What is Poverty? Who asks? Who answers?” in Poverty in
Focus (December 2006): pp. 3 – 4.
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Maxwell, S.
1999 “The Meaning and Measurement of Poverty” in Poverty
Briefing, Overseas Development Institute (Feb. 1999): 3.
Miranda, F.B.
1997 Democratization: Philippine Perspectives. Quezon City:
University of the Philippines.
Raquiza, M.V.R.
2008 Democratizing Poverty Discourse: The Case of the SWS Self-Related
Survey on Poverty and Hunger. Unpublished M.A. Development
Studies Thesis: Institute of Social Studies, Den Haag, the
Netherlands.
230
Poverty’s Political Face: The Case
of Pasil, Cebu City
Sen, A.
1999 Development as Freedom. Oxford: Oxford University Press.
Vaughan, S.K.
2008 Poverty, Justice, and Western Political Thought. Lanham:
Lexington.
World Bank.
2001 [available online] “World Development Report” in http://www.
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXT
POVERTY/0,,contentMDK:20194762~pagePK:148956~piPK:21
6618~theSitePK:336992,00.html. <accessed 10 June 2010>.
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Predictors of Nursing Board
Examination Performance
INTRODUCTION
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FRAMEWORK
234
Predictors of Nursing Board
Examination Performance
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Predictors of Nursing Board
Examination Performance
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YEARS GRADUATED
Level of
2006 2007 2008 2009 As a Whole
Performance
F % F % F % F % F %
Total 184 100.00 225 100.00 169 100.00 172 100.00 750 100%
Legend:
Norm Scores Descriptive Rating
97-100 Excellent
91-96 Superior
85-90 Very Good
80-84 Good
75-79 Fair/Passing
74 & below Failure
Table 1 shows that as a whole, majority (379 or 50.53%) of the
nursing graduates performed at a “good” level in the UNP College
Admission Test (UNP-CAT). The finding suggests that the graduates
on those years covered have the potential to enroll in a degree
program. The said majority however, failed to meet the UNP-CAT cut-
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Predictors of Nursing Board
Examination Performance
off score of 85, which the university has set for an individual to qualify
for the BSN program. This indicates that the College of Nursing has
leniently implemented the said policy and has used other criteria in
their acceptance such as their high school average and results of the
interview which is conducted to further screen its applicants.
A closer look at the data shows that the majority of the graduates
of 2008 and 2009 (50.24% and 95.35%, respectively) performed at the
“very good” and “superior” levels. On the other hand, only 22.82%
and 26.22%, of the graduates of 2006 and 2007 respectively, performed
at the said levels.
YEARS GRADUATED
Level of
2006 2007 2008 2009 As a Whole
Performance
F % F % F % F % F %
Legend:
Norm Scores Descriptive Rating
76-100 High Passed
51-75 Average Passed
26-50 Low Passed
1-25 Failed
As a whole, most (328 or 43.73%) of the BSN graduates for the period
2006 -2009 performed in the Nursing Aptitude Test at an “average
passed” level. Also, 77 of them (10.27%) performed at a “high passed”
level. These indicate that a total of 405 or 54% of said graduates have
good potentials and are expected to perform well and benefit from
their learning and trainings in the program. Given the right attitude
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YEARS GRADUATED
Level of
2006 2007 2008 2009 As a Whole
Performance
F % F % F % F % F %
Very Good 98 53.26 122 54.22 100 59.17 107 62.21 427 56.93
Total 184 100.00 225 100.00 169 100.00 172 100.00 750 100.00
Legend:
Norm Scores Descriptive Rating
97-100 Excellent
91-96 Superior
85-90 Very Good
80-84 Good
75-79 Fair
71-74 Conditional Failure
70 & below Failure
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Predictors of Nursing Board
Examination Performance
YEARS GRADUATED
Level of
Perfor- 2006 2007 2008 2009 As a Whole
mance
f % f % f % f % f %
Fair 127 69.02 109 48.44 107 63.31 123 71.51 466 62.14
Total 184 100.00 225 100.00 169 100.00 172 100.00 750 100.00
Legend:
Norm Scores Descriptive Rating
97-100 Excellent
91-96 Superior
85-90 Very Good
80-84 Good
75-79 Fair
71-74 Conditional Failure
70 & below Failure
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Multi R. = 0.635
R. Sq = 0.403
F-ratio = 167.689
Sig. = 0.000
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Predictors of Nursing Board
Examination Performance
Based from the value of RSq (.403), the variables, when taken
together, account 40.3 percent of the variance in the performance
of the graduates in the Nursing Board Examination. The remaining
59.7 percent can be explained by other factors not included in the
investigation such as the kind of review centers the graduates availed,
their physical, emotional and mental conditions during the board
examination, the physical condition of the test venues, the human and
non-human resources of the university.
Taken singly, UNP-CAT (t-prob = 0.000), NAT (t-prob = 0.000),
and Academic Performance (t-prob = 0.000), came out as significant
predictors of performance in the Nursing Board Examination.
These imply that graduates who obtained higher ratings in the
aforementioned variables tend to perform better in the board
examination. Academic performance (Beta=.343) as the best predictor
underscores the importance of the kind of education and training
the university provides to its studentry. Ultimately, the quality of
education the university provides, and how much the students make
out of it, will have the greatest impact in their performance in a board
examination which is generally curriculum-based.
The findings were supported by Rubio (1992), when she stated that
academic performance significantly relate with Nursing Licensure
Examination performance. Likewise, the results of the study conform
with the findings of Martinez, et al. (1980), in the existence of a
correlation between academic achievement of nursing graduates and
their performance in the Nursing Board Examination, and academic
achievement being a good predictor of performance in the said Board
Examination.
In addition, the above findings agree with Tolentino’s (2010) study.
She affirmed that college academic performance and nursing aptitude
test are factors related in passing the Nursing Board Examination.
CONCLUSIONS
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RECOMMENDATIONS
LITERATURE CITED
Gregory, R.J.
2004 Psychological Testing. USA: Pearson Education Group, Inc.
244
Predictors of Nursing Board
Examination Performance
Bajet, J. A.
2001 The Integrated Nursing Comprehensive Licensure Examination
Performance of the CHS, BSN, graduates of UNP. Unpublished
Master’s Thesis, University of Northern Philippines, Vigan
City
Bañez, S. E. S.
2002 Analysis of the UNP College of Teacher Education Graduates’
Performance in the Licensure Examination for Teachers.
Unpublished Master’s Thesis, University of Northern
Philippines, Vigan City
Blankas, R. C.
2003 The Licensure Examination for Teachers’ performance of
graduates of Northwestern University, Laoag City. Unpublished
Master’s Thesis, University of Northern Philippines, Vigan
City
Carreon, J.
1983 The predictive value of the high school achievement and
certain Psychological Tests to success in the Nursing course.
Masteral Thesis, Far Eastern University, Manila
Esguerra, L.R.
1993 Correlates in the success of State Universities graduates in
the Professional Board Examination for Teachers (PBET) in
Regions I, II, and National Capital Region (NCR). Unpublished
Master’s Thesis, University of Northern Philippines, Vigan
City
Espiritu, O.R.
2001 The Integrated Comprehensive Nursing Licensure Examination
performance of the BSN graduates in the University of
Northern Philippines. Unpublished Dissertation, University
of Northern Philippines, Vigan City
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Guirra, G.A.
1998 Bachelor of Science in Nursing graduates of Northwestern
University: An analysis. Unpublished Master’s Thesis,
Northwestern University, Laoag City
Martinez, C.
1980 An analytical and correlative State Board Examination on
grades and academic achievement of the College of Nursing of
X hospital. Nursing Research in the Philippines: A Sourcebook,
Quezon City, JMC Press Inc.
Rubio, V. R.
1992 Factors Associated with the Licensure Examination Performance
of Nursing Graduates in Region I and NCR. Unpublished
Master’s Thesis, University of Northern Philippines, Vigan
City
Tolentino, L.S.
2010 Factors related to Passing the Philippine Nurses Licensure
Examination among Graduates of Tarlac State University.
INTERNET SOURCES
http://en.wikipedia.org/wiki/Philippine_Nursing_Licensure_Exam
http://en.wikipedia.org/wiki/Talk:Entranceexamination
http://www.ericdigest.org/pre-9218/aptitude.htm
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Enhancement Activities
for the Day Care Centers and
Development Workers
MARIA NANCY Q. CADOSALES
marianancy_qc@yahoo.com
College of Education and Graduate Studies
La Salle University – Ozamiz City
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INTRODUCTION
248
Proposed Enhancement Activities
for the Day Care Centers and Development Workers
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group draw strength from one another to express some opinions that
they may otherwise view as unpopular. Focus groups provide a broad
range of qualitative data in a timely, cost-effective manner and help to
clarify and elaborate the quantitative data (Ratnapalan and Hilliard,
2002).
Employing these methods to assess the needs of the Day Care Centers
and Development teachers, it is hoped to identify the improvement
areas to be addressed which will be the bases in designing enrichment
activities that truly mentor the Day Care teachers’ weaknesses. In this
present study, their teaching needs are assessed and become the basis
for the enhancement activities.
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Proposed Enhancement Activities
for the Day Care Centers and Development Workers
The data show that there are more Day Care workers who are
undergraduate than those who graduated a degree. This data was
taken from the Masterlist of Ozamiz City Day Care Workers in June
2010. In an interview with Mrs. Marivic P. Kaamiño, TAD Chief and
Mrs. Gemma M. Hornijas, DCW 1 / Day Care Officer Designate, they
pointed out that applicant may be accepted to teach in Day Care
Centers if they had finished at 72 units in college. Thus, any applicant
with other degrees aside from education may be accepted to teach in
Day Care Center. Mrs. Kaamiño and Mrs. Hornijas further stressed
that Local Officials also recommends teachers for Day Care Center and
Development.
Thus this scenario conforms to Khan and Sarwar’s (2011) idea
that the teacher needs to have mastery of the content and curriculum,
appreciation of the various forms of standards, awareness of
assessment, ability to organize the lessons, the ability to engage students
in instructional decisions. The ways in which a teacher interacts with
students and organizes instruction are critically important aspects of
helping each child learn (Tharp, 1999; Tharp et al, 2003 in Khan and
Sarwar, 2011).
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Proposed Enhancement Activities
for the Day Care Centers and Development Workers
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254
Table 2. Enhancement activities for the early childhood care and
development workers May 18, 19, 20, 2011
Materials Responsible
Day/Time Activity Topic Methodology Expected Output
Needed Person
255
Morning Prayer,
256
Preliminary Checking of Ms. Mary Grace Settled the participants for the
8:00 – 8:30 AM
Activities Attendance, Daga-ang days’ activities
Energizers
Posadas
Ms. Irene Eguico
12:00 NN – 1:00
LUNCH
PM
Morning Prayer,
Preliminary Checking of Ms. Mary Grace Settled the participants for the
8:00 – 8:30 AM
Activities Attendance, Daga-ang days’ activities
Energizers
Evaluation of the
Answering the LSU Planning Conducted an evaluation of
3:30 – 5:00 PM Closing Program 3-day enhancement Evaluation Tool
evaluation Officer the activity
activities
Dr. Flordelis
Synthesized the 3-day
Closing Remarks Speech Ejercito
activities
VC-RDEL
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The present study found out that there more undergraduate and
non-education graduate Day Care Center workers. The educational
qualification for a worker to teach in Day Care Centers is at least 72
units in college. The insufficient educational qualifications of the Day
Care Center workers to teach are the main reason why they have
teaching needs. Thus, an action plan for enhancement activities was
designed.
Early childhood education requires workers to be competent
in handling and teaching young children. The workers’ ability to
prepare the lesson and teach the lesson is very vital in the children’s
love for school. The child’s learning in his/her experiences in the Day
Care Centers helped him/her to cope with the demands in the next
stage of his/her school life. Workers therefore, need to be equipped
with the necessary knowledge, skills, and pedagogy in teaching early
childhood.
1. The CSWD personnel should annually assess the Day Care
Center workers’ teaching needs as bases of a development plan.
2. Seminar-workshops must be conducted to enhance the Day
Care workers’ teaching competencies.
3. Further study may be conducted on the teaching skills of Day
Care Center workers in Ozamiz City.
LITERATURE CITED
258
Proposed Enhancement Activities
for the Day Care Centers and Development Workers
ype=PQD&RQT=309&VName=PQD&TS=1299139369&client
Id=166110 Retrieved: March 3
Bago, A.L.
2008 Supervision of Instruction: The Philippine Perspective. Manila:
C & E Publishing, Inc.
Crandall SJS.
1998 Using interviews as a needs assessment tool. J Contin Educ
Health Prof.;18:155–62.
259
JPAIR: Multidisciplinary Journal National Peer Reviewed Journal
Ratnapalan S, Hilliard RI
2002 Needs assessment in postgraduate medical education: A
review Med Educ Online [serial online] 2002;7:8. Available
from URL http://www.med-ed-online.org Retrieved: February
10, 2011
Sy, M.V.U.
2011 Sustainability of a Community Service Project of a Catholic
University. Asian Journal of Business and Governance, Vol. 1,
No. 1, January 2011, Liceo de Cagayan.
Tipping J.
1998 Focus groups: a method of needs assessment. J Contin Educ
Health Prof. 1998;18:150–4.
260
Vol. 6 May 2011 ISSN 20123981
National Peer Reviewed Journal JPAIR Multidisciplinary Journal
CHARLOTTE GAAS
GILBERT LLEVA
DIANA ROSE MANECLANG
DENNIS FUSIN
St. Therese MTC-Colleges
Molo, Iloilo City, Philippines
INTRODUCTION
262
The Ati-Atihan Festival: Its Impact
to the Economy and Tourism Industry in Kalibo, Aklan
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b. Current and New businesses support the festival. 3.99 High impact 2
c. Income opportunities are provided for the residents. 3.83 High impact 3
264
The Ati-Atihan Festival: Its Impact
to the Economy and Tourism Industry in Kalibo, Aklan
Moderate
Mean 2.84
impact
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JPAIR: Multidisciplinary Journal National Peer Reviewed Journal
Scale Interpretation
266
The Ati-Atihan Festival: Its Impact
to the Economy and Tourism Industry in Kalibo, Aklan
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JPAIR: Multidisciplinary Journal National Peer Reviewed Journal
268
The Ati-Atihan Festival: Its Impact
to the Economy and Tourism Industry in Kalibo, Aklan
Sum of Mean
df F Sig. Interpretation
Squares Square
Significant at p<0.05
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JPAIR: Multidisciplinary Journal National Peer Reviewed Journal
Sum of Mean
df F Sig. Interpretation
Squares Square
Test Z
Items Assymp. Sig. Interpretation
Value Value
270
The Ati-Atihan Festival: Its Impact
to the Economy and Tourism Industry in Kalibo, Aklan
3. On the Ati-atihan
Festival bringing about
the expansion and 3.95 -1.57 0.12 Not Significant
improvement of local
products.
5. On the Ati-ahtihan
Festival having resulted
in generating of higher
3.51 -4.12 0.00* Significant
income and enjoyment of
more benefits to the people
in the municipality.
p <0.05
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JPAIR: Multidisciplinary Journal National Peer Reviewed Journal
Test
Items Z Value Assymp. Sig. Interpretation
Value
1. On the Ati-atihan
festival leading to the
development of the
tourism industry by 3.75 -1.03 0.30 Not Significant
attracting tourists/
visitors to the
municipality.
3. On the activities
during the Ati-atihan
Festival has attracted 3.90 -5.34 0.00* Significant
tourists both locally
and internationally.
4. On the having
an night during
the celebration
which presents
special programs 3.51 -1.09 0.28 Not Significant
to honor tourists/
visitors, especially
balikbayans and
OFWs.
5. On organizers and
the local tourism
office assuring
tourists/visitors of
2.87 1.71 0.09 Not Significant
the availability of
accommodations
for rest, dining and
relaxation.
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The Ati-Atihan Festival: Its Impact
to the Economy and Tourism Industry in Kalibo, Aklan
CONCLUSIONS
RECOMMENDATIONS
LITERATURE CITED
Park, K. S.
2002 A case study of postexposition site utilization in Korea. Event
Management, Vol.7, 197-204.
Toriano, T.J.
2009 KalibotSto. Niño Ati-Atihan Festival Continues to Receive Visitors.
Friday,16, January2009.Retrievedfrom:http://www.kalibo.gov.
ph/index.php?option=com_content&task=view&id=240&Item
id=152
274
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