NEEDS ASSESSMENT AMONG PUBLIC ELEMENTARY SCHOOL PAPER

ADVISERS OF THE DIVISION OF SAN PABLO CITY

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter covers the presentation, analysis and interpretation of the

data in the light of the research questions formulated in the study.

Problem 1. Profile of the Respondents

The following tables display the profile of respondents.

1.1 Highest Educational Attainment. Table 1 projects the profile of the

respondents as to highest educational attainment.

Table1. Respondents’ Profile as to Highest

Educational Attainment

Highest Educational f %
Attainment
With Doctorate Units 1 4
Masteral Graduate 8 26
With Masteral Units 16 53
Bachelor’s Degree 4 13
Education Unit Earner 1 4
TOTAL 30 100

Data reveals that there are 16 or 53 percent of the respondents who have

earned with Masteral units, followed by 8 or 26 percent ho have finished

masteral degree, 4 or 13 percent have earned Bachelor’s Degree, while 1 or 4

percent each have taken education unit, and have earned with doctorate units.

The degree of training earned by the individual before his practice of

permanent job, its continuous expansion or accumulation of educational

knowledge through graduate studies and professional trainings is believed to

be a preparation for potential school administrative principal.

Marasigan (2010) revealed that there is an exception that the higher

education a teacher/administrator attains, the greater returns it will be in

terms of performance. For this reason, teachers/administrators are encouraged

to pursue graduate studies.

1.2 Length of Service. Table 2 portrays the profile of the respondents as

to length of service.

Table 2. Respondents’ Profile as to Length of Service

Length of Service f %

21 years and above 1 4

16 - 20 years 2 6
11-15 years 8 26
6-10 years 10 33
5 years and below 9 31
Total 30 100
Mean length of service = 10.67 years

It can be seen from the table that there are 10 or 33 percent of the

respondents who have worked for 6-10 years, followed immediately by 9 or

31 percent who have worked for 5 years and below, while 8 or 26 percent were

already working for 11-15 years. Of the 30 respondents, 2 or 6 percent and 1

or 4 percent have worked for 16-20 years, and 21 years and above.

In the evolution of career provided by Levinson and his colleagues, as

cited by Stoner (2010), persons who have serve for more than 10 years have

already reached the establishment stage, wherein teachers who have served for
more than 10 years are already fulfilled and contented with their work. As

stated by Calaramo (2010), experience goes with age. It is expected that the

older the teacher, the better is his/her performance since he/she has plenty of

experiences along his field.

1.4 Number of Years as School Paper Adviser. Table 3 shows the

profile of the respondents as to number of years as school Paper adviser.

Findings show that there are 26 or 86 percent of the respondents have

been campus advisers for 5 years and below, followed immediately by 2 or 6

percent who have been adviser for 6-10 years, 1 or 4 percent have been a

campus adviser for 16-20 years, and 11-15 years.

Table 3. Respondents’ Profile as to Number of Years

as School Paper Adviser

Number of Years as School f %

Paper Adviser
16-20 years 1 4
11-15 years 1 4
6-10 years 2 6
0-5 years 26 86
Total 30 100
Mean = 10.35 years

Kleiner (2010) states that teachers who can relate to their work well in

the school are those who have stayed in the institution for a considerable

length of service ranging from 10-15 years. Teachers who have worked for such

long, can easily relate more to organizational culture, and can make the
necessary adjustment to become an active member of that culture, thus

improved school commitment.

As campus journalists around the country settle in for the new school

year, many of them are sharing more than desks and sandwiches. Chances are

good that they are being taught by school paper advisers with little or no

experience.

Republic Act 7079 otherwise known as Campus Journalism Act of 1991

do not give nor set any qualifications on the security of tenure of a school

paper adviser. It only stipulated the security of tenure for campus journalists.

Section 7 of RA 7079 focusing on security of tenure reveals that as a

member of the publication staff must maintain his or her status as student in

order to retain membership in the publication staff. A student shall not be

expelled or suspended solely on the basis of articles he or she has written, or

on the basis of the performance of his or her duties in the student publication.

Every school paper adviser should be appointed as such for a minimum

of five school years. This is to enable them to acquire the necessary skills

needed in school paper advising, which in turn, will empower them to train

students in the various areas in campus journalism and facilitate the

production of comprehensive campus papers. For this reason, the appointment

of a school paper adviser should be taken seriously by the School Head, after a

thorough evaluation of the teacher’s competencies, attitude and commitment to

effectively carry out the task for a period of at least five years. Upon expiration

of the tenure, the School Head can then decide to appoint a new school paper
adviser, or retain the services of the school paper adviser if they have exhibited

exemplary performance and dedication in the field of campus journalism.

Moreover, as stipulated in DECS Order No. 94, s. 1992, student publication

advising task/assignment shall be considered as one teaching/work load.

(“Guidelines On Selection, Retention and Functions of School Paper Advisers”,

DepEd Region V, Rawis, Legazpi City, Regional Memo. No. 17 s. 2015)

Rawlings (2011) pointed out that gaining confidence in their teaching

skills and developing their teaching ability in general are not just the concern

of teachers who are new to the profession, but also of experienced teachers

when they meet new challenges which seem to threaten their longstanding

values and beliefs about learning and teaching, especially if these may imply

changes to their teaching practices.

Marasigan (2010) supported that the length of time in service is very

important as it relates to the capability developed in the job by the employee.

1.2 Position or Rank. Table 4 presents the profile of the respondents as

to position or rank.

Table 4. Respondents’ Profile as to Position or Rank

Position/Rank f %
Master Teacher II 1 4
Master Teacher I 1 4
Teacher III 5 16
Teacher II 2 6
Teacher I 21 70
Total 30 100
 Data show that there are 21 or 70 percent of the teachers are categorized

as Teacher, followed immediately by 5 or 16 percent who are Teacher III, while

2 or 6 percent are categorized as Teacher II. Of the 30 respondents, 1 or 4

percent was categorized as Master Teacher II, and Master Teacher I.

According to DepEd, there is no distinction between the duties of one

teaching position and those of other teaching positions. All are involved in

classroom teaching. Hence, teaching positions are classified based on the

personal qualifications of the incumbents thereof rather than based on the

preponderant duties and responsibilities and qualification requirements of the

positions. This concept deviates from existing standards that work assignments

determine the classification and pay levels of positions. The deviation is made

in the case of teachers to encourage and reward initiatives for professional

growth which are vital in a dynamic educational system. The progression to a

higher position level, which does not entail an increase in duties and

responsibilities, recognizes the increase in the academic preparation level.

There are possibilities that the appointed school paper adviser did not

deserve to be one. (Internal-Socio-Political Structure of School Campus

journalism Affecting the Management and Production of Student Newspapers

as Perceived by San Pablo City High School Journalists – Magno 2012)

Problem 3. Level of Performance of the Public Elementary School Paper

Advisers

The following tables illustrate the level of performance of the Public

Elementary School Paper Advisers of the Division of San Pablo City Division
based on its over-all rank on the previous Regional School Press Conferences

for three years.

3.1 Performance during SY 2012-2013. Table 5 displays the level of

performance of the Public Elementary School Paper Advisers of the Division of

San Pablo City Division based on its over-all rank on the previous Regional

School Press Conferences for SY 2012-2013.

Table 6. Level of Performance of the Public Elementary

School Paper Advisers during SY 2012-2013

Total Score
Individua Group
Division Total Score Rank
l
1 Cavite Province 6,183 8,457 15, 270 1
2 Batangas Province 1,797 3,960 5,758 2
3 Dasmarinas City 4,368 857 5,495 3
4 Calamba City 3,057 1,101 4,158 4
5 Laguna 2,353 1,448 3,801 5
6 Batangas City 2.026 1,022 3,048 6
7 Imus City 2,002 850 2,852 7

It can be seen from the table that during the SY 2012-2013, Cavite

Province ranked first with total score points of 15, 270 1, followed immediately

by the Batangas Province which ranked second based on the over-all score

points of 5,758, while Dasmarinas City ranked third garnering a total point

sore of 5,495. Ranked 6th and 7th with total score points of 3.048 and 2,852

were Batangas City and Imus City, respectively. For RSPC 2012-2013 San

Pablo City Ranked 10th among the 16 divisions of Region IV-A CALABARZON.

The National Schools Press Conference (NSPC) is the highest competition

for journalism in both private schools and public elementary and high schools
 in the Philippines. Established in the year 1991 in pursuant to the Section 1,

Rule IX of Republic Act 7079 also known as Campus Journalism Act of 1991.

The press conference includes both students from the elementary and

secondary level and is usually held on the month of April. The event usually

lasts for 4 to 7 days.

The school publication being one of the fundamental mechanisms of

student services gives a chance for freedom of expression for the students. This

endorses the free development of the person. Even our constitution identifies

this right and a law was also passed to make campus journalism stronger, this

is the Republic Act 7079 also known as the “Campus Journalism Act of 1991”

3.2 Performance during SY 2013-2014. Table 6 displays the level of

performance of the Public Elementary School Paper Advisers of the Division of

San Pablo City Division based on its over-all rank on the previous Regional

School Press Conferences for SY 2013 -2014.

Table 6. Level of Performance of the Public Elementary

School Paper Advisers during SY 2013-2014

Name of the Participant Total Score

Individual Group
Total Score Rank
1 Cavite Province 8,709.66 7,707.28 16,419.64 1
2 Batangas Province 3,822.09 3,120.97 6,943.06 2
3 Laguna 3,023.92 2,064.43 5,088.35 3
4 Calamba City 2,199.68 2,476.50 4,676.18 4
5 Dasmarinas City 2,656.96 1,866.76 4,522.72 5
6 Rizal 521.58 2,314.85 2,836.43 6
7 Quezon 819.00 1,886.08 2,705.08 7
8 Imus City 1,789.00 844.63 2,633.63 8
9 Batangas City 885.40 1,423.20 2,308.60 9
1 Lucena City 810.21 441.60 1,251.81 10
0
1 Lipa City 725.33 504.00 1,229.33 11
1
1 Bacoor City 602.52 613.43 1,215.95 12
2
1 Tanauan City 432.20 532.00 964.20 13
3
1 San Pablo City 176.13 703.70 879.83 14
4
1 Antipolo City 179.90 601.67 781.57 15
5
1 Civite City 105.67 446.04 551.71 16
6
1 Sta. Rosa City 193.72 338.00 531.72 17
7
1 Tayabas City 95.00 95.00 18
8

Data show that Cavite Province ranked first garnering a total score of

16,419.64, followed by Batangas Province which placed second earning a total

point score of 6,943.06, with Laguna which comes third for garnering a total

score of 5,088.35 with Calamba City placing fourth with a total score of

4,676.18. The lowest three schools include Civite City placing 16th with a

total score of 551.71, coming next was Rosa City on the 17 th place garnering a

total score of 531.72, with Tayabas City on the 18 th place with a total score of

95.00.

As we can see the 18 schools division of Region IV-A CALABARZON

(Cavite, Laguna, Batangas, Rizal and Quezon) during the latest 2014-2015

Regional School Press Conference Over-all Rankings per division were limited
only to the Top 7 performing divisions wherein San Pablo City Division was not

a part of it. Meaning San Pablo’s rank is on the range of 8 which could be the

highest and 18 which could be the lowest.

To measure the strength and success of the student publication, the

school paper staffers compete in the press conferences held in the division,

regional and national levels. The school press conferences, which is conducted

by the Department of Education, serve as a venue to expose the pupil’s talents

and skills in different aspect of campus journalism. School press conferences

are regularly conducted every year. (Kanigel 2012)

3.3 Performance during SY 2014-2015. Table 7 displays the level of

performance of the Public Elementary School Paper Advisers of the Division of

San Pablo City Division based on its over-all rank on the previous Regional

School Press Conferences for SY 2014-2015.

Table 7. Level of Performance of the Public Elementary

School Paper Advisers during SY 2014-2015

Division Elementar Secondar Over-all Total Rank

Points
y y
1 Cavite Province 186 154 340 1
2 Dasmarinas City 142 140 282 2
3 Batangas Province 114 85 199 3
4 Lucena City 103 73 176 4
5 Laguna 59 70 129 5
6 Batangas City 52 66 118 6
7 Rizal 39 53 82 7
8 Calamba City 35 33 68 8
9 Quezon 31 27 58 9
1 San Pablo City 22 25 47 10
0
1 Antipolo City 19 21 40
 1
1 Lipa City 18 19 37 11
2
1 Tanauan City 6 16 22 13
3
1 Cavite City 6 14 20 14
4
1 Sta. Rosa City 5 9 14 15
5
1 Tayabas City 3 7 10 18
6

Findings show that Cavite Province ranked first garnering a total score

of 340, followed by Dasmarinas City on the 2nd place with a total score of

282, while Batangas Province ranked 3rd garnering a total score of 199,

coming next in the 4th rank was Lucena City with a total score of 176. The

lowest schools in ranking include Tanauan Cityon the 13th place with scor of

22, follwed by Cavite City on the 14th place with a total score of 20, and Sta.

Rosa City on the 15th place with a total of 14 points, and Tayabas City on

the last plac with a score of 10 points.

The journalism contest starts with the District Schools Press Conference,

where top seven in each category and medium qualifies to Division Schools

Press Conference (DSPC). In the DSPC, the top five or seven in each category

qualifies to the Regional Schools Press Conference (RSPC), from which the top

three will be chosen to represent their respective regions in the National

Schools Press Conference (NSPC). However, this structure would still depend
on the organizing committees to ensure a higher standard for the campus

journalists.

The NSPC has been held in different locations across the country. The

NSPC is scheduled annually in the middle of the month of February recently

under DepEd Order 26 s. 2010 it was moved to the second week of April

synchronizing all the culminating activities in all competitions as "Festival of

Talents". Students who will compete in the National Schools Press Conference

attend seminars before the actual competition. There will be a "Tagisan ng

Talino", a competition about current events. Preparation for the NSPC starts at

the Division Level with the Division Schools Press Conference (DSPC). The

editorial members of campus papers in a division compete in English or

Filipino in different categories. The top three winners for each category in each

language medium are then qualified for the Regional Level. The same rules

apply at the Regional Schools Press Conference.

The journalism contest sometimes starts with the District Schools Press

Conference where the top 3 winning campus journalist in all individual

categories and the top 1 winning campus journalists for group categories will

be sent to the Division Schools Press Conference (DSPC), wherein the top 7

winning campus journalists in all individual categories qualifies and the top 1

winning campus journalists for the group categories will qualify for the

Regional Schools Press Conference (RSPC), from which the top 3 winning

campus journalist in all individual contests and top 1 winning campus

journalists for the group categories will be chosen to represent their respective

regions in the National Schools Press Conference (NSPC).

Problem 3. Problems and needs Encountered by the Public School

Elementary School Paper Advisers of the Division of San Pablo City

The following are the problems and needs encountered by the Public

School Elementary School Paper Advisers of the Division of San Pablo City.

3.1 Problems

3.1.1 Llimited Funds. Financial constraints limited the newspaper from

colored to black and white from 8 – 14 pages. The ideal campus journalism was

one which has enough budget to print the newspaper in color, to add more

pages and to provide copies for those who cannot afford to pay for it. Thus

having enough budget is important in having an ideal campus journalism.

Based on the results of the FGD, it was found out that al the campus

advisers all agreed that they need more funds. One of the teachers R1 narrated

that “last time we lack budget for our cjs. Though there is 90php payment

sometimes it isn’t enough due to the “no collection policy”. So we need to look

for sponsors.” Funding for school paper, mostly it really is hard to get a budget.

I plead and I persist just to be given a budget.” Some of the teachers like R9

said that they don’t have any budget, so “I have to get from my own pocket.”

Some of the respondents reveal that:

R2: “When it comes to publishing the paper the budget is already

insufficient. Sometimes we ask for the help of kind and willing to help parents

and community officials.”

R3: “Lack of funds. Sometimes we do solicitations.”

 R4: “We lack financial support especially during the times that the cjs

will represent the school in press conferences.”

R5: “When it comes to training. It’s hard to look for other teachers that

will help you with trainings. Excuses abound like I have a kid or I am busy. I

end up handling 42 cjs.”

R6: Finances. We pay our own both for adviser/s and cjs.

Section 5 of the "Campus Journalism Act of 1991" focusing on the

Funding of Student Publication reveals that funding for the student publication

may include the savings of the respective school's appropriations, student

subscriptions, donations, and other sources of funds. In no instance shall the

Department of Education, Culture and Sports or the school administration

concerned withhold the release of funds sourced from the savings of the

appropriations of the respective schools and other sources intended for the

student publication. Subscription fees collected by the school administration

shall be released automatically to the student publication concerned.

3.1.2 Lack of Proper orientation and training. For teachers who did

not receive proper orientation and training and who were unable to grasp the

value of journalism in school, will find it extremely difficult to anticipate as a

problem. The success of the campus newspaper depends to a large extent on

the adviser or moderator. Training the student staff members well and

directing their work properly requires expertise on the job. In addition to the

mastery of language and a broad background in liberal arts and sciences, the

competent adviser nowadays must have undergone adequate training in

newspaper principles and practice in a training school in journalism or

through diligent self-study.

R18 in an interview said that “seminar and training most likely on

updates and latest trends on campus journalism because even though we

know all the things about campus journalism still in a fast changing world

there’s always changes. It’s hard to be stuck on what we knew before”.

According to De Vera (2010) both teacher-advisers and student writers

are lacking in trainings and experiences in campus journalism. Feliciano and

Trinidad as cited by Marasigan (2010) said that the attendance in trainings

help improved skills, capabilities of individuals.

3.1.3 Lack of interested student-writer. There are only few students

who love writing. Most of the students in the public schools are bored in

writing.

3.1.4 Lack of Support. There is a great need for campus journalism to

be supported by the administration, faculty and students for this uplift the

morale of the campus journalists. However, there are some instances that

teachers and the administrators are not supportive of the objectives of the

campus journalism. R17 said that “I experienced less support from co-teachers

who are advisers of other student journalists. They do not allow the students to

be excused from their classes”.

The Public Elementary School Paper Adviser in harmony with the

administration has always been helped look for or provided budget and which

give them more motivation to perform better. While the one who is in
contradiction with the school administrator finds no support in finding sources

for budget thus leading to low performance.

The school administration's support is significant for it reflects that the

rooms to develop potentials among pupils/students are being achieved; that

the school is mindful to produce a quality and competitive learners.

3.2 Needs

3.2.1 Seminars/trainings

Training for campus advisers are very vital in any school paper

organization that aims at progressing. Training simply refers to the process of

acquiring the essential skills required for effective campus advisers in

delivering quality school paper. Most of the teachers interviewed said that they

all need to “attend seminars in campus journalism”. Another teacher (R1)

revealed that “we need training together with our campus journalists because it

is really different when we are with our cj’s during trainings. We need this for

our cjs’ early enhancement.” One of the campus advisers (R2) opined that “they

need to attend seminar on grammar editing for them to practice especially in

grammar. We need it to be effective advisers and for us to our pupil journalists

to write correctly.”

Journalism should be a subject to learn it regularly not just after

classes. R3 as one of the teachers pointed out that “intensified and in-depth

training in smaller numbers for it to really enhance the performance of our

cjs.”
 The following are the answers of the campus advisers when asked if they

need training and seminars:

R4: “Yes, it refreshes us of new theories and information. It also widens

our knowledge because we are being trained in categories that we may not be

that expert.”

R5: “Yes, because we learn from the techniques that speakers share the

do's and dont's in campus journalism.”

R6: “Yes, because we become updated new informations about campus

journalism make as grow as advisers.”

R7: “Yes, it enhances upgrades and hones my journalistic skills more.”

R8: “Yes, I learn a lot, which I try to re-echo to my students. It’s a

refresher/ It’s also challenging to work for self improvement.”

During the focus group discussion, all campus advisers agreed that

attending a seminar has numerous benefits like gaining experts’ knowledge

and the latest trends about campus journalism.

3.2.2 Enough/quality time

Teacher quality time matters. In fact, it is the most important school-

related factor influencing student achievement. As a campus adviser, they also

need to spend time to their cj’s. One of the teachers (R9) said that “maybe a

quality time schedule in meeting with our school's campus journalists.” They

need to spent time to coach/train their writers. This is the reason why one of

the teachers (R10) complained that “there are too many journalists and yet

there is only one adviser. In my case I manage my time well”. The worst is that
there are teachers who have a class teaching load but at the same time the

campus paper adviser. The teacher (R11) concerned reacted that “Just like in

my case, I am a primary teacher my cjs are not my actual students. I find time

to train them”.

One of the teachers who has been a campus adviser for 5 years said that

“time constraint probably because of not having a fix time to do journalism

sessions, most specially during contest preparation time. We usually make our

classes to suffer to give our time for practices and trainings. The best options

we could do is to properly maximize our time.”

Based on the results of the FGD, the campus advisers said that they

need time management. R14 said that “we need time management because we

always focus on our first priority as teachers, so after our job then the time to

work on campus paper only comes second. We extend of course our time and

we set schedule or plan to have it.”

Staffs are often entangled with academics and with their campus paper

beats which often resulted to cramming. Fortunately the school supports

campus paper so they can easily request the principal to give us a day or two

for the final completion of the materials of the paper

3.2.3 Incentives/Rewards

Another thing that they need was incentives/rewards. One of the

answers from the teachers (R14) revealed that “Yes, it is better if there are

incentives or rewards because it boost the morale and confidence of the

adviser. We're not always into material things because we are happy in training
the cjs but there’s effect when there are incentives because with it it seems that

they appreciate the dedication of the advisers.”

The following are answers by the campus adviser when asked if they

need incentives:

R16: Yes, because it is to reaffirm that something good has been done
and for you to be reminded that you had a job well done.

R17: Yes, it motivates and boosts the confidence of the advisers.

R18: Yes, winners deserved to be given rewards.

R19: Yes, because it will motivate the adviser to perform better but we
also understand if the school can’t afford to give such.

Both the teachers and students performance can improve dramatically if

they are both offered rewards/incentives. Educators have long debated the

value of financial and other rewards as incentives, in several schools showed

that with the right kind of rewards, students and teachers motivation

improved.

Problem 4. Action Plan Developed to address the needs among the Public
Elementary School Paper Advisers of the Division of San Pablo City

Table 8 presents the action plan developed to address the needs among

the Public Elementary School Paper Advisers of the Division of San Pablo City.

The action plan focuses on the needs of Public Elementary School Paper

Advisers in the Division of San Pablo City who have a big responsibility in the

in the management of campus journalism.

The proposed training program was designed to improve the writing skills

of the campus advisers. The training program is designed to learn and

 familiarize the different techniques or styles in making articles of any

journalistic genre, to have a comprehensive and intensive mastery of English

grammar, and to develop their skills in writing and presenting details.

This seminar workshop will focus on the familiarity of the campus

advisers to the different journalistic genres that include news, feature,

editorial, sports and lay-outing.

Table 9. Action Plan Developed to address the needs among the Public
Elementary School Paper Advisers of the Division of San Pablo City

KEY OBJECTIVES STRATEGIES PERSONS TIME BUDGET

AREAS INVOLVED FRAME
Raising Strengthen Participate in Respective Date may P100,000
Standards school paper the different school be decided
in advisers’ trainings, paper by the
Improving journalistic orientations, advisers associatio
Campus competencies or seminars n
Journalism about
Ensure proper campus
handling and journalism
advising of the
special
journalism
class and the
official school
publication

Enhance and Conduct District Academic Sessions/classes

consistently regular Supervisor Year 2016- in campus
develop the sessions in in-charge of 2017 journalism
journalistic journalism Campus June- should have
skills and Journalism March been conducted
competencies Carry out / all year round
of school reviews on School
paper advisers grammar and Heads/
and the rules of School
campus writing Paper
 journalists Advisers
Conduct a
session for
good time
management

Creative To learn and Invite lecturer Lecturers June, P100,000

writing familiarize the to familiarize 2016 (First
techniques different campus School week of
techniques or writers on the Paper the start
styles in different Adviser school
making techniques or year)
articles of any styles in Campus
journalistic making Writers
genre articles of
any
journalistic
genre
To develop Develop
their skills in workshop for
writing and creative
presenting writing
details. techniques

Grammar To have a Conduct a Lecturers June, P100,000

101 of comprehensiv training 2016
Journalism e and workshop on: School (Second
intensive Paper week of
mastery of 1. Tenses of Adviser the start
English the Verb school
grammar 2. Subject English year)
Verb teachers
Agreement
Campus
3. Paragraph Writers
Development
4. Punctuations

5. Proofreading

6. Copy
Reading
Basics of To increase Conduct a School June, P100,000
Journalism writers’ training Paper 2016
 familiarity on program on: Adviser (Second
the different 1. News week of
journalistic writing English the start
genres 2. Feature teachers school
writing year)
3. Editorial Campus
writing Writers
4. Sports
writing

The basics of Journalism focus on its style, content and complexity. The

topics news writing, feature writing, editorial writing, and sports writing.

Another seminar workshop is intended for the campus advisers to

broaden their knowledge and skills when it comes to the mastery of the English

language. This seminar focuses on Grammar 101 of Journalism with topics on

Tenses of the Verb, Subject Verb Agreement, Paragraph Development,

Punctuations, Proofreading, and Copy Reading.