Effectiveness of Brain-Based Learning on Students' Learning Towards Science, Mathematics and English

Zenaida O. Abaya Edgene L. Castillo

Rona May S. Esperanzate Teacher I

Division of Science City of Muñoz

Abstract

The purpose of this study was to examine the effectiveness of Brain-based learning on the academic achievement of the students towards Science, Mathematics, and English; and to determine the evidence of pretest sensitization. The study utilized Solomon Four Group Design. A total of 64 Grade 8 students were divided into four groups whereas group 1 (N=16) served as the control group, group 2 (N=16) as the experimental group, group 3 (N=16) did not receive the treatment and un-pretested, and group 4 (N=16) received the treatment but un-pretested. The data collected were analyzed using Factorial Analysis of Variance, Analysis of Covariate, and Independent Sample T-test to compare the posttest scores and to determine the evidence of pretest sensitization. The findings revealed that the Brain-Based Learning approach used in the experimental group increased the posttest scores in Science, Mathematics, and English. The results also showed that there was no evidence of pretest sensitization, thus conclude that the treatment effects even on unpretested groups. It also identified that there was a significant difference in the posttest scores of Brain-based learning and Lecture Method in Science (p<0.000), Mathematics (p<0.000), and English (p<0.000) for the pretested and unprotested groups. The posttest mean scores indicated that the Brain-Based Learning Approach worked best in English (M=40.57), followed by Mathematics (M=39.09), and Science (M=37.35). Keywords: brain-based learning, pretest sensitization, orchestrated immersion, relaxed alertness, active processing

To Each His Own: The Use of Differentiated Instruction in Teaching Human Circulation

J-Lyn A. Syhuat-Rivera Master Teacher II

Pampanga High School Division of City of San Fernando, (P)

Abstract

In teaching, there is no "one size fits all," hence, the concept of differentiated instruction. There is scarce research on this method in the local setting, and it is rarely applied because of time and resource limitations. However, theorizing that its benefits outweigh the constraints, the researchers investigated the use of this strategy in teaching human circulation, which is among the least learning competencies in Grade 11 Earth and Life Science. Specifically, the effect of using differentiated instruction based on learning style (DIBLS) was investigated through quasi-experimental research involving Grade 11 General Academic Strand (GAS) students of Pampanga High School, 82 of whom were randomly assigned to the intervention group (DIBLS) and 84 to the control group (conventional lecture method). Before the delivery of the lesson, a pretest was administered to establish baseline comparability of groups. Students' learning styles in the intervention group were determined using a questionnaire from the University of Texas Learning Center. "Learning stations" were then prepared for the various learning styles - "Click me": visual learners, "Listen to me": auditory learners, and "Follow me": kinesthetic learners. Both groups were given a posttest after the lesson. Between-groups comparisons of pretests and posttests were performed using independent t-test after checking for normality and homogeneity of variance assumptions. There is a significant difference in the posttest mean score = 68%: DIBLS group vs. 62%: control group; p-value = 0.03. This study revealed the effectiveness of DIBLS, which may be utilized as a strategy for addressing the least learned competencies in human circulation. Keywords: differentiated instruction, learning style, visual learners, auditory learners, kinesthetic learners, human circulation

The Rudiments of the Outstanding: Unfolding The Social Significance of Seasoned Educators

Ma. Aurea Rhodora DC. Geronimo, PhD Principal I

Dr. Nicolas V. Rustia Memorial School Division of Bulacan

Abstract

This study aimed to explore the social significance of seasoned educators in the Division of Bulacan. It highlighted the social value placed upon them by the society rooted in their excellent services, engrained qualities, and traits, outstanding performances, achievements, and aspirations. A qualitative phenomenological narrative approach was used as a research design probing for the common elements, themes, and patterns of experiences of the informants and how these everyday experiences informed change to the educational community. The researcher utilized Tesch's (2013) approach in qualitative analysis of data through a faithful and thorough examination of themes. Furthermore, the seventeen (17) informants who were purposively selected in the Division of Bulacan, expressed that they were improved by their experiences and seasoned by time. They earned their expertise in the academe from the learnings they gained from the experiences they underwent through times and situations. They possessed renowned qualities and traits as their hallmarks as distinguished individuals of society, such as dedication, commitment, and passion. Accordingly, the informants treasured their lived experiences, which served as the building blocks for their learning and development both personally and professionally. Their greatest reward and fulfillment was that they could change their pupils' lives as they produced the best graduates. Collectively, their shared goals and aspirations are to weave and create the best future for their pupils and be productive citizens of the country. Keywords: social value, a seasoned educator

Instructional Supervisory Skills of Master Teachers: Basis for a Proposed Professional Development Program

Riah A. Yutuc

Principal II San Joaquin Elementary School

Division of Mabalacat City

Abstract

This study aimed to determine the instructional, supervisory skills of Master Teachers in the Division of Mabalacat City. It employed the descriptive method of research using a survey questionnaire lifted from Instructional Supervision: Standards, Procedures, and Tools. Respondents of the study were the master teachers and school heads of the 17 participating schools in the Division of Mabalacat City. The researcher personally administered the survey questionnaires among the 17 participating schools in the Division of Mabalacat City. Appropriate statistical tools were utilized in the critical analysis of the data gathered. Findings of the study revealed that based on the assessment of the Master Teacher- and School Head-participants, the Master Teachers are "high" in 6 out of eight dimensions. Recommendations obtained from the study served as the basis for a Proposed Professional Development Program for Master Teachers. Keywords: Instructional Supervisory Skills, Master Teachers, Professional Development Program

Moral Intelligence and Teaching Performance Of Elementary Teachers in the Division of Gapan City

Wilfredo C. Delos Santos

School Principal II Division of Gapan City

Abstract

This study aimed to determine teachers' moral intelligence in terms of the four sub-constructs: integrity, responsibility, compassion, and forgiveness. It also determined the relationship between teachers' morale intelligence with their teaching performance. Subjects and respondents were 33 elementary teachers, preferably Edukasyon sa Pagpapakatao coordinators in the elementary schools of Division of Gapan City. Results revealed that out of four sub-constructs of MI, compassion was found to be the highest, whereas integrity was found to be the weakest among the respondents. The mean score of 2.78 implied that the overall perception of teacher-participants on their moral intelligence was "above average." The obtained SD = .48 also implies the variability of their perceptions. ANOVA and t-test results confirmed a significant difference in participants' perceived moral intelligence when grouped in terms of gender, marital status, work experience, and job designation. Age and educational attainment yielded no significant difference as to how the respondents perceived moral intelligence. The results also revealed that intermediate teachers have higher moral intelligence than primary teachers. The same is true, with more experienced teachers than those who are less experienced teachers. In terms of job designation, primary teachers performed better than intermediate teachers. The result confirmed that while many demographic variables did not obtain any significant relationships in Moral Intelligence, a large part of the data reveals new evidence: "work experience" and" job designation" are predictors of MI." The obtained r of 0.721 denotes "high positive relationship" between two variables –MI and teaching performance

Keywords: moral intelligence, integrity, responsibility, compassion, forgiveness, teaching performance

State of Implementation of Adopt-A-School Program in Secondary Schools in the Division of Pampanga: An Explanatory Analysis of Administrative Practices

Ruby Murallos Jimenez, PhD Education Program Supervisor Schools Division of Pampanga

Abstract This study aimed to determine the state of implementation of the Adopt-a-School Program (ASP) in Secondary Schools in the Division of Pampanga. The study employed the descriptive quantitative method of research. The participants of the study are eighty-nine (89) Secondary School Adopt-a-School Program Coordinators and eighty-nine (89) Secondary School Administrators from the seven (7) clusters in the Division of Pampanga. Appropriate statistical tools were utilized, such as the frequency tally, mean, and t-test for the independent variable. Findings of the study revealed that the two (2) groups of participants: expressed their strong agreement on the objectives of ASP, expressed their agreement on the assistance that can be provided by the donors, expressed their strong agreement on the other dimensions of ASP, considered ASP very valuable, expressed their strong agreements on the five (5) educational values that were obtained through the program, and considered the six (6) problems as moderate problems. There is no significant difference in the assessment of the two (2) groups of participants on the implementation of ASP in Secondary Schools in the Division of Pampanga. Anchored on the assessment of the two (2) groups of participants, both groups expressed their strong agreement on the six (6) indicators of ASP, they considered the implementation of ASP very valuable, and they considered "Social Responsibility" as the specific educational value obtained in the implementation of ASP. Keywords: adopt-a-school program, secondary schools, Division of Pampanga, explanatory analysis, administrative practices

Public School Teachers' English Proficiency Test (TEPT) and Process Skills Test (PST) Results: Basis for Policy Formulation and Training Programs

Winnie W. Poli,

Education Program Supervisor Schools Division Office, Science City of Muñoz, Nueva Ecija

Abstract

This study aimed to evaluate the Public Secondary School Teachers' English Proficiency (TEPT) and Process Skills Test (PST) using Descriptive-Comparative Research Design. A total of 36 Grade 7 and Grade 8 Mathematics and Science Public School Teachers took the test. The data collected were analyzed using Descriptive and Comparative Statistical Analyses. Independent t-test for two samples was used to determine the significant difference between Mathematics and Science teachers' performance in the different components of TEPT and Total TEPT and each component of PST. Combinations of descriptive and inferential statistics were employed to determine the significant difference among the three (3) MPSs of TEPT and significant difference among the MPSs of the thirteen (13) components of the PST. Results revealed that both science and mathematics teachers find written expression a bit harder than the structure and reading comprehension components of the TEPT. Both groups had a verbal interpretation of the "moderate" proficiency level. The study also found out that the MPS of Math and Science teachers in all TEPT components were not significant at 0.05 level of significance. Moreover, the Mathematics and Science teachers' average MPS in their Process Skills Test yielded a "moderate" level of proficiency and found a significant difference. Keywords: teachers' English proficiency test, teachers' process skills test, Secondary school teacher

Proposed Localized Learner's Material: Its Impact to the Academic Achievement of Grade 6 Pupils in English

Jay Arr V. Sangoyo, PhD

Education Program Supervisor Curriculum Implementation Division

Division of Bulacan

Abstract

This study sought to determine the impact of the localized learner's material as an intervention material to improve the academic achievement of Grade 6 pupils in English of selected public elementary schools in the Division of Bulacan. The researcher used a pretest-posttest design of mixed quantitative-qualitative research to assess the fundamental impact of the stated intervention on its target population, the Grade 6 pupils of the selected elementary schools in each district of the Division of Bulacan. Purposive random sampling was used to determine the respondents and teachers who would administer it to them. Proposed Learner's Material was administered during the third grading period. The intervention started from November 2018 to January 2019, with the approval of the Schools Division Superintendent. The utilization of the proposed localized leaner's material, the academic performance, and competencies of the Grade 6 pupils were improved based on the high results and homogeneity of the scores in the evaluation of their written works. There was a significant difference in the results between their pretest and posttest scores. The intervention material was useful and had a significant impact on the academic performance of the Grade pupils in English 6. It is recommended that the Grade 6 pupils use the proposed localized leaner's material in English 6 in the Schools Division of Bulacan. English 6 teachers may use the material as mentioned earlier in the teaching and learning process aside from the usual curriculum guides currently used in the field as bases of premeditated competencies. School heads should support the needs of the teachers to have a copy of the said localized material using local school funds. Keywords: English 6, pupils, localized, learner's material, achievement, improvement,

Narrative Analysis of Teenage Mothers in Public Secondary Schools in the Division of Bataan

Perlie Ann R. Torres Project Development Officer I

Schools Division Office of Bataan

Abstract

This action research aimed to explore the lived experiences of teenage mothers in the Schools Division of Bataan to determine the factors that led to their pregnancy, the problems they encounter in schools, and their adaptive strategies. This study, which utilized a qualitative method, particularly the narrative analysis approach, involved six (6) teenage mothers ages 13-19 who were studying in public schools within the Division of Bataan. Findings revealed that the factors that led to teenage pregnancy are an escape from family problems, overwhelmed feelings for the partner, and lack of knowledge about reproductive health. Meanwhile, the significant themes that emerge about the problems encountered by teenage mothers are disappointment from parents, receiving judgment from others, and frequent absences. Subsequently, the mechanisms they use to cope up with the problems they encountered support from family and friends, school support, and impassivity to judgments. Keywords: pregnancy, teenager, adolescent, health, student-mothers

Assessment of ALS Implementation in the SDO Aurora:

Basis For Activities and Program Development Plan

John Alvin V. Seradoy, EdD. Education Program Specialist II – ALS

Schools Division of Aurora

Abstract

This study assessed the status of Alternative Learning System Implementation in the SDO Aurora. The combination of quantitative and qualitative research method was used. Total enumeration was used for ALS teachers (19) and administrators. Stratified random sampling was used for ALS learners (302), and purposive sampling was used for LGU officials (8) and ALS successful graduates. They were given questionnaires. Interviews were also conducted. The data collected were subjected to descriptive and inferential statistics such as frequency, percentage, mean, rank, and Pearson's r. The majority of the respondents were ALS graduates (47.13%) from Dipaculao (18.43%), female (56.50%), mostly Roman Catholics (67.67%), and graduated Accreditation and Equivalency program secondary (89.73%). Teachers, administrators, and Local Government officials were mostly 1 to 5 years in service (48.28%). Sixteen of the ALS teachers graduated from Bachelor of Elementary Education, completed academic requirements for MAED, and attended seminar workshops. Money from the National Government and SDO were Insufficient; Local Government Unit (LGU) was Less Sufficient, and stakeholders were very insufficient. Community learning centers were accessible for learners, commonly with available modules. About methods implementers: inform and recruit learners through community mapping; generate resources through request letters to LGU; assess learners using modules' activities; and used chalk-board discussion in teaching. There were profiles related to the assessment of ALS program implementation aspects, such as municipality and sex. The municipality was positively related to the teachers' assessment of the learning resources and negatively related to the generation of resources. Sex was negatively related to the teachers' assessment, particularly money from the central office. It means males were more satisfied with the money than females; and to the learners' assessment concerning CLC and teaching facilitating strategies, which means males were more satisfied with CLCs and teaching-facilitating strategies than females. Keywords: Assessment, Alternative Learning System (ALS), Man, Money, Materials, Methods

Tinimbang Ka Ngunit Kulang: A Longitudinal Study of School-Based Feeding Program Beneficiaries

in the City of San Fernando

Francis Dominic G. De Guzman SEPS in charge of Social Mobilization & Networking

Gherine Joy S. Tayag

Nurse II SDO – City Of San Fernando (P)

Abstract The School-Based Feeding Program (SBFP) of the Department of Education (DepEd) aims to reduce and ultimately eradicate learners' health and nutrition problems to ensure that educational inputs are not wasted due to the poor learning capability of an unhealthy and malnourished learner. In the City of San Fernando, the poor nutrition status of learners remains a problem despite the presence of SBFP. This study investigated the incidence of, and factors associated with, SBFP back-referrals about learners who have achieved normal nutritional status at the end-line of the previous school year but upon re-assessment during the start of the current school year, have reverted to undernourished status). Results showed that among the SBFP beneficiaries, 27% were back-referrals during SY 2017-2018 and 22% during SY 2018-2019. Notably, being a recipient of conditional cash transfer (4Ps) from the Department of Social Welfare and Development (DSWD) was found to be a significant predictor of back-referral, with 4Ps beneficiaries 4.5 times more likely to revert to malnourished status according to SY 2017-2018 data. Consistently, for the SY 2018-2019 data, 4Ps beneficiaries were 3.2 times more likely to be a back-referral. Additionally, age was found to predict back-referral consistently over the two years with every one year increase in age significantly increasing the odds of back-referral by about 20%. The findings of this research underscore the need for a year-round sustainable feeding program in close partnership with stakeholders, including the DSWD. Keywords: School-Based Feeding Program, longitudinal study

Ligtas ang may Alam: The Effects of Disaster Education Strategies for Children

Jefferson T. David PDO II In Charge of DRRM, SDO – City Of San Fernando (P)

Abstract

Disaster education for children is essential but not widely researched. Hence, this study sought to investigate the effectiveness of disaster education strategies among children, including conventional drills and the use of a localized storybook developed by the researcher. An experimental study was done involving two classes of Grade 2 learners in a public elementary school, one (n = 34) taught using the usual orientation followed by an earthquake drill, and the other (n = 32) taught using the storybook. Before the experiment, baseline knowledge on major disasters was measured through a written examination and found to be comparable between the two groups (pretest mean scores = 12.1 and 12.8 for the drill and storybook groups, respectively; p-value > 0.05). After the experiment, both groups had significantly improved knowledge (posttest mean scores = 16.1 and 15.9 for the drill and storybook groups, respectively; p-value < 0.05 for within-group comparison). No significant difference was noted in the posttest of the two groups (p-value > 0.05 for between-group comparison), implying that both strategies were equally effective. Moreover, actual drill results showed that both groups were able to perform the required procedures, with the group taught using the storybook having an edge in terms of alertness during the evacuation phase, which they performed without a verbal prompt from the teacher. This study provides empirical evidence on the effectiveness of the disaster mentioned above education strategies, suggesting the benefits of adherence to standard disaster education protocols.

Youth Empowerment through Special Environmental Education Against Disasters (SEED) Program

Renante B. Perez

Teacher III Ramona S. Trillana High School

Schools Division of Bulacan

Abstract

This study aimed to enhance the level of awareness and practice of students on identified local DRR-CCA concerns through the Special Environmental Education against Disasters (SEED) Program. The Youth for Environment in Schools Organization (YES-O) served as the group- participant as well as the venue for the program since it has shared goals with existing policies on DRR-CCA. This study employed a mixed-methods approach to enhance the analytic power of the study; the quantitative method utilized was surveyed, while the qualitative method was narrative. Accordingly, there were significant improvements in the participants' levels of awareness and practice on the identified concerns; qualitative analysis confirmed its positive impact on the community, particularly on the participants' level of practice, as evidenced by their organization's achievements. These emphasized the potential of the school in establishing a culture of environmental care and safety to all its stakeholders, primarily the youth. Keywords: disaster, youth empowerment

Improving Teachers' Level of Research Skills Thru Grow Coaching Model

Maria Carmen S. Muralla

Principal II/ District Research Coordinator Cabituculan East

Marcos R. Necesito Sr. Elementary School

Schools Division of Aurora

Abstract

This study aimed to improve the level of research skills of 28 teachers of T.A. Molina Sr. and Dinadiawan Elementary School in the Schools Division of Aurora. They were selected through total enumeration in the school year 2017-2018. Utilizing the GROW Coaching Model created by Alexander, Fine and Whitmore (1980), it used five instruments, namely: a 10-item checklist on Teachers' Perceptions About Action Research, a self-rating checklist on Teachers' Level of Research Skills adapted from Gilmore (2010) with 12 indicators on necessary research skills gauged thru a Likert 6-scale, Teachers' Weekly Diaries, anecdotal records of progress and the respondents' action research outputs. For data analysis, participants' perceptions about action research and their level of research skills before and after the intervention implementation were subjected to statistical computations using frequency, mean, and percentages while t-test was applied to gauge the significance of the difference in the level of research skills. Findings revealed that the respondents' perceptions changed positively from No Opinion to Strongly Agree. Respondents' level of research skills improved from Some Extent to Great Extent after the implementation of the GROW Coaching Model and that there is a significant difference in the teachers' level of research skills before and after the intervention. The study recommended the EAC ( Encourage, Assist and Continue) sub-model: that the nine completers be Encouraged to continue conducting research, the remaining 19 be further coached in their research journey to attain approval from the division and regional research committees. Keywords: GROW Coaching Model, coaching

Graphic-Based Active Learning: Enhancing Grade 9 Learners' Physics Achievement

Ryan R. Bautista

Teacher III Masagana High School

Schools Division of Bulacan

Abstract

Graphic-Based Active Learning is the integration of the Dual Coding Theory of Allan Paivio and the different Active Learning Strategies that aim to enhance Grade 9 Physics achievement. The developed module addressed learners' dilemma in understanding word problems, using formulas, and solving mathematical operations embedded in physics problems in this action research. The Sequential Exploratory Design was used in this action research. The developed Graphic-Based Active Learning Module (GBALM) was used by thirty-five (35) Grade 9 learners, who served as the experimental group. Another section of thirty-five (35) Grade 9 learners served as the control group; they used the learning module prescribed by DepEd. The independent samples t-test was used to determine the significant difference between the achievement of the control and experimental groups. The mean score was used to show the evaluation of learners towards the content and physical properties of the GBALM. Results showed that the use of GBALM was effective in enhancing grade 9 Physics concepts and word problem skills. The researcher recommends the use of matched-group experimental design and the conduct of time-series study following the effectivity of the GBALM to examine the potential changes in learners' achievement and attitude towards studying Physics. Keywords: graphic-based learning, active learning strategies, Physics achievement

To Each His Own: The Use of Differentiated Instruction in Teaching Human Circulation

J-Lyn A. Syhuat-Rivera

Master Teacher II Pampanga High School

Division of City of San Fernando, (P) Abstract

In teaching, there is no "one size fits all," hence, the concept of differentiated instruction. There is scarce research on this method in the local setting, and it is rarely applied because of time and resource limitations. However, theorizing that its benefits outweigh the constraints, the researchers investigated the use of this strategy in teaching human circulation, which is among the least learning competencies in Grade 11 Earth and Life Science. Specifically, the effect of using differentiated instruction based on learning style (DIBLS) was investigated through quasi-experimental research involving Grade 11 General Academic Strand (GAS) students of Pampanga High School, 82 of whom were randomly assigned to the intervention group (DIBLS) and 84 to the control group (conventional lecture method). Before the delivery of the lesson, a pretest was administered to establish baseline comparability of groups. Students' learning styles in the intervention group were determined using a questionnaire from the University of Texas Learning Center. "Learning stations" were then prepared for the various learning styles - "Click me": visual learners, "Listen to me": auditory learners, and "Follow me": kinesthetic learners. Both groups were given a posttest after the lesson. Between-groups comparisons of pretests and posttests were performed using independent t-test after checking for normality and homogeneity of variance assumptions. There is a significant difference in the posttest mean score = 68%: DIBLS group vs. 62%: control group; p-value = 0.03. This study revealed the effectiveness of DIBLS, which may be utilized as a strategy for addressing the least learned competencies in human circulation.

Keywords: differentiated instruction, learning style, visual learners, auditory learners, kinesthetic learners, human circulation

The Rudiments of the Outstanding: Unfolding The Social Significance of Seasoned Educators

Ma. Aurea Rhodora DC. Geronimo, PhD Principal I

Dr. Nicolas V. Rustia Memorial School Division of Bulacan

Abstract

This study aimed to explore the social significance of seasoned educators in the Division of Bulacan. It highlighted the social value placed upon them by the society rooted in their excellent services, engrained qualities, and traits, outstanding performances, achievements, and aspirations. A qualitative phenomenological narrative approach was used as a research design probing for the common elements, themes, and patterns of experiences of the informants and how these everyday experiences informed change to the educational community. The researcher utilized Tesch's (2013) approach in qualitative analysis of data through a faithful and thorough examination of themes. Furthermore, the seventeen (17) informants who were purposively selected in the Division of Bulacan, expressed that they were improved by their experiences and seasoned by time. They earned their expertise in the academe from the learnings they gained from the experiences they underwent through times and situations. They possessed renowned qualities and traits as their hallmarks as distinguished individuals of society, such as dedication, commitment, and passion. Accordingly, the informants treasured their lived experiences, which served as the building blocks for their learning and development both personally and professionally. Their greatest reward and fulfillment was that they could change their pupils' lives as they produced the best graduates. Collectively, their shared goals and aspirations are to weave and create the best future for their pupils and be productive citizens of the country. Keywords: social value, a seasoned educator

Instructional Supervisory Skills of Master Teachers: Basis for a Proposed Professional Development Program

Riah A. Yutuc

Principal II San Joaquin Elementary School

Division of Mabalacat City

Abstract

This study aimed to determine the instructional, supervisory skills of Master Teachers in the Division of Mabalacat City. It employed the descriptive method of research using a survey questionnaire lifted from Instructional Supervision: Standards, Procedures, and Tools. Respondents of the study were the master teachers and school heads of the 17 participating schools in the Division of Mabalacat City. The researcher personally administered the survey questionnaires among the 17 participating schools in the Division of Mabalacat City. Appropriate statistical tools were utilized in the critical analysis of the data gathered. Findings of the study revealed that based on the assessment of the Master Teacher- and School Head-participants, the Master Teachers are "high" in 6 out of eight dimensions. Recommendations obtained from the study served as the basis for a Proposed Professional Development Program for Master Teachers. Keywords: Instructional Supervisory Skills, Master Teachers, Professional Development Program

Moral Intelligence and Teaching Performance Of Elementary Teachers in the Division of Gapan City

Wilfredo C. Delos Santos

School Principal II Division of Gapan City

Abstract

This study aimed to determine teachers' moral intelligence in terms of the four sub-constructs: integrity, responsibility, compassion, and forgiveness. It also determined the relationship between teachers' morale intelligence with their teaching performance. Subjects and respondents were 33 elementary teachers, preferably Edukasyon sa Pagpapakatao coordinators in the elementary schools of Division of Gapan City. Results revealed that out of four sub-constructs of MI, compassion was found to be the highest, whereas integrity was found to be the weakest among the respondents. The mean score of 2.78 implied that the overall perception of teacher-participants on their moral intelligence was "above average." The obtained SD = .48 also implies the variability of their perceptions. ANOVA and t-test results confirmed a significant difference in participants' perceived moral intelligence when grouped in terms of gender, marital status, work experience, and job designation. Age and educational attainment yielded no significant difference as to how the respondents perceived moral intelligence. The results also revealed that intermediate teachers have higher moral intelligence than primary teachers. The same is true, with more experienced teachers than those who are less experienced teachers. In terms of job designation, primary teachers performed better than intermediate teachers. The result confirmed that while many demographic variables did not obtain any significant relationships in Moral Intelligence, a large part of the data reveals new evidence: "work experience" and" job designation" are predictors of MI." The obtained r of 0.721 denotes "high positive relationship" between two variables –MI and teaching performance

Keywords: moral intelligence, integrity, responsibility, compassion, forgiveness, teaching performance

State of Implementation of Adopt-A-School Program in Secondary Schools in the Division of Pampanga: An Explanatory Analysis of Administrative Practices

Ruby Murallos Jimenez, PhD Education Program Supervisor Schools Division of Pampanga

Abstract This study aimed to determine the state of implementation of the Adopt-a-School Program (ASP) in Secondary Schools in the Division of Pampanga. The study employed the descriptive quantitative method of research. The participants of the study are eighty-nine (89) Secondary School Adopt-a-School Program Coordinators and eighty-nine (89) Secondary School Administrators from the seven (7) clusters in the Division of Pampanga. Appropriate statistical tools were utilized, such as the frequency tally, mean, and t-test for the independent variable. Findings of the study revealed that the two (2) groups of participants: expressed their strong agreement on the objectives of ASP, expressed their agreement on the assistance that can be provided by the donors, expressed their strong agreement on the other dimensions of ASP, considered ASP very valuable, expressed their strong agreements on the five (5) educational values that were obtained through the program, and considered the six (6) problems as moderate problems. There is no significant difference in the assessment of the two (2) groups of participants on the implementation of ASP in Secondary Schools in the Division of Pampanga. Anchored on the assessment of the two (2) groups of participants, both groups expressed their strong agreement on the six (6) indicators of ASP, they considered the implementation of ASP very valuable, and they considered "Social Responsibility" as the specific educational value obtained in the implementation of ASP. Keywords: adopt-a-school program, secondary schools, Division of Pampanga, explanatory analysis, administrative practices

Public School Teachers' English Proficiency Test (TEPT) and Process Skills Test (PST) Results: Basis for Policy Formulation and Training Programs

Winnie W. Poli,

Education Program Supervisor Schools Division Office, Science City of Muñoz, Nueva Ecija

Abstract

This study aimed to evaluate the Public Secondary School Teachers' English Proficiency (TEPT) and Process Skills Test (PST) using Descriptive-Comparative Research Design. A total of 36 Grade 7 and Grade 8 Mathematics and Science Public School Teachers took the test. The data collected were analyzed using Descriptive and Comparative Statistical Analyses. Independent t-test for two samples was used to determine the significant difference between Mathematics and Science teachers' performance in the different components of TEPT and Total TEPT and each component of PST. Combinations of descriptive and inferential statistics were employed to determine the significant difference among the three (3) MPSs of TEPT and significant difference among the MPSs of the thirteen (13) components of the PST. Results revealed that both science and mathematics teachers find written expression a bit harder than the structure and reading comprehension components of the TEPT. Both groups had a verbal interpretation of the "moderate" proficiency level. The study also found out that the MPS of Math and Science teachers in all TEPT components were not significant at 0.05 level of significance. Moreover, the Mathematics and Science teachers' average MPS in their Process Skills Test yielded a "moderate" level of proficiency and found a significant difference. Keywords: teachers' English proficiency test, teachers' process skills test, Secondary school teacher

Proposed Localized Learner's Material: Its Impact to the Academic Achievement of Grade 6 Pupils in English

Jay Arr V. Sangoyo, PhD

Education Program Supervisor Curriculum Implementation Division

Division of Bulacan

Abstract

This study sought to determine the impact of the localized learner's material as an intervention material to improve the academic achievement of Grade 6 pupils in English of selected public elementary schools in the Division of Bulacan. The researcher used a pretest-posttest design of mixed quantitative-qualitative research to assess the fundamental impact of the stated intervention on its target population, the Grade 6 pupils of the selected elementary schools in each district of the Division of Bulacan. Purposive random sampling was used to determine the respondents and teachers who would administer it to them. Proposed Learner's Material was administered during the third grading period. The intervention started from November 2018 to January 2019, with the approval of the Schools Division Superintendent. The utilization of the proposed localized leaner's material, the academic performance, and competencies of the Grade 6 pupils were improved based on the high results and homogeneity of the scores in the evaluation of their written works. There was a significant difference in the results between their pretest and posttest scores. The intervention material was useful and had a significant impact on the academic performance of the Grade pupils in English 6. It is recommended that the Grade 6 pupils use the proposed localized leaner's material in English 6 in the Schools Division of Bulacan. English 6 teachers may use the material as mentioned earlier in the teaching and learning process aside from the usual curriculum guides currently used in the field as bases of premeditated competencies. School heads should support the needs of the teachers to have a copy of the said localized material using local school funds. Keywords: English 6, pupils, localized, learner's material, achievement, improvement,

Narrative Analysis of Teenage Mothers in Public Secondary Schools in the Division of Bataan

Perlie Ann R. Torres Project Development Officer I

Schools Division Office of Bataan

Abstract

This action research aimed to explore the lived experiences of teenage mothers in the Schools Division of Bataan to determine the factors that led to their pregnancy, the problems they encounter in schools, and their adaptive strategies. This study, which utilized a qualitative method, particularly the narrative analysis approach, involved six (6) teenage mothers ages 13-19 who were studying in public schools within the Division of Bataan. Findings revealed that the factors that led to teenage pregnancy are an escape from family problems, overwhelmed feelings for the partner, and lack of knowledge about reproductive health. Meanwhile, the significant themes that emerge about the problems encountered by teenage mothers are disappointment from parents, receiving judgment from others, and frequent absences. Subsequently, the mechanisms they use to cope up with the problems they encountered support from family and friends, school support, and impassivity to judgments. Keywords: pregnancy, teenager, adolescent, health, student-mothers

Assessment of ALS Implementation in the SDO Aurora: Basis For Activities and Program Development Plan

John Alvin V. Seradoy, EdD.

Education Program Specialist II – ALS Schools Division of Aurora

Abstract

This study assessed the status of Alternative Learning System Implementation in the SDO Aurora. The combination of quantitative and qualitative research method was used. Total enumeration was used for ALS teachers (19) and administrators. Stratified random sampling was used for ALS learners (302), and purposive sampling was used for LGU officials (8) and ALS successful graduates. They were given questionnaires. Interviews were also conducted. The data collected were subjected to descriptive and inferential statistics such as frequency, percentage, mean, rank, and Pearson's r. The majority of the respondents were ALS graduates (47.13%) from Dipaculao (18.43%), female (56.50%), mostly Roman Catholics (67.67%), and graduated Accreditation and Equivalency program secondary (89.73%). Teachers, administrators, and Local Government officials were mostly 1 to 5 years in service (48.28%). Sixteen of the ALS teachers graduated from Bachelor of Elementary Education, completed academic requirements for MAED, and attended seminar workshops. Money from the National Government and SDO were Insufficient; Local Government Unit (LGU) was Less Sufficient, and stakeholders were very insufficient. Community learning centers were accessible for learners, commonly with available modules. About methods implementers: inform and recruit learners through community mapping; generate resources through request letters to LGU; assess learners using modules' activities; and used chalk-board discussion in teaching. There were profiles related to the assessment of ALS program implementation aspects, such as municipality and sex. The municipality was positively related to the teachers' assessment of the learning resources and negatively related to the generation of resources. Sex was negatively related to the teachers' assessment, particularly money from the central office. It means males were more satisfied with the money than females; and to the learners' assessment concerning CLC and teaching facilitating strategies, which means males were more satisfied with CLCs and teaching-facilitating strategies than females. Keywords: Assessment, Alternative Learning System (ALS), Man, Money, Materials, Methods

Tinimbang Ka Ngunit Kulang: A Longitudinal Study of School-Based Feeding Program Beneficiaries

in the City of San Fernando

Francis Dominic G. De Guzman SEPS in charge of Social Mobilization & Networking

Gherine Joy S. Tayag

Nurse II SDO – City Of San Fernando (P)

Abstract The School-Based Feeding Program (SBFP) of the Department of Education (DepEd) aims to reduce and ultimately eradicate learners' health and nutrition problems to ensure that educational inputs are not wasted due to the poor learning capability of an unhealthy and malnourished learner. In the City of San Fernando, the poor nutrition status of learners remains a problem despite the presence of SBFP. This study investigated the incidence of, and factors associated with, SBFP back-referrals about learners who have achieved normal nutritional status at the end-line of the previous school year but upon re-assessment during the start of the current school year, have reverted to undernourished status). Results showed that among the SBFP beneficiaries, 27% were back-referrals during SY 2017-2018 and 22% during SY 2018-2019. Notably, being a recipient of conditional cash transfer (4Ps) from the Department of Social Welfare and Development (DSWD) was found to be a significant predictor of back-referral, with 4Ps beneficiaries 4.5 times more likely to revert to malnourished status according to SY 2017-2018 data. Consistently, for the SY 2018-2019 data, 4Ps beneficiaries were 3.2 times more likely to be a back-referral. Additionally, age was found to predict back-referral consistently over the two years with every one year increase in age significantly increasing the odds of back-referral by about 20%. The findings of this research underscore the need for a year-round sustainable feeding program in close partnership with stakeholders, including the DSWD. Keywords: School-Based Feeding Program, longitudinal study

Ligtas ang may Alam: The Effects of Disaster Education Strategies for Children

Jefferson T. David PDO II In Charge of DRRM, SDO

City Of San Fernando (P)

Abstract

Disaster education for children is essential but not widely researched. Hence, this study sought to investigate the effectiveness of disaster education strategies among children, including conventional drills and the use of a localized storybook developed by the researcher. An experimental study was done involving two classes of Grade 2 learners in a public elementary school, one (n = 34) taught using the usual orientation followed by an earthquake drill, and the other (n = 32) taught using the storybook. Before the experiment, baseline knowledge on major disasters was measured through a written examination and found to be comparable between the two groups (pretest mean scores = 12.1 and 12.8 for the drill and storybook groups, respectively; p-value > 0.05). After the experiment, both groups had significantly improved knowledge (posttest mean scores = 16.1 and 15.9 for the drill and storybook groups, respectively; p-value < 0.05 for within-group comparison). No significant difference was noted in the posttest of the two groups (p-value > 0.05 for between-group comparison), implying that both strategies were equally effective. Moreover, actual drill results showed that both groups were able to perform the required procedures, with the group taught using the storybook having an edge in terms of alertness during the evacuation phase, which they performed without a verbal prompt from the teacher. This study provides empirical evidence on the effectiveness of the disaster mentioned above education strategies, suggesting the benefits of adherence to standard disaster education protocols.

Youth Empowerment through Special Environmental Education Against Disasters (SEED) Program

Renante B. Perez

Teacher III Ramona S. Trillana High School

Schools Division of Bulacan

Abstract

This study aimed to enhance the level of awareness and practice of students on identified local DRR-CCA concerns through the Special Environmental Education against Disasters (SEED) Program. The Youth for Environment in Schools Organization (YES-O) served as the group- participant as well as the venue for the program since it has shared goals with existing policies on DRR-CCA. This study employed a mixed-methods approach to enhance the analytic power of the study; the quantitative method utilized was surveyed, while the qualitative method was narrative. Accordingly, there were significant improvements in the participants' levels of awareness and practice on the identified concerns; qualitative analysis confirmed its positive impact on the community, particularly on the participants' level of practice, as evidenced by their organization's achievements. These emphasized the potential of the school in establishing a culture of environmental care and safety to all its stakeholders, primarily the youth. Keywords: disaster, youth empowerment

Improving Teachers' Level of Research Skills Thru Grow Coaching Model

Maria Carmen S. Muralla

Principal II/ District Research Coordinator Cabituculan East

Marcos R. Necesito Sr. Elementary School

Schools Division of Aurora

Abstract

This study aimed to improve the level of research skills of 28 teachers of T.A. Molina Sr. and Dinadiawan Elementary School in the Schools Division of Aurora. They were selected through total enumeration in the school year 2017-2018. Utilizing the GROW Coaching Model created by Alexander, Fine and Whitmore (1980), it used five instruments, namely: a 10-item checklist on Teachers' Perceptions About Action Research, a self-rating checklist on Teachers' Level of Research Skills adapted from Gilmore (2010) with 12 indicators on necessary research skills gauged thru a Likert 6-scale, Teachers' Weekly Diaries, anecdotal records of progress and the respondents' action research outputs. For data analysis, participants' perceptions about action research and their level of research skills before and after the intervention implementation were subjected to statistical computations using frequency, mean, and percentages while t-test was applied to gauge the significance of the difference in the level of research skills. Findings revealed that the respondents' perceptions changed positively from No Opinion to Strongly Agree. Respondents' level of research skills improved from Some Extent to Great Extent after the implementation of the GROW Coaching Model and that there is a significant difference in the teachers' level of research skills before and after the intervention. The study recommended the EAC ( Encourage, Assist and Continue) sub-model: that the nine completers be Encouraged to continue conducting research, the remaining 19 be further coached in their research journey to attain approval from the division and regional research committees. Keywords: GROW Coaching Model, coaching